From buhrow at lothlorien.nfbcal.org Wed Feb 1 22:22:31 2012 From: buhrow at lothlorien.nfbcal.org (Brian Buhrow) Date: Wed, 1 Feb 2012 22:22:31 -0800 Subject: [Brl-monitor] The Braille Monitor, January 2012 Message-ID: <201202020622.q126MVGw021635@lothlorien.nfbcal.org> BRAILLE MONITOR Vol. 55, No. 2 February 2012 Gary Wunder, Editor Distributed by email, in inkprint, in Braille, and on USB flash drive (see reverse side) by THE NATIONAL FEDERATION OF THE BLIND Marc Maurer, President National Office 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230 telephone: (410) 659-9314 email address: nfb at nfb.org Website address: http://www.nfb.org NFBnet.org: http://www.nfbnet.org NFB-NEWSLINE? information: (866) 504-7300 Letters to the president, address changes, subscription requests, and orders for NFB literature should be sent to the national office. Articles for the Monitor and letters to the editor may also be sent to the national office or may be emailed to gwunder at nfb.org. Monitor subscriptions cost the Federation about forty dollars per year. Members are invited, and nonmembers are requested, to cover the subscription cost. Donations should be made payable to National Federation of the Blind and sent to: National Federation of the Blind 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230-4998 THE NATIONAL FEDERATION OF THE BLIND IS NOT AN ORGANIZATION SPEAKING FOR THE BLIND--IT IS THE BLIND SPEAKING FOR THEMSELVES. ISSN 0006-8829 ? 2012 by the National Federation of the Blind Each issue is recorded on a thumb drive (also called a memory stick or USB flash drive). You can read this audio edition using a computer or a National Library Service digital player. The NLS machine has two slots--the familiar book-cartridge slot just above the retractable carrying handle and a second slot located on the right side near the headphone jack. This smaller slot is used to play thumb drives. Remove the protective rubber pad covering this slot and insert the thumb drive. It will insert only in one position. If you encounter resistance, flip the drive over and try again. (Note: If the cartridge slot is not empty when you insert the thumb drive, the digital player will ignore the thumb drive.) Once the thumb drive is inserted, the player buttons will function as usual for reading digital materials. If you remove the thumb drive to use the player for cartridges, when you insert it again, reading should resume at the point you stopped. You can transfer the recording of each issue from the thumb drive to your computer or preserve it on the thumb drive. However, because thumb drives can be used hundreds of times, we would appreciate their return in order to stretch our funding. Please use the return label enclosed with the drive when you return the device. Dallas Site of 2012 NFB Convention The 2012 convention of the National Federation of the Blind will take place in Dallas, Texas, June 30-July 5, at the Hilton Anatole Hotel at 2201 Stemmons Freeway, Dallas, Texas 75207. Make your room reservation as soon as possible with the Hilton Anatole staff only, not Hilton general reservations. Call (214) 761-7500. The 2012 room rates are singles, doubles, and twins $63 and triples and quads $68 a night, plus a 15 percent sales tax. The hotel is accepting reservations now. A $60-per-room deposit is required to make a reservation. Fifty percent of the deposit will be refunded if notice is given to the hotel of a reservation cancellation before June 1, 2012. The other 50 percent is not refundable. Rooms will be available on a first-come, first-served basis. Reservations may be made before June 1, 2012, assuming that rooms are still available. After that time the hotel will not hold our block of rooms for the convention. In other words, you should get your reservation in soon. Guestroom amenities include cable television; coffeepot; iron and ironing board; hair dryer; and, for a fee, high-speed Internet access. The Hilton Anatole has several excellent restaurants, twenty-four-hour-a-day room service, first-rate meeting space, and other top-notch facilities. It is in downtown Dallas with shuttle service to both the Dallas/Ft. Worth Airport and Love Field. The schedule for the 2012 convention will follow our usual pattern: Saturday, June 30 Seminar Day Sunday, July 1 Registration Day Monday, July 2 Board Meeting and Division Day Tuesday, July 3 Opening Session Wednesday, July 4 Business Session Thursday, July 5 Banquet Day and Adjournment Vol. 55, No. 2 February 2012 Contents Illustrations: Valentines................. Victories in Our Ongoing Saga with the National Conference of Bar Examiners by Scott C. LaBarre Introducing NFB Early Explorers by Meleah Jensen I Am a Blind Electrical Engineer by D. Curtis Willoughby 72 Years of Devotion by Parnell Diggs Ensuring that Blind Children Can Swim in the Mainstream Demands Concerted Action by Eric Vasiliauskas >From Out of the Blue--A Much-Needed Reminder by Edwin Cooney Mainstream Access to E-Books: My Perspective by James Gashel The Politics of Blindness: From Charity to Parity Reviewed by Elizabeth Lalonde Blind Mechanic's Dream Comes True in a Porsche by Lorraine Sommerfeld The At-Large Chapter: A New Twist on an Old Idea A History of the California Council of the Blind, 1934-1969, by Perry Sundquist Reviewed by Ed Morman The Right Information by Paris Roach Convention Scholarships Available by Allen Harris Recipes Monitor Miniatures Illustrations: Valentines In our lead photo spread and throughout this issue the Braille Monitor this month commemorates Valentine's Day by recognizing some special valentines, old and young. Bob and Jennie Mahoney have been married seventy years; Bob is ninety and Jennie ninety-two. Bob remembers that "When I first put my hand on her knee, I said that's for me." They have ten children. Bob was elected as a Wayne County commissioner and served for three years; he was then the first blind man elected to the Michigan General Assembly, serving from 1955 to 1968. He was responsible for getting a bill passed to include blind vendors in the state's pension and medical plans. To say Jennie was busy would be an understatement. She took on the duties of a legislator's wife, raised their ten children, and started a mail order business, the Michigan Notary Service. She recalls having a phone installed next to the bathroom and taking orders by pulling the phone cord through the doorway, closing the door, and making notes by placing her slate and stylus on the back of the toilet. "It was the only place I could have the privacy I needed to work," she said. The inelegant office did not stifle the business; in one year it recorded sales topping half a million dollars. "To remain competitive we had to mail five thousand letters a month or sixty thousand pieces a year, and, when the Federation needed help with the Braille bill, we just put our mailing apparatus to work on the challenge," says Jennie. The couple kept the business for twenty-five years, and, when they retired, they sold it to one of their daughters, who continues to run it. [PHOTO CAPTION: Bob and Jennie Mahoney] [PHOTO CAPTION: Jessica and Jason Ewell on their wedding day] Dr. Jessica Bachicha and Jason Ewell have both grown to adulthood in the Federation. They were both NFB scholarship winners, and they both now work at the National Center for the Blind in Baltimore. They were married on October 1, 2011. [PHOTO CAPTION: Stella Sun and Federationist Josh Crunkleton] On Christmas Eve, Josh Crunkleton, who is a master's student in the Louisiana Tech O&M Program, proposed to Stella Sun. Happily she said yes. [PHOTO CAPTION: Scott LaBarre] Victories in Our Ongoing Saga with the National Conference of Bar Examiners by Scott C. LaBarre From the Editor: Scott LaBarre is president of the National Federation of the Blind of Colorado and the National Association of Blind Lawyers. He is a practicing lawyer in Denver who coordinates many of the legal cases we take on. An active litigator, he knows a lot about the law and is capable of putting the victories we achieve into English so that we can all appreciate and benefit from them. Here is what Scott has to say about technology and high-stakes testing: The year is now 2012, and the Congress passed into law the Americans with Disabilities Act (ADA) nearly twenty-two years ago. This landmark legislation declared boldly that discrimination on the basis of disability was strictly prohibited. The Act carried this mandate to all manner of entities from public facilities like restaurants and hotels to employers large and small. Section 309 of the ADA directs testing agencies to ensure that their examinations are administered in a non-discriminatory manner. Congress charged the United States Department of Justice (DOJ) with promulgating regulations to enforce this part of the Act. The relevant DOJ regulation states that a testing agency offering an exam must assure that "the examination is selected and administered so as to best ensure that, when the examination is administered to an individual with a disability that impairs sensory, manual, or speaking skills, the examination results accurately reflect the individual's aptitude or achievement level or whatever other factor the examination purports to measure, rather than reflecting the individual's impaired sensory, manual, or speaking skills." As most people know, the ADA requires covered entities to provide accommodations for an individual's disability so that whatever good, service, or employment is offered is accessible to the individual with a disability. Therefore it is no surprise that a testing agency is required to provide accommodations. With such clear direction from Congress and DOJ, refusal of a testing agency to provide accommodations should be a thing of the distant past. But, as we learned when we were children, it is never safe to make assumptions. I graduated from the University of Minnesota Law School in 1993. At that time assistive technology was far more limited than it is now. Although I used Artic Vision to create DOS-based WordPerfect documents and conduct rudimentary legal research using a modem and a slow dial-up service, I certainly did not have access to electronic texts and other legal material digitally. So I employed other techniques like live readers and law books on cassette from Recordings for the Blind (now Learning Ally) and Minnesota State Services for the Blind. When I took the bar exam, I used a person to read the text and a typewriter to produce the essay portions of the exam. The world of the twenty-first century law student is far different. Every book now begins as an electronic file. Students can get every textbook and other material in an electronic format. As a result a blind law student can use screen-reading software to read the required material, and every blind law student I know either relies heavily on assistive technology or uses electronic texts exclusively. My own law practice has changed dramatically over the years. When I first hung out my shingle, I relied extensively on human readers. Today I use my chief legal assistant to read some short passages from faxes or print mail that come into the office, but, if I have long documents, I either have immediate electronic access to them or have my legal assistant turn paper documents into electronic text. Generally speaking, the legal profession has gone almost completely digital. Most courts in the land now require that documents of any type be filed in an electronic format. I can read much faster and control my place in the text much more efficiently using my JAWS (Job Access with Speech) screen reader. In some ways I have become more effective because I can process material more quickly than I could previously and can assign my assistant to take care of a variety of tasks demanded by the cases coming through my office. Ultimately every blind lawyer or blind person has to select from the arsenal of alternative techniques that allows him or her to get the job done. In fact the ADA recognizes this individuality and calls upon covered entities to evaluate reasonable accommodations case by case. The concept of making accommodations for a person's disability has been around for decades, and it is the law of the land. As lawyers and as a legal profession, we are supposed to have a heightened awareness of the law, even if the specific area at issue is not an individual lawyer's specialty. We would expect testing agencies that work regularly and frequently with test takers with disabilities to be particularly mindful and aware of their obligations under the law to provide accommodations. Logically we could expect a testing agency that offers licensing exams in the legal profession to be acutely aware of its obligations and ready to comply with the dictates of the law. Imagine my surprise when the National Conference of Bar Examiners (NCBE) refused to provide the accommodation most frequently used by law students. NCBE offers a number of examinations, but, most important, it offers the Multistate Bar Examination (MBE) and Multistate Professional Responsibility Examination (MPRE). The MBE is a two-hundred-question multiple-choice exam testing several areas of the law, and it is used in something like forty-eight jurisdictions in the country. The MPRE is a much shorter multiple choice exam that tests the applicant's knowledge of the ethical rules governing the practice of law. In just about every state a person has to pass both of these exams, along with some other essay exams, to become licensed. For an aspiring lawyer the MBE and MPRE are mandatory in almost every state, and these examinations are difficult enough that it is hard to achieve passing scores. This means that a blind applicant's most familiar and strongest alternative technique must be employed to give the blind test taker the best shot at passing these difficult exams. As I mentioned previously, the vast majority of blind law students today use various screen readers to access their law school materials and take their exams. It is not difficult to understand why blind bar applicants coming out of law school today wish to take the MBE and MPRE using assistive technology. Using a screen reader permits the blind test taker to move quickly through the text and go back and forth with ease to reread various passages, an ability necessary in the bar examination. In 2009 Stephanie Enyart contacted me and told me that NCBE practice was to deny blind bar applicants the use of assistive technology on the MBE and MPRE. She is a blind 2009 honors graduate of the University of California at Los Angeles (UCLA) School of Law. She also served as the first president of the National Association of Law Students with Disabilities and was also a member of the NFB chapter in the western Los Angeles area. Stephanie knew that she wanted to take the bar examination in late 2009 or early 2010 and needed to use a combination of JAWS and ZoomText. Her initial research revealed that NCBE would not allow her to use these technologies, even though the California Bar Association would allow her to use them on the state portion of the exam. At first I thought this would be a pretty easy problem to solve. Either I, as president of the National Association of Blind Lawyers, or Dr. Maurer, as president of the National Federation of the Blind, could contact NCBE, explain the problem and the proper use of assistive technology, and then walk away with a solution. I refer you to my earlier discussion of making assumptions. In early 2009 we started our contact with NCBE and urged them to change their policy. To this day their national policy still precludes the use of assistive technology on the portions of the bar examination that they control. Despite their loud and vociferous protestations before the nine different federal courts where we have appeared, I still cannot understand why they continue to refuse to offer the bar examination with the accommodations needed by these blind law students. NCBE has consciously decided to spend millions of dollars in legal fees fighting us rather than finding a workable solution. Erica Moeser, president of NCBE, and Dr. Maurer became pen pals for several months in 2009, and NCBE even had contact with the International Braille and Technology Center for the Blind at the Jernigan Institute. At the end of this process NCBE decided that it would continue its practice of denying the use of assistive technology on the bar examination. In the alternative, they offered Stephanie and others the use of a human reader, a large CCTV, the examination on an audio CD, or the examination in Braille. This was the menu, and applicants could select from only these choices. Let me digress to address some of the comments that I have heard from within and outside the blindness community. They go something like this: "Life isn't perfect for a blind person, and you just need to accept whatever is offered. As blind people we have to be tougher. So suck it up and take the test with a reader or whatever. After all, many of us used readers in the past and did so successfully." Although I agree that blind people generally must be tougher and more resourceful, this does not mean that we must climb much higher peaks if more reasonable and practical approaches are readily available. To make some analogies, sighted test takers are not forced to take the exam without their eye glasses or contacts. Neither are they forced to read the exam upside down, even though they might be able to manage with great effort to do so. If forced to compete in this way, it would be virtually impossible for them to perform at their best and demonstrate what they really know since a majority of their brainpower and concentration would be required to focus on reading rather than on the question and its answer. The bar examination and other professional examinations like it are high-stakes, high-pressure exams and require test takers' maximum concentration. If blind applicants are unfamiliar with using readers, CCTVs, or other accommodations, they should not be forced to use an unfamiliar method to take one of the most important tests that they will ever take. Nevertheless, this is precisely what NCBE wanted Stephanie and others to do. To make a long story a bit shorter, we were not able to negotiate successfully with NCBE and had no other option but to sue for violations of the ADA in the United States District Court for the Northern District of California in early November of 2009. Because Stephanie applied to take the February 2010 California Bar Examination, we had precious little time to get the kind of court ruling we needed for her to take the examination with the accommodations she had used in law school. Therefore we filed a motion for preliminary injunction, an urgent motion that tells the court that it must act quickly on a matter because, if it does not, the opportunity being addressed will have passed, and there will be no way to correct the wrong done in the future. Bar examinations are offered only twice each year, and, if people cannot take an exam, their careers are delayed by at least six months. This may not seem like a big deal, but, when you consider that the average law student now racks up hundreds of thousands of dollars of debt for outrageous law school tuition, a six-month delay is far from trivial. It is critical for a newly graduated law student to become licensed and employed as soon as possible. I haven't worked on this case alone. NCBE is a large organization with tens of millions of dollars of revenue each year. It has the capacity to hire some of the nation's largest and most powerful law firms, and it has done exactly that throughout the course of this litigation. To combat this inherent advantage for NCBE, we had to marshal our best effort to assemble a powerful team as well. From day one Dan Goldstein of Brown, Goldstein and Levy and I have been the two lead attorneys on this matter. We have had the privilege of working with several other skilled and experienced attorneys in California; Vermont; Washington, D.C.; and elsewhere. In particular we have been greatly aided by Disability Rights Advocates of Berkeley, California, and its executive director, Larry Paradis. Without the tremendous team that we assembled, the victories achieved would not have been possible. This tremendous show of legal power has been possible only because of the resources, philosophy, and commitment of the National Federation of the Blind. We engaged in whirlwind litigation preparation and got the case ready for a hearing before United States District Court Judge Charles Breyer at the end of January 2010. By the way, Judge Breyer is the brother of United States Supreme Court Justice Steven Breyer. The oral arguments went very well, and on February 4, 2010, Judge Breyer granted our motion for preliminary injunction and ordered NCBE to provide Stephanie Enyart with the accommodations she needed to take the February 2010 California Bar Examination. Immediately after we achieved this successful order, NCBE filed an emergency motion with the United States Court of Appeals for the Ninth Circuit asking that court to prevent Judge Breyer's order from taking effect. The Ninth Circuit denied the emergency motion but did allow NCBE to pursue its appeal of Judge Breyer's preliminary order on the normal docket of the court. A preliminary injunction is a temporary order and not the final ruling of the court. It is extraordinary relief and very rarely granted. To gain relief on future administrations of the bar examination, we would need to achieve another preliminary injunction or a permanent injunction. Because well over half of the applicants who take the California Bar Examination fail, needing another injunction from the court stood as a real possibility in February of 2010. Unfortunately, like the majority of her fellow applicants, Stephanie did not pass the exam in February. We had to go back to Judge Breyer in June and get another order. Despite NCBE's best efforts, we achieved that order as well. This allowed Stephanie to take the July 2010 bar examination with her requested accommodations. Meanwhile three blind applicants in Maryland--Tim Elder, Ann Blackfield, and Michael Whitwer--requested the use of assistive technology on the Maryland Bar Examination, but NCBE of course denied their requests. We filed a similar preliminary injunction motion with the United States District Court of Maryland, and the case got assigned to U.S. District Court Judge Frederick Motz. Unfortunately he ruled against us. In my view his reasoning was greatly flawed and a terrible interpretation of the law. One can read more about Judge Motz's decision and the earlier parts of this NCBE saga in my article, "SWEP and the Bars of Our Prison," which ran in the October 2010 Braille Monitor. In California the Ninth Circuit appeal continued. We filed our appellate brief during the summer of 2010, and the Ninth Circuit scheduled oral arguments for December. Dr. Maurer and I, along with the entire legal team, prepared Dan Goldstein to argue before the court, and Dan delivered a tremendous argument on December 6. At the hearing the court made it clear to us that it wanted to rule quickly and that it felt great skepticism about NCBE's arguments. Let me pause to address some of the arguments NCBE has trotted out everywhere we go on our tour of the United States federal court system. NCBE argues that individuals with disabilities do not get to choose unilaterally the accommodation they wish to use. Throughout this litigation NCBE has referred to Stephanie's request for the use of assistive technology as her "preferred accommodation" and has often characterized her request as something that was trivial or a matter of whimsy. NCBE argues that, because Stephanie has used readers and CCTVs in the past, she could use them now on the bar examination. It also argues that the DOJ regulation I cited at the beginning of this article should be ignored and that a testing agency does not need to provide the accommodation that best ensures that the test taker's abilities and knowledge are measured, but that NCBE is only obligated to provide some reasonable accommodation. This argument is flawed for many reasons. The bar examination is a high-pressure, high-stakes exam. Applicants must be able to concentrate at peak efficiency to pass. If blind applicants are spending a great deal of effort working with unfamiliar or inefficient accommodations, their concentration is diverted, to their detriment. Additionally, Congress and the DOJ adopted strong language regarding testing entities, presumably because examinations are far different from employment and other situations covered by the ADA. When working with an employer or in a classroom, a long- term relationship exists in which the individual with a disability can work with the entity to determine the most reasonable and efficient accommodation. Conversely, licensing examinations are often one-shot opportunities given under a great deal of pressure, and applicants with disabilities must be able to use the accommodations with which they are most familiar and comfortable. Additionally, NCBE has also made the argument that it is not covered by the ADA. It makes this argument because it is the state bar in each jurisdiction that administers the overall bar examination and decides how to administer it. Therefore NCBE says that it does not directly offer the exam. The major problem with this argument is that NCBE makes the decision about what accommodations will be offered on its portions of the exam. Moreover, NCBE gives explicit instructions on how to administer its examinations, and, if a state bar does not follow those instructions, that state bar risks having all of its NCBE exams invalidated. In every case we have brought in this ongoing saga, the state bars have been more than willing to grant the use of assistive technology as a reasonable accommodation but have not been allowed to do so on the NCBE examinations because NCBE makes that call. NCBE's third major argument is that to offer the bar exam with assistive technology poses an undue burden on it. This is certainly not true in a financial sense because NCBE passes the cost of the accommodation on to the individual state bar organization. Furthermore, NCBE has millions of dollars of revenue each year and always reports substantial revenues in excess of expenses. On January 4, 2011, Louis Braille's two-hundred-second birthday, the Ninth Circuit Court of Appeals issued an opinion in this matter. It ruled that Judge Breyer was correct to issue a preliminary injunction, and therefore it affirmed his order that NCBE provide the use of assistive technology as an accommodation on the portions of the bar examination it controls. Additionally the Ninth Circuit confirmed that NCBE's reasonable- accommodation argument is not the proper standard. The court said the DOJ "best ensured" regulation should be applied. The Ninth Circuit is the first appellate court to address and rule on the question of whether the DOJ regulation should apply. This decision represents an extremely important and precedent-setting victory for any individual with a disability seeking accommodations on an examination offered by a private entity. Next chronologically in this saga is Tim Elder's application to take the California Bar Examination. Incidentally, Tim is a two-time winner of NFB scholarships. He now serves as second vice president of the National Association of Blind Lawyers, but in January of 2011 Tim was not yet a licensed attorney in California and needed to take that state's bar examination. When he requested the use of his preferred screen reader to take the MBE and MPRE, NCBE of course denied the request. We filed another motion for preliminary injunction in the United States District Court for the Northern District of California. Tim's case was assigned to the Honorable Susan Illston. On February 11, 2011, we appeared before Judge Illston and went over the same old arguments with NCBE. Judge Illston ruled in our favor, and Tim took the February 2011 California Bar Examination with the use of JAWS. Judge Illston cited what was then the very recently issued decision of the Ninth Circuit to support her ruling. Additionally she explicitly ruled that NCBE could not hide behind its argument that it did not fall under the provisions of the ADA because it did not offer the exam. By this time one would have thought that NCBE would have gotten the message that the trend was going against it. However, NCBE filed a petition for writ of certiorari before the United States Supreme Court. Our Supreme Court has what is called discretionary jurisdiction over the cases filed with it. This means that the court does not have to hear every appeal made to it. In fact the reality is that the Supreme Court hears less than one percent of all cases it is asked to review. In its petition to the Supreme Court, NCBE raised the same old legal arguments, and several testing organizations filed their own amicus briefs urging the Court to take this case. Meanwhile other blind applicants made known their wishes to take portions of the bar exam using assistive technology. Katherine Bonnette of Washington wished to take the July 2011 Washington, D.C., Bar Examination with JAWS, and NCBE denied her application. Again we filed a motion for preliminary injunction, this time before the United States District Court for the District of Columbia. United States District Court Judge Colleen Kollar-Cotelly ruled in our favor on July 13, 2011, and she cited Judge Breyer's decision, the Ninth Circuit's ruling, and Judge Illston's opinion. She order NCBE to provide Katherine Bonnette with the MBE using JAWS. In Vermont Deanna Jones, one of our members, applied to take the MPRE. At that time she was about to start her third year of law school at the University of Vermont, where she had always used ZoomText and Kurzweil 3000 to take her exams. It is common for those in the third year of law school to take the MPRE and get that part of the bar exam out of the way. As usual, NCBE denied Deanna's request for the use of assistive technology, and we filed a motion for preliminary injunction before the U.S. District Court for the District of Vermont. On August 2, 2011, Chief Judge Christina Reiss granted our motion, and once again NCBE was ordered to provide the requested accommodations. Afterwards NCBE appealed Judge Reiss's decision to the United States Court of Appeals for the Second Circuit, and that appeal is still pending. During the summer 2011 proceedings we filed an additional motion in Stephanie's case. As I mentioned above, a preliminary injunction is only a temporary measure. To make sure that Stephanie Enyart could take the MBE and MPRE again in California, and perhaps in other states, we requested that Judge Breyer make his ruling permanent. We filed a motion for summary judgment, a motion in which you tell the court that, even if it looks at the facts in the light most favorable to the other party, in this case NCBE, we would win as a matter of law. We argued that the "best-ensured" standard is now the law in the Ninth Circuit. We asserted that NCBE could not marshal any facts demonstrating that anything other than the use of assistive technology would best ensure that the bar exam measure her abilities rather than her disability. We introduced several expert witnesses, who all indicated that Stephanie needed to use assistive technology to have the best and fairest opportunity to pass the bar examination. None of NCBE's experts were able to say which accommodation best ensured that Stephanie's abilities would be measured. NCBE again made all the same arguments and also argued that our motion failed because we had no medical doctor who could testify that Stephanie Enyart needed the accommodations she had requested. The Supreme Court started its new term in September of 2011 and reviewed all the petitions filed over the summer, including the one filed by NCBE. We had filed an extensive brief opposing its petition and told the Supreme Court that it should not take NCBE's case and should allow the Ninth Circuit's decision to stand. In early October the Supreme Court denied NCBE's petition and its attempt to have the highest court undo what the Ninth Circuit had decided. On October 11, 2011, we appeared before Judge Breyer again to argue the summary judgment motion. The court took only thirteen days to write a decision, and here is the way we announced the Court's October 24, 2011, finding to the world. FOR IMMEDIATE RELEASE: Federal Judge Issues Permanent Legal Resolution for Blind Law School Graduate Who Paved the Way for Blind Test Takers Berkeley, California (October 26, 2011): On Monday, October 24, the Honorable Judge Charles R. Breyer ended a two-year legal battle between a blind law school graduate and a national testing corporation over the graduate's right to use a computer equipped with assistive technology to take the California Bar Exam. Granting Stephanie Enyart's motion for summary judgment, Judge Breyer found that Ms. Enyart is entitled to take the bar exam on a computer equipped with text-to-speech screen reading and visual screen magnification software as the method that will best ensure that she is tested on her aptitude rather than her disability. Stephanie Enyart, who graduated from UCLA School of Law in 2009 and first sought to take the bar exam that same year, was forced into court by the refusal of the National Conference of Bar Examiners (NCBE) to allow her to take the bar exam using her primary reading method, a computer equipped with screen-reading and screen-magnifying software. Ms. Enyart, who became blind in early adulthood as a result of macular degeneration, has relied on screen-reading and screen-magnifying technology to read since college, through law school, and in her professional career. Although Ms. Enyart won a preliminary injunction in early 2010 ordering NCBE to provide her requested accommodations, the case has remained in court for almost two years as NCBE unsuccessfully challenged the district court's preliminary injunction order, first to the Court of Appeals for the Ninth Circuit, and then to the United States Supreme Court. NCBE argued that it had fulfilled its legal obligations to Ms. Enyart by offering accommodations such as Braille or a human reader, notwithstanding evidence that these alternatives do not work well for her. The courts resoundingly rejected that argument, holding that licensing examinations must be administered to exam takers with sensory impairments in a manner that "best ensures they are tested on what the examination purports to measure, rather than on the exam takers' impairments." Dr. Marc Maurer, president of the National Federation of the Blind, said: "Although blind people have practiced law successfully throughout history, we still face unreasonable and unwarranted barriers to entering and achieving success in the profession. Judge Breyer's decision is a tremendous step forward in granting blind Americans seeking to enter the practice of law full and equal access to the process of acquiring their credentials. We applaud this common-sense ruling and expect full compliance going forward from the National Conference of Bar Examiners." Anna Levine of Disability Rights Advocates, an attorney representing the plaintiff, said, "Judge Breyer's decision vindicates Stephanie Enyart's request to take the bar exam on a computer so that she can be tested on what other examinees are tested on, rather than on how well she uses an unfamiliar reading method. We only wish that NCBE had not fought this simple, justified request so aggressively over the past two years." The suit was filed on November 3, 2009, and charged that the NCBE violated the Americans with Disabilities Act (ADA) and California's Unruh Civil Rights Act by denying accommodations on the Multistate Bar Examination and the Multistate Professional Responsibility Examination, two components of the California Bar Exam controlled by NCBE. The state bar granted Ms. Enyart's request to use a computer on the essay portions of the bar exam but was unable to grant her request on the portions controlled by NCBE. Ms. Enyart was represented with the support of the National Federation of the Blind (NFB) by Brown, Goldstein and Levy, LLP, in Baltimore, Maryland, and the LaBarre Law Offices, P.C., in Denver, Colorado. The plaintiff was further represented by Disability Rights Advocates (DRA), a national nonprofit law center that specializes in civil rights cases on behalf of persons with disabilities, with offices in Berkeley, California, and New York City. I must put Judge Breyer's ruling in context to explain how extraordinary it is. The American Bar Association has compiled statistics demonstrating that defendants win ADA cases well over ninety-five percent of the time. Plaintiffs almost never win ADA cases, especially on summary judgment. Judge Breyer used the Ninth Circuit's ruling and applied the "best- ensured" standard. He also commented on NCBE's insistence that a medical professional had to opine that Stephanie needed the accommodations she had requested. In our experience as blind people we often hear that a medical doctor has to decide what is best for us. Doctors can tell us that we are blind and how we got there. Very rarely do they have the training to tell us what accommodations and alternative techniques we need. Doctors do not spend their time trying to figure out how to accommodate blindness. Their emphasis is on trying to prevent blindness. Consequently doctors normally do not make good witnesses when telling a court or jury how blindness should be accommodated. Because doctors command so much esteem and automatic respect, courts and juries often give their opinions about practical and most appropriate accommodations too much weight. Fortunately Judge Breyer understood this issue properly and, when addressing NCBE's argument that only a medical professional could speak to what Stephanie Enyart truly needed, he stated, this "argument misses the point of the testimony. The most effective assistive technologies for accommodating Ms. Enyart's disability are not matters that require a medical opinion, but rather experience, skill, and knowledge with the use, application, and evaluation of assistive technologies." In one respect our press release was not entirely accurate. The legal battle has not quite ended. Because we have won a final judgment in Stephanie's case, the ADA allows us to collect attorneys' fees and costs as the prevailing party. Because we have had to litigate so forcefully with NCBE, we have spent several hundred hours on Stephanie's behalf, and we anticipate being able to collect millions of dollars in fees. Once we receive that fee award, that money will go to good use. Despite the fact that we have secured something like seven substantial legal victories against NCBE, with only one bad opinion against us, NCBE is still waging this battle with vigor. As I mentioned previously, Deanna Jones' case is before the U.S. Court of Appeals for the Second Circuit, and we expect to have a hearing before that court early this year. As I conclude this article, I remain perplexed about why NCBE has fought so hard to maintain its policy of denying the use of assistive technology on the portions of the bar exam it administers. Part of the problem is that NCBE and many other entities still view the use of accommodations as something special and extraordinary and expect us to feel that any entity that makes any nod to our blindness is doing us a favor and that we should be grateful for what we do receive. Our founder, Dr. Jacobus tenBroek, wrote a landmark law review article entitled "The Right to Live in the World: The Disabled in the Law of Torts." This was one of the earliest pieces of legal writing which clearly established the rights of the blind and otherwise disabled as fundamental human and civil rights. Dr. tenBroek's writing reminds us that accommodations to our disabilities are not acts of charity but rather a means to a level playing field. We have the right to live in a world in which society does not create and maintain artificial barriers preventing us from true equality. With respect to our ongoing saga with NCBE, its policy prohibiting the use of assistive technology on the bar exam creates an artificial barrier. The exams start out as electronic files. Those files can be read with a screen-reading program. Screen-reading programs give blind people independent and immediate access to text. Although the use of this technology cannot give us precisely the same experience as the sighted, for the vast majority of blind bar applicants, their assistive technology gives them as close to the same experience as anything ever has and now can. As the courts have ruled, providing this accommodation does not unduly burden NCBE. So it comes down to a matter of will and choice. Thus far NCBE has chosen to go to great lengths to fight us and has made the strongest possible effort to deny us the common-sense accommodations we need to compete. Although life for us is better than ever before, this saga demonstrates with compelling force that we still have a long journey ahead of us before we can declare our freedom and first-class citizenship. As I sit at this keyboard using assistive technology to write and review this piece, I have no clue how long it will take for us to prevail. I do know, however, that we will emerge victorious. The right to information is a fundamental human right. Technology and the law give us the right and ability to access information on terms of equality with the nondisabled. Still many sectors of society will not acknowledge this right, and therefore we must compel their compliance through legal action. Legal battles like this one are expensive and lengthy. However, the cost of not acting is far greater for blind people. We are far along on our march towards true freedom, and our ultimate destination of full equality is close at hand. Because of the common commitment, love, and philosophy we share, we shall permit no force, not NCBE, not anyone, from stopping us. Freedom will be ours! ---------- [PHOTO DESCRIPTION: The winter quarter accessible bulletin board at the NFBJI celebrates the launch of a new Jernigan Institute education program, Early Explorers. This program introduces blind children (birth to seven) and their families to the long white cane. The board is lined with canary yellow paper. Each of the four edges has a handcrafted border of toddler-sized shoe prints made of red, yellow, and purple foam. In the center of the board are the words "Early Explorers" in black and white letters, arching over the centerpiece, a globe made of a round blue plastic sled with a twenty-four-inch diameter. The convex side of the sled protrudes four inches from the board. Green foam continents are glued to it. Beneath the sled in black and white letters are the words "Finding Our Way in the World." On the top left side of the board is text about the Early Explorers program. Midway down the board on the left side is a photo of a little girl and her father using white canes that is described in Braille. The bottom left has two tactile Whozits, one twelve inches, the other about seven inches tall, constructed from foam in the Whozit colors: yellow crescent- shaped head, red arm, purple torso, blue leg, and white cane. To the right side of the sled/globe are five matted photos of young children exploring the world with their canes. These are described in Braille. Towards the bottom right of the sled is an enlarged replica of a Braille compass.] [PHOTO CAPTION: This quarter's accessible bulletin board in the Betsy Zaborowski Conference Room of the Jernigan Institute] PHOTO CAPTION: A small boy descends a staircase using his long white cane.] Introducing NFB Early Explorers by Meleah Jensen From the Editor: Meleah Jensen is an education program assistant in the NFB's Jernigan Institute. In the following article she describes a brand new JI program and invites us all to spread the word about it to the families of young blind children. This is what she says: A cane was put in my hand for the first time when I was sixteen. I was at a student seminar sponsored by the National Federation of the Blind of Louisiana. I carried the cane with me and used it for the remainder of the weekend. However, when it was time to go home, I gave it back because no way was I going to show up at school carrying a cane. Canes were for blind people, and at that time I did not consider myself to be blind. It would take another three years, many a frustrating situation, and six months as a student at the Louisiana Center for the Blind before I would realize the benefits of using a cane. Although I know it does no good to ask, "What if?" I wonder how different my life might have been had I had a cane in my hand starting at sixteen months instead of sixteen years. Unfortunately, I am not an anomaly. My story is one that many Federationists could tell. Stories like mine are why earlier this winter, the NFB Jernigan Institute launched the NFB Early Explorers program designed to introduce young blind and low-vision children from birth to age seven to the long white cane. In addition, through this program we want to give parents of blind or low-vision children the knowledge, tools, and confidence necessary to become their child's first travel teacher. Dr. Fredric Schroeder, a researcher and the first blind person to earn a master's degree in cane travel, once said, "One of the most fundamental parts of a blind child's training is the development of independent travel skills. Without these skills the blind child is placed in a position of dependency on others for inclusion in daily activities." Simply put, having a cane allows blind or low-vision children to explore and have the same experiences as their sighted peers. Families participating in the NFB Early Explorers program will receive several resources to help them as they step into the role of first travel teacher. These resources include Independent Movement and Travel in Blind Children: A Promotion Model by Joe Cutter. Longtime readers of Future Reflections are no strangers to Joe Cutter, or his work in the field of cane travel. In this book he discusses the role of parents in their blind child's learning to move and ultimately to travel with a cane. Cutter says, "It begins when the expectant mother introduces her baby to movement in utero. Whenever the mother sits, stands, turns, or walks, the child inside her experiences movement. Once the baby is born, the mother and father become attached to their child through touch-through holding, carrying, and playing with their baby. The joyous world of movement has begun, and it is the parents who are the first, the primary educators of their child." Families participating in the NFB Early Explorers Program will also receive a welcome packet containing an informational DVD, a child-sized white cane, and a copy of Cane Travel and Independence, a special issue of Future Reflections. The informational DVD is approximately twenty minutes long and includes advice from professionals in the blindness field on knowing if your child's behavior is age appropriate, selecting the best cane, and so on. You will also hear from blind children of various ages telling you in their own words why they use a cane. Of course a video of this type would be incomplete without comments from experienced parents like this one from Carlton Cook Walker of Pennsylvania, who serves as second vice president of the NFB's National Organization of Parents of Blind Children. She says, "Anna is a wonderful child, and she deserves the right to be a child. She deserves the right to run down a sidewalk and skin her knee. She deserves the right to climb up a rock hill and scrape her belly (which she's done).... She deserves to be like every other kid in her school, and her cane ensures that she can." Our support will not end once we have sent your welcome packet. Each quarter you will receive an issue of Travel Tales, our e-newsletter. Travel Tales will be filled with practical tips and information that you can use to help your blind child learn to navigate the environment using the long white cane. The first issue is already in the works and will include tips for turning a trip to the grocery store into a teachable moment for your blind child and successfully traveling through snow using a cane. Families and educators will have the opportunity to write in and ask questions about cane travel or blindness in general. Don't be shy. We want to answer your questions, no matter what they are. To learn more about the NFB Early Explorers program or to register, visit , email , or call (410) 659-9314, extension 2418. Help us spread the word about the importance of early movement for young blind children by telling the parents and families you encounter about the NFB Early Explorers program. ---------- [PHOTO CAPTION: Curtis Willoughby] I Am a Blind Electrical Engineer by D. Curtis Willoughby From the Editor: Ramona Walhof is working on a book to honor the memory and accomplishments of our past president, Dr. Kenneth Jernigan. She has been kind enough to share with readers of the Braille Monitor some of the articles that will be a part of it. I particularly like this article by my friend Curtis Willoughby because he and I were fascinated by the same things growing up. Electronic devices were magic, and I wanted to be a magician. Like Curtis, I wanted to work at or own a repair shop for radios, televisions, and tape recorders, and my degree was in electronics technology. Ham radio was the introduction to our learning things others in our families didn't know--a way to see reading as more than a school task and to understand it was the key to learn almost anything others had taken the trouble to write down. Curtis presents his tribute to Dr. Jernigan, not by trying to write the great man's biography, but by relating a bit of his own and showing how the influence of our former leader helped give substance to Curtis's dreams. Here is what he says: From as far back as I can remember, I have been interested in mechanical things. When I was three years old, my dad opened a machine repair shop for farm equipment, and our family moved into a house adjacent to it in a small town in southwest Iowa called Griswold. By the time I was six I was in the shop asking questions and getting my hands on whatever he permitted. Before long I was putting away tools, so I learned to identify wrenches, hammers, pliers, and screwdrivers of all types and sizes. Later I learned to use power tools and larger machines. In my teenage years I often did portions of projects for customers using machines such as the band saw, hydraulic shears, drill presses, and the metal lathe. When I was seven, Santa Claus brought me an electric train. My dad screwed the train tracks to a Masonite board which could be leaned up against the wall when not in use. From time to time we made additions to this train set: more tracks, more cars, switches, a train station. I played with this train and learned quite a bit about electricity and mechanics. Sometimes Dad took me to see train layouts that some of the men around town had built, but, since I couldn't get my hands on them, they were not as interesting to me as they were to my dad. When my mother decorated the Christmas tree, I liked to help with the lights and see how they worked. In those days each string of lights at our house was wired in series, with just one wire from one light to the next. Therefore, if one light didn't work, the whole string went out. It was a big job to fix enough lights for a big tree. Each time a string went out during the Christmas season, we had to test all the bulbs on that string until we found the bad one. We kept only a few spares on hand because we could not afford to replace the whole string if one failed. I was very interested in how these strings of lights worked and why. We had a few bubble lights, which had a tube of liquid sticking out of the top of the bulb. When the bulb heated up, the liquid at the bottom would boil, causing a bubble to rise to the top of the tube. I wanted to know how these worked and drove my mother crazy asking about them. When one burned out, I would take it apart. When I was in junior high, one of the teachers at the school for the blind became interested in ham radio, so the local ham radio club often met at the school for the blind. Some other students and I also began to study to take the exams for licenses. The school established a ham radio station. I also talked my dad into buying me a ham radio station and putting up antennas at home. I got to do the design work on the antennas and helped put them up. These antennas were supported from the top of the shop, the house, and a tree. One of them was sixty-five feet long, and one was one hundred and twenty-five feet long. I learned about a magazine called the Braille Technical Press, published by a blind ham radio operator in New York. Uncharacteristically for me, I read this magazine extensively and learned a great deal from it about electronics. I was drawn to radio and TV shops in Griswold, and I hung out with an older student at school who repaired radios. As a very young child in public school, I had tried hard to read print, both large and small. I could not see well enough to read it, though my mother tried darkening and enlarging it. I knew the letters and could print them. I could read the largest newspaper headlines one letter at a time, but this was frustrating. My mother read to me and to my sisters, who are also blind. She did this from the time we were toddlers, and we all enjoyed it. When I started attending the school for the blind in second grade, they began teaching me Braille, but I had already come to regard reading as a struggle. I worked at Braille but never got fast. There weren't more than a few Braille books in the school library that I really wanted to read, and there were a great many print books everywhere that I wanted to read if I could get someone to read to me. I found a few recorded books about radio and other technical things I enjoyed, but they didn't help my Braille skill or my attitude toward it. When I found Braille materials that were interesting, such as a booklet about atomic power, the American Brotherhood for the Blind's Book of Basic American Documents, and the Braille Technical Press, I read them, but I was still slow. While I have always used Braille daily for notes and lists and have read articles in Braille occasionally, the Braille Technical Press was the only magazine I have ever read extensively. Whenever I could get my mother to read to me, I took full advantage of it. Her time for this was limited, and she would fall asleep before I was ready to quit reading. I guess she was not as interested in electronics as I was. Through my junior year of high school I hoped to attend trade school and then open a TV repair shop as a career. In the fall of my senior year, one of the school staff encouraged me to go to college and study electrical engineering. I'm not sure how serious he was. He joked about getting a degree from Stanford University. It took me a while to make up my mind to do this, but I decided to go for it. A week or so after I graduated from high school, I enrolled as a student at the Orientation and Adjustment Center of the Iowa Commission for the Blind in Des Moines. Dr. Kenneth Jernigan was director of the agency at that time. In addition to standard classes in cane travel, shop, and others, I was scheduled, along with several other students, for grammar with Dr. Jernigan. The class met weekly in the evening. That's when I really began to get to know him. He taught a way to analyze grammar that was new to me, and I took more interest in grammar than I ever had. Some Saturday mornings Dr. Jernigan invited students for breakfast and spent the morning with us. One of the people I met when I arrived in Des Moines was Don Nading, chief of maintenance at the Commission building. I began to visit with him in his office when he worked in the evenings. One of his projects was to install an intercom system in the building. Another was to install a telephone system to allow people inside to admit others at the front door without going down several floors to let them in. I took a strong interest in both of these projects. Don found my interest and suggestions helpful. When Dr. Jernigan became aware of my interest, he also encouraged my involvement. By August I was spending my shop class working with Don Nading. I was planning to study electrical engineering in college, and Dr. Jernigan encouraged me. I was accepted at Iowa State University (ISU) and went there in July for freshman orientation. I knew that Dr. Jernigan had already had some conversations with people at ISU. Clearly they had some concerns about blindness. Part of what I learned at the training center at the Commission for the Blind was to present myself to professors and department heads in order to put them at ease about the way I dealt with blindness. I wanted them to know that I was motivated to succeed and had the skills to deal with blindness, so they didn't have to worry about it. I knew I needed to do good enough work in college that my professors and department heads would want to recommend me to employers who trusted them. We had discussed at the training center the need for recommendations from our professors when we were seeking employment. Only a limited number of employers in Iowa hired electrical engineers, and they worked closely with university staff. During college I learned discipline, especially as math became tougher, but techniques to do the engineering work were not really a problem. By the time I graduated, the department people believed in me enough to recommend me to the in-state employers who trusted them. I applied for and was recommended for jobs at Collins Radio and at the phone company. Many contacts were made on my behalf, and I was offered a job at Collins about a week after I was interviewed. I was expected to design pieces of radio equipment under the leadership of a project engineer. Within a couple of months we established that a known weakness in the existing design was more serious than anticipated, and I proposed a design approach that would overcome the problem. With the support of my colleagues I set to work to redesign the equipment using my new approach. Because of time pressure we tested the new design using the old circuit boards with major extra wiring. While we were still testing, we had customers visit from Canada. I was out of town, but the design worked. Since my design was an improvement on something many others had contributed to, this visit from Canada helped eliminate any doubt that may have remained about my ability to do the work. Both my colleagues and our managers became aware of what I was doing. I got the same pay raises as others. After about four years Collins Radio hired another blind electrical engineer who had just graduated from Iowa State. The company began having financial trouble, so the second blind engineer took an early layoff. Eventually I was also laid off. Because through the years I had worked on a variety of equipment at the Commission for the Blind, I was hired short-term to do several projects there. I designed a radio studio and a Braille adapter for a telephone operator using a new telephone console. All that time I was sending out r?sum?s looking for work everywhere in the country. I was not aware how much Dr. Jernigan was working with the phone company to get them to give me a chance to compete, but I now know he did quite a lot. I received an offer and started a new job there. A few years after I started working at the phone company, I received a letter from Bell Laboratories thanking and complimenting me for "helping to solve a problem." I gave a copy of this letter to my supervisor at Northwestern Bell. I also gave a copy to Dr. Jernigan, thinking he might be interested. A few days later he called me up and asked what I had done. I told him that the phone company had a serious problem causing communication lines to some large industrial customers to quit working during the heat of the summer when electrical power consumption was at its maximum. After studying the problem, I determined that signals were being passed between two locations using a method highly susceptible to interference from power lines. I realized that all of the necessary components for a less susceptible signaling method were present. All that was necessary to eliminate the problem was to make some wiring changes and remove a piece of equipment. The hardest part of the solution was to convince the equipment designers at Bell Laboratories that it was a good solution. Because I had carefully and clearly documented the problem and the proposed solution, the Bell Labs engineers understood. This was a long-standing problem, so others had previously tried to solve it. It was my work that made the solution happen. Dr. Jernigan thanked me for the explanation and hung up. Later I heard in speeches that this letter caused him to do some soul searching about blindness and electrical engineers. He said he asked himself if he had really, deep down, believed that I and other blind electrical engineers were truly competitive. He said he had to admit to himself that he hadn't been sure. Even though he had said the right words and helped several of us get jobs, even though Collins Radio hired not just one but two blind electrical engineers, and even though his contacts at the phone company seemed happy with my work, Dr. Jernigan was not totally convinced that a blind person could be effective in this job until he read that letter and heard my explanation. He said he never again had any doubt about my ability or worried that blindness might present an insurmountable barrier for blind engineers. Of course blind engineers have to find a way to show the people around us what we want them to understand. Like blind people in many professions, each blind engineer must work out his or her preferred methods. The subject needs to be given considerable attention by blind people preparing to attend college in a wide variety of fields. Blind people need to develop techniques for making raised-line drawings and some facility for explaining complex diagrams and for persuading those who don't think they can to explain them to the blind person. They must also teach themselves to visualize two and three-dimensional objects as they are represented on paper. Blind people with some residual vision need to learn what visual techniques they can use effectively. Those without usable vision need to have the opportunity throughout their education to touch and examine the widest possible variety of objects. They need to ask to touch things that most other people do not touch. If a blind engineer has mastered these things, then communicating concepts to and from colleagues will not become an issue. In 1977 I got an opportunity to work for a year as a consultant to Bell Laboratories in New Jersey. While there I became acquainted with a computer operating system called "Unix," which was not widely known outside Bell Labs. Most of its programs were written in a language called "C," which was developed along with and for Unix. I had the opportunity to be a student in a course on C, in which the printed textbook was not available until partway through the course. I attended a seminar in which a brand new system command language, or "shell," was introduced by a young PhD named Bourne. Those who are familiar with Unix, Linux, or any of several other Unix-like systems, will recognize the Bourne shell. At that time Unix was entirely a text-based system, and therefore accessibility was not an issue. A few years after I returned to Iowa, I met a blind high school librarian who wanted access to her card catalog in order to help her students use the library. This was before libraries commonly had computerized catalogs. I proposed that a Unix-based computer, with a speech synthesizer to make it talk, would solve her problem. The Iowa Commission for the Blind agreed. I formed a company called Willoughby Enterprises to develop the system and sell it to the Commission for its client. A year or two later Willoughby Enterprises developed a system to allow a blind court reporter to record steno notes and read them back from a direct Braille representation of her key entries. This was before court reporting was computerized generally, so this young woman functioned much the same way sighted court reporters did. Dr. Jernigan encouraged me in all the Willoughby Enterprise projects. In 1992-93 the office where I worked in Des Moines at the telephone company was closed. When I wrote r?sum?s to seek other jobs, I had two basic skill sets that I thought would be valuable to employers. One was the circuit-design work I had been doing, and the other was my knowledge of Unix. I circulated r?sum?s highlighting both skill sets. Inside the phone company at that time, r?sum?s had to be customized for each job opening. In July of 1993 I had a telephone interview with a hiring manager and two of his assistants for a Unix job in Denver. I had enough Unix knowledge for them to make me an offer. I accepted the job and moved, beginning work September 1. The work was to provide technical support for computers located throughout fourteen states. Members of my group installed these computers, supported the network that interconnected them, provided telephone technical support for them, and supported the applications that ran on them. In a couple of years several hundred of these computers were in operation. Not many years after that these computers began to be replaced by computers using Windows. Of the four people who started when I did in September of 1993, one left within a year to work for a development group, two were laid off, and I was the only one who continued through even more changes until I retired in 2001. Since retiring from the phone company, I have continued my NFB work and have been volunteering with the Tuesday Crew, which does a variety of building maintenance and improvement projects at my church. I have also been doing substantial work at Colorado's reading service for the blind, where I support computer and audio systems. I attended state conventions of the NFB while I was in college and a few Des Moines chapter meetings. When I graduated from college and moved to Cedar Rapids, I joined the chapter there and served in several positions on the chapter board and on the boards of several statewide divisions. Eventually I came to serve on the NFB of Iowa board and for several terms as its treasurer. Since moving to Colorado, I have held office in two chapters. My first national NFB convention was in 1966, and I haven't missed one since. I married Doris Koerner in 1967, and she has been a partner with me in the Federation ever since. She was a school teacher when I met her, and she very early volunteered to be the supervising teacher for a blind student teacher who was enrolled in the State University of Iowa. Then Doris decided to become certified as a teacher of blind children. She went on to teach blind children and blind adults until she recently retired. She has been the primary author of four books about the education of the blind, all of which have been published by the NFB and have become important parts of Federation literature. The books are definitely hers, but I played a significant role in writing some of the chapters. I am pleased and proud that Doris has been interested and active in the work of the Federation and has made such major contributions. Since I first learned about the Federation, I have believed that its work is important and that concerted action is the only way that conditions affecting the blind can be improved. I have been a member of the NFB research and development committee and president of the NFB Amateur Radio Operators Group for about twenty years. In this capacity I have been in charge of a project to provide special receivers so that conventioneers who are hard of hearing or need Spanish translation of the convention program can listen to it. For almost fifty years I have been active in the Federation in a wide variety of ways. Those that I am best known for are technical, which is not surprising since that is my profession. I have also supported the Federation with my presence, my leadership, and my financial contributions. If my experience has been helpful to others, I am glad. I have also had a rewarding career. It is hard for me now to sort out Dr. Jernigan's influence from all the other influences on my life and my work, However, his influence started immediately after high school graduation and continued as long as he lived. In fact, it continues today. I am not the only person who received unexpected phone calls from Dr. Jernigan from time to time, and I enjoyed talking with him whenever they came. When I had the opportunity to share a meal with him, it was always a special occasion. My life has been richer for having known him. It was his guidance that brought me to the Federation and helped me find places where I could contribute most effectively. He was an important mentor for me, and for me this has made all the difference. ---------- [PHOTO CAPTION: Don Capps addresses the banquet audience after receiving his special award. Betty is seated on the left, with President Maurer seated further to the left.] 72 Years of Devotion by Parnell Diggs From the Editor: When I think about the blessings of a long marriage and an example of an inseparable couple, two people come to mind: Betty and Don Capps. They were the original inspiration for finding a prominent place in the February issue to commemorate Valentine's Day for lovers of all ages, but when I asked NFB of South Carolina President Parnell Diggs for a contribution of several paragraphs about them, he found it impossible to write only a few words. Here is his wonderful tribute to the power of love, to the importance of going for what you really want and figuring out how to get it, and to the commitment of two valentines who continue to enrich each other's lives. Those of us who have grown to know and love the National Federation of the Blind know that the organized blind movement was established in 1940 and that Dr. Jacobus tenBroek presided over the first convention of the National Federation of the Blind in Wilkes-Barre, Pennsylvania, with sixteen people registered. But this piece is not about Wilkes-Barre. It is about Mullins, South Carolina, and a place called Procter Street, where two Federationists formed a bond that proved to be the foundation of the love of a lifetime. Coincidentally, this star-crossing also happened in 1940: when a twelve-year-old boy whose family had just moved to Procter Street saw a beautiful, blond-haired girl walking down the street in front of his house. He described Betty Rogers as "the prettiest girl in the city," and conveniently she lived just three houses up the street. Less convenient, however, was the fact that during the school year he found himself over two hundred miles away from Procter Street at the South Carolina School for the Deaf and Blind, and he could call on her only during summers and holidays. But call on her he did, and the preteen courtship of Donald Capps and Betty Rogers ensued. He had observed that Betty (about ten years old at the time) had received a new bicycle for Christmas. Since he did not own a bicycle, young Capps often strolled down to her house and asked if he could ride the bike. In fact, he recalls putting more mileage on that bike than she did. They also made good use of a swing on Betty's front porch. It was big enough for three, but most of the time he was successfully able to dissuade others from joining them. In his Kernel Book story entitled "The Value of Greeting Cards," Dr. Capps writes, "That particular swing stands out in my mind. When I was fourteen-and-a-half and Betty was twelve, we were swinging together one summer evening, and I managed to steal a kiss. Was it puppy love?--I think not." In the summer of 1944, when Capps was fifteen, he walked from his home about ten blocks to Mullins High School, where he asked to meet with a school administrator about entering public school in eleventh grade. This was thirty years before Public Law 94-142, at a time when it was widely accepted that blind students attended residential schools, and that was that. "We don't have any visually impaired students," Mr. McCormick said. But, being the resourceful lad that he was, Capps was able to talk his way into the student body at Mullins High School, rising to the top ten percent of his class, and graduating in 1946. That fall Capps enrolled at a business school in Columbia, South Carolina, completed the program in 1947, and remained in Columbia, accepting a position as a junior claims examiner trainee at Colonial Life and Accident Insurance Company. Betty was still in high school, and he found himself once again seeing her when he could get to Mullins. Over the next two or three years, then, Capps often (as in at least two hundred times) hitchhiked to Mullins to see Betty and back to Columbia to continue building a career. "I would just depend on my old thumb (recalled Capps). "It never failed me. Always someone would stop and pick me up. I was never stranded; it was the most incredible thing." Dr. Capps recently observed that "Times have changed so much since 1946. As a seventeen-year-old youngster you would not dare to get out on the highway and just thumb anything that comes along and hop in the car. That's what I did." On one of these trips to Mullins in July of 1948, recalled Mrs. Capps, he popped the question, so Donald Capps and Betty Rogers were married on June 25, 1949, only twenty-two days after Betty graduated from high school. By then his hitchhiking days had ended, and the couple settled-down in Columbia, South Carolina. In 1954 young Capps was asked by his boss to review a package that had been sent to Colonial Life and Accident Insurance Company: a box of greeting cards and some literature about the National Federation of the Blind. He was so impressed with the package that he crossed the country, along with Mrs. Capps, to attend the 1956 NFB convention in San Francisco, California. With no interstates, it was a five-day drive one-way (Dr. Capps doesn't care to fly when he can avoid it), but the trip took three weeks and included both the national convention and a leadership seminar conducted by Dr. tenBroek. They would attend fifty-five of the next fifty-six national conventions together, with Mrs. Capps missing only the Boston convention of 1958, because she was under doctor's orders not to travel so close to delivering their second child and only daughter Beth. Their only son Craig had been born in 1955. While still in his twenties, Dr. Capps developed a close friendship with Dr. Kenneth Jernigan, who would eventually succeed Dr. tenBroek as NFB president in 1968. That year in Des Moines, Iowa, Capps was elected first vice president of the National Federation of the Blind and held that position until 1984. He had served as second vice president from 1959 through 1968. But even after twenty-five consecutive years in the leadership of the National Federation of the Blind and a career-spanning thirty-eight years at Colonial Life and Accident Insurance Company, Capps was still only in his mid-fifties. It was then that he decided to retire as a claims examiner and dive into Federation work and service to his blind brothers and sisters fulltime. In 1985 the convention enthusiastically returned him to the NFB board of directors: a position he would hold for twenty-two consecutive years, until 2007. That year he told the convention that he and Betty were stepping back, not stepping away: thereby ending forty-seven years of service on the national board. Dr. Capps believes that, when we elect someone to office in the Federation, we elect his or her spouse too. Mrs. Capps agrees and has been by her husband's side as they traveled to all fifty states, a handful of foreign countries, as well as Europe, Africa, and Australia, attending international meetings as representatives of the National Federation of the Blind. With more than a half century of service now behind them, Dr. Capps recalls a wise decision he made (while still in his twenties and lacking experience in the Federation) that has affected the rest of their lives. Life is filled with watershed moments, and one such moment for Dr. and Mrs. Capps came at the 1957 national convention in New Orleans, Louisiana. He had been a state president for less than one year, and the Cappses were attending only their second convention. Here is how Dr. Capps recalled the incident. "Durward McDaniel (a national board member at the time), who seemed to be a good enough man, called me up to his room. I was green as a gourd. He said that we needed to amend the constitution. I said, `what's the problem with the current one?' He said, `Well, not so much wrong with it, we need a provision mandating that a person in office can't serve over two consecutive terms.' I said, `You mean to tell me, if you had the best leader for the blind in the world and he had served his two terms?' `Well,' McDaniel responded, `you might apply that to it.'" Capps was onto him, and McDaniel admitted that the proposed amendment was aimed at Dr. tenBroek and Dr. Jernigan. It was the beginning of the Federation's civil war, and Dr. Capps refused to be persuaded to take a position that was contrary to his beliefs. "Well, see you later," Capps said to McDaniel. And the rest, as they say, is history. Beginning in 1968 and for many years thereafter, Dr. Capps had the best seat in the house, right next to the podium, during most of Dr. Jernigan's banquet addresses. Regarding his friendship with Dr. Jernigan, Dr. Capps said, "I loved Dr. Jernigan like a brother, I really did, and likewise. We [meaning Dr. and Mrs. Capps and Dr. and Mrs. Jernigan] went together for our anniversaries on the QE2. This was shortly before Dr. Jernigan was diagnosed with terminal cancer. "I really miss Dr. Jernigan," reflects Dr. Capps, now approaching his mid-eighties. "There are times when I really would like to talk to him about things." Dr. and Mrs. Capps both recall Dr. Jernigan (at a much earlier time) skipping and running down the street with Craig and Beth in front of the Cappses' home. At the 2007 convention banquet in Atlanta, Georgia, the National Federation of the Blind bestowed upon Donald Capps the title Doctor of the Federation and bestowed upon Betty Capps the title Keeper of the Spirit of the Federation. In the tribute to Dr. and Mrs. Capps, Mrs. Jernigan observed that "two people are one. Exactly and precisely what I meant to say. For who among us does not think of Don and Betty Capps in the same breath, does not know that they are one heart, one mind, one treasure of the Federation!" In June of 2012 Don and Betty Capps will celebrate sixty- three wonderful years of marriage. It can be said that the Federation is in their blood. It can also be said that they are in the Federation's blood, for they are a crucial component of the Federation's identity, strength, and vitality. In the Federation's voluminous library of materials accumulated through the decades is an audio recording of the 1969 convention banquet held in Columbia, South Carolina. That year the banquet address was entitled "Blindness: New Insights on Old Outlooks." Dr. Jernigan was holding the audience in the palm of his hand. And, as Dr. Jernigan adeptly dispelled the world's archaic views of blindness, if you listen to the audio recording very carefully, you can hear the voice of Dr. Capps coming over the microphone, spurring his young friend to lead us onto the barricades with the exclamation, "Go man, go!" ---------- Giving a Dream One of the great satisfactions in life is having the opportunity to assist others. Consider making a gift to the National Federation of the Blind to continue turning our dreams into reality. A gift to the NFB is not merely a donation to an organization; it provides resources that will directly ensure a brighter future for all blind people. Seize the Future The National Federation of the Blind has special giving opportunities that will benefit the giver as well as the NFB. Of course the largest benefit to the donor is the satisfaction of knowing that the gift is leaving a legacy of opportunity. However, gifts may be structured to provide more: . Helping the NFB fulfill its mission . Realizing income tax savings through a charitable deduction . Making capital gain tax savings on contributions of appreciated assets . Providing retained payments for the life of a donor or beneficiary . Eliminating or lowering the federal estate tax in certain situations . Reducing estate settlement costs NFB programs are dynamic: . Making the study of science and math a real possibility for blind children . Providing hope for seniors losing vision . Promoting state and local programs to help blind people become first- class citizens . Educating the public about their true potential . Advancing technology helpful to the blind . Creating a state-of-the-art library on blindness . Training and inspiring professionals working with the blind . Providing critical information to parents of blind children . Mentoring blind job seekers Your gift makes you a partner in the NFB dream. For further information or assistance, contact the NFB planned giving officer. ---------- [PHOTO CAPTION: Dr. Eric Vasiliauskas] Ensuring that Blind Children Can Swim in the Mainstream Demands Concerted Action by Eric Vasiliauskas From the Editor: Dr. Eric Vasiliauskas (his friends call him Dr. V.) is a medical doctor with two blind children. His name is familiar to regular readers of the Monitor. Dr. V is intelligent, motivated, enthusiastic, and unequivocally dedicated to seeing that his blind sons have every chance to live and to thrive in the world they will inherent. Much of this passion he shares for other blind children so they will not be sidelined and told they must wait, wait, wait. Sometimes Dr. V writes to talk about his children's accomplishments, sometimes to share techniques, and sometimes to warn us about trends in education that threaten much of what we want for all blind children. This article is a warning and a wakeup call. The days when a blind child was prepared to compete with his sighted classmates armed only with a slate, a Brailler, and his textbooks in Braille are over. Today active participation requires technology--not just technology for the blind but technology used by the sighted. Eric warns that, while we embrace this concept philosophically, we are too often unprepared to deal with the practical problems it presents. The same is true with the textbooks of the twenty- first century--a hardcopy Braille or large-print book is not enough. Here is what Dr. V has to say: I have learned that, iPads are being piloted not only in the high school, but also in every school in our district. At my younger son's elementary school the whole fifth-grade class will be using iPads this school year. One of the other elementary schools in our district chose to pilot iPads at the kindergarten level. The whole district is getting wired to phase in the electronic era. This is no longer some futuristic possibility--the e-wave is here and will likely roll into your district before you know it. How many TVIs (teachers of the visually impaired) and parents are ready to assure that their blind K-12 students have equal exposure to all that the iPad has to offer? How many know how to link Braille notetakers to iPads? With this reality in mind I share the following thoughts: According to the U.S. Department of Justice and the U.S. Department of Education joint statements, existing accessibility laws include requirements to ensure that e-based and web-based education is accessible to all. Therefore not only are e-based and web-based instructional materials and tools mandated to be blind-student friendly, but e-content must, to the greatest extent possible, be equivalent to the content provided in the educational experience of print-reading students. The laws and regulations seem quite clear, and specifics have been well-defined in the U.S. Department of Education and Department of Justice Joint Frequently Asked Questions document. Yet surprisingly few individuals in school districts, the blindness education field, and textbook publishers appear to be aware of the regulations, and fewer still appear to be in compliance. Mechanisms to inform all those that need to know and to encourage and enforce compliance are lacking. I know that some teachers and parents have started to address the issues. As a parent of two blind students mainstreamed in an academically high-performing school district, I would like to describe what I perceive to be some of the main issues on this topic. I will start with a thought- provoking theoretical scenario and then move on to try to define specific areas of concern that not only warrant attention but need to be addressed. I am hoping that those of you who have interest, motivation, connections, and clout will take these issues to heart and also take the lead in tackling them head-on locally (in your school districts and VI programs), at the state level, and nationally. Imagine a large-scale study spanning a decade or so which divides all sighted students in the U.S. into two groups: Study group one would have full access to the entire content of current textbooks (or iPad-based e- textbooks if you prefer); the other half of the students, study group two, would be given access to only the main-body text and some side text. Study group one would have access to detailed maps for social science and well- done graphics of all sorts for both science and math (e-based graphics might even be interactive). The millions of students in study group two would have limited access to all non-text visuals and would have exposure to only a limited number of makeshift maps and diagrams (deemed to be the most important ones) created by someone in the school district. What would the results of such a study be? Who would score better on tests? Who would rank higher in their classes? Would higher education and job opportunities be affected? Answer: There would be outrage over how unfair this type of study would be, well before it ever got off the ground; such an experiment could never happen because it would be considered unethical. Yet this illustrates the position some blind students are in today and the position many will be in very soon if we don't act. I am a huge fan of technology and e-text with its potential to enhance the learning experience of all, but the scope of the accessibility issues that need to be addressed in emerging electronic education and technology is broad and is not getting urgent attention. These issues should be addressed thoughtfully and preemptively rather than reactively. These are not esoteric concerns; they have now become concrete academic issues. It would not be a stretch to take the position that this may even be an equal-rights issue. 1. E-textbooks for blind students are not an educationally equivalent experience to the standard print textbooks that sighted students are using. The most glaring example of this is that, in current e-textbooks for blind students, the pictures, charts, and diagrams are frequently omitted. It is critical to understand that in state-adopted textbooks, beyond the main body of text, most pages contain additional diagrams, illustrations, graphs, pictures, charts, and links to suggested webpages. These charts and other visuals may make up a quarter to a half of the content on a given textbook page; much of this information is not really supplemental but represents the key points of what the students are expected to learn and understand. Not only is the graphic content not described fully in e- textbooks, but the presence or absence of the graphics may not even be noted, so blind students may not be aware that they are missing vital information presented to sighted students. As an aside, some of the California state-produced embossed textbooks omit figures, diagrams, charts, and even maps. When their absence is noted, the omission is signified by the words, "See teacher for this section." Given the reluctance of children to ask questions for fear of standing out, one must wonder how often the question is asked and adequately addressed. The e-files sometimes provided to students are a wonderful supplement; when adequately constructed, they are easily searchable and portable and give students ongoing access to glossaries and textbook dictionaries. E-text affords students the opportunity to look up specifics in other chapters easily when they don't have the embossed volume readily available. Unlike sighted students who have the whole book in the classroom and at home, hardcopy Braille readers have real-time access to only one or a few volumes at a time in class, and unlike their sighted peers, who have a full textbook for home use, many (if not most) don't have a full embossed copy of their textbooks for home use. Yes, this is a real problem for many reasons: some teachers teach chapters out of sequence; when studying for exams, students may need access to other chapters, and the textbook glossaries and indexes are in separate volumes to which blind students do not have ready access. Part of the reluctance of TVIs to use e-textbooks is the argument that they are not completely cleaned up--not all are fully transcriber- proofed--having extra symbols and markers that students must ignore. While the formatting of e-textbooks for blind students is a problem, more and more TVIs and students realize that the e-textbooks are readable and usable. In some of the poorer electronic textbooks for blind students that I have seen, the book is presented as a folder. The files have been formatted as rich text files, some of which are readable in their downloaded form on a Braille notetaker, while others are not. The file names within the folders are page numbers, not chapter titles. This does not appear to have been well thought out. Imagine the problem when turning the page of a book using a notetaker means closing a file, returning to the file list, traversing that list to find the next file, and then waiting while it is opened. Such a design makes turning a page a major ordeal and prevents the book from being searched for words or phrases. A further problem with e-textbooks that is shared with embossed textbooks is that the supplemental or illustrative side text and comments in elementary, middle school, and high school textbooks is often inserted between paragraphs of the main text. This is often done arbitrarily so that it breaks up the main text and interrupts the flow intended by the author. Older students may be able to adapt to this practice, but it is confusing for children in the early grades, especially fourth grade and under, who are trying to follow along in passages that are being read in class. The unfortunate reality is that publisher-quality books don't necessarily provide the blind or visually impaired reader a literary experience equal to that of students using the print version. Bookshare is truly an amazing resource. For the last few years most of our school district's summer reading books have been available for immediate download; the few that were not yet available were quickly processed by the Bookshare staff and posted within a few weeks. The Bookshare staff and volunteers are a phenomenal group of individuals. That said, some problems may not be obvious to all. My elder son finished one of his ninth-grade summer reading books, The Curious Incident of the Dog in the Night-Time. The text was fine, but the print version of this book has a number of visuals in the form of diagrams, puzzles, formulas, pictures, and symbols that are an important part of this novel. Some of the symbols were transcribed incorrectly; in most cases these significant components were omitted altogether. The context of the visuals was not described and not even referred to--it just wasn't there in the downloadable version. My son could tell that something was missing based on the context and requested that we go to our local library to check out the print version of the book. We did and described each graphic. He contacted Bookshare to report this problem. The response he received was: "This is a publisher- quality book, and unfortunately we cannot edit publisher-quality books." This novel is a summer reading book, not only locally, but elsewhere, and, as such, it is part of the academic curriculum. An increasing number of academic literary books are including graphics that are an integral part of the stories. I am an optimist and hope that this can be appropriately addressed. Hopefully the publisher-quality textbooks that Bookshare produces will soon be closer to the true print-equivalent experience for our students. As e-textbooks are further refined, students will still need access to high-quality transcriber-produced and embossed textbooks for diagrams, charts, maps, and other graphically-displayed components. It is just not acceptable that such information is omitted, because students need hands-on experience to understand graphic layouts. I understand, based on current law, that omission of pertinent graphically displayed content in state- adopted textbooks is not only patently unfair to blind students, but does not meet the legal requirements set forth by the laws of this country. Those that produce and distribute textbooks for blind students should pay attention to this legal requirement, for they may be held accountable for assuring compliance with the law. 2. New-generation e-textbooks will bring about a shift to an entirely new dimension. In their current form e-books for use on Braille notetakers are basically just the straight-forward text found on book pages. Graphics, charts, tables, maps, etc. are currently not adequately described and are too frequently omitted. As state-adopted textbooks are provided electronically on devices such as the iPad, e-textbooks will no longer be two dimensional--straight text with pictures and graphics. Instead students will find specific words, concepts, references, and pictures that will hyperlink to other pages or websites that discuss those issues in more depth. These links will likely include links to non-accessible videos, still pictures, and documents coded in the portable document format (PDF), a highly popular format for text and pictures that may or may not be accessible, depending on how it was created. Since many students use Braille notetakers to access materials, access to PDFs must somehow be made a priority for those who develop notetakers. The ability to use hyperlinks will make textbooks multi- dimensional. A student will not just read but will be given information through sounds, pictures, and other forms which have traditionally been limited to entertainment but are now a part of education. To my knowledge no clear plan is in place to address this shift to the next dimension. Who is responsible and accountable for assuring that blind students will have equal access in their educational experience when these books replace print on paper? 3. The move towards electronic and web-based teaching experiences is no longer theoretical but is actively occurring in classrooms and curricula all over the country. This is happening at all grade levels--in some districts more rapidly than others--but the shift is definitely in progress. While this has the potential to level the playing field for blind students, the reality is that many teachers' webpages are inaccessible. These are used to give assignments, let students share their work and ideas, and track their progress and current grades. Many web-based school calendar programs are similarly inaccessible. Many publishers' webpages are not fully and independently accessible. Equally important, publishers' websites used by many state-adopted textbooks that students are instructed to use (to learn more about concepts, access study guides, and take pre- tests) contain links to materials that are not fully and independently accessible. Based on the U.S. Departments of Justice and Education new accessible technology guidelines, these conditions are illegal, yet they are widespread, as commonplace as exceeding the speed limit. It appears that few school district personnel are even aware of the requirement to provide accessibility, and those who do have few clues about how to become compliant. According to the guidelines accessibility is mandated by the law-- whether or not any blind students are in that class or school--just as wheelchair accessibility is now required irrespective of whether or not wheelchair users attend the school. Given that many districts are now in the early stages of trying to comply with the declarations of the Department of Justice and the Department of Education, now is the ideal time to make districts aware of the problems that must be addressed in serving blind children. 4. Teachers of the visually impaired don't get enough training to be proficient in all the necessary technologies the blind or visually impaired students need to succeed optimally and reach their full potential. Education of our future TVIs in the various blind and low-vision technologies needs to move well beyond mere exposure; students in TVI training programs should demonstrate functional ability to use screen- reading software, OCR products for the blind, and the various note-taking and reading devices available. Districts will likely have a preference of screen reader, notetaker, and OCR package, but proficiency in their use is a must. TVIs must also be responsible for teaching their blind and visually impaired students to use iPads and wirelessly link them to Braille displays so that students can access their curricula. TVIs need to be able to teach students to create and format Word, Excel, and PowerPoint files and to use documents written in the portable document format independently. The reality is that very few sighted TVIs are truly proficient with these technologies. A lack of proficiency can lead to everything from the inability to teach the needed skill to teaching it in a way that makes the student believe the process of coupling and using these devices is confusing and inefficient. One wonders how actively and adequately TVI teacher-preparation programs are addressing these new technologies and their integration with assistive technology for the blind. 5. In addition to raising expectations for teaching programs, alternate solutions should seriously be considered. School districts should consider partnering with national organizations of the blind such as the NFB and with state schools for the blind. The California School for the Blind has a phenomenal technology program that runs regional in-service training for TVIs and has campus-based week-long programs for young blind and visually impaired students in the summer and occasionally at other times. Such opportunities are significantly underused. Their online tools for teachers and technology users (the students) should be better used, and online teaching content should be developed further with all these factors in mind. An additional strategy would be for all local VI programs to hire at least one proficient blind TVI. In general, blind teachers will be the most proficient with the various blind technologies and their functional application, because they use these tools daily. I realize that some sighted TVIs are capable of doing it all, and I applaud them, but, based on my interaction with families and TVIs from around the country, many lack proficiency with technology for the blind. Having a blind person on staff who uses this technology, not just to teach but as a part of daily routine, is likely to provide not only an efficient and enthusiastic teacher, but a role model for students and teachers who need to see that a future full of possibility is just around the corner. 6. While infants and toddlers are being exposed to iPads and iPhones (this is not an exaggeration; I see this in my office regularly), equivalent exposure for blind kids typically begins later, in elementary school and beyond. In fact at our son's high school orientation this week, the principal described how his elementary-school-age children and even his five-year-old have iPads and use them to access Khan Academy (www.khanacademy.org) and Rocket Math (www.rocketmath.net). He gave examples of the way these programs have helped to boost his own young children's academic performance. How many blind children have this type of access? If we believe in equal expectations, why don't our students have equal access? If we do not insist on an immediate educational awakening and paradigm shift in the Blind/VI educational arena, very few kids at the elementary and middle school level will be anywhere near as proficient as their sighted peers in technology. While I have observed a slow shift in the exposure at an earlier age to technology, the gap between sighted kids and blind kids continues to create a situation in which blind children fall through the cracks. Arguably the exposure of sighted kids to iPads and iPhones and child-oriented computer programs will increase this gap unless we address the issue. Blind children need computer games they can play and the hardware to play them. They need early access to screen readers at home, age-appropriate electronic games they can play, and access to the latest and greatest technologies that become available to their sighted peers. 7. Last, the concept of "blind-accessible" when dealing with technology for young children needs to be defined. There is a big difference between something that is technically accessible and something that is usable. Real equality demands a product or service that is not just accessible, not just usable, but efficiently usable and accessible. We hear this concern from employed blind people who must be efficient, but it applies as well to our children. Childhood is the time when they will form many of their attitudes about blindness and the alternative techniques blind people use. Experience will determine whether they come to regard alternative techniques as slow and inefficient, or whether these techniques represent the best in creative and innovative solutions paving the way for blind people to be as productive as their friends, classmates, and eventually their coworkers. The problems and obstacles that lie ahead have been described and appreciated by many educators, parents, students, leaders in industry, and members of the blind community. Yet, as I look around, I can't quite figure out who is really taking the lead. Many well-meaning and strong advocates are aware of the problem, but no clear team leader has emerged. My goal is to encourage the people whose lives are most affected to assume this leadership role. Some of you may be familiar with these famous lines from the poem, "Invictus": I am the master of my fate I am the captain of my soul. We all have a vested interest in this area. The web-based, electronic-based educational fleet of ships has set sail--for both charted and uncharted waters. Many exceptional and experienced sailors and captains are involved, but all are steering their own ships with their own goals in mind. For the voyage to be fruitful, a more coordinated course needs to be charted. We need a mission and fleet admiral to oversee the voyage and to take responsibility for addressing the obstacles that we will encounter along the way. A team approach is needed locally and at the state and national levels. I can see no greater priority. ---------- From Out of the Blue--A Much-Needed Reminder by Edwin Cooney From the Editor: How many times have we complained, either to ourselves or aloud to a friend, how ignorant people can be about blindness, only to find that we too are ignorant about so many things that we shouldn't be surprised or outraged when people don't understand us. Edwin Cooney is a blind man with uncommon perception and the ability to articulate what he thinks and feels. He knows well the problems that spring from people's assumptions stemming from misconceptions, but he also knows that he is, alas, a frail human being, and those things he finds fault with in others are, to some degree, found even in himself. Ed is a 1966 graduate of the New York State School for the Blind in Batavia and a graduate of the State University of New York at Geneseo in 1974. He holds a master's degree in American, modern European, and medieval European history. Since June of 2005 Ed has been writing a weekly column. What you see below is an example of one of his nearly three-hundred columns. They are his take on history, current events, and the human dynamic or, if you prefer, the factors that cause people to get along with one another or the opposite. His goal is to achieve one of three things with each: to inform, to stimulate, or to entertain the reader. You can get his weekly column free of charge by contacting him at . Here is what he says about preconceived ideas, those of us who are victims of them, and the pitfalls we face when trying to size up another human being: It was on the afternoon of Monday, June 18, 2007, that I arrived at the Amtrak train station in Washington, D.C., aboard Train #125 out of Penn Station in Newark, New Jersey. I was on my way home to Alameda, California, after a full three weeks of happy reunions with old friends and first-time meetings with new ones. I felt content for the most part. I was even reasonably satisfied with my own behavior in the way I'd handled one or two touchy situations that are a part of daily relationships and circumstances. My train was only thirty minutes or so late, but that was all to the good. It meant that I would have to wait only twenty or twenty-five minutes for Amtrak Train 29 scheduled out of the station at 4:05 p.m. It would be especially pleasant if Train number 29 was nicely air conditioned against the eighty-five to ninety degree East Coast heat and eighty-five plus percent humidity, but that matter would take care of itself. Then came the word that, due to an equipment failure, Train 29 to Chicago would not be able to meet its 4:05 p.m. departure schedule and that no estimated time was scheduled for its departure. A trainload of Amtrak passengers waited patiently in the station, hoping that the mechanics would be able to remedy Train 29's ills quickly enough for all to be on their way in time to make necessary connections. As I waited, I found myself seated between two gentlemen. One, from Chicago, told me that he spends a lot of his time on board his houseboat. The other, Archie from Rhode Island, said he also likes to travel but prefers solid terra firma. At one point in our conversation Archie, in his delightful New England accent, informed me that a blind man without hands was seated a short distance away and was "fumbling" with his suitcase and obviously could use help. Archie was gone for only a very short time before he returned to report that the "blind man without hands" was all right and needed no help. "Where is he going?" I asked, wondering if he'd be on Train 29 once it got rolling. "I don't know," replied Archie, "but he's here with the rest of us." Wow, I thought to myself. Here we are in Washington, D.C., and not too far from me is a blind man without hands. It's got to be Iraq, I told myself. Then I began to create a whole set of assumptions about this man's background: he has to be a veteran; he's in Washington for treatment and rehabilitation at Walter Reed hospital; he's an Iraq War veteran; his injury is recent. Next came my assumptions regarding his state of mind: He's gotta be angry and bitter about his recent war injury; he's gotta be apprehensive and even frightened as he struggles to adjust to his deficiencies; he'll be lost or easily disoriented; he'll need lots of help. He'll be sad and perhaps even clingy. Next I went to the root of my assumptions--my own fears, needs, comforts, and ideas of convenience. What would I do without hands? I'd be totally lost without a sense of touch. How could I function as I do today using a cane? What'll I do if he's in my car? I'll have to help him, because, after all, he's one of "us." Then came my final hope: Maybe he'll be in another car if not on another train. Alas, such was, most fortunately, not to be. Shortly after six-thirty p.m. I was assisted onto Train 29 and into the lower portion of a car, which is where passengers who are senior or with disabilities may ride. The car was reasonably cool, and my seat was next to an electrical outlet so that I could conveniently listen to taped books and recharge my cell phone. The train had started to move, but the conductor hadn't come to collect our tickets. I mumbled to myself out loud wondering whether the act of eating my lunch would automatically bring the conductor around to take my ticket. Suddenly, from one seat behind me and across the aisle to my left, I heard the chime of a talking watch. Then a cheery voice said: "Who's this blind guy who talks to himself?" Next came introductions. His name was Dan, and I, of course, introduced myself as Ed. My introduction to him confirmed his assumption about who I was. Thus I didn't have to say anything to him about my disability. What's strange is that, although he rather quickly explained his condition to me, I don't recall precisely how he confirmed to me that he was the blind man without hands. Almost instantly, even before Dan told me much about himself, my fear- laden presumptions and perceptions melted away. Dan, after all, was Dan. Dan was not a set of my presumptive fears. Within minutes of our beginning our conversation the conductor had come around taking tickets, and Dan was making plans to go to the dining car for supper. Since I'd had my lunch, I didn't need the dining car. I'd join him in the lounge car for happy hour. Thus it was clear that Dan got around as well as I did. During happy hour Dan and I easily conversed on a number of topics. He was easy-going; he flirted with the ladies much more easily and with seemingly much greater confidence and resourcefulness than I. Even more, Dan was funny. Once we were back in our car, Dan told me that at the age of fifteen, which was back in 1955, he'd injured himself while constructing a hand grenade. He went on to explain that as a youngster he'd learned to make such incendiaries in order to protect himself from possible harassment or harm from Chicago's youth gangs. One day, he explained, he'd accidentally installed the wrong type of trigger on his latest grenade, and his life had been changed forever. He went on to talk of his daughters, one of whom served in the Balkan conflict in the late 1990s. He spoke of his life's work as a rehabilitation counselor for the Department of Mental Health in Decatur, Illinois. Dan is now retired and doesn't have to work for monetary reasons; he just likes to keep busy. The reason he was on the train was that he was returning home from a job interview in Alexandria, Virginia. The only assistance I provided him was to dial and hold my cell phone as he called his daughter who was meeting him in Chicago so that he could let her know that the train was running late. When Dan and I parted in Chicago, I knew that I'd met an extraordinary person. Certainly my vacation--and, if I allow it, perhaps my life--had been enriched by that man named Dan. However, I was also aware that I'd been guilty of one of humankind's most subtle but devastating injustices. I was guilty of the act of preconceived negative personal perception. What is even more incredible to me is that I am acutely sensitive to the fact that I am a lifelong victim of such preconceived negative personal perceptions. How many times have I been denied opportunities for work, friendship, even love, because of a person's negative perceptions and ultimate inability to imagine interacting comfortably with me in a working or loving relationship? How many times have I answered the inquiry people often make about what is hardest about living with disability by saying, with some intensity, that the most difficult aspect of living with disability (which, in my case, is total blindness) is dealing with the public's perception of it. The answer to both the above questions is--too many times. Preconceived negative personal perception often is devastating to persons who live with disability. Unfortunately its practice--which I'll define here as preconceived negative conclusions about others based on poor knowledge of the conditions under which another person lives--is widely practiced and affects far more than the disabled. Thus people with disabilities and people of different races, of different religions, of different classes, and of different economic stature are all too often ready-made victims of our preconceived ideas about how they live, what they believe, what they can do, and what they will be like. What is more, one shouldn't assume that the poor and disadvantaged are the sole victims of negative personal perception. The rich and powerful can also be victimized--and often are. Their ability to protect themselves more easily from negative personal perception doesn't in the least justify the practice. Hence the victim of racism can also be a racist; the offended can indeed offend; the sinned against can--and do--sin--as I learned once again on Monday, June 18th, 2007. Just because I'm aware of others' capacity for preconceived negative personal perception does not immunize me from practicing it myself. Furthermore, negative personal perception may not be the only path to our individual and societal failings, but it's surely one of the most well-taken paths. Next to the path of least resistance, the path of negative personal perception is the easiest to take, and it's taken too often by far too many--including this observer. Thanks Dan. Because you're you, I couldn't get away with it--this time, anyway! ---------- [PHOTO CAPTION: James Gashel] Mainstream Access to E-Books: My Perspective by James Gashel From the Editor: One of the big issues blind people must address to remain competitive is access. It is a moving target. An electronic book may be accessible one day and far less accessible in a newer incarnation of the electronic reader. What constitutes accessibility? If a system is cumbersome but ultimately usable, is it accessible? If it is usable by someone skilled in the use of technology but not by the new reader of an electronic book, is it inaccessible or is the problem our lack of experience with the seemingly arbitrary methods that have to be employed to make it work? These questions have no easy answers, and, if they did, the evolving nature of technology makes it almost certain that what we might say from month to month would, at times, seem convoluted and contradictory. As the article by Amy Mason that appeared in the January Monitor and this article by Jim Gashel make clear, we're a lot better off than we were several years ago, but there are still difficulties as we climb on board the train moving us toward reading mainstream electronic books. Here is Mr. Gashel's perspective as a longtime reader and a vice president of a company trying to get in on the growing e-book market and simultaneously trying to ensure that what it distributes is usable by the blind: As many readers of the Braille Monitor are aware, I serve as secretary of the National Federation of the Blind after having worked on behalf of our governmental affairs and strategic initiatives efforts for thirty-three and a half years. I grew up in Iowa under the tutelage of Dr. Kenneth Jernigan and continue to work side by side with Dr. Maurer as he successfully leads our movement from one challenge to the next and from one victory to another, moving ever closer to equality. My day job is to serve as a vice president of K-NFB Reading Technology, which was born from our partnership with Ray Kurzweil and is dedicated to inventing and disseminating reading technology that meets our needs for accessibility. Amy Mason's article, "Mainstream Access to E-Books-What Works, What Doesn't, and What Is Still Unclear," appeared in the January 2012 issue of the Braille Monitor and presents her experienced knowledge based on actual and personal use of several e-book reading systems. Consistent with our purpose to establish the International Braille and Technology Center for the Blind-to provide blind people and others with objective information needed to evaluate technology--Amy's article is a must-read for anyone interested in knowing the current status of e-book access and what to expect. As a blind person my entire life and currently a vice president of the company that makes Blio-one of the e-book readers reviewed--I found Amy's report on the e-book landscape to be fascinating and potentially valuable, not only to blind users of e-book technology, but also to engineers, planners, publishers, and leaders in our industry. Obviously I wish Blio had performed flawlessly during Amy's review, but, given the state of the art with ever-changing computer technology and digital publishing still in a stage of relative infancy, flawless performance of Blio or any other e- book reading system on an open platform such as Windows is not always a realistic expectation. Setting aside the geeks among us who may want to try anything new just for the experience, what should the average consumer do and expect in the emerging world of e-books? Is the technology in its current state worth fooling with? My short answer to these questions is an unqualified and enthusiastic "yes." And, although I have not discussed this perspective with Amy Mason, I feel confident that she would agree. Although Amy reviewed some of the technologies used to read unprotected EPUB and PDF files, including books, these technologies are not at the center of the e-book challenge. Publishers don't sell unprotected EPUB or PDF content because no copyright protection is in place. Without copyright protection, exposing the text to access technology can be done without objection or barriers being imposed by authors and publishers. This is due in part to the Chafee amendment to the Copyright Act which Congress passed in 1996 allowing authorized entities to produce and distribute nondramatic literary works in specialized formats for the blind without first obtaining the copyright owner's permission. Let's use the term "commercial e-books" to refer to books in digital formats being sold to the general public by publishers with digital rights management applied. This is the classic situation as in a traditional bricks-and-mortar bookstore where a copy of a book is sold to a consumer and the consumer's right and/or ability to copy the book is restricted both by technology and by the law. When it is sold as a commercial e-book, the technology used does not permit the book to be copied, and the book can only be read on a limited number of devices (normally up to five) authorized in the user's e-book account record. Amy's report makes clear that some commercial e-book systems use dedicated devices and some do not. Of those using dedicated devices, none is conveniently usable or genuinely accessible to the blind, although menus may be spoken in some instances and some books may have some form of text- to-speech enabled. Amazon's Kindle and Barnes and Noble's Nook are the best known devices in this category. Their failure to be conveniently usable and genuinely accessible is not a failure of the technology to perform as intended. In fact these devices often perform fairly well in doing what they were intended to do, but they were not designed to provide an accessible book-reading experience for the blind. Changing this lack of access may require use of different technology, but the reason for the lack of access is the lack of a corporate commitment to accessibility. Make the commitment, and accessible technology will follow. When one moves beyond the dedicated e-book devices, the prospect of finding a system you can use is a bit more encouraging overall and can be excellent depending on your needs. For example, Amy points out that Amazon has a version of Kindle for Windows PCs which does include a degree of accessibility, limited only to speech but not including access to system menus or book content using Braille. Book-reading with the synthetic text- to-speech installed with Amazon's accessibility plug-in does work and works especially well for continuous reading of a book if ease of navigation is not a priority. But does Amazon have a corporate commitment to accessibility for its various e-book systems? This may fall under Amy's category of Still Unclear, since Kindle on Windows PCs is somewhat accessible, but their other e-book products and services are not. Amazon's work to release an accessible plug-in to their Kindle PC reader was certainly a positive move, albeit a response to our outside pressure. But this move was then followed by release of later products, including the recently released Kindle Fire, that are either partially or completely inaccessible. Also, try as you may, you can't use Amazon's Kindle app for the iPhone, iPod touch, or iPad, regardless of Apple's VoiceOver speech output capability pre-installed on all of these devices, and Kindle for Android devices is also inaccessible, not noted in Amy's review. So the only way to buy and read Kindle books if you want to do that is to use a Windows PC with a screen reader installed. Other than that, no version of Kindle is accessible. What about Barnes and Noble's Nook? Forget about it! Aside from the dedicated device already mentioned as inaccessible, not a single Barnes and Noble Nook application is accessible, including Nook for Windows PCs, the Nook app for Apple devices, or the Nook app for Android. Turning to technologies developed by Google and Apple, the prospects for accessible e-book-reading definitely do get better, especially with Apple's iBooks app for the iPhone, iPod Touch, and iPad, and with Google Books, which is the reader developed for access to books from Google designed for Apple devices. As Amy points out, both Google Books and iBooks work well, albeit somewhat differently, with Apple's VoiceOver speech technology, which also supports quite good but occasionally clumsy access during page changes using a refreshable Braille display. But, while Apple deserves great credit for developing its VoiceOver technology and including it in its Apple (iOS) devices, VoiceOver alone does not make e-book systems accessible. If it did, Amazon's Kindle app and Barnes and Noble's Nook app would also be accessible on Apple devices. The fact that they are not accessible on these devices demonstrates that both Google and Apple are pursuing a level of commitment to access for the blind that far exceeds that of both Amazon and Barnes and Noble. Now we come to Blio. Amy reported that Blio completely crashed during her evaluation and pointed to some other known limitations in using the current public version on Windows PCs. The defect she found when navigating line by line on an Apple device no longer exists and may have been resolved by an upgrade to a later version of Apple's iOS software. In my personal experience, using Blio on either the PC or on Apple devices virtually every day for the past year, I believe that K-NFB has achieved a level of overall accessibility that is greater for the blind than the overall level of accessibility of any other commercial e-book reading system. That said, I know our performance can improve and may have a long way to go, depending on the platform and access technology being used. Although Amy didn't focus on this, the NFB's access technology staff has given K-NFB particularly glowing praise for achieving the highest quality of accessibility and reliability of our Blio app designed for Apple devices. My personal favorite way to read commercial e-books is with Blio on the iPad, although I occasionally use the iPhone as my e-book reader. Is Blio better than Apple's iBooks? It may be a close race, but Blio does seem to do a slightly better job with Braille, and the two are essentially the same with speech. Dyslexic readers prefer Blio, with its synchronized synthetic speech and visually highlighted text, over iBooks. By the time this article is published an accessible version of Blio for use on Android devices will also be available as a free download from the Android Market, and comments will be encouraged. As for corporate commitment, some have been outspoken in criticizing K- NFB for being essentially like all the others in giving what amounts to lip service to accessibility while pushing ahead with a totally or virtually inaccessible service. These critics continue to cite the first version of Blio that was launched in September 2010 and was not accessible, and an accessible version for Windows PCs was not released until four months later. Putting aside the fact that no one involved at K-NFB or the NFB was happy making the decision to release an inaccessible version of Blio first, the decision was compelled by limitations in screen-reader and Windows presentation format technology and not by a lack of corporate commitment. Although some will say that a corporate commitment to accessibility doesn't exist unless the product or service is accessible on the first day it is launched, I do not accept this as a given in every situation and would love to debate the matter with anyone who does. In my view commitment is demonstrated by whether the corporation is pursuing a deliberate effort to make its products or services accessible and not solely by the fact that they are withheld from the market until the product or service is accessible. And, for what it may be worth, some of the same individuals who criticized both the NFB and K-NFB for launching the PC version of Blio before it was accessible just found other reasons to complain when the Blio app for Apple devices was fully accessible on the first day it was launched- proving the old adage that some people aren't satisfied, no matter what you do. The bottom line is this: with Ray Kurzweil as the chairman of the board and CEO of K-NFB Reading Technology, backed by Dr. Maurer and Mary Ellen Jernigan as members of the board, the unwavering corporate commitment to accessibility of Blio and other reading products and services both now and in the future is in good hands, and performance improvements needed over time will be made. Meanwhile, consider this: the entire industry of making, selling, and reading commercial e-books is only now being invented. Some of the early technologies used in this industry will evolve and survive into the future, but those that are not accessible or cannot be made accessible will very likely not survive. Only within the last twelve months (and mostly within the last six months) have I as a sixty-five-year-old blind man been able to purchase and read a book on the day it is published after buying the book in a commercial bookstore at the same price paid by everyone else, knowing that the book I have bought will be accessible when I open it. The hassle and delay while books are transcribed or produced by a library or special service can be over. If you have not had this experience, visit Blio.com on the Internet, where you can browse the bookstore, buy books, and have them ready to display on your Windows PC-desktop, laptop, or netbook--or on your Apple or Android mobile device of choice. The software you need to read and display books, whether Windows, Apple, or Android, is free, and the information needed to download the version of Blio you want can be found on Blio.com at the Meet Blio link. Although installing any software can lead to an interesting experience, the process is normally quite simple and straightforward. Not sure you can handle it? Just ask your average thirteen- year-old for help, and your problem will likely be solved. So join me in the e-book revolution. Yes we're pioneers, knowing that things may not perform as we want them to on every device we use, but we're having a lot of fun reading the books we want to read when we want to read them and not waiting for an agency or library to produce them. By the way: did you read Kill Alex Cross by James Patterson, recently released? Don't like James Patterson? How about Patricia Daniels Cornwell's Red Mist, just released by Penguin USA/Putnam Pub Group, Steve Jobs by Walter Isaacson, or The Litigators by John Grisham? Using Blio I have recently read them all, and you can too. As the exercise man tells me every morning, "Just remember," he says, "There ain't nothin' to it but to do it!" ---------- The Politics of Blindness: From Charity to Parity Reviewed by Elizabeth Lalonde From the Editor: Elizabeth Lalonde is president of the Canadian Federation of the Blind. She offers the following brief review of a book that details the situation faced by blind Canadians as they seek to bridge the gap socially and economically that separates them from other citizens. This is what she says: In his groundbreaking book, The Politics of Blindness: From Charity to Parity, author and activist Graeme McCreath brings clarity to the struggles of blind Canadians and describes the obstacles that plague their journey to dignity and equality. He explains how Canada arrived at its present situation of a 75 percent unemployment rate for blind Canadians; a staggeringly high level of poverty (average annual income of $15,000); a severe shortage of proper education and training for blind people; and a disgraceful lack of knowledge or concern for the plight of blind Canadians on the part of government, the public, and organizations that are supposed to help. Blind people in Canada, unlike in other developed countries, have no government publicly funded training or rehabilitation. Only token training in cane mobility, Braille, adaptive technology, and life skills is available at all, and that is by a private charity. McCreath discusses the need for effective organized, intensive training and rehabilitation for blind people as well as the need for choice in the acquisition of these services. He also talks about the need for a proper non-means-tested living allowance to cover the costs of blindness. After reading this book, no Canadians, blind or sighted, can stand aside, turn away, and ignore the existence of this shameful and far- reaching problem in our society. The Politics of Blindness stands as a monument of history, a testament to the unrecognized blind citizens of our country, and a guide to motivate positive change for blind Canadians now and in the future. As Mr. McCreath says in the final pages of his book, "Let's make it r.e.a.l." "Blind Canadians must achieve respect, equality, assimilation/integration into society, and liberty. Only with these achievements can we hope to attain first-class citizenship and equal status with the sighted." For more information about this book visit . The Politics of Blindness can be purchased online, in print or Braille, as an e-book, digital audio book, or audio book read by John Stonehouse. ---------- Blind Mechanic's Dream Comes True in a Porsche by Lorraine Sommerfeld From the Editor: Lorraine Sommerfeld is a special reporter for the Toronto Star newspaper. She published the following story in the online publication, Wheels, on June 4, 2011. We have published stories in the past about blind motor mechanics and at least one about a blind man who drove a car in a demolition derby. But this is a remarkable report of a young Canadian who repairs cars and whose dream of driving was fulfilled in an amazing way. Here it is: The morning sun streams through the raised garage door at Bruce Kitchen Automotive. Dust particles dance in the air, and the lighting over each workbench seems muted in the strength of the May sunshine. Aaron Prevost, twenty, stands under a '82 Porsche 924, having positioned the hoist and raised it to working level. He can discern this sunlight, but only as a contrast shadow. It takes a moment to realize he is blind. He doesn't turn his head to place wheel nuts on the table next to him; he deftly deposits them in a precise order so he can find them again later. A quick count around the freed rim with his other hand, he then lifts the tire from its mount. He drops a nut, freezes as he listens to where it lands, then drops down quickly and grabs it. Everything about Prevost is ordinary, and yet nothing is. Being an auto mechanic is a precise business, and potential hazards are everywhere. Prevost, sightless since birth, walks freely and without a cane, finding hoisted cars and the curled hoses of compressors. At first glance his workbench looks like any other, but as he snaps through drawers searching for a mallet, his hands skimming the contents, you realize he knows exactly where everything is. A misplaced tool costs time, and time costs money; Prevost insists on being treated as an equal to the sighted mechanics. This isn't a job of repetition. The garage specializes in imports, and each car has unique issues. For a kid who started by ripping apart lawnmowers, it's a story about the capacity of his memory and his ability to learn, but most of all, about his determination. At age ten Prevost was pulling apart and rebuilding small engines with the guidance of his older brother Ben, now twenty-six. Ben too is blind, born with the same damage to the optic nerve. "Well, we mostly put back together the stuff we tore apart," says Aaron with a smile. Soon they were working on the family cars, and there were no concerns about their abilities. The logistics of moving through a dark world does not concern a young man who's known no different. The secret to his positive attitude is that Aaron Prevost simply determines what he can do rather than what he can't. Frustration peeks out only in that he is passionate about cars but can't drive. Raised in rural Cornwall, Ontario, he did what most country kids do: hopped on anything with an engine and drove it anyway. "We'd take out the four-wheeler, and my sister would stand behind me and she'd turn my shoulders," he explains. "It's pretty effective, though it can get a little crazy when you have to keep the throttle on to make sure you don't get stuck." For the last twelve years Prevost has been a student at W. Ross MacDonald School for the Blind, a residential school in Brantford. His older brother was already there, making a tough change a little easier. Prevost shrugs it off, wearing his independence not so much as a badge but like a well worn pair of jeans. "I try to do it all," he says. And he does. He's lived off campus for two years now, renting a house with a friend. Outside the shop a riding lawnmower sits on a trailer, the housing off. Shop owner Bruce Kitchen told his neighbor to bring the broken machine in because he has just the guy to fix it. Prevost reaches into the machinery with one surgically-gloved hand, discerns where a metal part is eroding a plastic one, and makes the diagnosis. Kitchen vetoes the suggestion that having Prevost on board as a co-op placement student might slow down the shop. "He has his specialties-brakes and rotors-and unlike a standard garage the turnaround times are a little more flexible," he says. His voice drops a bit. "Look. It's just right. He's earned his place here. He's a fine mechanic. His first day here he had the cylinder head off a Triumph Spitfire and changed the head gasket. The only thing he couldn't do was set the foot-pound numbers." The shop is filled with exotics of every vintage. Prevost is loosening up the rusted brake drums on the Porsche. "If you had your sight for 10 minutes, what would you do?" I ask him. He doesn't hesitate for a moment: "Drive!" Mosport-A long line of Porsches wait their turn obediently at Mosport International Raceway. It's a driving school day; owners will learn what their cars can do. Aaron Prevost, twenty and blind since birth, will find out what a racetrack feels like. He can't see the rolling green countryside, but he can feel a light breeze that steals the promising heat from the sun. As a mechanic he knows how the high-performance machines work. Today he'll learn how that translates into the thrust of a dropped accelerator, the squeal of the tires in complex corners, and the exhilaration of a long straightaway. Maybe Prevost can't drive, but he can certainly be the passenger in a car racing around one of the best tracks in North America. "My boss, Bruce, warned me about G forces," he says. "I really want to experience that." As if on cue, Rick Bye pulls up in a 2012 Porsche Boxster. Bye is in charge of Porsche Canada's press fleet of cars, and he is also a long-time Porsche racer. He knows Mosport like the back of his hand. At the track's test pad Bye puts the car through stop-start exercises, describing carefully to Prevost all that he's doing. After a few tests Bye gets out. "Aaron's going to try it now," he says. Prevost grins as he pops open the door. With a reassuring hand on the wheel, Bye describes to his young student everything the car will be doing and how it will respond. Within minutes the kid who can't see has the accelerator to the floor of the sports car and quickly brings it to a full stop. They repeat the exercise several times, Prevost learning the car; Bye learning his pupil. Bye will say later that "Aaron was a perfect student." That's a direct quote: Perfect. "He was keen, and he listened. He responded exactly to what I was telling him. If we'd had more time, we could have done more." Back on pit row the track clears for lunch. Bye stands waiting for the all-clear, while Aaron stays in the passenger seat, his hands showing him every stitch, every button, every lever. "Hey, you get a lot of stations on this radio," he reports. It's not idle chatter. Aaron is absorbing this car. With a wave from the official, Bye buckles in. The Boxster roars, and they're off, alone on the track. When the car hits the back straightaway, the sweet crescendo hangs in the midday air. It returns to zoom past the pits, and you can see Prevost smiling broadly. After the fifth lap they cruise into the pits. "Tell her how many times you've done this," says the kid. Considering this is his home track, Bye estimates he's put in about 30,000 laps. But it's the next ones that will be a first, even for this seasoned pro. They switch seats. Maintaining the same steady direction, Bye tells Prevost to position the steering, to get comfortable. It's this reassuring voice that now leads the sightless driver, with Bye's left hand lightly on the wheel. By the second lap with Prevost behind the wheel, everyone is heading out to watch. The sound of the engine registers its location on the track, and there are only the same two questions in mind: how fast are they going to hit the straight, and how on earth are they going to negotiate turn 5? It's actually two turns, one after another. It's difficult to do if you can see. It's difficult to do if you're a pro. But a blind kid with no license? Even with a professional hand shadowing his, Aaron is placing full trust in a man he met an hour before. Maybe even more amazing, that man is doing the same thing. It's not until later that Bye will reveal the only slip-up of the day- on the challenging turn 5, Prevost carried too much speed. Bye simply repeated "more brake, more brake" until his student corrected without hitting the grass. Apparently Rick Bye never once raised his voice that day. It's a complicated, beautiful thing to process. The Boxter returns past the stands and then sets off again, and again. When it eventually pulls in and comes to a halt in the pits, Prevost finally takes his hand from the wheel to shake the outstretched hands of the astonished pit crew. In the crush the quietest pair is Aaron Prevost and Rick Bye. In the midst of the power and the speed and the ballet of a racetrack, a great gift has been given-to both men. Prevost completed five laps of Mosport International Raceway that day. He hit a top speed of 205 km/h on that famed back straight, as fast as most anyone. Bye said later that Prevost was so attentive and responsive that the instructor actually took his own hand off the wheel several times. Prevost said later he got a little anxious only when Bye did this. The idea that he was in complete control of the vehicle, even for a few seconds at a time, left him awestruck. The fact Bye never had to take over the steering amazed everyone else. The kid who wants to do it all finally got to drive. When we leave for Brantford, I ask him what he's thinking. "30,000 times," he says. "Rick has been able to do that 30,000 times." For Bye, he recognized something far different. "We all only see the world from our place on the grid," he said later. "So many people only see the negative; that kid is so far up front, it's remarkable." ---------- [PHOTO CAPTION: Joe Ruffalo] The At-Large Chapter: A New Twist on an Old Idea From the Editor: Several years ago Joe Ruffalo, president of the NFB of New Jersey and member of the NFB board of directors, began talking about New Jersey's At-Large Chapter, which was conducting regular meetings over the telephone and was growing amazingly. He had clearly gotten hold of a good idea and made it better. I asked him to describe what the Garden State is doing in the hope that it will inspire other states to try the same thing or a variation that will suit local conditions. Here is Joe's description of establishing and nurturing a statewide chapter for those who don't have a local group in their area: In 2007 Joe Ruffalo was the national representative to the NFB of West Virginia convention, where he met convention attendees who met by phone as an at-large chapter because they lived in small towns around the state. A few months later he and several other New Jersey leaders attended a workshop at the National Center on chapter-building. That experience confirmed him in his notion that New Jersey should try to build a statewide membership chapter of those who could not get to local chapter meetings. The NFB Department of Affiliate Action has access to publication lists and contact information for folks who have received white canes, which they can pass along to any affiliate trying to contact blind people who are not already members or who have become inactive. In March of 2008 Joe called a meeting of the New Jersey board, chapter presidents, and committee chairs to formulate a plan for organizing a chapter by inviting people to call in to monthly meetings of the At-Large chapter, approve a constitution, elect officers, and become an active part of the affiliate. The president of the New Jersey student division, Evelyn Valdez, organized the contacts to students and told them about scholarship opportunities and the student listserv. Every chapter president contacted people in two or three counties. The intention was by the time of the chapter's first meeting to have identified a group of folks interested in meeting by phone. During these conversations callers identified people's interests and needs and told them about Meet the Blind Month activities, the state convention, and state and national divisions of personal interest to the man or woman being called. The purpose of these contacts was to get people involved in NFB activities and groups that they would be interested in. Those who fell into the at-large group had to agree to make a call the night of the chapter's meeting. One of the primary goals was to demonstrate that these new-found people could be part of a national movement that was vital and exciting. To this end Joe arranged for a member of the national staff to be part of each meeting. These included Affiliate Action, Governmental Affairs, and NFB- NEWSLINE? staffers as well as chairpeople of national committees. Joe also invited interested affiliate presidents to join the meeting calls to see what went on. Joe was the president of the chapter, and the state treasurer assumed responsibility for the chapter's books. Affiliate leaders took it in turn to take minutes for the meetings and write them up for chapter records. During the first year forty-two people took part in meetings. Sixteen of them eventually left to start chapters or join existing ones. Participants in the meetings are constantly urged to invite friends to join the group. Each month several old members are missing, and new folks join. Minutes are emailed seven to ten days before the next meeting. Those without email receive a reminder phone call and the minutes in the mail. In New Jersey meetings take place the last Thursday evening of the month, unless this conflicts with a holiday. In this way everyone can keep track of meeting dates and times. The chapter uses the same conference phone number that the affiliate uses for its board and committee meetings. Meetings have had as many as twenty-eight participants. Participants are asked to call in five minutes before the meeting is scheduled to begin. Joe takes attendance and makes a note of new people to be introduced. These folks are invited to say a little about themselves by way of introduction. The group then reviews the agenda and gets to work. Joe says that each month he tries to get several people to tell the group why they are taking part in these meetings. Almost always new people show up because someone invited them. Joe likes to point out that, if each person invites another person, the group will soon have doubled in size. The group has an impressive record of involvement to show for its first year of activity. Not only have sixteen members gone on to join local chapters, but eleven went to the state convention. One received a Jernigan Fund scholarship to attend the national convention. One person went to the Washington Seminar, and one parent became involved with the national Parent Leadership Program. A number have contributed to the Imagination Fund, and two people volunteered to organize Friday afternoon activities at the state convention. A strong emphasis in meetings is getting involved and becoming an active member of the NFB of New Jersey. Joe reports proudly that the At- Large Chapter supports the programs and policies of the Federation and abides by its constitution. It is also helping to build and strengthen the affiliate in areas where historically it has been weak or nonexistent. ---------- [PHOTO CAPTION: Perry Sundquist] Featured Book from the Jacobus tenBroek Library From the Editor: With some regularity we spotlight books in the tenBroek Library. Here is Librarian Ed Morman's review of a book in our collection: A History of the California Council of the Blind, 1934-1969, by Perry Sundquist (Los Angeles: the Council, 1969) Reviewed by Ed Morman Regular readers of the tenBroek Library's contributions to the Braille Monitor are familiar with the two Perrys of California. In April 2011, we wrote about Hugh Buckingham's biography of Newel Perry, Blind Educator, and last month we delved into the NFB archives for some correspondence between Kenneth Jernigan and Perry Sundquist. Both Newel Perry and Perry Sundquist were crucial to the development of the blind civil rights movement. In this eighty-page inkprint booklet, Perry Sundquist places Newel Perry at the center of the early years of the organized blind in California. The California Council of the Blind-now the NFB of California-was in many ways the incubator of the National Federation of the Blind, and it is fitting that Federationists should study its history. The first major political success of the organized blind in California was a 1928 initiative campaign. The initiative-which the California electorate approved in a popular vote of almost five to one- resulted in an amendment to the state constitution that granted the legislature power to provide aid to needy blind people. This success in turn challenged leaders of the blind to craft a modern, comprehensive law on aid to the blind that would have three main objectives: (1) to relieve the blind of "the distress of poverty," (2) to create greater economic opportunity for the blind, and (3) to encourage blind Californians to seek independence and self-support. Passed and signed by the governor in 1929, this law was, above all, the product of the organizing efforts of Newel Perry, who since 1912 had been director of advanced studies at the California School for the Blind. Perry had himself attended the school and had helped organize the California Alumni Association of Self-Supporting Blind in 1898. He left California to earn a PhD in mathematics from the University of Munich and then spent ten years tutoring college students in New York City, looking for work as a college professor (but failing to land a position because of prejudice against the blind). While in New York, Perry was instrumental in getting the state legislature to allot funds for blind college students to hire readers, and, after returning to California, he put much effort into raising money to help his students attend college. He also traveled throughout the state organizing local groups of the blind. Perry's familiarity with the legislative process, his mentoring of the brightest students at the school for the blind, and his tireless organizing work all paid off when he learned of plans to establish a statewide council on blindness. A group of agency officials had been discussing the formation of such an association, intending to grant the organized blind a minority voice within it. The organizers little expected that the founding meeting, to be held in Fresno, in October 1934, would draw a greater number of blind than sighted people. Perry, however, managed to bring sixteen representatives of blind groups; only thirteen sighted people attended. The meeting organizers had prepared a constitution for the group, but- thanks especially to the efforts of Perry's prot?g?, the 23-year-old college student Jacobus tenBroek -the assembly voted it down. Finally adopted was a document that created a federation of twenty-five organizations of the blind and agencies for the blind. Newel Perry was elected president, and J. Robert Atkinson-the blind founder of the Braille Institute-corresponding secretary. TenBroek was elected to the executive committee, and Perry Sundquist became second vice president. Interestingly, there is no report of rancor resulting from the surprise action by the blind leaders. At the time of the CCB's founding meeting, Sundquist was secretary of the Los Angeles Club of Adult Blind. Over the course of his subsequent association with the organized blind, he had leadership positions in the American Brotherhood for the Blind (now the American Action Fund for Blind Children and Adults) and the NFB, in addition to the California affiliate of the NFB. Trained in political science, education, and social work, in 1935 Sundquist conducted a study on the economic status of the blind for the California Department of Education. He later became chief of the Division for the Blind of the state Department of Welfare, retiring from that position shortly before he took on the task of compiling this booklet. This thirty-fifth-anniversary history of the California Council is best used as a reference guide to the early days of the organized blind in the U.S., since much that Newel Perry and his followers accomplished in California set the stage for national developments. We recommend its use as a reference guide because, truth be told, it is no fun to read straight through. Sundquist evidently patched the document together quickly, and, though he served admirably for almost ten years as Monitor editor, this booklet reflects neither elegant writing nor rigorous editing. Nonetheless this is an important piece of writing. In his discussions of the efforts of Newel Perry and Jacobus tenBroek, Sundquist demonstrates that the philosophy of the NFB was alive and well in California in the early decades of the last century. As a state official with great responsibility, Sundquist understood the importance of the Council in envisioning, creating, and implementing many of the programs he managed. His discussion of the history of and rationale for aid to the blind is worth reading, despite the occasionally difficult prose, because it reminds us that-as much work as the organized blind still face-things were much worse when the CCB and the NFB were young. Sundquist also addresses federal matters, notably the Social Security Act and its early amendments, and the necessity of a national organization to deal with issues that were becoming national. Once aid to the blind became established nationally, the NFB and its affiliates had to fight against provisions that made independence more difficult to attain. After a long section on aid to the blind, Sundquist turns to the drive for jobs. He was not interested merely in the economic well-being of the blind. He writes: The opportunity to engage in meaningful activity represents many things-job satisfaction, economic security, group association, community and family respect, and a priceless sense of contribution to society. Conversely, lack of opportunity to engage in such meaningful activity creates individual, family, and social problems. Chiefly, it denies to the individual the chance to participate in the main channels of life and thus robs him of the very zest for living. The accomplishments of the CCB during its first thirty-five years, as detailed by Sundquist, demonstrate the importance to the organized blind of the "zest for living." From the opportunity to own and manage vending stands to white cane safety and all it means for independence; from the education of blind children to support of blind college students; from library service to protection of the rights of sheltered shop workers-all these and more were the concerns of the Council. One of the most important programs discussed by Sundquist was the transformation of the State Home for the Blind into the Orientation Center for the Adult Blind. Kenneth Jernigan spent five years on the faculty of the center in Oakland before leaving to direct the Iowa Commission for the Blind. Jernigan no doubt learned much during his time in California, but, even before he moved to the West Coast, he had a good idea of what a training center for the adult blind should be and do. Those who learned from Jernigan during his California days remember him fondly as a model, a teacher, and an administrator. Sundquist's history of the CCB is valuable also because it provides a look at the early days of the leading NFB affiliate of the time from the standpoint of a less well-known participant in those events. For example, Sundquist devotes several pages to a political campaign of the late 1940s. TenBroek-by then president of the NFB, professor at the University of California, and a young father-successfully managed the CCB's effort to repeal a recent amendment to the state constitution. The organized blind were concerned that the new provisions lumped aid to the blind in with "aid to the aged and aid to other disadvantaged groups." By educating the public about the capabilities of blind people, the CCB eliminated a measure that "put the potentially productive blind in the category of helpless recipients of support." Sundquist also provides capsule biographies of CCB leaders, although the tone and quality of these biographical sketches are inconsistent. For Newel Perry he relies on tenBroek's eulogy of their beloved mentor (available online at . The sketches of some of those still living appear to have been prepared by the subjects themselves. For others, notably Robert Campbell, Sundquist drew on his own knowledge. Sundquist's discussion of Robert Campbell must have been particularly difficult for him. Campbell was also one of "Dr. Perry's boys," having attended the California School for the Blind with Sundquist and tenBroek. He had been their roommate and remained close friends with them until the NFB's Civil War. As Sundquist describes the events in California, in a section called "Division and Resurgence," it was Newel Perry's reluctance to step down as president that precipitated the troubles in California. When in 1953, at age 80, Dr. Perry finally acceded, it was conditional on Campbell-who had already succeeded him as director of advanced studies at the School for the Blind-taking his place in the CCB. Campbell was elected president and stayed in that position until he resigned under pressure in 1959. Sundquist attributes the difficulties faced by the CCB during Campbell's presidency to the contradiction Campbell faced by simultaneously being an employee of a state agency and the leader of an organization devoted to fighting for the rights of the blind. He put it this way: It was almost inevitable that the internal strife in the National Federation should lead to bitter dissension within the California Council of the Blind-and so it did. The seeds of discord were sown in December 1953 when Dr. Perry insisted on Robert Campbell as his successor to the presidency of the Council. Many members resented this dictation, irrespective of the individual chosen. Also, Campbell was an employee of a State agency for the blind and yet was expected as Council President to represent and vigorously espouse the views of the blind, which were often at odds with those of the agencies. This unenviable role of trying to serve two masters proved impossible in the long run. During this time the Council had fallen on weakness, which resulted in part from Bob's position in [the] State Department of Education. Bob was a person of sincerity and with courage. It was too much, however, to expect him to put his job on the line in dealing with his superiors as Council president. The California affiliate recovered from the strains of Campbell's presidency-although it lost one quarter of its chapters as a result of the split. With Russell Kletzing, James McGinnis, and Anthony "Tony" Mannino successively serving as president between 1959 and 1969, the CCB regained its voice and much of its strength. More than forty years have passed since the California affiliate published Sundquist's history, and much has happened in the meantime. For one thing the California affiliate gave up the name "California Council of the Blind" in 1971, as tenBroek had suggested, and became "National Federation of the Blind of California." Later, for several years around 1980, the NFB affiliate had to fight for its name and ultimately retained it after a legal battle. The organization now calling itself the California Council of the Blind-an affiliate of the American Council of the Blind- claims to date back to that 1934 meeting in Fresno, but there is no question that continuity really rests with the NFB of California. A short summary of the entire history of the affiliate is on the website of the NFB of California: . We have not been able to locate accessible copies of this booklet (or of Sundquist's companion work Aid to the Blind in California: Fifty Years of Program Development, 1919 - 1969) and would deeply appreciate any information about whether Braille copies exist. It is our plan to digitize both publications and make them available in accessible format during 2012. For now the audio version of Sundquist's eulogy of Newel Perry, delivered at the 1961 NFB National Convention, is available online. The talk, in Sundquist's voice, includes a delightful description of the two Perrys' first encounter with each other on November 11, 1918. The University of California and the Internet Archive have also put online an accessible transcript of an interview with Sundquist and his coworker Lillian McClure. For links to either of these, look up Sundquist as an author in THE BLIND CAT, our online library catalog: . ---------- [PHOTO CAPTION: Mike Freeman] The Right Information by Paris Roach From the Editor: We asked Mike Freeman, president of the Diabetes Action Network, to comment on the following editorial by Dr. Paris Roach, editor in chief of Diabetes Forecast, which first appeared in the December 2011 issue. This is what Mike says: Most of us are used to diseases which can be cured by medications and a bit of medical advice. The role of the patient is essentially passive. By contrast, good diabetes control requires the diabetic to play an active role in the management of the disease, making many day-to-day decisions involving medications, food, nutrition, and exercise. Moreover, diabetes affects each person differently. Thus, in order to make knowledgeable diabetes management decisions and in order to provide diabetes care personnel with the information they need to assist in solving diabetes care problems, good record keeping is a must. Yet my reading of the messages on NFB's Diabetes-Talk email list for the past six years leads me to believe that few blind diabetics keep adequate records. All too often they just take their meters to their doctors' appointments and depend upon the doctors to read the meters or download meter results to their computers. As the editorial below indicates, this practice has numerous drawbacks. In addition to those cited, blind people occasionally get an erroneous reading because of too little blood on the meter strip, and meters available in this country don't allow editing of readings so that diabetes care personnel aren't getting a true picture of day-to-day glucose readings, because the anomalous ones are included. I also suspect that many blind people find record-keeping inconvenient since one cannot carry a slate and stylus or electronic notetaker behind one's ear. Yet such an excuse is short-sighted since less- than-optimal diabetes control can lead to serious complications, and the slight inconvenience of keeping a Braille or computerized log which can then be typed up or printed for the doctor is slight compared to the burden of diabetic complications resulting from poor diabetic control. It therefore seems prudent to print the following editorial. It is as true for the blind diabetic as it is for the sighted. Here it is: We're all scientists. We make observations and try to explain what we see. Sometimes we change things to see if we can make something different happen. Someone with diabetes trying to figure out why blood glucose levels are high, low, or somewhere in between is a scientist. So what observations do you need to make to be a successful blood sugar scientist? Six very important observations will be 1) your blood glucose monitoring results, 2) the timing and amount of carbohydrates you eat, 3) the timing and amount of physical activity you engage in, 4) the timing and severity of hypoglycemic episodes, 5) the timing and doses of your medications, and 6) information about changes in your health status, including illnesses and medical procedures. All of these factors go into the mix of things that cause your blood glucose to do what it does. When you meet with your diabetes care provider, you form a team of scientists doing your detective work using the information available. Good scientists know that more information will help them better understand what they're seeing and how to bring about a desired change. You have the information that's critical to defining problems and finding answers. How do you most effectively collect your information and share it with your care team? My answer is simple. While I'm admittedly not a techie, I have not seen a computer software program that can provide the wealth of information contained in a well-kept logbook, whether handwritten or typed into a computer-based format. A number of available formats make recording your observations quick and easy and provide a "week-at-a-glance" summary of your information. Throw in up-to-date knowledge of your other health problems and your current medications, and you're ready to do some serious problem solving. If you can find a software program or an app that helps you put all this together, that's great, but the task doesn't have to be complicated. (A note about downloading blood glucose meters at office visits: blood glucose values in isolation-without information about meals, activity, medications, hypoglycemic symptoms, etc.-often raise more questions than they answer.) In the absence of a good diabetes log, the effort required to assemble all this information can take up a big chunk of time during a clinic visit. Instead of spending precious time trying to remember why this blood sugar was high and that one was low, why not sit down for a few minutes each day to record some key pieces of information in your log? That way you can spend more time during your visit working together to make life better. Bring your log, your meter, and your medications to every visit, and let's dominate the diabetes world! ---------- [PHOTO CAPTION: Allen Harris] Convention Scholarships Available by Allen Harris From the Editor: Allen Harris chairs the Kenneth Jernigan Convention Scholarship Fund committee. He has an important announcement for those who would like to attend this year's national convention but find themselves short of funds. This is what he says: The Kenneth Jernigan Convention Scholarship Fund is looking for individuals who can use some financial assistance to attend our national convention in Dallas, Texas. In 2012 our convention will begin on Saturday, June 30, and run through Thursday, July 5. The convention is a day shorter than you might expect, ending with the banquet Thursday evening. Who is eligible to receive a Kenneth Jernigan Convention Scholarship? If you are a member of the National Federation of the Blind who has not yet attended a national convention, you are eligible to apply. What do I have to do to apply for a Kenneth Jernigan Convention Scholarship? You must do the following and are responsible for these application requirements: 1. Find out who your state NFB president is and get him or her to write a letter of recommendation for you, or you may have a chapter president or other officer write a letter of recommendation, but we must have a letter from a Federation leader who is familiar with you. 2. You must write a letter to the Kenneth Jernigan Fund committee expressing the reasons why you want a scholarship. Describe your participation in the Federation and what you think you would get and give to the convention. Please send all information to Allen Harris, 5209 Sterling Glen Drive, Pinson, Alabama 35126, or email the information to . 3. You must register for and attend the entire convention, including the banquet. What else must I do to insure that my application will be considered? We must receive all of the following: 1. Your full name 2. Your address 3. Your telephone numbers (home, business, cell) 4. Your email address (if you have one) 5. Your state president's name and the name of your local chapter, if you attend one All applications must be received by April 15, 2012. How do I get my scholarship funds? You will get a debit card at the convention loaded with the amount of your scholarship award. The times and locations to pick up your debit card will be listed in the notice you receive if you are a scholarship winner. The committee is not able to provide funds before the convention, so work with your chapter and state affiliate to assist you by advancing funds you can pay back when you receive your scholarship. When will I know if I have been selected as a Kenneth Jernigan Scholarship winner? The committee makes every effort to notify scholarship winners by May 15, but you must do several things to be prepared to attend if you are chosen: 1. You must make your own hotel reservation. If something prevents you from attending, you can cancel your reservation. 2. You will receive a letter with the convention details which should answer many of your questions. It is also helpful to find a mentor from your chapter or affiliate to act as a friend and advisor during the convention. Although you will not know officially whether or not you have been selected until mid-May, you must make plans to attend and then adjust your plans accordingly. Last summer in Orlando the Jernigan Fund scholarship committee awarded sixty-four Kenneth Jernigan Scholarships. The average grant was $500. You can include in your letter to the committee any extenuating circumstances which the committee may choose to take into consideration. Above all, please use this opportunity to attend your first convention and join several thousand other blind Federationists in the most important meeting of the blind in the world. If you have questions or need additional information, call Allen Harris at (205) 520-9979 or email him at . We look forward to seeing you in Dallas. ---------- Recipes This month's recipes are from members of the NFB of the District of Columbia. [PHOTO CAPTION: Shawn Callaway] Blueberry Jell-O Salad by Shawn Callaway Shawn Callaway is the relatively new president of the NFB of Washington, D.C., and a project officer for the Department of Health and Human Services Administration on Developmental Disabilities. He completed his bachelor of arts degree in psychology at the University of Maryland at College Park and his master of social work from the Catholic University of America in Washington, D.C. He lives with his wife Latonya. Ingredients: 1 large box or 2 small boxes raspberry Jell-O 1 cup boiling water 1 cup cold water 1 20- or 21-ounce can blueberry pie filling, undrained 1 20-ounce can crushed pineapple, undrained Method: Dissolve Jell-O in hot water. Then add the cold water. Add pineapple and blueberry pie filling to mixture. Pour into a mold or attractive bowl and chill to set. Make the Jell-O as instructed above and not as directed on the box. Topping Ingredients: 1 8-ounce package cream cheese 1/2 cup sugar 1 teaspoon vanilla extract 1 small container Cool Whip Chopped nuts, optional Method: Combine and beat cream cheese, sugar, and vanilla extract till smooth and spread over firm Jell-O. Spread evenly with Cool Whip and top with chopped nuts if desired. ---------- Shrimp Pasta Salad by Shawn Callaway Ingredients: 1 pound linguine 1 16-ounce bottle Italian salad dressing 1 2.26-ounce bottle McCormick's Perfect Pinch Salad Supreme 3 large cucumbers 3 large red ripe tomatoes 1 pound frozen salad shrimp Method: Thaw and wash shrimp. Boil 2 quarts salted water and add linguine. When cooked till just tender (al dente), drain linguine into large colander. Peel and cut cucumbers into small dice. Slice tomatoes into medium dice. Combine ingredients in large bowl in the following order: pasta, shrimp, cucumbers, tomatoes, bottle of Italian dressing (shake well before pouring), and Salad Supreme. Refrigerate until ready to serve. Toss before serving. ---------- [PHOTO CAPTION: Joie Stuart] Fresh Broccoli Salad by Joie Stuart Longtime member Joie Stuart is first vice president of the D.C. affiliate and president of the Capitol East Chapter. Ingredients: 2 bunches uncooked broccoli, cut in bite-size pieces 2 red onions, thinly sliced 1/4 to 1/2 cup raisins 8 slices bacon, cooked and crumbled 1 cup mayonnaise 1/2 cup sugar 2 tablespoons vinegar Method: In a large bowl combine chopped broccoli, red onion, raisins, and crumbled bacon. Combine mayonnaise, sugar, and vinegar and marinate salad in this dressing for one to two hours before serving. ---------- Chicken and Rice Casserole by Janean Chambers Janean Chambers is a new member of the Greater Washington, D.C., Chapter. She works as a 508 coordinator at the Department of Health and Human Services. Ingredients: 1 2-pound chicken, cut in pieces but not skinned or boned Salt and pepper to taste 2 teaspoons butter 1/2 cup onions, chopped 1 teaspoon garlic, minced 1/3 pound fresh mushrooms or 1 small can mushrooms (leave whole if small) 1 bay leaf 1/2 cup dry white wine 1/2 cup white rice, uncooked 1 cup chicken broth Method: Heat butter in skillet and brown chicken skin-side down for five minutes. Then turn. Scatter onion and garlic over and between chicken pieces and add mushrooms and bay leaf. Cook five minutes more. Add wine and season with salt and pepper to taste. Cook until almost all the liquid has evaporated (about thirty minutes). Remove chicken and keep in a warm place. Add rice and chicken broth and simmer covered about 20 minutes, until rice is cooked. Return chicken to pan and heat through before serving. If you are preparing the chicken without rice, add a half cup broth to pan and simmer until heated through. ---------- Monitor Miniatures News from the Federation Family Elected: On Saturday, November 27, 2011, the Boulder Valley Chapter of the NFB of Colorado elected the following board: president, Maryann Migliorelli; vice president, Jim Wolcott; treasurer, D. Curtis Willoughby; secretary, Doris Willoughby; and board member, Arielle Silverman. [PHOTO CAPTION: Pictured left to right are John R. Campbell, deputy assistant secretary of defense, wounded warrior care and transition policy; Nathanael Wales, award winner; Thomas R. Lamont, assistant secretary of the Army, Manpower and Reserve Affairs, Department of the Army; and John Boule, New York district commander.] Employee Honored: Dr. JoAnne Castagna, a public affairs specialist (writer) for the U.S. Army Corps of Engineers, New York District, sent us the following notice, which appeared in the January 2012 edition of Engineer Update, a U.S. Army Corps of Engineers publication. Honored Employee Provides Insight to Us All The future of the U.S. Army Corps of Engineers is looking bright because we have young students setting their sights on pursuing careers in engineering and science. Nathanael Wales, a civil engineer/planner with the Army Corps' New York District, is helping them reach their goals. In his free time he mentors blind high school and college students who have a strong interest in science, engineering, technology, and mathematics. Wales, who has been blind his entire life, wants them to know that a career in the sciences is reachable, even if you are blind. Wales said proudly, "One student I mentored at a summer camp changed his college plans to study chemistry (something he had thought was unattainable); he is now studying to get his PhD in chemistry and runs chemistry camps for blind high school students." It is this dedication and care that helped Wales earn the 2011 Outstanding Department of Defense Employee or Service Member with a Disability Award and be the only U.S. Army Corps of Engineers employee to receive this award in decades. The award is given annually to nineteen recipients by the Office of the Secretary of Defense. "I was surprised that I was selected. There are a number of employees throughout the entire Army Corps with all kinds of disabilities, some visible, some not. To be selected among the Corps but also among the entire DoD is amazing. The competition was significant," said Wales. The Army Corps hires disabled individuals to fill various positions. In the past two years the New York District hired fourteen disabled individuals and under the Disability Program hired individuals for its summer program. "Our district is also fortunate to have managers who are willing and interested in hiring under the Disability Program, said Estelle Capowski, chief, Equal Employment Opportunity, New York District, U.S. Army Corps of Engineers. "In Nathanael's case his staff has always assisted him in every way to make him successful." Wales has been an employee of the New York District's Plan Formulation Branch for five years and finds his work rewarding. He has worked on several important coastal erosion protection projects to improve navigation and to reduce flooding, erosion, and damage caused by hurricanes and nor'easters. Some of these projects have included the Hashamomuck Cove Reconnaissance Study, Orient Harbor Seawall Extension, and the Lake Montauk Harbor feasibility study. He says that his coworkers have always been very supportive of his disability and have been open and approachable and that he has never had a problem asking questions. He adds that some of those without disabilities may not be aware of a few things about disabled people and in particular those with a sensory disability like him. We can be creative thinkers: Those with a disability must learn how to accomplish the same tasks using an alternative technique. Wales said, "For example, instead of reading print notes, I'll read them in Braille, or, instead of reading from my computer monitor, I will use a text-to-speech program. "The process of finding these alternative techniques I feel adds to my job. At the Army Corps we're supposed to think of innovative solutions to various problems. Thinking creatively and outside of the box is a skill many disabled people have, and it's an asset to an organization." Disability doesn't mean limitation: Wales said that it shouldn't be assumed that a person with a disability has a particular limitation until they are asked, because more than likely the assumption is wrong. Wales said, "Some people may think that going out and doing field investigations is something I'm not able to do or shouldn't do. I can do this, but I just have to perform it a little differently. For example, if I'm out visiting a beach erosion project, I may have to interact more with the people who are showing me around and ask more questions to understand the situation. Just like with any other engineer, it's still very valuable for me to go out and see a site. It adds to my understanding of a project, and it helps me to be a better planner." Recently Wales attended a ceremony in Bethesda, Maryland, to receive the award. He was accompanied by the New York District Commander John Boule and other New York District leadership. Wales said, "It was an honor to be among a group of distinguished recipients, such as service members who have sacrificed tremendously. It also gave me an opportunity to contribute who I am to the Army Corps and DoD process and raise awareness of the capabilities of persons with disabilities." He said that the eighteen other award recipients all had different skills sets and backgrounds. "In fact one of the recipients manages contracts totaling 10 billion dollars. This is twice the budget of the whole Corps of Engineers!" said Wales. He added, "Most of all the ceremony provided an opportunity for my supervisors, the District and Corps of Engineers to be honored for the work they've done to help build the bench by hiring persons with disabilities." Buddy Program Available: BLIND, Incorporated, is the sponsor of a three-week summer fun and learning program for children ages nine to thirteen. The dates for 2012 are July 13 through August 4. The Buddy Program offers an opportunity for blind children to make friends and have fun in a positive and secure setting as well as to learn and practice the alternative techniques of blindness while building self-confidence. The training includes instruction in reading and writing Braille, basic cane travel, cooking skills, and introduction to independent living skills and industrial arts. Students will learn to pour liquids, carry a food tray, do laundry, follow a recipe, and much more. Self-confidence and problem-solving skills are gained through building and painting projects such as their own birdhouses and nightstands. Students also participate in "talk time," where they discuss important issues about blindness with blind peers and instructors. This time gives the students a chance to discuss their feelings about blindness, their frustrations with uncomfortable situations, and suggestions for overcoming problems caused by blindness. In addition students participate in many exciting activities in the Twin Cities area, such as visits to Build a Bear Workshop, Wild Mountain Water Park, and horseback riding. These activities allow students to develop their socialization skills. Activities are well supervised, and mentoring for the children is provided by active blind role models. Lifelong friendships begin during this brief summer experience. Activities are excellent opportunities to teach and reinforce a wide variety of alternative techniques as they apply to real life, and this learning experience is usually most effective when a lot of fun is involved. If you have questions, call (612) 872-0100, ext. 251, or call toll- free (800) 597-9558. You can email . Complete an application by visiting our website at . [PHOTO CAPTION: Darryl Hale washes dishes at the Colorado Center kitchen sink.] Great PR in Denver: Last September 13 to 15 blind seniors in the greater Denver area received intensive training in blindness skills at the Colorado Center for the Blind. Stacey Johnson of the CCB staff wrote up the story and submitted it to a publication called 50 Plus Marketplace News, and it was printed in the November 2011 issue. Here is the story: Seniors in Charge Provides Training to People with Vision Loss A trip to the grocery store? An email communication? Not a big deal, right? Not the case for seniors with vision loss. Keeping up with changes in technology is a challenge. Add blindness, vision loss, or a variety of other sight-related diseases to the equation, and the outcome is typically frustration and discouragement. But not for the seniors who participated in Seniors in Charge, a three-day program offered by the Colorado Center for the Blind at no cost. Seniors with varying degrees of vision loss took part in mobility, home management, and technology training. "The goal of the program is to keep visually impaired seniors living independently for as long as possible. If blindness is the only factor impacting the person, there is no reason he or she can't live independently," says Duncan Larsen, senior services coordinator for the Center. Participants received an introduction to Braille, adaptive technologies such as electronic readers and screen readers, then traveled with the assistance of a white cane, a tool used by the blind to navigate their surroundings safely. Often seniors feel disconnected to friends and family. With technology taking over routine, daily communication, they often feel left out. Colorado Center for the Blind steps in and provides basic training in these skills. "I didn't think I could even use a computer, and now I can use one without a screen," said one participant. "This is often the case with the participants. They come with all sorts of misconceptions of what they can and can't do. They leave the program with a new understanding of what possibilities exist," explains Larsen. In addition to technology class, several outings were planned throughout the three days. A trip on the Light Rail from the Littleton station to Downtown Denver. For some, the trip was filled with firsts--the Light Rail, the 16th Street Mall Shuttle, an escalator, and the first time in a crowded buffet line navigating a tray of food--all without sight. Inclusion of family members is a key component of the program. On the final day the participants prepared a meal for their family and friends. Seeing what their loved ones accomplished in such a short time provided hope and a glimpse at what can be achieved with practice, the proper tools, and training. The program's success was summarized best by Brent Batron, youth services coordinator: "Our seniors in this week's program have raised the bar for all of us here at the Center." Telling a group of twenty and thirty- somethings they had been outdone by a group old enough to be their parents or grandparents provided ample motivation for them to work harder. More Seniors in Charge training sessions are planned. For information call (303) 778-1130 or visit . In Brief Notices and information in this section may be of interest to Monitor readers. We are not responsible for the accuracy of the information; we have edited only for space and clarity. Favorable Court Ruling: On December 19, 2011, the National Federation of the Blind circulated the following press release with good news for blind people across the country. Here it is: National Federation of the Blind Secures Court Ruling Against Cardtronics Company Must Make ATMs Accessible or Face Sanctions A federal court has found that Cardtronics, Inc., has failed to comply with the terms of a settlement and subsequent remediation plan reached with the National Federation of the Blind (NFB) and the Commonwealth of Massachusetts to make all of the automated teller machines owned by Cardtronics accessible to the blind. In an order dated December 15, 2011, the Honorable Nathaniel M. Gorton of the United States District Court for the District of Massachusetts found that Cardtronics had not complied with the terms of the settlement agreement or remediation plan and that civil contempt was therefore appropriate. Judge Gorton ordered Cardtronics to comply with the remaining terms by March 15, 2012, or face monetary sanctions of $50 per month for each ATM that remained inaccessible to blind users-giving the company the Shakespearean warning to "Beware the ides of March." "Instead of admitting their non-compliance and promising better effort, defendants disingenuously claim they have complied in spite of a plethora of evidence to the contrary," Judge Gorton wrote in his memorandum opinion. "The deadlines they have consistently missed were, ironically, the ones they proposed in the first place." Dr. Marc Maurer, president of the National Federation of the Blind, said: "It is critical that blind Americans have access to all of the technologies that are now a part of everyday life in the twenty-first century if we are to achieve full and equal integration into society, and this includes the technology necessary to handle our finances. Toward that end we reached an agreement with Cardtronics to make its ATMs accessible, and, when problems arose and initial deadlines were missed, we worked in good faith with the company to come up with a workable remediation plan. Sadly, however, Cardtronics has not complied with the agreed terms of the remediation plan. We are therefore pleased with the court's decision requiring Cardtronics to meet its legal obligations." Phone Chat Room Available: Interested in meeting people, making new friends, or just want someone to talk to? Don't be alone; just pick up the phone and call (231) 732-7141. Especially if you have trouble sleeping, stop by the Night Owl room and say hi to Jen. Do you like playing games, participating in provocative conversations, or just want to enjoy your morning coffee with Cara's Friday Coffee Klatsch? Don't forget to drop into the Hospitality Room or Those Were The Days Room evenings from 6:00 to 10:00 (EDT) to ask about our monthly contests. DailyConnection offers something of interest for everyone, whether you enjoy free chat rooms, audio books, bulletin boards, podcasts, voicemail, conferences, or friendly conversation--call (231) 732-7141. Are you interested in working from home and making some extra money? DailyConnection is seeking creative, self-motivated individuals who like talking on the phone and who would enjoy hosting a room on our line. Contact TJ by pressing 6 at the main menu and leaving a message in his system administrator's mailbox or email . Carroll Center Offers Three Diabetes and Visual Impairment Courses: The Carroll Center is pleased to announce the third course in its new series of online courses for patients, families, and professionals: Diabetes and Visual Impairment: A New View for Health Professionals. The Commission on Dietetic Registration approves 30.5 contact hours for this self-study. The American Association of Diabetes Educators, an accredited approver by the American Nurses Credentialing Center's COA and the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education, provides 23.5 contact hours of continuing education credit. Many other health professions accept the Carroll Center's certificate for continuing education credit. Thanks to private foundation funding, these courses are currently free. The curriculum for the newest course was developed by Margaret E. Cleary, RN, MS, CVRT?, who has over thirty years of experience as a rehabilitation nurse, diabetes educator, and certified vision rehabilitation therapist at the Carroll Center. "I anticipate that at the conclusion of this course health care participants will be far better able to aid patients who have diabetes and visual impairment in developing a therapeutic, healthful, and productive lifestyle," Cleary said. Brian Charlson, director of computer training at the Carroll Center, supervised the technical aspects of the project, which features Moodle (Modular Object-Oriented Dynamic Learning Environment), a software platform that provides the sighted reader with complete and easily accessed materials while allowing the visually impaired student easy access through his or her own adaptive technology. For more information about these new online courses, read the FAQ's or contact Brian Charlson at (617) 969-6200, ext. 224. Register for these new diabetes and visual impairment courses by following the appropriate link below: . A New View for Patients and Families, . A New View for Vision Professionals, . A New View for Health Professionals, Carroll Center for the Blind, 770 Centre Street, Newton, MA 02458, . Two New Products from Mississippi State University Rehabilitation Research and Training Center on Blindness and Low Vision: From School to College: A Transition Activity Calendar for Students who are Blind or Visually Impaired, Second Edition, 2011, is now available. The new and expanded version of MSU's 1996 Activity Calendar is a web-based resource for students planning to go to college. Its message is start early by middle school, or even earlier, to think about your career and continue an outlined step-by-step process to ensure that by your first day on campus you are ready to go with your textbooks in the format you need, the technology you need, and a feeling of confidence because of all the preparation you did. The calendar outlines activities from middle school grades and month by month throughout high school with guidelines for when to begin the search for colleges, visit campuses, submit applications, and take the college admission exam(s). The calendar also includes links to vital resources and is a must for every student preparing to go to college. To access the calendar, visit the MSU-RRTC's website: . We are happy to announce that we have gone live with our online employment preparation program, Career Advantage for V.I.P.s. This program offers eight self-paced modules of instructional materials and activities to guide job seekers, taking them step by step from exploration of interests and abilities, through the application and interview processes, to the optimal goal of employment. Career Advantage was developed and tested with young adults who are blind or visually impaired under our recent NIDRR-funded grant. The online program is available free of charge, but we should note that the required reading level is approximately 11th grade. For more information and instructions to access Career Advantage, visit our website: . Both tools were made possible through a grant from the U.S. Department of Education, National Institute on Disability and Rehabilitation Research. Free Phone System for Chat and Entertainment: The Gathering Place is a phone system that allows people to chat with one another. It also includes a huge amount of audio entertainment such as movies, documentaries, and old-time radio. The service does not charge for membership, but toll charges may apply. Call (231) 732-7046. Social Networking Site for the Blind: Blindspace is a free social network website for those who are blind or visually impaired. The site includes private messaging, forums, and more. We also have a telephone-based conference system for those who don't have a computer or Internet access or for those who want an alternate way to communicate with others. We have great support. Both phone and email support is available twenty-four hours a day, seven days a week. For more information about Blindspace or to sign up, go to our website at . New Book Available: Konnie Hoffman Ellis, who has written several articles for past issues of the Braille Monitor, would like to notify readers of a book she has recently published. It tells how her brother, Rory Hoffman, multi- instrumentalist, Nashville studio musician and performer, and a two-time winner of the ICMA Musician of the Year award, learned not just to live, but thrive without sight in a world full of adventure and opportunity. She says that this is a great book for people of all ages and for anyone with a love of music or who wants to find out more about living a normal life as a blind person. Anyone interested in learning more about Rory and keeping updated on future books in the series is encouraged to visit the fan page at . To purchase a copy of Rory's Story, go directly to the shopping link at or to Amazon and other places where books are sold. Monitor Mart The notices in this section have been edited for clarity, but we can pass along only the information we were given. We are not responsible for the accuracy of the statements made or the quality of the products for sale. For Sale: Slightly used brilliant, full-color auto focus video magnifier--the SmartView 5000 brings the world of color to you and provides a comprehensive solution for all your low-vision reading and writing needs. Features include auto focus, ergonomic design, TV and VGA monitor compatible, two user-definable presets, range of display options, high- contrast black and white, positive and negative image, selectable background and foreground, color combinations, magnification range 3.5 to 50 times with a 17-inch display, and selectable photo mode for enhanced viewing of color images. Excellent for use with leisure and craft activities. Original price $2,595 plus monitor. Asking $1,500 (does not include shipping from New Jersey). Contact . ---------- NFB Pledge I pledge to participate actively in the efforts of the National Federation of the Blind to achieve equality, opportunity, and security for the blind; to support the policies and programs of the Federation; and to abide by its constitution. From buhrow at lothlorien.nfbcal.org Thu Mar 1 00:21:20 2012 From: buhrow at lothlorien.nfbcal.org (Brian Buhrow) Date: Thu, 1 Mar 2012 00:21:20 -0800 Subject: [Brl-monitor] The Braille Monitor, March 2012 Message-ID: <201203010821.q218LKuN014803@lothlorien.nfbcal.org> BRAILLE MONITOR Vol. 55, No. 3 March 2012 Gary Wunder, Editor Distributed by email, in inkprint, in Braille, and on USB flash drive (see reverse side) by THE NATIONAL FEDERATION OF THE BLIND Marc Maurer, President National Office 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230 telephone: (410) 659-9314 email address: nfb at nfb.org Website address: http://www.nfb.org NFBnet.org: http://www.nfbnet.org NFB-NEWSLINE? information: (866) 504-7300 Letters to the president, address changes, subscription requests, and orders for NFB literature should be sent to the national office. Articles for the Monitor and letters to the editor may also be sent to the national office or may be emailed to gwunder at nfb.org. Monitor subscriptions cost the Federation about forty dollars per year. Members are invited, and nonmembers are requested, to cover the subscription cost. Donations should be made payable to National Federation of the Blind and sent to: National Federation of the Blind 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230-4998 THE NATIONAL FEDERATION OF THE BLIND IS NOT AN ORGANIZATION SPEAKING FOR THE BLIND--IT IS THE BLIND SPEAKING FOR THEMSELVES. ISSN 0006-8829 ? 2012 by the National Federation of the Blind Each issue is recorded on a thumb drive (also called a memory stick or USB flash drive). You can read this audio edition using a computer or a National Library Service digital player. The NLS machine has two slots--the familiar book-cartridge slot just above the retractable carrying handle and a second slot located on the right side near the headphone jack. This smaller slot is used to play thumb drives. Remove the protective rubber pad covering this slot and insert the thumb drive. It will insert only in one position. If you encounter resistance, flip the drive over and try again. (Note: If the cartridge slot is not empty when you insert the thumb drive, the digital player will ignore the thumb drive.) Once the thumb drive is inserted, the player buttons will function as usual for reading digital materials. If you remove the thumb drive to use the player for cartridges, when you insert it again, reading should resume at the point you stopped. You can transfer the recording of each issue from the thumb drive to your computer or preserve it on the thumb drive. However, because thumb drives can be used hundreds of times, we would appreciate their return in order to stretch our funding. Please use the return label enclosed with the drive when you return the device. Dallas Site of 2012 NFB Convention The 2012 convention of the National Federation of the Blind will take place in Dallas, Texas, June 30-July 5, at the Hilton Anatole Hotel at 2201 Stemmons Freeway, Dallas, Texas 75207. Make your room reservation as soon as possible with the Hilton Anatole staff only, not Hilton general reservations. Call (214) 761-7500. The 2012 room rates are singles, doubles, and twins $63 and triples and quads $68 a night, plus a 15 percent sales tax. The hotel is accepting reservations now. A $60-per-room deposit is required to make a reservation. Fifty percent of the deposit will be refunded if notice is given to the hotel of a reservation cancellation before June 1, 2012. The other 50 percent is not refundable. Rooms will be available on a first-come, first-served basis. Reservations may be made before June 1, 2012, assuming that rooms are still available. After that time the hotel will not hold our block of rooms for the convention. In other words, you should get your reservation in soon. Guestroom amenities include cable television; coffeepot; iron and ironing board; hair dryer; and, for a fee, high-speed Internet access. The Hilton Anatole has several excellent restaurants, twenty-four-hour-a-day room service, first-rate meeting space, and other top-notch facilities. It is in downtown Dallas with shuttle service to both the Dallas/Ft. Worth Airport and Love Field. The schedule for the 2012 convention will follow our usual pattern: Saturday, June 30 Seminar Day Sunday, July 1 Registration Day Monday, July 2 Board Meeting and Division Day Tuesday, July 3 Opening Session Wednesday, July 4 Business Session Thursday, July 5 Banquet Day and Adjournment NATIONAL FEDERATION OF THE BLIND 2012 National Convention Preregistration Form Please register online at or use this mail-in form. Print legibly, provide all requested information, and mail form and payment to: National Federation of the Blind Attn: Convention Registration 200 East Wells Street Baltimore, MD 21230 Please register only one person per registration form; however, one check or money order may cover multiple registrations. Check or money order (sorry, no credit cards) must be enclosed with registration(s). Registrant Name ______________________________________________ Address _____________________________________________________ City ______________________ State _____________ Zip ___________ Phone ____________ Email ____________________________________ ___ I will pick up my registration packet at convention. or ___ The following person will pick up my registration packet: Pickup Name ______________________________________ Number of preregistrations ___ x $25 = ____________ Number of pre-purchased banquet tickets ___ x $50 = ____________ Number of pre-purchased barbeque tickets ___ x $40 = ____________ Total = ____________ PLEASE NOTE: 1. Preconvention registration, banquet, and barbeque sales are final (no refunds). 2. All preregistration mail-in forms must be postmarked by May 31. Vol. 55, No. 3 March 2012 Contents Illustrations: Federationists at work on the Hill The 2012 Washington Seminar in Review by Gary Wunder Legislative Agenda of Blind Americans: Priorities for the 112th Congress, Second Session The Fair Wages for Workers with Disabilities Act of 2011 The Home Appliance Accessibility Act The Americans with Disabilities Business Opportunity Act Testimony for the Hearing on "The Promise of Accessible Technology: Challenges and Opportunities" by Mark A. Riccobono Why Is It Important to Join an Organization of the Blind? Some Views from Our Lists Tearing Taffany to Pieces by Daniel B. Frye A Different Country-No Passport Needed by Norma Crosby NEWSLINE on My Job by Deborah Kendrick Should the Sound of Silence Be a Bird's Tweet or a Jet's Roar? by Mike Ramsey Remembering Margaret Warren by Anna Kresmer Rare Sleep Disorder Leaves Some Who Are Blind Out of Sync White House Reaffirms Importance of Randolph-Sheppard Program and Urges Full Compliance by Nicky Gacos Convention Scholarships Available by Allen Harris Recipes Monitor Miniatures Federationists at work on the Hill During the 2012 Washington Seminar some Federationists were able to talk directly with their Senators and Representatives. Here is a sample of the photos we received. [PHOTO CAPTION: From left to right are Ohioans Deborah Kendrick, Congresswoman Jean Schmidt, and Sheri Albers.] [PHOTO CAPTION: From left to right are Oregonians Ryan McBee, Art Stevenson, Carla McQuillan, and Senator Jeff Merkley.] [PHOTO CAPTION: Pictured here left to right are Texans Gabriel Cazares, Representative John Carter, Mike Vandervoort, Athalie Malone, and Norma Crosby.] [PHOTO CAPTION: Pictured here left to right are Californians Julian Vargas, vice-president of the San Fernando of the Valley Chapter; Joy Stigile, member of the San Fernando Valley Chapter; Congresswoman Mary Bono-Mac; and Linda Fergurson, member of the River City Chapter.] [PHOTO CAPTION: Left to right are Illinoisans Bryan Moles, Francisco Chang, Jemal Powell, Congressman Jessie Jackson Jr., and Patrick Olson.] [PHOTO CAPTION: Pictured left to right are Washingtonians Julie Warrington, Congressman Rick Larsen, Ben Prows, Teacher of Tomorrow Michael Dicknite, and (in front) Ben Prow's daughters, Laura and Elizabeth.] The 2012 Washington Seminar in Review by Gary Wunder A charter bus approaches the Holiday Inn Capitol at 550 C Street Southwest. The driver opens the luggage compartments and expresses concern about how all of the blind people will find their luggage, but in ten minutes an orderly line has formed, credit cards have been pledged, rooms have been assigned, and the first busload of Federationists are ready for the thirty-ninth Washington Seminar. As the official gathering-in meeting on Monday evening, February 6, approaches, meetings of parents, students, merchants, scholarship alumni, the research and development committee, and the college leadership program will already have consumed the better part of the last three days. [PHOTO CAPTION: President Marc Maurer] When the gavel fell at 5:00 p.m., the more than five hundred assembled moved from deliberation to concerted action. All states were represented, and we had more hotel rooms reserved this year than ever before. President Maurer came with a solemn announcement. He said that Jesse Hartle had been hit by a turning car the week before the seminar, flew thirty-three feet, suffered a cracked vertebra, and had been placed in a body cast. Still we were amazed when Jesse came to the great gathering-in to help in the effort to advance the legislative agenda of the blind, whose proposals he has done so much to shape. We also noted with sadness the passing of Sandy Halverson's mother on the previous Wednesday. Sandy and John coordinate the Seminar from the Mercury Room, where questions are answered, reports are taken, and lists are compiled for our governmental affairs staff. Sandy went to make funeral arrangements, came back over the weekend to set up the room and enter the data for our schedules, left to attend her mother's funeral, and arrived in Washington on Monday in time for the 5:00 p.m. meeting. President Maurer reminded us that our task during the week was to tell the policy makers what they need to know in order to make and implement the laws that will lead to greater opportunity for the blind in our homes, our schools, and our businesses. We are the people who know what it is like to be blind and the people who know how to communicate our experience, our hopes, and our commitment to the future to those elected to serve us. [PHOTO CAPTION: Parnell Diggs addresses the meeting.] Parnell Diggs is a blind South Carolinian, a state president, and a member of the national board who wants, not only to visit the Congress, but to join it as a representative of his state. Through his service he intends to demonstrate the goodness and the vitality of the people of his district and to show that blind people can serve their fellow citizens at all levels, including holding one of the highest offices in America. While the National Federation of the Blind does not endorse candidates or support political parties, we do care about the aspirations of blind people, so Parnell briefly addressed the gathering. He stressed that he is a candidate with a real chance to win; that his primary is in June; and that, even in the event that he is not elected, the worst outcome of this campaign will be that people see a blind man living out the dreams and demonstrating the philosophy of the National Federation of the Blind. [PHOTO CAPTION: The group, Risky Biz and the Cane Tips, serenade the great gathering-in.] Sometimes the problems of the blind are committed to paper in articles and books; sometimes they are shaped into legislative proposals; sometimes they are given voice in the brevity and poetry of song. Two songs were written to commemorate our legislative agenda for 2012 and were enthusiastically embraced by the assembled when Richie Flores introduced a new singing group self-named "Risky Biz and the Cane Tips." The first song was about fair wages for the blind, and the first verse captured both the problem and its solution: "M-O-N-E-Y: Equal work for equal pay, the blind deserve an honest wage; educate and advocate, the NFB will get you paid." The second song is about the long white cane, which the NFB considers so important that we pay to have them manufactured; sell them; and, in case of need, give them away free. This is the tool that many fear will make them look different. Yet they come to discover that it is their most important weapon in the arsenal of devices the blind use to be independent. The name of the song we heard was "Tap That," and one of the verses proclaims: Tap that, when you're getting on a plane; Tap that in the pouring rain; Tap that; well, there ain't no shame; You gotta tap that! This and other songs will undoubtedly be heard when we gather in Dallas for the seventy-second convention of the National Federation of the Blind in July. [PHOTO CAPTION: Anil Lewis discusses the Blind Driver Challenge.] Today we move on foot and on public transportation, but the pioneering work done in the Blind Driver Challenge has been the beginning of letting us drive independently. Our vehicle, a Ford Escape, with its nonvisual technology still in its infancy, holds tremendous promise. We need people to help us further research how blind people can get information simultaneously from many sources and integrate it into a safe driving experience. People interested in being a part of this research should contact Patricia Miller at the Jernigan Institute by writing to her at or by calling her at (410) 659-9314, ext. 2369. Diane McGeorge, whose name is synonymous with the Washington Seminar, was introduced by President Maurer to talk about hotel logistics, but she surprised all of us, including the president, by introducing Maureen Nietfeld, a former student and current employee at the Colorado Center for the Blind. Maureen presented checks from Colorado to the national body totaling $226,662.25. The president, who likes to keep tight control on meetings and the time they take, allowed as how the deviation from his schedule was quite all right and expressed appreciation for this very generous donation. [PHOTO CAPTION: Representative Cliff Stearns shakes hands with President Maurer.] Moving to the main agenda for the evening, we began by discussing the Fair Wages for Workers with Disabilities Act, which, at the time of our meeting, had twenty-four cosponsors in the House of Representatives and was supported by forty-one organizations. The sponsor of H.R. 3086 is a friend who came to our convention last year and was honored for sponsoring the Pedestrian Safety Enhancement Act. Congressman Cliff Stearns joined us and began his remarks by saying: "Once more I find myself in the midst of a group of people who have inappropriately been labeled incapable when actually you are a group of people with full capabilities." He observed that some of his friends in Congress are troubled by the proposal to phase out subminimum wages for the blind, their concern being that it will eliminate employment opportunities. He reminds them that most jobs paying less than minimum wage are in sheltered workshops--facilities which pay no taxes, get subsidies from many states and the federal government, and have active programs soliciting public donations. He tells them that today there are 160,000 blind veterans and that many new ones come home each day who deserve better than to return to a country where they can be paid less than the minimum wage. The congressman noted that some oppose the concept of any federally mandated minimum wage, preferring instead to let the market regulate compensation, but, as long as our country has a minimum wage, the blind should be protected like other American workers. [PHOTO CAPTION: Governor David Paterson] President Maurer said that New York leads the nation in congressional cosponsors and that a major reason for this is the help we have received from Former Governor David Paterson. The governor briefly addressed the gathering, noting that he believes that, until the blind and otherwise disabled are covered and guaranteed at least the minimum wage, the name of the 1938 act should be changed from the Fair Labor Standards Act (FLSA) to the Labor Standards Act and that its basic unfairness should be cited each time the act is mentioned. He promised to let every member of Congress know about this unfair law and said that, if they don't get rid of it, we should get rid of them. [PHOTO CAPTION: Jim Gashel] Jim Gashel, the secretary of the National Federation of the Blind, came to the podium to remind us about the annual Dr. Jacob Bolotin Awards. These awards are to recognize extraordinary and exemplary contributions to the blind, and applications are due by March 31. While the committee would prefer they be made online, paper applications will be accepted. Jim also talked about the company we jointly own, KNFB Reading Technology, Inc., which has as a major priority seeing that blind people receive the same books at the same time and at the same price as their sighted neighbors. Scott LaBarre's absence from the meeting was duly noted when it came time for the traditional report of our Preauthorized Contribution Plan, but the reason for his empty chair gives us great hope. Scott was in New Orleans attending a meeting of the American Bar Association, where a proposition was discussed committing the Bar to making all of its tests accessible and letting blind applicants use the technology that allows them to be most efficient. Mr. LaBarre was the floor manager for that proposition, and it passed unanimously. [PHOTO CAPTION: John Par?] In addition to taking our three issues to Capitol Hill, John Par? said that there would be a hearing about the need for the appropriate use of technology in education and that Mark Riccobono, executive director of the Jernigan Institute, would make a presentation on our behalf. His written remarks to the Health, Education, Labor, and Pensions Committee appear in full elsewhere in this issue. A briefing about each issue followed, and the fact sheets given to every member of congress are found elsewhere in this issue. Anil Lewis began by discussing the Fair Wages for Workers with Disabilities Act, H.R. 3086. He reminded us that the FLSA passed in 1938 and has been amended several times on the grounds that it was broken and needed fixing. When it was initially established, the blind could be paid no less than 75 percent of the minimum wage. When Congress decided the Act was broken, it was fixed, and the language was changed to say that the blind could be paid 50 percent of the prevailing minimum wage. When still found to be broken and in need of a fix, the Act was again amended. This time no floor was specified for wages that must be paid to the blind, and we have documented cases in which blind people are being paid as little as sixteen cents an hour. As Anil says, "This is not an issue of not being competitive; it is an issue of not being given the proper training and a real opportunity to succeed. As long as the law allows people to be paid less than the minimum wage, employers will do it. The time for change is long overdue." [PHOTO CAPTION: Lauren McLarney] Governmental Affairs Specialist Lauren McLarney, who is attending her third Washington Seminar, says this gathering represents one of her favorite nights of the year. She addressed the group on the Home Appliances Accessibility Act, noting that it calls on the Access Board to do a study outlining the many ways in which home appliances can be made usable by people with little or no vision and then requires the Federal Trade Commission to develop a minimal nonvisual access standard that will ensure that all home appliances can be used by the blind. Some in the Congress will say they oppose regulation, but it is clear that without governmental incentives the free market will not voluntarily and universally address this issue. Nothing less than the right of blind people to live independently in our homes is at stake, so access cannot be determined by whim or charity or by a corporate act of kindness. It must be the law of the land when the land is America, where we believe in independence and self-reliance. [PHOTO CAPTION: Jesse Hartle addresses the group on the Americans with Disabilities Business Opportunities Act.] Jesse Hartle came to the microphone, moved by the rousing cheers of those in the room who were amazed he would come to be with us after the injuries he suffered less than a week before. His mission was to summarize the Americans with Disabilities Business Opportunities Act, its purpose, and the way it fits with the other legislation we are proposing. When our country doubts the ability of blind people to live independently in our own homes and doubts our ability to be productive enough to deserve the minimum wage, it should be no surprise that, though we are economically disadvantaged, no one has yet seen fit to include us in the programs of the Small Business Administration to encourage the kind of training and preference in federal contracts already extended to women and other minorities. By proposing to add "people with disabilities" to Section 8(a) of the Small Business Act, the blind are embracing the new economy, in which we find fewer people looking to be hired and more of us seeking to create our own businesses. When the great gathering-in concluded, some went to find dinner, some to plan how to apportion their appointments for Tuesday, and some to catch up on the sleep lost from flying from the West Coast and Hawaii. No matter how they spent Monday evening, Tuesday found the halls of Capitol Hill ringing with the sounds of canes tapping in the pursuit, not of blind justice, but justice for the blind. [PHOTO CAPTION: Mark Riccobono] When afternoon came, those who did not have conflicting appointments headed for Senate Room G 50, where our own Mark Riccobono, executive director of the Jernigan Institute, testified along with Eve Hill, senior counsel to the assistant attorney general for civil rights in the Department of Justice; Dr. John D. Quick, superintendent of the Bartholomew Consolidated School Corporation in Columbus, Indiana; and Mark Turner, director of the Center for Accessible Media, California State University. Ms. Hill reiterated the position of the Department of Justice that the Americans with Disabilities Act most certainly applies to technology used in the schools and cited the joint memorandum between the Department of Justice and the Department of Education. Mark Riccobono began his testimony with these insightful words: "Today's hearing deals with the critical question of civil rights in the twenty-first century. Will technology facilitate unprecedented access to education for all, or will it be the force that segregates students with disabilities in an unequal learning environment?" After more than an hour and a half of presentations and questions, the hearing drew to a conclusion with Mr. Turner emphasizing to the chairman that "We stand arm and arm with the National Federation of the Blind on our core messaging, which is that we want all students to be able to use the same products at the same time and with the same features. Senator Harkin, the chairman of the Committee, was moved by the testimony and seems determined to see that the d in digital not come to represent denial for students in K-12 and in colleges and universities throughout the nation. When the Tuesday evening briefing convened, President Maurer brought us sad news, the passing of Levada Kemp, our representative from South Dakota, a board member of the affiliate, and a hard-working member who would do anything asked of her. A moment of silence was observed in her memory. [PHOTO CAPTION: Representative Cathy McMorris Rodgers] Anil Lewis told the gathering about his day on the Hill, the most moving part of it being a meeting in which Republican Representative Cathy McMorris Rodgers committed to cosponsor the Fair Wages for Workers with Disabilities Act, H.R. 3086. We come to Capitol Hill because we know the value of personal contact, but Rep. McMorris Rodgers was moved to action in no small part because Nijat Worley interned in her office and gave her firsthand evidence of our talent and capacity. This member of congress is the co-chair of the Disability Caucus, her four-year-old son having Downs syndrome and drawing her to areas she didn't think much about when running for Congress. [PHOTO CAPTION: Representative Tim Bishop] We were joined by a second member of the House of Representatives, who has been our lead Democratic sponsor for H.R. 3086, Congressman Tim Bishop. He related that, when first contacted about sponsoring this bill, he did not know that the Fair Labor Standards Act exempted from protection American citizens with disabilities. When he found out about Section 14(c), he immediately signed on, because to him it was a simple matter of fairness and basic human dignity. Part of his passion to modify the FLSA is also rooted in the good it represents: the establishment of a forty-hour work week, the provision for extra pay beyond forty hours, and the example of his father who worked eighty or ninety hours a week to send his children through college. He noted that, despite having stood the test of time, the Act is far from perfect and has been amended to require equal pay regardless of gender, amended to protect the rights of migrant workers, and amended to ensure that new mothers get time off without being penalized; and soon it will be amended to eliminate Section 14(c) to ensure that blind workers receive at least the minimum wage--the next logical step in the evolution of the labor law and the laws regarding people with disabilities. All three of our proposals were again discussed, with positive comments made by many Federationists about their contacts with members interested in supporting and cosponsoring. The final order of business for the evening was a report from Helen Stevens, a recent graduate of Harvard, who is interning at the National Center for the Blind and who has drafted a model voting rights bill for the states. While the Help America Vote Act was passed to provide accessible voting machines in federal elections, it does not ensure a secret ballot for blind people in local and state contests. This must be done state by state, and it will soon be sent to affiliate presidents for introduction in their legislatures. On Wednesday evening we did our last recap of legislative issues, talking about general objections to federal regulations and how to deal with our specific issues. A legislator's political agenda may include reducing regulations or the role of the federal government, but our focus must be to emphasize that we have specific needs which, if not met, will cost blind people opportunities and will also cost the government in the form of minimal subsidies that keep us in the clutches of the so-called safety net. Making disabled people eligible for the 8(a) program of the Small Business Administration costs not one dime. Making home appliances accessible saves state and federal money by letting us continue to live independently in our homes. Eliminating the provision allowing blind people to be paid less than the minimum wage will increase the taxes that employed blind people will pay. It will force the workshops that rely on an antiquated model of service delivery to look for ways to compete that do not encourage low productivity and continuing dependence on government subsidies. Many senators and representatives, once they come to see us as people rather than problems, will want to help, and continuing contact throughout the year will make all the difference. When we left the nation's capital, we felt good about our progress and our prospects. Many of the members of Congress and aides with whom we met greeted our legislative agenda with excitement, noting that a Congress too often known for gridlock and bickering just might find some common ground in the creativity and reasonableness of our proposals. We, in turn, came away with hope for the future, knowing that, whether the issue is home appliances, fair wages, or business opportunities, the future is in our hands, and we are committed to making it one in which we can advance the goal of integration and full participation. ---------- Legislative Agenda of Blind Americans: Priorities for the 112th Congress, Second Session The National Federation of the Blind (NFB) is the oldest and largest nationwide organization of blind people in the United States. As the voice of the nation's blind, we represent the collective views of blind people throughout society. All of our leaders and the vast majority of our members are blind, but anyone can participate in our movement. There are an estimated 1.3 million blind people in the United States, and every year approximately 75,000 Americans become blind. The NFB's three legislative initiatives for 2012 are: The Fair Wages for Workers with Disabilities Act of 2011 (H.R. 3086) H.R. 3086 phases out Section 14(c) of the Fair Labor Standards Act, which allows employers to pay disabled workers subminimum wages. This bill will end this exploitative practice, giving disabled Americans equal protection under the law to earn at least the federal minimum wage. The Home Appliance Accessibility Act (HAAA) Despite the existence of nonvisual access technology, the overwhelming majority of home appliance manufacturers are selling touch- screen, flat panel, and digital home appliances that are completely inaccessible to the blind. HAAA calls for a study and minimum nonvisual access standard for essential home appliances to protect blind consumers from the growing digital divide that threatens our independence. The Americans with Disabilities Business Opportunity Act (ADBOA) Section 8(a) of the Small Business Act allows businesses owned by socially disadvantaged groups to obtain federal contracts. Although two- thirds of Americans with disabilities are unemployed or underemployed, disabled people are currently not presumed to be socially disadvantaged. ADBOA amends Section 8(a) to add disabled Americans to the list of those who are presumed to be socially disadvantaged. The real problem of blindness is not the loss of eyesight; it is the misunderstanding and lack of information that exist. Given the proper training and opportunity, blindness can be reduced to a physical nuisance. Blind Americans need your help to achieve these goals and reach economic security and full integration into society. Supporting these measures will benefit more than just the blind, as promoting our economic welfare increases the tax base. We urge Congress to hear our demands for equality and support these legislative initiatives. ---------- The Fair Wages for Workers with Disabilities Act of 2011 H.R. 3086 Disabled workers have been unfairly excluded from the federal minimum wage for 74 years, and today over 300,000 disabled workers are working for subminimum wages. Section 14(c) of the Fair Labor Standards Act (FLSA) discriminates against people with disabilities. This section allows the Secretary of Labor to grant special wage certificates to employers, permitting them to pay their workers with disabilities less than the minimum wage, often in sheltered work environments. In some instances disabled workers are being paid pennies per hour. This discrimination is rooted in low expectations based on misconceptions about the capabilities of disabled people. The law falsely implies that people with disabilities cannot be productive employees, and subminimum wage employers prey on society's misconception that disabled people are incapable of being competitively employed. In reality, when provided the proper rehabilitation training and tools, workers with disabilities can be productive and financially independent. Subminimum wage supports an outdated business model that fosters the underemployment of workers with disabilities. Section 14(c) was only to be used "to the extent necessary to prevent curtailment of opportunities" for employment of people with disabilities. Instead, subminimum-wage sheltered workshops have eroded into day custody centers, limiting opportunities for workers with disabilities ever to transition into integrated, competitive work. These institutions instill a philosophy of incapacity, which becomes a self-fulfilling prophecy resulting in long-term underemployment. The sheltered work system is a cash cow for the subminimum wage employer. Many employers insist that paying the minimum wage to disabled employees would result in lack of profitability and a reduction in their workforce, but most benefit from philanthropic donations, preferred status when bidding on federal contracts, and federal funding. Moreover, while their disabled workers receive subminimum wages that are subsidized by Social Security and public assistance, some workshop executives are earning salaries far above industry norms. The economics overwhelmingly favor subminimum wage employers, encouraging the perpetuation of subminimum wage employment and leaving workers with disabilities little to no choice for real employment. The Fair Wages for Workers with Disabilities Act of 2011: Discontinues the practice of issuing special wage certificates. The secretary of labor will no longer issue special wage certificates to new applicants. Phases out all remaining special wage certificates over a 3-year period. Entities currently holding special wage certificates will begin compensating their workers with disabilities at no less than the federal minimum wage, using the following schedule: . private for-profit entities' certificates will be revoked after 1 year; . public or governmental entities' certificates will be revoked after 2 years; and . non-profit entities' certificates will be revoked after 3 years. Repeals Section14(c) of the FLSA. Three years after the law is enacted, the practice of paying disabled workers subminimum wage will be officially abolished, and workers with disabilities will no longer be excluded from the workforce protection of a federal minimum wage. Stop the Discrimination. Promote Equal Work for Equal Pay. Cosponsor the Fair Wages for Workers with Disabilities Act, H.R. 3086. For more information contact: Anil Lewis, Director of Strategic Communications National Federation of the Blind Phone: (410) 659-9314, Extension 2374 Email: alewis at nfb.org To cosponsor the bill, contact: James Thomas in Congressman Cliff Stearns's office Phone: (202) 225-5744 Email: james.thomas at mail.house.gov -or- Tim Powers in Congressman Tim Bishop's office Phone: (202) 225-3826 Email: tim.powers at mail.house.gov ---------- The Home Appliance Accessibility Act Digital technology has improved the ease and efficiency of the way we live our lives-but now blind people can no longer operate most fundamental home appliances. Home appliance manufacturers are constantly incorporating advanced technology into their products. Most new stoves, dishwashers, washing machines, and other home appliances require interaction with digital displays, flat panels, touch screens, and other user interfaces that are inaccessible to people who are blind or have low vision. Knobs, buttons, and other tactile methods of use are disappearing. Technology exists to make home appliances accessible to blind people. Manufacturers often claim nonvisual access cannot be achieved, but text-to- speech technology is inexpensive and more prevalent than it has ever been- Apple has incorporated VoiceOver (a text-to-speech function) into its touch- screen products, making the iPhone, iPod, and iPad fully accessible to blind people right out of the box. All ATMs manufactured in the United States are accessible, and every polling place provides a nonvisually accessible voting machine. Frequently, a simple audio output or vibrotactile feature can make a product fully accessible at minimal cost, as well as more dynamic and appealing for all users. Unfortunately most manufacturers refuse to incorporate nonvisual access technology in their products. Companies claim that adding accessibility features is too expensive, but no public data demonstrate that claim. Furthermore, it is proven to be more cost effective to include accessibility features during the design phase rather than after, but manufacturers generally do not invest in this approach. Simply put, if companies include access technology in the design of home appliances, they will sell more products. No laws exist to require companies to make home appliances accessible. Although the Americans with Disabilities Act and many other laws mandate physical accessibility for people with disabilities (e.g., wheelchair ramps, Braille in public buildings), no laws protect blind consumers' right to access to fundamental home appliances. This trend of inaccessibility will continue to grow as technology becomes more advanced and accessibility solutions are ignored. The Home Appliance Accessibility Act: Calls on the Access Board to conduct a study. The Access Board (a small government agency fully equipped with the resources to review the current marketplace, consult with stakeholders, and commission research on issues of access) will issue a report with findings and recommendations for a minimum nonvisual access standard for home appliances and at-home medical equipment. Establishes a minimum nonvisual access standard for home appliances. Six months after the Access Board publishes the abovementioned report, the Board will begin a rulemaking period, not to exceed 36 months, to establish a minimum nonvisual access standard for home appliances. The final standard will go into effect three years after the rule is finalized. Gives the Federal Trade Commission (FTC) authority to enforce the standard. Having already been given consumer protection enforcement powers by Congress, the FTC will handle violations, conduct investigations, and levy civil penalties against manufacturers who fail to comply with the standard. Provides flexibility to manufacturers. The legislation does not mandate a single, one-size-fits-all solution for all products. Additionally, manufacturers who can demonstrate that meeting a minimum nonvisual access standard creates an undue burden and companies with gross annual sales less than $250,000 are exempt from the law. End the digital divide. Sponsor the Home Appliance Accessibility Act. For more information contact: Lauren McLarney, Government Programs Specialist National Federation of the Blind Phone: (410) 659-9314, Extension 2207 Email: lmclarney at nfb.org ---------- The Americans with Disabilities Business Opportunity Act According to the Bureau of Labor Statistics, more than two-thirds of Americans with disabilities are unemployed or vastly underemployed. The Small Business Act (SBA) is meant to promote an entrepreneurial spirit. To a substantial degree America's economic success is tied to the freedom to engage in entrepreneurial activity and create one's own wealth. It has long been the policy of the United States to promote the economic well-being of traditionally disadvantaged groups by creating a variety of business incentive programs that allow these groups to participate in the mainstream of the nation's economy. Section 8(a) of the SBA is a powerful program allowing businesses owned by racial, cultural, and ethnic minorities or women to secure federal contracts. However, this program is not extended to Americans with disabilities. Individuals with disabilities seeking 8(a) certification must take on the onerous task of proving that they are socially and economically disadvantaged, while individuals who are from a racial, cultural, or ethnic minority or women are presumed to be socially disadvantaged. Census Bureau statistics indicate that people with disabilities occupy an inferior status in our society and are severely disadvantaged socially, vocationally, economically, and educationally. Yet physical or mental disabilities in no way diminish a person's right to participate fully in all aspects of society. Many people with disabilities have been precluded from doing so because of commonly held misconceptions about their abilities. The continued exclusion from these programs denies people with disabilities the opportunity to compete on an equal basis and to pursue those opportunities for which our free society is justifiably famous. Disabled people are also excluded from federal procurement practices. Under current law businesses attempting to secure large federal contracts must guarantee that they will subcontract a portion of the work to small businesses that are owned by traditionally disadvantaged populations. Again individuals with disabilities are not considered a traditionally disadvantaged population; thus businesses owned by individuals with disabilities cannot benefit from these entrepreneurial opportunities. The Americans with Disabilities Business Opportunity Act: Amends Section 8(a). People with disabilities will be added to the list of those who are presumed to be socially disadvantaged. Doing this will extend the opportunity to secure federal contracts to disabled people. Changes federal procurement practices. For-profit businesses attempting to secure large federal contracts can satisfy procurement requirements by subcontracting with businesses owned by individuals with disabilities. Help Unleash the Entrepreneurial Capabilities of Individuals With Disabilities. Sponsor the Americans with Disabilities Business Opportunity Act. For more information contact: Jesse Hartle, Government Programs Specialist National Federation of the Blind Phone: (410) 659-9314, Extension 2233 Email: jhartle at nfb.org ---------- Testimony for the Hearing on "The Promise of Accessible Technology: Challenges and Opportunities" by Mark A. Riccobono From the Editor: On February 7, 2012, Mark Riccobono presented the following written testimony before the Senate Committee on Health, Education, Labor, and Pensions, chaired by Senator Tom Harken. We have not reprinted the references. Otherwise, what follows is the NFB's full testimony. Here it is: Mr. Chairman, distinguished members of the committee, and other witnesses, my name is Mark A. Riccobono. I am the executive director for the Jernigan Institute at the National Federation of the Blind. My address is 200 East Wells Street at Jernigan Place, Baltimore, Maryland 21230; my telephone is (410) 659-9314, extension 2368. I appreciate the opportunity to speak with you today on the tremendously important topic of technology and its ability to make education accessible to all students. I am happy to say that the promise that technology holds for enhancing education and improving access to the curriculum is extraordinary. However, it is equally true that technology, if not appropriately designed and implemented, is the biggest threat to our nation's ability to provide a free, appropriate public education to students with disabilities that we have faced since Congress enacted Public Law 94-142. Harnessing the extraordinary promise of technology is within our reach, but it will take leadership, commitment, and ongoing oversight. The alternative is a future where we spend our time, money, and innovative capacity retrofitting bridges to patch the digital divide rather than enjoying the economic and social advantages gained by the increased usability of technology and the increased leveraging of human capacity that results from technology that is designed and built to be accessible to all. Personal Experience By way of background, I was diagnosed as legally blind at age five. I entered the Milwaukee Public Schools (Milwaukee, Wisconsin) and received all of my K-12 education as a blind student integrated into the public schools in that district. My vision loss is a result of glaucoma and aniridia. As I entered kindergarten, there was no doubt that the prospect of my vision getting better was zero, and the chance of it getting worse as I progressed through school was very high. As it turned out, my vision steadily got worse-by eighth grade I had lost all of the vision in one eye and had less than 5 percent of normal vision in the other eye. When I was a student in the K-12 system, technology was something used to supplement the educational curriculum. In my elementary school the technology was limited to a few computers in the school library, which we used to play educational games in our free time. In middle school we had a small computer lab, but its regular use was not fully integrated into the curriculum. In high school we used computers to do specific projects, and a handful of individual classrooms had dedicated computers. However, technology was still not part of the daily curriculum and was not central to the experience of gaining knowledge. I learned to use a computer with software that read the text on the screen aloud using synthesized computer speech as a means to write papers-since I could not effectively read my own writing. Despite my extremely limited vision, I was never given the opportunity to learn Braille in school. In 1994 I entered the University of Wisconsin-Madison to pursue a degree in business. With the support of the state's vocational rehabilitation program I was given a laptop computer that weighed about twenty pounds. I was able to use that computer to gain access to some limited online resources, which were still largely in the DOS rather than the Windows environment. Registration for classes was done on the telephone- providing me equal access to the registration system-and books were available in hard-copy print only from the bookstore. In order to gain access to the printed books and course packets, I worked closely with the disability resource center on campus. That office facilitated getting the printed materials read onto cassette tapes if the materials were not already available in that format from another source. The recordings were made by volunteers who chose which parts of the book to read based on where they fell in the course syllabus-assuming I was able to get the syllabus ahead of time. By the beginning of my junior year, Windows 95 had helped to increase the computing power across campus and in individual dorm rooms, the fast growth of the World Wide Web had created new means for sharing knowledge, and the improvements in desktop scanning technologies made it feasible to create reasonably good electronic copies of printed books. During my junior year I was employed at the McBurney Disability Resource Center on campus and helped to implement improvements in the services to create accessible copies of reading materials for students with disabilities. I helped develop and implement the procedures for converting printed books into electronic files that students with disabilities could access and helped to train students on the systems necessary to access those files. The electronic files significantly reduced the waiting time for students with disabilities to receive their materials and improved our ability to produce materials in Braille. When I graduated in the spring of 1999, technology was becoming increasingly integrated into the fabric of the academic experience, but the old paradigm of access to information for students with disabilities still held true. Technology was implemented on campus, and it was the role of the McBurney Disability Resource Center to help figure out what modifications and additional access technologies might be needed to allow students with disabilities to gain access to those systems. Additionally, the primary means for disseminating information was still in hard-copy print, which we worked to convert to a format readable by students with disabilities. While the World Wide Web was used to disseminate some information, the configuration of websites was basic and generally easily handled by screen- reading technology. In 2000 I was appointed to be director of the Wisconsin Center for the Blind and Visually Impaired-the agency under the Wisconsin Department of Public Instruction responsible for carrying out statewide outreach services to K-12 students who are blind and the school districts serving those students. I served in that capacity for three and a half years, during which time we spent thousands of state and federal dollars to purchase access technologies that students who are blind used to access curriculum materials. These specialized access technologies had very little interface with systems in the public schools. We worked closely with school districts to advise them on how to make their computer labs accessible, but we rarely faced instances where the technology was used in a classroom on a daily basis. Our agency had a high tech distance learning lab that we used to connect to similar sites around the state. The lab was used for live interactive learning experiences where students could talk to and be seen by a presenter at another location. We rarely needed to troubleshoot a situation where a student needed to take a course online, because distance learning was still in its infancy in K-12. Finally, we worked to improve the accessibility of K-12 textbooks further by supporting the provisions in the law that ultimately created the National Instructional Materials Access Standard (NIMAS). The theory behind NIMAS was that access to instructional materials would be improved by having a clear electronic file standard for book files coming from publishers. The paradigm was still about accommodating students with disabilities in educational environments largely dominated by chalkboards and paper shuffling rather than keyboards and mouse clicks. I began overseeing national education programs for the National Federation of the Blind in late 2003, and, soon after, I enrolled in a program at Johns Hopkins University to pursue a master's degree in education. My experience as a blind student in higher education was dramatically different than it had been just five years earlier as I finished my bachelor's degree. The vast majority of my interactions with the systems of the university were through the Internet. I registered for classes, accessed library materials, communicated with professors and advisors, downloaded course packets, and bought books online. The online systems were frequently challenging and forced me to find workarounds due to inaccessibility. Compared to my undergraduate experience, there was much more reasonably-accessible digital content available, which resulted in my ability to navigate my coursework with a greater degree of independence than ever before. Where there were barriers, I was determined to figure out a way around them so I could get my degree. However, many students with disabilities are not prepared to fight through the frustration and delays. Had I been pursuing a degree in science or engineering, I would have had even more difficulty. Technology was rapidly becoming more complex and more integrated into the fabric of education, and blind students were beginning to face more barriers to accessibility. Meanwhile, in my coursework we studied the education system and the impact of technology on teaching and learning interactions. I came to understand that the future is uncertain- whether technology would facilitate unprecedented access to information and full integration or be the force that unintentionally segregates students with disabilities into an unequal learning environment. Today as a lifelong learner still seeking new knowledge, and an administrator of model educational programs, and a father of two young children about to enter public education (one of whom has the same eye condition I have), I am concerned that the future is still too unclear-will technology cause segregation or integration for students with disabilities? A New Paradigm There are two central elements to making education accessible to all students. The first is access to educational facilities. Although there still is work to be done in this area, the implementation of the Americans with Disabilities Act (ADA) has significantly improved this nation's infrastructure for providing all people physical access to the educational environment. The second is access to information. For decades now we have been working to improve access to information in education for students with disabilities. Some of those efforts have been to make curriculum adjustments that better facilitate students' obtaining and integrating knowledge. Other efforts have been to convey information in the form that makes it accessible-such as converting printed materials into Braille or using American Sign Language. Technology will either enhance our progress or make some of our previous efforts meaningless. The schoolhouse is now more accessible to students with disabilities than at any other time in history. But how will history view the great progress we have made when students with disabilities can get in the front door, to the classroom, and to a desk, but in the end they are shut out of the curriculum because the powerful technological tools used to convey knowledge are inaccessible to them and/or the alternative technologies are inadequate? Will we wait until families of young children with disabilities opt for home schooling in mass numbers because there are too many barriers to fight through in the mainstream educational technology in their local schools? Will we wait until students with disabilities stop coming to mainstream universities because the systems central to the student experience-everything from putting money on your meal card to reading the literature of the world-are not accessible to them in an equally integrated manner? Technology is no longer a supplement to the educational experience; it is an essential access point for education and employment in the twenty- first century. Technology changes the paradigm of accessibility because it can be designed from the very beginning to provide the broadest access. In its basic form digital content is accessible to everyone, because it can be easily transformed, converted, and translated into the form that is required by an individual student. By universally designing technologies to handle a broad range of different physical and informational interfaces, we can get significantly closer to equality in education. Today we are getting a glimpse of what the well-designed future can be. Consider the blind student in a classroom environment that uses the iPad. The student can use Apple's built-in VoiceOver screen-reading technology and participate in lessons alongside her sighted peers, and she can take out a refreshable Braille display (a supplemental access technology) and connect it to the iPad to read in Braille the reading lesson the teacher uploaded an hour before class. With this powerful accessibility built into a mainstream device, we begin to understand that technology can get us much closer to equality in education than even the most vocal advocates had imagined. But the opposite is also true. When the old paradigm of "accommodation" persists, educational institutions adopt technologies that are incredibly complex but have not been designed for access by students with disabilities-they miss the opportunity and unknowingly create new challenges. This means that the educational institution has to find an alternative, which brings an additional expense and will most likely be unequal. Imagine the blind student who attempts to log on to the university library site, search for research articles, and obtain relevant digital copies of articles for a course project. Imagine the frustration when the student cannot effectively perform the search because the database was not designed according to well- accepted Web accessibility standards. The student contacts the library (during normal business hours only), and the librarian is pleased to meet his responsibility to accommodate by performing the search for the student and pulling the relevant articles. The student provides as much information as possible about the desired search terms (even though non-disabled students use the process of searching to narrow their focus), and the librarian agrees to email the student the digital copies of the articles. The librarian identifies twenty-five relevant articles but only ten are available as full text (accessible to the student). The other fifteen are provided in inaccessible PDF files, which the student must take and run through a program that attempts to perform optical character recognition on the files. All of that has to be done before even getting to the abstract of the article to know if it is one that is worth reading for the project. And just imagine if the search terms were not quite right and another search is needed but the library is closed until Monday. Meanwhile, other students in the project group are uploading notes to an online wiki for planning the project. Of course, the wiki is a Web platform that was also not built with accessibility in mind. The student decides to switch to work for another course, so she attempts to pull up a required class video from an online learning management system. The video is offered in Flash, and accessibility has not been properly implemented, which results in the student's being unable to play the video. All of these barriers and more are faced by students today, even though providing accessibility in these technology applications is possible. Unless we commit ourselves to the new paradigm, this is the experience for a student with a disability in a future where technology is built and implemented without accessibility from the beginning. The Shift of Technology in Education (The Opportunity) As technology becomes more central to the educational experience and accessibility is built into the mainstream technology, we should observe the technology market becoming more effective in its delivery of products to increase accessibility for people with disabilities. In the old paradigm, very expensive, low-volume products were created to assist people with disabilities to gain access to information. Specialized electronic devices allowing a blind person to write and read back the Braille code in electronic form have been produced for decades. These devices-generically referred to as electronic Braille notetakers-have historically had limited interaction with mainstream computers and have generally cost more than $5,000. As mainstream technology incorporates more accessibility into the native design, the need for these highly specialized and segregated devices goes down. This means that the access technology industry can focus on needs that the mainstream market is unlikely to address effectively. For example, although Apple's iOS devices include great accessibility support (screen reading and screen magnification technology for blind users) and interoperability with third-party refreshable Braille displays, Apple itself is unlikely to get into the business of designing, building, and distributing Braille display devices. However, Apple's leadership in native accessibility in the iOS platform opens up a new market for devices that further enhance the accessibility of the Apple products and provide innovative solutions to the access to information challenge. In addition to refreshable Braille displays, there will still be a need for a number of products that are critical in providing access to the curriculum but are unlikely to come from the mainstream market. Examples of such technologies are tools for producing hard-copy Braille (Braille embossers) and tactile graphics. To illustrate this technology shift, let's compare the old specialized model to the new paradigm of accessible mainstream technology. The old access technology model is represented by the BrailleNote Apex-a Braille notetaking/PDA device available from HumanWare at a retail price of $6,379. The BrailleNote Apex has a fairly wide distribution in K-12 education as a specialized device for blind students. The new paradigm is represented by an Apple iPhone 4S 16GB with a retail price of $199. Because the iPhone does not include refreshable Braille built into the device, we need to add a separate piece of access technology. In order to make the comparison fairly equal, I chose to add the Alva BC640 40-cell refreshable Braille display at a retail price of $4,199. This means that our new mainstream option retails for $4,398 (almost exactly $2,000 less than the specialized technology option). Table 1 compares the products based on hardware capacity and processing speed. In this comparison we find that the mainstream option is not only less expensive but far more powerful than the specialized option. The chart does not compare the availability of applications between these two solutions. While we could easily detail the applications available for the BrailleNote Apex (those built in and those available for hundreds of extra dollars), we would not be able to do that for the iOS platform. There are hundreds of thousands of applications in the Apple App Store. Even when you consider that Apple does not currently require applications to be accessible to be in the App Store, blind users of the iOS platform have found a growing number of powerful accessible applications to serve every need from taking notes to reading books to engaging in social networking. It is fair to say that the applications available in the mainstream model exponentially exceed those in the specialized model. The Failure in Technology Implementation (The Challenge) I believe it is fair to say that, with only a few limited exceptions, educational institutions at the K-12 and post-secondary level are currently failing to make a passing grade in the subject of realizing the promise of technology for students with disabilities. However, it is not entirely their fault. These institutions have 100 percent of the responsibility for ensuring their programs and services are accessible, and, while they should develop more capacity to ensure the accessibility of the technologies they purchase, the reality is they cannot effectively test the accessibility for every piece of technology on the market-the technology vendors need to do better. There is a need for shared responsibility, clear standards, and strong enforcement. Books and Instructional Materials Let's examine a few educational technologies to understand the barriers students with disabilities currently face. Central to the educational experience is the book. In growing numbers K-12 schools and universities are moving away from static hard-copy, expensive print books to the use of dynamic, easily-updated and supplemented, and less expensive e-books. The mainstream move to e-books has great promise for students with disabilities. Digital content is not inherently inaccessible like the print book. The basic digital content of a book can be read aloud using speech technologies or enlarged using magnification software without much trouble. In fact, people with disabilities, specifically those with "print disabilities," have been using digital versions of books since the late 1980s. The e-book is frequently delivered via a device or reading system (e.g., Amazon's Kindle, Apple's iPad, or Adobe's PDF product). As long as the delivery system for the e-book includes accessibility, students with print disabilities will have equal access to the content of the book and the functionality of the reading system. In practical terms this means that we have the promise of all students having access to the same book, at the same time, and at the same price. This is a tremendous leap forward in timely access to materials compared to the old paradigm, and it saves the significant amount of human resources that were being used to convert inaccessible print back into an accessible format. The reality of e-book adoptions in both K-12 and higher education is that, in general, the producers of textbooks and to some extent the purchasers of those books are stuck in the old paradigm of accessibility. Accessibility is often not built into e-book readers and, when it is built in, it does not provide the same level of functionality and navigation that is provided to the reader without a disability. Two examples at either end of the spectrum of accessibility are products provided by Apple and Barnes & Noble. Apple recently launched iBooks 2.0 with an aim of revolutionizing the educational book space. Apple is the industry leader for built-in accessibility due to its commitment to out-of-the-box accessibility in its iOS (iPad, iPhone, iPod) and Mac products. This means that a blind student can purchase the iPad, for example, at the same price as everyone else and begin using it with the built-in VoiceOver screen reader from the moment it comes out of the box. While the blind student can purchase one of the new iBook 2.0 titles and read it straight through, she will not be able to navigate the book or have access to the same functionality as her non- disabled peers-not perfect but far more accessible than the old paradigm. In contrast, many universities have begun creating relationships with Barnes & Noble for provision of e-textbooks with focus on the relatively inexpensive Nook device for delivery of those books. The Nook includes no accessibility features and leaves a print-disabled student to find a separate solution. Most certainly the separate solution will also be unequal since the print-disabled student will not have any of the functionality that the Nook provides to all other users. There are a number of other book-reading systems and devices delivering various e-book formats with varying degrees of inaccessible content and features, and most fall down when accessibility is considered. The promise of "same book, same time" is near but not yet fully delivered. Why would any educational institution choose the Nook considering its inaccessibility? I believe it is largely because they are stuck in the old paradigm of having to accommodate students with disabilities. Therefore, it is natural for the schools to purchase something that is inaccessible and figure out an alternative for students with disabilities. Furthermore, the educational institutions have complete responsibility under the law for ensuring equal access to their educational programs. The old paradigm has created the practice of buying the product you feel best meets your need and working out accessibility if you have to do so. However, the new paradigm should suggest that schools start demanding complete accessibility in their technology products, including e-books, and hold the producers of those technologies responsible. The educational textbook market is a significant piece of the publishing industry and, with the growing adoption of e-books, we need to ensure that the books being used in education are accessible to students with print disabilities. A final problem related to the adoption of accessible e-books in K-12 is the existing NIMAS standard. Before the e-book market began taking off in education, NIMAS was the most effective policy solution to helping K-12 schools deliver more timely textbooks to their students with print disabilities. While NIMAS helped to create some standardization in the electronic files, it has not made a noticeable difference in the delivery of better and more timely instructional materials to students with disabilities. Furthermore, NIMAS is now a barrier to mainstream access to books at the K-12 level. There is little incentive for publishers of e- books for the K-12 market to produce fully accessible e-books as long as they can meet their legal obligation to provide a NIMAS file. As the e- books become more sophisticated and include greater functionality-ability to annotate, link to online content, etc.-the student using the NIMAS version of the book will receive increasingly unequal access. Cloud-Based Education and Dedicated Portable Devices Many schools are utilizing the tremendous resources available through applications and databases available in the cloud. Frequently schools make educational resources available through websites that are actually portals to sophisticated software applications that run over the Internet rather than being locally installed on a hardware device. This provides great flexibility to schools and allows them to take advantage of a tremendous amount of technology that can be freely implemented. Because cloud-based applications are not installed locally, the school can leverage whatever Internet-enabled devices they have available, or they can have individual students bring their own device. Take for example Google's effort to gain wide support for adoption of Google Apps for Education in schools across the country as a means of providing email and collaboration tools to students and faculty. Google Apps for Education is a free suite of hosted communication and collaboration applications that includes Gmail, Google Calendar, Google Talk, Google Docs, and Google Sites. We have found that each of these applications contains significant accessibility barriers for blind people utilizing screen access technology. These applications are attractive to schools because they are powerful and their price tag does not stretch the education budget. However, you cannot accommodate students in an equally integrated manner when they are shut out of a technology as powerful as Google Apps for Education. Schools face the choice of segregating students with disabilities or enhancing integration by only adopting technologies that are accessible. While we hope all schools make the right decision, if they do not, the individual student has very few options available, and every day that a student with a disability waits for the technology to be made accessible is another day of learning lost. In other cases, schools are adopting broad programs to purchase technology and put a device in the hands of each student. Consider a story from last summer's Powell Tribune (Powell, Wyoming) entitled "School District Adopts the iPad." The story details the plan to spend $722,000 for the purchase of 1,180 second-generation iPads in order to put one in the hands of each middle and high school student in the district. The story does not talk at all about accessibility, although it does talk about the ways that implementing this technology will cut down on other costs such as textbooks and computer-based testing. This raises the question of whether or not the applications used on the iPads will be designed to be accessible to students with disabilities. If not, how will the district accommodate those students, and will it create segregation or integration? Even more alarming is a report from CNET News entitled "27,000 Google Chromebooks Headed to U.S. Schools." The article announces the plan to distribute new Chromebooks to school districts in Iowa, Illinois, and South Carolina. The article credits a Google official as saying, "We now have hundreds of schools across forty-one states that have outfitted at least one classroom with Chromebooks." The Chromebook is a tablet device that provides computing power while operating applications from the cloud. This device presents significant access barriers to students who are blind, yet these school districts are proceeding with a plan to issue Chromebooks to students for use in school and at home. This means that non-disabled students have around-the-clock access to information and those who are blind have unequal access and are potentially shut out of certain applications. These are just a few examples of technologies that are being rapidly and broadly implemented with limited to no accessibility. There are dozens of other inaccessible technologies by dozens of other technology companies big and small being purchased by educational institutions largely using public money. Examples of other educational technologies where we have found limited accessibility even after the system was implemented in K-12 schools or universities include: . Interactive White Boards (IWBs) . Online course management systems . Software for performing virtual science experiments . Websites for courses, programs, schools, and entire districts which provide important information and essential notices . Online journals . Educational resources produced and distributed by federal grant projects . Computer-based assessments . Online applications for admission to programs . Classroom devices such as clickers Furthermore, this does not take into account the technologies that teachers and faculty members with disabilities need to interact with to create and post educational content, perform research, log grades, or do any of the other staff functions required by their employer and utilizing a computerized system owned by the educational institution. Recommendations for Federal Policy Based on my personal experience as a blind person in the education system (K-12 through master's degree), an administrator of educational programs for blind children and adults, a father with young children about to enter America's public education system, and an advocate who works with blind students and faculty across the country, I offer the following recommendations to facilitate the use of technology to enhance accessibility and academic outcomes for students at all levels: Stronger Oversight and Accountability in Government In order to meet the promise of technology in education we need strong leadership. That leadership begins with the government cleaning up its own practices. Federal agencies dealing with educational institutions and providing grants to institutions to do cutting edge research and education are among the offenders. For example, while the United States Department of Education has been more responsive to dialogue lately, they still do not have clear checks and balances to prevent the distribution of grants that will fund projects resulting in the development of inaccessible digital instructional materials. The agency needs to have an official who reports directly to the Secretary who can ensure that the entire infrastructure of educational technology efforts includes real accessibility. Furthermore, the Department of Education needs to closely monitor and enforce accessibility requirements in its distribution of grants. Another significant agency of concern is the National Science Foundation, which funds a tremendous amount of research and educational innovation. In recent correspondence from the Foundation to Kareem Dale, special assistant to the president for disability policy, as a follow-up to concerns raised about the accessibility of NSF-funded projects, the Foundation said in part: When a grant proposal is submitted to the NSF, the Authorized Organizational Representative (AOR) from the proposing organization electronically signs the proposal. By electronically signing the proposal, the AOR certifies the organization agrees to comply with NSF's Nondiscrimination Certification. That certification states that the organization agrees to comply with a multitude of civil rights statutes, including the Rehabilitation Act, as well as all regulations and policies issued by NSF pursuant to these statutes. The practical experience of researchers with disabilities and those attempting to use educational products from NSF-funded programs is that the technologies and materials are frequently not accessible. I would recommend that checking a box is not enough. We need a proactive approach. What tools is NSF giving potential grantees to understand accessibility and help them build it in? What guidelines and examples does the agency provide for grantees to know what works and what doesn't? How often does accessibility get discussed at project director conferences? And how clear is the complaint process to those who find violations? When America is interested in boosting its science, technology, and engineering workforce, we should not be leaving people with disabilities behind. Finally, some agencies are working on being more proactive, strengthening their enforcement of accessibility requirements, and bringing more attention to the issues. A recent request for proposal from the United States Department of Labor included the statement, All online and technology-enabled courses developed under this SGA must incorporate the principles of universal design in order to ensure that they are readily accessible to qualified individuals with disabilities in full compliance with the Americans with Disability Act and Sections 504 and 508 of the Federal Rehabilitation Act of 1973, as amended. This is a good step forward if the agency sticks to it, asks for clear documentation of how the project is meeting this requirement (not just a checkbox), and takes swift action when this provision is violated. However, what happens when you go to the Department of Labor website and click on one of the links that takes you to a third-party site like Facebook? You are met with a new page that states: You are exiting the Department of Labor's Web server. The Department of Labor does not endorse, takes no responsibility for, and exercises no control over the linked organization or its views, or contents, nor does it vouch for the accuracy or accessibility of the information contained on the destination server. The Department of Labor also cannot authorize the use of copyrighted materials contained in linked websites. Users must request such authorization from the sponsor of the linked website. Thank you for visiting our site. Please click on the link below to continue. The Department is presumably posting information to Facebook for the purpose of communicating vital government information and news to the public. Facebook presents many accessibility challenges to people with disabilities. We might reasonably assume that the individual posting information to Facebook on behalf of the Department is an employee or contractor of the government-unless there is a volunteer that has been authorized to perform this service. Yet the Department claims no responsibility for the accessibility of the content presented on the Facebook page. Advocates have found getting Facebook to improve its accessibility frustratingly slow. Who is taking responsibility for accessibility? How many other third-party sites containing vital government information are not accessible and have nobody taking responsibility for their accessibility? Where is the leadership, and who is working to ensure that all citizens of this great nation have access to information? We need to do more to move government from the old accommodations model into the new mainstream access model of technology. Greater leadership, proactive training, and rigorous reinforcement is required. There should be more centralized responsibility for ensuring accessibility within federal agencies and within the policies of those agencies. In particular, the government needs to take more aggressive steps to ensure that federal grant funds are not going to projects where accessibility is ignored. Furthermore, the government needs to provide leadership in these areas by ensuring that government sites meet the highest standards of accessibility. Strong, Enforceable, and Functional Standards Those who resist the requirement that technologies be accessible from the design phase argue that it is too hard to know what "accessible" means and what truly is universal design, and that having a standard limits innovation. Despite these claims, many strong sets of standards have been developed that have gone a long way towards improving accessibility, and new innovative solutions are coming to market when the talent is focused in that direction (e.g., Apple's use of unique interface gestures that make the iPhone accessible to blind people). But there are not good comprehensive standards to guide the accessibility of technology in educational institutions. I recommend that the Congress take swift action to authorize the United States Access Board to compile functional guidelines in the area of instructional materials. The recent report of the Federal Advisory Commission on Accessible Instructional Materials in Post Secondary Institutions for Students with Disabilities provided as their first recommendation that "Congress should authorize the United States Access Board to establish guidelines for accessible instructional materials that will be used by government, in the private sector, and in postsecondary academic settings." This Commission of experts defined "instructional materials" broadly by stating, Instructional materials are the curricular content (printed and digital books, journals, course packs, articles, music, tests, videos, instructor- created PDFs and PowerPoint documents, web pages, etc.), as well as the technologies required (hardware, firmware, software and applications) for the manipulation, annotation and dissemination of content. This definition also includes any other required instructional software and applications used to facilitate the teaching and learning process, including learning software, courseware/learning management systems, digital 'learning objects,' library databases, and others. The Commission also emphasized the importance of functional requirements by noting that specifying file types or specific technologies was not the answer. The Commission went on to state firmly that Technology developed or deployed to facilitate access to instructional materials must permit a user with a print disability the opportunity to acquire the same information, engage in the same transactions and enjoy the same services at the same time as the user without a disability, and with a substantially equivalent ease of use. It is worth noting that a functional set of technology guidelines meant to address education specifically will apply in K-12 as well as post- secondary programs since the functional requirements for accessibility should be the same at all levels. This clarifies accessibility for all parties and reduces the uncertainty about whether a particular technology will be viewed as accessible. This work will also create the framework for proactive tools and technical examples to help technology developers understand accessibility. These standards will become more critical as people with disabilities rely more on mainstream than on specialized technology to ensure that the accessibility of these technologies does not erode. Ultimately, these guidelines should be enforceable by linking them to existing civil rights and public accommodations protections. Projects to Collect, Develop, and Disseminate Best Practice Tools Congress and federal agencies could help advance accessibility significantly by putting more efforts to support the development and dissemination of resources in the areas of implementing accessible online content, tools to test accessibility of publications, best practices for purchasing and implementing accessible technologies, and other related topics. There is a great need to collect together best practices related to the design and implementation of accessible technologies and content so they can be better understood in the educational system. Federal agencies should make accessibility a priority track at conferences sponsored by the government, and consideration should be given to a national conference on accessible technology in education. Furthermore, the U.S. Department of Education should collect case studies of innovative approaches to ensuring accessibility across the technology infrastructure of school districts and universities and make those examples available via the Internet. The government could also help to raise understanding of accessibility within the information technology industry by first ensuring that government IT professionals receive more resources and training on what accessibility means, how to require it in the purchasing process, and how to test that accessibility has been met. The stronger the accessibility requirements in technology purchasing, the higher the demand will be in the industry for IT professionals, programmers, and computer engineers who truly understand accessibility and universal design. This will ultimately trickle down to the university programs and other professional training programs, creating a systemic approach to raising the importance of accessibility. Improved Protections against Inaccessible Technology in Education I believe that leadership, strong functional standards, proactive best practices, and greater government accountability for accessibility of technology in this nation's educational facilities will make a tremendous difference. I am not convinced that it will be enough to hit the tipping point where all technologies are universally designed and available to all students on the first day they are implemented in the classroom. This is a real threat to access to education for students with disabilities, and I believe Congress should strengthen the shared responsibility for accessibility and the remedies available to students and faculty with disabilities who are segregated to second-class access. First, a disabled college student, faced with inaccessible technology and a school that is not interested in taking the steps necessary to make it accessible, has ways to address the problem for herself and systemically- with a complaint to either the Department of Education or Department of Justice or a suit under Title II (if a public college) or Title III (if a private one). The parents of a K-12 student, however, have a more complex set of hoops to jump through with relatively little possibility of making systemic change. Generally parents of children with disabilities are restricted to provisions under the Individuals with Disabilities Education Act (IDEA) and challenges to the IEP. Take for example a school district that adopts an inaccessible technology that is used in every classroom for every student. Due to the priority of the IEP process for accommodating students, a claim of discrimination because of inaccessibility would first have to exhaust the complaint procedures under IDEA. This further emphasizes the old accommodations model rather than taking advantage of the promise for universal access that technology can deliver. We need clearer protection under the law in cases where inaccessible technology is widely adopted and systemically bars the participation of students with disabilities to clarify the unintended consequences of the IDEA and the IEP process. Second, educational institutions at all levels have the entire responsibility under federal law for providing equal access to instructional technologies. If a student encounters pervasive discrimination because of the proliferation of an inaccessible digital book, platform, or device, her remedies are entirely against the educational institution, including, in the case of Section 504, cutting off federal funding. Meanwhile, the companies that sell hundreds of thousands of dollars of inaccessible technology in the education market share none of the responsibility for the discrimination against students with disabilities. Furthermore, companies that do not include accessibility in their products may enjoy a price advantage because their products include less robust features than the technologies that come with accessibility built in. Schools can of course seek contractual representations and warranties and indemnity clauses to extend liability to educational vendors, but many lack the market power to insist on such provisions. The civil rights laws should be strengthened so that companies systemically placing inaccessible technologies in K-12 or post-secondary education programs can be held accountable for their role in shutting out students with disabilities. Specifically, I recommend that Congress consider extending the private right of action to companies whose products create systemic barriers to the full participation of students with disabilities in the educational system. Along with a strong functional standard of accessibility, this will encourage accessibility, reward those implementing universal design, and punish those misrepresenting the accessibility of their technologies. Third, it is critical that we recognize the tremendous sacrifice that a student with a disability makes when bringing a complaint regarding accessibility against her school. Consider the PhD candidate pursuing a career in academia. If in the middle of her study she decides she can no longer take the technology barriers she faces in the university's systems, she has a terrible choice to make. Option 1: File a complaint against her university and potentially upset some of the very mentors she came to the university to work under. Furthermore, her complaint will put her in the position of applying for jobs at other universities and listing references from her current university, where many will think of her as a troublemaker. Option 2: Bite her tongue, accept the extra cost to work through the inaccessible technology, and hope to get out successfully as fast as she can. Option 3: Drop out. In the same way any other group has faced real and perceived retaliation for attempting to achieve equality in society, students with disabilities face a real barrier when fighting for accessible technology. Congress needs to consider carefully the pressure on students with disabilities and create stronger protections that give stronger supports to students and help to share the responsibility of accessibility. Technology accessibility is a central civil rights issue for the twenty-first century, and, if Congress does not take stronger actions, we will make people with disabilities second-class citizens in a digital era. Conclusion Technology is transforming the way we create, share, and gain knowledge. If built universally and implemented effectively, technology will make the passion and skill of our greatest teachers even more powerful as we nurture the next generation of our nation's leaders. If we fail to include accessibility in that technology, we will set this generation of students with disabilities back decades. The cost to those individuals and to our country is too great and the opportunity is too promising to stand by and let that happen. As a blind father working to build a future for my own children as well as the blind children that are now entering the education system, it concerns me that we might miss the tremendous opportunity that is within our reach. It worries me that our failure to make universal access to technology a reality may potentially shut one of my children out of educational opportunities and may prevent me, as a blind parent, from having the same access to information and resources regarding my children's education as my sighted peers. By welcoming the new paradigm of mainstream access, providing government leadership in programs and grant-funded projects, collecting and disseminating best practices in implementing accessible technology, building tools to check for accessibility barriers, deepening awareness and expertise among IT professionals, and strengthening nondiscrimination protections under the law, we can make a huge difference. Distinguished members of this committee, I deeply appreciate the opportunity to present my perspective and recommendations regarding the intersection of technology and education for students with disabilities. Your leadership in putting this hearing together is extremely meaningful and will contribute significantly to the shift to a new paradigm of accessibility in education. We know the type of future we want, we understand the promise of technology, and we must act quickly to make it a reality. ---------- Why Is It Important to Join an Organization of the Blind? Some Views from Our Lists From the Editor: To find information that will be interesting and relevant to our readers, I read a lot, including some of what is discussed on our listservs. Occasionally I comment on these lists when I think it will help. Recently a middle school student emailed the question to one of our lists that all of us have to ask ourselves: why are some people involved in organizations of the blind and others not? What appears below are some thoughts on the subject; many articulate why they have chosen to join; one explains why she chooses not to be a part of any organization and questions the need for them. In the hope that this exchange will stimulate thought, discussion, some new members, and an affirmation to those of us who are already members, here, with limited editing, is the email exchange: [PHOTO CAPTION: Chris Nusbaum] From: Chris Nusbaum Subject: Why is it important to join an organization of the blind? Fellow Federationists: As I have become more and more active in the blind community and have met blind people, I notice that a lot of them are not affiliated with any organization of the blind. Some say they are put off by the political arguments between the NFB and ACB; some say they don't want to be tied to one organization; some say they don't agree with either organization's philosophy and don't want to identify themselves with either. I try to explain to them the value of the Federation in my life and how joining an organization of the blind connects people with a diverse network of resources who can help answer almost any question they would have related to blindness. I also try to explain that, if they have any problems, being a part of an organization would help them with their advocacy efforts; the more people you have advocating, the more effective the advocacy is. But they still don't want to be affiliated with an organization. So I want to get your thoughts on these questions: Why do you think it is important to be a member of an organization of the blind? Of what benefit or value is an organization to its members and to blind people at large? Some people have said to me, "Sighted people don't have any organizations dedicated to their concerns as sighted people; why should I join an organization dedicated to blindness?" Still others have said, "Don't you Federationists want to be equal with sighted people? If so, then why do blind people need to be organized by joining some organization exclusively of the blind?" These are some interesting questions; what would your responses be to such people? I look forward to hearing your thoughts on this. Chris Here is a response from a person who sees no value in joining and rejects the concept of the blind community. Since she is not a member, she will remain anonymous. Hi. Well I for one am one of those who don't want to join either organization. I am on both NFB and ACB listservs to gain perspective about what both organizations are doing and their thoughts on important issues. If I have a question, I would probably write to the appropriate listservs pertaining to my question. Admittedly I usually don't start threads, because I am a very private person and don't particularly like broadcasting things over the Internet. I respond to threads from time to time when I feel the issue is important enough, as is the case here. Now I don't know you personally, but here's what I think: have you ever been asked to convert to a religion when you were perfectly comfortable with the one you believe in? By constantly asking people to join an organization for the blind, you're doing much the same thing. How do you know these people are unhappy with the way they're living now? If it's more a question of whether or not they've heard of such groups, one need only do a Google search for organizations for the blind, and I'm sure the NFB and ACB websites will pop up. I'm a firm believer in informed choice. If someone wants to join either organization, they will find the info, whether it's coming to someone such as yourself, or looking it up on the Internet. But no one likes to be put in a corner. As for staying on top of things that go on in the blind community-- and I use that term loosely because it truly disgusts me that such a term exists at all-again it's as simple as following a few discussion lists. Some don't like for their inboxes to be flooded, and, that's understandable, but you can go into digest mode or access the list archives through the respective sites. Let's not forget, also, wonderful resources such as the Fred's Head blog which is run by APH, or the Internet Phonebook of Blindness Resources. Information is really only a few seconds away in this day and age; if people don't want to subscribe to a set of beliefs or deal with any political BS, let them be. One more brief point, and then I promise I'll stop. Speaking to other blind people is not quite the same thing. For this I think it's great that there are resources like NFB-link and the AFB Career Connect. There's nothing quite like finding out you're not alone in the world; it's empowering, particularly for people who have recently lost their vision, to be able to speak to someone face to face or over the phone who understands what they're going through and can give them advice, support, and encouragement along the way. I attended a rehab center last year (non-NFB- affiliated), and, because I've been blind since birth, many of the clients, some much older than myself, came to me for advice, or simply watched or asked, depending on the level of remaining vision they still had, how I did things naturally, such as walking with a cane. It was a win-win situation: they felt more at ease about losing their vision because they saw I was coping just fine, and I felt good knowing I had helped people without even really trying or meaning to. From: Bridgit Pollpeter Chris, you pose very interesting and valid questions. Most of us have met people who are blind and adopt an attitude like the people you describe. There are many reasons why people do and do not join an organization, but we must look at what the purpose of these organizations is. First, sighted people do develop, promote, and advocate for many issues. Most of these groups have a blend of people with plenty of diversity, but many ethnic and racial groups have organizations dedicated to serving minorities and the issues and causes important to them. As a type 1 diabetic I've been involved in diabetic groups advocating for better care, encouraging research, and providing education; I did this when I was sighted. There are other health-related groups doing similar work, and the list goes on and on. We often fail to see the other perspective especially with blindness. People focus on this, forgetting many organizations exist doing similar work. The Federation is not unique in being an advocacy group promoting causes and initiatives. The initial goals of the Federation were to promote independence, work towards changing attitudes, and serving as a political platform for blind causes led by those with the experience of being blind. First and foremost, a group like the NFB is dedicated to political activism and advocacy. Despite the growing number of divisions within the Federation catering to various interests, the priority has always been to promote and advocate the ideas and causes important to Federation members. Having opportunities to network is essential to the growth and success of the Federation because we need each generation to adopt healthy, positive mindsets about blindness. The social aspect, however, is secondary to the political element. Not everyone joins to be politically active. In my experience a majority of people join the Federation purely for social reasons, though many eventually come to understand the importance of having an active voice advocating for equal rights and fair treatment of the blind. So we stand up and demand equality. That we have a chance to network and ask questions of those with experience is a benefit to joining the Federation. You have a support system backing you, ready to help in any way. We've heard a lot about law students denied bar exams in an accessible format of their choosing. The Federation has stepped in to take legal action, assisting those law students and others to come. The couple in Missouri whose newborn was taken by the state's children's services unit a couple of years ago for no reason other than that both parents are blind is another example.... Many of us benefit from alternative techniques, techniques which far too many refuse to learn or use regularly. In my experience, and having once been a person with partial vision, often the alternative skills truly do make one more efficient than using one's partial vision, and this is why the Federation seems, at times, to be against sight, but it's actually the contrary. If you're being independent, living your life, not caving into stereotypes and negative attitudes, the Federation supports this way of life. It expects us to grow and challenge ourselves as our peers challenge us. This is one of the huge differences I see between the NFB and other organizations of the blind; we're not expected to stay where we are; we're urged to move forward, carving a path before us, challenging ourselves to strive to reach new heights. So why am I a Federationist? Because I'm not content to sit idly by, letting others make decisions for me. I don't feel entitled to services, legislation, and technology that I have had no say in, and to which I have made no contribution in changing for the better. I don't want to watch a chef cook; I want to roll my sleeves up and get my hands in the mix. Networking with fellow blind people and learning what we are all doing is great, but I want to effect change, and I want to be a part of that change. It's not about isolating ourselves from society and forming an elite group made up of people who are blind; it's in fact about encouraging and fostering integration. We are people with dreams, desires, and interests; that we are blind is but one attribute of our being. I wasn't always blind, and, when I lost my sight, I didn't change who I am. My interests and goals are the same; I now just accomplish certain things with different methods and tools. We all have to decide what we believe in and why. I believe it's important to analyze and question beliefs and ideas in order truly to digest them. Only then can we form decisions based on our own ideas and opinions rather than any thoughts and opinions thrust on us, whether unwillingly or not. I think we all need to understand that the Federation's priority is advocacy and education; when we know this, it is easier to explain the Federation and its purpose. Sincerely, Bridgit Kuenning-Pollpeter From: Sean Whalen I don't think anybody is trying to force beliefs on people, and I really don't see what is "creepy" about the question or topic. I think it is each individual's prerogative to join any organization that represents his or her interest, or none at all. It seems pretty clear to me, though, that the lives of all blind individuals have been demonstrably improved by the existence of the NFB, which, of course, wouldn't exist without joiners. Belonging to an organization does not mean that one endorses everything that organization does, nor does it mean that an individual has a particular set of beliefs. It simply means that one sees enough benefit in the organization and its work to decide to support it. I don't agree with the NFB on everything, nor do I agree with the Democratic Party on everything. Nonetheless I count myself as a member of both. If somebody thinks that dictates my thoughts and beliefs, they would be wrong. My thoughts and beliefs dictate which organizations I choose to join, support, and work for. As for the ridiculous notion that sighted folks don't have organizations, they surely do. They have organizations for virtually every interest under the sun. Trade groups, unions, interest groups allied with political and public policy issues of all stripes exist to unify the voices of folks with common interests. That is the way our system of government, and indeed the world in general, works. Refusal to join with others who have similar interests is acceptance of having no voice on issues that affect you. That is, by the way, completely fine. Some folks don't have any interests pressing enough to give up their time, money, and resources to attempt to influence outcomes, but their lack of interest in doing so doesn't somehow equate to the moral high ground. Of course there is no National Association of the Sighted, but this reflects the fact that the vast majority of people are sighted. There is no issue around which to rally. You had better bet that, if half the population were sighted and the other half blind, and if the interests of the sighted and blind clashed in any meaningful way, the sighted and blind alike would have organizations allowing them to speak with one voice on issues of import. In addition to being a vehicle for collective action, the NFB is an extended network of support. It is extremely valuable to have folks to consult with when faced with an issue related to blindness. It keeps each of us from having to reinvent the wheel each time something new comes up for us. This of course is not a model at all unique to the blind. Analogous networks exist for people in certain trades, with particular diseases, or with similar interests and hobbies. Nearly anywhere you find a diffuse and relatively small group of people in similar circumstances or in need of similar information, you will find an attempt at a support network like that which we enjoy in the NFB. So, lest anybody buy into the line that says those who join the NFB or any other organization are mindless automatons without their own beliefs, opinions, and convictions, please remember that organizing to share information and influence events in the world is in no way unique to the blind. If people don't want to join anything, and blind people in particular don't want to join NFB or ACB, that is 100 percent all right. But let's not accept the misguided notion that their refusal to do so is rooted in some moral superiority, rugged individualism, or strength of conviction. The refusal to be a joiner simply indicates that a person has other things going on in his or her life which are more important. Again, A- OK, but never doubt the value of the work done by the organized blind movement. Even those who have never given a thought to involving themselves are presumably grateful when social services doesn't take their babies, they have the opportunity to attain meaningful employment, and their rights to travel and participate in society are protected. Sean Whalen From: David Evans It is important to be a part of an organization because it is usually organizations that get things accomplished in this world. It goes like this. There is a game going on, and in every game you have four components: two sides on the field that push back and forth to win their point and advance the game toward a goal and referees that enforce the rules of the game, award points and penalties, and make calls about the conduct of the game. The fourth part, which is also the biggest part, is the spectators in the stands who watch the game, root for the two sides, and most often benefit from the outcome of the game on the field, but take little part in winning it. The people in the stands often wish that they could stimulate their side to win but can only shout encouragement or discouragement from their safe seats in the stands. They have very little to do with the outcome of the game and only watch the toil of the players on the field. They sometimes get upset at a call by the referees or a bad play by one of the team members, but they can only express their opinions, positive or negative, from a safe distance. The people on the field are the heroes and the villains. The players on the field make the play or get their noses bloodied. In life there is always the possibility that one of the spectators in the stands can come down and put on a helmet and get in the game on one side or the other and begin making a difference in the game's outcome. If the game is Tug-of-War and the sides are evenly split, the game may be a tie or take a long time for one side or the other to prevail. If, on the other hand, half of the people in the stands come down and take up the rope on only one side or the other, the contest is going to be over very quickly. Games are won or lost by the players on the field, not the people sitting safely in the stands. In this game of life getting involved in an organization can help to make our lives better. There is an old saying, "Many hands make light work." As the Florida Lotto puts it, "You have to play to win." I have seen us advance the goals of our organization since 1987, and I know that I am in a better place because of it. As my generation use to say in the 1960s, "If you aren't part of the solution, then you are part of the problem." In which group are you going to be: the people who sit on the fence and in the stands or the people who compete for the gold ring? David Evans [PHOTO CAPTION: Gary Wunder] From: Gary Wunder Dear Chris: Please understand that what I am about to write is my opinion and not some official position of the Federation. I will try to avoid offering other disclaimers such as "in my opinion," or "it is my belief." I want to be firm in stating what I believe but humble enough to acknowledge that it does not represent any particular wisdom or any claim to be the one true way. I am a member of the National Federation of the Blind because I believe that collective action is required if blind people are to continue to enjoy the programs and services we now have and to further the goal of integration we all seek, in which we gain jobs, play active parts in our communities, and are no longer limited by artificial barriers not imposed by blindness but by the reaction to it by blind and sighted people alike. As an individual I have a responsibility to think about my options and opportunities and to decide whether or not to pursue or shy away from them; in other words, I have choices to make. But individually I do not always have the creativity, the expertise, and the power to make those choices real and achievable. Right now blind people are engaged in a battle to determine whether we have a right to demand that computerized technology, with all its power and promise, be harnessed to help us as it helps others, or whether, because we are a small population, this same computer technology will be used to exclude us. The outcome of this struggle is as important as my ability to compete at a job, my ability to enjoy entertainment at home, my ability to check in at airports and check out at supermarkets, and even my ability to live at home independently. Take away my independent access to home appliances--my ability to set the temperature on my oven, regulate the temperature in my house, and operate the controls on my washer and dryer, and soon I will require the services of a personal care attendant or be forced to live in a nursing home because I will be unable to take care of my most basic needs. Even the option of a home care attendant or a nursing home may depend on whether or not I can afford them. My job as one human being is to educate myself; my more difficult job is to embrace the education of society to the potential technology brings and to the problems it can create if not properly managed. Individually I must be an informed voice, but only collectively do I have a voice capable of reaching the nation and the world. Individually I do not know how to bring about the changes in design and engineering that make things talk, produce Braille, or provide a way for me to navigate using touch or voice; collectively I can be a part of giving scholarships to young people, some of whom will dedicate their professional careers to learning about such things and being a part of developing technology that includes me and others who are blind. Individually I do not know how to craft laws to help us, but collectively I can help to nurture and employ the expertise of those who do. Individually I do not know how to execute a successful lawsuit on behalf of me and others who suffer from technological discrimination; collectively I can be a part of hiring that help and articulating to the legal system the goals and aspirations of blind people who are committed to the progress we have enjoyed and to reject categorically the idea of once again being consigned to idleness and inactivity. It is argued that sighted people do not unite as a group, and that, if blind people truly want equality, we must turn away from the reliance on a group and the expectation that other blind people will join with us. Because of their numbers and a society which will quite reasonably be oriented to them, sighted people have no need to unite on the basis of sight. They do, however, unite for other reasons. Wealthy people unite with others to see that policies do not encourage and support the taking of their wealth. Those less wealthy unite for a whole host of reasons when individually their voices are not sufficient to start a national discussion about the things they need. Doctors, as educated and prestigious as they are, unite when it comes to representing their interests and, for that matter, the health interests of the American people. Farmers form organizations to try to increase their prices and protect against what they see as overly burdensome regulation. Many from all walks of life unite to protect the environment by reminding us that some of the things we want for enhancing our creature comforts come at a cost that may jeopardize the well-being of the earth for our children and our children's children. The concept of organizing for collective action, to amplify the voice, to share the load, and to bring disparate groups with talent and expertise to serve a cause is not unique to the blind, nor is it unique to America. It is the longing of people everywhere to better themselves and the realization that not every good that needs doing can be accomplished by one human being, no matter how strong her determination or skill or drive. It is the understanding that true independence often involves the more complicated concept of interdependence and that learning to work together does not detract one bit from our individuality, our ability to make choices, and our ability to influence the world. I want a piece of the American dream. That means more than Supplemental Security Income because I am deemed too disabled to work. That means more than food stamps and subsidized housing because I am considered so impoverished that only through a government program can I eat and have shelter from the elements. I want the right to information, and that means more than a book of fiction in which I live my life through the words and stories of others. I have benefited from and support each of these programs and do not write to throw stones. Forces in the world conspire to keep me in this place, a place of continual dependence. It is not a harsh place with physical bars but a place built by a compassionate America trying to do good for people they perceive as having a significant need. It is not a jail; neither is it a zoo; but it is a cage, albeit one with radios and televisions and devices to produce music on demand. It is a place where we may play but not a place where we may grow. Programs intended to provide us with a staircase to upward mobility have too often become the means for lifelong support. The tragedy is that life is so much less than it could be for us who are blind and for our country that gets so much less from good minds and overflowing hearts who long to find a way to contribute meaningfully. The alternative path requires more training, more perseverance, and perhaps even more good luck. The process is rehabilitation, and by rehabilitation I mean much more than accepting the help to go from high school to training school or college. For me rehabilitation means entering into a contract, a sacred pledge to make good on the goodwill and the investment of taxpaying Americans by turning education and equipment into productive work. It is more than accepting as a matter of course this government program for the blind that can sometimes be little more than a transition from education to more education to lifelong dependence. At its best, rehabilitation is the power of people to help people, the way a society helps some of its members move from needing a meal to earning a meal. It can, at its best, be an example of government truly serving and at its worst an example of raising expectations only to crush them. We, the blind people who organize and work in the Federation, help determine which it will be. Several months ago I watched a Republican primary where a candidate was asked what should be done about an uninsured twenty-nine-year-old man lying in a hospital following a motorcycle crash. Should he be allowed to die was the timidly advanced question, and, before the candidate could answer, a disturbingly loud minority in that audience began to clap. The America I see is no longer in a place where she believes she can extend benefits to those who do not pay for them. If this is true for something as basic as medical care, how long will it be before we see America questioning whether there is money to support her disabled citizens who have been offered rehabilitation services but who continue to remain on the public dole? How many people must succeed in the rehabilitation process to convince an ever more skeptical and belt-tightening America that this magical contract between blind people and the rest of America's citizens should continue? Partly that answer depends on us, how well we make the case for what we need, and how much we publicize the wonderful things that happen when rehabilitation works. Partly it depends on how well we make the case to other blind people for moving beyond our comfort zone and actively addressing those areas in which we are weak or scared or paralyzed by our inexperience with the world. I am a member of the National Federation of the Blind because I realize it has been an important part in helping me live a bit of the American dream. I am a part because I want to pay it forward and to share the blessings I've been given with others. I know that, as important as a positive mental attitude and philosophy are, they are little more than words if there isn't some kind of active effort to transform them into actions. Wanting to feed the starving is more than wanting--it is doing something to advance that cause--donating money, growing food, building roads, and buying vehicles. None of this is accomplished by remaining on the sidelines and being an observer, even if an informed one; it is accomplished by a resolution to do something and then by following through on that resolution. The Federation, for all the pride I take in her, is not a luxury liner capable of being guided and run by a few, on which many may ride in comfort. Instead my Federation is a canoe, a craft that can carry a few passengers but needs every person who can to be at the oars pushing us along, steering us in the direction we want to go, and helping us avoid the obstacles that would break our frail craft if not maneuvered with skill, intelligence, and the support of God and a public who want the best for us. Blind Americans, just like sighted Americans, can make the choice whether or not to be involved, but the choice they make has consequences for all of us. The more people we have who are active rowers of our canoe, the more each of us who row have time to do other things and the more likely we are to succeed. Our mission is a noble one that argues for our own independence and for the continued prosperity of our nation. I believe it is so important that we dare not sit on the sidelines. I have spent enough of my life being told to observe and wait. When I have a choice, I will choose participation, service, and the knowledge that, come what may, I have tried. This is why I am a part of the Federation. This is why I unashamedly ask others to be a part of it too. I don't want to whine or preach. I want to be grateful for what I have, to repay those who have helped to make what I have possible, and to pay it forward for those who want the same kind of future I want. I ask for the energy that others can bring in charting this course and then helping us travel it. Gary Wunder ---------- Giving a Dream One of the great satisfactions in life is having the opportunity to assist others. Consider making a gift to the National Federation of the Blind to continue turning our dreams into reality. A gift to the NFB is not merely a donation to an organization; it provides resources that will directly ensure a brighter future for all blind people. Seize the Future The National Federation of the Blind has special giving opportunities that will benefit the giver as well as the NFB. Of course the largest benefit to the donor is the satisfaction of knowing that the gift is leaving a legacy of opportunity. However, gifts may be structured to provide more: . Helping the NFB fulfill its mission . Realizing income tax savings through a charitable deduction . Making capital gain tax savings on contributions of appreciated assets . Providing retained payments for the life of a donor or beneficiary . Eliminating or lowering the federal estate tax in certain situations . Reducing estate settlement costs NFB programs are dynamic: . Making the study of science and math a real possibility for blind children . Providing hope for seniors losing vision . Promoting state and local programs to help blind people become first- class citizens . Educating the public about their true potential . Advancing technology helpful to the blind . Creating a state-of-the-art library on blindness . Training and inspiring professionals working with the blind . Providing critical information to parents of blind children . Mentoring blind job seekers Your gift makes you a partner in the NFB dream. For further information or assistance, contact the NFB planned giving officer. ---------- [PHOTO CAPTION: Dan Frye] Tearing Taffany to Pieces by Daniel B. Frye From the Editor: Dan Frye is a longtime Federationist who edited the Braille Monitor before taking his current position with the Rehabilitation Services Administration. In the following article he has written what many will recognize as his personal version of "Why I Am a Federationist." It is a moving and passionate account that may be rough reading for some people because his path to Federationism involved the issue of racial prejudice and the charged language and emotion that often surround it. He has not sugarcoated the language of his experience, and, while readers living in 2012 bristle at certain words and the attitudes they represent, they are central to Dan's story. Our job is to report and not to rewrite history. With these warnings issued, here is Dan's moving story about why he is a committed member of the National Federation of the Blind: The unvarnished truth is that my grandparents were bigots, representative of many people in their generation and deep Southern heritage. My consciousness of racism was almost nonexistent before I moved in with my paternal grandparents in July 1980, following the death of my parents, but I soon learned that the divide between black and white in society was large and all-pervasive. Despite my youth and relative inexperience, I vividly recall feeling an intense intuitive emotional reaction, unequaled until that point in my life, that the racial views of my grandparents and extended family were irrational and unjust. Sunday dinner after church was a tradition in my grandparents' home. I looked forward to the weekly pleasures of Southern home cooking lovingly prepared by my grandmother. Chicken and dumplings, fried chicken, stewed beef, catfish, field peas, collard greens, and potato salad were some of my favorites in Sunday afternoon's culinary rotation. The younger children were seated at a card table in the living room, and the older youth, who had graduated to eating with the adults several feet away at the proper table, knew that we could be excused to go outside and play after my grandfather, without exception, declared, "Those were sure some good groceries." When my sister and our cousins left for outside, I frequently lingered at the table with the adults. As much as I anticipated Sunday dinner, I dreaded the after-dinner conversations. Yet I regularly remained at the table to listen and on rare occasions to participate in these discussions. While the dialogue often covered matters of local interest like the comparative state of everybody's crops and the welfare of the neighbors, the talk regularly strayed, to put it as politely as I can in today's parlance, to a series of invectives about the character and capacity of black people. I remember one of my aunts saying, "Niggers are fine as long as they stay outside and mind their own business, but I would never have one of them in my house, especially for Sunday dinner." These and other equally offensive remarks set the tone for these afternoon discussions. Having been enrolled as a student at the South Carolina School for the Deaf and Blind, where the vast majority of my fellow students were black, I quickly confirmed to my own satisfaction that my family's racial views were without merit. In a residential school, where one lives and learns with classmates twenty-four hours a day, one is easily able to ascertain the quality and character of friends. Accordingly, I recall challenging my aunt one autumn Sunday afternoon when she again affirmed her distaste for dining with black people. I explained that I ate with black friends daily at school and that I could not understand why our family so rigidly subscribed to her opinion. Following an uncomfortable silence, my aunt finally sputtered, "Well, blacks are just different from us, Son." Imprudently perhaps, I retorted that I was different too; I was blind. After our guests left, my grandmother came into my bedroom, backed me up against the wall, and told me that I made her so furious that she could only see black, and she promised to knock me "through that there wall" if I ever "popped off" to my elders again with my big city talk. "Besides," she continued, "Black people are dirty. Everybody knows that." Just before Christmas season that year, I was invited to be the preacher for the annual Youth Sunday program at our country Baptist church. Youth Sunday ceremonies saw the children of the church presenting the Sunday morning worship service, complete with a youth minister, song leader, and choir. Being a Christian at that stage in my life, I eagerly accepted the honor, and I considered how I could most effectively convey a message about human tolerance to a congregation who disproportionately shared my grandparents' perspectives on racism. Unfortunately, as a young teenager, I lacked the maturity and sophistication to broach this complex cultural topic, one that was particularly inflammatory in the Low Country of South Carolina, in a way that would resonate with and persuade this Southern congregation of the injustice of racism. Nonetheless I attempted to convey my general indictment of prejudice by speaking euphemistically of "human tolerance." I cited love as a motivator of kindness, and I made passing references to the value of showing understanding and acceptance toward the full diversity of humanity. My message seemed well received if the positive observations offered by exiting congregation members was any measure, but my grandparents were not a bit impressed with my attempt at subtlety. When we got home, I received a severe beating with a limb from the "whipping tree" in our front yard, and I was reprimanded for the content of my sermon. My grandparents indignantly explained that everybody understood that I had been promoting the mixing of the races, and they said that I was an embarrassment to our family and that my comments reflected poorly on them. Of course, they were right to the extent that I was not by any means promoting racial separation or condemning interracial relationships. I have always been fascinated by politics. As a junior in high school in 1984, I was finally old enough to participate seriously in the presidential campaign. During this year I was scheduled to participate in a unique study experience in which I would observe firsthand the operations of the United States government and political system in Washington, D.C., as part of the Close-Up program, an annually sponsored School for the Blind activity. On the weekend, before I was to leave for this adventure, my grandfather saw my jacket, boasting a "Jessie Jackson for President button," and he threatened not to drive me to the airport unless I immediately removed "that Nigger's" button from my coat. My grandfather went on to explain that this was a threat on which he would not hesitate to act and one which I was sure to appreciate since I was blind and could not drive like other "young'ns" my age. Poorly imitating the Rev. Jackson, my grandfather repeated, "I got the power, I got the power." I was devastated to realize that, as a blind person growing up in a rural community, I in fact had limited options and that I did not have the power to extricate myself independently from the situation. In retrospect I realize that part of my limited liberty in this situation may have been simply attributed to my youth, but I also recall understanding for the first time that my inability to travel independently as a blind person was being maliciously used against me to make a point about my inherent inferiority and to keep me from achieving my objective, getting to the airport. Shamefully, desperate to visit the nation's capitol for the first time, I removed the button from my jacket and hid it in my suitcase. In the spring of one of the first years after I was sent to the school for the blind (I was probably somewhere between thirteen and fifteen), like many others of my age, I fell susceptible to youthful adoration. Taffany was an exceptionally beautiful and talented young woman. She agreed to be my girlfriend, and we shared a several-months-long teenage relationship. We walked the campus after school, chatted in the dormitories, and went to the occasional on-campus social together. Having saved a little money from my on-campus job as the evening switchboard operator and my allowance at home, I organized a driver and took Taffany to a local steak house for dinner. I am sure that these plans represented my best teenage attempt at arranging an extravagant date, calculated to impress her and demonstrate my affection. Using discreet sign language and Braille notes, we secretly exchanged messages. As the school year came to a close, many students prepared for a performance or two in the end-of-year recital. It was a big deal. Our parents or guardians were invited to come, watch the show, and take us home for the summer. We all dressed up in our nicest clothes so that our proud families could take photographs of us. Taffany and I both had parts in the end-of-year concert. I spent $7 on a simple silver chain for Taffany which she wore on the evening of the school-wide program. I was pleased with my purchase, and Taffany seemed genuinely happy with it as well. As I recall these distant events, I escorted Taffany from her dormitory to Walker Hall, a stately Civil-War-era building which served as the main administration building and which housed the program. I had planned to introduce Taffany to my grandmother, an aunt, and my sister in the lobby of Walker Hall before entering the auditorium for the show. To my absolute astonishment and utter embarrassment, when my little sister saw us approaching, she turned to my grandmother and blurted in our hearing, "Grandma, that silver chain Dan bought for his girlfriend sure shows up good against her dark skin. I didn't know she was black." To be fair, my little sister was quite young at the time, and she had been subject to the undiluted influences of our home. In short, I do not share this anecdote as a criticism or commentary on my sister today; I offer it here only as an illustration of the pervasive atmosphere of racial prejudice that prevailed in our home life. After hastily managing introductions, I accompanied Taffany up the stairs and returned, livid and humiliated, to collect my family for the evening's entertainment. Possessed, for some reason on this evening, with an extraordinary degree of self-confidence, I told my family that I was ashamed of them. I said that, if they could not behave any better, they were not welcome to stay for the event. I questioned their purported devotion to the principles of Christianity, and I suggested that my grandmother reflect on the influence that she was having on my little sister, since she had no qualms about making such public remarks. Instead of an apology, though, I received a quiet lecture about how disappointed my dead parents would have been at the sight of their son with a "Nigger girl" on his arm. They were sure that my parents were rolling over in their graves right then and there. Appalled and exhausted, I walked away. In retrospect I am sure that I should have handled the situation differently and more diplomatically, but I fell prey to the pitfalls of impetuous and idealistic youth. During the summer my grandmother discovered a picture of Taffany and me in my wallet, taken I believe on the evening of the school program, and she cut the photograph into a hundred pieces. My grandmother explained that she destroyed the photograph for my own protection because, if my grandfather ever found it, he would have beaten me to within an inch of my life. My grandmother probably spoke the truth. Even so, I cried like a baby when my grandmother tore Taffany to pieces. I cried because I loved Taffany. Mostly, though, I cried because the destruction of Taffany's picture finally crystallized for me the fact that sometimes right and reason, the strongest tools that I thought I had at my disposal with which to effect change, would not always be sufficient to animate someone's humanity in the eyes of another. My early exposure to these and other overt instances of racism no doubt helped mold my sense of social responsibility and strengthened my resolve to champion the civil rights of blind people. The parallel struggles that members of racial minorities and blind people experienced struck me as significant. Differences unquestionably exist that distinguish the roads travelled by those who are black and those who are blind, but fear, ignorance, and the seemingly compelling need of most people to feel superior to somebody else--anybody else--the fundamental building blocks of prejudice itself-- represent several common obstacles which cannot be ignored by either of these communities. Both blatant and subtle efforts to disempower black people and blind people demonstrate yet another telling example of our shared social journey. My youthful experience with the corrosive influences of bigotry and prejudice taught me to feel empathy for people. More important, my recognition that I too was a member of a population likely to be subject to the irrational whims of society convinced me that possessing empathy alone would not be enough to survive where right and reason could not reliably fashion just results in an unjust world. I concluded early on that I had an obligation to join with a group of like-minded people to promote positive change for the blind community, using right and reason where possible, and more forceful means where necessary. This motivation, in large part, accounts for my membership in the National Federation of the Blind. Doing anything less, when I am now fully aware of the social dynamic faced by blind people everywhere, would surely render me complicit in the act of again tearing Taffany to pieces. ---------- [PHOTO CAPTION: Norma Crosby] A Different Country-No Passport Needed by Norma Crosby From the Editor: We have less than three months until the convention, and with this issue comes your first opportunity to preregister and buy banquet and barbeque tickets. As you will see from the following article, you will be traveling to a different country, so make your hotel and travel reservations soon and prepare for an unforgettable experience. The article originally appeared in the Monitor in 1993, when Norma Crosby and her husband Glenn, the then president of the Texas affiliate, were preparing to host the national convention. Current NFB of Texas President Kimberly Flores slightly revised the information for you. Here it is: People often say that Texas is like a different country, and, if you take the opportunity to attend the 2012 convention of the National Federation of the Blind in Dallas, we think you will find this to be the case. No other state can claim the diversity in land, people, and culture that you'll find in Texas. Some say that we Texans brag a lot. But then we recognize that we have a lot to brag about. Six national flags have flown over Texas, representing eight changes of government. We claim uniqueness simply because we are one of a kind. Texas is the only state to have entered the United States by treaty instead of territorial annexation. The state was an independent nation from 1836 to 1845. Texas consists of 267,300 square miles of prairies, high and low plains, rivers, islands, bayous, mountains, valleys, canyons, and forests. El Paso is closer to Needles, California, than it is to Dallas. There are 254 counties in the state. One explanation for the large number is that it was necessary for early Texans to vote and do business at the county seat. So they decided that none of the boundaries of a county should be more than a day's ride on horseback from the county seat. Texas comes from the Hasinai Indian word "tejas," meaning friends or allies. Although two-thirds of all Texans are Anglo or of northern European descent, the Mexican culture has probably played the biggest role in shaping the Texas lifestyle. Texas food, music, architecture, language, and fashion have all been strongly influenced by 150 years of colonization by Spain and Mexico. Texans speak a unique brand of English, which sets us apart from other people from the U.S. South and Southwest. One British author, Stephen Brook, described Texas speech as follows: "What nourishing mouthfuls of language, flush with redundancy, one can hear in Texas, words stumbling over each other, vowels endlessly elongated into diphthongs like verbal rainbows, containing elements and ghosts of every vowel sound known to the human race, including a few that, like the Big Bend mosquitofish, are unique to Texas." Many of us from East Texas speak with a slow drawl that turns one syllable into three. Those from West Texas use minimal language and punctuate their remarks by staring meaningfully at the horizon. South Texans speak a mixture of Spanish and English, sometimes referred to as Spanglish, and those from the northern part of the state speak a mixture of all the above. Unfortunately, no language course can teach you how to speak Texan before your trip to the convention. But you will probably figure it out before the week is over. One advantage to the Dallas-Fort Worth area is that you will be able to find any type of food you like. But, if you want to get a real taste of Texas, be sure to try barbecue, chicken-fried steak, and Tex-Mex food before leaving. Some say that Texans will barbecue anything, including the tires off their pickup trucks. But real Texas barbecue is beef. Sometimes a Texan will throw some pork ribs or sausages on the pit. But mostly it's beef served with white bread, pickles, onions, potato salad, and beans. And, if they give you a plate that isn't made of paper, you have not entered a true Texas barbecue joint. In fact, in most barbecue restaurants you might be served only on butcher paper, and, if you're lucky, they'll give you a plastic knife and fork. Then there's chicken-fried steak. It's usually an inexpensive cut of steak, battered and fried like chicken. It should always be served with cream gravy, and the inside should be tender with a crisp crust. Finally there's Tex-Mex. In Texas we just call it Mexican food. But the truth is that it bears little resemblance to dishes served in the interior of Mexico. It usually contains lots of chilies (peppers, which may be mild or which may clear up any sinus problem you have), frijoles (beans), and rice. And of course you can't have a good Tex-Mex meal without washing it all down with lots of cerveza (beer) or a good margarita. If you want a real change of pace, try some cabrito (baby goat, usually grilled over an open fire). It's a favorite of many Texicans. Back by popular demand, we are once again planning a barbecue with some Texas-style music. Who knows, we may have mariachis, Texas rock, country, or blues. You never can tell what might happen in Texas. But you had better plan on being with us so that you can find out. There is a song about Texas that says, When I die, I may not go to heaven. I don't know if they let cowboys in. If they don't, just let me go to Texas. Texas is as close as I've been. Most Texans believe that our state is heaven, and we welcome all visitors to our large chunk of celestial real estate. Just make your plans to be with us for the 2012 convention of the National Federation of the Blind-- nowhere else but Texas. ---------- [PHOTO CAPTION: Deborah Kendrick] NEWSLINE on My Job A Tool that Sometimes Puts Us a Step Ahead by Deborah Kendrick From the Former Editor: Deborah Kendrick and I have been friends for a number of years now. As a professional writer she is a joy to edit. She has the enviable knack of making everything she writes about seem interesting, and I always find her opinions well reasoned and compelling. At an NFB of Ohio board meeting in January Deborah mentioned in passing that she had discovered a new and incredibly valuable feature of NFB- NEWSLINE?, our digitized newspaper-reading service by phone. The new feature was Global Search. She briefly described it and explained that it had just made possible the research for her most recent newspaper column. I urged her to describe her experience for Monitor readers, and to my delight she has done so. This is what she wrote: For twenty-five years one of my primary roles as a freelance writer has been to produce a newspaper column on disability rights issues. For some years it was syndicated in a variety of newspapers around the country; for eighteen years it ran every Sunday in the Cincinnati Enquirer; and since 1993 it has run every other week in the Columbus Dispatch. To keep such a column going for so long has meant staying ahead of the curve with regard to news items relating to disability. I can't just write about how it feels to be a blind person. In fact, for many years I avoided discussing topics of blindness more than rarely for fear it would narrow the column's appeal. I write about blindness, sure, and certainly more often in the past few years than for the first two decades of establishing credibility, but I also write about dyslexia, bipolar disorder, spinal cord injury, deafness, autism, Tourette's syndrome, and a host of other disability-related conditions as they arise in news events. I comb a variety of news sources for ideas, and I can always find scores of possibilities. Last week I saw a news item about a woman who had written a blog post that had garnered plenty of attention. Her three-year-old child needed a kidney transplant, and Chrissy Rivera, the mother, had written a compelling post detailing her horror during a meeting with the social worker and physician with whom the Riveras met in a conference room at Philadelphia's Children's Hospital to discuss the operation. Her horror arose when the doctor told her that her child would not be put on a waiting list for the transplant because she was mentally retarded. It was less than twenty-four hours before my deadline, and I wanted desperately to write about this family. But a responsible journalist can't go off on a tear, even with an opinion piece--perhaps especially with an opinion piece--based on one short news article. I searched for Chrissy's blog online and found it. I read about Wolf- Hirschhorn's syndrome, the genetic condition that led to her child's physical and mental disabilities. I found the online petition that another mom had been inspired to launch on behalf of the Rivera family. I found Chrissy's email address and sent her a message asking for an interview. We sent a few emails back and forth and had a brief phone interview. It was now twelve hours till deadline, and, while I had confirmed the story, I felt that I needed to know more. Who else had written about this situation? What had those other writers written? If I was going to take it on as my column subject, mine had to be a fresh approach. Yes, I could have done a Google search for stories, but I thought of a much more expedient way to get what I needed. I pulled out my iPhone and tapped on NFB-NEWSLINE from my Favorites list. I have been a fan of NEWSLINE since its inception and remember the thrill I experienced in the mid 1990s when I was working on a Page One feature on toys and heard there had been a piece in the New York Times regarding my subject. At that time I called NEWSLINE, navigated to the New York Times, and entered the search word "toys." I still remember the thrill and perhaps chill I experienced when the very article that had been mentioned showed up instantly on my phone. But NEWSLINE is not a static entity. It is a work in progress with newspapers, magazines, and features constantly being added to enhance that original product. We can download our favorite publications for listening on a purchased DAISY player or the digital Talking Book machine issued to all eligible patrons by the National Library Service for the Blind. We can read store ads, search for jobs, and explore TV listings through this constantly enhanced creation. Recently the fabulous NEWSLINE team has added a feature called "Global Search," and that was the feature on my mind when I turned to my phone for speedy results. My innate and insatiable curiosity, of course, had already prompted me to play around with the Global Search feature somewhat, but this wasn't play. Now I had a serious and immediate need. It was now three hours till deadline. Chrissy Rivera lives in New Jersey. I live in Ohio. I had no idea which newspapers were available in her immediate vicinity. But, with the Global Search feature on NEWSLINE, I didn't need to know. Upon logging in to NEWSLINE, I pressed 0 for Subscriber Panel. From there, I pressed 4 for conducting a Global Search. Next I pressed 8 for a New Search (NEWSLINE still remembered my previous four searches and politely offered me the opportunity to visit one of them again. No, I told NEWSLINE by pressing 8, I wanted a new search.) NEWSLINE offers plenty of options for defining your search. In this instance I selected Newspapers and all existing content. Then, for my search phrase, I carefully entered the name "Chrissy Rivera." Now here is where some new users of this remarkable feature might be a tad daunted. Braille users, I think, might actually find it easier and more intuitive than those not conversant with Braille. NEWSLINE requires that you enter the two-digit numeric equivalent for each letter of the alphabet. A is 01, b is 02, c is 03, and on it goes through 10 for j, 18 for r, 20 for t, and 26 for z. If you are a Braille user, you know that A through J are the same symbols as 1 through 0, and that k through t are formed by repeating those same 10 characters with the addition of dot 3. Thus, it is relatively easy, with a little practice, to know that you enter g by pressing 07, k by pressing 11, o by pressing 15, and so on. The twenty- first through twenty-sixth letters of the alphabet, u through z, go back to those first 10 characters and add dots 3 and 6. The absence of a w in Louis Braille's native French leads to a little more effort in conjuring the numeric equivalents for u through z, but again, with a little practice, you will find it quite easy and efficient. And so it was that I entered Chrissy's name: 03 08 18 09 19 19 25 (followed by two 0's to indicate a space) and then 18 09 22 05 18 01 (followed by 99 to tell NEWSLINE the phrase is complete). At each step of the process, your selections are confirmed, so NEWSLINE told me at this point that it would be searching all newspapers for the phrase "Chrissy Rivera." Within seconds NEWSLINE had located twenty-four items! Sure, a few stories occurred more than once, but I quickly had at my fingertips stories of varying lengths that had appeared in papers small and large throughout New England, a couple of Associated Press stories, and versions of the same in papers in Tampa Bay and Seattle. Using the phone keypad, I was able to zip through these stories, recognizing when segments or whole stories had been reprinted from one paper to another and picking up some new and interesting facts along the way. Using NEWSLINE's email feature, I sent a few of the stories to myself so that I could examine the spellings of names on my Braille display or lift material for quoting if I wanted it. I also quickly discerned that every writer had led the story with Chrissy's point of view. I knew, in other words, how I wouldn't be starting my column. The dad, Joe Rivera, wasn't quoted nearly as often as his wife, but one quote I found in a few stories spoke to me, spoke with poignant clarity to the center of my being, the center that despises discrimination, and I had my lead. I moved to my computer then, read the stories I had emailed myself, wrote my column in an hour, and sent it to my editor an hour ahead of schedule. In the National Federation of the Blind we are truly fortunate to have so much talent and intellect working daily on our behalf. NEWSLINE has always been amazing, but, like everything else the NFB touches, it is never neglected, never simply set aside as a completed project. NEWSLINE is a work in progress, always growing in features and capabilities, as is the Federation itself. My guess is that, with this rich resource just a telephone call away, I very likely acquired the information I was seeking even more quickly than a sighted writer might have done. It took my own intelligence to identify the story, my own intuition to know I needed more information, and my own talent and creativity as a writer to use the information I had gathered to develop a column that was both fresh and compelling. That is what NEWSLINE in particular and the Federation as a whole gives each of us: tools to augment our own skills and abilities, tools to put us in a position from which competing and excelling are both possibilities and realities. Not spending time to use those fabulous tools is, in my view, something akin to kicking a shiny new birthday gift down the stairs. Note: My January 22, 2012, column, resulting from the activities described above, is reprinted here, in case you find it of interest as well. Incidentally, I emailed it to myself from NEWSLINE the morning it appeared in the Columbus Dispatch. Deborah Kendrick Commentary: Who Are "Experts" to Decide Whether a Life Is Worth Living? "Thunderstruck" and "punched in the gut" were the words used by Joe Rivera, a thirty-nine-year-old parent in New Jersey, to describe an encounter regarding his three-year-old daughter last week. I recognized those feelings immediately. I have experienced those exact feelings myself: when a promised job was immediately pulled from me, when my preschooler was told something completely untrue about me, when an online friend recoiled and disappeared upon learning of my disability. But my own thunderstruck punch in the gut affected only my feelings and, yes, perhaps my quality of life--not life itself. Joe Rivera's reaction was triggered by something far more serious: a perceived threat to the life of his three-year-old child, Amelia. In a blog entry posted last week, Joe's wife, Chrissy Rivera, described an encounter between the couple and an unnamed doctor and social worker in a conference room at the Children's Hospital of Philadelphia. The couple's daughter, Amelia, was born with Wolf-Hirschhorn syndrome, a rare genetic disease that can cause physical and mental disabilities. Amelia needs a kidney transplant, and, as Chrissy wrote in her blog, they entered the room believing they were about to receive instruction on how to prepare their daughter for the operation. Chrissy's description of the encounter is poignant; heart-stopping and, if you or your child has a disability, completely recognizable: `I put my hand up. Stop talking for a minute. Did you just say that Amelia shouldn't have the transplant done because she is mentally retarded. I am confused. Did you really just say that?' I begin to shake. My whole body trembles, and he begins to tell me how she will never be able to get on the waiting list because she is mentally retarded. Another mother of two sons with disabilities read Chrissy Rivera's blog post and launched an online petition demanding that Amelia be given the transplant. As of Friday morning the petition had gained 32,894 supporters. The Children's Hospital of Philadelphia has responded with a notice on its Facebook page that they are listening and concerned but make no reference to the individual case. Medical experts around the country are weighing in, saying that "quality of life" is always a consideration in transplant cases, and the waiting list for kidneys and other organs is horrific and growing. But those weren't the issues logically addressed by the social worker and doctor who met with two parents whose child needs a kidney within the next six to twelve months. The Riveras say they have had wonderful experiences with the hospital throughout Amelia's short life, and that this encounter was with only one doctor. Chrissy Rivera confirmed in a phone interview that the couple is meeting with the hospital's transplant team next week but only for further discussion, not a guarantee of moving forward with the transplant. Maybe there are medical complexities involved here that are beyond my understanding, but the simple scenario as unfolded to date is not complex at all. Two human beings, a social worker and a physician, decided unequivocally that, because a medical record indicated that the child had mental retardation, a child's life was not worth saving. Chrissy and Joe Rivera are exemplary parents, fighting for their daughter as undoubtedly they would for her two nondisabled brothers. But for every set of parents like them, there are other parents who defer to "experts" as holding the only true answers, and the sad bottom line is that ignorance that leads to grave consequences is an equal-opportunity disability in and of itself, a disability that no amount of education, no credential can prevent. Amelia Rivera is lucky to live in a time when we have laws to protect the rights of kids with disabilities and a time when the Internet and social networking can spread word of injustice like the proverbial wildfire. But laws can't mandate common sense or morality--or the recognition that no one can judge another's quality of life and every life is worth saving. Deborah Kendrick is a Cincinnati writer and advocate for people with disabilities. ---------- Should the Sound of Silence Be a Bird's Tweet or a Jet's Roar? To Make Quiet Electric Cars Safer, Engineers Bring Out Bells and Whistles by Mike Ramsey From the Editor: This article appeared in the September 15, 2011, edition of the Wall Street Journal. It shows that the advent of the soon-to- come regulations has all of the car companies working on solutions that will alert pedestrians to the presence of what would otherwise be nearly silent vehicles. Here is what the Wall Street Journal had to say about quiet cars and the attempt to make them audible: From the Editors of the Wall Street Journal: Detroit-If a car zips through a forest, and there's no gasoline combusting under its hood, would it make a sound? Normally, no. But in a few years the government will require electric cars and gasoline-electric hybrids to emit some type of noise at low speeds, when their battery-driven motors usually run silent. The promised rules-aimed at making the vehicles safer for vision-impaired pedestrians and others who rely on aural cues-have launched auto makers on a quest for the perfect sound. The new electric cars are nearly silent, and that's a potential hazard for pedestrians who are blind or visually impaired. The Nissan Leaf has added sounds for when the car starts up and accelerates or backs up. WSJ's Mike Ramsey reports. Among those considered: noises reminiscent of jet engines, bells, birds, flying saucers, and revved-up sports cars. In developing their electric car, the Leaf, Nissan Motor Co. marketers initially saw the false- sound feature as a branding opportunity, a chance to create a distinctive sound, like a Jetsons jet pack, that would identify an approaching vehicle as a Leaf. But a point man on the project, forty-nine-year-old Nino Pacini of Grosse Pointe Woods, Michigan, had to rein them in. "We've had the sound of an internal combustion engine for one hundred years," says Mr. Pacini, who has been blind since he was twenty-three and teaches others how to get around without sight. "And it's fine." The near-silence of a battery-powered car is a point of pride for many hybrid drivers, an illustration of its ability to run at speeds of 40 mph or more without burning fossil fuel. The quiet ride has been a marketing point for auto makers, who spend millions on insulation and sound-damping technology to make cars quieter. It has been used for comic effect, too, such as in an episode of "The Office," where the volatile Andy Bernard, driving a Prius at low speed, sneaks up on his romantic rival and pins him gently against a hedge in the Dunder Mifflin parking lot. But for visually impaired people it's no laughing matter. A study authorized by the National Highway Traffic Safety Administration in twelve states showed a 50% higher rate of accidents involving pedestrians for hybrids than for standard internal-combustion vehicles. The agency is crafting regulations that will require sounds on battery-powered vehicles by the end of 2016. For its Volt, which currently has a warning bell that can be activated by the driver, General Motors Co. is considering options for a continuously broadcast sound. "You need to recognize that the sound is a car," says Doug Moore, a senior project engineer for GM. "It can't be things like ringtones or bird chirps." Toyota Motor Corp. began working on sounds for its hybrids five years ago, initially looking at using the vehicle's horn, having it tweet or make short toots at low speeds, "but you can imagine that might become annoying," says Daniel Smith, a Toyota engineer. Last month the company presented its noise at a gathering of the National Federation of the Blind in Orlando. The sound is a hum, but Mr. Smith says, "I've heard people say, it's like, `Beam me up Scotty.'" Ford Motor Co., which will introduce a fully electric Focus compact next year, is allowing the masses to choose its sound by voting on a Facebook page. Ford doesn't describe the noises, but the four finalists sound roughly like an alien spacecraft, a "Star Trek" tractor beam, a muffled jet engine, and a normal gasoline engine. Commenters are lending an ear. "It's super futuristic but has a nice low frequency component that (to me) is distinctly automotive," said one. The company won't say which sound is pulling ahead. As with many automotive features these days, "People would like to customize it-one day it would sound like a car, and one day it would sound like a horse," says Dave Finnegan, marketing manager for electric vehicles at Ford. But the goal is that people "can identify that a vehicle is coming." Sports-car maker Porsche AG found a way to make its electric car both detectable and recognizable, giving the Boxster E prototype the same throaty growl-projected through a speaker-as the gasoline-powered version of the roadster. "A lot of people buying sports cars like that sound," says Dave Engelman, a spokesman for Porsche. For the Leaf Nissan engineers employed a Hollywood sound designer and got help from researchers at Vanderbilt University School of Medicine, who analyzed a hundred sounds-mechanical to ethereal, whistling to bells and rings-in search of combinations easiest to detect. Mr. Pacini and other blind volunteers, working with the Detroit Institute of Ophthalmology, met with Nissan engineers last year to give feedback. "They had a sound engineer trying to pick a cool sound for us," Mr. Pacini says. "His idea of the sound was more like a Jetsons jet pack. That's too high a pitch, and as you get older you lose ability to hear high-pitched sounds. And most visually impaired people are older." Nissan engineers had to be concerned about drivers' reactions as well. "If it became frustrating to the driver, they could cut the wires to the speaker," says Heather Konet, an engineer with Nissan. In the end Nissan developed a sound with two main frequencies they call "twin peaks" that will be broadcast from a front-facing speaker mounted in the engine compartment. The whistling sound shuts off at around nineteen mph. Above about twelve mph, tire noise typically becomes loud enough to be heard. For now Mr. Pacini is fairly happy with the results. He points out there is no rear-facing speaker to indicate that a car has gone by, another cue blind people rely on to orient themselves. "What they came up with is pretty good," he says. "Not perfect, but pretty good." And, he adds, the extra sound will help a lot of sighted people as well, including those too consumed with their cell phone conversations to check for traffic when they step off the curb. "Blind people don't talk on the phone and walk," Mr. Pacini says. -Neal E. Boudette contributed. ---------- [PHOTO CAPTION: Margaret Warren chats with President Maurer in the fourth floor conference room at the National Center for the Blind in 1989.] Remembering Margaret Warren by Anna Kresmer From the Editor: The following is another in our series of historical documents in the Jacobus tenBroek Library. Many longtime NFB members will no doubt recognize the name of Margaret Warren, for years an active Federationist in the Iowa affiliate who was deaf-blind. Born in Council Bluffs, Iowa, in 1932, Warren was blind from birth but retained some hearing until early middle age. As a result she had an intelligible speaking voice, and with the aid of a machine called the Teletouch-a QWERTY/Braillewriter connected to a single Braille cell display-Warren energetically communicated with the world around her. She worked as a Braille proofreader and was a dedicated volunteer in both her church and community, regularly reading out loud to groups of children at a local daycare center. In 1990 she received a cochlear implant and was a strong supporter of the technology. Warren believed that she had a duty to serve as an example to others of a competent deaf-blind person. In this effort she faithfully staffed a table in the NFB exhibit hall for decades and was a common sight at NFB annual conventions. Warren also believed deeply in the organized blind movement and served on the NFB Deaf-Blind Committee for several years. In 1983 she wrote an article entitled, "What Can Your Deaf-blind Child Expect," which was published in Future Reflections (January/February 1983, Vol. 2 No. 1). Possessing a friendly spirit and an inquisitive mind, Warren was a fixture of the Des Moines Chapter and a common Sunday afternoon guest in the homes of many of its members. One such chum, Lorraine Rovig, recalled the fun of teaching her to pump gas and the joy that Warren expressed in feeling the sculptures at the Des Moines Art Center. Warren died in August of 2011 in Des Moines, Iowa, but her memory will surely linger with the many members of her Federation family. She will also live on in the NFB Institutional Archives, where her many years of correspondence with both Dr. Jernigan and President Maurer are preserved. One letter sent to Dr. Jernigan on August 4, 1981, shortly after the Baltimore convention, reveals both Warren's devotion to the organization and her love of exploration. Des Moines, Iowa August 4, 1981 Kenneth Jernigan American Brotherhood for the Blind Baltimore, Maryland Dear Mr. Jernigan: This letter is somewhat overdue. I had meant to write soon after returning home but got involved with some things that needed immediate attention. First I want to say that I had a wonderful ten days in Baltimore. Cindy Martin said it was her best trip also. So many enjoyable and interesting things to do and see. The convention was a very interesting one. We had a very profitable deaf-blind committee meeting and brought up some things that need looking into. One concerned the airlines, and one you will probably be hearing from Jim Gashel about before too long. It concerns the Helen Keller Center. I gave him a tape of the letter I read at the meeting. It was meant for you, but they thought it best I give it to him. I am sorry so many committee members were absent. I think just three of the appointed members were there--Mary Reihing, Jeff Frye, and myself. The National Center is lovely and well equipped--something for all of us to be proud of. I also enjoyed the cook-out at your home on July 11. You have a beautiful home. Baltimore is still what it was in 1978-- a warm, friendly, caring city. It is rightly named the Charm City. I wish Des Moines had as many places of beauty and interest as it does. Even though it is a hard walk from the hotel for me, Harbor Place attracted me. I could go back there many times to try foods and browse in the shops. Here, again are the titles of the two print books I am looking for for my work at the day care center. The Magic Auto, by Janosch, and Helena the Unhappy Hippopotamus, by Yutaka Sugita. They are still looking for a replacement for Jackie. It must not be an easy job, but I am not surprised. When I ask people to do things for me, they are always too busy. They either have a job or already involved in all kinds of other volunteer work or social activities. I want to thank everyone who helped make my stay in Baltimore such a pleasant one. Greet my friends. Sincerely yours, Margaret Warren ---------- Rare Sleep Disorder Leaves Some Who Are Blind Out of Sync From the Editor: The authors of many studies conducted on blind people ask the NFB to participate. Some we regard as having merit and join in them. Others seem to study issues having nothing to do with blindness, and we politely decline to be a part. Many of us who are blind experience trouble sleeping. While it is undoubtedly true that, as a cross-section of human beings, some of our sleep problems relate to those shared with the sighted, the proportion of blind people having sleep difficulties indicates that a study to determine what part blindness plays and to find a solution is in order. For this reason we have publicized the efforts of Vanda in promoting its study and are glad to run this article, which they have asked us to include in the Braille Monitor: So much for drinking a warm glass of milk or counting sheep when you cannot sleep. Those remedies may work for others who toss and turn at night but not for people who have a rare and under-recognized sleep disorder called Non-24-Hour Sleep Wake Disorder (N24HSWD), a chronic circadian rhythm sleep disorder that occurs when individuals are unable to synchronize their internal clock to the 24-hour light-dark cycle. As a result the sleep-wake cycle of these people moves gradually later and later each day if their circadian period is more than 24 hours or earlier and earlier if it is less than 24 hours. This condition occurs almost entirely in those who are totally blind and lack the light sensitivity necessary to reset the circadian clock. Exposure to daylight provides cues to the brain that help organize daily life. It sets the hands of the body's master clock, a tiny pair of nerve clusters in the center of the brain that anchor body rhythms to the earth's twenty-four-hour light/dark cycle. In blind people lack of environmental cues like daylight block an important signal to the brain that enables synchronized patterns. People with N24HSWD suffer from cyclic insomnia and sleep deprivation, which may lead to difficulties with concentration and memory, as well as an increased risk of errors and accidents. For some totally blind people the sleeplessness and daytime fatigue have significant impact on their social and occupational lives and are considered the most disabling aspect of blindness. At this time no treatment has been approved by a pharmaceutical regulatory authority for N24HSWD in blind people without light perception. The good news is that help may be on the way. Over a year ago Vanda Pharmaceuticals, a specialty pharmaceutical company based outside of Washington, D.C., launched an important clinical research study to evaluate a potential treatment for N24HSWD. The company has made significant strides in educating the public on N24HSWD and collaborating with the NFB to make information available to people who may suffer from the disorder. In addition, Vanda has developed a survey to help identify people who may qualify for its research study. For every completed survey, Vanda will donate $25 to the NFB. Those who are interested are encouraged to call (888) 389-7033 or visit as soon as possible. According to a Vanda press release, the company has been able to prove that a drug, Tasimelteon, does in fact help in resetting the body clock in people with Non-24. This is the first time that a pharmaceutical agent has been able to do this in patients with Non-24. For updates on progress in this area of research, please continue to check . For more information and references about Non-24- Hour Sleep Wake Disorder, visit . ---------- White House Reaffirms Importance of Randolph-Sheppard Program and Urges Full Compliance by Nicky Gacos From the Editor: Nicky Gacos is the president of the National Association of Blind Merchants, a division of the National Federation of the Blind. Monitor readers will remember the struggle to ensure that the program created as a result of the Randolph-Sheppard Act continues to be an important source of quality jobs for the blind. Here is what Nicky has to say about a recent press release from President Obama: Many vendors and others concerned with the Randolph-Sheppard program may not yet be aware of a historic memorandum of support for this critically important employment and entrepreneurship program for blind Americans recently issued by President Obama. The memorandum, issued on January 20, 2012, and published in the Federal Register, is a firm declaration of support for the implementation of the Randolph-Sheppard Act at all levels of the federal government. It is also a celebration of this program's seventy-five years of success. Both the National Federation of the Blind and its affiliate organization, the National Association of Blind Merchants, were pleased and proud to support the work of the Rehabilitation Services Administration and the White House as they developed this important and far-reaching advisory. The memorandum not only reaffirms the importance of the Randolph- Sheppard program and stresses the importance of compliance but also requires that a report on implementation of the program by all federal agencies be submitted to the White House by January 20 of next year. This is a clear signal that the Obama administration is committed to the continued success and expansion of the program and that federal agencies and departments will be held accountable for taking steps to increase Randolph-Sheppard opportunities and improve compliance. The National Federation of the Blind commends the administration for recognizing the value of this critical program and taking affirmative steps to enforce it rigorously. The Randolph-Sheppard program is the most successful government initiative to increase employment among the blind in American history, and we are pleased that its importance is being amplified at the very highest levels of power. The full text of the memorandum follows. A Message from President Obama on the Importance of the Randolph-Sheppard Vending Facility Program As our nation continues to recover from the economic downturn, the President continues to demonstrate that all Americans, including Americans with disabilities, must play a part in that recovery and have opportunities to work and contribute to our society. Today the president issued a memorandum to the heads of executive departments and agencies regarding the federal support for the Randolph- Sheppard Vending Facility Program. THE WHITE HOUSE Office of the Press Secretary Memorandum for the Heads of Executive Departments and Agencies SUBJECT: Federal Support for the Randolph-Sheppard Vending Facility Program Thousands of Americans who are blind have embraced the entrepreneurial spirit that helps define our nation as a land of opportunity. Through the Federal Randolph-Sheppard Vending Facility Program administered by the Department of Education, talented and creative individuals who are blind have acquired the management training and business skills necessary to realize the American dream-a lifetime of economic opportunity, independence, and self-sufficiency for themselves and their families. For seventy-five years blind business managers have successfully operated food services and commercial ventures at federal, state, and private buildings and locations nationwide. We honor and celebrate this program's historic achievements. We also trust that the Randolph-Sheppard Program will continue to be a leading model for providing high-quality entrepreneurial opportunities for blind individuals. From a simple snack shop, to tourist services at the Hoover Dam, to full food-service operations at military installations, blind entrepreneurs have provided exceptional customer service to federal and state employees, the armed forces, and the general public. With proven ability they have challenged preconceived notions about disability. The Randolph-Sheppard Act (20 U.S.C. 107 et seq.) created the Vending Facility Program requiring qualified blind individuals be given a priority to operate vending facilities on federal properties. This program is responsible today for providing entrepreneurial opportunities for over 2,500 individuals who are blind. In turn these business managers have hired thousands of workers, many of whom are individuals with disabilities. Every American, including persons with disabilities, deserves the opportunity to succeed without limits, earn equal pay for equal jobs, and aspire to full- time, career-oriented employment. Continued support and cooperation are needed from executive departments, agencies, and offices to extend the Randolph-Sheppard priority to qualified blind managers through the state licensing agencies that implement the program. Therefore, I direct all agencies that have property management responsibilities to ensure that agency officials, when pursuing the establishment and operation of vending facilities (including cafeterias and military dining facilities) as defined in 20 U.S.C. 107e, issue permits and contracts in compliance with the Randolph-Sheppard Program and consistent with existing regulations and law. I further direct the secretary of education, through the commissioner of the Rehabilitation Services Administration, to submit a report to the president on agencies' implementation of the Randolph-Sheppard Program not later than one year from the date of this memorandum. This memorandum is not intended to, and does not, create any right or benefit, substantive or procedural, enforceable at law or in equity by any party against the United States, its departments, agencies, or entities, its officers, employees, or agents, or any other person. The secretary of education is hereby authorized and directed to publish this memorandum in the Federal Register. Barack Obama ---------- [PHOTO CAPTION: Allen Harris] Convention Scholarships Available by Allen Harris From the Editor: Allen Harris chairs the Kenneth Jernigan Convention Scholarship Fund committee. He has an important announcement for those who would like to attend this year's national convention but find themselves short of funds. This is what he says: The Kenneth Jernigan Convention Scholarship Fund is looking for individuals who can use some financial assistance to attend our national convention in Dallas, Texas. In 2012 our convention will begin on Saturday, June 30, and run through Thursday, July 5. The convention is a day shorter than you might expect, ending with the banquet Thursday evening. Who is eligible to receive a Kenneth Jernigan Convention Scholarship? If you are a member of the National Federation of the Blind who has not yet attended a national convention, you are eligible to apply. What do I have to do to apply for a Kenneth Jernigan Convention Scholarship? You must do the following and are responsible for these application requirements: 1. Find out who your state NFB president is and get him or her to write a letter of recommendation for you, or you may have a chapter president or other officer write a letter of recommendation, but we must have a letter from a Federation leader who is familiar with you. 2. You must write a letter to the Kenneth Jernigan Fund committee expressing the reasons why you want a scholarship. Describe your participation in the Federation and what you think you would get and give to the convention. Please send all information to Allen Harris, 5209 Sterling Glen Drive, Pinson, Alabama 35126, or email the information to . 3. You must register for and attend the entire convention, including the banquet. What else must I do to insure that my application will be considered? We must receive all of the following: 1. Your full name 2. Your address 3. Your telephone numbers (home, business, and cell) 4. Your email address (if you have one) 5. Your state president's name and the name of your local chapter, if you attend one All applications must be received by April 15, 2012. How do I get my scholarship funds? You will get a debit card at the convention loaded with the amount of your scholarship award. The times and locations to pick up your debit card will be listed in the notice you receive if you are a scholarship winner. The committee is not able to provide funds before the convention, so work with your chapter and state affiliate to assist you by advancing funds you can pay back when you receive your scholarship. When will I know if I have been selected as a Kenneth Jernigan Scholarship winner? The committee makes every effort to notify scholarship winners by May 15, but you must do several things to be prepared to attend if you are chosen: 1. You must make your own hotel reservation. If something prevents you from attending, you can cancel your reservation. 2. You will receive a letter with the convention details which should answer many of your questions. It is also helpful to find a mentor from your chapter or affiliate to act as a friend and advisor during the convention. Although you will not know officially whether or not you have been selected until mid-May, you must make plans to attend and then adjust your plans accordingly. Last summer in Orlando the Jernigan Fund scholarship committee awarded sixty-four Kenneth Jernigan Scholarships. The average grant was $500. You can include in your letter to the committee any extenuating circumstances which the committee may choose to take into consideration. Above all, please use this opportunity to attend your first convention and join several thousand other blind Federationists in the most important meeting of the blind in the world. If you have questions or need additional information, call Allen Harris at (205) 520-9979 or email him at . We look forward to seeing you in Dallas. ---------- Recipes This month's recipes come from members of the NFB of Florida. [PHOTO/CAPTION: Tinetta Cooper] Shrimp Bisque by Tinetta Cooper Tinetta Cooper is a member of the Tallahassee Chapter of the NFB of Florida. She attends Tallahassee Community College and expects to earn a degree in business administration in December 2012. She currently works as an intern for Ability 1st in Tallahassee. Her favorite hobby is baking. About this recipe she says, "I've served this shrimp bisque to rave reviews, and it's simple to make. It can also be made with crab meat or a combination of shrimp and crab." Ingredients: 1 10 ?-ounce can condensed tomato soup 1 11 ?-ounce can condensed green pea soup 3 cups whole milk (light cream will make it richer) 1 2-pound package salad shrimp, roughly chopped 1/2 cup dry sherry, optional Method: Combine tomato and green pea soups (do not use split pea) and mix well. Add milk or light cream. In saucepan over low heat bring mixture to the boil, stirring occasionally. When heated through, add thawed chopped shrimp and stir. When soup is again heated thoroughly, add sherry and serve. Serves six. ---------- Almond Bar Cookies by Tinetta Cooper This recipe won the blue ribbon in the cookie category at last year's North Florida County Fair. Ingredients: 4 eggs 2 cups sugar 1 cup butter, melted 2 cups flour 2 1/2 teaspoons almond extract Confectioner's sugar or slivered almonds for topping Method: Preheat oven to 325 degrees and grease a 13 by 9 pan. Beat eggs and sugar, then add melted butter, flour, and almond extract. Mix well. Pour batter into prepared pan, top with slivered almonds, and bake thirty to thirty-five minutes. If using confectioner's sugar, sprinkle over surface when cookies are cool. ---------- [PHOTO/CAPTION: Kathy Davis] Prune Cake by Kathy Davis Kathy Davis is the immediate past president of the NFB of Florida. She has held other state board positions as well. She was a founding member of the Greater Daytona Beach Chapter and served as president for fourteen years. She is now a retired faculty member of Daytona State College. She reports that these are among her favorite recipes. Ingredients: 1 1/2 cups sugar 1 cup oil 3 eggs 1 cup buttermilk 1 jar baby food prunes 2 cups self-rising flour 1 teaspoon baking soda 1 teaspoon ground cinnamon 1 teaspoon freshly grated nutmeg 1 teaspoon ground allspice 1 teaspoon vanilla extract 3/4 cup prunes, chopped 1 cup walnuts, chopped Method: Place one tablespoon of the flour in a plastic container with lid; add nuts, snap the lid on, and shake to coat nuts with flour. Repeat with another tablespoon of flour and the prunes. (This will keep the fruit and nuts from dropping to the bottom of the cake while baking.) In a large bowl blend sugar and oil in an electric mixer. Add eggs, milk, and baby food prunes. Mix dry ingredients together and sift into the bowl, stirring to mix well. Add vanilla extract and gently fold in the chopped prunes and nuts. Pour into buttered 9-by-13-inch pan. Bake at 300 degrees for one hour. At 45 minutes, spread the following topping over the cake. This is a critical step because, if the cake is not done enough, the topping will make it sink in the middle. If there is any question, let the cake bake another five minutes, but be sure to bake the topping long enough for it to turn a light golden color. Topping Ingredients: 1 cup sugar 1/2 cup buttermilk 1/2 teaspoon baking soda 1 tablespoon white corn syrup 1/4 cup softened butter or margarine 1/2 teaspoon vanilla extract 1/2 cup chopped walnuts 1/4 cup chopped cherries Method: Mix all ingredients except nuts and cherries until smooth. Add nuts and cherries and spread over cake during last fifteen minutes of baking. ---------- Rum Cake by Kathy Davis Ingredients: 1 box Duncan Hines butter cake mix 1 large package vanilla instant pudding mix 4 eggs 1/2 cup dark rum 1/2 cup vegetable (not olive) oil 1/2 cup water 1/2 cup pecans, crushed (optional) Method: Beat all ingredients together in electric mixer for two minutes. Pour into greased and floured bundt pan over crushed pecans on bottom. Bake at 325 degrees for fifty minutes. Meanwhile prepare run sauce. Rum Sauce Ingredients: 1 stick butter 1/4 cup dark rum 1/4 cup sugar 1/4 cup water Method: Combine all ingredients in saucepan and bring to a boil. Cook for two minutes. After cake has baked for fifty minutes, pour most of sauce over top of cake. Return to oven and bake thirty minutes longer. Immediately remove cake from pan and pour remaining sauce over it. ---------- Cilantro Chicken and Rice by Kathy Davis Kathy said of this dish, "Here is a recipe with lots of ingredients that's easy to make and is absolutely delicious. I often serve this on Christmas Eve or when I am having several guests for dinner. You can't lose when you serve this yummy dish that is not only easy to make but tastes great too!" Ingredients: 1/4 cup olive oil 8 boneless skinless chicken breast halves 1/2 cup all-purpose flour 1 medium onion, diced 1 red bell pepper, diced 4 cloves garlic, minced 2 cups chicken broth 1 10-ounce package yellow rice 1 28-ounce can diced tomatoes 1 15-ounce can each pinto beans, black beans, and whole kernel corn, all drained and rinsed 3/4 cup fresh cilantro, chopped 1 teaspoon salt (if desired) 1/2 teaspoon freshly ground black pepper 1/4 teaspoon ground cayenne pepper Method: Heat olive oil over medium heat. Dredge chicken in flour and place in skillet. Cook till just browned on all sides. Set aside and keep warm. Stir onion, bell pepper, and garlic into skillet with oil and drippings. Cook five minutes or until tender. Add broth. Mix in remaining ingredients and bring to a boil. Return chicken to skillet. Reduce heat to low, cover, and simmer for thirty minutes, till rice is tender and chicken juices run clear. Serve immediately. ---------- Pumpkin Crunch by Kathy Davis Ingredients: 1 29-ounce can Libby's pumpkin 3 eggs, beaten 1 large can evaporated milk 1 cup sugar 1 teaspoon ground cinnamon 1/2 teaspoon vanilla extract 1 box yellow cake mix without pudding 2 sticks butter, melted 2 cups pecans, chopped Method: Mix first six ingredients together and pour into a greased 11 3/4-by-9 3/8-by-2 1/2-inch pan (or pan of similar dimensions). Sprinkle dry cake mix over pumpkin mixture. Pour melted butter over cake mix. Sprinkle pecans over butter. Bake at 350 degrees for one hour. Mashed sweet potatoes could be substituted for the pumpkin, which would make it a scrumptious vegetable instead of a scrumptious dessert. ---------- Monitor Miniatures News from the Federation Family Elected: The results of the election conducted on October 14, 2011, by the Chapter on Aging at the NFB of California convention are as follows: president, Michael Couey; vice president, Octavia Fuller; secretary, Ellen Clegg; treasurer, Cheryl Thirstin; and board member, Jana Littrell. Elected: The Des Moines Chapter of the National Federation of the Blind of Iowa held its annual election on January 14, 2012. The following were elected: president, Scott Van Gorp; vice president, April Enderton; secretary, Cindy Lou Ray; treasurer, Mary McGee; and three members of the board of directors--Sharon Omvig, Michael Glynn, and Jill Clausen. We appreciate April's selfless five years as our chapter president, and we know that she will move forward to help the affiliate and the chapter to grow and blossom as we work together to change what it means to be blind here and across the state and country. Announcing LCB Summer Programs for Youth: Buddy Program--Putting the Pieces Together: Since 1989 the Louisiana Center for the Blind has offered an innovative summer program for blind children in grades four through eight. This summer the Buddy Program promises to be full of learning opportunities, new friendships, and fun- filled activities. Many blind children have misconceptions about their blindness because they lack positive blind role models and they face negative stereotypes in society. Unlike other summer programs for blind children, the Buddy Program is directed and staffed by competent blind adults. Classes in cane travel are taught to instill independence and self-confidence. The knowledge of Braille enables the blind child to compete on terms of equality with sighted peers in the classroom and provides a solid background in spelling and other grammatical skills. Computer literacy classes expose a blind child to available adaptive equipment. Classes in daily living skills promote equal participation in household duties such as cooking, shopping, and cleaning. In addition to learning the valuable alternative techniques of blindness, children will enjoy participating in a wide variety of exciting activities such as swimming, cookouts, bowling, roller skating, and other outings. The combination of hard work and enjoyable activities provide a rewarding experience that children will cherish. Involvement in the Buddy Program helps blind children realize that it is not blindness that poses the greatest problem but the negative attitudes and misconceptions about blindness that can prevent them from reaching their potential. At the close of the program parents are required to attend a parents' weekend, which will allow them to interact with other parents of blind children and to learn what their children have discovered about their blindness and themselves. Friendship, training, fun, growth, and interaction between blind children and positive role models are how the Louisiana Center for the Blind is "changing what it means to be blind" for tomorrow's generation. This year the Buddy Program will be held from Sunday, July 15, through Saturday, August 4. If you have any questions, call Eric Guillory at (800) 234-4166 or email him at . Interested families may also apply for their students electronically at . Due to limited space, we cannot guarantee that every applicant will be granted enrollment. Please note that the fee for students not from Louisiana is $1,000, which is all-inclusive save for transportation to and from the program. STEP 2012 Summer Training and Employment Project--Striving for Success: Since 1985 the Louisiana Center for the Blind has been changing what it means to be blind for adults from across America. In 1990 a program was created to address the needs of blind high school students. The Summer Training and Employment Project (STEP) Program is designed to introduce blind teenagers to positive blind role models and to provide participants with summer work experience. The eight-week summer program will consist of two components. During the first part competent blind counselors will instruct the students in the alternative techniques of blindness. Classes in Braille, cane travel, computer literacy, and daily living skills will be taught by qualified blind instructors. In addition seminars will be conducted in the areas of job readiness, job interviewing skills, r?sum? writing, and job responsibilities. The second part of the program will continue all aspects of training and expand to include employment. Students will have the opportunity to work fifteen to twenty hours a week at a local business, for which they will receive the federal minimum wage. The staff will attempt to meet the job interests of the students. Instructors from the Louisiana Center for the Blind will be available to provide on-the-job assistance as needed. The combination of work experience and blindness-related skills-- along with fun-filled activities such as cookouts, movies, swimming, and various other excursions--will foster self-confidence and independence in young blind teenagers. Students will attend the annual convention of the National Federation of the Blind in Dallas, Texas. This exciting conference will allow them to meet thousands of competent blind people from across the country. The students will also have the chance to participate in a wide variety of informative seminars. At the close of the program parents will be required to attend a parents' weekend, which will enable them to discover how much their children have learned throughout the summer. The STEP program is designed to provide invaluable work experience, friendships, opportunities for personal growth, and cherished memories. This year the STEP Program will be held from Sunday, June 3, through Saturday, August 4, including a one-week break in July following the NFB's national convention. If you have any questions, call Eric Guillory at (800) 234-4166 or email him at . Interested families may also apply for their students electronically at . Due to limited space, we cannot guarantee that every applicant will be granted enrollment. Please note that the program tuition is $6,500, which is all-inclusive save for transportation costs associated with getting the student to and from Ruston, Louisiana, at the start and conclusion of training. Applicants must have an open case with their state's vocational rehabilitation agency or other entity for funding to cover costs. Where the Blind Work: Where the Blind Work is a program sponsored by the Jernigan Institute and the NFB Writers' Division. Do you need to know where the blind work, what types of jobs they hold, how they do their jobs, the qualifications needed, or what helps a blind person succeed? Are you looking to find a first job or to change careers? Are you a parent of a blind child concerned about his or her future employment prospects? Are you an employer or blindness professional hoping to learn what is possible? Where the Blind Work is the employment resource you are looking for. Consult job descriptions at . We presently have more than a hundred job descriptions and need more. We know blind workers are handling many more jobs than we currently list. The Where the Blind Work page has descriptions divided into twelve generalized categories: administrative and office; business/entrepreneurial; computer specialists; customer service; education; financial; government; human services; law enforcement and legal; media, marketing, and public relations; medical; and vocational jobs. All job descriptions are fewer than one thousand words and follow a set format of five questions, listed below. The uniformity and predictability of the descriptions assures readers of what they will find in all the documents. Help us to expand this resource by filling out a description of your present job if you are working. If you have had successful jobs in recent years, please share those with us as well. Write your answers to the five questions below and email them to Robert Leslie Newman at . Where The Blind Work Description Form Give us your contact information: name, email address, mailing address, and phone number. 1. What is the title of your job? 2. What do you do on your job? (Explain what anyone in this position is required to do. Save any blindness-related specifics for the next question.) 3. To what extent are you blind, and what special adaptations do you use on the job? (Give the medical term for your blindness and extent of limitation. Give the type and name of any special low- or high-technology or procedure you use to perform your job duties, describing where and how you use them.) 4. What are the qualifications to enter this job? (any required job experience, degrees or certifications, special skills, etc.) 5. What influences along the way helped you to be successful? (mentoring, memberships or associations, etc.) Announcing BISM Summer Programs for Middle and High School Students: Blind Industries and Services of Maryland is pleased to announce its highly successful Independence 2012 program and its new Independence 101. Independence 2012 is an eight-week residential program for blind and low- vision high school students who will be entering or in high school in fall 2012. Students will live in apartments with blind adult instructors/mentors, where, while having fun, they will learn how to cook, clean, grocery shop, manage money, and wash clothes. Classes include cane travel, Braille, computers and technology, independent living (home ec.), and daily seminar class. In addition to learning the skills of blindness, participants will have the opportunity to gain paid community work experience during the last two weeks of the program. Independence 2012 students and staff will attend the annual convention of the National Federation of the Blind in Dallas, Texas, where they will meet successful blind people from around the world, attend the National Association of Blind Students seminar, learn self-advocacy, check out the latest access technology, and attend a wide array of blindness- related seminars. While attending convention, students will learn about what is happening on the national level in blindness legislation, education, and rehabilitation. During the eight weeks we will explore Baltimore, New York City, and our nation's capital, attend an O's game, go swimming, go to the movies, visit a farmers market, attend a street festival, and--new in 2012--learn how to sail. There are also nights of playing cards and board games until the wee hours of the morning. Dates for Independence 2012 are June 17 to August 10, 2012. Independence 101 is a three-week residential program for blind and low-vision students entering the fifth, sixth, seventh, and eighth grades in the fall of 2012. Students will live in apartments with successful blind instructors/mentors and participate in daily classes where they will learn to travel independently using a long white cane; read and write Braille; access information using computer literacy and technology; and participate actively in household chores such as cooking, cleaning, and developing and using organizational skills. While learning the alternative skills of blindness, students will go bowling, horseback riding, shopping, and swimming and will attend an O's game and visit a local festival, while learning firsthand from their instructors how to travel, shop, and generally do things nonvisually. Parents of Independence 101 students are required to attend the Independence 101 parents retreat, which begins the afternoon of August 9 and concludes with Independence 101 graduation on August 11. Dates for Independence 101 are July 22 to August 11. For more information about the programs, the application process, and the cost and funding resources, contact Amy Phelps at (410) 274-1647 or or Dezman Jackson at (410) 737-2676 or . Please share this information with other parents, teachers, counselors, and students. National Association of Blind Automobile Enthusiasts, Formerly CARS Division, Seeking Members: The Classics, Antiques, and Rods (CARS) Division has been a part of the NFB since 2005. It was chartered in Louisville, Kentucky. The division has changed its name to National Association of Blind Automobile Enthusiasts. The mission of the division is to enable blind men and women with an interest in the automotive world to take part in building and collecting cars and to understand the mechanics of automobiles and restoring them. The CARS Division has conducted seminars at each convention since its admission to the NFB and has provided antique car shows in the parking lots of convention hotels. Current division President David Hutchins and former President Joe Naulty, who is seventy-seven years old, would like to see the division continue with new, younger members. Dues are only $5 a year. For more information about the division, contact David Hutchins at (816) 931-0091 or Joe Naulty at (321) 768-9500. Elected: The San Antonio Chapter of the NFB of Texas held its election Saturday, January 21, 2012. The following officers and board member were elected: president, Athalie Malone; vice president Arturo (Art) Gutierrez; secretary, Mary Etter; treasurer, Bryan Baldwin; and board member, Cindy Martinez. New At-Large Chapter: The NFB of Texas has just organized the Lone Star Chapter, made up of people who live in rural areas and small cities around the state. Norma Crosby reports that she is proud to serve as president. The other members of the board are vice president, Gabe Cazares; secretary, Kayleigh Joiner; and treasurer, Ann Cunningham. The group ratified its constitution and held elections on January 16, 2012. Anyone who lives in an area of the state with no active local chapter is welcome to join. Meetings are on the second Saturday of each month, beginning at 10:00 a.m. Dues have been set at $5 annually. Most meetings will be by phone because the members live in different parts of the state. In Brief Notices and information in this section may be of interest to Monitor readers. We are not responsible for the accuracy of the information; we have edited only for space and clarity. A Nutshell History of Diabetes: The listing for January 23 on History.com recalls the following historical note in 1922: At Toronto General Hospital fourteen-year-old Canadian Leonard Thompson becomes the first person to receive an insulin injection as treatment for diabetes. Diabetes has been recognized as a distinct medical condition for more than 3,000 years, but its exact cause was a mystery until the twentieth century. By the early 1920s many researchers strongly suspected that diabetes was caused by a malfunction in the digestive system related to the pancreas gland, a small organ that sits on top of the liver. At that time the only way to treat the fatal disease was through a diet low in carbohydrates and sugar and high in fat and protein. Instead of dying shortly after diagnosis, this diet allowed diabetics to live--for about a year. A breakthrough came at the University of Toronto in the summer of 1921 when Canadians Frederick Banting and Charles Best successfully isolated insulin from canine test subjects, produced diabetic symptoms in the animals, and then began a program of insulin injections that returned the dogs to normalcy. On November 14 the discovery was announced to the world. Two months later, with the support of J.J.R. MacLeod of the University of Toronto, the two scientists began preparations for an insulin treatment of a human subject. Enlisting the aid of biochemist J.B. Collip, they were able to extract a reasonably pure form of insulin from the pancreas of cattle from slaughterhouses and used it to treat Leonard Thompson. The diabetic teenager improved dramatically, and the University of Toronto immediately gave pharmaceutical companies license to produce insulin, free of royalties. By 1923 insulin had become widely available, saving countless lives around the world, and Banting and MacLeod were awarded the Nobel Prize in Medicine. Let Heartsight Cards Get Special Occasion Cards to Your Family and Friends On Time: HeartSight's continued mission is to provide beautiful, tactile greeting cards to all blind people and their families and friends. HeartSight now offers you the ability to send a single appropriately themed HeartSight card to a loved one in the U.S. within three days to celebrate any occasion. Charges remain the same ($7); however, rush orders and expedited shipping will cost more. Contact us at (269) 779-2216 or to order. Visit our website at to see greeting card samples. New Book about Blindness: Pathway to Independence: A Guide for People with Vision Loss, by Rita Thomas Kersh, is a practical guide for people with varying levels of vision loss who strive to be more independent in their everyday activities. The author describes it as filled with tips and techniques to use throughout the home and in the community. She says that the book is especially useful for people who are currently experiencing vision loss, but several of the tips and hints may be new ideas for those who have been visually impaired for a long time. You can order the book in large print (hardcover and paperback) and as an e-book by visiting Barnes and Noble , Amazon , Xlibris . The large-print book can be ordered through the author for a reduced price of $15. Audio CDs will be available soon. To inquire about this book or place an order, contact Rita at or write to SCAVI, Attn: Rita's book, PO Box 2216, Bedford, Indiana 47421. Blind Chess Clubs and Training Available: If you would enjoy learning to play chess, you can take two free correspondence courses from Hadley School for the Blind. After completing them, you get a free two-year membership in the USBCA (United States Blind Chess Association) . Register online or by phone for chess for beginners, CRE-091, and chess: principles and strategies, CRE-092. You will receive a free adaptive chess set for the two courses. Visit the Hadley website by going to or call the school at (800) 323-4238. Join the Blind Chess list at www.freelists.org/webpage/blind-chess. Download a free accessible Windows computer chess game called WinBoard for Jaws at . Scroll down to find the WinBoard for Jaws download link. Visit for the friendship, and stay for the fun. Social Security Applicants Can Now Sign Authorizations Electronically: Beginning in April 2012 many people applying for Social Security disability benefits will be able to sign and submit their Authorization to Disclose Information to Social Security (SSA-827) forms electronically, as the last part of the online process. Social Security requests more than 15 million medical records each year on behalf of people applying for disability benefits, and a signed SSA-827 accompanies each request. Offering the option of electronically signing and submitting the form helps the agency provide better service, reducing application processing time by up to nine days. The Health Insurance Portability and Accountability Act (HIPAA) and other applicable laws permit the use of electronic signatures, and Social Security is encouraging medical providers to treat the new electronic signature the same as they would a wet signature on the SSA-827. How It Will Work for the Applicant Adults applying for disability benefits will click and sign the SSA- 827 as part of the online application process, immediately making the form part of Social Security's electronic disability folder. This eliminates the need for the applicant to print, sign, mail, or deliver a paper copy to a Social Security office. Social Security will continue to take the appropriate steps to verify the identity of the signer and to protect the information and records received. Applicants will also receive a copy of the electronically signed and dated SSA-827 for their records. How It Will Work for the Provider Medical providers will continue to receive a HIPAA-compliant SSA-827 with each of Social Security's requests for records. The only change to the current form will be in the completed signature block, which will indicate that the applicant electronically signed using the new process. An electronically signed SSA-827 requires no change to existing procedures for processing authorization forms. Accepting electronic SSA-827s will help speed the application process and can result in Social Security paying benefits to qualified patients more quickly, as well as providing Medicare and Medicaid coverage faster. The electronic SSA-827 will also decrease the number of uninsured and underinsured patients served by medical providers. Initially Social Security will offer this new process only to adults applying online for disability benefits on their own behalf, so there will continue to be wet-signed SSA-827s for other claims. The agency expects the use of this new signature process to expand over time as the number of online filers increases. For more information about this process, go to . Hadley School Creates New Program for Veterans: Hadley has just announced the launch of a new Blinded Veterans Initiative. According to the U.S. Department of Veterans Affairs, there are an estimated 158,300 legally blind veterans and 700,000 veterans with low vision. In addition approximately 7,000 veterans become newly blind or visually impaired each year from non-combat-related causes. Compounding the problem is that approximately 70 percent of working-age Americans who are blind or visually impaired are unemployed or underemployed. In response Hadley's Blinded Veterans Initiative will educate and inspire blind or visually impaired veterans to pursue their personal and professional goals and help support their families. Veterans signing up with Hadley as a result of this new initiative will be able to enroll in any of 100 plus distance education courses. Core subject matters emphasized through this new initiative include business and entrepreneurship, technology, independent living skills, adjustment to blindness and Braille literacy. The program is tuition-free for all visually impaired veterans and their family members, thanks to the support of Goldman Sachs Gives, a donor- advised fund. The gift was made at the recommendation of John Willian, a managing director at Goldman Sachs and Winnetka native whose family has shown a legacy of support for the Hadley School. For more information about this new initiative or to enroll, visit or call Hadley at (800) 323-4238. Monitor Mart The notices in this section have been edited for clarity, but we can pass along only the information we were given. We are not responsible for the accuracy of the statements made or the quality of the products for sale. KNFB Classic Reader for Sale: I have a KNFB Classic Reader for which I am asking five hundred dollars, negotiable. This unit has the box and all packaging. Contact Jason Teitelbaum during the day at (201) 659-1680, evenings at (201) 669-1776, or email . Recorder Needed: I am looking for an AIWA four-track cassette player/recorder with AM/FM and recording capabilities. Please email or call to negotiate a price: email , phone (706) 375-9500. For Sale: This Optelec ClearView Plus 22 inch Widescreen Video Magnifier includes table. It is in like-new condition. Purchased new in June 2009 for $3,185. Asking $1,500 or best offer. Contact Matt at , or call (513) 276-0981. ---------- NFB Pledge I pledge to participate actively in the efforts of the National Federation of the Blind to achieve equality, opportunity, and security for the blind; to support the policies and programs of the Federation; and to abide by its constitution. From buhrow at lothlorien.nfbcal.org Sun Apr 1 22:30:29 2012 From: buhrow at lothlorien.nfbcal.org (Brian Buhrow) Date: Sun, 1 Apr 2012 22:30:29 -0700 Subject: [Brl-monitor] The Braille Monitor, April 2012 Message-ID: <201204020530.q325UTOM026979@lothlorien.nfbcal.org> BRAILLE MONITOR Vol. 55, No. 4 April 2012 Gary Wunder, Editor Distributed by email, in inkprint, in Braille, and on USB flash drive (see reverse side) by THE NATIONAL FEDERATION OF THE BLIND Marc Maurer, President telephone: (410) 659-9314 email address: nfb at nfb.org Website address: http://www.nfb.org NFBnet.org: http://www.nfbnet.org NFB-NEWSLINE? information: (866) 504-7300 Letters to the president, address changes, subscription requests, and orders for NFB literature should be sent to the national office. Articles for the Monitor and letters to the editor may also be sent to the national office or may be emailed to gwunder at nfb.org. Monitor subscriptions cost the Federation about forty dollars per year. Members are invited, and nonmembers are requested, to cover the subscription cost. Donations should be made payable to National Federation of the Blind and sent to: National Federation of the Blind 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230-4998 THE NATIONAL FEDERATION OF THE BLIND IS NOT AN ORGANIZATION SPEAKING FOR THE BLIND--IT IS THE BLIND SPEAKING FOR THEMSELVES. ISSN 0006-8829 ? 2012 by the National Federation of the Blind Each issue is recorded on a thumb drive (also called a memory stick or USB flash drive). You can read this audio edition using a computer or a National Library Service digital player. The NLS machine has two slots--the familiar book-cartridge slot just above the retractable carrying handle and a second slot located on the right side near the headphone jack. This smaller slot is used to play thumb drives. Remove the protective rubber pad covering this slot and insert the thumb drive. It will insert only in one position. If you encounter resistance, flip the drive over and try again. (Note: If the cartridge slot is not empty when you insert the thumb drive, the digital player will ignore the thumb drive.) Once the thumb drive is inserted, the player buttons will function as usual for reading digital materials. If you remove the thumb drive to use the player for cartridges, when you insert it again, reading should resume at the point you stopped. You can transfer the recording of each issue from the thumb drive to your computer or preserve it on the thumb drive. However, because thumb drives can be used hundreds of times, we would appreciate their return in order to stretch our funding. Please use the return label enclosed with the drive when you return the device. Dallas Site of 2012 NFB Convention The 2012 convention of the National Federation of the Blind will take place in Dallas, Texas, June 30-July 5, at the Hilton Anatole Hotel at 2201 Stemmons Freeway, Dallas, Texas 75207. Make your room reservation as soon as possible with the Hilton Anatole staff only, not Hilton general reservations. Call (214) 761-7500. The 2012 room rates are singles, doubles, and twins $63 and triples and quads $68 a night, plus a 15 percent sales tax. The hotel is accepting reservations now. A $60-per-room deposit is required to make a reservation. Fifty percent of the deposit will be refunded if notice is given to the hotel of a reservation cancellation before June 1, 2012. The other 50 percent is not refundable. Rooms will be available on a first-come, first-served basis. Reservations may be made before June 1, 2012, assuming that rooms are still available. After that time the hotel will not hold our block of rooms for the convention. In other words, you should get your reservation in soon. Guestroom amenities include cable television; coffeepot; iron and ironing board; hairdryer; and, for a fee, high-speed Internet access. The Hilton Anatole has several excellent restaurants, twenty-four-hour-a-day room service, first-rate meeting space, and other top-notch facilities. It is in downtown Dallas with shuttle service to both the Dallas/Ft. Worth Airport and Love Field. The schedule for the 2012 convention will follow our usual pattern: Saturday, June 30 Seminar Day Sunday, July 1 Registration Day Monday, July 2 Board Meeting and Division Day Tuesday, July 3 Opening Session Wednesday, July 4 Business Session Thursday, July 5 Banquet Day and Adjournment Vol. 55, No. 4 April 2012 Contents Illustration: Spectacular Art at the Hilton Anatole Art at the Hilton Anatole by Barbara Pierce A Word from our Host Affiliate by Kimberly Flores Blind Woman Works Where Many Wouldn't Dare to Be Seen by Mary Fernandez Some Thoughts about Photographs by Gary Wunder When the Sleepshades Aren't On by Jeff Altman Advanced Technology for Producing Tactile Materials by Robert Jaquiss Just Their Dad by Chris Kuell The Gift of Giving The Braille Readers Are Leaders Contest: A Parent's Perspective by Marianne Dunn The Gift of Giving The Braille Readers Are Leaders Contest: The Student Perspective by Elizabeth Kazmierski Mobility on a College Campus by Sherry Frank Cheryl Echevarria Founder, Echevarria Travel-Advocate for the Blind by Beverly Fortune Life in the Mainstream 2012 National Organization of Parents of Blind Children (NOPBC) Conference for Families and Teachers by Laura Bostick NFB Camp Convention Adventures by Carla McQuillan Up the Down, and Down the Up by Dave Hyde Featured Book from the Jacobus tenBroek Library Reviewed by Ed Morman NFB Krafters Division Satisfy Your Artistic Flair or Make Some Extra Money by Ramona Walhof Introducing the Commonwealth Braille and Talking Book Cooperative by Greg Kearney Hearing Enhancement and Spanish Translation Available at National Convention Spanish Translators Needed by D. Curtis Willoughby Dialysis in Dallas by Mike Freeman Recipes Monitor Miniatures Spectacular Art at the Hilton Anatole When you step into Atrium II at the Hilton Anatole this summer, pulsing overhead will be Nebula, the newest artwork in the hotel's collection. [PHOTO CAPTION: Nebula in Atrium II at night] Art at the Hilton Anatole by Barbara Pierce For more than twenty years the Hilton Anatole has been home to over a thousand rare and unusual treasures from the collections of Trammell and Margaret Crow. One-of-a-kind works of art, many that once graced the royal palaces of kings, emperors, and czars from Japan, China, India, and Southeast Asia-dating back as far as the fifth century BCE-now adorn the hotel's entryways and embellish its walls. Many of these works are completely accessible to tactile examination. The convention in July will be the third the Anatole has hosted for the NFB, yet many of us have been almost completely oblivious to the art around us. With the help of literature provided by the Hilton Anatole, we now invite you to learn a little about several pieces in one of the largest and most beautiful private art collections in America. On Saturday, June 30; Sunday, July 1; and Monday, July 2, hotel staff members trained to give walking tours of the collection will conduct several tours for interested convention attendees. The convention agenda will provide complete information about times and tour size limits. Perhaps the newest addition to the collection is a sculpture that we cannot touch, but it seems important for us to know of its existence. In the fall of 2011 the Hilton Anatole's staff unveiled Nebula-a structure made of ten miles of aircraft cable, 1,780 pulleys, and over 4,500 amber crystals-floating above the redesigned Atrium II space in a wavelike dance. Nebula is a dramatic, slowly moving kinetic structure, organized in a multi- tiered, geometric pattern that fans out almost one hundred feet long and fifty feet wide, according to the hotel's press release. The sweeping design of Nebula, a cluster of stars, is the work of world-renowned artist Reuben Margolin. Combining the logic of mathematics with inspiration from wave patterns and the graceful motion of caterpillars, the thirty-nine-year-old San Francisco Bay Area sculptor creates large-scale kinetic sculptures using pulleys, motors, and a wide variety of materials. In 2009, after submitting designs for a kinetic structure competition led by Atrium II's interior designer, EDG Interior Architecture + Design, Margolin was commissioned by Crow Holdings-owners and operators of Hilton Anatole-to conceptualize and design a dramatic centerpiece for Atrium II, a 31,000-square-foot common area in the hotel lobby. The artwork took approximately seventeen days and a crew of five to suspend it fifty feet above the Atrium II space. Nebula slowly rises and falls in a complex choreography so that it appears to swim or breathe gracefully. The movement is not digital in origin, but rather the result of a mechanism using physics to create complex and fluid shapes. [PHOTO CAPTION: The Gossips is a set of bronze figures outside the Gossip Bar.] During past conventions at the Hilton Anatole we have enjoyed fine dining at the Nana Restaurant on the twenty-seventh floor. Unfortunately it will be closed for renovation during our visit this year. It took its name from the classic nude in oils by Marcel Suchorowsky displayed over the bar. Nana was the main character in the 1880 novel of the same name by Emile Zola. Unfortunately the artwork will no longer be on display when the restaurant reopens in September. Another Anatole restaurant that takes its name from a work of art is the Gossip Bar, where a sculpture of the same name is on display. With flowing robes and exotic headdresses, this whimsical life-size trio of figures seems caught up in the delight of sharing a secret. The Gossips was created by contemporary Danish artist Bjorn Wiinblad, known for his imaginative and colorful designs. The Hilton Anatole contains a number of Wiinblad works, including tapestries, stained glass, and lithographs. Wiinblad works in a variety of media and is perhaps best known for his dazzling ceramic and porcelain designs for Rosenthal. [PHOTO CAPTION: One of the wooden elephants in the Chantilly Foyer] The two life-size elephants outside the Chantilly Ballroom were carved in Thailand in 1983. They stand eight feet tall and weigh three tons each. They were carved from single pieces of 12-foot-in-diameter monkey pod trees by artisans in the Golden Triangle area of Thailand near the Laotian border, famous for its outstanding art. These and four other elephants in the hotel were purchased by the Crow Collection and placed there in honor of the 1984 Republican National Convention, hosted by the Hilton Anatole. For some years the hotel has displayed two sections of the Berlin Wall, which it has just moved indoors. Built in 1961 at the height of the Cold War, the Berlin Wall stood for nearly 30 years as a hated symbol of repression and fear. Until 1990 the wall cut through 192 city streets, blocking East Berlin and East Germany from the West. By 1991, after reunification, the wall almost completely vanished. A few larger segments were officially donated or sold. The two segments owned by the Crow Collection, each twelve feet high and four feet wide, feature images and text painted by German artist Jurgen Grope, known as "Indiano." [PHOTO CAPTION: Eight life-size children cast in bronze play on the Hilton Anatole lawn. Two of them are pictured here.] A number of sculptures are installed on the grounds of the hotel. Children at Play is a set of eight bronze figures charmingly sculpted by David Cargill in 1983. They seem to invite passersby to take to the grass and join their game. Cargill, a contemporary sculptor based in Beaumont, Texas, is known for his elegant and understated treatment of religious and secular themes. [PHOTO CAPTION: Fishing captures the delight of a boy and his grandfather spending time together.] In Fishing a grandfather and his grandson share an afternoon together, fishing the pond of the Anatole Park. J. Seward Johnson Jr., a Johnson & Johnson heir, began focusing his attention on sculpture in 1968 after a successful career painting impressionistic landscapes. Since then more than two hundred of Johnson's life-size cast bronze figures have been featured in collections throughout the United States, Canada, Europe, and Asia. More than forty pieces of Wedgwood porcelain enhance the foyer of the Wedgwood Room. Josiah Wedgwood was an eighteenth-century English potter, whose works are among the finest examples of ceramic art. During his long career Wedgwood developed revolutionary ceramic materials, notably basalt and Jasperware. The rarest piece in the collection is the 1885 covered vase in blue and white Jasperware. Nearly five feet tall, this monumental object is the largest recorded Wedgwood Jasperware vase in the world. Unfortunately these pieces are displayed behind glass. [PHOTO CAPTION: Chinese goddess riding on a lion] A number of Asian works of art are scattered throughout the public areas of the hotel. A spectacular plate in hand-painted gold and enamel on a porcelain body is the work of artist Su Wen Sheng. It was created at the Quanfu Ceramic Factory in China's Guangdong Province. This beautiful monumental work-measuring more than seven feet in diameter and weighing 650 pounds-is one of the largest porcelain creations in the world. In a hallway niche, an elegant female deity on a lion, also from China, is carved from luminous white sandstone. [PHOTO CAPTION: The Laughing Buddha] The Hilton Anatole collection includes a number of Buddhas. One is a six-foot statue depicting a Buddha sitting on the cosmic lotus, a symbol of mercy and compassion. The Buddha's hands are held in dhyana mudra, the meditation posture. The bronze Laughing Buddha known as PuTai, clutching his prayer beads and a cloth bag of gold, embodies the ideals of happiness, good luck, and plenitude, and dates from the seventeenth or eighteenth century. This brief survey of the art on display at the Hilton Anatole is meant only to whet your curiosity to learn more about the collection and to get your hands on as much of it as possible during convention. ---------- A Word from our Host Affiliate by Kimberly Flores Convention is just around the corner, and we in Texas want to make sure you can get to the airport as quickly and as affordably as possible. Then, if you choose to, we want to give you a wide array of choices to explore your surroundings and take in some of the variety that makes Texas unique. Please read on for airport shuttle discount information and a handful of tempting tours. The last three tours listed are fundraisers for the Travel and Tourism Division, so have a nice evening out and support a worthwhile cause as well. Our convention rate is available through July 7, but only a limited number of rooms are available, so, if you plan to stay a few extra days and sample some Texas food and fun, make your reservations quickly. To reserve these great discounted airport transportation options and rates from either DFW or Love Field, use the following unique link designated for NFB reservations: . DiscountGO Yellow Checker Shuttle is offering discount airport transportation (from either DFW or Love Field) for attendance at the National Federation of the Blind national convention. Several transportation options are available, including airport shuttle ride share web-tickets (Best Price Option No Fuel Surcharge Fee), $32 roundtrip online or $16 one way online. This is a shared ride service, which means that the driver has 25 minutes on airport property from the time the first passenger is picked up. Other passengers going to various locations may be in the van. Exclusive (private non-stop) van service for up to 10 passengers $85 each way. Save $35 one way or $70 roundtrip booked online. This shuttle leaves as soon as you or your party boards. Airport Lincoln Town Car Service web-tickets $75 each way. An online reservation qualifies you for discounts from your city of origin through our partner company, Go Airport Shuttle.com. Once the online reservation is made for your DFW transportation, the system will automatically make these discounts, if available. Tour a Slice of Texas Choose from one of the following three tours to have a uniquely Texas experience. Dallas Highlights Tour Join your tour guide, board your motorcoach. Off to enjoy the top sights and attractions of Dallas' Downtown, Uptown, and Highland Park on this exciting city tour. Visit Dealey Plaza in the West End Historic District, birthplace of Dallas and site of the tragic JFK assassination. See the world famous Sixth Floor Museum at Dealey Plaza, which is dedicated to the life, death, and legacy of President John F. Kennedy. Visit the Grassy Knoll where bystanders heard gunshots, and learn little-known details of that fateful day. At the Old Red Courthouse hear about the colorful history of Dallas from the 1800s to present. Stop by John Neely Bryan's cabin and the Kennedy Memorial. Visit spectacular Pioneer Plaza, a downtown public park, which commemorates a cattle drive of larger-than-life Texas longhorns and hear stories about Texas cowboys and western cattle drives. Next enjoy an introduction to the Dallas Arts District, a rare jewel that is the centerpiece of our cultural life and home to some of the finest architecture in the world. Learn about the acclaimed, globally significant Nasher Sculpture Center and the serene beauty of the Crow Collection of Asian Art. See the stunning, state-of-the-art Winspear Opera House and the innovative design of the Wyly Theatre. Step inside the world-class Meyerson Symphony Center, home of the Dallas Symphony Orchestra, to learn about its legendary sound and world renowned architect, I.M. Pei. Visit the historic Victorian Gothic jewel, the Cathedral Shrine of the Virgin of the Guadalupe, to see its exquisite European stained glass windows. Learn about the Belo Mansion's ties to the infamous gangsters, Bonnie and Clyde. Tour scenic Turtle Creek, learning about the Native Americans who once called this area home, to the exclusive enclave of Highland Park, passing by its beautiful mansions, parks, outdoor sculpture, and upscale shopping and dining in Highland Park Village. Finish your tour in the Victory Park neighborhood, home to Dallas' Mavs (NBA) and Dallas Stars (NHL) and filled with options for sophisticated dining, entertainment, and nightlife. Scheduled Tour Friday, July 6, 2012 9:00 a.m.-12:00 p.m. $45 per person *Minimum 20 persons for tour to commence ---------- Fort Worth Highlights Tour Where the West begins. Indians. Cattle. Railroads. Oil. The History of Fort Worth reads like the history of the American West. Your tour guide will introduce you to downtown's dazzling Sundance Square, a historically rich area, full of attractions and a beautiful setting for dining, theater, and exciting nightlife entertainment. Walk the Heritage Trail for fascinating western history. Hear tall tales about the Chisholm Trail and the famous outlaws, Butch Cassidy and the Sundance Kid. See the Fort Worth Water Gardens and the Bass Performance Hall, one of the world's finest concert and performance halls. Learn about Hell's Half Acre, where saloons, gambling parlors, shooting halls, and dance halls once flourished, and hear stories of the city's colorful past. Visit the superb Sid Richardson Museum to enjoy western art by masters Russell and Remington. Stop by Hotel Texas, where President Kennedy spent his last night. Then off to explore the Fort Worth Stockyards National Historic District, where the Old West comes to life. Enjoy a guided walk of the stockyards and learn about the historic attractions that speak to a bygone era when the town was a stop for the legendary cattle drives on the Chisholm Trail. Watch a team of cowhands drive a herd of Texas Longhorns along Exchange Avenue. Every detail of this cattle drive, from the saddles to the chaps, from the hats to the boots, is authentic. Visit the Livestock Exchange, the Wall Street of the West. See Cowtown Coliseum, site of the world's first indoor rodeo. Step inside the White Elephant Saloon--the interior was used in the filming of Walker Texas Ranger. Tour the historic Stockyards Hotel and experience an era when cattle and cotton were common currency and outlaws were folk heroes. Drop into Billy Bob's Texas, the world's largest honky tonk. Stop by the Bull Ring Saloon, the birthplace of Texas Hold'em, and see its interesting collection of Texas art. Try on cowboy boots at one of the many western stores or pick up a memento or gift from Stockyards Station--formerly sheep and hog barns, now home to many unique shops and restaurants. Put on your cowboy boots and join us for a western-styled, thrilling evening at the Fort Worth Stockyards Championship Rodeo. Relax and settle into your seat in the historic Cowtown Coliseum, built in 1908 and the site of the world's first indoor rodeo. Scheduled Tour Friday July 6, 2012 3:00-10:30 p.m. $65 per person (includes entrance to the Stockyards Rodeo) *Minimum 20 persons for tour to commence *Dinner on your own in the Fort Worth Historic Stockyards ---------- Southfork Ranch Tour The Legend Lives on No visit to Dallas is complete without visiting the legendary Southfork Ranch. Tour the famed Southfork Ranch and Ewing Mansion and relive exciting moments from the series. Relax on a guided tram tour of the ranch grounds from the visitors' center en route to the Ewing Mansion. You'll hear a history of the ranch and see Texas longhorns and American quarter horses. At the Ewing Mansion a tour guide will give a full guided tour of the mansion, including interesting tidbits about the years of filming and insight into the character of the Ewings. Learn about the exciting new TV series--Dallas, the Next Generation. As you depart the mansion, feel free to stroll through the ranch grounds and stop and visit "Lincolns and Longhorns," displaying Jock Ewing's original 1978 Lincoln Continental. Relive some of the memorable moments from Dallas in the Dallas Legends exhibit. See the gun that shot J.R., Lucy's wedding dress, video clips from the series, interviews with the stars, and other memorabilia that will make you feel right at home with the most infamous Texans of them all, the Ewings. Scheduled Tour Friday, July 6, 2012 9:00 a.m.-12:00 p.m. $50 per person (includes entrance to Southfork Ranch) *Minimum 20 persons for tour to commence ---------- The following three tours are organized by the NFB Travel and Tourism Division, and a portion of the cost of the tickets will benefit the division. Jersey Boys-Broadway Show at the AT&T Performing Arts Center Jersey Boys is the Tony, Grammy, and Olivier Award-winning best musical about Rock and Roll Hall of Famers, the Four Seasons: Frankie Valli, Bob Gaudio, Tommy DeVito, and Nick Massi. This is the story of how four blue-collar kids became one of the greatest successes in pop music history. They wrote their own songs, invented their own sounds, and sold 175 million records worldwide--all before they were thirty. Jersey Boys features their hit songs "Sherry," "Big Girls Don't Cry," "Rag Doll," "Oh What a Night," and "Can't Take My Eyes Off You." "It will run for centuries!" proclaimed Time Magazine. The Jersey Boys creative team comprises two-time Tony Award-winning director Des McAnuff, book writers Marshall Brickman and Rick Elice, composer Bob Gaudio, lyricist Bob Crewe, and choreographer Sergio Trujillo. This is also a fundraiser for the Travel and Tourism Division of the NFB; $5 of the total price is being donated to the division. One reason this show is of particular interest to some Federationists and as an extra treat is that the Frankie Valli role is being played by Travel and Tourism Division President Cheryl Echevarria's cousin, Brad Weinstock. Mr. Weinstock has agreed to arrange a quick meet-and-greet with the cast of the show. Scheduled Tour Saturday, June 30, 2012 6:00-11:00 p.m. $100 per person *Minimum 20 persons for tour to commence ---------- Medieval Times Dinner Show Surrender to an age of bravery and honor and witness epic battles of steel and steed during our all-new show. From ringside seats discover a feast of the eyes and appetite with more action, more fun, and more excitement than ever before. As you thrill to a rousing live jousting tournament, marvel at awe-inspiring horsemanship and falconry, Medieval Times serves a four-course meal fit for royalty. Convention attendees will also have an opportunity to meet with the ensemble for photo ops, as well as the chance to pet the horses and touch the armor. A vegetarian meal is available upon request; let Cheryl know of your preference when booking. The standard menu includes tomato bisque soup, focaccia bread with olive oil and herbs, large BBQ spare ribs, oven-roasted chicken, herb-basted potato split into two quarters, braided apple strudel, and large beverage servings and coffee. Meals are eaten with bare hands here; no need for silverware in this authentic Medieval experience. Scheduled Tour Friday, July 6, 2012 7:00-10:00 p.m. Dinner begins at 8:00 p.m. $50 per person $5 of the $50 will be donated to the Travel and Tourism Division No bus will be needed; this event is 2 blocks away from the Hilton Anatole We will meet in the lobby at 7:00 p.m. *Minimum 20 persons for tour to commence ---------- Six Flags Over Texas Six Flags Over Texas is more than a first-class family theme park. It's the Thrill Capital of Texas. With over 100 rides and attractions, Six Flags Over Texas is the place to be. With incredible rides like Titan and Mr. Freeze, Superman and Batman: The Ride, you'll find more to scream about than in any other park around. So if you're looking for pure thrills, go big--go Six Flags! Scheduled Tour Friday, July 6, 2012 3:00-9:00 p.m. $65 per person (includes entrance, bus, tickets to the park, food on your own) $5 per ticket will go to the Travel and Tourism Division *Minimum 25 persons for tour to commence ---------- Tour Registration Form: Name: _________________________________________________________ Address: _________________________________________________________ City, State, Zip: _________________________________________________________ Phone: (H)___________________ (Cell) ___________________ (Fax) ___________________ Tour 1. Dallas Highlights Tour July 6 $ 45 $__________ Tour 2. Fort Worth Highlights Tour July 6 $ 65 $__________ Tour 3. Southfork Ranch Tour July 6 $ 50 $__________ Tour 4. Jersey Boys June 30 $ 100 $__________ Tour 5. Medieval Times Dinner Show July 6 $ 50 $__________ Tour 6. Six Flags Over Texas July 6 $ 65 $__________ Prices include taxes and fees, bus service, and tips when food is included. Total for Tours $__________ Payments, deposits, and headcounts must be submitted no later than May 15, 2012. Final payments are due June 10, 2012. Make checks payable and remit payment to: Echevarria Travel 10 Aljan Drive Brentwood, NY 11717 Attention: Cheryl Echevarria Questions or to register by phone: (631) 456-5394 or (866) 580-5574 email: ---------- [PHOTO CAPTION: Mary Fernandez] Blind Woman Works Where Many Wouldn't Dare to Be Seen by Mary Fernandez From the Editor: Mary Fernandez is a 2010 NFB scholarship winner who comes from New Jersey and attends Emory University, from which she will graduate in May. This presentation was made at the winter meeting of the National Association of Blind Students in Washington, D.C. I have observed that meetings of students are not always quiet, but they are generally respectful. When Mary made this presentation, however, you could hear a stylus drop. Enjoy: It was the middle of the afternoon in late May. Although the summer had just started in Atlanta, I was still grateful for the little spot of shade I was sitting in while I handed out my bags of goodies. Each bag had a six pack of condoms, a rubber stopper, some gauze, some soap, and some other supplies. The people I was handing them to were mostly homeless and mostly drug addicts and lived in the poorest area of Atlanta. I smiled at everyone, happy that I was being useful, but also extremely nervous because it was my first day on the job. Back at the beginning of the spring semester of my sophomore year, I had wracked my brain about how I could earn some money during the summer. After an extensive search, I received a message in my inbox that looked truly promising. The Emory Center for Ethics would be sponsoring twenty- seven students from Emory to work in different nonprofits throughout the city. The Ethics and Servant-Leadership Program would include eight weeks of work. In addition, each week we had to meet at the Ethics Center for discussion on-surprise--ethics, and nonprofit management. The final portfolio and other small requirements seemed worth the effort since I would also get a $4,000 stipend. So I figured I'd apply. The first step was choosing one or two organizations where I'd be interested in working. The one that I kept coming back to was the Atlanta Harm Reduction Center, a small nonprofit that served marginalized communities in Atlanta. Unlike homeless shelters and rehab or crisis centers, they had a different approach to dealing with drug use in society. Instead of denying services to drug users, they had decided that they would try to reduce the harm that drug use can have on a community--hence the bag of goodies. The most controversial service AHRC offers is completely illegal in the state of Georgia--needle exchange. Basically, clients bring in their dirty needles, and we give them clean ones. When I worked for AHRC, we received 10,000 needles in two months and gave out almost double that number. We got away with it because of a little loophole in Georgia law. Since drug users will use drugs no matter what, it's better that they do not spread AIDS in the process. I was one of three candidates being interviewed for the job. The day of the interview was rather interesting. My interviewer was actually forty- five minutes late. The forty-five minutes waiting out in the heat and sweating under my suit jacket helped to calm my nerves and give me a bit of my confidence back, although I kept worrying that I'd smell terrible by the time he got there. Finally he came, and we talked for an hour. Two weeks later I got an email saying that I had been chosen as their intern, and I walked on air for days. I had a job and would be living in my own apartment that I would have to find and would be going to work every day. Oh joy! That first day was a Wednesday, and we did street outreach on Wednesdays and Saturdays. So we hit the street corner, and, after chatting with my coworkers and seeing how everything ran, I asked if I could help with handing out the paper bags, since they had no idea of what I could and couldn't do. All the clients were polite except that about halfway through two gentlemen approached me. I did my usual, hi how are you spiel. One of them whispered to the other in a rather carrying and dramatic whisper, "Hey, Bro, do you know she's blind?" The other man responded in a rather loud and indignant tone, "Yes, I know she's blind, you rude, m***f***er. My mother was blind, but I bet you she can hear your rude a** talking s**t." Extremely amused by this time, I gave one of my characteristic cackles, as my new advocate apologized for this "fool's BS," and said he was happy I'd be working there for the summer. As the weeks went by, I met more and more people and was given more and more responsibility. Though at times my coworkers would ask if I felt comfortable doing something, they couldn't afford not to give me work because I was blind. AHRC was struggling, and they needed all the work they could get from me. After I had spent three weeks on the job, our outreach specialist Verna told me I'd be responsible for teaching the substance abuse management class every week until the end of the summer and that I'd be starting that day. I had to keep forty people, most of whom were rather gregarious men, interested in a topic. Somehow, after a few false starts, I managed to get them talking, and the time flew, full of great discussion and a lot of laughter. I also helped with our other groups, including a graphic form of sex education. I didn't feel that I had truly been accepted until the day that I had a client ask for me specifically and come to talk to me at my little cubby. Later in the summer I found him on our porch steps because I was the first to come in that day. He was battered and bruised and had slept outside the night before because he had been beaten up and thrown out of the shelter he and his partner had been staying in. They were gay and were not welcome at that shelter anymore. That day Verna and I worked on finding him a place, and we talked to him for a long time about being twenty-five, having AIDS, and being a sex worker in downtown Atlanta. We pointed out that he was spreading AIDS every time he hopped in with a business man on his way home headed to his wife. Working at AHRC taught me much about the struggles of those that we shunt to the outskirts of society, those that we are ashamed of. Though I had rough patches during my internship, my blindness seemed to be almost natural to them. Many of our clients were often surprised when they asked me about my blindness to realize that people treated me as incompetent. They wondered how someone could think me dumb and as needing constant help, when I managed to walk in and out of the hood of Atlanta every day, do what all my other co-workers were doing, and just go on with life. Their acceptance gave me confidence and a sense of accomplishment, which in some ways made aspects of life a bit more frustrating when I got out into the world. I remember having a meltdown on the bus back home while talking to my friend on the phone about how frustrating it was that, as soon as I hit the train station, I had people grabbing and pulling me just because I was using a cane. She told me to calm down. She assured me that no, I didn't look weird because I was tearing up in the bus. She had seen much worse on MARTA. She told me that I needed to let my confidence in my abilities shield me from the ignorance of people. She said I should not internalize their low expectations because, even if we don't know it, it is easy to start believing that we can't make it to the right platform if someone isn't leading us. I want you to take away from my ramblings that you can really do what you think you can do. Often we talk about misconceptions about the blind in society, but we don't talk about the effect that has on us, even if we are fully confident in our abilities. We may know that we can take the bus, go shoe shopping, and do everything else independently, but having constantly to reassure others of that fact can be wearisome. But let's not dwell on that; let's prove them wrong. Let's go out there this semester and look for something awesome, adventurous, and a little scary to do this summer. Whether it is a Google internship, study abroad in Japan, or interning with EPA, you can do it. I know that because I know blind students who have done it. So grab that cane, that r?sum?, and that great suit, and go. After all, as T.S. Eliot said, "Only those who will risk going too far can possibly find out how far one can go." So go too far; it's better than going nowhere. And once you find that limit, push it and see how far you can stretch it. You might actually surprise yourself. ---------- [PHOTO CAPTION: Gary Wunder] Some Thoughts About Photographs by Gary Wunder It seems as if we are always asking people to take time out of their busy convention schedules to drop by the photographer and reminding them to capture the special events that happen in their local areas, but no matter how often we ask, we always seem to be desperately short of good photographs to use in the Braille Monitor. Some argue that photographs are of little value to us given that the majority of our circulation is in Braille, audio, and Internet text and Word files, but to think this way ignores the value of the print publication and what we can communicate to sighted people or to those who have enough sight to make reading the print enjoyable. Digital photography is a godsend for us, but we often encounter problems when people try to use their cellular phone cameras to send us photographs. Unless the cell phone is a rather advanced model, its camera is usually more for convenience than for taking quality photographs. Picture quality is measured digitally in pixels or, in our case, megapixels, and we find that pictures must be at least 5 megapixels or better for us to use them. A more accurate way of measuring photograph resolution is by dots per inch (DPI). For publication, photographs should be at least 300 DPI. A related problem is that pictures taken with high- resolution cameras are sometimes electronically reduced when sent through e- mail or uploaded to the Internet. Usually you find an option that asks whether you would like to make the transfer faster. Your answer should always be no. Not only do we lack quality photographs for many who are making Federation news, but we need action shots which do more than show you sitting in a delegation at convention. If your chapter or affiliate does a challenge event such as rock-climbing or snow skiing, take along a digital camera and take some photographs. If you are doing a demonstration of Braille or a fundraiser at the local mall, again let us have a picture. If you are going to meet with legislators in some kind of event, give us a shot of a legislative hearing room packed with Federationists. When dignitaries come to your chapter meetings or affiliate conventions, get a shot with them at the podium and send it along. If your photographer pays attention to the composition of the shot (lighting, background, avoiding extraneous people and objects), we might not use what you send right away, but the time will come when we will be grateful for your photographs and will use them. When your camera takes a picture, it often names it with a sequential number (000375.jpg). This is fine for the camera, but it is not very helpful to those of us who will handle the photo. It would be quite useful if the name of the photo had something to do with the content. Good are "Jim Barber and Brian Buhrow at the 2012 WashingtonSeminar.jpg" or "Mike Freeman, Marc Maurer, and Jim Gashel with Congressman Fred Smith.jpg." Since our practice in the Monitor is to name people from left to right, your naming the photos in this way will also help us confirm who each person is. It should also go without saying that leaving on the feature that date-stamps photos across the face makes them unusable for publication. Some people tell me that they are not photogenic or the fact that they are blind makes it difficult to get a good picture. I understand this problem; it is one of the best reasons to take and send many photographs so that we have a choice when trying to make you look your best. We are proud of our organization, proud of the people who make her what she is, and we want readers to hear and see you at your best. You can help us immensely. In fact, without your help we will fail in our effort to create a collection of good photos from which to draw. ---------- [PHOTO CAPTION: Jeff Altman instructs a woman in how to use a long white cane.] When the Sleepshades Aren't On by Jeff Altman From the Editor: Jeff Altman is a blind mobility instructor who works for Nebraska Services for the Blind and Visually Impaired (NSBVI). Here he discusses the use of sleepshades and structured discovery and the fact that both are sometimes seen as incompatible with the use of remaining vision--a contention he flatly rejects. We reprint the article from the winter issue of the Nebraska Center for the Blind Newsletter. Here is what he has to say about learning new techniques, building a skill set that doesn't rely on vision, and then using remaining vision effectively to lead a safer and more satisfying life: While there are many good reasons for using sleepshades during center training, some situations can create confusion for students. It is not unusual for people to wonder why sleepshades are used at all; in fact, many people have strongly opposed their use, and for these reasons several articles have already been written to address these concerns. The Nebraska Center for the Blind is firmly committed to the use of sleepshades as a teaching tool because years of experience have shown that this approach to training leads to a higher level of independence and success. Therefore the center requires students to wear the sleepshades eight hours a day, five days a week. Given this policy, why aren't students asked to wear sleepshades throughout their waking hours? There are two related answers to this question. First, it simply wouldn't be comfortable for students to wear sleepshades for extended periods, and we recognize that many people have a physical need for a break from the shades. Second, center students need to have the opportunity to learn to incorporate the use of their developing nonvisual skills with their usable vision. Each student needs to come to understand those situations in which his or her vision works well and those in which the better choice would be to use the new, nonvisual alternatives. This understanding must occur in each student, and this integration is just as important as developing a complete set of nonvisual techniques. These two answers lead to a host of other questions that are important for students to ask and have answered. Some frequently heard include why are students with a high degree of usable vision required to use their canes when they are not wearing the sleepshades? Why are students with relatively high levels of vision discouraged from using their vision to work with the computer at the apartments? Why should a student who does not have enough vision to read print have to go to the trouble of arranging for a sighted reader when other center students at the apartments with enough vision to read and inclination to help are available? Why should a student with some useful vision not use his or her vision to assist a totally blind student or a staff person to find a dropped object, locate a chair, announce when a traffic light has changed to green, or help set an alarm clock? Does this mean that center staff believe that blind people with some vision shouldn't use it at all? As confusing as the center's policies may at first appear, we have good reasons for each of them. While the overall goal of any rehabilitation training program is to prepare students to obtain appropriate employment, one of the most important purposes of center training is to assist agency clients to become experts in their own blindness. This means being able to make informed choices regarding techniques they will use in their everyday lives as well as in the workplace. In some situations a visually based alternative may be more efficient, while others may be better accomplished using a nonvisual method. An individual cannot make an appropriate choice of techniques unless that person becomes well practiced with the methods that would otherwise be unfamiliar. Since the majority of people rely on their vision for the tasks of everyday life and in the workplace, most often the less familiar techniques tend to be nonvisual. Only after an individual has truly mastered the less familiar nonvisual techniques can he or she make a balanced comparison with the more familiar and socially acceptable visual methods. During center training students are expected to use their canes at all times, except when they are in their own apartments. The reasons for this policy are really very simple and important. First of all, students with limited vision need to learn which method of gathering information is most effective in their own situations: the cane and its related nonvisual techniques or their limited eyesight. They must also learn to use both sources of information in concert. This means learning through experience, making mistakes, and experimenting to find the best combination of skills. Cane travel requires practice, and center classes simply don't provide enough time to develop proficiency. In addition, each person must come to terms with the social issues that using a cane can create. The general public often reacts to a person with a white cane in socially awkward ways ranging from excessively helpful to outright strange. When it becomes apparent that the blind person has some useful vision, the interaction can be even more uncomfortable, causing the blind person to feel self- conscious, even if most people do not react at all. Using the cane in nearly all situations provides center students with the experience to make good judgments about which skills best meet their needs, to learn to blend visual and nonvisual skills effectively, to refine their cane techniques, and to develop positive responses to even the most awkward social situations related to blindness. Student experiences in the apartments are as much a part of training as are classes during the week. Developing new skills, such as operating a computer using synthesized speech and keyboard commands, requires far more practice than can be provided in daytime classes. For this reason a computer is available for student use in the apartments, and often instructors give homework assignments. Students who employ their vision to work with the computer, even if they use a screen-enlargement program, are not practicing nonvisual techniques; some will compare their well- developed, visually based computer skills with their limited experience in the use of keyboard commands and listening skills. It is all too easy for them to become convinced that using a computer visually is a superior method, even though in reality many nonvisual computer techniques are much more efficient. It is also not uncommon for a student with some useful vision to attempt to assist a student who is unable to read the computer screen visually. The problem with this seemingly kind gesture is that neither student learns the nonvisual techniques to accomplish the task. Learning to obtain and work with a reader is one of the most important skills that a blind person can develop. When other center students jump in to help with reading, they are denying the student who needs print-reading assistance the opportunity to learn many aspects of this skill. Even more troubling is that this intended act of kindness can reinforce in the minds of both students the notion that the more vision a person has, the better off he or she is. This false notion can obscure the fact that a well-educated, highly skilled, motivated blind person is much more likely to be successful than a less motivated person with eyesight who has not had the opportunity for education or to develop critically important skills. Therefore, it is not vision that determines the outcome, but the experience and characteristics that are a part of that person's makeup. Each of the skills taught in center training, including finding a dropped object, locating a chair, knowing when a traffic signal has changed, and correctly setting an alarm clock, is the kind of daily task that underpins independence. Every center student needs to find the best alternatives to accomplish these if he or she is going to live in the world and be a contributing member of society. Nonetheless, something much deeper is at work here--the need to believe in the ability of all blind people. When an individual with vision performs a task for someone with less vision, it takes away the sense that functioning as a blind person is not only possible but of equal merit. When a student with some vision steps in to assist a blind staff member, it takes away the opportunity for that staff person to model the nonvisual techniques and attitudes necessary to be successful as a blind person. The emphasis on the development of nonvisual techniques can sometimes cause some clients and others to misinterpret the purpose of the agency's approach to training, leaving them with the impression that staff members are opposed to the use of low-vision techniques and devices. The philosophy of the Nebraska Commission for the Blind and Visually Impaired actually promotes the use of low-vision techniques and devices when appropriate to achieve maximum independence. In fact, the agency was for many years a major sponsor of the low-vision clinic at the University of Nebraska Medical Center in Omaha and continues to purchase low-vision devices when appropriate for meeting the needs of clients. Also NSBVI field staff have received training in appropriate low-vision assessment techniques and services for working with agency clients, especially the senior blind. Because vision is such a commonly used sense, has been such a part of the student's life, and has such social acceptance, the decision about when to introduce visual techniques to a student and still use structured discovery is critical. Introduce low-vision techniques too early and, because of social acceptance and personal familiarity, a student will focus on the visual techniques to the exclusion of nonvisual ones. When this happens, he or she will never really come to understand that it is possible to function without vision while using remaining vision to supplement and enhance alternative techniques. This focus on visually based techniques and devices can obscure the discovery that many activities are not best addressed using visual techniques, but that the majority of daily tasks are completed more efficiently, effectively, and safely using nonvisual alternatives. Informed choice is a critical aspect of successful rehabilitation, and only a consumer who is fully knowledgeable about the complete range of possible nonvisual and low-vision alternative techniques can make a truly informed choice about which technique will best meet his or her needs in a given situation. The only way to be truly informed about nonvisual techniques is by developing a true mastery of these skills so that a fair comparison can be made with the more familiar visually based skills. The development of the new nonvisual alternatives is unlikely if the student is provided with appealing low-vision techniques before the nonvisual techniques are fully developed, since the consumer is likely to assume mistakenly that no further skill development is needed. For this reason the Nebraska Commission for the Blind and Visually Impaired emphasizes the development of nonvisual skills before low-vision alternatives are introduced. Throughout this process individual needs and abilities are considered, and the approaches to training are adjusted through informed choice so that these needs are most appropriately met. Center training, for example, is a choice, which is intended to assist consumers to develop the highest level of proficiency in the complete complement of nonvisual skills, therefore low-vision training and devices are simply not a part of this program. A student who makes the choice to use low-vision-based alternatives has access, through the agency, to a qualified low-vision specialist, home-based instruction, and other training resources. Developing effective nonvisual techniques through structured-discovery learning can actually enhance an individual's use of low-vision because using nonvisual techniques like the long white cane to avoid obstacles can free the person's vision to locate useful landmarks at a distance or observe the movements of other pedestrians. Also the highly developed problem-solving skills that result from structured-discovery learning can directly improve an individual's ability to learn to use available visual information more efficiently and effectively. Being blind really means that a person does not have reliable eyesight; therefore he or she needs to devise an effective and efficient set of alternative techniques in order to perform daily tasks successfully. People with some usable vision and a highly refined set of nonvisual skills can seamlessly transition from visually based techniques to those that do not require vision whenever conditions prevent use of their vision. Those who rely primarily on low-vision techniques may not have the ability to adapt effectively or safely to conditions that are poorly suited to the use of their limited eyesight. Rehabilitation is successful when our students leave training knowing both the alternative skills of blindness and the best way to optimize their remaining vision and so are able to integrate them into a skillset that makes dealing with blindness second nature, leaving our graduates empowered and ready to take on whatever challenges the world presents. ---------- [PHOTO CAPTION: Robert Jaquiss examines an enlarged resin Braille coin created with an Objet 3D printer.] [PHOTO CAPTION: Robert Jaquiss holds gears made in a Stratasys 3D printer and a wrench created by the same machine.] Advanced Technology for Producing Tactile Materials by Robert Jaquiss From the Editor: Robert Jaquiss is an access technology specialist at the International Braille and Technology Center for the Blind. He has a strong interest in tactile graphics. The following article provides a great starting point for those who need to know about this important subject. This is what he says: This article briefly discusses the need for and describes technologies that can be used to produce tactile materials. Some pricing is included for the equipment discussed, but it is subject to change. Tactile materials have been used to educate the blind since the late eighteenth century. Blind and visually disabled students are challenged when studying science, technology, engineering, mathematics, social sciences, and the arts. Sighted students have access to a wide variety of images in books, videos, and the Internet, but blind students must rely on text or verbal descriptions or the occasional tactile graphic. Adding to the difficulty faced by these students is the fact that depictions of three- dimensional objects in two dimensions can be difficult to understand. Consider the structures of molecules in chemistry; anatomical structures; the shapes of vehicles--aircraft, boats, ships or spacecraft; simple and complex geometric forms; the shapes of dwellings used by indigenous populations like tipis, hogans, yurts, etc.; and archeological, anthropological, and other cultural artifacts. For some of these examples it is possible to purchase commercially available models. Kits exist for demonstrating the structures of molecules by assembling three-dimensional shapes representing atoms and connecting them with rods. Model shops can provide models of various vehicles, aircraft, etc. But, if a model cannot be easily obtained, what alternatives do educators have? Producing tactile materials has until recently been a labor-intensive process. In the last few years, however, computerized techniques and advances in technology have made it possible to produce tactile materials with much greater speed. It is now easy to produce materials with complex shapes and even moving parts. Commonly Available Technologies Tactile materials are currently produced in a variety of ways; collage, thermoform, capsule paper, and embossers with graphic capabilities. Capsule paper and embossers have made it possible to produce line and shaded images rapidly. These techniques are useful and will continue to be used. New technologies, however, offer the possibility of producing materials unimaginable a few years ago. New Technologies The following new technologies, collectively known as Rapid Prototyping (RP), fall into two basic categories: additive and subtractive. Additive technologies, as the name implies, add material to a substrate. Subtractive technologies remove material from a block or sheet of material. Both are computer-based and require the use of graphical design software. When creating an object, computer software converts a model into layers. In turn each layer is processed to create an actual model. The capabilities of RP equipment are measured in terms of build envelope and layer thickness. Build envelope refers to how large a model the equipment can create. For example, a machine with a build envelope of 10 by 8 by 6 inches could create models ten inches long, eight inches wide, and six inches high. Layer thickness is how thick each model's layer is. Thinner layers make it possible to produce models with finer details and better surface finish. Additive Technologies All but one of the devices in this category produce three-dimensional models. Some produce models intended to show concepts or to be used as casting patterns. Others produce usable plastic parts. The devices described below are priced beginning at $1,800. Some of the lower-cost devices are already finding their way into schools and are used by students studying Computer-Aided Design and Computer-Aided Manufacturing (CADCAM). The more expensive devices are feasible only for businesses, large schools, regional centers, or state agencies. Roland LEC Printers The Roland LEC family of printers produces tactile images including Braille, large print, and colored images. These printers are intended for use by signmakers, package designers, and anyone else needing to produce large images. The LEC-330 can print images up to twenty-nine inches wide on sheet-fed or roll-fed material. An included cutter and creaser allows for the cutting of parts in various shapes. Package designers use this device to print and cut out a piece of tagboard that can be folded into a box, thus creating a 3D object. The LEC printer deposits ultraviolet-cured ink which can be printed in layers, and therefore the images can have a tactile feel. Braille characters are available as a font, so Braille is easy to produce. The LEC can handle applications needing different-sized dots or different spacing of the Braille dots with no problem. For example, Micro Braille such as that used in Japan is easily produced. The LEC-330 can print one hundred square feet per hour, price: $60,000. The LEC-540 is, as its model number implies, a larger machine, capable of producing images up to fifty-two inches wide, price: $70,000. The LEF-12 is a small printer and can produce images twelve inches square on sheets or objects up to four inches thick. The LEF-12 is targeted at the awards industry, price: $30,000. 3D Systems 3D Systems produces a wide variety of RP devices. These range from low-end equipment intended for schools to large, industrial-sized machines. The best known of 3D Systems' technologies is stereolithography (STL). The process starts with a vat of liquid photo-curing epoxy. A platform in the vat is close to the surface of the epoxy. A computer-guided laser beam exposes part of the epoxy at the surface, solidifying it. After the first layer is created, the platform lowers slightly, flooding the area above the solidified layer with fresh epoxy. The process continues until the model has been created. The finished model is extracted from the vat, cleaned of excess epoxy, and then cured in an oven. The parts produced have a smooth, glossy finish. Selective laser sintering (SLS) uses powdered material deposited in layers. After a layer of powder is deposited, a computer-guided laser heats selected areas to fuse the powder to form a solid layer. The process continues until the part is formed. SLS parts have a slightly rough finish. 3D Systems recently acquired SolidScape, which makes machines renowned for their fine detail. SolidScape machines use wax to create parts that can be used in lost wax casting. 3D Systems also recently acquired ZCorp, whose machines are known for their higher build speed. Zcorp models are created using layers of powder fused with liquid from an inkjet printer head. ZCorp models are often infiltrated with epoxy or other material to strengthen them. The lower-cost 3D Systems products are suitable for schools and small businesses. The larger, higher-priced equipment is suitable only for large institutions or large businesses. Prices range from $5,000 for the Cube, which can create small objects, to nearly half a million for large, industrial-sized machines. MakerBot Industries MakerBot offers the Replicator machine that can create plastic parts. The Replicator is targeted at the home hobbyist market. Its build envelope is 8.9 by 5.7 by 5.9 inches. Layer thickness 0.2-0.3 millimeters. Price: $1,749 and up, depending on options. Mcor Technologies The Mcor Technologies Matrix 300 printer uses laminated object modeling (LOM) to create parts. A layer of paper is laid down and then scored. Subsequent layers are bonded together and scored. The result is a block. Excess paper can be removed, leaving the part. The parts have a woodlike feel. The build envelope is 10 by 8 by 5 inches. A major advantage of the Mcor system is the very low cost of consumables. The machine uses new, nonrecycled twenty-pound copier paper. Models can be left as is or dipped in a material similar to superglue to strengthen them. The Matrix 300 printer is suitable for use in schools and small businesses. Mcor Technologies has an unusual pricing scheme. The price includes enough glue and cutter blades to run the unit for 365 days. Price for one year: $18,500 plus $4,000 shipping and training. Objet Objet machines are known for producing models with fine details. Objet printers use PolyJet technology. Liquid polymer is deposited and immediately cured with UV light. A gel support material is also deposited, making it possible to create complex geometries. The gel support material is washed away after the part is completed. The Connex family of Objet printers uses PolyJet Matrix technology and can deposit two different materials simultaneously. For example, it is possible to create plastic parts with rubber surfaces. The Objet 24 is suitable for larger schools or small businesses. The Connex 500 is suitable only for larger organizations. Objet 24, build envelope: 9.45 by 7.87 by 5.9 inches, layer thickness: 28 microns. Price: $30,000. Eden 350V, build envelope: 13.7 by 13.7 by 7.8 inches, layer thickness: 16 microns. Price: $158,000. Connex 500, build envelope: 19.7 by 15.7 by 7.9 inches, layer thickness: 16 microns. Price: $266,000. Stratasys Stratasys machines deposit two different materials: ABS plastic and a support material, a soluble plastic. The materials are deposited as hot droplets. Stratasys calls this technology fused deposition modeling (FDM). When the soluble-supporting material is dissolved, the model is ready for use, so it is easy to create models with moving parts. Using ABS plastic allows creation of a fully functional model that can be used as actual parts. Stratasys machines range from small machines for schools to large industrial-sized machines capable of building models 24-by-36-by-24 inches. The higher-end Stratasys machines can deposit other materials such as polycarbonate. Dimension BST 1200es: $24,900 Dimension SST 1200es: $32,900 Build envelope: 10 by 10 by 12 inches. Layer thickness: 0.013 inches. Subtractive Process The subtractive process starts with a block of material from which material is removed to create the finished object. The most common means for doing this is to use a computer numerically controlled (CNC) milling machine. Two examples are the 2BOT and the Roland family of milling machines. These machines create debris that must be vacuumed from the machine. 2BOT The 2BOT accepts a block of material up to 12 by 12 by 2 inches and can cut foam, balsawood, and machineable wax. The 2BOT is unique in that the block of material is loaded into a frame that slides into the 2BOT like a drawer. A cover encloses the work area, creating a safe machine. The 2BOT has a high-speed cutter that closely resembles a drill bit. The cutter removes unwanted material from the block. If the model is to be cut on both sides, the frame is removed and flipped over so that the back side of the model can be completed. The finished piece is still attached to the frame by small tabs of material that can easily be removed. The 2BOT is fast and can make models quickly. The downside to this speed is that the models lack fine detail. The 2BOT is easy to use and is being marketed to schools and to those who want concept models. The low cost of materials makes the 2BOT very attractive to schools. Price: $11,000 Roland MDX40A The Roland MDX40A accepts blocks of material 12 by 12 by 4 inches and can cut foam, acrylic, wood, machineable wax, and soft metals such as brass and aluminum. Because the Roland machines accept different size cutters, it is possible to create models with very fine detail. The MDX40A is also enclosed for safety. The workpiece is mounted on a table that moves back and forth. The cutter moves from side to side. Dowel pins can be used to align the workpiece if it is necessary to cut both sides of the model. The MDX40A is much slower than the 2BOT. The benefit is that it produces extremely well-finished parts. The MDX40A is more versatile in what it can do. Roland has other milling machines such as the MDX20 for small parts and the MDX540 for larger parts. The low cost of materials makes the MDX40A very attractive to schools. Price: $9,000 Using RP Equipment Designing a model from scratch requires the use of computer-aided design (CAD) software. AutoCAD and ArtCAM are two well-known software packages. Google's SketchUp is a much simpler software package. It is also possible to find free files online or purchase files of models. Common file formats include OBJ, STL and DXF. A short list of libraries is: 1. 3D Science.com; this site, operated by Zygote Media Group, sells science-related models, . 2. Flat Pyramid; Flat Pyramid sells a wide variety of 3D models, . 3. Google Sketchup 3D Warehouse; this site has a wide variety of files contributed by the general public, . 4. SolidWorks; this site has a wide variety of hardware and mechanical parts, . 5. Castle Island Co.; Castle Island Company has an extensive list of model repositories, . By its nature CAD software is graphical and is not very accessible except to blind people who can use screen magnification. I am totally blind and have used some of the software supplied by Roland for operating the Roland MDX40A, milling machine. It is possible to open and send files to the milling machine. It is also possible to set up the MDX40A without sighted assistance. In addition, I have printed images, scanned them with a scanner, and then created an engraved copy. I used this technique to create large images of the 2009 Louis Braille coin. There are devices for scanning 3D objects. Like document scanners, 3D scanners create datafiles usable by various CAD applications. Some 3D scanners resemble microwave ovens. The object is placed on a rotating table and scanned as the table turns. Other scanners are like cameras and mount on tripods. Given the appropriate technology, it is possible to scan objects with details as fine as those on coins or as large as Mount Rushmore. Conclusion This article describes a number of options for producing three- dimensional models and is intended to provide a starting point for anyone interested in this subject. Use of three-dimensional models will enhance learning for both blind or visually disabled students and their sighted peers. A MakerBot Replicator has been ordered for the IBTC, and a Roland MDX40A milling machine will follow in the future. What will we do with this equipment? We will create some sample models to show to those visiting the IBTC. We will make models to support the educational programs conducted by the Jernigan Institute. And of course we will demonstrate this equipment to our visitors. Inkprint printers and Braille embossers put our words on paper. In the same way RP technology will make images real. Company Contact Information Listed below are the companies mentioned in this article and their contact information: 2BOT physical Modeling Technologies 17455 NE 67th Court, Ste 110 Redmond, WA 98052 Phone: (425) 869-5035 Fax: (425) 484-6472 Email: info at 2bot.com Website: 3D Systems Corporation 333 Three D Systems Circle Rock Hill, SC 29730 Phone: (803) 326-3900 Website: MakerBot Industries LLC 87 3rd Ave. Brooklyn, NY USA 11217 Website: Mcor Technologies Unit 1, IDA Business Park Ardee Road, Dunleer, Co. Louth, Ireland +353 41 6862800 info at mcortechnologies.com Website: Objet Inc. 5 Fortune Drive Billerica, MA 01821 Phone: (877) 489-9449 Fax: (866) 676-1533 Website: Roland DGA Corporation 15363 Barranca Parkway Irvine, California 92618 Phone: (949) 727-2100 Toll free: (800) 542-2307 Website: Stratasys Inc. 7665 Commerce Way Eden Prairie, MN 55344 Phone: (800) 937-3010 (952) 937-3000 (888) 480-3548 (Information Line) Fax: (952) 937-0070 Website: Additional Useful Information Tactile Pictures: Pictorial Representations for the Blind, 1784-1940 Author: Yvonne Eriksson Publisher: ACTA Universitatis Gothoburgensis (January 1998) ISBN-10: 9173463299 ISBN-13: 9789173463294 BST systems require users manually to remove plastic support material. Models with moving parts cannot be created. SST systems use a liquid bath to remove support material. Models with moving parts can be created. Autocad website: ArtCam website: Google SketchUp website: ---------- [PHOTO CAPTION: Chris Kuell] Just Their Dad by Chris Kuell From the Editor: The following article appeared in the Winter 2012 Minnesota Bulletin, a publication of the NFB of Minnesota. It is what all blind parents hope for as we seek to raise our blind children and influence them and those around them about our capabilities. This article begins with the editor's note from the Bulletin: Editor's Note: This is the winner of the 2011 Metro Chapter essay contest. I received a great report from my daughter's kindergarten teacher this morning. Not that it was a surprise, but good to hear nonetheless. The teacher came over to me as Grace was busy putting away her coat and backpack in her cubby. She said, "Grace is such a great kid. Her reading skills have just skyrocketed in the last month. She is really getting it. And all the kids love her. I'll be sad when she moves on to first grade." Beaming with pride, I thanked her, made some small talk, and hugged Grace before walking my son to his third-grade class. There was a rousing "Hello Mr. Kuell!" as his teacher greeted me. "Did Nick tell you he was the Multiplication King?" the teacher asked. I informed her that indeed he had, and then I gave him a hug and was on my way. Heading down the long hallway towards the door, I heard a small voice to my side say "What's that?" Hearing no other response, I assumed the kid was talking to me. "This thing?" I responded. "This is my cane." "What's it for?" asked the inquisitive voice. Knowing I had only a minute before reaching the exit, I gave the simple answer, "My eyes don't work. I use the cane to feel where I am going." "You can't see anything?" came the astonished youngster's response. "Nope, nothing," I answered. "Oh" said the child. A few steps later, the kid gave me a cheery "Bye." I bid him good-bye, and then headed out of the school into the fresh air. When I lost my sight four years ago, I never could have envisioned such a pleasant drop-off. Amid the anxiety of losing my sight, my job, and my career, I felt helpless regarding raising the children. When my daughter was born, I was blind in one eye but the other could see what a beauty she was. By Christmas that same year everything was a blur for me; I couldn't really make out what gifts were what. For the first time I couldn't see the joy on my kids' faces as they opened their loot. My vision was really going downhill. I needed surgery on my better eye a few months later, and, while I was hopeful, there was still lingering doubt. On the day before the operation, I tried to hold my daughter still, and I got about four inches from her face to try to see her as best I could. Being a kid, she thought I was playing, so she squirmed and rolled, and I never did get a good look at her. My son had just turned five at the time, and he was a little more cooperative. That was the last time I ever saw my children visually. So how does one move from this heart-wrenching melodrama to the nice morning I had today? How can a blind parent help to educate his or her children and give a positive impression to others? It's not that hard. The answer is through persistence, creativity, and a positive attitude. You have to believe you can do it. This is fairly logical--thousands of other people do it every day. You have to work at the essential blind skills; they are necessary to do what you want to in life, plus mastering them will build your confidence for tackling new stuff. And you have to be creative. Unless you have a blind friend at your side 24/7, you are going to have to figure stuff out on your own. Remember, necessity is the mother of invention. My wife and I both worked with our son to teach him the alphabet and basic phonics, and at age four he was beginning to read simple things. Now he excels at all his schoolwork, which we attribute to his early reading. So, when Grace turned three, I tried to figure out a way that we could give her the same head start. I took some old business cards and wrote a letter in bold marker on the back of the card. I used my slate and stylus to make the letter in Braille, so in effect I made blind-friendly flash cards. We used to play games in which she would memorize the letters. After she got the upper-case letters down, we did lower case and started working on sounds. This took a while longer, but soon she caught on. A year or so ago I started making word cards, emphasizing families of sounds. For example, at, cat, bat, rat, and sat are the "at" family. We also worked on the basic, much-encountered words like the, and, but, you, etc. In time she developed a good sight vocabulary. My wife and son often read with her, and together we listened to books on tape. As her teacher said, in the last month everything has really started to click, and she is reading. I taught both my son and daughter basic addition and subtraction at the kitchen table and in the bathtub. I started by having them learn to count-fingers and toes, crackers, whatever. Then in the kitchen I'd give them a few grapes, have them count them, then give them some more and count again. This quickly evolved into an addition game. After that came subtraction. If I gave them twelve cheese doodles and they ate seven, how many were left? This stuff was reinforced during bath time when I quizzed them with problems and they tried to answer both correctly and quickly. My son is very good at doing math in his head, while Grace is still relying on her fingers a lot. But that is OK; she understands the concepts and can do problems more and more without manipulatives. By a combination of a lot of innate intelligence and bathtub grilling, Nicholas has memorized the multiplication table and now reigns king of the third grade. Finding games to play with kids takes a bit of imagination and a lot of patience. Playing with cars and trucks, setting up blocks and bowling them over with a tennis ball just came naturally for me. Doing arts and crafts is a little trickier, but I have a sighted memory of most things, so with a pad of colored construction paper, some scissors, and white glue we can create just about anything. Both of my kids and I love playing cards, which is possible using Braille playing cards. I don't know too many card games, and I soon became weary of Go Fish. So at a very early age my kids learned to play poker, which provided a natural opportunity to work once again on their math skills. The possibilities for learning and having fun with kids as a blind or visually impaired adult are limited only by your desire and imagination. My kids are well adjusted and smart and overall just great people. They bring me a great deal of pride and help me in many ways to become a better person. I honestly believe I would not have come as far as I have if not for the challenge of being a good dad to Nick and Grace. To them I'm not a blind guy or the man with the long white stick; I'm just their dad, and a very lucky one at that. ---------- [PHOTO CAPTION: Marianne Dunn] The Gift of Giving The Braille Readers Are Leaders Contest: A Parent's Perspective by Marianne Dunn From the Editor: Marianne Dunn is the parent of a blind child who wrote to thank the National Federation of the Blind for the work we are doing for her blind daughter and for all who are blind. Not only is her article a wonderful testament to what we try to do, but it captures the spirit of giving that is necessary for us to continue to grow, both individually and organizationally. Here is what she says: I am the parent of twin teenagers who are blind due to retinopathy of prematurity. Elizabeth and Michael are now fifteen years old, and each has had the opportunity to attend programs at the Jernigan Institute over the past year. Most recently Elizabeth, who likes to be called Lizzie, has participated in the Braille Readers Are Leaders Community Service Award competition, which recognizes the use of Braille in community service. Regardless of whether she receives this honor, she has been a winner many times over in ways far more important than she or I could have imagined. As a result Lizzie and I have both felt compelled to write about this experience from our positions as parent and contestant. We've chosen the title "The Gift of Giving," to convey our personal experience of what we have come to learn is one of the key tenets of the NFB's mission in advancing the capabilities of blind people and in correcting misconceptions about blindness. By way of background, we are relative newcomers to the NFB. I had heard of the organization growing up because it was one that my parents supported as veterans of WWII, aware of soldiers returning home with blindness. It was also familiar because I grew up in a Baltimore suburb before my family relocated to Michigan. Though it's fascinating to observe the way life builds connections for us, I could never have predicted that blindness or the NFB would come to factor so significantly in my life or the lives of my children. My awareness of the NFB remained fairly remote when my children were young. In Michigan we are fortunate to have two groups that support parents of blind children: POBC and MPVI or Michigan Parents of Children with Visual Impairment. For a variety of reasons my primary affiliation as a parent of blind children has been with MPVI though we have attended a few NFB of Michigan state conventions over the years and have enjoyed many friendships with adult Federationists. Though membership in the NFB was years off, the Federation spirit was beginning to be formed quite early for Lizzie and Michael. As preschoolers they joined me, along with Michigan Federationists like Fred and Mary Wurtzel, to protest at Michigan State University in an effort to reverse the school's decision to close its premier training program for teachers of the visually impaired. Michael and Lizzie, huddled together in their Burley stroller, could be heard shouting, "We've got Braille; we need teachers!" While I consider myself fortunate in the support I found through my affiliation with MPVI, as my children have grown, the focus has shifted appropriately from my needs as their parent to their own needs in becoming stronger self-advocates and independent young adults. They now assume more of the decisions for the paths their lives will take and for the identity they wish to form as members of the community of blind adults. Enter the NFB. Lizzie attended the LAW [Leadership and Advocacy in Washington] Program last April, returning home more inspired than ever to champion the cause of those facing unfair treatment or prejudice. She had taken part in the Michigan Youth in Government program, but the opportunity to advocate at the national level was a thrill for her. We are strong social justice advocates, and her participation at LAW reinforced this. Michael attended the Computer Science Academy last October and was struck by the personal interest that both President Maurer and Mark Riccobono conveyed to him and other attendees in ensuring that the goals of the Federation apply in a direct way to them as blind youth. It is evident that the Federation's goals of self-determination and advocacy are becoming more fully integrated for them both. Lizzie and Michael attend East Grand Rapids High School, which ranks consistently among the top performing schools in the nation. This coming fall every student will be using a digital device such as a laptop, iPad, etc., in class to augment instruction. Both Lizzie and Michael had questions for their principal regarding the accessibility of the instructional sites that will be used in the classroom. They have decided to draft a letter to each member of our school board and send it along with a copy of the joint letter from the Departments of Justice and Education, (DCL, 2010), requiring that technology be accessible in K-12 as well as postsecondary education. It was through the NFB that we learned about this communiqu?, and we received a copy of it from Jernigan Institute Director of Education Natalie Shaheen. Lizzie and Michael will follow up their letter with a presentation to the school board to ensure that members are apprised of existing law as it relates to technology and web-instruction at East Grand Rapids. It is exciting for a parent to witness such self- advocacy. However, I'm not certain that Michael and Lizzie would feel as empowered as they do regarding their plan had they not attended programs at the NFB and experienced first-hand the value the organization places on them as young blind adults deserving of equality in all aspects of life, but especially in their education. When we learned of the Community Service portion of the BRAL [Braille Readers Are Leaders] Contest last fall, Lizzie decided to enter and share some of the ways she engages in service activities, given that service to others through church and community affiliations has always been a priority for our family. The idea of focusing on the use of Braille in these activities was exciting to Lizzie. She and her twin brother are musicians (Lizzie a pianist/composer and Michael a pianist/bagpiper), so they have performed at countless fundraising events over the years, making in-kind donations of their time and talent. The difference I have observed for Lizzie as a result of the BRAL Contest is that she has acquired a new way of looking at these and other acts of service in which she engages. She felt empowered for example, by demonstrating her proficiency with the Braille Music Code to stunned observers, who were clearly impressed by the fact that the blind community has developed its own methods of recording and performing music. As a lector in our church, both she and fellow parishioners gained greater appreciation for the importance of Braille in allowing her to participate more fully by reading scripture from the display on her BrailleNote Apex. A subtle but profound shift in her identity as a young blind woman has been taking place. Lizzie also served as statistician for her high school girls field hockey team last fall. She used Braille to record all manner of statistics, relayed to her by team members from the bench. Compiling and organizing these data, she then emailed to her coaches a more complete set of game statistics than they ever expected to receive. Team spirit and unity were strengthened as players relayed to Lizzie the action on the field, and a new appreciation for the commonalities between them sprouted. As we all know, one of the most powerful ways to break down barriers of misunderstanding is to experience how similar we are to someone we previously thought of as different. All of these I consider to be gifts of giving. However, they pale in comparison to the experience for Lizzie of receiving letters from the six different adults who observed or recorded her acts of community service. The Contest requires letters to be submitted by individuals familiar with the community service activity of the contestant. One by one, as these letters of recommendation were received and read, Lizzie felt proud of course, but, more noteworthy, she learned of the significant impact her efforts had had on others and the extent to which these were noted and valued. The contributions she had made became much more tangible and real because of the words of praise and appreciation those letters contained. I observed a shift in the way she viewed herself and what she has to offer to those around her. She has written of the experience and hopes to share with others. For my part, I am writing to convey the perspective of the parent of blind children and the gratitude I feel for the ways that the NFB lives out its commitment to our blind youth, making gifts to our children of their own time, talent, and treasure, ensuring that a better world and better life lie before them. Through this experience of the BRAL Community Service Award competition, I have come to appreciate more fully how the act of service and the giving of one's self is particularly empowering for the individuals, such as blind people, who are often perceived by society as requiring aid, assistance, even pity, instead of as the fully participating and contributing community members they can be. I believe the act of choosing to give of oneself is a profound statement of self-worth and serves to equalize one's position with those around him or her, changing attitudes and perceptions in the only way they can be changed, through action, not just words. As I consider it, I am struck by the observation that service to others is one of the few areas in a blind person's life not restricted by the barriers and misconceptions of society. There is no need for legislation or regulation to ensure the right to engage in acts of kindness and service to one's community. It is liberating to embrace such a notion, and it is what I have discovered is alive and well in the NFB. I am humbled by the commitment shown to my children and all blind youth and the sincere intention, through action, of paving a better way for those coming after. The investment in the future of a blind child is no small gift to a parent. I find great comfort in knowing the Federation will be there, not only to foster the goals of independence, but also to shepherd the philosophy of service. Selfless giving is truly a measure of high character, and it comes from a place of humility born of genuine self-worth and personal confidence- -all part of the mission and intention embodied in the NFB as we have come to experience it. So, while Lizzie was doing the giving, it was she who garnered the gift. Likewise, as her parent I have been given a far more substantial appreciation of the commitment of the members of the NFB to my children and all blind youth; of the many members who dutifully support the organization, sometimes stretching their budgets, so that the blind youth of tomorrow will be better prepared for a life of independence and self- sufficiency, ready to give back to their communities through service alongside their sighted neighbors and coworkers. It's not only a gift, it's every parent's dream. ---------- [PHOTO CAPTION: Lizzie Kazmierski] The Gift of Giving The Braille Readers Are Leaders Contest: The Student Perspective by Elizabeth Kazmierski >From the Editor: Now here is Lizzie's view of the story: I have always had the opportunity to share good deeds with others in many places and many ways. I hope that these everyday-life contributions encourage feelings of giving. This year I participated in the Braille Readers Are Leaders Contest, for the Community Service Award. I heard about it from news we get because my twin brother and I are members of the NFB and have been to Baltimore for programs for blind students. One of my first full contributions to the NFB was performing an original composition for piano entitled "Summit," written for Erik Weihenmayer, the blind mountain climber. It was recorded on the first Sound in Sight compilation by the NFB Performing Arts Division. I had the opportunity to play the piece for Erik at a fundraiser in Detroit in 2006. As a composer, I write most of my pieces for others who have touched my life, especially involving blindness. In April of last year I participated in the LAW [Leadership and Advocacy in Washington] Program at the Jernigan Institute, during which I advocated for the Technology Bill of Rights for the Blind to congressional staffers. My group members and I went from office to office discussing the bill. A month ago I got to put the skills I learned at LAW into practice, because of our governor's decision to abolish the Michigan Commission for the Blind. We marched with members of the NFB of Michigan and the Michigan Parents of the Visually Impaired outside the governor's office for a protest, and then we visited senators and representatives to make the views of the NFB known. I was even able to help some adults talk to legislators. It was powerfully nice to use the skills I learned through the LAW Program in a very important way. Last fall I chose to participate in my high school girls' field hockey team as a statistician. The other girls would give me details about plays, penalties, and substitutions; then I would record these details on my BrailleNote. Being part of the team, I was included in every activity, and I helped out while the parents and coaches learned about Braille and how blind people could take part in the team. As a teenager might say, "It was awesome," when the team formed a huddle with their sticks up and I held up my cane too, feeling part of the team. This experience was enjoyable for me and everyone who saw me copying down every little detail in Braille. During the spring of last year I helped to raise money for the American Cancer Society by playing piano at a restaurant in our town and also displaying Braille music to the public. All of the people who watched thought of the alternative Braille code as impressive, and it was a lot of fun showing them about reading Braille music. Another activity I did as part of the Community Service Award contest was reading Bible excerpts for the weekday service at our church. The people in our congregation and the priest were delighted to see me reading the lines of important text as it ran across the display of my BrailleNote Apex and speaking out to spread the Word. In the priest's letter he wrote for the contest, Father Jim talked about how touched he was to see me take in simple words through my fingers, and then breathe out a scripture, communicating the important message it had to say. These were some of the activities I participated in for the Braille Readers Are Leaders Community Service Award. I had to have letters of recommendation from people who knew about the various service activities I did. Each of these people emphasized the importance of my spirit in the process of using Braille to help other people. It made me feel proud to read the letters, and the words also encouraged me to think of other ways I could help out in my community to eliminate barriers put up by people who do not know blindness as I see it. I hope my service pays forward and inspires other people, but it was neat to get paid back with letters in which almost every word was a compliment. I'm glad the NFB has a contest that promotes service and using Braille, especially because people can learn more about what blind individuals are capable of and what they can accomplish. When we give to other people, gifts get paid back to us in return. ---------- Mobility on a College Campus by Sherry Frank From the Editor: Sherry Frank is a mobility instructor in Pennsylvania. Like many other travel teachers she frequently works with incoming college students to master their new campuses. The following article describes a problem becoming more and more common. She does not offer a solution, and indeed probably no one solution is possible. Confidence and creativity, as always, lie at the heart of every mobility solution. That said, it is useful to consider her point that accessible spaces for people with orthopedic impairments are generally less accessible for travelers using white canes and guide dogs. This is what she says: Learning to travel independently around an unfamiliar college campus is challenging, even for a skilled veteran cane traveler. Recently a graduate student needed to be oriented to a new college campus, and, though she was an expert independent traveler, this proved to be complicated and extremely frustrating. The university in question is rated #5 on the list of most handicapped-accessible universities in the U.S. However, as this student observed, handicapped-accessible refers primarily to wheelchairs, and, if an environment is wheelchair accessible, it tends to be visually impaired inaccessible. In order to make an area wheelchair accessible, architects create lots of wide open spaces so that wheelchairs will not bump into obstacles. On the streets they make wide curb cuts so that the chairs can cross the street more easily and in more places. Sidewalks are often as wide as ten feet or more, and tend to run seamlessly into the street. Landmarks are frequently removed because they get in the way of wheelchairs. Blind travelers use landmarks to maintain orientation as they travel. Examples are trees, street signs, trash cans, sidewalks with grass shorelines, etc. The college student with whom I was working needed to travel to a building a long way down one street. She found that her only sensible option was to follow the curb. She learned to count the curb cuts along the way in order to find her destination. This was difficult, however, because some of the curb cuts were twenty to thirty feet long. When she came close to the building she was looking for, she could usually rely on traffic sounds, the voices of students, and the sounds of doors opening and closing to provide directional guidance to the building's entrance. However, these cues were often absent between classes and in the evenings. This student learned to find her way from her dormitory to the student center, dining hall, classroom buildings, and bus stop. Negotiating this college campus was challenging for her to learn and for me to teach. Ironically, we both concluded that it would have been a great deal easier for a visually impaired traveler to negotiate a campus that was not handicapped accessible. The time has surely come for students, faculty, and university administrators to work together with engineers and landscape designers to devise ways to provide cues for blind travelers that do not complicate the lives of wheelchair users as well as barrier-free pathways that do not provide hazards to blind travelers. ---------- [PHOTO CAPTION: Cheryl Echevarria] Cheryl Echevarria Founder, Echevarria Travel-Advocate for the Blind by Beverly Fortune From the Editor: Cheryl Echevarria demonstrates every day that blind people can and do live full and satisfying lives. On February 15, 2012, the Long Island Press published a story about Cheryl and her life and business. Here it is: Cheryl Echevarria is blind and might not be able to sightsee like everyone else, yet this intrepid Brentwood woman loves to travel. She relies on her service dog Maxx; her heightened sense of smell, touch, and sound; and the confidence that comes from traveling often. Born with Type 1 diabetes, Cheryl was twenty-two years old when she was diagnosed with diabetic retinopathy, a common diabetic eye disease that is the leading cause of blindness in American adults. Her life changed forever one night in 2001 when she was driving home from her job as an administrative assistant and suddenly her vision became completely blurry. "I had to pull over. I couldn't see." Cheryl's doctor told her that, if her diabetes was affecting her eyes, it would also affect other organs in her body. Subsequently her kidneys began to fail as well. In 2002 she began kidney dialysis four hours a day three times a week. Her treatments continued for three years until she went through another life-altering experience when her friend Steve Carroll donated a kidney to her. Once Cheryl recuperated from the organ transplant, she was determined to go back to work. During her dialysis treatments, she lost her sight completely in one eye. She says her remaining sight is "like looking through a telescope hole covered in thick plastic." She enrolled in a training program provided by the New York State Commission for the Blind and Visually Handicapped (CBVH), where she learned new job skills, including how to use computer software for the blind. After completing the program, she was ready for the next step in her recovery, which was to go back to school. She began taking classes at Branford Hall Career Institute in Bohemia and became the school's first blind student to graduate. She found an administrative job in the healthcare field, where she worked for two years. Cheryl felt that she had lost ten years of her life being sick and was ready to transition into a new career. She began scouring the Internet for new connections. "I found the National Federation of the Blind online and joined the Greater Long Island Chapter," she says. The NFB is the largest nonprofit organization in the world for the blind that is operated by the blind. Cheryl now serves as the treasurer of the chapter, adding that all officers must be blind. "We are advocates for education, employment, and accessibility," Cheryl says proudly. "We advocate for ourselves; we don't hire anyone." After searching through the Federation's resources, she decided that becoming a travel agent would be a good career choice. She loved to travel, and she could work from home. "I have a background in customer service and sales, so this was a good fit," she says. After completing her job training online, Cheryl started working through a host travel agency, confident that becoming a travel agent was the right career move. In 2009 Cheryl and her husband Nelson founded Echevarria Travel. Cheryl says Nelson is an integral part of the agency and is the photographer and videographer for the travel images used on its website. "As far as I know, I'm the only blind travel agent in the tri-state area," she says. She was recently elected president of the NFB's Travel and Tourism Division. Cheryl's blindness has given her insight into the planning required to ensure a pleasurable trip for her clients. Her agency offers services to everyone, but her specialty is the traveler who is blind or on dialysis or in a wheelchair or has had an organ transplant. As a survivor of all of these illnesses, Cheryl is uniquely qualified to help them plan a trip. "I know what disabled travelers need and the questions to ask them," she says. "What's your degree of blindness? Do you use a cane?" If travel plans include a cruise, she wants to know if the client can read Braille. "I ask because not everyone does," she explains. "If they don't [read Braille], I contact the cruise line and make sure they get a meet-and-greet and tour of the ship so they can familiarize themselves with their surroundings," she says. If they plan on traveling with a service animal, Cheryl explains that they will need to go to their vet to get a health certificate and they need to secure a permit to bring the animal into another country. The cruise industry has taken notice of this newly mobile customer base and is making vessels more accessible so sight-impaired travelers can acclimate themselves quickly. Cheryl has been working closely with Norwegian Cruise Lines and says she helped them introduce Braille menus on their ships. No two visually impaired people have the same level of functional vision, so Cheryl helps her clients overcome some of the red tape they might encounter to ensure that they have a good experience. All of this pre- travel preparation includes additional paperwork that she helps her clients complete as part of her services. Understanding the requirements and information needed for traveling today is invaluable. As a travel advocate and advisor for the blind, Cheryl has opened up a world of new experiences for these sensory travelers that might have been out of reach before. ---------- [PHOTO CAPTION: Laura Bostick] Life in the Mainstream 2012 National Organization of Parents of Blind Children (NOPBC) Conference for Families and Teachers by Laura Bostick From the Editor: For many years now one of the most lively and creative elements of our national conventions has been the group of activities planned by the NOPBC for parents and teachers of blind children and the youth activities that go with them. Here is NOPBC President Laura Bostick's intriguing glimpse of the 2012 parent conference during our national convention: Every student can learn, just not on the same day or the same way. George Evans My daughter Lindsay began receiving early intervention services from a teacher of blind students, an orientation and mobility specialist, an occupational therapist, and an early childhood specialist when she was four months old. When she turned three, she entered the public school system and attended preschool programs for children with disabilities, where she continued to receive services. By the time she entered kindergarten, she was receiving an hour per day of Braille instruction. She's a bright, curious child who loves to learn; she was in an excellent school district; and she had caring teachers who truly wanted her to succeed. Things weren't perfect, but I really wasn't too concerned. She was keeping up and making good grades, and she seemed to be on track. Imagine my surprise when she started falling behind. At the end of second grade she was no longer reading on grade level. She lost confidence. She didn't want to read aloud in class because her reading was so much slower than that of the other kids. She began to say that she hated reading and she hated school, and, when I asked her why, she told me that she didn't think she was very smart. It broke my heart. Lindsay's story is not unique. Many of our blind kids start out on track and then fall behind. Countless others begin school with delays and are told that being behind is normal for a visually impaired child. Why is this slow progress accepted? If a child with normal eyesight began falling behind, would a different set of questions be asked? Would a different set of interventions be put in place? At this year's conference, Life in the Mainstream, we'll examine the strategies that are known to assist struggling sighted readers and explore how these interventions can be applied to children with visual impairments. For our younger children and those with multiple disabilities, we'll examine movement and exploration, active learning, and items and ideas that can facilitate learning at home and in school. We'll also take a look at access to the newest technology, independent mobility, the skills of daily life, tactile graphics, and other topics that can enable our children, whatever their level, to be full participants in school and in the community. In addition to activities for children and youth, we'll feature our annual IEP workshops, recognition of our Braille Readers Are Leaders Contest participants, and presentations by NASA, eminent leaders of the National Federation of the Blind, and the winner of the Distinguished Educator of Blind Children Award. The 2012 NOPBC Conference, Life in the Mainstream, will take place at the NFB national convention in Dallas, Texas, from June 30 to July 5. All families and teachers of blind and visually impaired children are welcome, and we have planned activities for everyone. Highlights for parents and teachers include: . Saturday, June 30: the full-day NOPBC Seminar with speakers, workshops, activities for children and youth, and a family hospitality meet-and-greet in the evening . Sunday, July 1: Cane Walks and the Youth Fashion Show . Monday, July 2: the NOPBC Annual Meeting, the Braille Book Fair, and Dads' Night Out . Tuesday, July 3: NOPBC IEP Workshops and other sessions in the evening Hope to see you there! ---------- [PHOTO CAPTION: Preschoolers play with games on the floor in an NFB Camp room.] NFB Camp Convention Adventures by Carla McQuillan From the Editor: The childcare service at NFB conventions has for many years now been known as NFB Camp. Here are a description of this year's program, the schedule of camp hours, and various registration forms and permission slips. If you are considering placing your youngsters in childcare, please read the following information carefully and note that the deadline for registration, assuming that capacity has not already been reached, is June 15. Here is the information: If you are between the ages of six weeks and twelve years, NFB Camp is the place to be at national convention in Dallas. During meetings and general convention sessions NFB Camp will be open for fun. Our camp rooms are divided by age with toys and activities appropriate to the ages served in each room. We have rooms for infants and toddlers, preschoolers, and school-age children. The infants and toddlers spend much of their time in the room with occasional walks around the hotel and stories read from Braille books. The preschool group will enjoy Braille story time, a few arts-and-craft projects, and small group play on the hotel lawns. The school-age children will have special-guest presentations on writing stories, science and technology, music and movement, and blind people employed in various professions. In addition, we will have daily excursions to the hotel lawns for outdoor games and water play. Special Outdoor Activity This year, on Tuesday, July 3, we will be bringing in a giant inflatable obstacle course to explore and experience. The course will include several obstacles to climb over, through, and around, ending in a giant slide. This activity will be available for preschool and elementary- aged children during the morning sessions. Even non-campers are invited to join in. Children who are not signed up for NFB Camp for the day may come during the lunch break, 12:00-2:00, with the following conditions: 1) Children must be accompanied by an adult who stays the entire time the child plays. 2) A waiver of responsibility must be signed by a parent or guardian (available at NFB Camp and at the course site). 3) A fee of $1 per course run-through will be charged. Tickets may be purchased at the NFB Camp desk before the event. Tickets can be purchased on site, availability permitting. 4) Children must go through the course in stocking feet or barefoot. 5) NFB Camp reserves the right to deny participation to any individual who poses a safety threat or concern. Banquet Night NFB Campers will enjoy their own banquet night activities beginning with an evening meal. Afterwards the children will be dazzled by the exotic animals of the Creature Teacher. Hairless guinea pigs, iguanas, and hedgehogs are just a few of the animals in the Creature Teacher's hands in this educational presentation. Immediately following the creature teacher's lesson, the children will relax with a movie and popcorn. NFB Workers NFB Camp is under the supervision of Carla McQuillan, a longtime member of the Federation. Carla is the executive director of Main Street Montessori Association, operating three Montessori schools and a teacher education program. She has directed NFB camp since 1996. Alison McQuillan serves as the activities and staff coordinator for the camp. She monitors the daily programs, drop-off and pick-up, staff-to-child ratios, and ensures that only parents and authorized adults are allowed into camp rooms. Each of the three camp rooms has a supervisor who is responsible for the activities of that age group. These leads are chosen because of their experience and demonstrated capacity to handle groups of children and workers. They are staff members of Carla's schools. Other workers and camp volunteers are drawn from within the NFB. We usually have a mix of blind and sighted teens and adults who trade off for the working shifts throughout the week. Blindness Professional on Staff Michelle Chacon is a certified orientation and mobility instructor and a teacher of blind children. She will be available throughout the week to consult with parents and staff as well as to provide some individualized instruction for our campers. Babysitting List NFB Camp maintains a list of people who are interested in providing care outside of the scheduled hours for camp. The list is at the check-in desk for NFB Camp. Parents are welcome to review names on the list if they are in need of caregivers during off hours. NFB Camp and the National Federation of the Blind are not responsible for the actions and behavior of those on the babysitting list. We do not screen the people; we merely maintain a central list for the convenience of convention attendees. Preregistration Because of the limited space we require that parents wishing to enroll their children in NFB Camp complete and return the registration forms to follow no later than June 15, 2012. You may also e-mail or call to reserve your child(ren)'s space: or (541) 726-6924. Any questions can be directed to Carla McQuillan at the same address, email, and phone. NFB CAMP REGISTRATION FORM Completed form and fees must be received on or before June 15, 2010. Parent's Name________________________________________________ Address_____________________________________________________ City__________ State___________ Zip______ Phone _______________ Cell Phone _______________ Cell Phone _______________ Child(ren)'s Name(s) ___________________________ Age_____ Date of Birth___________ ___________________________ Age_____ Date of Birth___________ ___________________________ Age_____ Date of Birth___________ Include description of any disabilities or allergies we should know about: ____________________________________________________________ ____________________________________________________________ Who, other than parents, is allowed to pick up your child(ren)?__________ ____________________________________________________________ Per Week: $100 first child, $75 per sibling; no. of children_____ $_________ (Does not include banquet) Per Day: $25 per child per day No. of Days_____ x $25 per child; no. of children _____ $_________ (Does not include banquet) S M T W TH (circle) Banquet: $25 per child; no. of children _____ $_________ _____Turkey Sandwich _____Cheese Sandwich We understand that NFB Camp is being provided as a service to make our convention more enjoyable for both parents and children. We will pick up children immediately following sessions. We understand that, if our child(ren) does not follow the rules or if for any reason staff are unable to care for our child(ren), further access to childcare will be denied. Parent's Signature _____________________________________ Date ______________ Make checks payable to NFB Camp. Return form to NFB Camp, 5005 Main Street, Springfield, OR 97478; (541) 726-6924; and . NFB Camp Schedule NFB Camp will be open during general convention sessions, division and committee meeting day, and the evening of the banquet. The hours for NFB Camp are tentative. The actual hours will be based on the beginning and ending of sessions so that parents can drop off their children thirty minutes before the start of session and must pick up their children within thirty minutes of the end of session. On occasion the actual end or beginning of session may be earlier or later than the agenda indicates. We charge a $10 per quarter-hour per child late pick-up fee. NFB Camp provides morning and afternoon snacks. You must provide lunch for your children every day. Date NFB Camp Hours Saturday, June 30th 8:30 a.m.-12:30 p.m. and 1:30 p.m.-5:30 p.m. Sunday, July 1st Camp is closed. Monday, July 2nd 8:30 a.m.-12:30 p.m. and 1:30 p.m.-5:30 p.m. Tuesday, July 3rd 9:30 a.m.-12:30 p.m. and 1:30 p.m.-5:30 p.m. Wednesday, July 4th 8:30 a.m.-12:30 p.m. and 1:30 p.m.-5:30 p.m. Thursday, July 5th 8:30 a.m.-12:30 p.m. and 1:30 p.m.-5:30 p.m. Thursday, Banquet 6:30 p.m.-30 minutes after adjournment. Times are tentative and will be based on thirty minutes after sessions adjourn. You are required to provide lunch for your child(ren) each day. Giving a Dream One of the great satisfactions in life is having the opportunity to assist others. Consider making a gift to the National Federation of the Blind to continue turning our dreams into reality. A gift to the NFB is not merely a donation to an organization; it provides resources that will directly ensure a brighter future for all blind people. Seize the Future The National Federation of the Blind has special giving opportunities that will benefit the giver as well as the NFB. Of course the largest benefit to the donor is the satisfaction of knowing that the gift is leaving a legacy of opportunity. However, gifts may be structured to provide more: . Helping the NFB fulfill its mission . Realizing income tax savings through a charitable deduction . Making capital gain tax savings on contributions of appreciated assets . Providing retained payments for the life of a donor or beneficiary . Eliminating or lowering the federal estate tax in certain situations . Reducing estate settlement costs NFB programs are dynamic: . Making the study of science and math a real possibility for blind children . Providing hope for seniors losing vision . Promoting state and local programs to help blind people become first- class citizens . Educating the public about their true potential . Advancing technology helpful to the blind . Creating a state-of-the-art library on blindness . Training and inspiring professionals working with the blind . Providing critical information to parents of blind children . Mentoring blind job seekers Your gift makes you a partner in the NFB dream. For further information or assistance, contact the NFB planned giving officer. ---------- [PHOTO CAPTION: Dave Hyde] Up the Down, and Down the Up by Dave Hyde From the Editor: Dave Hyde is the professional development coordinator for the Wisconsin Center for the Blind and Visually Impaired. He has recently taken on part of the parent liaison responsibility for the state. He is also president of the Rock County Chapter and a member of the affiliate board of directors. As you will read, his Federation experience stretches back over several decades. This gives him a useful perspective on the education of blind children. This is what he says: I recently spent a weekend with a little girl and her cane. That is a normal thing in the National Federation of the Blind. Blind children, like blind adults, use canes. The children learn that, if used properly, the cane hits things before they do and locates obstacles, even when those obstacles are human. For them the cane is a normal part of life, not remarkable at all. How things have changed. When I was about eight, I asked a teacher why only the big boys got to use canes. They sounded neat as they tapped their way around campus. I was told that I'd get one someday, but it was more important that I use what vision I had; otherwise I would come to depend on the cane. I accepted this because, after all, it was uttered by an adult who should know. I got my cane at thirteen. I learned to use it in unfamiliar areas and to put it in the closet when not taking orientation and mobility lessons. I rarely used it on campus; after all, I knew the campus. But I liked that tapping sound. It was a sign of being a teenager, so I used it whenever I could. The cane went through a number of incarnations. It telescoped, it folded, it broke, it got heavier and lighter. It got traded for a dog guide but always lived in the house somewhere. It was, after all, a mark of being an adult. In 1983 I was in a meeting in Kansas City at one of our national conventions. Someone had brought a two-year-old into the meeting, and, like most children of that age, he had gotten bored with the interesting discussion the adults were having. He got up and was walking around. As he passed by me, he hit me with something. Reaching down, I discovered a very short (about the right length for a two-year-old) cane, with a toy hooked to the top. My exploration didn't slow him down; he went on to locate the next obstacle, my neighbor to the left. Watching the kid, I was surprised that someone would give a cane to a child that young. The next year we were in Phoenix. The temperature was higher than the national debt, and we were all glad to have meetings inside. Heading for one of them on Saturday morning, I passed a family with their four- or five- year-old daughter trying to negotiate the escalator. The little girl was determined that she was not going to ride that thing, and Mom and Dad were just as determined that she would. Her protests excited a lot of echoes in the lobby of the hotel, and, no matter how they coaxed, she wasn't going on that moving staircase. Eventually, dad picked her up and, over her loud, shrill protests, carried her up to the second floor. That week in Phoenix a few children were using canes. They were rare, but they were there. Every once in a while in an elevator, in a hall, or in the restaurant, I'd find a person under four feet tall using a cane. Some used it as a horse, some as a device to make interesting noises on things, and one budding percussionist tried to take mine away thinking that longer might mean louder, and with enough length he could out-do Louis Prima. On the Saturday after the convention, I again found myself in contact with the little girl and her family. I was in fact stopped by her father, who asked me to wait at the top of the escalator and catch his daughter. It seems that she had discovered not only independence, but timing. If she got on the up before her father got off the down, he could never catch her. I did end her new game and reveled in the change that had taken place in that week. Most of us adults thought that the idea of getting canes that young was one of those things that, although we saw as good, some professional would find a way to squelch any move toward independence, and we'd go back to getting a cane some time close to puberty. But programs like that in New Mexico in the mid eighties, things like the children's programs at our centers, and enlightened professionals in the field of orientation and mobility have proved us wrong. Children with canes are no longer a rarity. In fact, at national conventions they are common. For those who haven't seen them, you should know that they frequently travel in packs and are rarely silent. They like to play, they like to swim, and they like to explore. It's just like any other group of children, and the adult who is not alert is in peril of becoming an obstacle to travel. Those who got their canes around the time of their first date can only marvel and regret. It is now almost thirty years since that toddler in Kansas found me with his cane. I now work with blind children and also with orientation and mobility professionals. Recently a colleague came in after visiting a young child and giving him his first cane. The boy was about two. She decided that it would be a good thing for the whole family to use canes to show how normal it was. She took pictures and proudly showed them to us over lunch. I smiled and found it hard not to break into a wide grin. To her giving a cane to a toddler is exactly what she should do. She makes books with Braille and pictures talking about the cane and how much fun it is. I don't know if she is as excited as I am to see how much of a regular part of life she is making it, but I know that she is happy with what the children and the parents are learning about blindness. Now the whole family is learning that the cane and blindness are a normal part of life. If asked, she will tell you that she owes a lot to Joe Cutter, who was a pioneer in the orientation of young children and continues to contribute to the field. So what can these children look forward to when they are starting with a tool that many of us found only as teenagers? I really have no idea. They will have different problems to solve than I did. I do know that, at least for me, the joy with which I watch them run and play in the unquestioning assurance that that cane will keep them safe is tinged with just a bit of envy. They are learning at their tender age lessons with which I struggled in high school and college. The best thing I can do is to celebrate their freedom and know that they have it because people my age did the things that were necessary to make it happen. So in every pod of cane-wielding children that runs past me, augmenting the sound of their canes with the delight of their voices, goes a part of you and a part of me. Yet people still ask, "Why the National Federation of the Blind?" ---------- Featured Book from the Jacobus tenBroek Library From the Editor: With some regularity we spotlight books in the tenBroek Library. Here is Librarian Ed Morman's review of a book in our collection: Blind Justice, by Bruce Alexander, New York: Putnam, 1994 Reviewed by Ed Morman In his 1973 banquet speech, "Blindness: Is History Against Us?," Kenneth Jernigan credited two books, both published in the nineteenth century, for much of what he had discovered about blind people in history. Those books-James Wilson's Biography of the Blind and William Artman's Beauties and Achievements of the Blind-provide information on dozens of important blind men and women. Jernigan had so many notables to choose from (not to mention all of those who flourished after these two books were published) that he can be forgiven for leaving some of them out. Later, as editor of this magazine, he made up for omitting Sir John Fielding (1721 to 1780) by publishing a short article, "The Blind Beak of Bow Street," in the June 1984 issue. Those familiar with the article (which was reprinted in the Kernel Book, Toothpaste and Railroad Tracks, and again in the June 1995 Monitor) may remember that Fielding was blinded by an accident at age 19 while in the Royal Navy. He later worked as an assistant to his half-brother, the novelist Henry Fielding, before succeeding Henry as chief magistrate in London. The magistrates' responsibility was to investigate crime and determine whether to hold suspects for trial, and the Fieldings are credited with introducing innovative criminal detection methods to the work of the magistrate's office. They established London's first quasi- professionalized police force, the "Bow Street Runners" (so named because they operated out of the Fielding house on Bow Street) more than fifty years before the founding of Scotland Yard; they established a department of criminal records; and, using those records, they published the periodical, Police Gazette, which described habitual criminals and helped identify suspects. Why they were called "beaks" is uncertain but may be related to the odd headgear physicians used to wear during plague outbreaks. In any case, in eighteenth-century London the slang term "beak" was applied to judges, magistrates, and others in positions of authority. The historical John Fielding seems to have taken little notice of his blindness. Living decades before Louis Braille (and centuries before trained dog guides or the long white cane), he was dependent on sighted assistants for both mobility and reading-but he knew how to incorporate his assistants' visual perceptions into his own understanding of crime scenes, and he used a highly developed talent for voice recognition to great advantage in his investigations. He was an astute questioner and was strict but empathic in his dealings with those brought before him. He understood that deprivation and lack of opportunity could lead the denizens of London's slums to antisocial behavior, and he sought to ameliorate the bad conditions and assist those who could be rehabilitated. John Fielding, then, was very much a real person, a blind man of talent and great accomplishment. In fact, so interesting was the historical Sir John that fictional accounts of his adventures abound. A character based on him appears in several TV shows, plays, and crime novels. Here we take note of the first in a series of eleven fictional books devoted to him: the Sir John Fielding Mystery novels written by the late Bruce Alexander Cook (writing as Bruce Alexander). Blind Justice introduces us to the blind beak through the eyes of the narrator, an orphaned adolescent named Jeremy Proctor. Tricked by a confidence artist almost as soon as he sets foot in London the day after his father's death, Jeremy is brought before Sir John as an accused pickpocket. It does not take long for Sir John to determine that the lad is innocent, and he soon recruits him to assist in a murder case. Cook paints a believable picture of eighteenth-century London, including both the low-lifes brought before Sir John's bench and the idle rich who are friends and family of the victim. There are prostitutes and pimps, playboys and slave traders, and literary figures like Samuel Johnson and James Boswell. Sir John is portrayed as a complete human being, not merely a proto-detective who happens to be blind. In this book he mourns the recent passing of his older brother, prepares himself for the death of his sickly wife, and puts up with a love affair between his housekeeper and one of his favorite constables. He encourages a young Irish Catholic physician who faces religious discrimination, and as magistrate he struggles with the contradictions between justice and mercy. In this fictionalized account Sir John knows how to train his assistants and how to make best use of their eyesight, but he also occasionally curses his own inclination to ignore his blindness. In other words, at times he could have used a long white cane; without one he sometimes trips, stumbles, or bumps into things. Blind Justice is not great literature, but it is an enjoyable book to pick up for a quick read. Your librarian liked it enough to make sure we have the whole series in our collection. All eleven Sir John Fielding Mystery books are also currently available in accessible formats through the National Library Service and its network libraries. Both of the history books cited by Kenneth Jernigan are available in accessible format through our library catalog, THE BLIND CAT , and a modern edition of Biography of the Blind is available in Braille and Talking Book formats from the National Library Service. Three nonfiction books devoted to Sir John and Henry Fielding appeared during the twentieth century, but none are yet in the tenBroek Library. A sale copy of one (The Life and Work of Sir John Fielding by R. Leslie-Melville) is proving hard to locate; the others (Hue and Cry: The Story of Henry and John Fielding and Their Bow Street Runners and Henry and Sir John Fielding--The Thief Catchers, both by Patrick Pringle) are currently on order. Unfortunately, we have not been able to identify a source of accessible copies of any of these. ---------- [PHOTO CAPTION: Shown here is a large, free-form bowl with edges fluted like an open flower. It is glazed with celadon and is transparent green and Acapulco blue with a deeper blue wash over all. The bowl has a light, airy appearance, but it is so large that it took three people to apply the glaze- two to hold the bowl while potter Lynda Lambert applied the glaze.] NFB Krafters Division Satisfy Your Artistic Flair or Make Some Extra Money by Ramona Walhof >From the former Editor: I can't count the times that I have spoken with a newly blind person who laments the loss of crafting as an inevitable consequence of blindness. I know that this does not have to be true, but, except for knitting, I am not an arts-and-crafts person, so I can give little hands-on advice or help. Ramona Walhof is a longtime Federation leader who has always enjoyed sewing, knitting, and other handcrafts. In the following article she describes the work of one of the NFB divisions with which she is active. Some readers will be interested in becoming members, but all of us should know about the Krafters' work so that we can pass along the information to those who need to know about their work and learn how to keep active with the crafts they love. This is what Ramona says: Although only three years old, the Krafters Division of the NFB is probably the most active of the thirty NFB divisions. Federationists may wish to know more about its activities, and some may wish to join. President Joyce Kane from Connecticut has done crafts all her life. She knits, crochets, makes clothing and quilts with her sewing machine, does safety pin beading, and is interested in all sorts of other arts and crafts. Joyce lost her vision fourteen years ago and began looking for and creating techniques to do the things she had always enjoyed in order to continue doing them without vision. She joined the Federation and was soon elected to office in her chapter and state affiliate. She was president of her chapter in southern Connecticut for eight years. Joyce made contact with other blind crafters and found that most had experience and ideas to share. Several years ago she contacted President Maurer about forming an NFB division. He recommended she hold an organizing meeting at the 2008 convention. Before that meeting Joyce had recruited officers and board members from all over the country. Dr. Maurer asked me to help the group write its constitution along the lines customarily followed by NFB divisions. I didn't think I had time for one more activity but was elected to the board and now serve as secretary. This division is different from others in which I have been active, and it is a lot of fun. By the time of the organizing meeting in 2008, Cindy Sheets of Kentucky had agreed to develop a website: . Laurie Porter of Wisconsin and some others had agreed to teach classes by conference telephone. Diane Filipe of Colorado brought handmade ceramic Braille pins to sell at the 2009 convention as the first division fundraiser. Before organizing, the group had already begun holding Monday night chats by conference phone calls each week, and in 2012 these chats continue. The listserv, nfb-krafters-korner was established before the division was organized. Today approximately 150 people are subscribed to this list, and it is one of the most active of all the nfbnet lists now in operation. >From 15 to 40 messages may appear on this list most days. Topics cover crafts from quilting to pottery, from crocheting to weaving, from making Christmas decorations to using the sewing machine. Some of the topics discussed during December of 2011 were candy wreaths, blocking knitted items, crafts that can be done one-handed for someone about to have surgery on her shoulder, crocheted cupcakes, snowmen made on the knifty knitter loom, gumdrop trees, sewing rags for rugs, and on and on. To join this list, go to and select the link entitled Join or Drop NFBnet Mailing Lists. President Kane is always eager to recruit volunteers to teach classes. Frequently three or four classes are taught by conference phone call each week. Some classes are complete in one hour, while others stretch over three or four lessons, each lasting from one to two hours. During 2011 twenty-nine classes were offered and completed. Anywhere from three to fifteen students can be in a class. As usual Joyce was recruiting teachers and students last fall. After some thought I realized there might be some interest in machine sewing, but we had to find out whether members had access to sewing machines. It turned out that some people did. They had to learn how to thread their machines before the class began. We couldn't teach that by phone to people using a variety of machines. Each student in that class now has a new apron. Both Joyce and I were very pleased that we could explain the techniques by phone, and the students were also happy. As you might guess, Joyce is encouraging me to teach another class, this time on making T-shirts as a means of teaching techniques used to sew knitted or stretchy fabrics. On the listserv, problems are posed and answered by other crafters. Members have learned new crafts and new methods. Newly blind people have gained confidence and ideas for pursuing the craft activities they wish to master. We have heard many stories of individuals who have conquered fears or other problems. One member, Jewell Boll from Sheboygan, Wisconsin, sold her sewing machine when she lost her sight and is now excited about taking up sewing again. She wants to tell those who are newly blind not to become angry and frustrated. She says that, if she had been in touch with more blind people when she became blind, she would have done things differently. She is looking for a machine to purchase and has sought opinions on the listserv about various models. Another member, Lynda Lambert from Pennsylvania, was a painter and was depressed and angry when she became blind about four years ago, but she is now enthusiastically producing large and beautiful pottery and beaded items. She held an art show displaying her work last fall and received compliments from those who visited. She also sold several pieces at satisfactory prices. You may wish to check out her website, . Lynda has a lot of ideas, and she entertains other listers as she shares her experiences. She says an artist just can't stop being an artist, even when she has to turn to a different art. Her standards are high, and that will not change. Lynda also knits and does other arts and crafts. Another painter who lost her vision continued to knit dish cloths while recovering from her surgery, but this was not enough of an outlet for her love of art. After some training at BLIND, Incorporated, in Minnesota, Jeanny Nylander returned home to Lacrosse to find that her husband had bought her a potter's wheel. She had taken pottery in college and enjoyed it. She contacted Joyce Kane and Lynda Lambert through the Krafters Division, and pottery has become her new art. She is again making and selling art. Both Lynda and Jeanny are extremely complimentary about the opportunities they have discovered from each other and from the division. The two led a discussion about pottery for other crafters and taught a class in January of 2012 by conference call. They are planning to teach other classes in coming months. Both say that artists have a need to share ideas and techniques. Another crafter, Jaselli Walter, uses clay that does not need to be fired. She has led a Monday night chat about this, and members are eager to learn more about what she does. Division members are encouraged to list items they have made for sale on the first and the fifteenth of each month. We have plans to make sales opportunities available on the website as soon as possible. The group also makes items for charities. Becky Frankeberger from Washington State taught a Tunisian crochet class in January and February, using an email list. Becky is a machine knitter and has gone into business selling items she has made. See her work at . A write-up on her and her work appears on . Representatives from a group of blind quilters have joined the list, and I am sure we will learn more from them. Division dues are ten dollars per year and may be paid directly to the treasurer, Diane Filipe, 1455 44th Avenue Place, Greeley, Colorado 80634, or pay using PayPal on the website, . Classes are free to members, and they are described ahead of time on the website. Anyone who has questions or suggestions should contact President Joyce Kane at (203) 378-8928 or email her at . All those interested in arts and crafts should come to the division meeting at the convention in Dallas this summer. I believe we will also have a display and sale of handmade items Saturday afternoon, the day before the exhibit room opens. Please check your agenda for times and locations. Plans are moving forward for a busy week. If anyone has requests, don't be shy. We can't guarantee to do everything you can dream up, but anything could happen. ---------- [PHOTO CAPTION: Greg Kearney] Introducing the Commonwealth Braille and Talking Book Cooperative by Greg Kearney From the Editor: Although getting accessible books today is easier than ever before, the need to have many of them transcribed into Braille, transcribed or reformatted for large print, or recorded by a person for audio readers still exists. This costly undertaking is often repeated because of the lack of sharing among the English-speaking countries of the world. Some organizations are attempting to change this deplorable situation, and Greg Kearney is actively involved in one of them. Here is what he has to say: "Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive, and impart information and ideas through any media and regardless of frontiers." This language is taken from Article 19 of the UN Universal Declaration of Human Rights. The Commonwealth of Nations is an international organization of nation states which have a connection to Great Britain. A number of nongovernmental organizations exist within the Commonwealth, the Commonwealth Braille and Talking Book Cooperative (CBTBC) being one. The CBTBC is intended to promote the collaboration and sharing of resources among the Braille and Talking Book libraries of the Commonwealth and other interested institutions. Central to this collaboration is the sharing of Braille and Talking Books between the institutions that benefit the blind, vision impaired, and print disabled of the Commonwealth. This project is not a replacement for the work on a wider Talking Book treaty or the work of the WIPO (World Intellectual Property Organization), which we fully support. From time to time we are asked why this effort is focused on the Commonwealth of Nations. The answer is that the nations of the Commonwealth share common legal, cultural, historic, and linguistic traditions and ties to one another. We hope that these ties will make the exchange of resources more productive for all. Membership in the Cooperative is not limited to organizations within the Commonwealth. A number of schools and organizations in the United States are members because of the close historic and cultural ties between the United States and the Commonwealth. Ties to the Commonwealth give us a common structure under which to conduct our efforts, most of which are centered on work in the English language, but the Cooperative hopes to expand our membership regardless of geographical considerations. We seek to achieve two goals: greater cooperation between Talking Book libraries in the Commonwealth and support for Talking Book libraries and users in developing nations within the Commonwealth. One of the aims of the Cooperative is to develop and put into place the methods by which accessible materials can be exchanged by member agencies. This is the practical side of the World Intellectual Property Organization and World Blind Union efforts. Membership in the Cooperative is open to any library, agency, school, or other entity serving the blind, vision impaired, or print disabled, as long as the organization operates in the Commonwealth or such organizations reside in any British overseas territories, mandates, or former mandates, and Crown Dependencies. Also eligible are organizations from nations or states with an historic, cultural, or linguistic tie to the Commonwealth. This would include locations such as the United States and its constituent states, territories, or former territories--the Philippines being one example. Membership is also open to nations such as Ireland, Israel, Zimbabwe, and the Palestinian territories. Membership is not limited to entities that have book collections but is intended for any interested organization, whether local or national. The degree of participation is determined by each member. Membership is at no cost. The members of the Cooperative have differing goals and will derive differing benefits. The library members will work to develop holdings and to exchange books between themselves. Agencies with limited holdings may be interested only in accessing the collection, while consumer agencies such as the National Federation of the Blind might want to share its extensive literature on blindness with a wider community while simultaneously offering expanded library service to its members. Each member organization sets its own policies and decides what its participation will be. The NFB may wish to make its literature available but not offer its members other services from the Commonwealth. Alternatively, since many materials can be borrowed in a digital format, requiring that nothing be sent or returned, it might wish to be a full participant. One of the first tasks that the Cooperative has undertaken is the development of a federated search of Braille and Talking Books held by our members and other libraries. This, of course, is the first step in getting a book--knowing it is available and from whom. The Commonwealth Braille and Talking Book Cooperative federated search provides a method of searching several libraries at once when a title is desired. The Commonwealth Braille and Talking Book Cooperative has also developed a range of support programs and utilities for its members and the public at large to assist in the production and distribution of materials. These include listing services, catalogs, and production aids and applications. The work of the Commonwealth Braille and Talking Book Cooperative is centered on the practical, day-to-day issues that both producers and consumers of Braille and Talking Books face. In many cases the costly and time-consuming process of book production has been needlessly duplicated because there was no method for finding and sharing the works already available. Many smaller and less developed nations have yet to develop an infrastructure to deliver works in alternative formats. It is hoped that the print disabled of the Commonwealth and those nations closely tied to it will be able to see an expansion of the materials made worldwide through this effort. For more information about this project, write to Greg Kearney, Manager of Accessible media, Association for the Blind of Western Australia, PO Box 101, Victoria Park WA 6979, 61 Kitchener Ave., Victoria Park WA 6100. Call him at (307) 224-4022, or email him by writing to . ---------- [PHOTO CAPTION: Curtis Willoughby] Hearing Enhancement and Spanish Translation Available at National Convention Spanish Translators Needed by D. Curtis Willoughby From the Editor: Curtis Willoughby is a member of the NFB's research and development committee and president of our Amateur Radio Division. Here is his annual announcement about FM receivers at convention: Again this year at national convention we will offer special arrangements for severely hearing-impaired people attending convention sessions and the banquet. This will consist of transmission of the public address system signal over a special short-range radio transmitter for the severely hearing-impaired. Also Spanish-language translation of convention proceedings in general sessions and the banquet will be provided using a similar arrangement. The special receivers required for these services will also be provided. In cooperation with several state affiliates (notably Colorado, Utah, and Virginia), the NFB will provide special receivers for these transmissions to those needing them. The receiver-lending will be managed by the Amateur Radio Division and will be operated from a table just outside the meeting room. A deposit of $40, cash only, will be required of anyone wishing to check out one of the Federation's receivers. The deposit will be returned if the receiver is checked in at the checkout table in good condition by the end of the banquet or within thirty minutes of adjournment of the last convention session that the borrower plans to attend. Batteries for the receiver will be provided. Anyone checking out a Federation receiver will be given upon request a miniature earbud-type earphone to use with the receiver. Along with explaining what will be available, it is important that we explain what will not be available. The miniature earbud loudspeaker-type earphone will be the only kind of earphone offered. The receiver requires a 3.5 mm (formerly called 1/8-inch) earphone plug, in case you want to use your own earphone(s), silhouette, neck loop, adapter cable, etc. You are advised to arrange for such things well ahead of arriving at the convention. Other than the earphone jack on the receiver, no means of connection to a hearing aid will be available from the checkout table. The receiver does not have a built-in loudspeaker. While earphones, and even neck loops, are sometimes available in the exhibit hall, you cannot be certain of getting one there. Many severely hearing-impaired people already use radio systems that employ FM radio signals to carry the voice from a transmitter held by the person speaking to a receiver in the hearing aid. Some of these hearing aid systems can be tuned to receive the Federation's special transmitters. In this case the hearing-impaired person may simply tune his or her own receiver to receive the Federation's transmitter and will not need to check out a Federation receiver. Some audiologists and rehabilitation agencies are now buying digital and other FM hearing aids that cannot be tuned to the Federation's frequency. If you have one of these or if you have any other type of hearing aid, you should obtain from your audiologist an adapter cable to connect from your hearing aid to a monaural 3.5 mm earphone jack. This will allow you to plug the cable from your hearing aid directly into a receiver you check out from our table. This will allow you to hear as well as anyone else using one of our receivers. The transmitter for the hearing impaired will be connected to the public address system so that the signals from the head table and the aisle microphones will be transmitted on channel thirty-six (74.775 MHz narrow band FM). People must not operate their personal transmitters on channel thirty-six or on channel thirty-eight, because that would interfere with the reception by others. This means that folks wishing to use their own receivers (rather than checking out one of the Federation's receivers) need to have their personal receivers arranged so that they can switch between their personal channels and channel thirty-six. Some people may need to purchase replacement or additional receivers. Caution your audiologist that there is more than one channel thirty-six, and he or she must also verify that your frequency matches our frequency. This announcement is published now to allow as much time as possible for those interested to make the necessary arrangements before convention. It contains this amount of detail so that any audiologist who works with this type of equipment should be able to know by reading this article exactly what capabilities a person's hearing system must have to work with the Federation's system at convention. Even if your hearing aid is not of the FM type, you may be able to purchase a silhouette, a neck loop, or an adapter cable to couple the signal from a Federation receiver directly to your hearing aid. Your audiologist should also be able to help you with this. The service for Spanish speakers will be similar, except that a live Spanish translator will speak over a separate transmitter on channel thirty- eight (75.275 MHz narrow band FM). We do not expect that people will bring their own receivers for the Spanish-translation service, unless they are also hearing impaired and use an FM hearing aid system. Spanish speakers may, however, wish to bring their own earphones. See above for a description of the type of plug needed. Norm Gardner from Utah will be coordinating the Spanish language interpreters, and he would appreciate hearing from anyone willing to volunteer to interpret. Please call him before convention at (801) 224- 6969, or send him email at . Finally, if other state affiliates or chapters are interested in purchasing this type of equipment for use in state and local meetings, they are encouraged to purchase equipment that is compatible with that which we are using and to allow it to be used in the pool of equipment that the Amateur Radio Division administers at national convention. I (D. Curtis Willoughby) would like to help you choose equipment that is compatible with that which the NFB is using. I may also be able to help you get the good prices the NFB has been getting. You may contact me at (303) 424-7373 or at . The Federation is pleased to offer these services to our severely hearing-impaired and Spanish-speaking colleagues, and we hope and believe that it will again significantly improve their convention experience. ---------- Dialysis in Dallas by Mike Freeman From the Editor: Mike Freeman is president of the Diabetes Action Network. In the following article he lists the facilities near our convention hotel that can provide dialysis to those who need the service. Arrangements should be made soon, so here is the information: During this year's annual convention in Dallas, dialysis will be available. People requiring dialysis must have their local servicing unit set up the desired location well in advance. The convention will take place at the Hilton Anatole Hotel, 2201 Stemmons Freeway, Dallas, Texas 75207. You can find dialysis units and directions for reaching them by calling the DialysisFinder hotline at (866) 889-6019 or (610) 722-6019 if calling from outside the United States or by looking at the website , which is quite accessible. Here are a few dialysis units located near the Hilton Anatole Hotel: FMC-Swiss Avenue: 2613 Swiss Avenue, Dallas, Texas 75204; Phone (214) 827-9854; 1.85 miles from the hotel Children's Medical Center Dallas Dialysis Unit: 1935 Medical District Drive, Dallas, Texas 75235; Phone (214) 456-2780; 1.87 miles from the hotel FMC Dallas South: 1150 N. Bishop, Suite 200, Dallas, Texas 75208; phone (214) 942-2900; 1.99 miles from the hotel. This is not an exhaustive list. You can find many more dialysis facilities by calling the DialysisFinder telephone number or by looking at the DialysisFinder website. Planning your dialysis in advance will enable you to enjoy the convention fully with a minimum of disruption. ---------- Recipes This month's recipes are from members of the NFB of Georgia. [PHOTO CAPTION: Garrick Scott] Teacakes by Garrick Scott Garrick Scott is president of the NFB of Georgia. He works with blind youth and teaches public speaking to blind students. He is a graduate of the Colorado Center for the Blind. He reports that his grandmother taught him to make these teacakes. She served them any time of day, not just for tea. They are a cross between biscuits and cookies and are absolutely delicious. Ingredients: 1 cup margarine 1 1/3 cups sugar 2 eggs 2 teaspoons vanilla extract 4 cups self-rising flour Method: In a large mixer bowl beat together margarine and sugar until light and fluffy. Add eggs one at a time and vanilla extract, beating well after each addition. Beat in flour, but do not over-beat. Preheat oven to 350. Using a quarter-cup measuring cup as a scoop, arrange dough on a greased cookie sheet, leaving a couple of inches between teacakes. Bake for ten to twelve minutes. Cakes are done when they are browned and feel set all the way through (no sticky dough half way down the side). Remove to a rack to cool or to a serving plate to enjoy warm. ---------- Tomato Pie by Lena Bowen Lena Bowen was introduced to the NFB eight years ago and is a member of the Decatur Area Chapter. She is president of the Georgia affiliate's Senior Division. Ingredients: 2 14.5-ounce cans chopped tomatoes, drained 1 small bell pepper, seeded and chopped 1 small onion, chopped (or to taste) 1 tablespoon flour 1/2 teaspoon sugar 1/2 stick butter or margarine, very soft 1 standard or deep-dish pie crust, unbaked 1/2 cup cheese, shredded Method: Preheat oven to 350 degrees. In a saut? pan or skillet, saut? the chopped bell pepper and onion in the half stick of butter. In a large bowl combine drained chopped tomatoes, saut?ed bell pepper and onion, flour, and sugar to taste to take away the tartness of the tomatoes. Be sure that the flour is well mixed in and does not form lumps. Mix well. You may also add a pinch of salt. To make a pie, pour the tomato mixture into an unbaked pie shell. To prepare as a souffl?, pour the tomato mixture into a lightly greased Pyrex or other baking dish. Bake either version about twenty to twenty-five minutes. A few minutes before set, sprinkle with shredded cheese and continue baking until cheese is melted and filling is no longer runny. This dish is great with garlic bread. ---------- [PHOTO CAPTION: Jo Ann Collins] Pistachio Delight Pie by Jo Ann Collins A native of Fort Wayne, Indiana, Jo Ann Collins moved to Atlanta and joined the NFB Atlanta Metropolitan Chapter in 1999. She has just completed four terms as chapter president. She has also held a number of other board positions and presently serves as affiliate first vice president and youth coordinator for Georgia. She is expecting her first grandchild. Ingredients: 2 cups pecans, finely chopped 2/3 cup butter 3 tablespoons sugar 2 small boxes pistachio pudding mix 4 cups milk Topping Ingredients: 1 8-ounce package cream cheese, softened, or a tub of cream cheese, already soft 1 8-ounce package Cool Whip Chocolate chips or additional chopped pecans for garnish Method: Preheat oven to 375 degrees. Place butter in eight-inch square glass baking dish and melt in heating oven or in microwave. Meanwhile combine sugar and pecans and press into baking dish to form a crust. Bake for five to seven minutes, then cool completely. Prepare pudding according to package directions and pour into crust-lined dish. Allow to set in refrigerator. Beat softened cream cheese and fold in the Cool Whip. When pudding is set, carefully spread topping over pie and allow it to chill. Garnish with chocolate chips or chopped pecans. Refrigerate leftovers if there are any. ---------- Sugar Cookies by Magnolia Lyons Magnolia Lyons is a longtime member of the NFB of Georgia Atlanta Metropolitan Chapter. While she was living in Alexandria, Virginia, the NFB helped her win a lawsuit. She has adapted this recipe to please her sweet tooth. Ingredients: 1 cup sugar 1 stick margarine 1 teaspoon vanilla extract 1 egg 2 cups self-rising flour 1/2 teaspoon baking soda Method: Preheat oven to 375 degrees. Combine first four ingredients and beat till light and fluffy. Beat in the flour and baking soda. If dough is too dry, add a tablespoon of cold water; if it is too sticky, refrigerate the dough for thirty minutes. With floured hands roll dough into walnut-size balls and arrange an inch apart on a greased cookie sheet. Bake for twelve to fifteen minutes. Allow to cool on sheet for five minutes before moving to rack to cool completely. Makes about fifteen. ---------- Marinated Shrimp by Norma Johnson Norma Johnson relocated from Florida to Atlanta two years ago to be near family when she lost her sight. She is an active member of the Atlanta Metropolitan Chapter. She is now retired from the hospitality field, but she still loves to prepare good food. Ingredients: 6 1/2 cups water 2 tablespoons salt 2 1/2 pounds large shrimp, peeled and deveined 1 large purple onion, thinly sliced 1 large lemon, thinly sliced 2 cloves garlic, thinly sliced 1/2 cup extra virgin olive oil 1/4 cup hot sauce 1/2 cup sugar 1/2 cup white wine vinegar 1/4 cup capers, undrained 1/4 cup black olives, sliced and drained Method: Bring salted water to a boil and cook shrimp for two minutes. Drain and rinse in cold water. Arrange shrimp in a 13-by-9-inch pan. Place onion, lemon, and garlic slices evenly over shrimp. In a bowl combine sugar, hot sauce, olive oil, and vinegar and mix well. Pour mixture over shrimp. Scatter capers and olive slices over all. Mix well and cover. Refrigerate for four to eight hours, stirring several times. Serve alone or with crisp French bread slices. ---------- Shrimp con Queso Dip by Norma Johnson Ingredients: 1 32-ounce package Velveeta Cheese 1/2 can Rotel tomatoes, drained 1 16-ounce jar salsa 2 pounds large shrimp, peeled, deveined, thawed, and drained 1 large bag tortilla chips Method: Cube the cheese and combine it and remaining ingredients, except for shrimp and chips, in a large slow cooker. Heat, stirring frequently until all ingredients are melted and well combined. Add shrimp and stir gently but well. Serve with corn or tortilla chips. Makes about eleven cups. ---------- Monitor Miniatures News from the Federation Family Braille Book Fair 2012: Calling all Braille readers! It's that time again: time to sort through all those boxes of Braille books in your basement or spare room and donate those gently used but no longer needed Braille books to the 2012 Braille Book Fair sponsored by the National Organization of Parents of Blind Children and the National Association to Promote the Use of Braille. Our primary goal is to get more Braille books into the hands of children, youth, and beginning adult readers, so here's what we need most: books in good condition, print-Braille picture storybooks, and leisure reading (fiction or nonfiction) books. Cookbooks are always in demand, as are books about sports. Children are so hungry for their very own books that every year, despite generous donations, most of our books for young children are gone in less than an hour. So begin your search through the boxes in your basement and spare room and get those books shipped to Braille Book Fair, Vanessa Pena, 10155 Monroe, Dallas, TX 75229. This year's coordinator is Barbara Cheadle. If you have any questions, you may contact her at (410) 747-3472 or email her at . This year's event is slated to take place on Monday, July 2. Check your agenda for the time and room. Department of Affiliate Action Invites Chapter Leaders to the 2012 Back to Basics Seminar: Back to Basics is planned for Monday, July 2, from 6:00 to 9:00 p.m. This session will introduce fresh new ideas to make your chapter meetings exciting, informative, and philosophically strong. The session will feature presentations from some of our most inspiring Federation leaders, live demonstrations, plenty of audience participation, and a special recognition for chapter presidents. It is not too soon to place Back to Basics on your 2012 convention calendar. Requests for Accommodations Based on Disability: The convention of the National Federation of the Blind is intended to be accessible, especially to blind people. Materials are offered in accessible formats, and other nonvisual aids are provided. If you require specific accommodations based on your disability other than the blindness- related accommodations routinely provided by the Federation in order to participate fully and equally in the convention, let us know as soon as possible. Because of the size and complexity of this convention as well as the need to plan for additional human and other resources, requests for specific accommodations must be submitted no later than May 31, 2012. In order to make a request, 1) preregister for the convention by visiting ; and 2) send your request for specific accommodations in writing to the attention of Mark Riccobono by email at . Be sure to include your name, the dates you plan to be at the convention, information on the best method of following up with you, and your specific request. [PHOTO CAPTION: JW Smith's cover photo] New CD Available: As many Federationists know, in addition to being the Ohio affiliate president, JW Smith loves to sing and play music. Over the past several years many of us have enjoyed his gospel CDs. Now he writes to tell us about his latest project. This is what he says: The CD is entitled 24 Hours with Dr. Feelgood, and it is my first secular recording. It includes classic renditions of the Ray Charles version of "America the Beautiful," James Brown's "I Feel Good," and the song "It's so Hard to Say Goodbye," most recently popularized by the group Boyz II Men. The other thirteen selections are all original compositions, including my own instrumental composition, appropriately entitled "24 Hours"; a musical tribute to a friend who has cerebral palsy but continues to run five miles a day, entitled "Running Man"; and a ballad entitled "Make Me Smile." In short, there is something on this recording for everyone, including a country music rendition entitled "Meet You on the Moon." I would like to let my Federation family know how you can get copies. You can email me at , or call me at (740) 707-5114 and make arrangements for me to mail you a copy or send you an MP3 file electronically. You can go to iTunes or CDBaby.com and download it. You can also visit the Ohio table at the national convention in Dallas or find me in our delegation and purchase the CD. All proceeds from sales at the convention will go to the Ohio affiliate. The cost of the CD is $10. I hope you enjoy listening to this CD as much as I enjoyed making it. I believe that it is my best work to date. Showcasing Your Talent: Do you like to do crafts? Are you an artist? Have you created some type of art that you are proud of? Enter your creation in your local county or state fair. I teach the alternative skills of blindness in home management, and that includes teaching clients new crafts. Over the past three years I have encouraged clients at the Nebraska Center for the Blind to enter the crafts they have made in our local fairs. Whether they bring home a ribbon or not, their confidence soars just because of completing a project and learning a new craft. If you would like to learn new crafts, join the National Federation of the Blind Krafters Division. For more information call or e-mail Cindy Zimmer at (402) 435-6628 or or Joyce Kane, president of the Krafters Division, at (203) 378-8928, . Join the NFB of Arizona on a Cruise: We are excited to announce that we are ready to take reservations for our fundraiser cruise--traveling as a group, enjoying good company, and savoring the food and much more while raising money for the organization we all deeply care about! The Arizona affiliate will be selling tickets for a prize of a cruise package for two, the drawing to take place at the NFB of Arizona convention banquet in September. We will announce further details of the drawing quite soon. Royal Caribbean International will contribute $50 per cabin as the base fundraiser for this trip. Please join us on a seven-night Western Caribbean cruise, departing from New Orleans, Louisiana, January 5, 2013. We will visit the beautiful ports of Cozumel, Mexico; George Town, Grand Cayman; and Falmouth, Jamaica. Come with us to explore the destinations and have fun on the Navigator of the Seas. Follow the link below to read information about the ship and details of the itinerary. Our travel agent, Anahit LaBarre, is ready to assist you and to answer any questions you have. Prices listed below are per person, based on double occupancy, cruise only; include all taxes, fees, and gratuities; and may vary a little depending on which deck the cabin is on. Optional shore excursions and insurance are available. Royal Caribbean International reserves the right to charge a fuel supplement if fuel prices go up significantly. Here are the cost details: 1. Inside cabins start at $769 per person; 2. Ocean View cabins start at $959 per person; 3. Balcony cabins start at $1,049 per person; 4. Junior suites are $1,399 per person. Contact Anahit LaBarre for additional details. She can be reached at or (720) 334-3652. Take a moment to read the important information below: A minimum deposit of $50 per person is due by May 20, 2012. Payment plans can be arranged. A total deposit of $250 per person is due by August 10, 2012, and the final payment is due by October 20, 2012. Suites are limited and are subject to availability. They require full deposit at the time of booking. The same applies to accessible cabins and those with third and fourth passengers. We strongly encourage everyone to make reservations as soon as possible, since these types of cabins are limited and cannot be held for the group without a full deposit. Attention Current or Would-Be Office Professionals: Lisa Hall, president of the National Association of Blind Office Professionals (NABOP), announces the next division meeting, scheduled for June 30, 2012, in Dallas, Texas, at the Hilton Anatole Hotel. Registration begins at 6:30 p.m., and the meeting begins at 7:00 and ends around 10:00. This meeting is for anyone working in an office as a medical transcriber, Braille transcriber, Braille proofreader, telephone operator, receptionist, clerk of any kind, hotel reservationist, or other such fields. This year the group plans to have a Braille proofreader workshop, which will help anyone learn by hands-on experience what it's like to work as a Braille proofreader. Handouts will be primarily in print and Braille for the benefit of Braille readers and sighted transcribers and anyone who expresses interest in improving Braille skills. Mary Donahue and Lisa Hall will lead the session and will provide information about what it takes to become certified as a Braille proofreader or Braille transcriber. Other agenda items are being worked on, but plans are not complete at this writing. Come one and all for this great gathering and learn from others how to solve problems in an office environment. If you plan to attend this seminar, let us know by June 15, 2012, so that enough copies of the handouts can be made. Send correspondence to Lisa Hall, 7001 Hamilton Avenue, Unit 2, Cincinnati, OH 45231-5262; home phone (513) 931-7070; cell phone (513) 550-5155; email . You can also contact the vice president, Mary Donahue, at 8800 Starcrest Drive, Apartment 226, San Antonio, Texas 78217; home phone (210) 826-9579; cell phone (210) 445-6356; email . Membership dues are $5 and can be paid in advance by sending to treasurer, Debbie Brown at 11923 Parklawn Drive, Apartment 104, Rockville, Maryland 20852; home phone (301) 881-1892; email . [PHOTO CAPTION: Stacy Cervenka and Gregory DeWall with their wedding party] Wedding Bells: Stacy Cervenka and Gregory DeWall were married on Saturday, October 29, 2011, in Burr Ridge, Illinois. Stacy and Greg are both longtime members of the Federation, and the wedding was attended by many NFB friends. Stacy is currently earning her master's degree in rehabilitation counseling from Texas Tech University, and Greg is a rehabilitation instructor in the Senior Impact Project at the Sacramento Society for the Blind. In Brief Notices and information in this section may be of interest to Monitor readers. We are not responsible for the accuracy of the information; we have edited only for space and clarity. Teachers Fly Experiments on NASA Reduced-Gravity Flights: The OfficialWire PR News Bureau published the following story on February 14, 2012, in Houston, Texas. More than seventy teachers had an opportunity to experience what it feels like to float in space as they participated in the Reduced-Gravity Education Flight Program at NASA's Johnson Space Center in Houston last week. The teachers flew aboard an aircraft that flies parabolic flight paths, which create brief periods of weightlessness. It is a key component of NASA's astronaut training protocol. The teachers were selected for the flights through NASA's Teaching from Space and Explorer School Programs. NASA Associate Administrator for Education and two-time space shuttle astronaut Leland Melvin also participated in some of the flights and shared first-hand with the participants his experiences in astronaut training. "The enthusiasm among our teachers participating in the reduced-gravity flights is contagious," Melvin said. "I know it will add a new dimension to their teaching as they engage their students in science, technology, engineering, and mathematics studies." Also participating in the flights was Mark Riccobono, executive director of the National Federation of the Blind's Jernigan Institute. Riccobono is blind. NASA has worked with the National Federation of the Blind in a variety of capacities during the past ten years to share the excitement and inspiration of the agency's missions and programs with those who are visually impaired. "NASA education is always looking for ways to make our offerings available to the widest audience possible," Melvin said. "Mark Riccobono's flight represents a new chapter in our commitment to sharing the excitement of NASA's mission with the blind community." The Teaching from Space Program offers educational opportunities that use the unique assets of NASA's human spaceflight mission to engage the education community and create space-related learning opportunities. Teachers used the event to work with their students to propose, design, and build the experiments they took on the flights. Fourteen teams comprising forty teachers from NASA Explorer Schools also participated as part of the 2011 School Recognition Award for their contributions to science, technology, engineering, and mathematics, or STEM. They conducted microgravity experiments provided by NASA. The Reduced-Gravity Education Flight Program continues NASA's investment in U.S. education by helping attract and retain students in STEM disciplines critical to future space exploration. To learn more about NASA's education activities, visit . Help for the Blind of Rwanda: My name is David Van Der Molen. I'm planning to go to Rwanda in early 2013 for a month to teach grade two Braille and to distribute Braille and large print material along with low-tech equipment to the blind. I will also set up a blind-friendly computer work station at a university. I'm looking for donations of Braille and large-print books, Braille paper, white canes, slates and styluses, abacuses for the blind, a Braille display, a Perkins Brailler, and a Braille embosser. All items need to be in good condition. I will be sending everything to Rwanda in advance of my arrival. That is why I'm asking for these items now. Please contact me if you are able to contribute any of the above, and we'll work out the arrangements from there. I can be reached by phone evenings and weekends at (519) 669-1456 or by email at . NIB Now Accepting Applications for Leadership Development Fellowship: The Fellowship for Leadership Development, sponsored by National Industries for the Blind (NIB), is a salaried program that combines business-focused, on-the-job experience with professional development activities. Legally blind people with undergraduate degrees, work experience, and a passion for business are invited to apply. Fellows are selected based on experience, academic achievement, and personal interviews. Fellows who have already completed the program have moved to management jobs, gained financial independence, and as business leaders have added value at all levels of the workplace and society. For additional information and an application, go to the NIB website and visit the Business Leaders Program pages. For a direct link to the Fellowship page, go to . Please carefully read the FAQs before applying. If you have questions, contact Karen Pal, NIB Business Leaders Program, at or (703) 310-0515. iPhone Discussions Available: Every Wednesday at 7:00 p.m. Eastern and Saturday at 6:00 p.m. Eastern there is an iPhone conference. If you are interested in purchasing a phone or would like to talk with other iPhone users, come in and join us. The number to call is (616) 883-2999 followed by the pound sign. The room number is 2428. Contest for Braille Readers: The Onkyo Braille essay contest is administered by the National Federation of the Blind for the North America/Caribbean Region of the World Blind Union. Essays must be written in Braille and in English or their author's native language and must be completely original. Entries should be no fewer than eight hundred words and no more than one thousand words. The contest is divided into two groups of competitors--one junior group, aged twenty-five and under; and one senior group, aged twenty-six and above. Prizes range from $500 to $2,000. All essays must be received by April 30, 2012. Visit for more information and an application. Monitor Mart The notices in this section have been edited for clarity, but we can pass along only the information we were given. We are not responsible for the accuracy of the statements made or the quality of the products for sale. For Sale: I have a knfbReader Mobile for sale. The software runs on a T-Mobile 83MP3 phone in perfect condition. I am asking $850. For more information about the phone, software, or price, please contact me by phone at (443) 415-9828. Help Wanted with Software for the Blind: My name is Marcia Baran, and I use Dolphin Guide software for the blind on my computer. I don't know a single person who uses Dolphin Guide. I would like to correspond and speak with other users to discuss problems and solutions in using the program. My email address is and my cell phone number is (860) 997-2234. ---------- NFB Pledge I pledge to participate actively in the efforts of the National Federation of the Blind to achieve equality, opportunity, and security for the blind; to support the policies and programs of the Federation; and to abide by its constitution. From buhrow at lothlorien.nfbcal.org Wed May 2 01:13:57 2012 From: buhrow at lothlorien.nfbcal.org (Brian Buhrow) Date: Wed, 2 May 2012 01:13:57 -0700 Subject: [Brl-monitor] The Braille Monitor, May 2012 Message-ID: <201205020813.q428Dvld020961@lothlorien.nfbcal.org> BRAILLE MONITOR Vol. 55, No. 5 May 2012 Gary Wunder, Editor Distributed by email, in inkprint, in Braille, and on USB flash drive (see reverse side) by THE NATIONAL FEDERATION OF THE BLIND Marc Maurer, President telephone: (410) 659-9314 email address: nfb at nfb.org Website address: http://www.nfb.org NFBnet.org: http://www.nfbnet.org NFB-NEWSLINE? information: (866) 504-7300 Letters to the president, address changes, subscription requests, and orders for NFB literature should be sent to the national office. Articles for the Monitor and letters to the editor may also be sent to the national office or may be emailed to gwunder at nfb.org. Monitor subscriptions cost the Federation about forty dollars per year. Members are invited, and nonmembers are requested, to cover the subscription cost. Donations should be made payable to National Federation of the Blind and sent to: National Federation of the Blind 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230-4998 THE NATIONAL FEDERATION OF THE BLIND IS NOT AN ORGANIZATION SPEAKING FOR THE BLIND--IT IS THE BLIND SPEAKING FOR THEMSELVES. ISSN 0006-8829 ? 2012 by the National Federation of the Blind Each issue is recorded on a thumb drive (also called a memory stick or USB flash drive). You can read this audio edition using a computer or a National Library Service digital player. The NLS machine has two slots--the familiar book-cartridge slot just above the retractable carrying handle and a second slot located on the right side near the headphone jack. This smaller slot is used to play thumb drives. Remove the protective rubber pad covering this slot and insert the thumb drive. It will insert only in one position. If you encounter resistance, flip the drive over and try again. (Note: If the cartridge slot is not empty when you insert the thumb drive, the digital player will ignore the thumb drive.) Once the thumb drive is inserted, the player buttons will function as usual for reading digital materials. If you remove the thumb drive to use the player for cartridges, when you insert it again, reading should resume at the point you stopped. You can transfer the recording of each issue from the thumb drive to your computer or preserve it on the thumb drive. However, because thumb drives can be used hundreds of times, we would appreciate their return in order to stretch our funding. Please use the return label enclosed with the drive when you return the device. Dallas Site of 2012 NFB Convention The 2012 convention of the National Federation of the Blind will take place in Dallas, Texas, June 30-July 5, at the Hilton Anatole Hotel at 2201 Stemmons Freeway, Dallas, Texas 75207. Make your room reservation as soon as possible with the Hilton Anatole staff only, not Hilton general reservations. Call (214) 761-7500. The 2012 room rates are singles, doubles, and twins $63 and triples and quads $68 a night, plus a 15 percent sales tax. The hotel is accepting reservations now. A $60-per-room deposit is required to make a reservation. Fifty percent of the deposit will be refunded if notice is given to the hotel of a reservation cancellation before June 1, 2012. The other 50 percent is not refundable. Rooms will be available on a first-come, first-served basis. Reservations may be made before June 1, 2012, assuming that rooms are still available. After that time the hotel will not hold our block of rooms for the convention. In other words, you should get your reservation in soon. Guestroom amenities include cable television; coffeepot; iron and ironing board; hairdryer; and, for a fee, high-speed Internet access. The Hilton Anatole has several excellent restaurants, twenty-four-hour-a-day room service, first-rate meeting space, and other top-notch facilities. It is in downtown Dallas with shuttle service to both the Dallas/Ft. Worth Airport and Love Field. The schedule for the 2012 convention will follow our usual pattern: Saturday, June 30 Seminar Day Sunday, July 1 Registration Day Monday, July 2 Board Meeting and Division Day Tuesday, July 3 Opening Session Wednesday, July 4 Business Session Thursday, July 5 Banquet Day and Adjournment Vol. 55, No. 5 May 2012 Contents Illustrations: Saudi Arabian Visitors at the National Center for the Blind Print and Braille: Evolving Codes to Meet the Needs of a Changing World by Jennifer Dunnam That's Braille! by Maxine Schrader Retrofitting Accessibility: The Legal Inequality of After-the-Fact Online Access for Persons with Disabilities in the United States by Brian Wentz, Paul T. Jaeger, and Jonathan Lazar Imagination Unbound by Ann Cunningham A Taste of Dallas by Elizabeth Campbell An Important Step in My Life by Angela Marin Rivera The United States Association of Blind Athletes Affects Lives through Sports and Recreation The NFB Teacher Leader Seminar 2012 by Emily Gibbs Fun with Fashion by Ron and Jean Brown The Struggle for Minimum Wage: 1968 by Anna Kresmer Recipes Monitor Miniatures Saudi Arabian Visitors at the National Center for the Blind Often on presidential releases and in the annual presidential report we hear about the number of people who have visited our national center. The numbers are impressive, but what do they mean in human terms? In January Khaled Suleiman Abdullah, executive director of the Charity Society for the Visually Impaired (Ibsar-Insight) in Saudi Arabia, and Ahmed M. Alammar, Ibsar-Insight board member and translator (a graduate of George Mason University), made a day-long visit to the National Center for the Blind. They had learned about the National Federation of the Blind by doing a search of the web and were intrigued at the thought that a handful of members could come together to form a movement that would eventually represent 50,000 blind citizens. They decided they wanted to visit the largest organization of the blind in the United States and were particularly impressed with our programs for young people. Mr. Abdullah has two blind teenage sons. They use Braille and computers with screen-reading software, but cane travel is not taught in the Kingdom. So impressed were our visitors with the comprehensive training we offer that they changed their plans, flew to the Louisiana Center for the Blind for several days, decided to send someone to learn how to provide cane travel training in their country, and plan to attend the national convention in Dallas with four or five teens. So the next time you hear those visitor statistics from the podium, consider what they mean in changed lives and enhanced opportunities, and take pride in knowing that all of us are a part of the National Federation of the Blind. [PHOTO CAPTION: Ahmed M. Alammar (left) and Khaled Suleiman Abdullah (right) visit with Dr. Joanne Wilson, NFB executive director of affiliate action and former director of the Louisiana Center for the Blind.] [PHOTO CAPTION: Visitors from the Kingdom of Saudi Arabia, Khaled Suleiman Abdullah and Ahmed M. Alammar, shop in the Independence Market. Ellen Ringlein answers their questions and prepares to demonstrate the aids and appliances we sell.] [PHOTO CAPTION: Jennifer Dunnam] Print and Braille: Evolving Codes to Meet the Needs of a Changing World by Jennifer Dunnam From the Editor: Few things upset people as much as trying to change the things they love. Change the logo of the National Federation of the Blind, and a chorus of voices shouts that the older one was better. Change the convention schedule, and we are absolutely certain that the convention will never be the same. Tear down one of our buildings at the 1800 Johnson Street location to make way for the Jernigan Institute at 200 East Wells Street, and some are saddened by the loss of a smokestack. But none of these outcries compares with the emotions that arise at the prospect of changing Braille. It is all too easy to say "If it ain't broke, don't fix it," or "Leave my Braille alone," but, as folksy and comfortable as these heartfelt statements are, it has become clear over the years that print is changing, and, if Braille is truly the closest tactile equivalent, the code blind people use can no more be set in stone than the visual representation it purports to express accurately. Jennifer Dunham represents the National Federation of the Blind on the Braille Authority of North America Board. She helped to draft our resolution in 2002, but she has concluded that a decade of changing software and hardware has forced her to reevaluate the recommendations she would make to us about our primary means of reading and writing. Here is what she says: Since 2004 it has been my honor to serve as the National Federation of the Blind's representative on the board of the Braille Authority of North America (BANA). In this capacity it is my responsibility to express and support the views of our organization to the best of my ability, which I am honored to do. It is also my responsibility to do all I can to ensure that members of the organization have full and complete information with which to formulate their views. The three-part article by BANA entitled "The Evolution of Braille: Can the Past Help Plan the Future?" communicated a great deal of information about the changing nature of print and Braille in the May, October, and December 2011 issues of the Braille Monitor. I urge readers to read that essential information in order to understand the larger context of where things stand today regarding Braille codes in the U.S. In what follows, speaking only for myself, I will describe the process by which I am coming to understand these issues as well as the conclusions I have reached. Before I do so, I should address my background-not to hold myself out as an expert with all the answers, but to explain what informs my opinions. First and foremost for this discussion, I am a Braille user. I began learning Braille in kindergarten, and I was fortunate to have all the books I needed through high school transcribed into Braille on paper. All of the books and tests for my mathematics classes were transcribed in the Nemeth code, and, although I was not a math genius, I was a competent math student. In high school I took basic computer programming classes in which the books were transcribed in computer code. I also studied music and foreign languages using Braille. During college, however, in the late 1980s, the stream of Braille dried up. None of my textbooks were available in Braille, and most of the Braille I read was of my own creation (generally the copious notes I took using a slate and stylus). In time, as Braille translation software, refreshable Braille displays, and sources of downloadable Braille books became more common, like many other Braille readers I have gained more access to Braille than I could have dreamed of during college. These days most of my Braille is in refreshable rather than paper format (although at times nothing beats full Braille pages on paper). In my job and in the rest of my life, I read and write Braille practically all day, every day, for all sorts of purposes. With a refreshable Braille display and a mobile phone, for example, I can have the previously unimaginable experience of reading the daily newspapers in Braille during my commute to work. I see firsthand the advantages and the limitations of machine-generated Braille translation and backtranslation. Next, I am a Braille transcriber. Some ask how it is possible to be a transcriber if one is unable to see standard print. I would be glad to elaborate more on that another time, but for purposes of this discussion, suffice it to say that in addition to the other rigorous training needed to become a good transcriber, a blind transcriber must be skilled in the use of many different tools for discovering the exact content and format of the print (including pictures) and must clearly understand the limitations of every tool in order to use all of them to best effect. In the early 90s, perhaps as a reaction to the dearth of Braille available to me during college, I became very interested in learning to use Braille translation software (which is one of the tools a transcriber may use), and over the last twenty years I have become experienced in working with several different translation programs. I was also certified as a literary Braille transcriber by the Library of Congress and have detailed familiarity with the formats required for producing textbooks. For almost ten years I transcribed and taught others to transcribe materials into Braille for the University of Minnesota. That work familiarized me with the complex nature of today's textbooks and the problems of transferring the print contents onto a Braille page in a way that gives the blind reader the same information that the sighted reader gets. It also exposed me to the advantages and challenges of working with publishers' files as opposed to print on paper. In my current job I coordinate courses for those seeking certification as Braille transcribers and proofreaders. I have also taught Braille to blind students. For four years I worked as the Braille instructor at BLIND, Inc., teaching Braille to adults-some who were newly blinded and some who did not receive the Braille instruction they should have received as blind children. I learned much from working with these students through their struggles and successes. Since the late 90s I have followed the discussions about the unification of the Braille codes with interest. I was not part of BANA at the time, but I read everything I could get my hands on about the origins and progress of the development of a unified code and the controversy surrounding it. Keeping an open mind, I attended the workshops, evaluated the samplers, and talked to as many people as I could who knew something about the issues. Ultimately I reached the conclusion that, although a code bringing together the literary, math, and computer codes was a good idea in theory, the benefits of doing so were not as great as the problems it would cause. I therefore agreed wholeheartedly with the resolutions we passed in 2002 opposing any drastic changes to Braille. Since that time more access to refreshable Braille, the changes in communication technology for everyone, further developments in Braille unification efforts, and my involvement with the work of BANA have caused me to revise my view. During the late 90s and into the early 2000s, many of us had little experience with reading dynamically generated content in refreshable Braille. The Braille notetakers at the time were only just beginning to include mainstream connectivity features, so most of what we read with these devices, if we had access at all, was content we had written ourselves or which had been created specifically for use in Braille. Fast forward ten years-it is now possible for us to read the screens of some mainstream mobile devices in Braille, and we can type in contracted Braille on these same mainstream mobile devices and computers. What we type using six keys is no longer just for ourselves to read-we of any age can email it, text it, or even Braille into a document on which we are working together with a sighted colleague. These technological developments have tremendous potential to boost the support for Braille literacy of blind children and to increase the utility of Braille for all of us. It is more apparent to me now that some changes to our Braille codes would help us realize that potential more fully. Knowledgeable Braille transcribers are essential, but much of the Braille available today is not produced by transcribers. Teachers of blind students must often spend significant time preparing Braille for their students. Any number of people who know how to operate a computer but are not trained in Braille are called upon to prepare Braille materials. Although the words, numbers, and punctuation in an electronic book or other document may look perfect when reviewed in print format, many errors are usually introduced when the same document is electronically translated into Braille. If a person is preparing the document, he or she must manipulate certain details to eliminate these errors. In reading contracted Braille on a refreshable Braille display, such as when downloading an eBook from a mainstream bookseller or even reading the web, human intervention is not part of the equation, so these same errors find their way right to our fingertips. For example, without human intervention, email and web addresses usually do not display in computer code, so it can sometimes be unclear which characters are intended. If a symbol does not exist in current literary code, like the bullet or the "greater-than" symbol, that symbol is either written in words, skipped entirely, or displayed as a random unrelated Braille symbol. Dashes often show up as hyphens. The indicators required by Braille rules to show footnotes and end notes do not appear, and the usual print superscripting of the numbers is ignored, so the numbers show up at the ends of sentences without spaces. The current method used to deal with punctuation occurring in the middle of words creates some ambiguity for the reader about the actual symbol intended. I could go on and on with these examples. It is true that experienced Braille users can figure these things out and work around them (often by relying on speech output to clear things up). The work-arounds pose more problems for children dealing with educational materials or other communication which is more frequently on the web or in other electronic format readily available to the student without the intervention of a trained transcriber. A teacher who often does not spend much time directly reading from a Braille display unless he or she is also blind may not be aware just how often errors and ambiguities appear in on-the-fly translation. Frequent exposure to such errors can undermine the process of learning correct Braille and of learning the material being read in Braille. Some changes to Braille itself would reduce the time and effort needed by people preparing Braille and by Braille readers themselves to deal with these fussy code details. Simply tweaking the current codes here and there would introduce different errors. The problems will just become worse, as they have over the last twenty years. Problems in the current literary code--which, by the way, is officially called English Braille, American Edition (EBAE)--become even more apparent when a Braille user types Braille into a document and the Braille is backtranslated to print. Two categories of problems contribute here. First, even if the user follows the Braille code rules correctly, errors in backtranslation may still occur because of ambiguities in the code. Will the "dot 4 e" I typed translate as an accented e of some sort or as a euro symbol? If I type a word like "FanNation," will the "dot 6 n" backtranslate as the intended capital N, or as "ation?" What about "k4"- will it come out as "kbled?" If I want to send a text mentioning the performer Will.I.Am, how do I avoid having my text say "WillddIddAmdd" or even just "WddIddAmdd?" The developers of backtranslation software work hard to keep the programs as accurate as possible, but, because of the state of current code, they often have to create a programming exception for each new brand name or word, since there is no systematic way to handle the problems. Yes, one can go through certain contortions to ensure that these and similar items turn out right in backtranslation, but one must first be aware of a possible problem and must be familiar with the work- arounds. One could also just do the typing on a QWERTY keyboard. However, writing is as important for developing literacy as is reading it. Braille- reading children need to type much of their schoolwork in Braille while at the same time letting their teachers or peers read it in print. The potential exists for anyone to work entirely in Braille while communicating with non-Braille-readers; it would go much better if we eliminated unnecessary reasons for errors. The second category of backtranslation trouble occurs if the user does not know and apply the rules of the code perfectly. When we wrote Braille primarily for our own use, exact observance of the rules mattered much less. Now the user must have a better grasp of the rules and the exceptions. I have been involved in the judging of a number of Braille contests in which fluent Braille users put forth their best work to try to win the prizes. Although these Braille users obviously knew Braille well, in a surprising number of instances they did not follow the rules, and, if the work had been backtranslated, errors would have resulted. For instance, confusion sometimes arises over spacing between the words "in" and "the." In correct Braille, there is no space between the words "into" and "the," and no space is left between words such as "and" and "the." In a number of cases Braille readers omit the space between the words "in" and "the," which is not permitted; a backtranslation would therefore also omit the space in print. For another example, certain contractions, such as the one for "con," are permitted to be used only at the beginning of words-with a few exceptions. Some Braille users, observing that the "con" contraction can be used within "O'Connor," sometimes use the "con" contraction after a prefix such as in "inconvenient," yielding "inccvenient" in backtranslation. Again these are relatively small matters by themselves, but, if these things occur with fluent Braille readers, how much more must they occur for people still developing their Braille skills and working to apply what they are learning? Some say that, if the Braille codes were made simpler, that might help teachers learn Braille better and be more inclined to teach it. I am fairly skeptical that code complexity has been a major barrier to Braille education. The negative attitudes about Braille in the education system (and in society in general) run much deeper. Of course I would love to be proven wrong in this belief and to see code changes cause more children to learn Braille, but I do not think we have enough evidence to assert improved Braille education as a reason to make code changes. However, some simplification of rules would be helpful to anyone who needs to write Braille that will be read in print. Earlier I mentioned that some common print symbols currently have no representation in literary Braille. It seems baffling that, after all this time, we still have no consistent way to represent the + sign in EBAE. The reason is that the addition of any of the acceptable possibilities for this and other such symbols into the code as it currently exists would simply increase the conflicts and backtranslation problems we have just been discussing. For decades the BANA committee charged with updating the literary code-made up of Braille readers, teachers, and Braille producers with expertise in code development-has put in enormous amounts of time working to ensure that the literary code is adequate to express today's literary material without creating more conflicts within the literary code or with other codes currently in use. Since being more involved in BANA, I have been able to observe the struggles more closely. Their task is tremendous, and the current state of affairs remains unresolved, not because of the lack of effort and expertise, but because we have a code right now that is in a state much like a Scrabble board at the end of a game in which few if any openings are available to fit in new words. While working on the literary code and various other projects such as tactile graphics guidelines, BANA has also continued to observe the development of Unified English Braille (UEB) as well as of the Nemeth Uniform Braille System (NUBS). Please see the BANA article mentioned earlier for more on the origins and history of these efforts. During the last ten years Braille readers from around the world have worked to make refinements and improvements to UEB. For example, the technical sampler that was distributed in the U.S. in the early 2000s is now out of date because of updates and improvements. On the website of the International Council on English Braille, the rule book for the code and guidelines for presentation of technical material are available for download by anyone. Although these publications are full of illustrative examples, remember that they are books about rules and are therefore not particularly compelling reading-just as is the case with our current EBAE rule book. The basic characteristics of UEB were discussed in the BANA article. Another important feature, the misunderstanding of which has sometimes given people a negative impression of UEB, is its ability to show different typeforms, such as boldface, underlining, and the like. A common misconception is that these indicators would appear in everything, creating much distracting clutter. In fact, the UEB rules, like our current rules, call for most typeface indication in print to be ignored in Braille and used only when needed for emphasis and distinction. The different types of emphasis are needed for transcribing textbooks and other specific materials. These typeform indicators are also present in NUBS, with similar restrictions. UEB is also capable of handling many types of technical material, even to the advanced level. The representation of these materials is, however, very different from what we use in the U.S. When the work was basically completed on the Nemeth Uniform Braille System two years ago, I eagerly studied the sampler and the rule book, hoping that the Nemeth Uniform Braille System would be the answer we had been seeking-a way to minimize the difficulties with the current literary code while preserving our tried-and-true system for working with math and science material. The basic features of NUBS are also discussed in the BANA article, and I will not repeat all of them here. NUBS is not simply our current literary Braille with lower numbers. It is my view that, although NUBS takes a systematic approach to addressing the problems and would offer some real benefits for working with technical material, it introduces some possible difficulties into material Brailled for everyday use. As discussed in the BANA article, most Braille codes, including our current ones, use "modes," in which a given Braille character has different meanings depending on which mode is in use. Mostly the everyday Braille reader need not pay much mind to modes because their application is quite intuitive. NUBS has two modes, narrative for normal literary material, and notational for numeric and technical material. Punctuation is different in the two modes-the comma, period, and colon are completely different, and the other marks of punctuation require an extra indicator in notational mode. The Braille learner must grasp the concept of these two modes right from the very beginning, because notational mode is not used just for math and technical material. It is used anytime a number is present-in a numbered list of spelling words, in references to time of day or money, in the mention of a year. It is also used in cases where no numbers are present-email addresses and middle initials, among others. The Braille user must be mindful of the two modes when writing, or backtranslation errors will creep in. To have two sets of punctuation throughout all texts creates more complexity for everyone. Additionally, NUBS uses a method for indicating accented letters that requires a special symbols page in order to give the reader information about the accents while avoiding a great deal of clutter in the text. The code therefore misses an opportunity to improve the experience of students learning foreign languages as well as providing the general reader better information about the accented letters used in English. As we look for the right path forward for Braille readers in the United States, we need a solution that addresses the problems of current codes as much as possible but provides the flexibility to allow for agility and precision in the representation of both technical and non-technical material. Each of the challenges with current codes discussed above may not seem like a major issue by itself, but together they make it clear that some change is necessary. The conversation about code change has been going on for more than twenty years now, while mainstream technology, speech- based solutions, and print in general continue to change and grow. We all want and need for Braille to remain a vital part of this equation, and, if we can lay the right infrastructure, it will do so. We need a balance between universality and flexibility in the Braille codes, and we need a solution that moves us to a better state of affairs than currently exists. We must try to improve what can be improved without disrupting what need not be disrupted. Given all the complex issues to consider in this decision, the path that seems the most reasonable to me would encompass these three elements: 1) adopt Unified English Braille to replace English Braille, American Edition and the computer Braille code as the standard for general-purpose materials; 2) maintain the current Nemeth Code for use in mathematical and technical material; and 3) develop a gradual implementation plan involving a minimum of disruption to the education of blind children, taking into account the needs of Braille users of all ages and walks of life and providing clear guidance to Braille producers and teachers about when to use which code. It may be tempting to reject this solution out of hand because it seems to undermine most of the original goals for unifying the codes. It may be easy to think of reasons why it would not work. Yet, imperfect as it may be, I think it worth careful consideration. Even with two separate codes, if the general purpose code was optimized to meet the demands of today's "general purposes," and if the code optimized for math and science was maintained, we would be in a far better position than we are now. It would allow for time and space to learn more about the things we do not know while fixing some known problems and maintaining things that are known to work well. This strategy would allow us to develop and use every tool to facilitate blind students and professionals in STEM subjects. Lest it seem that the current Nemeth Code would be left behind in the digital age, note that at least one Nemeth backtranslator is now in use. Also, regardless of the code used for technical materials, transcribers are still very much needed. Our technology and work with publishers' files has simply not advanced enough to eliminate the need. The educational materials produced for children must be accurate. We must still push to get school districts to understand the importance of certified transcribers. I will not try to propose here what the implementation plan should look like, but the input of teachers, parents, transcribers, Braille readers, and others with an interest in Braille is needed. For a transcriber who has been trained in all the Braille rules and how to manipulate those dots on the computer screen to get them into print, the perception of these issues will be vastly different from that of a student working with a Braille display, trying to type her assignment for French class so that the teacher can read it, or even just trying to type an email address into her mobile phone. The perception will be different for a person who reads mostly books and magazines from the library, does not have a refreshable Braille display, and writes most Braille on paper or labeling tape. Parents and teachers of a child in a school district with plenty of access to Braille transcribers may experience these issues differently from a child in a district where the resources are few. Yet all of these perspectives are very important in making the decisions and crafting the implementation plan. Let us not allow fear of change to hold us back but rather let us work together to use our energy to move Braille forward so that it remains an integral part of the work and lives of blind people for generations to come. ---------- That's Braille! by Maxine Schrader From the Editor: This informational and inspirational piece about Braille is taken from the Minnesota Bulletin, Winter 2012. It is a wonderful piece. Enjoy: My six-year-old great granddaughter A'mya is the inspiration for this article. Whenever she sees Braille-in elevators, on doors, signs, ATM machines, and so forth-she loudly and proudly announces to the public "that's Braille; my great grandma can read it!" What a little advocate she is. Eighty-one years ago at the age of five, I touched my first Braille dots, and the magic began and will never end. Just like A'mya, I said, "That's Braille!" At her age I could read, and the whole neighborhood knew it. The kids gathered on my porch, and I read the book, Old Mother Westwind and the Seven Little Breezes. After all these years I can recall that book and wonder if it still exists. I made sure that everyone on my block knew about Braille and its importance to my education. Back in those days the textbooks were all Braille-no tapes, computers, CDs or any of this modern stuff, so there was no question or fuss about teaching Braille in the schools. Everyone learned to read and write Braille and was all the better for it. As a teenager I read Gone with the Wind, the big book of that time. Because of Braille, I could stay current on the latest books and magazines and never miss a beat. Now at eighty-six, I continue to be independent, and people kid me about all the Braille-marked things in my home: appliances, files, clothing, canned goods, albums, even lipsticks for their various shades. You name it; Braille is there. Now when A'mya says "that's Braille; my great grandma can read it," I say "You betcha!" ---------- Consider a Charitable Gift Making a charitable gift can be one of the most satisfying experiences in life. Each year millions of people contribute their time, talent, and treasure to charitable organizations. When you plan for a gift to the National Federation of the Blind, you are not just making a donation; you are leaving a legacy that insures a future for blind people throughout the country. Special giving programs are available through the National Federation of the Blind (NFB). Points to Consider When Making a Gift to the National Federation of the Blind . Will my gift serve to advance the mission of the NFB? . Am I giving the most appropriate asset? . Have I selected the best way to make my gift? . Have I considered the tax consequences of my gift? . Have I sought counsel from a competent advisor? . Have I talked to the NFB planned giving officer about my gift? Benefits of Making a Gift to the NFB . Helping the NFB fulfill its mission . Receiving income tax savings through a charitable deduction . Making capital gain tax savings on contribution of some appreciated gifts . Providing retained payments for the life of a donor or other beneficiaries . Eliminating federal estate tax in certain situations . Reducing estate settlement cost Your Gift Will Help Us . Make the study of science and math a real possibility for blind children . Provide hope for seniors losing vision . Promote state and chapter programs and provide information that will educate blind people . Advance technology helpful to the blind . Create a state-of-the-art library on blindness . Train and inspire professionals working with the blind . Provide critical information to parents of blind children . Mentor blind people trying to find jobs Your gift makes you a part of the NFB dream! ---------- [PHOTO CAPTION: Jonathan Lazar] Retrofitting Accessibility: The Legal Inequality of After-the-Fact Online Access for Persons with Disabilities in the United States by Brian Wentz, Paul T. Jaeger, and Jonathan Lazar From the Editor: The following article is reprinted from the online journal First Monday, Volume 16, Number 11--7 November, 2011. The authors are all distinguished researchers. Dr. Brian Wentz is an assistant professor in the Department of Computer Science and Information Technologies at Frostburg State University. His research interests include human computer interaction, accessibility, user-centered design, social computing, policy implications of accessibility and usability, and making business practices more accessible. His doctorate is in information technology from Towson University. Dr. Paul Jaeger is assistant professor and co-director of the Information Policy and Access Center in the College of Information Studies at the University of Maryland. His research focuses on the ways in which law and public policy shape information behavior. He is the author of more than one hundred journal articles and book chapters, along with seven books. His research has been funded by the Institute of Museum and Library Services, National Science Foundation, American Library Association, Smithsonian Institution, and Bill and Melinda Gates Foundation. Dr. Jaeger is the Associate Editor of Library Quarterly and co- editor of the Information Policy Book Series from MIT Press. Dr. Jonathan Lazar is a professor of computer and information sciences, director of the Undergraduate Program in Information Systems, and director of the Universal Usability Laboratory at Towson University. He teaches and does research in human-computer interaction-specifically, web usability, web accessibility, user-centered design methods, assistive technology, and public policy in human-computer interaction. He has published five books. He serves on the editorial boards of Interacting with Computers, Universal Access in the Information Society, and ACM Interactions Magazine and serves on the executive board of the Friends of the Maryland Library for the Blind and Physically Handicapped. Dr. Lazar was a winner of the 2011 University System of Maryland Regents Award for Public Service, and a winner of the 2010 Dr. Jacob Bolotin Award from the National Federation of the Blind. For general readability we have removed the bibliographic citations and the notes and references. You can read the complete text at by using the archive search box. A warning to readers seems in order: this article is long and in parts somewhat technical. Understanding that articles must first and foremost be interesting, that technology issues seem hardly relevant to some, and that understanding the law can be almost overwhelming to those not trained in the profession, we nevertheless print this article and urge that all advocates who are serious about confronting the civil rights challenges of this decade and perhaps this century read carefully what is here. Take breaks when you must; reread things that don't at first make sense, but please consider the warning here that, if we fail to address the technological challenges facing us and the underlying attitudinal problems that allow them to persist, we risk becoming a permanent underclass. The best insurance against this catastrophe is the National Federation of the Blind, you and me. Here is the article: Introduction For people with disabilities equal access to information, communication, and related technologies defines many of the civil rights concerns in the age of the World Wide Web. With Internet and web-based content now central to education, employment, entertainment, socialization, and civic engagement, unequal access to the content and technologies necessary for social participation results in very significant virtual segregation. Despite the fact that the Obama administration began the federal government's first concerted effort to enforce online accessibility in 2010, those with physical, sensory, and cognitive disabilities face significant differences in levels of access to and on the Internet due to the widespread inaccessibility of its content and of the software and hardware necessary for online access. Issues of electronic accessibility for people with disabilities have meaning to a large part of the population. In the United States 54.4 million people have a disability (18.7 percent of the overall population in 2005), while the number of persons with disabilities worldwide is more than 550 million. Disability does increase with age-13 percent of people age twenty-one to sixty-four have a disability, but 53 percent of those over seventy-five have a disability. The number of Americans age fifty-five or older is increasing rapidly as a percentage of the total population; as a result the number of persons with disabilities will grow significantly in the next few years as the baby boom generation ages. Technologies that are inherently designed to be inclusive of all users regardless of ability are known as accessible technologies or universally usable technologies. For a technology to be accessible, it needs to be usable in an equal manner by all users regardless of specific senses or abilities. It should also be compatible with assistive technologies, such as narrators, scanners, enlargement, voice-activated technologies, refreshable Braille, and other devices. The use of different assistive technology varies widely between individuals based not only on type and scope of impairment, but also a range of factors related to personality, environment, support, and nature of the technology itself. However, even when assistive technology is an available and functional solution, it is an extra cost faced by people with disabilities that other users do not face. Nothing about technology makes it inherently accessible or inaccessible. Most of today's technologies are digital, meaning that they are made up of zeros and ones, and there is nothing inherently visual or auditory about zeros and ones. Digital information is not inherently accessible or inaccessible, but the choices made by those developing and implementing technology determine whether a technology will ultimately be accessible or inaccessible. This is particularly true online, given the rapid pace of technological change and introduction of new web-enabled technologies, since online technologies are often obsolete before they are made accessible. Online accessibility has been most commonly studied in websites since they have been around far longer than social media or mobile devices. However, the growing use of these newer technologies by governments, schools, and corporations makes the focus on born-accessible technologies more important, as the online environment becomes more communication-based and more central to everyday information behavior. While most of the research has been focused thus far on websites, this paper examines the range of technologies and tools related to online environment because policy changes will need to address all of these technologies to create an inclusive and accessible online environment. Already at a Disadvantage Over the brief history of the web, access to and use of the Internet by people with disabilities has been consistently approximately half that of the rest of the population. In 2011 54 percent of adults with disabilities used the Internet, while 81 percent of other adults did. People with disabilities who do regularly use the Internet also lag behind in quality of access, with 41 percent of adults with disabilities living in homes with broadband access, in contrast to 69 percent of the rest of the population. A 2010 study similarly found that broadband adoption by persons with disabilities was two-thirds the national average and that people with disabilities who have broadband engage in a much smaller range of online activities as a result of accessibility issues. People with disabilities who live in nonmetropolitan areas have the lowest Internet use of any population in the United States. Given the importance of the Internet in education and employment, such differences in access have serious ramifications for the opportunities available to people with disabilities. A 2011 study found that 46 percent of adults with disabilities live in a household with U.S. $30,000 or less in annual income, in contrast to 26 percent of the rest of the population. Similarly, 61 percent of adults with a disability had only high school education or less, while only 40 percent of other adults did. Those with disabilities also face unemployment at levels three times higher than the rest of the population and suffer similar gaps in educational attainment. In 2005 81 percent of individuals without disabilities were employed full or part-time, compared to only 32 percent of those with disabilities. A 2008 study found that the employment rate of working-age people with disabilities was 39.5 percent, and the full-time employment rate was 25.4 percent. For some types of disability the gaps in employment are even higher-for people considered to have a severe disability by the Census Bureau, 69.3 percent are unemployed and 27.1 percent live in poverty, more than three times the national average. Yet 75 percent of people with disabilities who are not employed want to work. Only 30 percent of high school graduates with disabilities enroll in college, compared with 40 percent of the general population; one year after high school graduation, only 10 percent of students with disabilities are still enrolled in two- year colleges, while only 5 percent are still enrolled in four-year colleges. While accessibility is well served by designers who are motivated to include or focus on accessibility in their product designs (whether physical or electronic), this article primarily focuses on the impact that laws and regulations can have on encouraging or even discouraging accessible design. An accessible web offers potential opportunities to shift these disparities significantly because the promise of telecommuting and telework, online courses, and social networking includes the ability to get an education, be employed, and engage in social activities, regardless of the barriers of the physical world. In light of these considerable potential benefits, the federal government has passed a series of laws and regulations-most notably the Americans with Disabilities Act (ADA), the Telecommunications Act of 1996, Sections 504 and 508 of the Rehabilitation Act, the E-government Act, and the Individuals with Disabilities Education Act (IDEA)-that promote online accessibility for people with disabilities. However, since the advent of the World Wide Web in the mid-1990s, equal access to information and communication technologies has grown increasingly untenable for people with disabilities because the introduction and evolution of technologies has accelerated to the point that most new technologies introduced are obsolete before they become accessible. Ironically, the reasons that most technologies are born inaccessible to people with disabilities can be found in the very legislation designed to promote access. Key components of disability rights laws-levels of proof of disability, means of pursuing claims of inaccessibility, options for parallel versions, and exceptions for undue burden-all perversely perpetuate barriers to online accessibility, making the web a separate but unequal environment for people with disabilities. Due to these components of the laws, existing disability laws empower a culture of retrofitting rather than early planning or even long-range planning, much in the way long-term zoning is done with building and land development in order to reach a goal that may seem to be in the distant future. As a result the accepted approach seems to be to satisfy the minimum requirements only after attention to the inaccessibility is noted, usually in the context of active discrimination against people with disabilities. If the Internet is to fulfill its promise of providing new levels of inclusion for people with disabilities, the barriers to equal access need to be eradicated. Otherwise the opportunities for social inclusion that people with disabilities have fought so hard to win over the past half century will recede as participation in education, employment, government, and society as a whole become less possible due to technological barriers. The failure to address issues of accessibility for those with physical, sensory, and cognitive disabilities ultimately threatens to segregate people with disabilities as the permanent second- class citizens of the information age. This article will examine the components of disability rights laws that perpetuate a separate but unequal environment online. Against the backdrop of the current enforcement activities of the Obama administration, the paper will examine the underlying access assumptions of disability rights law in contrast with the access assumptions of other forms of civil rights laws. The paper will then examine the legal mechanisms that result in after-the-fact accessibility, retrofitting accessibility-not always successfully-into products that would have been better for all users had they been accessible from the outset. Finally, the article will offer a set of policy recommendations that should be considered in light of the Obama administration's engagement with online accessibility. Current Efforts to Improve Accessibility In many ways 2010 stands as a watershed year in the struggle for equal online access for people with disabilities. The Departments of Education and Justice took the unique step of issuing a joint statement to educational institutions to say that the use of inaccessible e-book readers and similar devices by elementary, secondary, and post-secondary institutions (without providing any accommodations) was a violation of the ADA and Section 504. This statement followed a series of settlement agreements in which universities agreed to desist from the use of inaccessible e-book readers for course readings, such as the agreement that ended the lawsuit filed by the National Federation of the Blind (NFB) and the American Council of the Blind (ACB) against Arizona State University (ASU), which had been using the inaccessible Kindle e-book reader in courses. In March 2010 the U.S. Access Board released a draft version of the new Section 508 guidelines and made them available for public comment. The intent was to harmonize, update, clarify, and refocus the requirements by the functionality of technologies, instead of by product type, to account for the range of features in many products. The guidelines will also expand the ADA requirements to include self-service machines used for retail transactions and will incorporate the principles of the WCAG 2.0. If these guidelines are implemented as intended, the principles of accessibility will be strengthened considerably under the law, though they continue to focus primarily on sensory and mobility impairments. In the fall of 2010 President Obama signed into law the Twenty-First Century Communications and Video Accessibility Act of 2010. Among other qualities the law requires: . Televised emergency information to be accessible to individuals who are blind or have low vision. . Accessible user controls for televisions and set-top boxes, and easy access to closed captioning and video description. . Captioned television programs to be captioned when delivered over the Internet. . Accessible advanced communications equipment and services, such as text messaging and email. . Access to Internet services that are built into mobile telephone devices, like smartphones, if achievable. . Devices of any size to be capable of displaying closed captioning, delivering available video description, and making emergency information accessible. In addition, the law: . Authorizes the FCC to require seven hours per week of video description on the top four network channels and top five cable channels nationwide. . Allocates up to U.S. $10 million per year for equipment used by individuals who are deaf-blind. At the same time the U.S. Department of Justice (DOJ) announced that it would be engaging in efforts to promote Internet access for persons with disabilities, including the very worthy goals of increasing accessibility of government and educational websites. The DOJ also began pursuing a series of revisions to the ADA to account for changes in technology and society since the passage of the law. These updates include accessibility of movie theaters, design of furniture, access to 911, and website accessibility. The last is the most significant change, because it clarifies ADA coverage including the websites of all entities covered by the ADA: local governments, state governments, and places of public accommodation. As far back as the 1990s, the DOJ had stated that the ADA applied to websites of state and local government and public accommodations. However, no technical standards or guidance were provided within the ADA regulations. These strengthened regulations will be of value only if they are actually complied with, monitored, and enforced. All of these efforts to effect more accessible content, software, and hardware are important steps in advancing equal access online. And such advances are needed. In studies of the top 100 companies and the top 100 nonprofit groups in the United States, only 6 percent of corporations and only 10 percent of nonprofit organizations were found to have accessible home pages. In 2009 fewer than 10 percent of leading corporate and e- commerce sites were found to be free of accessibility barriers, while similarly low percentages of government sites are accessible for people with disabilities. However, these efforts do not challenge the underlying issues of the construction of disability rights laws that perpetuate unequal access online. As a result, even if all of these efforts are successful, they are not likely to correct the larger problems that promote and enable an unequal online environment. Schmetzke has compiled a noncomprehensive listing of other similar studies in the U.S. and throughout the world. Table 1 includes a sample of studies in the U.S. concerning the lack of website accessibility that are referenced throughout this paper. Table 1: Sample of Studies on Website Accessibility Referenced in this Paper. |Study |Scope |Date |Percentage of | | | | |inaccessible | | | | |sites found | |Ellison |50 Government |2004 |78% | | |website home pages| | | |Jaeger |Government |2006 |100% | | |websites | | | |Loiacono, et al. |Government, |2009 |77%, 89%, 94% | | |nonprofit | |respectively | | |organizations, and| | | | |corporate websites| | | |Olalere and Lazar |Government |2011 |92% | | |websites | | | |Rubaii-Barrett and |State government |2008 |63% | |Wise |websites | | | The Accessibility Dichotomy People with disabilities are treated with greater differences under the law than any other minority group in the United States. These differences are the primary driver of the levels of inaccessibility that individuals with disabilities face online, creating challenges in the law to enforcement of equality that no other minority populations must attempt to navigate. As a result of these differences, civil rights laws have been considerably more effective for other disadvantaged populations in creating enforceable rights and, perhaps more significantly, in cultivating belief in the validity and importance of those rights. Conversely, the legal approach taken thus far toward accessibility for people with disabilities reinforces the notion that equality of people with disabilities is less important than equality for other traditionally disadvantaged populations. For much of the law establishing the rights of various minority populations, the rejection of the separate-but-equal mentality, articulated in the U.S. Supreme Court's 1954 decision in Brown v. Board of Education, serves as the core foundation of protection for being included. As a result, under most civil rights laws, the expressed goal is the creation of environments, services, and technologies that equally include of all populations. All civil rights laws in the United States-with the exception of disability rights laws-are based on an anti-differentiation approach, meaning that anyone has protections under the law if he or she is being discriminated against. Thus laws prohibiting discrimination based on race, ethnicity, gender, national origin, sexual orientation, or age protect all citizens from any of these forms of discrimination and give all citizens standing to identify and challenge such discrimination, regardless of whether they are the direct victims of the discrimination. In contrast, disability rights laws in the United States have been built on an anti-subordination approach, meaning that rights are available only if one is a member of the legally defined class of people protected and can prove that one is a member of the class. Thus people with disabilities are the only group that has active responsibility under the law to enforce their own rights and petition for equality when it is not already available. This difference means that disability rights laws are much harder to enforce, since people with disabilities must first prove that they have standing under the law, something no other population must do under civil rights laws. In most cases the main recourse for people with disabilities is to file a discrimination claim in the court system. For discrimination claims against private entities, the cases enter the civil court system, while discrimination claims against federal government agencies enter the administrative law courts. Claims against state and local governments can go straight to civil court or can be filed with an enforcement agency for investigation. This approach places a curious burden on people with disabilities to be able to afford legal counsel and have the time to file a case to assert their rights. People with disabilities are also the only population required to prove their qualifications under the law to file a disability discrimination claim. Many cases filed under disability rights law are actually dismissed because the courts have taken a very narrow perspective as to who should be covered by the law, frequently not allowing cases to be heard because the court decides that the plaintiff is not "sufficiently disabled" or something similar. Although "discrimination law has a weak history of enforcement" due to budgetary, bureaucratic, and administrative constraints, these issues are particularly prominent in disability rights. Another barrier to enforcement is the fact that people with disabilities cannot receive damages against private entities under the ADA. Given these requirements, courts have not been generally receptive to disability discrimination cases. Cases filed under the Americans with Disabilities Act are lost up to 96 percent of the time. The only litigants less successful in court than people claiming disability discrimination are prisoner plaintiffs, who rarely have representation by counsel. Perhaps more significantly, the U.S. Supreme Court has spent the last two decades significantly limiting the disability rights laws passed by the U.S. Congress, and many state courts and state legislatures have followed the lead of the Supreme Court. Many states have changed state disability rights laws to mirror the limitations imposed by the Supreme Court on federal laws, while other states have strengthened state laws to counter the rulings of the Supreme Court. Most distressingly, the majority opinion in a 2001 Supreme Court decision on disability dismisses the history of discrimination against people with disabilities as exaggerated and inconsequential. This anti-subordination approach to disability rights also results in many laws allowing or directly encouraging the creation of separate versions in many contexts. Under various disability rights laws, buildings, public services, educational settings, and technologies-along with many other examples-can occur in separate versions for people with disabilities and for everyone else. The result of this approach is the creation of two separate versions of ways to do the same thing, such as stairs and ramps or the creation of an after-the-fact accessible version available perhaps years after the inaccessible version. This approach serves as an acceptance of separate but equal, a concept Brown seemingly rejected for all populations. While this situation raises numerous concerns for disability rights, the example of technology provides an example in which the significant problems of this approach are made extremely clear. Over the years higher education has provided many examples of users with disabilities being forced to lobby for changes that are needed. In 1996 a complaint was filed at the Office for Civil Rights at the U.S. Department of Education against California State University (Los Angeles) for the failure to provide blind and low-vision students access to library, publications, computer labs, and accessible testing. This was, of course, a result of these students bringing these issues to the surface and in this case even then not immediately receiving proper satisfaction. Another example, in 1999, is the class-action lawsuit brought against the University of California Berkeley and Davis campuses concerning the lack of accommodations for students with hearing impairments. More recently Pennsylvania State University made headlines when the National Federation of the Blind filed a complaint with the U.S. Department of Education alleging that blind students and faculty were unable to access resources, including the library website, many departmental websites, the course management system, "smart" podiums in the classrooms, and student banking through PNC Bank. Once again these known accessibility problems would have continued without correction if individuals with disabilities were not proactively advocating for their own rights. Problems like those seen at Penn State are likely to be common today at many other colleges and universities as well. E-commerce websites and other providers of commercial technology products often take the same approach to accessibility. An example from the late 1990s is that of AOL and the lawsuit brought by blind individuals concerning problems with the accessibility of its products. In 2004 Priceline.com and Ramada.com made a settlement with the State of New York regarding the lack of accessibility of their websites. The settlement between the National Federation of the Blind and Target is another well- known example. In this case the commercial website Target.com was noted to be inaccessible to individuals with visual disabilities. The transportation industry has been a notorious example of this problem. As early as 2002 Southwest Airlines was involved in a lawsuit over the accessibility of their website in a case which was eventually dismissed. Also in 2002 the Metropolitan Atlanta Rapid Transit Authority was sued because its website was inaccessible to individuals with visual disabilities. This case, rather than being dismissed like the Southwest Airlines case, became early proof that the ADA applies to website access for individuals with disabilities. More recently (in 2010) United Airlines was sued over the inaccessibility of its airport kiosks (Standen, 2010), and this was again because of advocacy by individuals with disabilities. Even after this series of cases, however, many airlines do not comply with regulations related to disability, and some apparently remain unaware of the relevant regulations. The notion of parallel versions and after-the-fact fixes can be found in the first major disability rights law. Having a tremendous positive impact on the accessibility of construction in the United States, the Architectural Barriers Act in 1968 set standards for accessibility in future construction and retrofitting requirements for existing buildings. However, it also established the basic approach in which changes to existing structures are generally made only after complaints have been filed. The disability rights laws that have followed over time, including Section 504, IDEA, ADA, the Telecommunications Act, and Section 508, all take a similar approach to accessibility, allowing for parallel versions and after-the-fact accessibility in different contexts, from classroom education to mobile phones. IDEA promotes integration of students with disabilities but allows for segregation of many students with disabilities into separate classes or schools. Some interpretations of Section 508 seem to allow government agencies to have a separate, accessible website for people with disabilities and a primary website for everybody else, but Title II of the ADA specifically mandates integration of people with disabilities. Though there are exceptions-for example, the Library Services Construction Act (LSCA) tied receipt of funds to making library buildings and services more accessible-the overall canon of disability rights law is built on the notion that making things accessible is a process of parallelism. Even if this approach successfully results in parallel versions for persons with disabilities and for everyone else, the goal is one of separate but equal. The oblique but inherent truth of disability rights law is that it allows, even endorses, a separate but equal approach to accessibility. Separate, However, Is Still Not Equal Separate, however, is still not equal. In practice this parallelism does not always occur, much less occur successfully. In the case of information and communication technologies, the speed of change in the creation of new technologies and in the change between versions of existing technologies demonstrates the inherent problem in a parallelism approach. "The introduction of new technologies sees people with disabilities overlooked, omitted, neglected, and not considered." The distance between writing and writing systems for people with visual impairments can be measured in millennia. The gap between typeset printed books and Braille and Talking Books was nearly half a millennium. More recent developments, like TTD/TTY services and closed captioning, came decades after mass production of the telephone and television. Even when separate websites are created, the version for people with disabilities is frequently far inferior in content and functionality to the standard version of the site. Section 508 and the Americans with Disabilities Act The federal government itself is a prime example of these delays. In 1998, then President Clinton signed into law Section 508 of the Rehabilitation Act, which mandates accessible online materials and the use of accessible technologies by federal government agencies. The law was to have been fully implemented by 2001. A wide range of studies has shown low levels of compliance with the law, often with single-digit percentages of the websites studied compliant. Both the U.S. Federal Communications Commission's "National Broadband Plan" and the National Council on Disability's "National Disability Policy: A Progress Report" noted the continuing widespread failure of the federal government to comply with Section 508 requirements. The report equates noncompliance with Section 508 and the common inaccessibility of commercial websites. As noted above, in the summer of 2010, DOJ announced it planned to query the government agencies as to the accessibility of their sites. They did not plan actually to evaluate the accessibility of the sites, but instead to ask the agencies to tell them how accessible the sites are. While this is a bit surprising, this is the same method used to evaluate Section 508 compliance when compliance activities were actually being done in 2001. The regulations require the DOJ to evaluate compliance with Section 508 every two years, starting in 2001. While the 2001 compliance survey was completed and data posted on the Web, the DOJ indicated that a compliance report was done in 2003, but never posted that data. No further compliance activities have been done since then. The summer 2010 memo on 508 compliance noted that the compliance activities required by the law will commence again in September 2010, but the survey was actually sent out in February 2011. These efforts are the first attention given to Section 508 compliance since 2003, many years after agencies were supposed to have been in compliance. In the age of the Internet, the average time between the introduction of a new information technology and the availability of a version that is accessible to people with disabilities is three years. This may sound like a tremendous improvement over previous technologies, but technological change happens so rapidly that the gap might as well be measured in millennia. The accessible versions of information and communication technologies are often made available long after a technology is current or are never made at all, since the cycle of change is faster than the cycle of creation of accessible versions. As a result, retrofitting accessibility into technologies frequently never occurs. When it does happen, it often does not work as well as it would have if the technology had been born accessible. Some products are intentionally made inaccessible when introduced as a commercial decision. For example, though portable e-book readers can easily be built with the capability to verbalize the text of the e-books, often they are not. Amazon's Kindle reader has the capability, but, when it was launched, the speech function was blocked in most of the titles available for the reader, and the navigation options were limited for users with visual and mobility impairments. And, as newer versions of the Kindle were introduced, they included text-to-speech capabilities for book content, but the menus and controls themselves were not accessible. A number of major universities planned to start using Kindle for textbooks, and that number continues to grow without consideration of the implications for students and faculty with visual and mobility impairments. Threats of lawsuit from a number of disability rights groups were required to change the attitudes of Amazon and the universities, though people with disabilities were mocked on technology blogs and websites-and on Amazon's own website-for fighting for equal access to the Kindle. Educational institutions were even more enthusiastic to adopt the Blackboard online course software, which was predominantly inaccessible when it was launched and only became disability-friendly ten years later. The e-reader barriers stubbornly persist. Even after the letter was sent out by the U.S. Departments of Education and Justice in 2010, the newest version of the Kindle, the Kindle Fire, is not accessible for people with visual impairments. Two Separate Applications, or One Application at Two Different Times, Will Be Inherently Unequal The launch of an inaccessible product and then a later accessible one, even if it ultimately results in a universally usable product, is still a glaring form of inequality, since people with disabilities are excluded during the time gap between inaccessibility and accessibility. Another approach is the creation of parallel versions-one accessible and the other inaccessible. This approach can be seen in the creation of two versions of the same website or in the creation of a fully functional product and a light version of the product with fewer capacities for people with disabilities to use. Yahoo Mail Classic, Outlook Web Access 2007 Light, and the "basic HTML" version of Gmail are good examples of this. Yahoo recommends that users of assistive technology use the Yahoo Mail Classic version of its web- based email interface rather than the current version of the Yahoo Mail interface, even though the two web-based interfaces do not have all of the same features. Due to accessibility problems with its standard web-based interface for accessing corporate email, Microsoft recommends that users who are blind, have low vision, or require screen magnification use a different interface called Outlook Web Access "light." This version of the web-based email interface is not consistent with the features provided by the standard version of Outlook Web Access. Google recommends its "basic HTML" version of Gmail as the best version that has compatibility for screen readers, yet it is missing features, including spell check and the ability to manage contacts. Another common example is maintaining a separate, text-only version of a website. Many organizations select this as a way to avoid maintaining a single, accessible interface, and the current version of Section 508, as well as the previous version of the Web Content Accessibility Guidelines from the W3C (WCAG 1.0), seem to permit this. However, Section 508 notes that separate, text-only pages are an alternative only as a last resort and must be updated consistently with the primary webpage. Also the newest version of WCAG (2.0) no longer provides an allowance for separate, text- only interfaces. Some examples of separate, text-only websites include the MTA, New York City Transit, some government websites, and some university websites. Some universities and other organizations rely on products like Usablenet Assistive from the company UsableNet, which attempts to convert current website content dynamically into a text-only format. Another pathway in separate but unequal can be found in what might be called an accessible-upon-request approach. Once again, higher education provides painfully apt examples. "Colleges that wouldn't dare put up a new building without wheelchair access now routinely roll out digital services that, for blind people, are the Internet equivalent of impassible stairs." For example, the new Facebook-based virtual student union at Arizona State University that was made to increase a sense of community among students is inaccessible for students using screen readers, but the developers would apparently be willing to make it accessible if there are sufficient complaints. As mentioned previously, in late 2010 Pennsylvania State University had a complaint filed against it with the U.S. Department of Education, stating that the University engaged in "pervasive and ongoing discrimination" against students and faculty with disabilities due to inaccessible websites, library catalogue, departmental websites, and course management software that were often adopted with the notion that they might be made accessible at some undetermined point in the future. But other universities have had success in addressing technology accessibility. For instance, the California State University system had an Accessible Technology Initiative, in which it refused to adopt software or hardware products systemwide until companies such as Apple, Google, and Blackboard made their products accessible for students with disabilities. Because of the large procurements involved (the CSU system has an estimated 430,000 students), the system was able to pressure the technology companies to make their products more accessible. Unfortunately, the status of the California Accessible Technology Initiative is unclear now due to state budget cuts. Due to all of the attention being paid to technology accessibility on campus, perhaps it should not be a surprise that the U.S. Department of Justice has recently begun to focus greater attention on the inaccessibility of postsecondary education websites. Undue Burden? Or Unfair Disadvantage? The largest driver of inequality, however, is probably the concept known as "undue burden." Under all of the disability laws, covered entities, both public and private, can claim that the requested accommodation is not financially or practically reasonable and thereby an undue burden under the law. If the accommodation is an undue burden, then the entity does not need to provide the accommodation. Corporate and public entities both tend to make very wide claims about what constitutes an undue burden, and courts tend to believe pretty much any claim of an undue burden. Corporations in particular have employed this exemption liberally as a defense against making any accessible versions of information technologies, including both the means to access the Internet and the websites on the Internet. Yet reliance on industry standards is insufficient to promote accessibility, and disability rights laws cannot be revised fast enough to match technological change at this point. As a result, the passage of Section 508 did not lead to major changes. A potential reason why government technology did not become accessible, despite the Section 508 law, is that the focus on enforcement tended to be in procurement procedures, which is an indirect approach, and most websites are developed in-house, not acquired through contractual procurements. Furthermore, a piece of hardware that is procured is accessible or inaccessible upon purchase and generally does not change status until someone takes an action, whereas a website is a living, breathing information source that changes on a daily basis and therefore may be accessible one day and inaccessible another day. The procurement approach to monitoring accessibility simply does not work for websites, which need to have regular, ongoing evaluation for compliance with Section 508. The burden-of-proof statements in IDEA and Section 504 certainly may contribute to the chronic lack of accessibility and proactive measures to address it at colleges and universities. Two examples illustrate this attitude. A quote from the Community College of Allegheny County (CCAC) on a webpage that discusses disability services states the following: "civil rights laws and the reasonable accommodations they call for are in no way intended-nor are they able to guarantee success. At most, a student can expect a more equal chance to do the same work as their peers ... . In higher education-as well as in employment, public services and public accommodations-the individual with a disability bears the burden of proof." During the legal controversy over the accessibility of the Amazon Kindle and afterward, representatives from Cornell University have also voiced a similar attitude. When complaints were raised by blind students regarding the inaccessibility of websites and email at Cornell, although the University agreed to address the problems, the statement by the associate university counsel implied that Cornell had a responsibility to provide accessibility only upon request, rather than preemptively. Essentially individuals with disabilities are expected to request accessibility, wait for it to happen, and then potentially be granted access to resources at a later time, which would inherently provide an unequal advantage to individuals without disabilities. This often happens to students when it comes to access to textbooks. Students with print disabilities need to have access to course textbooks at the same time as their fellow students. However, they often receive an accessible version of their course textbooks (e.g., an electronic version of their textbook or a large-print or Braille version), in the middle of the academic semester (such as seven weeks into a 15-week semester) or sometimes after the semester ends. Clearly students with disabilities are then at a disadvantage compared to their classmates who do not have disabilities. A delay in access to information is automatically discrimination. Retrofitting Technology Access There are many examples of the expense involved in retrofitting physical structures to address accessibility. The cost of accessibility when carefully planned and designed is almost zero. However, extreme challenges and significant expenses are often involved in the process of retrofitting an existing website for accessibility. To illustrate the challenges and potential costs, retrofitting a simple Tic-Tac-Toe computer game for accessibility resulted in the lines of code growing from 192 to 1,412. This type of retrofit would be time-consuming and costly, compared to a project started with universal access in mind. If the application were designed with accessibility in mind, the design could have done it with fewer statements of code. A good example of the problems raised by retrofitting is the London subway system. While newer stations on the system are designed with accessibility in mind, older stations that were not so designed are not yet all accessible due to the technical difficulties and costs involved. Another example is the Singapore metro system. A report in 2004 noted the growing population of individuals with disabilities and the need to retrofit the metro system to accommodate them. The report noted that the cost of incorporating accessibility into new construction was minimal compared to the astronomical costs associated with retrofitting the system years later. For technology the pattern is very similar. The cost of retrofitting inaccessible design can sometimes be difficult, resource- intensive, and costly compared to the cost involved in creating accessible designs from the onset. Accessibility and usability have also been shown to add other value to products-as much as a 100-fold return on investment, according to early research. People with disabilities, in fact, can serve as an excellent customer base for accessible products. They control discretionary funds that are more than twice those of teens and more than seventeen times greater than those of tweens, the two demographic groups currently most coveted by businesses. E-commerce use demonstrates the impact of accessible shopping options. While 53 percent of Internet users with disabilities engage in e- commerce activities-far lower than the 68 percent of other Internet users who shop online-online shoppers with disabilities are more loyal to a smaller number of sites. Generally, industries have reacted to online accessibility requirements with "outright opposition, passive ignorance, acts of omission, or unwillingness to embrace required change." In many cases corporations view people with disabilities as a niche market that they are not interested in or do not think it worth the effort to design for. Sadly, few businesses view people with disabilities as an important market or see public relations benefits from meeting the needs of people with disabilities. Developers and business owners are therefore unlikely to make changes unless they are legally bound to do so. With a minority of exceptions, providing accessibility is ignored in favor of faster market entrance for a product or simply because of long-standing assumptions regarding the need for accessibility and the cost of creating accessible products. The most frequently cited reasons for not providing accessible technologies are that incorporating accessibility into the technology will: . increase costs of the technology; . lengthen time of development; . serve only a small market; . necessitate special design requirements; . result in low-tech and uncool products; . sacrifice aesthetics; . create difficulties in supporting accessible products; . never meet the needs of each different disability; . make the product worse for all other users. While none of these claims are accurate, these stances are made possible, if not indirectly encouraged, by the federal laws that provide exemptions for undue burden, promote the creation of parallel versions of products, and embrace the anti-subordination approach to disability rights. Because born-accessibility is not required, retrofitting for accessibility has become the default approach for most in the private, nonprofit, and public organizations. While the discussion above reveals many of the gaps in online access- equal or at all-for persons with disabilities that have resulted from the current approach of retrofitting, a more tangible example may help to illustrate the resistance to accessibility that individuals with disabilities often encounter. Shopping centers built before a certain time did not have the curb cuts that facilitate access for wheelchair users as well as people with carts or luggage, parents with strollers, bicyclists, and many other unintended beneficiaries. The placement of curb cuts added to older shopping centers often reflects a lack of interest in making them effective, such as placing them far from the designated parking spaces that wheelchair users would likely use, reflecting the fact that retail associations consistently oppose disability rights legislation. This same obstructionist spirit is often reflected in the resistance to accessibility online. Retrofitting for accessibility often occurs only begrudgingly, after sufficient complaints are made, normally many years after the accessible version is made available. If a parallel version is created to provide for accessibility, it often has fewer features and capabilities, offers far less content, and is frequently out of date. The combination of these attitudes and the approach of the law has resulted in disastrous consequences in equal access online for persons with disabilities. Social Responsibility Despite the fact that the focus of this discussion is on legal and policy approaches and adjustments necessary to prioritize equitable accessibility, we would be remiss in not mentioning that regardless of the policy framework and legal environment, it is still incumbent on our society as a whole to educate developers to incorporate and understand accessibility better. Lack of training and tools has been a rationale of developers for excluding accessibility, so the computing and educational communities must continue both to publicize training and tools and make them widely available. We also need to encourage a culture of such social responsibility that corporations no longer feel rewarded for prioritizing early technology advancements over innovative yet accessible technology. It has also been suggested that a corporation's attitudes and actions towards web accessibility may be a strong indicator of its commitment to other areas of corporate social responsibility and that a lack of commitment to accessibility can actually overshadow other positive efforts toward social responsibility. The dream of born-accessible technology motivated by social responsibility is, however, dependent upon the virtues of both developers and corporations, which may not always have social responsibility as part of their bottom line, and this is where strong public policies are of utmost importance. Social responsibility can be fostered by other groups as well. Educators that work with students training to become developers-such as computer science faculty-could work to incorporate accessibility into curricula, so that all developers are prepared to make accessible products and understand that accessibility is the socially responsible approach to development. Researchers in fields related to accessibility-such as computer science, information science, sociology, public policy, and communication-could also support a culture of online accessibility by producing more research to show the impact of inaccessibility on people with disabilities, to support the development of accessible products, and to study policy options related to accessibility. The greatest driver of increasing focus on and attention to the social responsibility of accessibility would likely be the federal government. Significant conceptual changes to policy approaches to accessibility would demonstrate a greater commitment to online accessibility that would be a major statement to developers and corporations. The next section proposes policy changes that could help foster a culture of social responsibility in accessibility. Policy Recommendations and Conclusions It has been suggested that the most effective Internet accessibility policy might focus on one of the core principles of the online environment-- equity. For people with disabilities the policy approaches thus far have served more to reinforce inequality than to create equal access online. Because the social impacts of disability are closely tied to the choices society makes about disability, equal access online will be achievable only when federal government policy unequivocally asserts guarantees for accessible websites, social media tools, mobile devices, and all other aspects of the online environment. Better efforts to mitigate controllable risks can reduce the impacts of disability, but the failure to address systematic barriers to people with disabilities will result in ever- increasing social costs. Unfortunately, the way that the disability rights law currently stands allows the practices of private, nonprofit, and public entities to undermine the overarching goals of the law concerning accessible technology. By permitting the general approach of retrofitting for accessibility through the combination of the anti-subordination approach, the exemptions for undue burden, and the acceptance of parallel versions of products, the law encourages the creation of inaccessible information and communication technologies that may eventually become accessible, but often do not. The current state of the law allows for separate but equal, but usually results in simply unequal. The resulting current levels of Internet accessibility for people with disabilities are the direct result of policy choices made in the levels of accessibility expected, the ways in which the policies can be enforced, and the levels of effort put into enforcement. If people with disabilities are to move from being the most disadvantaged population online to equal residents of cyberspace, the philosophical approach of disability rights law needs to evolve. This evolution hinges on a rejection of the mentality of retrofitting and separate but equal, incentivizing instead a philosophy that emphasizes born-accessible technologies that are designed to be inherently inclusive of people with disabilities. Such a change would not be a minor policy adjustment, however; it would necessitate a comprehensive, across-the-board reevaluation of the language of all disability rights laws. To alter the philosophical approach to accessibility, the changes to the laws should be based on a strong and clear legislative mandate that discourages retrofitting and instead shifts significantly more weight toward planning for accessibility and implementing accessibility early in the design and beyond only the minimum that will satisfy the law for today. Specific changes would need to include: . Eliminating the ability to avoid compliance by invoking undue burden clauses or creating separate and unequal versions of technologies; . Creating a mandate for creating born-accessible technologies capable of providing the same features to all users, preventing a culture of retrofitting for accessibility; . Providing guidelines and best practices that promote the useful consideration of accessibility throughout design and implementation; . Ensuring that new requirements are broad enough to encompass the accessibility of current and future technologies, while also accounting for the full range of disabilities that can be affected by issues of accessibility; . Reducing the burden that an anti-subordination approach places on people with disabilities by converting the laws protecting them to provide the anti-differentiation approach that protects all other populations. These would clearly be significant changes to existing laws and regulations. However, as the current state of accessibility demonstrates, major changes are needed if people with disabilities are to have an equal role in the age of the Internet. Such policy changes would likely face resistance in the quarters that have traditionally fought against increases in rights for people with disabilities. Industry organizations, government agencies, and certain conservative members of Congress previously argued against the Rehabilitation Act and the ADA, primarily on economic grounds. Similar concerns were raised against online accessibility when the requirements of Section 508 were supposed to have been implemented. However, people with disabilities have overcome resistance to previous increases in their legal rights through organized support of changes to the law, and there is no reason to believe that they would be unable to support further changes to the law actively. Given that online inaccessibility disadvantages most people with disabilities in one way or another, large numbers of people with disabilities would have strong incentives to support these policy changes actively. With the enormous potential benefits that an accessible Internet could provide to people with disabilities-online education offering greater opportunities for higher education and better jobs, telecommuting and telework offering meaningful employment options, and social networking offering new ways to engage in social activities regardless of the barriers of the physical world-it is possible that no population could benefit more from the Internet than people with disabilities. These benefits will remain in the realm of the potential, however, until disability rights laws shift from a philosophy of retrofitting to a philosophy of born-accessibility. ---------- [PHOTO CAPTION: Hands examine a tactile artwork.] Imagination Unbound by Ann Cunningham From the former Editor: On Sunday morning of last summer's convention my husband and I wandered past a meeting room in which a handful of people were doing something with art. It was early in the day, and I was just getting a feel for what was happening on this first day of the convention, so we stepped in for a moment and tore ourselves away an hour later. I was not personally tempted by the creative opportunities to make art that were going on in the center of the room. My focus was the tactile artworks on display around the edges. I am always fascinated by what seems to me the disproportion between elements of tactile art as I touch it and what looks right to a person examining the piece visually. Part of the puzzle, I recognize, is the visual conventions that convey depth and perspective. But simply identifying the elements of the composition-falling leaves, a girl on a swing, the moon shining down on the scene-is endlessly interesting to me. Ann Cunningham and Debbie Stein, who organized this experience, were satisfied with the number of visitors who stepped into the room to make art or learn about it, but I can't help thinking that lots of people who missed the whole event would have been as happy as I was to experience even a little of this extraordinary opportunity. Therefore I asked Ann and Debbie to write something about this exhibit so that this year's convention attendees will know about it ahead of time. Here is what Ann Cunningham has to say about the opportunity awaiting Federationists in July: "But how do you do it?" people sometimes ask me when they learn that I teach art to blind people. Then comes an even bigger question: "What can art mean to people without sight? Art is mostly a visual thing, isn't it?" "Not necessarily," I explain. "Mostly art is about imagination and the creative process." In my years teaching art at the Colorado Center for the Blind (CCB), I have met many students who are convinced that they can neither understand nor create art. In nearly every case an hour or two of art class is enough to dispel their doubts. As they experiment with drawing using raised lines, students begin to understand how the three-dimensional world is rendered in two dimensions. Last summer, with the help of Debbie Kent Stein and one of my students from the CCB, Amelia Dickerson, I set up a drop-in art room at the NFB convention in Orlando. In the art room visitors had the chance to examine art by touch and, if they chose, to create their own drawings or sculptures. Early on the morning of Sunday, July 3, I got to work setting up the room. My lifesaver, Pat Davis of Minnesota, began cooking up the first of many batches of homemade clay. I unpacked the nearly two dozen sculptures that I had sent to Orlando via UPS. We arranged art pieces on tables around the perimeter of the room. Most were bas reliefs I had made in slate or plastic, most of them original pieces and some inspired by paintings at the Colorado Center for the Arts. We also displayed an assortment of books with tactile illustrations that had been donated to us by National Braille Press and Touch Graphics, Inc. On tables in the middle of the room we spread drawing boards for making raised-line pictures, along with clay and sculpting tools. The room was open all day Sunday and again on Monday afternoon. Visitors were welcome to drop in at any time and stay for as long as they wished. Volunteers were on hand to show people around and answer questions. Some visitors asked volunteers to explain the art on display, while others preferred to explore on their own. The art room drew people of all ages and backgrounds. We met parents with blind children and teens, adults who had been blind all their lives, and seniors who were losing their vision. Teachers and other professionals came by to observe and quickly got caught up in the fun. Most people made a thorough investigation of the artwork arranged around the room. They took their time to examine each piece, not wanting to miss any detail. After they studied the sculptures and books on display, many of the visitors sat down to draw or work with clay. On average visitors stayed for about two hours, which was quite impressive, considering the number of competing events. We were thrilled that so many people felt comfortable experimenting with their own creative expression. The enthusiastic response to the art room reveals how seldom blind people are allowed to have hands-on experiences with art and shows how much they hunger for such opportunities. Look for the art room in the agenda for convention 2012. We will be back this summer with works by more artists and with some new ideas to inspire your creative efforts. Please drop in and let your imagination run free! ---------- A Taste of Dallas by Elizabeth Campbell From the Editor: In a busy convention schedule, going to dinner can be one of the only relaxing times of the day. In the following article Elizabeth Campbell gives you a sample of the dining possibilities in the area around the Anatole. This is what she says: Texans enjoy bragging about the great things we have to offer, and what trip to the Lone Star State would be complete without the best barbecue around or delicious Tex-Mex cooking? While you are here for the convention, take time to venture out and let your taste buds do some exploring. A short cab ride from the Anatole are a number of restaurants with reasonable prices and terrific food, including steakhouses and barbecue and vegan cuisine. Enjoy and have fun y'all! Barbecue Dickey's Barbecue Pit 2525 Wycliff Ave. Dallas 75219 Phone: (214) 780-0999 Store Hours: Mon.-Sun. 11:00 a.m.-9:00 p.m. Website: Founded in 1941, Dickey's Barbecue Pit still smokes its meats at each restaurant location. According to Dickey's website, when spicy cheddar sausage was added to the menu, it was the first change in fifty years. Today Dickey's serves up beef brisket, pulled pork, ham, Polish sausage, turkey breast, and chicken, with an extensive array of home-style sides from jalapeno beans to macaroni and cheese. Buttery rolls are served with every meal along with complimentary ice cream and dill pickles. Sonny Bryan's Smokehouse 2202 Inwood Rd. Dallas 75235 Phone: (214) 357-7120 Website: Restaurant hours: Monday-Sunday 10:00 a.m.-9:00 p.m. This famous restaurant features vintage school desks and photos of famous folks who have enjoyed the barbecue over the years. Sunny Bryan's also has a gluten-free menu. Steakhouses Dunston's Mesquite Grilled Prime Steaks 8526 Harry Hines Blvd. Dallas 75235 Phone: (214) 637-3513 Restaurant hours: Monday through Thursday: 11:00a.m. -10:00 p.m. Friday: 11:00 a.m.-11:00 p.m. Saturday: 4:30 p.m.-11:00 p.m. Sunday: 4:30 p.m.-10:00 p.m. Website: Dunston's features prime beef at a reasonable price, and the restaurant is famous for its mesquite-grilled steaks. The restaurant has the look and feel of a high-end steakhouse with reasonable prices. Make sure to check out some of the favorites such as a chicken-fried rib-eye or fried catfish. Texas Land and Cattle Company 3130 Lemmon Ave. Dallas 75204 Phone: (214) 526-4664 Call for restaurant hours. Website: Known for its signature smoked sirloin and Texas rib-eye steaks. American Diners Mama's Daughters' Diner 2014 Irving Blvd. Dallas 75204 Phone: (214) 742-8646 Website: A quote from the website: "Mama's been home cookin' breakfast and lunch for the good folks in the Dallas area since 1958, baking our own pies, cornbread, and rolls." Original Market Diner 4434 Harry Hines Blvd. Dallas 75204 Phone: (214) 521-0992 Website: Restaurant hours: Monday-Wednesday 6:00 a.m.-3:30 p.m. Thursday/Friday 6:00 a.m.-9:00 p.m. Saturday 6:30 a.m.-9:00 p.m., and Sunday: 7:00 a.m.-3:00 p.m. The diner features homemade pies, daily specials, and burgers. Note: the menus are in PDF form and don't appear to be accessible. Mexican El Fenix Mexican Restaurant 1601 McKinney Ave. Dallas 75202 Phone: (214) 747-1121 Website: Open seven days a week: Sunday-Monday 11:00 a.m.-9:00 p.m.; Tuesday- Saturday 11:00 a.m.-10:00 p.m. Serving the best in Tex-Mex cuisine since 1918. Ojedas Mexican Restaurant 4617 Maple Ave. Dallas 75219 Phone: (214) 528-8383 Website: Restaurant hours: Sunday-Thursday 10:00 a.m.-9:30 p.m.; Friday and Saturday 10:00 a.m.-10:30 p.m. Note: this site is written in Flash, and it is very difficult to navigate because music is playing in the background, making it difficult to listen to a screen reader. A quote from a review on the City Search website: "The original location on Maple Avenue opened in 1969, and not a whole lot has changed in forty years. Everything about the place is comfortable, from the sincere waitstaff to the old-school decor to the endless number of combo plates. We like Ojeda's dinner: guacamole salad, tostada with queso, two beef enchiladas, puff taco, and rice and beans. Countless famous faces have dined at Ojeda's, including President Bill Clinton, Owen Wilson, and Dr. Phil." Indian Taj Express 4436 Lemmon Ave. Dallas 75219 Phone: (214) 528-0200 Hours: Monday-Sunday from 11:30 a.m.-2:30 p.m. and 5:30 p.m.-10:00 p.m. Acrylic murals in rich gold, purple, and orange tones adorn the concrete walls of this former Pizza Hut turned Indian food favorite. Throbbing Hindi dance music and a polite turban-wearing owner and his wife greet you at the door. Regulars favor the inexpensive buffet, which includes salad with fresh chutney and raita, naan, and basmati rice as staples. Hot and spicy dishes include tandoori chicken, creamed spinach, cauliflower and potatoes, and creamy tikka masala sauce. Chinese Panda's Chinese 3917 Cedar Springs Rd. Dallas 75219 Phone: (214) 528-9999 Website: From the website: Late-night Oak Lawn hangout serves authentic Hunan and Szechuan delicacies to starved bar-hoppers and businessmen alike. Delivery till 4:00 a.m. Full bar, great desserts. Vegan Kosmic Cafe 2912 Oaklawn Ave. Dallas 75219 Phone: (214)521-6157 Hours: Monday-Thursday 11:00 a.m.-10:30 p.m. Friday and Saturday: 11:00 a.m.-11:00 p.m. Sunday: 12:00 noon-10:00 p.m. Website: Check out one of the restaurant's signature dishes made with tofu, grilled asparagus, bell peppers, and onions. We hope you enjoy your stay in Dallas and at the luxurious Anatole Hotel. At the convention look for the restaurant guide that will have more information and restaurant listings. ---------- [PHOTO CAPTION: Angela Marin is pictured here making clothing labels.] An Important Step in My Life by Angela Marin Rivera From the Editor: Ashley Bryant from the National Clearinghouse on Disability and Exchange submitted this article. The Community Solutions Program is a professional development program for community leaders from around the world to contribute to U.S. community projects. In her mission to increase opportunities for people in Peru who are blind, Angela Marin Rivera sought an opportunity to do professional development with a U.S. blind organization, while expanding her own independent living skills. Here is Angela's story: I was born in Lima, Peru, and I have been blind since birth, due to cytomegalovirus, a condition caused by rubella, which affected my mother when she was pregnant. I have lived with my parents, Fernando and Carmen, and my sister Daniella for most of my life. My parents have always cared about my education and helped me to grow up like any other child. I first went to a school for the blind called San Francisco de Asis, a primary school, where I learned Braille and all the academic subjects I needed. For high school I went to Hector de Cardenas, which was a regular school. I was the only blind student there, but the teachers helped me to take regular classes. Being included in a regular environment made this a wonderful experience. After high school I applied to the National Women's University (UNIFE) to study languages and translation. I did well and finished my college career successfully. During that time I took some cane travel classes so that I could travel to and around the university. After I graduated from college, I worked as a computer teacher, translator, and switchboard operator, which helped me to be useful and gain more confidence in myself. One day I was doing some research on my computer, and I read about the Community Solutions Program managed and funded by the Bureau of Educational and Cultural Affairs of the U.S. Department of State and implemented by IREX. This program searches for good leaders around the world who want to promote development in their communities. So, after thinking about this interesting opportunity, I decided to apply to the program. I know several organizations of the blind in Peru, and I had experience teaching computer courses to blind people, so I decided to continue helping others to be successful in life. One of my main goals is to help blind people to have more opportunities, as I do myself. I later received an email from a staff member of IREX which said that I had been accepted to participate in the Community Solutions Program on a fellowship to come to the U.S. This would be a four-month fellowship to work with a host organization. After the training I would do a project in my home country. I was told that my host organization would be the National Federation of the Blind. I was excited and nervous at the same time, since I knew it would be a challenge for me to live in another country without my family and friends, but I decided to go ahead with this opportunity to learn to be a good leader. When I first arrived in the U.S., all the CSP fellows got together in Washington, D.C., to receive general training from the IREX staff about our four-month fellowships. After three days of training all of the participants went to their host organizations. I went to Baltimore and stayed at the National Center for the Blind for a week. There I met Mrs. Joanne Wilson, a great and powerful woman. I talked with Joanne about my goals and the project I wanted to accomplish. She helped me to understand the philosophy of the NFB and told me about training centers for independent living in the country. She suggested that it would be great if I had the opportunity to attend one of these centers, and I thought it would be very helpful in reaching my personal and professional goals. We talked to staff from the Nebraska Center for the Blind to see if I could become a client in the following months. Within a few days I arrived in Lincoln to start my training. The center's rehabilitation program director and the apartment resource counselor showed me my new apartment, and I felt more comfortable. After my first interview we decided that my program would emphasize developing home- management and cane-travel skills because these are what I most needed to learn. I was already quite comfortable with computers and Braille. My home-management instructor helped me to learn a lot of cooking skills and made me feel comfortable in the kitchen. I tried some new recipes that turned out well. The most amazing thing was that I could prepare meals for other people by myself. I also tried some of my mom's recipes, and all of my family was impressed that I was learning how to cook and manage my own apartment. I truly thank my instructor for all the time she spent with me and all of the knowledge I acquired. In cane travel class, I learned how to use the cane properly and how to travel independently. I also learned how to cross the streets on my own, explore different places, and ask for directions. It was very important that the cane-travel instructor had a lot of patience, knowledge, and experience. As a blind instructor he really understood our needs. I appreciate all the support they and the entire staff gave me during my program. The instructors at the Nebraska Center for the Blind are the best I have ever met and are a great example of what we can make out of our lives. I have new friends in America, and I will always remember the time I spent with the clients at the center, at the apartments, and during social gatherings. All of these friends helped me to change my life and be a better human being. I now feel strong enough to achieve my personal and professional goals. To apply as a professional or a host organization in the Community Solutions Program, visit . The National Clearinghouse on Disability and Exchange is sponsored by the Bureau of Educational and Cultural Affairs of the U.S. Department of State and administered by Mobility International USA. For more information about people with disabilities participating in international exchange programs, visit or contact . ---------- [PHOTO CAPTION: A blind woman enjoys a workout.] [PHOTO CAPTION: A young man does curls.] The United States Association of Blind Athletes Affects Lives through Sports and Recreation From the Editor: The lack of physical activity in our country is often cited as a contributing factor in what is frequently called the obesity epidemic. Weight gain has long been associated with disabling and life-threatening conditions. It has often been observed that man is a growing machine, meaning that the older one gets, the harder it is to keep from gaining weight. What worries many healthcare professionals, dietitians, teachers, and parents is the alarming rise in obesity among children. Arguably blind children, as part of society, share this problem, but the following article convincingly argues that blind youngsters are even more likely to suffer from obesity because physical education teachers don't know how to make accommodations to allow their blind students to participate. Here is what the United States Association of Blind Athletes has to say: An estimated 52,000 school-age children are blind or visually impaired in the United States; nearly 70 percent do not participate in even a limited physical education curriculum. The barriers that blind or visually impaired youth face are numerous and primarily the consequence of moving their education from residential schools, where physical educators with a knowledge of blindness deliver specialized services in relatively small classes, to public schools, where educators may have less knowledge, time, and resources to apply to students who are visually impaired. In 1976 the United States Association of Blind Athletes (USABA) was founded by Dr. Charles Buell to improve the lives of people who are blind or visually impaired. Since then USABA, a Colorado-based 501(c)(3) organization, has evolved into a national organization that provides sports opportunities to thousands of athletes of all ages and abilities who are blind or visually impaired. A member of the U.S. Olympic Committee, USABA enhances the lives of people who are blind or visually impaired through sports and physical activity by providing opportunities in various sports, including, but not limited to, track and field, Nordic and alpine skiing, biathlon, judo, wrestling, swimming, tandem cycling, powerlifting, rowing, showdown, triathlon, archery, and goalball. USABA recognizes that sports opportunities allow people who are blind or visually impaired to develop independence through competition without unnecessary restrictions. Like the sighted, people who are blind or visually impaired must have the opportunity to experience the thrill of victory and the reality of defeat. The benefits of sports and recreation have been shown to continue from childhood through adolescence and into adulthood. A recent survey of USABA members revealed that not only do participants benefit academically from their involvement in sports during elementary and high school, but 57 percent of USABA members went on to higher education to pursue a college degree--which is more than double the national average of 23 percent for their visually impaired peers. Helping to increase the involvement in physical activity and the likelihood of higher education, eighteen agencies assisting youth who are blind or visually impaired are working towards a healthier lifestyle with the start of the National Fitness Challenge created by the United States Association of Blind Athletes and funded by the WellPoint Foundation. "Each participating agency submits baseline data and monthly updates that are used to create and modify achievable fitness and weight loss goals for the teens to help them decrease their Body Mass Index," said Mark Lucas, executive director of the United States Association of Blind Athletes. USABA and the WellPoint Foundation are actively working towards a healthier lifestyle by providing talking pedometers as well as fitness and nutrition coaches for each agency. Each athlete has the opportunity to be the top boy or girl from his or her agency and participate in the final National Fitness Challenge. This is a four-day camp in Colorado Springs, Colorado, June 18 to 21, 2012, where they will participate in track and field, goalball, swimming, and strength and conditioning workouts to learn more about fitness and become more involved in their local communities. Mark Lucas says, "Our goal for the National Fitness Challenge is that the top thirty-six teens will go back to their communities and join sports teams. We want to reward the teens for their hard work and dedication towards leading an active and healthy lifestyle. Each participant will be provided skill development that can lead to national and international competitions." Participants from each of the eighteen agencies have a special sport they are practicing in order to become more physically fit while having fun. Some are playing goalball, while others have a running league, swim team, ski team, or tandem cycling group. "The WellPoint Foundation is committed to helping children and adults have active lives and avoid the health risks associated with sedentary lifestyles and obesity," said Mike Walsh, president and general manager of WellPoint's Specialty Business, which includes dental, vision, workers' compensation, voluntary, life and disability benefits. "We believe no one should ever be denied the right to enjoy the physical and emotional benefits of exercise, and we are proud to partner with the USABA to ensure that vision impairments do not limit the recreational opportunities afforded to teenagers across the country." The WellPoint Foundation is the philanthropic arm of WellPoint, Inc., and through charitable contributions and programs the Foundation promotes the inherent commitment of WellPoint, Inc., to enhance the health and well being of individuals and families. These seven hundred teens are taking leaps and bounds to break down stereotypes and become more physically fit by showing how active people with disabilities can be while enjoying themselves. As the National Fitness Challenge year comes to a close, USABA and the WellPoint Foundation hope the athletes meet their goal of a 50 percent total decrease in body mass index (BMI). Not only will these teens lower their BMI, but, through participation in sports and physical activity, they will realize new levels of independence, confidence, and determination. USABA is dedicated to providing physical activities for everyone who is blind or visually impaired, especially veterans and military service members. Operations Iraqi Freedom and Enduring Freedom resulted in the highest percentage of eye wounds of any major conflict since World War I, so it is particularly important that USABA provide opportunities to returning wounded warriors. USABA began Operation Mission Vision in the summer of 2008. Its goal is to bring normalcy back into the lives of veterans and active duty service members who are blind or visually impaired and to accelerate their rehabilitation through sport, recreation, and physical activity. Lonnie Bedwell, a forty-six-year-old Navy veteran, lost his sight fifteen years ago and has been a member of USABA for many years. He says, "I want to thank all of you for these opportunities and allowing me to be a part of USABA. USABA and all of you that run it are absolutely first-class. When you give your time to help others, that's something that can never be replaced. It's phenomenal. I just wish I could repay these guys. I feel like the only way I can do that is to pay it forward. It's like I was in front of a huge brick wall--no way around it, no way through it, and they put a door in it, and then they took me through it. The events--a lot of the time I don't know how you put into words what they do for people," Bedwell said. Participation in physical activity is often the most critical mental and physical aspect of rehabilitation for both the injured person and his or her support network. In partnership with the United States Olympic Committee's Military Sports Program, USABA fully funds veterans and their coaches so they can attend and participate in the USABA summer and winter sports festivals. In order to help veterans especially, goalball was developed after WWII to keep veterans who had lost their sight during the war physically active. Goalball is a unique ball game played by people who are blind or visually impaired, but many sighted people also play on local teams for fun. Goalball has become a premier team game and is a part of the Summer Paralympic Games. It is played in 112 countries in all International Blind Sport Association (IBSA) regions. In partnership with the U.S. Paralympics, a division of the United States Olympic Committee, USABA manages the sport of goalball from the grassroots to the elite level. Goalball is played with bells inside the ball so the players can locate it audibly. For this reason silence at events is vital. Goalball is played on a court with tactile markings so players can determine their location on the court and the direction they are facing. All players wear eye masks to block out light and thus equalize visual impairment between the athletes. USABA's goalball season is starting soon, and teams around the nation will play in tournaments with hopes of becoming national champions. The goalball schedule can be found on the USABA's website listed at the end of this article. USABA offers many other sporting events for youth such as the IBSA World Youth Championships that occur every two years. In addition, more than 250 athletes ages twelve to nineteen from more than twenty countries compete in sports, including judo, goalball, swimming, and track and field. Team USA is represented by young athletes currently competing on their high school or club teams. USABA also provides regional goalball tournaments, sports education camps, summer sports festivals, annual winter sports festivals, and cycling camps. Sports and physical activity is the gift that keeps on giving from childhood through adulthood. Regular exercise can help protect us all from heart disease, stroke, high blood pressure, noninsulin-dependent diabetes, obesity, back pain, and osteoporosis. It can improve our moods and help to manage stress. For the greatest overall health benefits, experts recommend that we do twenty to thirty minutes of aerobic activity three or more times a week and some type of muscle-strengthening activity and stretching at least twice a week. USABA strives to be an easy access portal for information and events for all blind or visually impaired people who seek participation in sports and physical activity. Parents, teachers, community program leaders, coaches, volunteers, and people who are blind or visually impaired can easily seek out USABA staff and coaches for their expertise. What the United States Olympic Committee is to the Olympic movement, the United States Association of Blind Athletes is to the blind and visually impaired athletic movement. For more information about any of these programs or the USABA, call Lacey Markle at (719) 866-3222, email her at , or go to USABA's website at . ---------- [PHOTO CAPTION: A group of teachers creates a tactile twister board.] [PHOTO CAPTION: Mark Riccobono teaches Amy Lund to use a chain saw.] The NFB Teacher Leader Seminar 2012 by Emily Gibbs From the Editor: Any teacher will tell you that January is usually the hardest month of teaching. It is long, dark, and in most places cold. So, when the education staff of the NFB Jernigan Institute decided to conduct a weekend seminar for teachers of blind students, they settled on late January as the best time to provide participants with a shot in the arm. The idea was obviously a great success. Here is Jernigan Institute staffer Emily Gibbs's report of the event: Throughout the country teachers of the blind are often isolated in their schools because blindness is a low-incidence disability. In addition to this isolation, teachers of blind students face various other professional challenges. They have overwhelming caseloads, with one teacher sometimes serving fifty or more students in several districts or counties. Teachers are frequently not provided the resources they need to educate their students successfully. The National Federation of the Blind recognizes these teachers' struggles and stands ready to support them and provide needed training. The NFB Teacher Leader Seminar was conceived to provide this much needed professional development for teachers of the blind and other blindness professionals. During the last week of January teachers flocked to Baltimore to participate in this brand new program. The agenda was established with the consultation of experts in the field of education. Planners decided that the Teacher Leader Seminar should consist of four tracks: science, technology, engineering, art, and math (STEAM); access technology; multiply impaired students; and building blocks for successful itinerant teaching. These four tracks offered focused discussions on the topic. Participants could choose to stay within one track for the entire seminar or participate in several tracks throughout the weekend. For example, based on the needs of the individual teacher, participants might attend all three sessions in the multiply impaired students track or attend one session about STEAM and the next about access technology. The flexibility of the agenda allowed teachers to attend the seminars that most closely met their students' needs. When teachers were not attending track sessions, they were attending special breakout sessions created by experts in their fields to give them experiences unique to the NFB. They learned about NFB philosophy and the National Reading Media Assessment. They toured the International Braille and Technology Center for the Blind. Some even used a chainsaw, grilled a steak, or traveled, among many other things-all under sleepshades,. Five breakout sessions were scheduled concurrently, so one could always find an interesting and engaging session. One feature of the 2012 NFB Teacher Leader Seminar was the way we incorporated social media. Participants were encouraged to communicate with each other using several social media websites on their computers and mobile devices. We used the Twitter website extensively. Twitter uses 140- character messages (tweets) to post status updates to the world. If you aren't following--connected with--a given user, there is no way for you to see that user's communications. However, if you include a hashtag, a word with a # sign in front of it, other users can search for that hashtag and read the tweets of all the people discussing that subject. For example, at the 2012 NFB Teacher Leader Seminar our hashtag was "#TLS12." Using this hashtag, everyone who wanted to hear about the seminar could participate in the discussion. Teachers used Twitter to post tweets about what they were learning during track sessions and breakouts. They posted pictures of themselves and the new people they had met traveling under sleepshades, grilling, and using adaptive science tools. Teachers interviewed each other on video and uploaded those conversations to Twitter as well. This was a way for people to experience different sessions and keep track of what others were doing. It was the ultimate solution to the age old problem of being unable to be in two places at once. All of the tweets could be read online or viewed on an eight-foot-tall screen in the northwest corner of Members Hall that constantly updated during the day. For those who didn't bring a computer, the southwest corner of Members Hall was transformed into a social media lounge. The area was set with caf? tables and chairs. Here computers were available all day long for people to use to check email and update Twitter and Facebook, as well as access the TLS Forum. The forum was an online bulletin board accessible only to participants inside the building. It contained information about the building and about Baltimore itself. The forum was where you could find cab or bus information, the names of nearby restaurants, and other information about the NFB and Baltimore. This information was especially important for teachers who weren't staying in the building and for people who went out on the town to explore Baltimore on Saturday night. One unique aspect of the NFB Teacher Leader Seminar was the Unconference, an event unlike a traditional conference in every way. It has no agenda. An Unconference is created and organized the day it happens by the participants. The people who attend are the ones who volunteer to run sessions and speak about things they are passionate about. To organize the unconference, we depended on the TLS Forum. People suggested topics on the forum throughout the first two days. Unconference ideas could be anything. People were encouraged to suggest topics they were excited about and knew enough to run a discussion about as well as topics about which they knew nothing but hoped to learn more. Anyone could run a session or suggest a topic simply by posting it on the forum. For thirty minutes before the Unconference began on Sunday morning, we conducted a town hall meeting to decide the schedule for the day. The agenda was agreed by consensus of the entire group and was based on suggestions posted on the forum. Sessions were chosen quickly, and in every case someone happily volunteered to lead the discussion. The only rule for the day was the two-feet rule. If you weren't learning in a session or it wasn't what you expected it to be, you could walk out. Unconference sessions covered a wide range of topics. Some sessions, such as "Creative Braille-Teaching Tools," were led by one person who talked to the group. Others were conducted by the entire group discussing one topic, such as the accessible app session. During this time there was even a philosophy discussion aptly described as "Myths of the NFB." Participants were invited to discuss honestly what they had heard about the NFB and what they had learned during the seminar. We asked teachers to fill out an anonymous survey about their experiences. The teachers themselves said it best. When asked if they felt that this conference had expanded their professional learning network, all thirty-two responders said yes. When asked if they would recommend this conference to other teachers, thirty-one of thirty-two people said that they would. One participant exclaimed, "I will definitely recommend this conference to other blindness professionals in future years. It is a great way to share ideas and learn from one another. It is also a good way to introduce people to the NFB's philosophy." Another responded, "My goal is to get all of my program to come next year." No matter what topic participants came to the conference hoping to learn about, they all agreed that they had learned a lot about the topic at this seminar. According to the participants themselves, the inaugural 2012 Teacher Leader Seminar was a huge success. The people who attended offered positive feedback as well as insights and suggestions for the future. Because of the overwhelmingly positive response, planning has already begun for the 2013 Teacher Leader Seminar. We hope to see lots of teachers there. ---------- [PHOTO CAPTION: Ron and Jean Brown] Fun with Fashion by Ron and Jean Brown From the Editor: The way we act and what we say has a lot to do with the way we are perceived, but so do the clothes we wear. How does a blind woman determine the colors that make her look her best? How does a blind man follow current styles to ensure that his wardrobe is appropriate in 2012 and not a classic from the 1990s? To answer some of these questions, we sought out two of the most stylish dressers we know, people who dress appropriately in every situation, both of whom are totally blind. Here is their advice about dressing for leisure, fun, and success: The fashion do's and don'ts can be as simple or as complex as we make them, and to the inexperienced blind clothes shopper walking into a mall, it can be a nightmare. Our advice: just determine to have fun shopping and enjoy it for the special treat it is. We like shopping with people who know the styles we wear, and Ron and I are thankful for family members with good fashion sense and the ability to coordinate clothing. Stand your ground. If someone has no fashion sense, don't let him or her select your clothes. Some clothing is beautifully designed, but the pattern or the colors are atrocious--don't make the awful mistake of bringing a piece home just because you like its texture, for everything that's pleasing to the touch is not necessarily pleasing to the eye, and everything that has a high price tag is not necessarily beautiful. As you plan your day, make plans to wear the right attire. Can you divide your clothing into casual wear, business/business casual, sportswear, and evening wear? If so, you have already won half the battle. Be sure that the style you choose compliments your figure, your complexion, and your personality. Ladies, don't be afraid to accessorize your outfits; add a scarf or a piece of jewelry to give it a touch of class. Men, let your clothes compliment your physique. For most men selecting the appropriate business wear is a challenge; just remember no written rule says you must wear a tie with a sports jacket. A blazer is also very fashionable with a turtleneck sweater or a collarless shirt and dress slacks. Many of the rules that apply to men also apply to women. Go ahead-- dress up your jeans with a dressy blouse or cowl-neck sweater, your favorite heels, and a blazer. Evening wear has certainly changed over the years; it's no longer just a flowing gown; it can be a tea-length skirt or dress or an elegant suit. Once again, don't overlook accessories if needed. Men, take your pick-a suit, a three-quarter-length jacket, or a basic cut jacket, as long as the shirt and tie colors are coordinated. I am tempted to stop there but should point out that your shoes and socks should match your suit for a finished look--now you've got it going on. Casual wear is what you are comfortable in away from home; it can be the same as sportswear. Clothing in this category should not be mixed with anything in your business casual suits unless it is a weekender. Sportswear is a category by itself, and it seems that the list keeps growing as our fashion designers create more and more looks. Have fun with this category, but keep in mind what is age appropriate and what accentuates the positive. Don't hold back by being shy or reserved; ask what the latest fashions are, touch materials so you will know what they are, take someone with you who loves to shop so that you are not rushed; and remember, ladies and gentlemen, that our sighted public can see us coming long before we can hear them speak, so let's put our best look forward. A central tenet of our philosophy is that it is respectable to be blind, so leave your home with pride, with confidence, and with style. ---------- [PHOTO CAPTION: John Nagle] The Struggle for Minimum Wage: 1968 by Anna Kresmer From the Editor: The following is another in our series of historical documents in the Jacobus tenBroek Library. As most readers know, our federal legislative agenda for 2012 includes the Fair Wages for Workers with Disabilities Act of 2011 (H.R. 3086). This bill would amend Section 14(c) of the Fair Labor Standards Act of 1938 to end the practice of government-issued permits that allow employers to pay their disabled workers subminimum wage, a practice often, although not exclusively, used in sheltered workshops. Supporters of the bill believe that, in addition to paying an unfair wage, these permits encourage low expectations and reinforce the stereotype that disabled people are incapable of surviving in a competitive workplace. As of late March the bill was continuing to make progress in the House of Representatives, thanks to the efforts of the NFB and our allies among other organized groups of disabled Americans. The struggle to attain the minimum wage for the disabled is nothing new to the NFB. Evidence of the Federation's activism on this issue over the decades is preserved in the archives at the Jernigan Institute. The tenBroek library staff recently encountered one such piece of documentation in the papers of Jacobus tenBroek and is pleased to present it this month. This 1968 unsigned draft of a never-published Braille Monitor article-- presumably written by John Nagle, then chief of the NFB Washington office-- details the wage situation faced by blind workers of the day. We do not know why this article was not published, but perhaps it was lost in the organizational shuffle surrounding President tenBroek's death on March 27, 1968. Regardless of why it never appeared in print or Braille, this article provides a solid description of the status of the subminimum wage issue at the time. It points out the victories already won through collective effort on the part of the organized blind, and it highlights the problems still left to solve. It accounts for just one battle in a greater war on employment discrimination. But--even though the road may seem long today and the battle tiring--just as it did in 1968--the Federation spirit is as strong as ever. Today this archival document serves as a historical snapshot, reminding us of how far we have come, showing how far we have left to go, and encouraging us to keep fighting. Sheltered Shop Minimum Wage Up! On February 1, 1968, 80 cents became the hourly minimum wage rate applicable to the earnings of handicapped workers employed in sheltered workshops. This upping of the sheltered shop wage is in accordance with the second-step federal minimum wage rise provided for by the 1966 amendments to the Fair Labor Standards Act. These amendments established the overall federal hourly minimum wage at $1.40 on February 1, 1967, and at $1.60 on February 1, 1968--and they also included the historic action of imposing a wage minimum on sheltered shop hourly earnings, providing that such minimum be not less than 50 percent of the federal hourly minimum wage. Thus, on February 1 of last year, 70 cents was established as the statutory hourly minimum wage in sheltered shops, and, on February 1, 1968, as the federal minimum advanced from $1.40 to $1.60 an hour, the sheltered shop minimum rose from 70 cents to 80 cents an hour. This sheltered shop minimum wage can hardly be considered as assuring handicapped workers anything approaching a decent standard of living, even when they are able to earn the minimum--and many do not, because of the nature of the work they are offered to do. And then, too, many shop workers are specifically excluded from even the meager minimum wage provided for in the Fair Labor Standards Act. Still, the congressional imposition of any minimum wage at all on sheltered workshops remains a historic milestone in the centuries-long effort to secure equity and opportunity for handicapped people, to secure the same rights and protections for handicapped people which are so generally available to physically fit people. Nor is the National Federation of the Blind willing to rest on its congressional gains for sheltered shop workers in 1966 and accept 80 cents as the permanent statutory floor for hourly sheltered shop wages. For a time there had been the hope that the study of wages in sheltered shops conducted by the secretary of labor in response to congressional mandate would bring about a recognition of the total inadequacy of the wage structure in sheltered shops and would result in earnings improvements for handicapped workers. But the secretary's sheltered shop study has been issued, and it offers no basis for assuming that sheltered shop wages will be bettered by administrative action. So the organized blind will return to Congress and again plead the cause of all physically disabled employees in sheltered workshops. A new minimum wage in sheltered workshops bill is now being drafted which will provide for the raising of the sheltered shop hourly minimum wage to the existing federal minimum in two stages--first to 75 percent, and then, a year later, to the federal minimum. The Federation will look again to the same congressional leaders who worked so closely and so successfully with us before, Congressman John H. Dent, Pennsylvania, and Senator Wayne Morse, Oregon. And the Federation will again also look for support and cooperation from the AAWB [American Association of Workers for the Blind] and the AFB [American Foundation for the Blind], who worked shoulder to shoulder with the organized blind in the 89th Congress when, finally, victory was achieved by the enactment of the sheltered shop provisions of the 1966 amendments to the Fair Labor Standards Act. (Attention: I think it would be helpful to print the sheltered shop minimum wage provisions of the 1966 Fair Labor Standards Act amendments at the conclusion of this article.) ---------- Recipes This month's recipes have been contributed by members of the NFB of Hawaii. [PHOTO CAPTION: Nani Fife] Fresh Mango Bread by Nani Fife Nani Fife is president of the National Federation of the Blind of Hawaii. She is married to Larry Fife, and they have three children and ten grandchildren. Nani lives on the island of Oahu in Nuuanu Valley. Nani works for the City and County of Honolulu as a city manager. She says that frozen mangos may be substituted for the fresh fruit if necessary. Ingredients: 2 cups flour, sifted 2 teaspoons baking soda 1 teaspoon ground cloves 1 teaspoon ground allspice 1/2 teaspoon salt 1 1/2 cups sugar 3 eggs 1/2 cup vegetable oil 1/2 cup (1 stick) butter, melted 2 cups mangos, partly mashed, partly diced 1/2 cup macadamia nuts, chopped Method: Preheat oven to 350 degrees. Grease and flour two standard loaf pans and set aside. Combine all dry ingredients. In an electric mixer beat eggs and then add oil and butter and beat for approximately two minutes. Beat in dry ingredients and mangos. Stir in the nuts. Divide batter between the two pans and bake for forty-five to fifty-five minutes. Bread is done when a toothpick inserted in center comes out clean. Remove pans to racks. Allow bread to cool for a few minutes before removing from pans to cool completely. ---------- Easy Chicken by Nani Fife Ingredients: 1 can condensed cream of mushroom soup 1 envelope onion soup mix 1 can beer 6 chicken thighs Method: Combine all ingredients in a pot. Simmer covered until done, thirty to forty-five minutes. ---------- Portuguese Bean Soup by Ann Lemke Ann Lemke is president of the aNueNue Chapter of the NFB of Hawaii. Ingredients: 2 or 3 medium-sized smoked ham hocks or ham shanks 3 cups chicken broth 1 pound Portuguese sausage, halved lengthwise and sliced (I use hot sausages, but they make mild ones as well.) 1 large or two small Maui onions, coarsely chopped 3 medium potatoes, peeled and cubed 1 cup carrots, in chunky dice 1 cup celery, diced 4 cups cabbage, coarsely chopped 3 15-ounce cans kidney beans with liquid or 1 bag kidney beans soaked overnight 2 cups garbanzo beans (chickpeas), soaked overnight 2 14.5-ounce cans diced organic tomatoes (or one large can) 1 6-ounce can tomato paste 1/2 pound elbow macaroni 8 cloves garlic, minced 1 bunch cilantro (Chinese parsley), coarsely chopped 1 bunch flat-leaf (Italian) parsley 2 tablespoons black peppercorns 5 fresh or 3 dried bay leaves Method: In large stock pot combine ham hocks, onion, garlic, black peppercorns, and bay leaves. Add chicken broth and just enough water to cover the ham hocks completely. Bring to a boil and then lower the heat. Simmer covered for about two hours. This slow cooking gives the soup its rich flavor. Remove the ham hocks and de-bone. Dice any meat and set aside, discarding fat. Place the pot in a large bowl of ice and after about thirty minutes skim any fat off the surface. Return pot to the stove. To the pot add tomato paste, diced tomatoes, beans, carrots, celery, potatoes, half the parsley, half the cilantro, and all of the cabbage. Simmer soup over low heat for about twenty minutes. Add diced ham and Portuguese sausage. Continue simmering the soup for thirty minutes. Add macaroni and cook until just tender, about ten minutes more. Serve topped with remaining fresh chopped parsley and cilantro and cracked black pepper. All amounts are approximate. Feel free to add or reduce any ingredient, depending on your taste. I have combined several recipes to make this one. I even think that fresh corn cut off the cob would be a fine addition when it is in season, which is almost all year in Hawaii. This recipe also freezes quite well. ---------- Energy Bars by Gladys Okada Gladys Okada is a member of the Kauai Chapter and a member of the NFB of Hawaii board of directors. Ingredients: 2 cups quick cooking oatmeal 1/2 pound (2 sticks) butter 2 1/2 to 3 cups Rice Krispies 1/2 cup peanut butter (creamy or chunky) 3/4 cup unsalted peanuts 1 package miniature marshmallows 1 cup raisins (Dried blueberries or cranberries may be substituted.) Method: Lightly brown the oatmeal in the microwave for 1 1/2 to 2 minutes on medium to medium-low setting. In top of double boiler or deep pot melt butter, peanut butter, and marshmallows, cooking at medium-low heat. Stir often. Add dry ingredients to the marshmallow mixture. Mix well. Working quickly, transfer mixture to a greased 9-x-13-inch pan. Cover with a sheet of waxed paper. Press the mixture flat. Turn the mixture onto a cutting board and press down if not packed firmly enough to hold its shape. Cut into bars of desired size while they are warm. Wrap in waxed paper for storage. ---------- Butter Mochi by Charlene Ota Charlene Ota is secretary of the aNueNue Chapter of the NFB of Hawaii. Ingredients: 1 16-ounce box mochico (rice flour) 2 teaspoons baking powder 2 1/2 cups sugar 1 12-ounce can evaporated milk plus enough water to make 2 cups (about 1/2 cup) 1 teaspoon vanilla extract 1 stick butter, softened 4 eggs 1 12-ounce can coconut milk Sesame seeds, optional Method: Place all ingredients except coconut milk in a large bowl and beat well with an electric mixer. Then add coconut milk and continue beating until well blended. Pour mixture into a greased 9-x-13-inch baking pan. Sprinkle with sesame seeds if desired. Bake one hour at 350 degrees. ---------- Onolicious Chocolate Chip Caramel Bars by Kyle Laconsay Kyle Laconsay is president of the Honolulu Chapter of the National Federation of the Blind of Hawaii. She is a remarkable person. A little over a year ago she had a successful liver transplant. Kyle lives on the windward side of Honolulu. She is married to Michael and has two lovely children. She explains that the word "ono" means yummy in Hawaiian. Ingredients: 4 cups brown sugar 1 1/2 cups (3 sticks) butter, melted and slightly cooled 4 eggs 3 cups flour 4 teaspoons baking powder 2 tablespoons vanilla extract 1 cup semi-sweet chocolate chips Method: Generously butter a half-sheet-cake pan (11-by-16 inches). A jelly roll pan (10-by-15 inches) would do. Sift together flour and baking powder in a large bowl and set aside. Whisk together eggs and brown sugar and then add cooled butter and vanilla extract. Slowly add the dry ingredients to the wet ingredients and mix thoroughly. Pour mixture into prepared baking pan. Bake at 350 degrees for twenty minutes. Sprinkle 1 cup of chocolate chips on top immediately after you remove pan from oven. Let cool, then cut into bars. Makes 18 large pieces or 36 small ones. ---------- Monitor Miniatures News from the Federation Family Resolutions for Convention: Here is a message from Sharon Maneki, who chairs the NFB resolutions committee: Do you think we should change a government policy, take a stand concerning an agency for the blind, or create new regulations? If you do, consider writing a resolution. At the 2012 national convention the resolutions committee meeting will be held on Sunday, July 1. The committee will debate and discuss resolutions on a wide variety of subjects. If passed by the Convention, these resolutions will become the policy statements of the organization. To ensure that your resolution will be considered by the committee, please send it to President Maurer or to me by June 15, two weeks before the committee meeting. If you send a resolution to me by email and do not receive a response acknowledging your email in two or three days, please call or send it again. If you miss the deadline, you must get three members of the committee to sponsor your resolution and then get it to the chairman before the meeting begins. I will be pleased to accept resolutions by email, ; fax, (410) 715-9597; or snail mail, 9013 Nelson Way, Columbia, Maryland 21045. How to Pay for Your Hotel Stay in Dallas: This helpful information comes from Tony Cobb, who has been a fixture in the lobby of our convention hotels for as long as I can remember. Here is his advice about paying for your hotel stay: Every year at our national convention we have serious trouble with use of debit cards or cash payments at hotel check-in, and, having worked to solve these problems for years, I can tell you they can nearly ruin the convention week for those experiencing them. Planning to attend our national convention should therefore include thinking seriously about how to pay the hotel, and I cannot urge you strongly enough to avoid using cash or a debit card as your payment method. Doing so may seem convenient, but you should not do so. If you do not have a credit card of your own to use instead, prevail upon a close friend or family member to let you use one just for convention. Here's why: If you are paying in actual currency, most hotels will want enough cash up front at check-in to cover your room and tax charges for the entire stay, plus a one-time advance incidentals deposit to cover meals, telephone calls, Internet service, and other things you may charge to your room. The unused portion of the incidentals deposit may be returned at check-out or by mail after departure. Understand, however, that, if your incidentals charges exceed the incidentals deposit credited, you are responsible for payment of the full balance at checkout. The total can end up being a very large sum indeed. If you use a debit card, however, you are really at a potentially painful disadvantage. The hotel will put a hold on money in your bank account linked to the debit card to cover the estimated balance of your stay-that is, for the entire week's room and tax charges plus a one-time incidentals deposit to cover meals, movies, and so on charged to your room. You should be aware that the hold can therefore be a considerable amount of money and that you will not have access to that amount for any other purchases or payments with your card. (Hotels sometimes also put authorizations on credit cards, by the way, but those are not often a problem unless they exceed your card's credit limit.) Holds can remain in effect for three to five days or even a week after you check out. If you have pre-authorized payments from your bank account, for example your monthly mortgage payment, or if you try to make a purchase with your debit card and it's refused, the hold from the hotel can cause you trouble or result in very large overdraft fees for payments you thought you had money in your account to cover. I have seen this hit some of our members in the form of hundreds of dollars in overdraft fees. This means that, if you use a debit card, you would have to be certain you have a high enough balance in your checking account when you come to convention to cover any debit card holds. This is a perilous practice since charges may exceed your estimate by a considerable amount. (Some frequent travelers even open a separate checking account used only for debits like these.) Remember, a hold is going to be placed on your debit card regardless of how you end up paying the bill, and the hold is not necessarily released right away, even if you pay with a credit card or cash when you check out of the hotel. Planning ahead in this area can ensure an untroubled week at convention, leaving you free to enjoy fully the world's largest and most exciting meeting of the blind. See you as usual in the lobby at check-in- using a credit card, I hope. Attention All Federationists with Cerebral Palsy: Come one and all to form a new division of the National Federation of the Blind to help improve the lives of blind people with cerebral palsy. It will be the National Federation of the Blind with Cerebral Palsy Division. If you have cerebral palsy and you are blind, or if you know someone who is blind who has cerebral palsy, this is a good opportunity for networking to develop this division. The purpose of the division is to provide support for blind people with cerebral palsy in pursuing successful and independent lives. If anyone is interested in developing this division, contact Alex Kaiser at . He can also be reached at (973) 525- 8096. Meetings of this group will be held by telephone conference call on the first Monday of each month from August through June from 7:00 p.m., to 8:30 p.m. Eastern in a free Conference Pro conference room. The conference dial-in telephone number is (218) 632-3715. The access code to enter after the greeting is 999999 followed by the pound key. Feel free to contact Alex with additional questions. The 2012 National Convention Youth Track: Meleah Jensen of the Jernigan Institute Education Department sends us the following information: The annual convention of the National Federation of the Blind is always jammed with exciting activities, and this year in Dallas will be no different. If you are between the ages of eleven and eighteen or are bringing a young person to convention who is, you should definitely plan to participate in the Youth Track activities. These activities on the convention agenda are specifically for young people. They will foster positive attitudes about blindness and encourage social interactions between blind youth and successful blind adult mentors. This year the Youth Track will consist of twelve activities spread across six days. In some of the activities the whole group will stay together. In others the group will be divided into eleven- to fourteen-year- olds and fifteen-to-eighteen-year-olds. All of the activities are interactive and high energy. The Youth Track will open with a creative problem-solving activity called "Balloon Build or Bust," first thing Saturday, June 30. Activities will continue throughout Saturday and will include opportunities for creative expression, exploration of NFB popular culture, and our own Federationbook activity, the social media network you may not have heard of. Throughout the rest of the week youth will participate in activities in which they will explore the Federation, socialize, recreate, and put on their creative-writing caps. We are looking forward to seeing all the youth in Dallas. As we get closer to convention, we will publish an official Youth Track agenda. Watch for it on the listservs and at . Some of the activities will have limited space and will require prompt registration. For more information and to ask questions, please contact Meleah Jensen at (410) 659-9314, extension 2418, or by email at . NAGDU Now on Facebook: The National Association of Guide Dog Users, (NAGDU), a division of the National Federation of the Blind, is pleased to announce its move into social media. NAGDU now has a Facebook page in which guide dog users, puppy raisers, guide and service dog trainers, and those interested in the training and use of guide and service dogs can discuss and exchange information about these wonderful animals and the human-animal bond. Please check out our page by following these steps: 1. In the search field of your Facebook page type "National Association of Guide Dog Users" or "NAGDU" and click on groups. Please take note of the capital letters and the symbols when searching for the NAGDU group. 2. You can also access the NAGDU group directly by clicking on the following link: . 3. If the link does not take you to the NAGDU page, copy and paste the link into your web browser and press enter. NAGDU is please to make this forum available to everyone and hopes that you will join in discussions, provide comments, and share information with everyone. New Chapter: The newly formed At-Large Chapter of the NFB of Illinois elected the following board at its April meeting: president, Leslie Hamric; vice president, Linda Hendle; secretary/treasurer, Charlene Elder; and board members, Sid Weiner and Danny Mandrell. Rice University and CCB Students in the News: The following story appeared in the Wednesday, March 7, 2012, edition of the Littleton Independent: Center for Blind Students Host Visitors from Texas by Jennifer Smith, Community Media of Colorado A team of students from Rice University in Houston spent part of their spring break in Littleton [Colorado] on "The Mile High Mission: Overcoming Disability." Part of the mission was to help Colorado Center for the Blind students move into the apartment building the center recently purchased near Lowell Boulevard and Bowles Avenue. But a larger part was walking in the blind students' shoes for a few hours, learning that blindness does not equal defeat. "You're all to be congratulated," Julie Deden, the center's director, told the Rice students on March 2, the last day of their visit. "You've learned so much in such a short period of time. ... With good training, being blind does not have to be a barrier at all. It can be very natural." The visit was arranged through Rice's Community Involvement Center, to which students have to apply and be accepted. The beginning of their week was spent skiing with disabled students in Winter Park, in cooperation with the National Sports Center for the Disabled. "The NSCD and the CCB are both so unique in their approach to working with disability and so established throughout the country that the trip is made more effective by going all the way to Colorado to study the social issue," according to Rice's website. Judging from the emotional goodbyes after the going-away luncheon, which everyone helped prepare while wearing sleep shades, the social aspect of the visit was successful. "You guys make it seem like a vacation," said Rice student Natalie Lazarescou. "You feed us every day and you tell us stories. And we get the pleasure of seeing a different community, of stepping out of the hedges and realizing it's not all about us. It's so refreshing." The Rice students did, however, use words like "disorienting" and "isolating" to describe their sleepshade experiences. "It's absolutely amazing what you guys do on a daily basis," said Rice student Shaurya Agarwal. The CCB students, in turn, enjoyed teaching their visitors about their lives. "Thank you for the time you took away from your spring break to be with us," said CCB student Trish Cavallaro. "Now you know we have a great life, and we experience great things, just like you." Requests for Accommodations Based on Disability: The convention of the National Federation of the Blind is intended to be accessible, especially to blind people. Materials are offered in accessible formats, and other nonvisual aids are provided. If you require specific accommodations based on your disability other than the blindness- related accommodations routinely provided by the Federation in order to participate fully and equally in the convention, let us know as soon as possible. Because of the size and complexity of this convention as well as the need to plan for additional human and other resources, requests for specific accommodations must be submitted no later than May 31, 2012. In order to make a request, 1) preregister for the convention by visiting ; and 2) send your request for specific accommodations in writing to the attention of Mark Riccobono by email at . Be sure to include your name, the dates you plan to be at the convention, information on the best method of following up with you, and your specific request. [PHOTO CAPTION: Anna Walker is loaded with Braille books she picked up at the Braille Book Fair.] Attention Braille Book Lovers: Last month we carried a notice entitled "Braille Book Fair 2012." Here is additional information about the event from Barbara Cheadle: Last year Peggy Chong announced the Braille Book Flea Market/Fair, and introduced me as the new coordinator. Thanks to our book donors and volunteers, it was a great event. Here are the details about this year's event and information about how you can help. Date and Location: Monday, July 2, 2012, NFB convention, Hilton Anatole Hotel, 2201 North Stemmons Frthat's eeway, Dallas, Texas 75207. Donations: If you can donate Braille books, send them to the address below. As always, we desperately need print/Braille children's storybooks. Ship the books to Vanessa Pena, 10155 Monroe, Dallas, TX 75229. You can ship them Free Matter for the Blind using the Postal Service. Please keep volumes of the same book together if at all possible. Recognition: If you donate books, please send me a note telling me how many books or boxes of books you are shipping. We want to recognize your donations in our magazine, Future Reflections, after the event. We don't have time to check return addresses when we unpack and sort the books at the event, so sending me a note when you ship the books is the best way to make sure we can recognize your generous donation. Send your information to Barbara Cheadle at or 230 North Beaumont Ave., Catonsville, MD 21228; home (410) 747-3472; cell (410) 300-5232. Volunteers Needed: We need print- and Braille-reading volunteers to unpack, sort, setup, assist customers, and clean up. Please contact me if you can volunteer for two or more hours any time between noon and 8:00 p.m. on Monday, July 2, 2012, at the NFB convention. The actual event will occur between 5:00 and 7:00 p.m. Elected: The White Sands Chapter of the NFB of New Mexico conducted elections at its February 2012 meeting. The results are as follows: president, Larry Hayes; vice president, Kay Boyd; secretary, Ray Thomas; treasurer, Soledad Vigil; and board members, Bea Thomas and Larry Lorenzo. Elected: At its April meeting the Chicago Chapter of the NFB of Illinois elected the following officers: president, David Meyer; first vice president, Denise Avant; second vice president, Jemal Powell; secretary, Debbie Stein; treasurer, Steve Hastalis; and board members, Mary Grunwald, Debbie Pittman, Gina Falvo, and Patti Chang. In Brief Notices and information in this section may be of interest to Monitor readers. We are not responsible for the accuracy of the information; we have edited only for space and clarity. HeartSight Cards Still Available: HeartSight Cards has been through some changes. Unfortunately, the HeartSight website is no longer available. However, HeartSight Cards is committed to its current and future customers and will continue to be available to help you celebrate life's special occasions by offering beautiful print/Braille cards. A single custom card will remain only $4.95 (plus shipping and taxes). When you wish to send a HeartSight card, contact Haley Dare at (269) 779-2216 or send an email to describing the occasion, your personalized message, and any ideas you have. HeartSight will still design and ship your card within three days. You may pay by debit or credit card, or you can ask to receive an invoice. Adventures at Oral Hull Park: How will you spend your summer vacation? At Oral Hull Park in Sandy, Oregon, we challenge the status quo and encourage you to take advantage of an exciting variety of adventures including whitewater rafting, kayaking, rock-wall climbing, jet boats, hiking, bicycling, hay rides, and much more. Blind and visually impaired people will find plenty of fun and challenges. Our adventures vary with each camp, and we have a few add-ins such as skydiving, windsurfing, and bungee jumping. The camp itself, Oral Hull Park, is twenty-two acres of beautiful green countryside with lots of trees, gardens, a fishing pond, nature trails, walking/jogging track, and a heated indoor pool. The property for the camp was a gift to the Oral Hull Foundation for the Blind. Oregon's summer weather is ideal, with highs in the seventies or low eighties in July and August. Nights are usually just cool enough for a sweater or hoodie. Adventure camps ($450) and traditional camps ($395) for adults start on July 22, August 1, August 11, and August 21. Complete date information can be found on our website: . Call for more information, and we will gladly mail or email applications to you. Many of our campers come year after year, form friendships that stretch across the country and the Internet, and sometimes schedule two back-to-back weeks so they can spend more time with the friends they've made on the rivers and hiking paths of lush, green Oregon at the foot of majestic Mt. Hood. You are invited to join us at Oral Hull Park in this, our fiftieth year of providing recreation and socialization for the blind community. Attention Illinois School for the Visually Impaired Alumni: From 3:00 p.m., May 24, until noon, May 27, the ISVI Alumni Association will conduct its reunion. Hotel rates for this event are $66 a night plus applicable taxes. Reservations can be made now by calling (888) 707-8366 or (217) 529-6626 in Illinois and requesting a room in the ISVI alumni block. You can also contact Melissa at the hotel by email at . For additional information about the hotel and its services, visit the website . The reunion banquet is scheduled for Saturday, May 26, from 6:00 to 8:00 p.m. at the school's dining room. The menu is grilled ribeye steak, cheesy potatoes with crisp topping, seasoned green beans, dinner rolls, cole slaw, assorted fruit pies, coffee and tea. A meatless entree is available upon request. The banquet cost, including transportation from the hotel to the venue, is $30 per person. If you wish to attend, make your check payable to ISVI Alumni Association and write "Banquet" or "Dinner" in the memo line. Mail checks and attendance form to ISVI Alumni Association, P.O. Box 82, Springfield, IL 62705-0082. For more about the Illinois School for the Visually Impaired visit its website . Iowa Department for the Blind Gets New Commissioner: Michael Barber, president of the NFB of Iowa, writes as follows: Our own Jim Omvig, director of the Iowa Adult Orientation and Adjustment Center many years ago, has received a three-year appointment to the board of the Iowa Department for the Blind from Governor Terry Branstad. Jim will be an excellent addition to the Department board, bringing with him a vast knowledge of rehabilitation programs for the blind and a lifetime as a dedicated and committed member of the National Federation of the Blind. We all congratulate Jim on this achievement. The blind of Iowa will all benefit through his service on the Department board. A Site to Match Tandem Riders: With Spring in full swing what better way to enjoy the fresh air than on a bicycle? The U.S. Blind Tandem Cycling Connection is a free resource dedicated to matching interested blind participants with sighted tandem captains. Even if you do not own a tandem, there are probably cyclists in your area who have one to share with you. Visit , create your profile, and use your zip code to search for cyclists in your area. The site provides tutorials to make your first ride enjoyable and safe. You can also communicate with potential riders anonymously through the site. You can keep your contact information safe until you are ready to share it. If you have any questions about the site, tandem bicycles, or anything related to cycling as a blind person, contact Ron Burzese, NOMC, (916) 716- 5400 or email . Monitor Mart The notices in this section have been edited for clarity, but we can pass along only the information we were given. We are not responsible for the accuracy of the statements made or the quality of the products for sale. For Sale: Benjamin Vercellone is selling a BrailleNote Apex QWERTY with 32 cells and with Sendero GPS Version 2011 included. Other accessories are also included. It was purchased in December 2009 and comes in its original box. It includes the latest software, Keysoft 9.2. The Braille dot quality is very good. He is asking $3,050 with shipping included inside the U.S. Additional items include the Concise Oxford English Dictionary, The Nemeth Tutorial, a GPS receiver with a sleeve and an AC adapter, an extra battery, an 8 GB SD card containing North America maps from New England and Mid Atlantic plus some other points of interest, a leather carrying case for the Apex, an AC adapter for the Apex, a serial-to-USB cord, and a Braille user's manual for the Apex. He is also selling an Alva BC 640 with Feature Pack for $2,050, with shipping included inside the U.S. The Braille dot quality is very good. He purchased this item in the summer of 2009. It includes the carrying case, the AC adapter, a USB chord to connect it with a computer, and a CD with the drivers (burned from the Internet). This unit works especially well with Windows. If interested in either item, contact Benjamin by phone at (201) 218-7618 or by email at . For sale: I have a PAC Mate OMNI QX, with or without its 40-cell Braille display, in excellent condition. The asking price without the display is $500; the asking price including the 40-cell Braille display is $1,000. For more information email Angela Griffith at or call her at (510) 969-6125. Intel Reader for Sale: I have an Intel reader with capture station that has been used once and is about one year old. I am asking $650. For more information call me, Kirk Buzzard, at (810) 845-2404 or email me at . ---------- NFB Pledge I pledge to participate actively in the efforts of the National Federation of the Blind to achieve equality, opportunity, and security for the blind; to support the policies and programs of the Federation; and to abide by its constitution. From buhrow at lothlorien.nfbcal.org Sat Jun 2 17:47:42 2012 From: buhrow at lothlorien.nfbcal.org (Brian Buhrow) Date: Sat, 2 Jun 2012 17:47:42 -0700 Subject: [Brl-monitor] The Braille Monitor, June 2012 Message-ID: <201206030047.q530lg1U025478@lothlorien.nfbcal.org> BRAILLE MONITOR Vol. 55, No. 6 June 2012 Gary Wunder, Editor Distributed by email, in inkprint, in Braille, and on USB flash drive (see next page) by THE NATIONAL FEDERATION OF THE BLIND Marc Maurer, President telephone: (410) 659-9314 email address: nfb at nfb.org website address: http://www.nfb.org NFBnet.org: http://www.nfbnet.org NFB-NEWSLINE? information: (866) 504-7300 Letters to the president, address changes, subscription requests, and orders for NFB literature should be sent to the national office. Articles for the Monitor and letters to the editor may also be sent to the national office or may be emailed to gwunder at nfb.org. Monitor subscriptions cost the Federation about forty dollars per year. Members are invited, and nonmembers are requested, to cover the subscription cost. Donations should be made payable to National Federation of the Blind and sent to: National Federation of the Blind 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230-4998 THE NATIONAL FEDERATION OF THE BLIND IS NOT AN ORGANIZATION SPEAKING FOR THE BLIND--IT IS THE BLIND SPEAKING FOR THEMSELVES. ISSN 0006-8829 ? 2012 by the National Federation of the Blind Each issue is recorded on a thumb drive (also called a memory stick or USB flash drive). You can read this audio edition using a computer or a National Library Service digital player. The NLS machine has two slots--the familiar book-cartridge slot just above the retractable carrying handle and a second slot located on the right side near the headphone jack. This smaller slot is used to play thumb drives. Remove the protective rubber pad covering this slot and insert the thumb drive. It will insert only in one position. If you encounter resistance, flip the drive over and try again. (Note: If the cartridge slot is not empty when you insert the thumb drive, the digital player will ignore the thumb drive.) Once the thumb drive is inserted, the player buttons will function as usual for reading digital materials. If you remove the thumb drive to use the player for cartridges, when you insert it again, reading should resume at the point you stopped. You can transfer the recording of each issue from the thumb drive to your computer or preserve it on the thumb drive. However, because thumb drives can be used hundreds of times, we would appreciate their return in order to stretch our funding. Please use the return label enclosed with the drive when you return the device. Dallas Site of 2012 NFB Convention The 2012 convention of the National Federation of the Blind will take place in Dallas, Texas, June 30-July 5, at the Hilton Anatole Hotel at 2201 Stemmons Freeway, Dallas, Texas 75207. Make your room reservation as soon as possible with the Hilton Anatole staff only, not Hilton general reservations. Call (214) 761-7500. The 2012 room rates are singles, doubles, and twins $63 and triples and quads $68 a night, plus a 13 percent sales tax. The hotel is accepting reservations now. A $60-per-room deposit is required to make a reservation. Fifty percent of the deposit will be refunded if notice is given to the hotel of a reservation cancellation before June 1, 2012. The other 50 percent is not refundable. Rooms will be available on a first-come, first-served basis. Reservations may be made before June 1, 2012, assuming that rooms are still available. After that time the hotel will not hold our block of rooms for the convention. In other words, you should get your reservation in soon. Guestroom amenities include cable television; coffeepot; iron and ironing board; hairdryer; and, for a fee, high-speed Internet access. The Hilton Anatole has several excellent restaurants, twenty-four-hour-a-day room service, first-rate meeting space, and other top-notch facilities. It is in downtown Dallas with shuttle service to both the Dallas/Ft. Worth Airport and Love Field. The schedule for the 2012 convention will follow our usual pattern: Saturday, June 30 Seminar Day Sunday, July 1 Registration Day Monday, July 2 Board Meeting and Division Day Tuesday, July 3 Opening Session Wednesday, July 4 Business Session Thursday, July 5 Banquet Day and Adjournment Vol. 55, No. 6 June 2012 Contents Illustration: Learning about Braille from an Expert Can We Erase Our Mistakes? The Need for Enhanced Tactile Graphics by Al Maneki >From the NFB of Minnesota President's Desk by Jennifer Dunnam Braille Notetakers-Determining Your Perfect Fit by Amy Mason Blind Man Experiences Weightlessness by Mark Riccobono Skills Lead to Service by Darian Smith Choices for the Future of Braille A Comparison between Unified English Braille, the Nemeth Code, and the Nemeth Uniform Braille System by Antonio Guimaraes Is Reading a Privilege? by Ann Wai-Yee Kwong Getting Information: Are Human Readers Still Important? by Gary Wunder The 2012 Youth Track: A More In-Depth Look by Meleah Jensen Wings for Our Stories by Donna W. Hill Blind Students Get Down to Business with the Chamber by Terry McElhaney Notice of Proposed Settlement of Class Action and Fairness Hearing Living Well with Diabetes by Mike Freeman A Reverse Sundial by Father Ephraim Federation Envisions Brighter Future for the Blind by Steve Prisament Featured Book from the tenBroek Library Reviewed by Ed Morman Recipes Monitor Miniatures Learning about Braille from an Expert [PHOTO CAPTION: In mid February the Jernigan Institute welcomed future Baltimore community leaders participating in the Leadership program, sponsored by the Greater Baltimore Committee. Participants learned some alternative techniques of blindness and talked to NFB leaders. Shown here is the first lady of the National Federation of the Blind, Patricia Maurer, giving basic instruction to community leaders in reading and writing Braille. Because of this and other efforts conducted during the four daylong sessions at the National Center for the Blind, participants left with a new perspective on blindness and a better understanding of accessibility.] [PHOTO CAPTION: Al Maneki reading Braille] Can We Erase Our Mistakes? The Need for Enhanced Tactile Graphics by Al Maneki From the Editor: Until 2007 Al Maneki worked as a mathematician with the U.S. Department of Defense. Since his retirement he has been actively involved in several projects sponsored by the NFB Jernigan Institute. He does occasional tutoring in mathematics and is active in the NFB of Maryland. He is an avid reader with eclectic tastes and he still finds time to dabble in mathematical problem-solving. Ever since my childhood in Hawaii during the 1940s and 50s, I have heard over and over that blind people cannot draw diagrams. Based on that premise, everyone assumed that we could never study geometry, the hard sciences, or engineering. In fact I was told blind people shouldn't even think about entering the scientific professions. Nevertheless, I heard occasional stories about exceptions to this rule. When I asked about these successful blind scientists and mathematicians, people had a ready answer--they must have become blind as adults. Even though they performed their work without vision, the memory of sight endowed them with the ability to succeed. I don't know why I persisted in my study of mathematics. In part it had to do with a handful of college professors who did not want to deter me. As long as I was successful in their courses, they could simply pass me on to the next level without worrying about my long-term future. A few professors were genuinely concerned. They had no clear answers about career goals for me, but they had faith that my abilities would carry me forward. When I needed tactile diagrams to illustrate a concept in one of my math or physics courses, someone drew them for me. For everyone, professors and fellow students who helped me with matters graphical and otherwise, I am eternally grateful. Sometimes the drawings were made on paper laid over a sheet of rubber. By running a dressmaker's tracing wheel over the paper, a reader could create a raised line, but I had to turn the sheet over to feel the raised lines that had appeared on the back. Diagrams could also be made with a remarkable device called the Sewell Raised Line Drawing Kit. Recently I searched the Internet seeking the history of this device, but I could not find the exact date when it became available. It has certainly been around since the 1950s. Instead of paper the Sewell Kit used thin sheets of Mylar plastic. The advantage was that raised lines appeared right side up, so I did not have to reverse the drawing to examine it. The limitation for blind people was that we could not create these drawings by ourselves because we had no way to erase our mistakes. As it turned out for me and for other blind people who have pursued scientific work, the ability to draw diagrams was not essential. However, tactile diagrams were extremely helpful as we learned the necessary subject matter. It would have been useful to have the ability to render our own diagrams if and when the need arose. Fast forward from my college days in the 1960s to 2008, a year after I retired from my work as a U.S. government mathematician. Through a fortunate set of circumstances I met Dr. Mike Rosen of the School of Engineering at the University of Vermont (UVM). His specialty is rehabilitation engineering. In a series of email exchanges we quickly discovered our common interest in enhancing tactile graphics technologies for blind people. I recognized that Mike Rosen was an exceptionally creative individual. We needed a device that would permit blind people to draw tactile diagrams and to correct their mistakes, and I felt certain that Mike would be instrumental in this work. Mike taught a required course to engineering majors at UVM called Senior Experience in Engineering Design (SEED). The students are given problems to solve--projects posed and funded by private companies and nonprofit organizations. We outlined a possible program to build a tactile graphics device for use by blind people that would fit nicely into the SEED course if it could be funded. I was so taken by Mike Rosen's enthusiasm and careful thought that I approached NFB President Marc Maurer. I suggested that the NFB support SEED during the 2008-09 academic year to work on tactile graphics. Recognizing the soundness of Mike's engineering judgments and the importance of tactile graphics for blind people, President Maurer gave his enthusiastic approval. The NFB Jernigan Institute funded a SEED project during 2008-09. As the instructor for the SEED course and the primary faculty advisor for the tactile graphics project, Mike Rosen recruited his teaching colleague, Dr. Mike Coleman, to assist in advising the team. Mike Coleman is also well suited for this work. He shares Rosen's enthusiasm for tactile graphics and brings additional expertise in rigid body dynamics, biomechanics, and robotics. The strength of the SEED course is that students are not told what to do by their advisors. As the instructor Mike Rosen attempts to provide a stimulating and creative environment in which his students can formulate their own solutions, working together to achieve a successful outcome by the end of the academic year. Often the students take approaches that are more novel than the initial ideas of their advisors. Early in the 2008-09 academic year, the decision was made to design an eraser that would work with the Sewell Raised Line Drawing Kit. One remarkable insight that emerged early on was that lines drawn on the Sewell Kit's Mylar sheets might be undone by applying the right amount of heat. Students tested this insight by heating an ordinary stainless steel table knife in a glass of hot water and applying the heated knife to the tactile drawing. As they say, "The rest is history." At the 2009 NFB convention in Detroit, the tactile graphics SEED team exhibited the first prototype of a tactile eraser constructed from a glue gun without the glue. The device was clumsy and didn't erase as cleanly as we had hoped. The high temperature range necessary to perform the erasures clearly posed an element of risk. However, the device's potential for performing erasures on a Sewell drawing had clearly been established, and the demonstration in Detroit ensured future NFB funding. At the 2010 NFB convention in Dallas the SEED team exhibited a smaller, improved eraser. The team also brought the first prototype of a device to produce a Sewell drawing from a digital file containing a graphic image. This device consisted of a digital tablet connected to an X-Y plotter that had been modified to produce tactile images on plastic sheets. With this success Rosen, Coleman, and their students were starting to put together an even grander scheme: tie the Sewell Kit and eraser to a digital tablet so that drawings can be digitized and sent to instructors or collaborators on the web. Drawings can be reproduced on a Sewell Kit on the receiving end, modified, and returned to the original sender. By the time we met in Orlando in 2011, the SEED team was compiling a string of successes at an ever accelerating pace. Instead of using an ordinary pen to sketch on the Sewell Kit, we were now using a digitizing pen attached to a digital tablet. The tablet automatically stored the sequence of strokes in a file. At the remote end a software driver controlling a robotic arm attached to a digital pen created an identical drawing on a printer/plotter. This drawing could be modified and sent back. The cycle of exchanging tactile diagrams electronically was complete. This was the vision presented to us in Orlando, though the details remain to be worked out. These successes between 2008 and 2011 led to our decision to form the enterprise EASY, LLC, which will be devoted specifically to conducting research in access technologies. Our corporate name is the brainchild of Mike Rosen. EASY is the acronym for "Engineering to Assist and Support You." President Maurer has been extremely encouraging and instrumental in getting this venture started. At its annual meeting the NFB board of directors voted to invest in EASY, LLC. Because of this action I now serve on the EASY management team. Our immediate priority is to bring our eraser to market. To this end we are sending out six prototype erasers to teachers of the visually impaired and their students for testing. EASY, LLC, will continue the work on developing the printer/plotter and digital tablet, making possible the digital storage, revision, and reproduction of tactile graphics. Rosen, Coleman, and the SEED teams have spent considerable time in the blind community assessing the need for enhanced tactile graphics with erasers. In their interviews and discussions they have met with enthusiastic responses from consumers. Invariably people asked, "When can I buy this, and how much will it cost?" The electronic communication of tactile graphic images produced by blind people is the logical next step in our drive to gain full access to professional opportunities. Through Braille and synthetic speech we have been able to send text messages worldwide. It will be a wonderful day when we can send tactile graphics worldwide as well. EASY, LLC, will be a vital element in this development. We don't know exactly what impact enhanced tactile graphics will have on future professional opportunities for blind people, but it's clear that job prospects will improve for us when we have an additional medium for self-expression and personal communication. I believe I would have been a much better student in physics and chemistry if I could have constructed diagrams of lines of force and chemical bonds instead of simply picturing them in my mind. During my career, when colleagues attempted to describe problems to me in terms of flow charts, I could only respond feebly, "Flow charts don't do anything for me." Will access to tactile graphics help us in the fields of psychology, economics, medicine, meteorology, and computer- aided design? I believe it will. I've given much thought to using enhanced tactile graphics to teach blind people about perspective and projection. According to the dictionary the term perspective refers to "representation in a drawing or painting of parallel lines as converging in order to give the illusion of depth and distance." By projection we mean "a systematic presentation of intersecting coordinate lines on a flat surface upon which features from a curved surface (as of the earth or the celestial sphere) may be mapped." To sighted viewers the value of an image on a page is derived from the fact that three-dimensional objects may be represented in two dimensions. More important, this representation is almost universal. It is understood and interpreted identically by nearly everyone in the industrial world. Perspective and projection form the basis of the visual arts. Yet almost no attention has been given to teaching these concepts to blind people through the use of tactile graphics. Perhaps our sophistication with tactile graphics technology must progress further before blind people will be able to understand and work with perspective and projection. At this point the possibilities are tantalizing. Is it possible that someday, with the right tools, training, inspiration, and a touch of genius, blind artists may emerge who will work in the medium of tactile graphics a la EASY? Who knows! While the talents of Mike Rosen, Mike Coleman, and the student engineers at UVM are crucial for the current developments in tactile graphics, we cannot overemphasize the importance of the NFB and the Jernigan Institute in this work. The NFB has provided the SEED program and EASY, LLC, with more than funding. Without the Federation's knowledge of marketing in the blind community and without the NFB's guidance about what blind people can do, EASY, LLC, could have ended up on the scrap heap of well-intentioned companies gone bust. Beyond Rosen and Coleman--the old guard--we are training the next generation of researchers and engineers in the field of blindness. They will work hand in hand with us to create tools that we really can use. The SEED students have come to our conventions with enthusiasm, energy, and a willingness to learn. They joined in our March for Independence in Detroit; they have attended our general sessions and heard the presidential reports; they demonstrated their prototypes in the exhibit hall; they attended meetings of our Science and Engineering Division and the research and development committee. The NFB's investment in the UVM SEED program and EASY, LLC, is buying more than enhanced tactile graphics. It is helping to train the next generation of engineers. The road to human progress is paved with trial and error, with mistakes and the ability to correct them. The modern computer-based word processor, with its wonderful delete key, has been a boon to blind writers like me. For the first time enhanced tactile graphics is giving us a means to erase and correct mistakes in our drawings. We have not yet transformed our tactile graphics capabilities with a delete key for the keyboard, but with the help of EASY, LLC, and the NFB, we're getting there. ---------- [PHOTO CAPTION: Jennifer Dunnam] From the NFB of Minnesota President's Desk by Jennifer Dunnam From the Editor: The following article is taken from the Minnesota Bulletin, Winter, 2012. Its intent is obviously to get readers of the newsletter to read the Braille Monitor. Why then would we run it here-why encourage radio listeners to listen to the radio? The answer is that the article goes well beyond encouraging people to subscribe; it describes the scope of the magazine, points out topics of interest to people of any age and time in the Federation, and convincingly links the past with our future. Here is an article I wish I had been perceptive enough to write: During one of our activities for blind children not long ago, we discovered that many of the young participants had no idea what a cassette tape was. It was amusing yet a little sobering to introduce them to this item that had long been such a staple in the lives of many of us but that is fast slipping into the ranks of artifacts of history. Now even the Braille Monitor, the flagship publication of the National Federation of the Blind, is no longer being produced on cassette. Time certainly does march on. Of course the Monitor is still being produced in numerous other formats, and it can even be listened to by telephone using the NFB- NEWSLINE? service, so there is bound to be a format that works for any who had still been using the cassettes to read it. If you do not receive the Braille Monitor yourself each month, please see the end of this column for information on how to subscribe. The changes related to the Braille Monitor prompt me to urge all Federationists to be sure to read the magazine regularly. The ways in which our members can be informed, inspired, and mobilized between conventions and chapter meetings are many: state affiliate newsletters, division newsletters, presidential releases, social media, email listservs, and more- -all have important purposes. However, the monthly Braille Monitor is our lead national magazine and is essential reading for all Federationists, to benefit us as individuals and to benefit the organization as a whole. I often think of the Braille Monitor as something like the Swiss army knife of the Federation in that it includes many different tools and functions inside. Here, in no particular order, are ten of them: Stay informed about current events in blindness. In the Braille Monitor, blind people speak for ourselves, from individual in-depth knowledge, and from our collective experience. The information is pertinent not only to individual blind people of any age, but also to parents, teachers, counselors, staff and management of agencies for the blind, friends and family, and any who affect the lives of blind people. Regardless of how long we have been members or how familiar we are with the ins and outs of our organization, we all need to cultivate a strong knowledge of what issues arise and what the NFB is doing. Along with many articles on the various issues on which we advocate, the fact sheets on our legislative issues are printed each year. A further example of a particularly informative piece about current events is "Belling the Cat: The Long Road to the Passage of the Pedestrian Safety Enhancement Act" from the June 2011 issue. Read about our programs--our adjustment-to-blindness training, our seminars for youth, our technology advocacy, etc. If the articles raise questions for you, ask a fellow Federationist; any will be glad to explain further or help find the answer. Our organization is much stronger when we are all better informed. Learn about our organization's history. The struggles we have waged, the victories we have won (as a movement and as individuals) stand as a strong testament to the power of collective action. In current issues as well as the many decades worth of previously printed issues (which are available online), our rich history of accomplishment and of the development of the organization itself is written in vivid detail. To understand where we have come from is essential to be part of setting the future direction. As I was putting the finishing touches on this column, the January 2012 issue was released, which includes some organizational history as well as almost all of the other elements listed here. Stay connected to something larger. Reading the Braille Monitor can help remind us that our movement and the issues we face are much bigger than our own situation or even the situation of our circle of blind acquaintances. The connection also opens the door for each member to lend his or her time and talents to the larger movement. Learn about our philosophy and how it can be applied in our lives. This goes far beyond learning about our history and our accomplishments. Many Federationists have become more committed and involved because of reading the Braille Monitor and grappling with the philosophical questions. It is one thing to understand a statement of philosophy; it is another to understand how it can actually work in our ever-changing world. Reading the thought-provoking pieces can help hone our attitudes and show us new ways to put our philosophy into action. "I'd Rather Be Mugged," an edgy little piece from the May 1990 issue, may seem almost inflammatory on its surface, but a careful reading helps us think about basic and important philosophical questions. November 1997's "Delivering the Coffee" is another of the numerous examples of pieces that show how a Federationist approaches the all-important "little things" with a strong foundation of philosophy. Learn practical skills. To read about what other people are doing can help us to fill gaps we may find in our own skills or understanding. From grilling on a barbecue to navigating an airport to shoveling snow (the latter covered in the January 2008 issue), the practical tips are plentiful in the Braille Monitor. Get a pick-me-up. Any of us can sometimes find ourselves in environments in which our independence is compromised or our competence is questioned, or we're just plain discouraged for whatever reason. If we are visiting relatives for the holidays and find we cannot even operate the microwave because the panel is flat, or we are being treated like children, or we are underestimated, we can feel lonely and dispirited. At times just picking up something to read, being reminded that we are not alone in the struggle, can help to mitigate the sometimes overpowering effects of low expectations and can help give us the strength to act to change them. Bring in resources and support. We need support from outside our organization to do the things that need to be done to improve opportunities for blind people. The Braille Monitor is an excellent way to help explain the purpose and activities of our organization to potential outside donors. >From the stories of the everyday lives of individuals to the coverage of the nationwide programs we offer, the reader can get a picture of the power and scope of the NFB. Spread the word - share individual articles on social media. Nowadays it is common to consume information in the form of short articles rather than reading an entire issue of a magazine. The Monitor has a strong role here, too. The web-based edition allows individual articles to be shared. If you like a particular article, why not share it with your network on Facebook or Twitter? It's an excellent way to help bring our philosophy more into the mainstream consciousness and to counteract some of the negative and harmful messages about blindness that are still seen all too frequently. What's more, there are thousands of articles to choose from for this purpose - the decades of Monitor issues are filled with timeless articles to spark discussion and make important points. Go forth and make changes. Reading is key to building a foundation of know-how, but reading can go only so far. From our reading we can get the background to make the legislative contacts, to educate the public, to help advocate for a fellow blind person, to mentor a blind child, and all the things that make us an organization of action. The excellent May 1999 issue contains many articles about chapter building. The January 2012 issue deals with this topic as well. Write articles yourself. Do you have a success story to share? Is there an aspect of our philosophy that you wish more people understood? Was there a noteworthy event? Is there someone else's story you wish would be told? Write it down and send it in! Writing an article is an excellent way to give back to our movement and have a positive effect--often more of an effect than you will ever know. The articles I have mentioned here are just a small sampling. What's more, one certainly does not need to go back to old issues to find excellent articles. Each month, under the capable editorship of Gary Wunder, the Braille Monitor is filled with important and interesting reading. If you do not currently receive the Monitor, please either call (410) 659-9314, ext. 2344, or log onto and type "braille monitor" into the search box to find the page where you can subscribe. The Monitor is available in Braille, in print, and by email. It can also be accessed through NFB-NEWSLINE, through your telephone, or using a portable device that accesses NFB-NEWSLINE. Since January 2012, you can also obtain the Braille Monitor on a USB flash drive so that it can be played in an NLS digital machine. It is also available for reading on the web, but members should consider subscribing in another format so that the magazine shows up in your mailbox or inbox and reminds you of its existence. Happy reading. ---------- Consider a Charitable Gift Making a charitable gift can be one of the most satisfying experiences in life. Each year millions of people contribute their time, talent, and treasure to charitable organizations. When you plan for a gift to the National Federation of the Blind, you are not just making a donation; you are leaving a legacy that insures a future for blind people throughout the country. Special giving programs are available through the National Federation of the Blind (NFB). Points to Consider When Making a Gift to the National Federation of the Blind . Will my gift serve to advance the mission of the NFB? . Am I giving the most appropriate asset? . Have I selected the best way to make my gift? . Have I considered the tax consequences of my gift? . Have I sought counsel from a competent advisor? . Have I talked to the NFB planned giving officer about my gift? Benefits of Making a Gift to the NFB . Helping the NFB fulfill its mission . Receiving income tax savings through a charitable deduction . Making capital gain tax savings on contribution of some appreciated gifts . Providing retained payments for the life of a donor or other beneficiaries . Eliminating federal estate tax in certain situations . Reducing estate settlement cost Your Gift Will Help Us . Make the study of science and math a real possibility for blind children . Provide hope for seniors losing vision . Promote state and chapter programs and provide information that will educate blind people . Advance technology helpful to the blind . Create a state-of-the-art library on blindness . Train and inspire professionals working with the blind . Provide critical information to parents of blind children . Mentor blind people trying to find jobs . Your gift makes you a part of the NFB dream! For further information or assistance, contact the NFB planned giving officer. ---------- [PHOTO CAPTION: Amy Mason holding an Apex BT 32] Braille Notetakers-Determining Your Perfect Fit by Amy Mason From the Editor: Amy Mason is an access technology specialist in the Jernigan Institute's International Braille and Technology Center for the Blind. As readers know, Amy does thorough product evaluations, and, given the changes in technology, this article couldn't be more timely. Here is what she has to say: So many options, so many features, so much money.... When choosing any piece of technology, we have a lot of options to weigh and a lot of information to consider, and with notetaker prices ranging from slightly less than $1,000 to nearly $7,500, a lot of factors must be considered. Do I want Braille, or just voice; QWERTY, or Perkins-style keyboard; what file formats will I need to open; do I care about accessing the Internet on the device; do I want to get my email on the device; will I want to play music, books, podcasts, and even FM radio; what about reading documents written using PDF; how many cells do I need under my fingertips: eighteen, twenty, thirty-two, or forty cells of Braille? How portable does the notetaker have to be? Can I connect it to my iPhone? How much storage does it have, and how does that storage translate to the number of documents, songs, and lectures I can get on the unit? It's enough to make anyone's head spin and long for the simpler days of the Braille 'n Speak, or perhaps even the slate and stylus. Before we get started describing specific models and options, let's take a minute to look at what a notetaker is and what it is not--at what it can and should do for you and where you are likely to have to find another computing option. Dedicated Braille notetakers are intended to be the equivalent of the PDA (personal data assistant) or perhaps the smart phone (without the phone capabilities). All current models allow the user to read and write files in a number of formats, keep track of contacts and appointments, do calculations, listen to media files, handle email, create voice memos, and do extremely basic Web browsing. Some offer database creation capabilities, FM radio, games, GPS functionality (usually at an additional cost), and access to social networks. Notetakers cannot take the place of computers in most users' lives, though they can be fantastic supplements. Computers are far more powerful and flexible than any notetaker can ever be. For instance, notetakers may allow users to open several different file types, but they do not allow a user to format text with different fonts, bold, italics, or bullets, or engage in any other advanced word processing. Computers are upgradeable and can be used for tasks that require too much power to be handled by notetakers-such as audio editing, scanning and recognizing print documents, and storing large quantities of data. In contrast, notetakers are generally closed platforms, so what you see is what you get; there is little if any possibility for the expansion of the software and capabilities of the device. In the same vein, notetaker hardware is generally behind mainstream hardware in connectivity and interoperability with other devices. Internet browsing is limited to the type found in cell phones and is not nearly as robust as even the browser in the iPhone or Android handsets. Because of these limitations and the extremely high cost of this specialized hardware, some blind people are abandoning notetakers in favor of laptops and even iOS devices, with or without a portable Braille display. Notetakers most certainly have a place since they have some unique advantages over other solutions. First of all, they are built to be convenient. Unlike a Braille display and iOS device or laptop, they are one single, portable unit. Their battery life is generally far superior to those of laptops or iOS devices. They are simple to use and allow for an instant-on experience. Second, they are the primary option available for people who want to read and write electronically in Braille. Notetakers generally have better Perkins keyboards than do Braille displays that allow users to write in six- or eight-dot Braille; and most back-translation-via- screen-access software, including what is available on iOS devices, introduces some level of added complexity to the process of typing Braille. Having outlined some of the major advantages and disadvantages of notetakers over mainstream solutions, let's compare and contrast the four families of notetakers available now. Notetaker Family Comparison Note: Some characteristics vary widely from one notetaker to another in the same family. Please see comparison charts within each section for more complete details. Physical and Hardware Comparison | |BrailleNote |Braille Sense |PAC Mate |Pronto! | |Manufacturer|HumanWare |HIMS |Freedom |BAUM Retec | | | | |Scientific | | |Operating |Windows CE |Windows CE 5.0 |Windows |Windows CE | |System |6.0 with |with custom |Mobile 6 |5.0 with | | |custom |firmware |with Pocket |custom | | |firmware | |JAWS screen |firmware | | |(Keysoft) | |access | | | | | |package and | | | | | |custom | | | | | |firmware | | |Dimensions |0.78 x 9.61 |Model specific |Model |Model | | |x 5.63 in. | |specific |specific | | | | |(See note in| | | | | |PAC Mate | | | | | |Section) | | |Weight |Model |Model specific |4 lbs. 3 oz.|Model | | |specific | |with display|specific | | | | |/ 1 lb. 13 | | | | | |oz. without | | | | | |display | | |Processor |Freescale |Model specific |Intel |Unspecified | | |iMX31 @ 532 | |X-Scale |mobile | | |MHz | |PXA255 @ 400|processor @ | | | | |MHz |520 MHz | |Memory |256 MB SDRAM|Model dependent|128 MB ROM/ |128 MB RAM/ | | | | |64 MB RAM |64 MB Flash | |On-board |8 GB Flash |Model dependent|128 MB Flash|1 GB Flash | |Storage | | | | | |Keyboard |QWERTY or |QWERTY or |QWERTY or |QWERTY or | |Style |Perkins |Perkins |Perkins |Perkins | | | | | |(40-cell | | | | | |interchangeab| | | | | |le) | |Battery |Lithium-ion |Lithium-ion |Lithium-ion |Lithium-ion | | |(user-replac|(user-replaceab|(not |(not | | |eable) |le) |user-replace|user-replacea| | | | |able) |ble) | |Number of |0, 18, or 32|0, 18, or 32 |0, 20, or 40|0, 18, or 40 | |Braille | | | | | |Cells | | | | | |Internet |802.11 B/G |Model dependent|Via Compact |WLAN 802.11 | |Connectivity|Wi-Fi (WEP, | |Flash add-in|G-authenticat| | |WPA and WPA2|-- although, at|cards -- |ed via | | |authenticati|minimum, all |Ethernet, |WEP/WPA/ WPA2| | |on |models offer |Dial-up or | | | |supported) |WEP/WPA/WPA2 |Wireless | | | |Ethernet |authenticated |(802.11 B/G | | | |10/100 |802.11 B/G |WEP/WPA | | | | | |encryption) | | |Storage Card|SDHC |Model dependent|2 Compact |SDHC | |Compatibilit| | |Flash slots | | |y | | |(Can | | | | | |accommodate | | | | | |a number of | | | | | |CF adaptors | | | | | |for other | | | | | |peripherals)| | |Bluetooth |Yes |Yes |Via Compact |Yes | | | | |Flash add-in| | | | | |card | | |Ports |3 USB hosts,|Model dependent|Infrared, |Serial, USB | | |1 USB | |USB OTG, |(One host, | | |client, | |headphone/ |one mini | | |headphones/ | |microphone |client), | | |microphone, | | |headphone/ | | |VGA port | | |microphone | |Navigation |External |Model dependent|External |Compass, | |and |Bluetooth | |Bluetooth |thermometer, | |Environmenta|GPS | |GPS |barometer | |l Sensors | | | | | |Printer |Large list |HP (Level 3 |HP printers |Not supported| |Support |of HP |PCL) HP |with | | | |printers, |compatible |"e-print" | | | |some Epson, | |(Also | | | |Canon, and | |possible via| | | |others | |ActiveSync) | | |Braille |Several |Several models |Most major |Not supported| |Embosser |models from |from Enabling |models | | |Support |Enabling |Technologies, |supported | | | |Technologies|Index, and | | | | |, Index, and|Tiger | | | | |Tiger | | | | |Visual |External via|Model dependent|Via software|External | |Display |PC software |(For models |with a PC |display | |Support |or VGA port |without other | |available at | | | |support, | |extra cost | | | |external | | | | | |display | | | | | |available at | | | | | |extra cost) | | | Software Capabilities Please note that, when discussing supported file types, notetakers are unable to open many files protected with DRM including M4A, WMA, EPUB, PDF, etc. Also files with supported DRM such as NLS, Learning Ally, and Audible books require having appropriate keys installed on the device before they will function. | |BrailleNote |Braille Sense|PAC Mate |Pronto! | |File Security|Device-level |Please see |Password |ZIP | | |encryption |Braille Sense|protection of|encryption | | |and password |section for |the device |support, but | | |protection |details |and |not on | | | | |encryption of|individual | | | | |storage cards|files or | | | | | |storage media| |Language |Several |Bilingual |2 concurrent |Can switch | |Support |languages can|English and |languages |among 3: | | |be enabled at|Spanish |(English +1) |U.S. English | | |a time, but |(see Braille | |firmware | | |English will |Sense section|Braille: |ships with | | |remain the |for more |Danish, |English and | | |system |details) |Dutch, |Spanish voice| | |language. | |English, |options, but | | |French, | |French |others can be| | |German, | |(Canadian), |installed. | | |Italian, and | |French | | | |Spanish are | |(European), |Braille | | |also | |German, |tables | | |supported. | |Greek, |include | | | | |Italian, |Arabic, | | | | |Polish, |Croatian, | | | | |Portuguese, |Danish, | | | | |Russian, |English, | | | | |Spanish. |French, | | | | | |German, | | | | |Speech |Hebrew, | | | | |limited to |Italian, | | | | |installed |Kurdish, | | | | |voices |Norwegian, | | | | |(RealSpeak |Polish, | | | | |Solo or |Portuguese, | | | | |Eloquence) |Russian, | | | | | |Spanish, | | | | | |Swedish | |External |JAWS |JAWS |JAWS |JAWS | |Braille |NVDA |NVDA (via |NVDA |VoiceOver | |Display |VoiceOver |BRLTTY) |VoiceOver |(iOS) | |for... |(Mac) |VoiceOver |(Mac) |Window-Eyes | | |VoiceOver |(Mac) |Window-Eyes | | | |(iOS) |VoiceOver | | | | |Window-Eyes |(iOS) | | | | | |Window-Eyes | | | | | | | | | | | |(See Braille | | | | | |Sense section| | | | | |for more | | | | | |details.) | | | |Document File|BRF, KeySoft |BRF, DOC and |BRF, FSEdit, |BRF, PDF | |Support |Braille and |DOCX, EPUB, |Microsoft |(Read-Only) | | |text |HBL (HIMS |Office Mobile|----- | | |documents, |proprietary |applications |RTF and TXT | | |RTF, TXT, |format), PDF,|(PowerPoint |(Read and | | |Word Doc 2003|PWD (Pocket |is read-only;|Write) | | |or earlier, |Word), RTF, |Word and | | | |WordPerfect |TXT |Excel files | | | |for Dos 5.1. |----- |(including | | | |(All above |(PDF and EPUB|2007) will be| | | |are |must be saved|converted to | | | |Read/Write) |in a |work from | | | |----- |different |standard), | | | |JPEG (can |format. RTF |PDF, RTF, TXT| | | |save files in|and Word | | | | |this format),|documents | | | | |PDF (Read |will lose | | | | |Only) |formatting | | | | | |upon save.) | | | |Audio File |AIF, AIFC, |AC3, ASF, |ASF, MP3, |M3U, MP3, | |Playback |AIFF, ASX, |ASX, FLAC, |WAV, WMA, |WAV, WMA and | |Support |AU, M3U, M4A,|M3U, MP2, |WMP, and |Internet | | |MP3, SND, |MP3, OGG, |Internet |streaming | | |WAV, WAX, |WAV, WAX, |streaming | | | |WMA, WMV, |WMA, WMV | | | | |WMX, WVX |----- | | | | |----- |Internet | | | | |Internet |radio | | | | |radio |streaming | | | | |streaming |(PLS) and FM | | | | |(PLS) and FM |radio also | | | | |radio also |available | | | | |available | | | | |Audio |Customizable |MP3 or WAV |Customizable |MP3 (maximum | |Recording |WAV file | |WAV file |default | |File Support | | | |recording | | | | | |time 10 min.)| |Book File |Audible 4 and|Audible 4 and|Audible 2 & |Bookshare, | |Support |enhanced, |enhanced, |3, Bookshare,|BRF, DAISY | | |Bookshare, |Bookshare, |BRF, DAISY, | | | |BRF, DAISY, |BRF, DAISY, |Learning | | | |Learning |EPUB, NLS |Ally, Net | | | |Ally, NIMAS, | |Library, | | | |NLS | |OverDrive | | | | | |audio | | |Supported |Jabber |Google Chat |Windows Live |Windows Live | |Social |(includes |(with voice |(native) | | |Networking |services like|and file |----- | | |Services |Google Talk, |attachments),|(IM protocols| | | |and iChat) |Twitter, |via 3rd party| | | | |Windows Live |application | | | | | |"Mundu IM"): | | | | | |AOL, Google | | | | | |Talk, ICQ, | | | | | |Jabber, Yahoo| | BrailleNote and VoiceNote Differences Between Models The BrailleNote/VoiceNote family of devices all come in both QWERTY and Perkins-style models with an otherwise identical body, so in the table below the QWERTY and Perkins form factors will be combined to ease readability. | |VoiceNote |BrailleNote BT/QT 18|BrailleNote BT/QT 32 | |Weight |1.35 lbs. |1.6 lbs. |1.8 lbs. | |# of Braille |0 |18 |32 | |Cells | | | | |Price |$2,049 |$4,529 |$6,379 | Product Overview The BrailleNote and VoiceNote Apex are the latest models of the long- standing BrailleNote line of notetakers. They are based on a system of applications known as "KeySoft," which have their own rich history in the market and are very popular and well-known devices. The BrailleNote line is a fairly long-standing and regularly updated product line, which gives it both advantages and disadvantages in comparison with other products in the market. First let's look at the good points. KeySoft and the BrailleNote have been around for a while, so they are well known and widely used in the community. If you have a problem, it is a distinct possibility that you can find another user who can help you, before you ever have to go to tech support. In the same way the onboard help system and other documentation is well written and logical. It has had a lot of time to mature, so there aren't many surprises in the way the system is laid out. Another advantage of this device is that in the world of notetakers it is the simplest to learn and use for many consumers because of the very comprehensive context- sensitive help available at any point in this suite of programs. Furthermore, its functions are extremely consistent. Things work the same way from one program to the next with quite reliable functionality, which cannot always be said for the competition. It's very popular in schools for a number of reasons, but one of the greatest is this consistency in its layout and functionality as well as its sheer longevity in the marketplace. One of the BrailleNote's standout features, which may not be recognized for its brilliance at first, is the book reader application. It allows a user to open a file for review and know that he or she won't damage it. It almost always remembers the user's place, and it allows a user to set options for reading the file that will stay with that file whenever it is opened in that application. It is that simple, which may not sound like much, but for serious readers or those who are often interrupted in their reading, it's very convenient, and it's pleasant to know that you will not come back to see surprises in your file because of unintentional key presses. The book reader is also the application used for reading DAISY books, and it allows a user to bookmark and even leave text notes in the book for later perusal. These features are useful for anyone, but students or others who are studying material for later examination will find it extremely useful. The hardware is fairly competitive since it offers much of what users would expect in a modern mobile device. Wireless, Bluetooth, and compatibility with a fairly large number of third-party peripherals (keyboards, monitors for visual use, and storage cards) make it a fairly flexible device in spite of the fact that this class of devices is limited by its hardware and software. Another feature which may be of interest to some users is that the BrailleNote offers a game application that allows users to play text- adventure games. It's not strictly necessary, but games are certainly a nice touch, especially since notetakers are often used as much for entertainment as for educational or vocational pursuits. Having looked at the advantages of the BrailleNote family of devices, it is time to turn our attention to some of the less positive aspects of the device. First, though the consistency of the brand is mostly positive, in one area it is less so. The BrailleNote devices are all the same shape and size. Therefore, if all you have is a BrailleNote 18, or even a VoiceNote, it will weigh nearly as much and be just as large as a 32-cell notetaker. A number of people are interested in the pocket-sized notetaker, but HumanWare does not offer anything to suit such a user. Another area where consistency can work against a BrailleNote user is that occasionally the global exit and help commands can override commands intended for the host device when the BrailleNote is being used as a Braille display. This is especially apparent in iOS devices. Next, the BrailleNote is not able to open .DOCX files. Since programs that create these files have been around for five years now, this is becoming an increasing problem for BrailleNote users. Finally, an important point to consider when purchasing a BrailleNote is the fact that as of now HumanWare is the only company still charging for software upgrades for its notetakers. This may change as the landscape shifts, but for now it is an important factor to consider. Having said this, students who need access to NIMAS files, those who wish to take notes on DAISY material, or those who have been using a BrailleNote product for a long time and who are happy with the features and functionality provided by the device will find the BrailleNote Apex a strong competitor for consideration as a new notetaker. Final Thoughts The BrailleNote line of devices can be loaded with a few specialty applications which will add some fairly powerful additional functionality to the device. These include the Oxford Dictionary and Thesaurus, a Sendero GPS solution called BrailleNote GPS, and, most uniquely, a Nemeth Braille tutorial. If you are interested in learning more about the BrailleNote line of notetakers, contact: HumanWare USA, Inc. 1 UPS Way, P.O. Box 800 Champlain, NY 12919 Toll Free: (800) 722-3393 Email: Website: Braille Sense and Voice Sense Differences Between Models At the time of this writing the Braille Sense product line is undergoing an upgrade of the 32-cell devices. The Perkins-style U2 is already available, but the QWERTY style is not, so this table reflects the currently available models of the device and will likely be less accurate by the end of the year. | |Voice Sense|Voice Sense|Braille |Braille |Braille | | |QWERTY | |Sense |Sense PLUS |Sense U2 | | | | |OnHand |QWERTY | | |Dimensions |8.6 x 4.4 x|7.4 x 3 x |6.8 x 3.5 x|9.8 x 5 x |9.8 x 5 x | | |0.8 in |0.9 in. |1.1 in. |1.5 in. |1.5 in. | |Weight |0.9 lbs. |0.6 lbs. |0.9 lbs |2 lbs. |2 lbs. | |Processor |Intel |Intel |Intel |Intel |Unspecified| | |X-Scale |X-Scale |X-Scale |X-Scale |mobile | | |PXA270 @ |PXA270 @ |PXA270 @ |PXA270 @ |processor @| | |520 MHz |520 MHz |520 MHz |520 MHz |1 GHz | |Memory |128 MB |128 MB |128 MB |128 MB |256 MB | |On Board |4 GB |1 GB |4 GB |8 GB |32 GB | |Storage | | | | | | |Keyboard |QWERTY |Perkins |Perkins |QWERTY |Perkins | |Style | | | | | | |Number of |0 |0 |18 |32 |32 | |Braille |(Compatible|(Compatible| | | | |Cells |with HIMS |with HIMS | | | | | |external |external | | | | | |Braille |Braille | | | | | |displays) |displays) | | | | |Internet |Ethernet / | 802.11 |802.11 |Ethernet/ |Ethernet/ | |Connectivit|802.11 |Wi-Fi B/G |Wi-Fi B/G |802.11 |802.11 | |y |Wi-Fi B/G | | |Wi-Fi B/G |Wi-Fi | | | | | | |B/G/N/ | | | | | | |Optional | | | | | | |USB 3G | | | | | | |modem | |Storage |SDHC |SDHC/ |SDHC |SDHC/ |SDXC | |Card | |Compact | |Compact |(backwards | |Support | |Flash | |Flash |compatible | | | | | | |with SDHC) | |Ports |1 USB OTG 1|1 USB OTG |1 USB OTG |1 USB host |1 USB OTG 3| | |USB host |headphone |headphone |1 USB |USB host | | |headphone |microphone |microphone |client |headphone | | |microphone | | |headphone |microphone | | | | | |microphone | | |Navigation |Bluetooth |Bluetooth |Internal |Bluetooth |Internal | |and Sensors|GPS (sold |GPS (sold |GPS |GPS (sold |GPS | | |separately)|separately)|receiver |separately)|receiver | |Visual |Internal |External |External |External |Internal | |Display |LCD |USB LCD |USB LCD |USB LCD |LCD / VGA | | | |(sold |(sold |(sold |port | | | |separately)|separately)|separately)| | | | | | |/ VGA Port | | |Price |$1,995 |$1,995 |$4,995 |$5,995 |$5,995 | Product Overview The Braille Sense line of notetakers has only begun to gain real traction in the United States in the last few years. They are manufactured in South Korea and were originally seen as devices with above-average hardware in comparison with the competition but somewhat clunky interfaces and poor documentation. As time has passed, however, the interfaces have largely improved, the hardware continues to improve, and the Braille Sense now offers some unique features which make it a legitimate competitor in the U.S. market. The Braille Sense line includes a number of hardware configurations in order to meet different users' needs. Therefore the hardware in this family of devices should be carefully compared to find the best fit, since it varies widely. The Voice Sense is an extremely small and light device. The Braille Sense PLUS and U2 lines are still quite portable (but somewhat larger because of the thirty-two-cell Braille display), while the OnHand is a smaller, eighteen-cell machine. Keep in mind some important differences when considering the options if you are interested in a Braille or Voice Sense. For example, the Voice Sense with the Perkins keyboard lacks internal storage in comparison to the other models, and only certain models offer the LCD display, which may be important to deaf-blind users or those in a training or teaching environment with a sighted instructor. Another unique hardware feature in the U2 and the upcoming U2 QWERTY which may be of interest to users is the ability to have system sounds muted in favor of a vibration feature. This is likely to make the device far more discreet, especially for those who already run the device with Braille only and will be a boon when a user is unable to listen to the device for whatever reason. The U2 and OnHand include embedded GPS, but all other models will require adding a Bluetooth peripheral if the user wants to use GPS. Most models make it simple to attach USB or Bluetooth keyboards if the user needs to use a QWERTY keyboard with the Perkins model devices, and they have a fairly wide level of support for NTFS- and FAT-formatted storage devices. Software is a somewhat difficult topic to discuss at this time because in conjunction with the hardware refresh which is currently occurring, HIMS is preparing to launch version 7.0 of the firmware for the Sense line of devices. This changes the landscape in a number of ways, but, since the new firmware has not been available for testing and comparison, these features cannot be discussed in detail. They are expected to include IMAP mail, file encryption (per file), a Bookshare search-and-download application, and, most interestingly Google Maps integration. It is going to be very exciting to see how these features, particularly IMAP and Google Maps, will be integrated, because no other notetaker offers anything like them. Several commercial GPS solutions are presently available, but this will be the first time that a notetaker is pre-loaded with access to map information (though it will likely require an Internet connection for turn- by-turn and is very likely to require one to access the mapping feature). If the implementation is solid, it may well be a very powerful feature in the U2 line because a user could connect it to a 3G dongle and have both Internet and GPS anywhere without the added cost of a GPS application. It is not expected to be quite as full-featured as a solution like Sendero, but it may be all many people want or need. Now that we've looked at what the future may hold, it is important to talk briefly about what the Braille Sense offers at present. One unique feature of the device is the ability to use it as a mass storage device. For those who aren't worrying about syncing contacts or calendar information, it is not necessary to install ActiveSync or Mobile Device Center. Instead users can simply plug in and treat the device like a big thumb drive. Furthermore, it also supports file sharing with other computers connected to the local network. Any device has downsides, and the Braille Sense line is not exempt from this truth. First, these devices are unable to read Learning Ally files, which would make them less ideal for some students. Language support is a good bit weaker at present than with other models, although this may be remedied in part by the upcoming firmware enhancement. Second, the settings in the word processor are not persistent unless the user sets them to apply to all files. In other words, if users set up an NLS Braille file for reading-setting the reading mode to compressed and the file to read- only-and then closed the file, the next time they opened it they would have to do the same thing again. The ability to keep a persistent set of settings on a per-file basis is something that other notetakers are capable of and would be a real boon for users of the Braille Sense as well. Finally, the manual and other documentation materials are not as clear and well written as are those of some of the competition. Although these documents have improved significantly over time, users will still have to work with a few rough patches to get a complete picture of what's happening on the device. Finally, although it has worked with previous versions, it is important to add that the Sense devices, due to changes on Apple's side, do not work with the most current iOS firmware (5.1). This problem should be remedied in future iterations of iOS. Despite these flaws, all in all the Braille Sense family of products is pretty easy to recommend. With the ability to use the Braille display of the device with PC and Mac screen-access software, updates to both hardware and software coming fairly regularly, and enough options to meet most users' needs, the Braille Sense family of products is comprised of sound machines that are likely to continue to improve. Final Notes HIMS offers some additional software packages for the Braille Sense line. They include the Sendero SenseNav GPS solution, which may or may not (depending on your model) require a separate Bluetooth GPS receiver to function fully. They also offer a single language or bilingual dictionary. Right now English and Spanish are supported, but with the upcoming 7.0 firmware French and Italian will also be available. Finally, HIMS offers a free program called SenseBible, which includes several versions of the Bible that allow the user to search or browse at his or her convenience. For more information about the Braille Sense family of products or accessories for these devices, contact: HIMS, Inc. 4616 W. Howard Lane Suite 960 Austin, TX 78728 Toll-Free Phone: (888) 520-4467 Email: , Website: PAC Mate Differences Between Models The PAC Mate is built on a concept of modularity, so the table below represents the four modules available to create a PAC Mate. These consist of the notetaker itself, with either a QWERTY or Perkins keyboard, and a detachable Braille display with either twenty or forty Braille cells. At this time there is no price difference in buying the sections separately or together, so they will be listed separately below. . | |PAC Mate QX |PAC Mate BX |20-Cell |40-Cell | | | | |Display |Display | |Weight |2 lbs. |1 lb. 13 oz. |1 lb. 12 oz. |2 lbs. 13 oz.| |Dimensions |12.3 x 6.3 x |11 x 4.9 x |11 x 4.8 x |12.5 x 4.8 x | | |1.6 in. |1.9 in. |1.53 in. |1.53 in. | |Keyboard |QWERTY |Perkins |n/a |n/a | |# of Braille |n/a |n/a |20 |40 | |Cells | | | | | |Price |$995 |$995 |$1,395 |$2,695 | Product Overview The PAC Mate is unique among notetakers in the United States for a number of reasons. First, as mentioned above, it is based on the concept of modularity, so it is the closest to being an expandable platform. It uses Windows Mobile 6 as its base operating system, so any program that the user can find which is available for this platform and accessible with Pocket JAWS is available to install on the device. Users can also install drivers for certain hardware components if they wish to add them. Furthermore, it is loaded with mainstream Windows Mobile software, specifically Pocket Word, Excel, PowerPoint (read-only support), and Outlook, as well as specialty software created by Freedom Scientific. These features are unique. No other notetaker offers Excel or PowerPoint compatibility. The hardware was also built to be expandable. The basic unit can be purchased from Freedom Scientific, and, if desired, the Braille display can be purchased separately and physically connected to the device at a later time. This allows the display to be removed to lighten the load or to be used as an external USB Braille display with a computer. The display or the PAC Mate itself could even be sent in for repairs while leaving the remaining device in user hands. They could use their display with a laptop while the notetaker was in for repair or use the notetaker set to speech- only if the display were unavailable. Another major feature that makes the PAC Mate an interesting choice is the option to have twenty- or forty-cell Braille displays as well as fairly rich embosser support. Since most Braille production is still done on pages that support forty characters across a line, it may be of benefit to transcribers who want to work on formatting of documents on the go and in fact could allow embossing simple jobs directly from the device. The PAC Mate is the only notetaker sporting this pair of features in the market at this time. The final uniquely positive feature of the PAC Mate is the price. It is by far the least expensive notetaker on the market. The price of the hardware is directly affected by some of the limitations of the device, so it is important to look at the issues carefully before making any decision. Speaking of limitations, the expandable nature of the PAC Mate is no longer such a benefit as it once was. The device itself has not had a hardware upgrade in years, and it is reliant upon extraordinarily outdated hardware, software, and peripherals. Ethernet, WIFI, and Bluetooth are all provided by expensive (and increasingly difficult to find) Compact Flash adaptor cards. The software is equally outdated. As previously mentioned, the PAC Mate is based on Windows Mobile 6, an operating system that is no longer supported by Microsoft and, more important, less and less supported by application developers. Several of the software packages that once made the PAC Mate more flexible than other notetakers are not being sold any longer, and even Freedom Scientific seems to have largely abandoned the device, since no new firmware has been developed since 2010 nor any sort of hardware refresh since the Omni was released in 2007. The PAC Mate is also far larger and heavier than any of its competition, and that includes mainstream devices like iPads and many notebook computers. If, despite these limitations, you wish to consider the PAC Mate, it is useful to know that the learning curve is a bit steeper than with most other notetakers because it was built modularly, so you are dealing with software and hardware from multiple vendors to get a complete solution. That said, the manual and other help documentation are quite complete and well written. All in all, the PAC Mate was extremely powerful in its heyday and still has some unique features that are unmatched in the marketplace; but it's becoming increasingly difficult to support as software and hardware peripherals are becoming scarcer. Sad as it may be, it may be time to retire this venerable device. Final Notes Freedom Scientific offers a pair of programs at an additional cost for the PAC Mate line. The first is a GPS package called StreetTalk VIP for the PAC Mate, which works with an external GPS receiver and a number of maps placed on a Compact Flash card. The second is a deaf-blind communications system that allows a deaf-blind user to communicate with another person using a computer called Face-to-Face. For more information about the PAC Mate line of products or accessories for these devices, contact: Freedom Scientific, Blind/Low Vision Group 11800 31st Court North St. Petersburg, FL 33716-1805 Phone: (727) 803-8000 Toll-Free (800) 444-4443 Fax: (727) 803-8001 Website: Pronto! Differences Between Models | |Pronto! QS |Pronto! 18 |Pronto! 40 | |Dimensions |9.9 x 3.6 x 0.7 |6.8 x 3.6 x 1.25|11.7 x 6 x 1 in.| | |in. |in. | | |Weight |Approx. 1 lb. |Approx. 1 lb. |2.75 lbs. | |Number of |0 (Compatible |18-cell display |40-cell display | |Braille Cells |with BAUM | | | | |external Braille| | | | |displays) | | | |Keyboard |QWERTY |8-dot Perkins |Hot-swappable | | | | |8-dot Perkins or| | | | |QWERTY | |Price |$2,995 |$4,995 |$7,495 | Product Overview Last but not least, we will look at the Pronto! family of notetakers. These devices are still fairly obscure in the United States, but they are sold here and have a few uniquely compelling features. Part of the reason for their obscurity is that they are built by the German company BAUM Retec and sold through a fairly small distributor in the U.S., Bay Area Digital. A large part of what makes the Pronto! unique is its hardware. The line consists of three devices: the QWERTY voice-only model; Pronto! eighteen, which is a compact and light notetaker; and the highly unique Pronto! Forty, which includes a forty-cell Braille display as well as an interchangeable keyboard interface so that users can change between QWERTY and Perkins on the fly. The Pronto line has unique hardware features such as the interchangeable keyboard on the 40 and the integrated compass, thermometer, and other sensor devices. The sensors, with the exception of the compass, seem like rather unusual choices, but they may be useful to some. Furthermore, the Pronto! 18 is a physical near-match to the HumanWare BrailleNote PK, since the PK was actually a device whose hardware was built by BAUM and whose software was created by HumanWare. So those who are familiar with and particularly fond of the PK hardware would feel at home physically with the device. The other great advantage of the Pronto! line is the extensive language support. It includes several languages not offered by any other notetaker on the market, so, if you need unique language support and are set on a notetaker, it may be worth considering a Pronto! The software in the Pronto! is somewhat unpolished and under- localized. For the most part functions work as they should, and some rather interesting features should be noted, such as the ability to place audio tags on storage media or the option to type more quickly by striking the space bar with the last character of a word, but these are balanced by some strange quirks in the software. One notable example is the need to enter configuration files to change the default length of recordings instead of finding this option in the Settings panel with other settings. A final software concern is that it is not created especially for this market, so some features like support for Audible, NLS, Learning Ally, and other U.S.- centric content are unlikely to be present any time in the near future. Although the Pronto! is interesting, it is not a notetaker for the faint of heart. Users are likely to have a steep learning curve because the documentation is poorly translated in places and very limited instructional information is available on the Internet. Another point that works against this line is the fact that tech support is fairly limited here, and much of the assistance available for new users comes from mailing lists, since the redistributor is quite small. They work hard to provide assistance, but they have limited resources, which will affect both training opportunities and tech support or repairs that are needed. It is entirely possible that the Pronto! line will continue to mature as a product for the United States market, and it may one day become a full-fledged competitor here; but, unless the user has very specific requirements, it may be worth holding off on this interesting but somewhat impractical line. Final Notes If you are interested in learning more about the Pronto! line contact: Bay Area Digital 870 Market Street #653 San Francisco, CA 91402 Phone: (415) 217-6667 Fax: (415) 217-6667 Website: Conclusion This article contains a lot of densely packed information, but it's important to add some final pieces of advice specific to making a decision on a notetaker. As with buying most other pieces of technology, first-if at all possible-do your best to touch and explore the device you are considering. You may discover that, even though the feature set sounds promising, a device's keyboard may be too cramped, or perhaps it weighs too much or won't be easy to carry with your other devices. It is imperative to know whether the physical aspects of a device will suit you as well as the less tangible features. If it is uncomfortable, your device won't get the kind of use it otherwise might. Second, it is important to look at the features offered by the hardware you are considering, since it must meet your needs not only today, but for many years to come. You don't want to get stuck with something you can't use in a year or two because you can't get peripherals or tech support or can't open files that you need to use. Remember that notetakers will be around for a while yet, and none of these options are likely to disappear from the market any time soon. Take your time and consider the choices available. You'll make a better decision, and in the end you will be far happier with your choice. Third, consider the possibility that a notetaker may no longer be the right answer for you. With the advent of smart Braille displays such as the Perkins Mini, the Braille Edge, ALVA BC640, and others, you are no longer limited to having to choose a full-fledged notetaker if all you want to do is read and write simple text documents and interact with other devices. Finally, if you do choose to purchase a notetaker, take the opportunity to future-proof your investment if at all possible. It is in the consumer's best interest to consider maintenance agreements and other such insurance on these pricy devices. Although some general recommendations have been made in this article, it is impossible for someone to make a decision about the right piece of technology for anyone else. I hope that this article has helped you to determine what features are most important to you in a notetaker, and that the information provided is of assistance to you as you make a decision about whether or not a notetaker, or a Braille display and a computer, or iOS device, or something completely different is the right choice for you. ---------- [PHOTO CAPTION: Dominic Del Rosso, Leland Melvin, Mark Riccobono and Terry Lee smile at the camera while in the aircraft used to simulate weightlessness.] [PHOTO CAPTION: Mark Riccobono and Leland Melvin have their hands clasped in front of them in readiness for a dive.] [PHOTO CAPTION: Mark Riccobono is shown doing a summersault, but since he is weightless, no part of his body is touching a solid surface.] [PHOTO CAPTION: Mark Riccobono goes down the stairs as he exits the simulator.] Blind Man Experiences Weightlessness by Mark Riccobono From the Editor: Mark Riccobono writes the lead article for an electronic publication from our Jernigan Institute entitled Imagineering Our Future. This month he discusses his trip to NASA, the time he spent in a craft simulating weightlessness, deciding to leave the safety of his seat to explore movement in this environment, and his hope that this is only the first of many trips blind people will take, going ever higher, until one day we reach outer space. Here is what our first blind driver has to say about taking another exciting ride: Dear Friends, Since 1940 the members of the National Federation of the Blind have been directing their own movements. Before that time blind people did not have that degree of freedom and independence. An essential element of that freedom and independence has been working together to direct ourselves into new realms and explore horizons that were previously unimagined. For about a decade the NFB has been working with the National Aeronautics and Space Administration (NASA) to create greater opportunities for the blind. I was recently invited to participate in a reduced-gravity flight along with NASA astronaut and Associate Administrator for Education Leland Melvin. Reduced-gravity flights attempt to simulate weightlessness through a series of parabolic dives. During our flight in early February we experienced thirty-two periods of weightlessness. My goal in flying on this trip was to explore something of what the experience would be like for a blind person as part of NASA's astronaut program. At the beginning of the flight I needed to learn how to manage my newfound freedom of movement in ways I had never before experienced. Like early Federationists I did not have a great wealth of experience to draw upon. My choice was simple: I could sit belted into my chair and experience weightlessness from a safe and extremely limited position, or I could be like those early Federationists (who were not content being confined to rocking chairs and sheltered employment) and venture out to learn how to be independent in the new environment. The Federation creates opportunities for blind people to expand their horizons and provides a network of friends who provide a knowledge base from which to start. Although we have yet to go many places, the experience we have accumulated through the Federation is a tremendous guide in our new adventures. Whether it is a newly blind person learning to explore the world in a new way or an ambitious blind youth seeking to explore an area not yet well known, the Federation provides an unparalleled framework of knowledge and support. By the end of our reduced-gravity flight I was doing summersaults and learning how to use the weightless environment to move and explore. I can't wait until that glorious day when a blind person sits in the International Space Station and reports to us what a sustained period of time in weightlessness is like and how this learning can be applied to other domains. The power in our work comes from our individual experiences shared through a collective network for independence and freedom. Your support of our work plays an important role in giving blind people a greater degree of freedom than ever before in history. Where will we go next, what will be the next horizon, and how will it change our understanding of hope and freedom? Our commitment and imagination will be the only limits to the answers for those questions. ---------- Skills Lead to Service by Darian Smith From the Editor: Darian Smith is one of the primary people working to form a community service division in the National Federation of the Blind. He believes that service can have a transformative effect on both those we serve and members of the public who observe us providing it. Here is what Darian says: Looking back on my time as a student at the Colorado Center for the Blind (CCB), I realize that that experience has given me many precious memories, a more positive attitude, and some valuable skills. I expected a lot when I decided to attend the CCB, but never did I imagine that the staff would expect so much of me. Never have I been challenged at such a basic level to question my fundamental beliefs about blindness and to demonstrate them, not only in the words I say but in the actions I take. After graduating from the CCB in April of 2004, I began to see just how many doors might open for me if I dared to try walking through them. If I was willing to try, my new attitudes and skills would not only let me do something good but actually do something great--great for enhancing my experience, great for strengthening my self-concept, and great for helping the country I yearn to make a better place. These realizations came quickly; the courage to implement them took longer to develop. In early 2008 I decided I would join the AmeriCorps program. AmeriCorps is a government-funded network of service organizations and programs that engage people from diverse backgrounds, ages, and abilities in community service. Even before I attended the CCB as a fulltime student, my interest was piqued when I attended a 2002 summer program and observed a group of youth from the National Civilian Community Corps (an AmeriCorps program) working on the Braille library and doing other work on and around the building. Their friendliness and positive attitudes made such an impression on me that I hoped someday to do something as noble and inspirational to others as these volunteers were to me. After completing programs at the CCB and growing up a bit, I decided in 2008 that I would take a good hard look at the AmeriCorps programs to see if there was a place for me. I applied and was interviewed. I talked about my background, my time as a student, the challenges I faced in learning to deal with blindness, and the lessons I had learned about helping people. I said that I thought AmeriCorps was the best way for me to turn my positive intentions into tangible action, and within two months I was accepted to serve. In October I reported to the Denver campus, and there I met many great corps members, amazing team leaders, and an outstanding support staff. I was the first blind person to serve on the campus, and I faced questions about what a blind person could do. They ranged from the basic "How will you find the bathroom" to "How will you handle your tray in a food line?" Much of what I had to prove dealt with mobility: everyone thought I was smart and admired my motivation, but could I really get around by myself, and could I be competitive in situations where mobility was required? My team leader for most of the corps year was Keara, who was kind, caring, patient, and socially aware. She also had a best friend who was blind, which was why she was picked to be my team leader. The assumption that someone with special experience or training would have to assist me turned out to be a problem throughout my training and service, but I can't say too much about Keara, her giving spirit, and her unflagging determination to see that I participated fully. The first month of my ten-month term was devoted to training and team building. This is the routine for all corps members. In the training the team leader is the mentor, the disciplinarian, the coordinator, and the coworker who helps trainees on projects. In late October my class was inducted into the corps and went on to our first assignment. My team went to Boulder, Colorado, to work on an environmental project pulling weeds, working in irrigation ditches, and building and maintaining trails. This was hard work but well worth it, given the skills we gained. My next assignment was in South Texas doing canvassing work. The team's job was to help people get aid as a result of the damage they suffered after hurricane Ike. The one thing that stands out for me is the Southern hospitality the residents showed our team and their unwavering, uncompromising spirit. Their generosity was nothing short of amazing; even in their time of need they expressed real concern and a commitment to helping their neighbors. My third project was by far the most boring. I was in Alabama doing construction work, and, while members of my team climbed ladders and carried materials, I too often found myself pulling nails out of boards. Certainly this job needed doing, but it wasn't work that let me be very creative or helped me to feel that I was part of a team building something in which I could feel pride. The location of the assignment, an hour north of Tuscaloosa, also made it difficult for me to find after-hours activities. I spent a lot of time coordinating public relations and outreach events for my team and personally getting ready for the national convention. The highlights of this part of my tour were working on an old school house, a nearly one-hundred-year-old structure we wanted to keep upright, and trying to make it through the rain storms that followed after the almost daily tornado warnings. In this part of my tour I applied for a team leader position on one campus. This in turn led to four other interviews. Unfortunately, I was not offered a position with any of the campuses, but I was determined not to let this disappointment detract from what I came to the corps to do. My final project was in Denver. I was selected to be a crew leader in a Summer of Service program that engages at-risk youth in community service projects. The crew leaders make sure that structure is being maintained and that the young people are working as a team. The job also includes maintaining vital team records and a list of the team's accomplishments while overseeing its finances. The team I led camped and worked in the local community and learned something about life for young people who are involved in gangs. We did some serious work, but we had time for fun and relaxation as well. We went to the movies and to several parks. One was the Lakeside Amusement Park, where I had my first ever funnel cake. Graduation day was a proud moment for the youth participants in the team I headed. It was amazing to see how quickly they had bonded. We were surprised at what we felt; separation after only a few short weeks found us shedding tears and vowing to stay in touch. A few weeks later it was finally time for my team to reflect and celebrate as our time in the program drew to a close. On July 23, 2009, AmeriCorps NCCC Class XV graduated. Again there were tears of joy and sorrow, for these ten months had forever changed all of us. Our call to serve had helped, if only in a small way, to better the parts of the world we touched, but for every action there is an equal and opposite reaction, and what we gave came back to us in blessings and memories we will carry throughout our lives. Looking back, I see that my experience was not everything I had wanted it to be. Not everyone reacted to blindness as I hoped they would, but my participation did make a difference in perceptions--my own and the perceptions of others. This experience revealed things about me that have caused me to look more deeply into who I am, the service I want to give, and the person I want to become. I have had to come face to face with some shortcomings in myself, but I've also realized that I have an important asset. I am not afraid to try, not afraid to push the envelope, and not so afraid of failing that I am content to stay within my comfort zone. Now that I've finished with the corps and have gone back to school, I've realized what a major impact service can have on others and on those who serve. Nothing is more fulfilling than finding a cause greater than oneself. I believe that our chapters can and should be involved in service and that, by visibly serving others, we will go a long way toward changing the perception of blind people. Through service we can move from being perceived as the takers who must be served to being the providers who not only do for ourselves but care enough to help in our communities. Through our words and, more important, through our actions, we will convince our fellow citizens that we have something to offer, and through service we will help to change what it means to be blind. I'll leave you with a short reflection connecting service to blindness. When I went to the CCB, it was to learn skills and attitudes that would help me be the best I can. Service was my way of putting the theory I had been taught to the test. It was my way of figuring out whether the attitudes I thought I believed were things I could talk about and whether I believed them enough to translate them into action. Service has given me a way to show both me and the world that I can go to unfamiliar areas, meet new people, and make significant contributions. The CCB was the first step; service was the second. Both are steps on the staircase to independence and interdependence, and I commend both to all of you for the liberation climbing these stairs brings to all of us. ---------- Choices for the Future of Braille A Comparison between Unified English Braille, the Nemeth Code, and the Nemeth Uniform Braille System by Antonio Guimaraes From the Editor: Last month we published an article by Jennifer Dunnam, who represents the National Federation of the Blind on the Braille Authority of North America (BANA). BANA considers and recommends changes to the Braille code used in the United States. As Jennifer noted, four codes are currently being considered. The one we use now is called English Braille, American Edition (EBAE), and most people agree that it is in need of updating, given the role machines now play in converting print to Braille and Braille to print. The Nemeth Code is currently used in math and science to convey information the literary code was never meant to convey, and the computer code handles special symbols never envisioned when the literary code was adopted. Because of the complexity of having two different codes, one for literary Braille and one for mathematics, experts have tried for about twenty years to come up with one integrated code. The two current contenders are Unified English Braille (UEB) and the Nemeth Unified Braille System (NUBS). Jennifer's article suggests that the goal of unifying the codes is a noble one, but that none of the available contenders is up to the task of unifying literary and scientific material. She suggests that we might do well to recommend the adoption of Unified English Braille for literature, carry on with the Nemeth Code for science and mathematics, and continue working to develop a unified code. Antonio does not share Jennifer's opinion, believing that the Nemeth Unified Braille System is both preferred by those who work extensively in math and science and sufficiently developed to serve those reading literary Braille. Here is what he has to say: As Monitor readers know from reading the magazine over the last year or so, changes are inevitably coming to the Braille code in the United States. Braille experts create and promote Unified English Braille (UEB) around the world. Another alternative to this reading and writing system is not as well known. Dr. Abraham Nemeth has developed the Nemeth Uniform Braille System (NUBS) to replace the current literary code, the Nemeth code, and the Computer Braille Code. The technical aspects of this new system are similar to the Nemeth code in use today. Many teachers and other professionals who deal with the technical aspects of Braille are strong supporters of NUBS. They argue that UEB's treatment of scientific and mathematical texts is totally inadequate. NUBS proponents argue that those who study math may be left behind if UEB is adopted. NUBS, they say, represents technical texts far better. In literary texts UEB makes relatively small changes to the current code. It eliminates several contractions such as com, ation, ally, etc. It eliminates sequencing--involving the words for, and, the, to, into, by, etc. Most people would see little change in a switch from the current code to UEB, provided the text is purely literary. The chief concern of the opponents of UEB involves its treatment of technical texts. Unfortunately, illustrating the differences and similarities between the code we have now, NUBS, and UEB is no simple matter. In any comparison one must understand the symbols for mathematical functions and other scientific notation. This effort will require significant study and memorization. One must then understand the mathematics and science the code is representing. Only when one knows the current Nemeth Code, NUBS, and the UEB can one make a meaningful comparison. For those interested in the endeavor (and all lovers of Braille and students of math, science, and literature should take the challenge seriously), a place to begin is at . Braille readers should understand the choices they face. All options for change to the Braille code must be given serious consideration and respect. The impact of changes to the Braille system of today will be felt for decades. The examples given at the Website above illustrate the clarity and compact form of NUBS compared to UEB. Many of us who need and use Braille in science, technology, engineering, and math fear that the wholesale adoption of the UEB will spell the complete elimination of viable scientific Braille code in this country and could curtail our participation in some of the most vital industrial and intellectual pursuits our nation and the world have to offer. Let us do everything we can to ensure that changes in our methods of reading and writing serve to open doors to opportunity, and let us oppose with equal vigor the adoption of any code that discourages us from learning and pursuing careers in the work of the twenty-first century. ---------- [PHOTO CAPTION: Ann Wai-Yee Kwong] Is Reading a Privilege? by Ann Wai-Yee Kwong From the Editor: Ann Wai-Yee Kwong is a nineteen-year-old student who immigrated to the United States from Hong Kong in 2000 and lived in Los Angeles until this past year. She is an alumna of John Marshall High School in LA and currently attends the University of California at Berkeley on a four-year scholarship from the Gates Millennium Scholars Program. No matter how useful text-to-speech technology is for blind people, it is not the same as reading visually or tactilely-the advantages of physically reading cannot easily be replaced, however sophisticated the software or the user of audio. Ms. Kwong gives us a real-time snapshot of what it is like to be a student wrestling with the right to have Braille in places where it is needed and the attempt to make text-to-speech serve in situations in which a superior alternative exists. Here is what she says: Have you ever considered whether reading something from a physical page is a right or a privilege? This question may not have occurred to those with sight because reading is an everyday activity. Reading is a normal part of daily life, a natural right. People with sight go to a bookstore, purchase a book, and immediately open it and begin to read. They can get the information from the page at exactly the moment their eyes move over the words. Braille readers like me are denied this right. Unfortunately, I am deprived of the opportunity to read physical print, and it is now deemed a "privilege" to read Braille. I am diagnosed with Leber's congenital amaurosis and other causes that cumulatively result in the condition of legal blindness. My world is composed mainly of touch. I do not read print; my fingertips substitute for my eyes, and I perceive the world and obtain information using my hands. I do not have the luxury of going into a bookstore and reading any book I desire within seconds of purchase. Transcribing literature into an accessible format is an extensive and tedious process. In order for me to read a textbook in Braille, I begin the process many months before class. I first select my courses in advance, contact the professors to obtain course syllabi and book lists, purchase and pick up the print books from the bookstore, and deliver them to the Alternative Media Center. I must then patiently wait for the staff to scan, proofread, and finally upload the material online so I can download and read the textbooks. Reciting the process alone causes anxiety and immense stress. The Alternative Media Center at UC Berkeley is short staffed, so the complete process can take an entire month; it is more difficult when professors do not post book lists until a week before class begins. If my textbooks consist of tables, graphics, scientific formulas, or other diagrams, the difficulty of obtaining the material in a physical format increases. Textbooks for English and history courses can be read using electronic formats, but subjects that involve diagrams and formulas, such as statistics, require physical Braille books in order to understand the concepts. Normally, when I work on my assignments at home, I use my BrailleNote Apex. With the Apex I can physically read the numbers in Braille on the Braille display, and I can calculate my math more efficiently. During examinations, however, Braille students are permitted to use only Freedom Scientific's computer screen reader, Job Access with Speech (JAWS). This means I cannot physically read the exam and must instead rely on JAWS dictating it to me. When I attempt to find patterns, compute the correlation coefficient, or calculate standard deviations for a long data set, it is frustrating to have to base everything solely on listening and memory. If I would like to find the original numbers to calculate standard deviations, I must navigate word by word or number by number with JAWS to find the original list. With the BrailleNote I can scroll back more quickly to find relevant information. How I long just to read with my fingers and find the pertinent information I need expediently; these are the times when I am strongly convinced that I should have the same right to read text from a page as my sighted counterparts. Print users can quickly draw tables and skim down or across columns and rows to obtain relevant information, while visually impaired JAWS users have to listen to the entire list of numbers before finding the necessary ones, which is exceedingly time consuming to do. Blind students like me are often forced to rely completely on auditory aids, meaning that we do not have a system of written records to help us organize information. This places us at a huge disadvantage. I have tried again and again to explain my situation, but the staff in proctoring services at Berkeley are extremely inflexible and do not listen to the needs of the students. Proctoring services have also postponed my exams on many occasions, causing other exams on the class syllabus to be delayed. The result is inconvenience and frustration for both the student and the professor. The proctoring service is unwilling to negotiate, causing many students and even some professors to believe that they should avoid the service altogether. Stresses for exams are doubled; besides worrying about knowing the material, I must consider when and how I will take the exam. The screen reader itself is also limited in many ways. JAWS does not read certain math symbols such as delta, sigma, mu, etc. Thus I cannot read statistics formulas from my textbook. Rather than giving me insight into the world of mathematics, the limited information I do obtain flusters me because my questions are not answered. When I use the keyboard to scroll down and read with JAWS, it says "blank" when it lands on a mathematical formula, even though the notation is displayed on the screen. More complex figures are also unreadable with JAWS. It is crucial that Braille readers be given the same opportunities to read as sighted ones. Reading tactile text is or should be a fundamental right; however, for visually impaired people it has become a rare privilege. This right of which we are deprived is a source of inconvenience and is detrimental to getting good grades. We must take action to alter such norms. If visually impaired students do not advocate for Braille literacy and stress its significance, Braille will soon become obsolete and a medium of purely historical interest. ---------- [PHOTO CAPTION: Gary Wunder] Getting Information: Are Human Readers Still Important? by Gary Wunder Throughout the years the Braille Monitor has featured articles about using human readers. Sometimes we have covered the struggle to be permitted to use them; at other times our emphasis has been on how to hire, fire, and manage them. In this piece I don't intend to cover either of these topics but to deal with issues I hear discussed frequently these days: when to hire a live reader; whether it is ever appropriate given the demand that information be made accessible; whether a college or university has an obligation to provide one; and whether a human being is ever as efficient as using a computerized device of one's choosing. Some argue these issues with passion: Technology can never do what a good reader can. Accept the fact that you live in a sighted world and hire help. Others argue with equal vehemence that in the twenty-first century there should be no need to hire someone to read aloud, that hiring people is impractical and undesirable given the electronic gadgetry we have these days, and that to continue to use readers keeps us from pressing hard to gain true accessibility. When I think about information, my starting point is the premise that sighted people always have more of it than blind people, that in order to compete we must avail ourselves of as many resources as we can, and that, when given a choice, we must decide which technique gets us what we need most efficiently. I try to avoid the trap of deciding which method for getting information is the best and directing all my efforts to getting it in that way. Instead I consider getting information in the same way I look at other challenges, admit there is usually more than one way to meet them, and then figure out which works best for what I need. If I want to create a program that will rely on writing precise syntax, I would rather do it without the intervention of someone who knows nothing about programming. A computer and a screen-reader give me immediate control and let me test my program again and again. The first time I tried programming back in 1975, I felt very removed from the process because we used punch cards to type information into the machine and bulky printers to see what the computer said by way of reply. Most of my initial programs would generate page upon page of output, usually conveying to me in some cryptic code what I had done that would keep my program from running. I remember being glad to finish my first class and thinking I would not willingly try another--the process seemed too remote, and I felt too dependent on the skill of someone else to find the right keys on the keypunch machine, make certain my cards were in order, feed them into the card reader, and scan my voluminous printouts for errors or the occasional success I could show to the professor. Though the live reader was not ideal and might not have been workable in getting and holding a job, two of them did help me learn what I needed in order to pass my first computer class, and that eventually led to rewarding employment. Luckily for my career a computer terminal and an Optacon dramatically reduced my need for a live reader and increased my interest in experimenting and learning to love the challenge of programming. When I got a Braille terminal, I needed a reader only for computer magazines, internal mail, and error messages which, at the time, were contained in large manuals that would have taken a lot of time and money to Braille and store. With the Braille terminal I could work on a problem as long as I had the energy and was therefore no longer confined to the two-hour session I had scheduled with my computer science reader. Using technology when I could and readers when necessary led me to a thirty-one-year career and a very nice living. I think about this experience when I hear students say they are not going to take a class because they can't think of a way to make it accessible. Mention using a reader, and they are shocked. They are quick to quote the law, their right to independent access, and the responsibility of the university and the rehabilitation agency to make it happen. Some institutions of higher learning and some rehabilitation agencies also recoil at the idea of hiring readers, preferring to believe that any print a student needs must be available somewhere. This is far from what we find, and a bit of assertiveness usually results in readers' being made available. Without arguing much about how things ought to be, I always want to make the case for how they actually are and how much better to change the system from within than to be kept out by it. I want to tell students that my observation about successful blind people is that they are flexible, innovative, and able to use many different techniques to accomplish their tasks, whether that be reading, transportation, or other challenges generally accomplished using vision. I submit that nothing is more efficient than hiring a reader when going through a stack of mail. If I need to write a check, the person who reads can help to complete it. If I find a form to review and return, nothing is faster than a human to review and make needed changes. My reader sessions not only include paying bills, I get handwritten correspondence from loved ones. They know I can't see, but they write in the only way they know how, with a pen and paper. I file receipts, fill out warranty cards for new purchases, and change the thermostat when we want air conditioning instead of heat or when Daylight Savings Time requires a twice yearly adjustment of the time. Some things I have a reader sort will not be read in the session. Big materials get scanned. Advertisements get tossed. Solicitations get considered and then are paid or discarded. My use of live readers has been reduced to about half of what it was ten years ago. The scanner and software I use for reading handles most things that go beyond a page, including material I consider for the Braille Monitor. Information I want to keep or distribute is also scanned. Things I once paid with a check can often be paid using online company sites or a wonderful system called Bill Pay that will allow me to pay big companies electronically or pay small businesses or individuals by check. Much of the mail I once received came in print through the postal service. Much of it today comes through email. Occasionally material that comes electronically must be printed, and someone with sight must interpret the tables and charts, but my use of a live reader has dropped from three or four times a week to once or twice. Some people reject live readers, and some reject technology. The latter regard computers as confusers, and, though they may use them, it is always through another person. They read email with a human reader and write it the same way. The freedom to work at 1:00 in the morning when sleep won't come isn't a possibility; neither is the ability to read the thousands of books from Bookshare, Project Gutenberg, WebBraille, or the increasing number of online bookstores that make their titles available electronically. For some the change brings fear; others contend they are too old to change; still others say that, as long as their way works for them, there's no need for them to bother to learn new ways of reading and writing. So what about school? People help students track down accessible copies of books and in many cases school-based resources to put in an accessible format. Those who can read Braille and large print usually prefer them. For some subjects these hardcopy format documents are more crucial than others. Learning to read a language is much easier in Braille than it is using an audio text, though a skilled human reader or tutor can vastly improve one's pronunciation. Mathematics is much easier if one can examine numbers rather than trying to keep them in one's head. Science is usually learned more easily when read visually or tactilely, but interpreting diagrams and videos can be much easier using a live reader. Books that have been scanned or material previously recorded can be tremendously beneficial so that one reads on his or her own schedule and can reread items as many times as necessary to get the meaning. We live in a time when relying on one method exclusively for getting information is impractical and detrimental. Relying exclusively on human readers is out of date; relying exclusively on technology overstates what is available to us in the present and probably overestimates what will be available to us in the near future. Much time and effort are going into making material accessible to us at the same time and at the same price as it is for sighted people, but too much is still beyond our reach to decide that human readers no longer have a place in our lives. Similarly, too much is available electronically for us to cling to the old ways and wait for everything to be read aloud by paid or volunteer readers. More than ever blind people must become proficient in all the ways to read and know when to apply them. One-size-fits-all doesn't work for clothes, and seldom does it work for any real-world problem. Our challenge is all about living in the second decade of the twenty-first century, dealing with the world as we find it, changing it for the better when we can, and doing everything we can to keep from being left behind in this marvelous time of transition. Maybe two decades from now talk about hiring a human reader will be consigned to the history books, but today this technique remains an important tool in our box. Like every other tool, at times it is essential and at times it is less than ideal, but useful nonetheless. Let's not confuse the objective with the tool or the goal with the technique. Employment, integration, and full participation are so vital to us that anything that furthers our having them must be called into service and valued for the good it can do in our lives. ---------- [PHOTO CAPTION: Three girls build a balloon tower using lots of masking tape.] The 2012 Youth Track: A More In-Depth Look by Meleah Jensen From the Editor: Meleah Jensen is a member of the Jernigan Institute education team. Here is her detailed description of youth activities during the upcoming convention: Each year at our national convention the Jernigan Institute partners with the NFB's National Organization of Parents of Blind Children (NOPBC) to offer a variety of seminars and social activities that provide a lively convention experience for blind youth ages eleven to eighteen. These activities help foster independence, raise expectations, and promote positive attitudes about blindness. Grab your friends this summer and come join us. Whether you are a problem solver or an aspiring artist, whether you have discovered something you want the world to know about blindness or just enjoy spending time at convention with people your own age, there's something for you. The 2012 Youth Track kicks off on the morning of Saturday, June 30, with a problem-solving activity called Balloon Build or Bust. Students will work together to construct a free-standing balloon structure. The object is to create the tallest structure. While working together to construct their towers, students will have the opportunity to chat with peers and to begin forming new friendships and continue cultivating existing friendships. For this activity students will be divided by age: eleven- to fourteen-year- olds will be in one room, and fourteen- to eighteen-year-olds will be in a separate room. Not sure of your balloon-tying skills? Never blown up a balloon before? No worries, plenty of mentors will be on hand to show you how it's done. At the conclusion of the morning session before we close for lunch, we will hand out agendas and discuss the rest of the week's activities. After lunch we will again be divided into the same age groups for all of the afternoon activities. Students eleven to fourteen will kick off the afternoon with an art activity using the Sensational Blackboard, a recently introduced tool that can be used to create raised-line drawings. Students will illustrate what they wish the world knew about blindness. The fourteen- to eighteen-year-olds will begin the afternoon by learning about the stars of the Federation and our Federation pop culture. The older students will also have the opportunity to check out the Federationbook pages of well- known NFB leaders and create a Federationbook page of their own. Both groups will go on a scavenger hunt, in which they will locate landmarks around the Hilton Anatole. In addition to the scavenger hunt, both groups will have the opportunity to communicate what they want the world to know about blindness, using video. Please note videos taken may be Tweeted, shared on Facebook, etc.; however, no videos will be released until we have secured a signed media release giving us permission to do so. The excitement continues Sunday afternoon when students will sharpen their creative writing skills in a session with members of the NFB's Writers' Division. Following the annual NFB board of directors meeting Monday morning, make your way to our Division Meet and Greet. During this hour-long session, students will hear from representatives from the National Association of Blind Students as well as many of our professional and special interest divisions. Division meetings are a great way to explore potential careers or hobbies. Continue your exploration of new hobbies Monday evening from seven to nine when students can participate in two one-hour sessions in which they will learn some basic self-defense moves from members of the NFB's Sports and Recreation Division as well as some dance moves from a blind dance instructor. Activities will conclude Tuesday evening with an off-site dinner at Sal's Pizza. Students must register for this activity since space is limited. Cost will be $20, which covers the cost of dinner and transportation. All students must turn in a release form to a member of the education team before boarding the bus. We will meet for boarding at 6:00 p.m. at the Jade entrance in Atrium II by the clock tower and will be returning to the same spot at approximately 9:00 p.m. To get the necessary forms to participate in the off-site dinner, or if you would like more information about any of our other Youth Track activities, contact Meleah Jensen by calling (410) 659-9314, extension 2418, or sending an email to . ---------- Wings for Our Stories by Donna W. Hill From the Editor: The following article was written by Donna Hill, an active member of the NFB of Pennsylvania. As you will see, she follows her own advice. Every affiliate should be lucky enough to have a member who makes sure that the media are well aware of the good work being done by Federationists. We can all take a page from her book. This is what she says: The Federation is brimming with outstanding stories. Inspiring or infuriating, heart-warming or heart-wrenching, triumphant or exposing injustice, they call out to be told. They are our greatest asset-- motivating, nourishing, and healing us as we take up the challenge of changing what it means to be blind. But the opportunity is virtually untapped for these stories to assist us beyond the Federation to the world of sighted and not-yet-blind Americans, whose perspectives and prejudices are at the heart of the injustice and lost opportunities we face. Although the NFB's director of public relations continually seeks press coverage for major initiatives, programs, and issues, many newsworthy stories--often specific to local markets--remain untold. Getting such stories to the public has been my passion since 2007 when Dennis Sumlin, president of the NFB Performing Arts Division, appointed me head of media relations. Soon thereafter Jim Antonacci, president of the NFB of Pennsylvania, enlisted my help, and last summer I also began working with the Writers' Division. I came to this volunteer work with some media experience under my belt. When I was pursuing my career as a singer-songwriter in the '80s and '90s, I did my own PR. I regularly landed newspaper, radio, and TV stories throughout the Philadelphia area. Though it was always a treat to be interviewed, I was particularly thrilled by what happened when the Inquirer did not have time to send someone out on the story. They printed my press release verbatim--talk about controlling your message! Imagine the possibilities and opportunities if every affiliate and every division had an ongoing media relations initiative. I'm asking you to join me, and, with assistance from the Writers' Division, I've created a resource to help you. If you've never prepared a press release, you may find the idea a bit scary. Volunteers don't need degrees in communication or previous experience to make a difference. You don't even need to write much, since press releases are supposed to be short. Even better, they consist of a lot of boiler plate that can be used time and time again. Years ago blind people had more hurdles to overcome to get press coverage. Nowadays screen readers enable us to create, edit, proofread, and circulate documents. In the electronic age it's common for the media to accept press releases and story ideas by email. Snail mail is rarely if ever necessary. Here's a snapshot of what happened last summer when I volunteered to try to get publicity for the winners of the Writers' Division's 2011 Youth Writing Contest, an annual event promoting Braille literacy. I made things happen and learned some wonderful things about our next generation of blind kids without ever leaving my office. First I contacted the families to see if the parents were interested in participating. I then arranged phone interviews, during which I used a headset so I could type as they talked. Afterwards I wrote a brief story, including information about the NFB and the Braille literacy crisis. Each press release contained a tidbit about the student. For instance, nine-year-old Nicky Lentz of Philadelphia enjoys using his white cane to walk solo to Starbuck's for tea. Ethan Fung (10, San Francisco) is fluent in several dialects of Chinese and enjoys speaking to the older Chinese women in his neighborhood. Ten-year-old Lindsay Adair (at the time of Friendswood, Texas,) wants to be a baker, author, and cat breeder. Lindsay, daughter of NOPBC President Laura Bostick, won first place in the elementary short story category. Nicholas took third place in the same category, and Ethan won second place in elementary poetry. Once I completed the first press release, I had a template to write the others. The parents gave me the names of their local papers, and I used Google to find the email addresses for submitting story ideas. Of the seven families who participated in the publicity campaign, five received press coverage. Articles appeared in local papers in California, Georgia, Minnesota, Pennsylvania, and Texas. The first was published within a week of sending the press release; the last coming months later. Two papers, lacking the resources to do their own story, published the text of my press release. That just never gets old. The buzz was not limited to newspapers. Some families distributed my press releases to other organizations. Lindsay made the cover of her local community newsletter. Ethan was featured in a segment on a San Francisco Chinese-language TV station. The new resource is something I wish I'd had years ago when I started trying to transfer the skills I'd developed promoting my music to promoting Federation issues. I mentioned my desire to share what I've learned on the division's email list and was soon btting around ideas with division president Robert Leslie Newman, Bridgit Kuenning-Pollpeter (editor of our quarterly journal, Slate and Style), and other members. Robert suggested I prepare something that we could post online. It's done. The Writers' Division Website now hosts the "Guide to Writing Press Releases," a free, step-by-step tutorial designed to help volunteer publicists spot stories, write press releases, and understand the press. It features samples of successful press releases, a downloadable press release template, and instructions for creating a personalized template that will make the job easier when future stories arise. Check it out at . We're here to help. Let us know if you have any questions, and please share your successes. ---------- Blind Students Get Down to Business with the Chamber by Terry McElhaney From the Editor: the following story appeared in the April 13, 2012, edition of the Littleton, Colorado, Villager. It demonstrates the benefits that blind students receive from working relationships between NFB adult rehabilitation centers and their local business communities. Here it is: [PHOTO CAPTION: Littleton Mayor Pro Tem Bruce Stahlman with Colorado Center for the Blind student Jabari Bonner during the Chamber's annual networking event at the center. Photo by Stacey Johnson, CCB] Networking is a basic skill that most business people have to deal with, if not master, on their way to success in today's business world. Facing a room of strangers with a pocket full of business cards and a handshake is always a little daunting for people entering the job market. Now consider the networking scenario without the ability to see who you are networking with. That's the challenge presented to students at the Colorado Center for the Blind during their annual networking event in partnership with the South Metro Denver Chamber. [PHOTO CAPTION: Student Liliya Asadullina speaks to a local businessperson about her goals after graduation. Photo by Stacey Johnson, CCB] Last week sixty-five chamber investors and guests gathered at the CCB's campus near Historic Downtown Littleton to give students a real-life situation in preparation for graduation and subsequent job search. Prior to the event Executive Director Julie Deden and the center's Vocational Specialist Brenda Mosby prepared the business guests with an introduction to the school and its philosophies, strategies, and processes. The group was enlightened as to the proper way to approach a blind person, not to be afraid of the cane, and basically to treat a blind person the same as any sighted person. The use of "dark shades" [sleepshades] was also presented as a tool to help persons with some sight to learn when closing your eyes and trusting your instincts is preferable to trusting bad vision. The philosophy at CCB is that skills are not enough. The center takes students through a rigorous nine-month program in preparation for a life of independence and productivity. Daily classroom discussion of myths and fears surrounding blindness, along with exploration of real-life encounters, help students to see blindness as a mere nuisance rather than a tragedy. There's an eclectic mix at the center, including international students. The program provides training in orientation and mobility, Braille, technology and software, and home management, which includes cooking. Their final days include planning and executing a dinner for 50 and a drop which takes students anywhere in the greater metro Denver area and requires them to find their way back without assistance. The students were also prepared for the event with information on many of the business persons whom they would soon get the opportunity to meet. Thanks to the chamber's use of the Meetup social media site, the center had an advance list of who would be there and some biographical information regarding many in the group. Students with specific career goals in mind knew whom they wanted to meet in advance and were ready with questions. The center also had business cards printed for sharing during the event. There was obvious apprehension as the business leaders were led into the room with the waiting students. This quickly passed, however, as Mosby took control and introductions were given with the help of Chamber President and CEO John Brackney. Nods of approval could be seen as the students introduced themselves as well as their aspirations in turn. The business people also introduced themselves and their companies. From there organized pandemonium broke out as the groups merged and conversations struck up between them. The students often took the lead and with a handshake at the ready used their keen sense of hearing and their ever-present canes to approach people and strike up a conversation. CCB student Shanaia [Bethea] was encouraged by the encounters. "I was very nervous going into the event, but once John [Brackney] started asking me questions, I felt much more confident. And I even talked to a couple of people who mentioned they knew someone in journalism and were eager to put me in touch," Shanaia said. International student Anna [Avramenko] from the Ukraine said, "It is such a small world. I met a woman, Linda Scott, who invited me to a luncheon where she plans to introduce me to two women business owners--one from Russia and one from the Ukraine." Business leaders who attended the event were equally moved by the experience. Tricia Englebert, owner of 5280 Drug Testing, said, "This was one of those events that I was super proud to be a part of. What an incredible group of individuals. These students are doing amazing things in spite of their disability. A truly humbling and perspective-changing experience." More information on the Colorado Center for the Blind can be found at . ---------- Notice of Proposed Settlement of Class Action and Fairness Hearing From the Editor: We have been asked by the parties to a class action settlement to run the following Notice of Proposed Settlement of Class Action and Fairness Hearing. It is unlike most things we publish, but it may be of particular interest to our blind readers who may be members of the affected class. Here, unedited, is the Notice of Proposed Settlement of Class Action and Fairness Hearing: This Notice has been approved by the United States District Court for the Central District of California. Be advised of the preliminary approval of the settlement of a class action lawsuit brought by Cari Shields and Amber Boggs (the "Named Plaintiffs") against Walt Disney Parks and Resorts U.S., Inc., and certain other Disney affiliates ("Disney"). The Named Plaintiffs, individually and on behalf of all members of the Settlement Classes, as defined below, allege that, as individuals with visual impairments, they were denied equal access to or enjoyment of the Disney theme parks in California and Florida (the "Disney Parks") or the websites owned or operated by Disney. Disney denies the Named Plaintiffs' allegations and denies any fault or wrongdoing whatsoever. Under the proposed settlement, which the Court preliminarily approved on May 4, 2012, Disney will make certain changes to its policies and practices (as set forth in the Class Action Settlement Agreement and Release) in exchange for the Settlement Classes releasing claims regarding the accessibility of the Disney Parks and websites owned or operated by Disney as they exist at the time of this settlement, or as they may be modified in accordance with the Settlement Agreement. A Final Approval and Fairness Hearing on the proposed settlement is scheduled for August 3, 2012, at 9:30 a.m., in the courtroom of the Honorable Dolly M. Gee, United States District Court for the Central District of California, 312 N. Spring Street, Courtroom 7, Los Angeles, California 90012. Please read this Notice carefully. It contains important information about your legal rights concerning the proposed settlement of this lawsuit. 1. Who are members of the Settlement Classes? The Court has preliminarily approved the following four Settlement Classes. (1) The Website Class: All individuals with visual impairments who (a) have a disability, as that term is defined in 42 U.S.C. ?12102, and (b) have been or will be unable to gain equal access to or enjoyment of one or more of the websites owned or operated by Disney such as , , , and as a result of their visual disability. (2) The Effective Communication Class: All individuals with visual impairments who (a) have a disability, as that term is defined in 42 U.S.C. ?12102, and (b) have been or will be denied equal access to or enjoyment of the Disney Parks because of (i) the absence of maps in an alternative format, or (ii) the absence of menus in an alternative format, or (iii) the absence of schedules of events at the Disney Parks in an alternative format, or (iv) inadequate or inconsistent operation of the audio description service on the Handheld Device, or (v) Disney's refusal to provide a free or discounted pass to their sighted companions, or (vi) the failure to be read, in full, the menus, maps or schedules of events at the Disney Parks. (3) The Service Animal Class: All individuals with visual impairments who (a) have a disability, as that term is defined in 42 U.S.C. ?12102, and (b) have been or will be denied equal access to or enjoyment of the Disney Parks because of (i) the fee charged for the use of a kennel for their service animal, or (ii) the absence of reasonably-designated service animal relief areas, or (iii) the absence of a location to kennel their service animal at attractions that do not allow service animals, or (iv) the lack of equal interaction with Disney employees who portray Disney characters because the individuals with visual impairments are accompanied by service animals. (4) The Infrastructure Class: All individuals with visual impairments who (a) have a disability, as that term is defined in 42 U.S.C. ?12102, and (b) have been or will be denied equal access to or enjoyment of the Disney Parks because of (i) physical barriers to access, or (ii) the lack of reasonable modifications to Disney's policies and practices to permit such equal access or enjoyment. Among other things, the members of this class have been or will be denied equal access to or enjoyment of the parade viewing areas at the Disneyland Resort and the Walt Disney World Resort, and to public lockers or parking lots at the Disneyland Resort. 2. What are the benefits of the proposed settlement? Under the Settlement Agreement, Disney has agreed to enhance the services it currently offers to guests with visual impairments at the Disney Parks and on websites owned or operated by Disney. Those changes include: updating its guidelines regarding the manner in which costumed Disney characters interact with guests accompanied by service animals; providing certain Braille schedules, menus and maps; providing additional audio description and information about facilities and attractions on the handheld device already available to guests with visual disabilities; modifying policies and practices applicable to guests accompanied by service animals, including designating additional relief areas for service animals and modifying the options available to guests accompanied by service animals when service animals cannot ride on certain attractions; providing a limited number of free admission passes to be distributed by an agreed-upon charitable organization serving individuals with visual impairments; modifying guidelines regarding the reserved viewing areas for guests with disabilities at live parades; enhancing locker and parking facilities; and enhancing procedures and standards for making websites owned or operated by Disney accessible to users who access those websites using screen reader software utilities. 3. How could the settlement affect your legal rights? If Judge Gee approves the proposed settlement, members of the classes will release all claims for discrimination on the basis of visual disability as to any feature of the Disney Parks or websites owned or operated by Disney, or the way in which they were or are operated, as they existed at the time of the Court's final approval of settlement or as they may be modified under the terms of the settlement. More specifically, the Settlement Agreement provides as follows: In consideration for the mutual promises and covenants set forth or referred to in this Settlement Agreement, Class Members who are not Named Plaintiffs, upon the entry of the Final Approval Order, will release the Released Parties[1] from any and all claims, counter- claims, liabilities, obligations, demands, and actions of any and every kind or nature whatsoever, known or unknown, that the Class Members may have against the Released Parties for discrimination and/or denial of equal access to or enjoyment of any goods, services, facilities, websites, privileges, advantages, or accommodations based upon a disability related to visual impairment under the common law or any state, local or federal statute, rule or regulation, arising from Disney's practices or procedures in connection with, or the condition of, the Disney Parks or websites owned or operated by Disney prior to the Effective Date[2], or as those practices, procedures or conditions at the Disney Parks or of the websites owned or operated by Disney are subsequently modified to comply with the terms of this Settlement Agreement. This release includes but is not limited to any and all claims that have arisen or might have arisen that could have been asserted in the Action, including claims in violation of the Americans with Disabilities Act (42 U.S.C. ?? 12101 et seq.), the Unruh Civil Rights Act (Cal. Civil Code ?? 51 et seq.), the Disabled Persons Act (Cal. Civil Code ?? 54 et seq.), any other state, local or federal statute, rule, or regulation, or common law that governs, addresses or affects the rights of individuals with disabilities to gain equal or full access to or enjoyment of places of public accommodation or places open to the public. This release includes, but is not limited to, claims for class-wide injunctive or declaratory relief alleging a class-wide pattern and practice of disability-based discrimination in, or an unlawful disparate impact associated with, access to or enjoyment of the Disney Parks or the websites owned or operated by Disney. This release is intended to bind all Settlement Classes and Class Members and to preclude such Class Members from asserting or initiating future claims with respect to the issues in this Action or the subject matter of this Settlement Agreement. 4. What service payments are the Named Plaintiffs seeking for the work they performed for the Class? The Named Plaintiffs have filed a motion asking the Court to award them service payments of $15,000 each. The Court will decide whether such payments are fair and reasonable. You can see the complete motion for service payments at or . 5. What attorneys' fees and what reimbursement of out of pocket costs are Class Counsel seeking? Class Counsel is applying to the Court to be paid attorneys' fees and costs in the aggregate amount of no more than $1,550,000. The Court will decide whether the fees and costs Class Counsel seeks are fair and reasonable. You can see Class Counsel's complete application for attorneys' fees and costs at or . 6. How can you comment on, or object to, the proposed settlement? If you want to comment on, or object to, the settlement, you must mail your statement to Forizs & Dogali, P.A., 4301 Anchor Plaza Parkway, Suite 300, Tampa, Florida 33634 (1-813-289-0700). Your comment or objection must include at least your name, address, and telephone number, a reference to the lawsuit, and a discussion of the comment or objection, and must be postmarked no later than July 6, 2012. 7. When and where will the Final Approval and Fairness Hearing take place? On May 4, 2012, Judge Gee granted preliminary approval to the proposed settlement. After considering the comments and/or objections received from Class members, Judge Gee will next decide whether or not to: (1) grant final approval of the settlement; (2) grant Class Counsel's application for fees and costs; and (3) award service payments to the Named Plaintiffs. A hearing will be held on August 3, 2012, at 9:30 a.m., in Courtroom 7 of the United States District Court for the Central District of California, 312 N. Spring Street, Los Angeles, California 90012. You may attend this hearing at your own expense, but are not obligated to do so. If you choose to attend, you may request an opportunity to speak or be heard, but the Court is not required to allow this. You may retain an attorney at your own expense to represent you, but are not required to do so. If you intend to attend the fairness hearing, you must send a written notice of intent to appear to Forizs & Dogali, P.A., 4301 Anchor Plaza Parkway, Suite 300, Tampa, Florida 33634 (1-813-289-0700). Your notice of intent to appear must include at least your name, address, and telephone number, a reference to the lawsuit, and a statement that you intend to appear at the hearing, and must be postmarked no later than July 6, 2012. If you wish to speak or be heard at the hearing, you must also include this request in your notice of intent to appear. 8. How can you get more information? You can obtain a copy of the complete settlement agreement from Class Counsel using the contact information listed below. You may also inspect the non-confidential parts of the case file in this lawsuit by going to the website of the U.S. District Court for the Central District of California () or at . Andy Dogali Forizs & Dogali, P.A. 4301 Anchor Plaza Parkway Suite 300 Tampa, Florida 33634 (813) 289-0700 ---------- [PHOTO CAPTION: Mike Freeman] Living Well with Diabetes by Mike Freeman From the Editor: Mike Freeman, president of the NFB Diabetes Action Network (DAN) and a member of the NFB board of directors, made the following remarks on April 1 at the NFB of Missouri fiftieth annual convention. This is what he said: Everyone here is familiar with the B-word-blindness. Today I'm going to discuss the D-word-diabetes. But first let me say how honored I am to participate in celebrating the fiftieth anniversary of the NFB of Missouri. You-nay-we have accomplished a great deal during the past fifty years, and I am certain you and we will accomplish as much or more during the coming fifty years in our quest to achieve first-class citizenship for the blind of Missouri and for the nation. I'm not going to bore you with a lengthy discussion of the causes and treatment of the various kinds of diabetes. Suffice it to say that diabetes mellitus (the technical name for the various forms of the disease) is a metabolic disorder that impairs or prevents most of the cells in your body from getting energy from the food you eat. This involves either the lack of insulin or the inability of your cells to use insulin efficiently to get energy to function. Insulin is a hormone made in the pancreas, a small gland in the abdomen. I'm going to discuss how to live well with diabetes from the perspective of its social context. I believe that NFB philosophy has much to teach us about living with diabetes. We all know people who are ashamed to be blind. They try to hide their blindness, faking sight they do not have. We know that this is counterproductive. It blights the soul. There is no need for this shame. In fact, it is the essence of NFB philosophy that it is respectable to be blind. But did you know that many people who have diabetes are ashamed of it? They suspect that having diabetes is their fault, and too many people (including some medical personnel) reinforce this notion, equating diabetes with gluttony. Many diabetics try to hide their diabetes. Worse yet, many diabetics deny (both to themselves and to others) that they have diabetes. As an African-American idiom has it, they do not "claim" their diabetes. Not only does this blight their souls, but the longer diabetes goes untreated, the more likely diabetics are to suffer the complications of diabetes-nerve damage, heart disease, strokes, and of course blindness. Diabetes is nothing to be ashamed of. It is something with which we who have the disease must live. The only thing of which we should be ashamed is leaving diabetes untreated. All of us who are blind find ourselves euphemized to death. There are a myriad of terms for the blind and blindness, all which avoid the dreaded B-word and all of which show the discomfort of those using them rather than their sensitivity which, in reality, is not needed. Similarly, diabetics are stuck with people-first language. We are told we are more than our diabetes (something we all ought to know anyway) and that terms like "diabetic" should be eschewed in favor of circumlocutions such as "people with diabetes." This is ridiculous. We don't say basketball players are "people of tallness," do we? Well, we do not need to avoid the word "diabetic" or the fact that we who have the disease are diabetics. We are definitely more than our diabetes. But diabetes is part of us. We are all familiar with the phenomenon of weekly news stories touting so-called cures for blindness, most of which do more for those publicizing these cures than they do for blind people. These cures emphasize the supposed tragedy of blindness rather than its normality. Moreover, most of us will remain blind despite these so-called cures. Likewise we hear every week of new treatments for diabetes, some of which may have merit and all of which, it seems, need more funding for research and testing, especially since many of them have been tested only in mice or upon a few human subjects and only for a limited time. We cannot live on what the future holds; we must live in the here and now. Diabetes will be with us for years to come, and, if we have it, we owe it to ourselves and our loved ones to control it. We who are blind are unfortunately familiar with organizations that raise money in the name of the blind. Some of this money helps us; some of it does not. But most of the fundraising is based on pity. We of the Federation deny to the core of our being this notion that the blind are to be pitied. Likewise, a great deal of money is raised on behalf of organizations dealing with diabetes. The Tour de Cure comes to mind. Some of this money helps. But it's hard to escape the notion that sometimes these organizations with their many events come to do good and end by doing well. We who are blind are confronted by those whose notion of helping us is summarized by the slogan "fighting blindness." We of the Federation know that we don't fight blindness; we live with it. Likewise diabetics must deal with organizations whose slogan is "Stop Diabetes." While this may be laudable, it's not going to happen for most diabetics in the foreseeable future. Hence we who are diabetics must instead live with diabetes, and the good news is that we can live well with it. We can live full, normal lives. As our DAN brochure says, life with diabetes need not be complicated. >From the foregoing the connection to Federation philosophy should be evident. Federationism is a can-do philosophy that affirms the dignity of the blind. The same philosophy of dignity and taking charge will serve diabetics as well. To bring this down to a personal level, if you are blind and have diabetes, I believe it is important that you live your Federationism and that you know you're OK as a blind person by taking care of your diabetes. For, if you don't think you're OK as a blind person, it's likely you won't think it's worth it to take care of your diabetes. Don't fall into this trap. Life is an adventure worth living to the max as a blind person, as a diabetic, or as both. ---------- A Reverse Sundial by Father Ephraim From the Editor: Father Ephraim is a Greek Orthodox priest and monk who has become interested in Braille and who read 7,000 Braille pages last year. Since he has come to understand the importance of effective orientation for blind travelers, he sent us the following interesting little article that those who were not born with that amazing instinct for always knowing which way north is will find useful. I had to read it several times before mastering the technique, so don't get discouraged. This is what he says: Knowing which way is north can be very helpful when navigating in unfamiliar places. An easy trick to determine your orientation is to point the hour hand of your watch at the sun, and south will be halfway between it and 12:00 noon on your watch (or halfway between it and 1:00 when on daylight savings time). This method works even without a watch, as long as you know roughly what time it is so that you can imagine where the hour hand of a watch would be. It is a reverse sundial because, instead of determining the time using the sun's position and a dial aligned north, north is determined using the sun's position and the time. In the Southern hemisphere this method is inverted: Before pointing the hour hand of your watch at the sun, you need to flip your watch upside- down, so that the back side of your watch (the side usually touching your skin) is facing you. Then north (not south) will be halfway between the hour hand and 12:00 on your watch. This method is accurate enough for most practical purposes (except near the equator or when the sun is nearly directly overhead). One way to improve its accuracy is to adjust the calculation based on your longitude. Instead of finding the halfway point between 12:00 and the hour hand of the current time, subtract from the current time four minutes for every degree longitude west you are located from the central meridian of your time zone. The central meridian in most places around the world is a multiple of fifteen (because there are twenty-four time zones in 360 degrees around the globe). For example, if you are in Tucson, Arizona, the longitude is 111 degrees west. This is six degrees west of the central meridian of the Mountain Time Zone, which is located at 105 degrees west (a multiple of fifteen). Six times four is twenty-four, so to determine south in Tucson it is necessary to imagine where the hour hand would be after subtracting twenty-four minutes from the current time, and then find the halfway point between that imaginary hour hand and 12:00. If you are east of your time zone's central meridian, you add (instead of subtract) four minutes for every degree longitude east of it you are located. In most locations in the world, however, the benefit from including this adjustment is negligible and therefore can be omitted for simplicity's sake. A simple non-visual technique to find the sun's position with precision on a sunny day is to rotate until you feel the sun on your face. Then cover your face with your palm and gradually move it away from your face in the direction necessary to keep its cool shadow on your face. Once your arm is fully extended with your palm's shadow still on your face, you will know quite accurately where the sun is. ---------- [PHOTO CAPTION: Joe Ruffalo, president of the National Federation of the Blind of New Jersey] Federation Envisions Brighter Future for the Blind by Steve Prisament From the Editor: The following article appeared in the Shore News Today on Tuesday, February 14, 2012. Those who know our New Jersey affiliate president understand his commitment to service and growth. Here is how he communicates it to new people who are coming to join the Federation in Absecon, New Jersey: ABSECON--It's always nice to keep an eye out for your friends. That's what the National Federation of the Blind does-and what you could do if you know a blind or visually impaired person who may not be able to read this article. Help get the word out. A new Southern New Jersey chapter of the National Federation of the Blind will hold its first meeting from 10:00 a.m. to 1:00 p.m. Saturday, March 3 in the John D. Young Memorial Lions Blind Center at Crestview Avenue and Pitney Road. An introductory session was held Saturday, January 21, at the Center with about twenty people attending. State NFB President Joe Ruffalo spoke about his organization's attempts to obtain equal footing for the blind and level the playing field. Many accommodations are required by law, he said, but there are still areas that need improvement. Ruffalo said he wasn't eager to join the Federation- he had a chip on his shoulder and pictured the NFB as a bunch of radical troublemakers. "A friend wanted me to go to a meeting, just to see what it's all about," Ruffalo said. "For five months I had excuses and didn't go." Ruffalo said he told his wife he was going to attend a meeting just to get his friend off his back. "I am not joining that organization," he said as he left, embarking on what was to become an all-consuming quest. He thought they would be "militant radicals," he said. "I envisioned being greeted by people with weapons." But that wasn't the case, Ruffalo said. He was nicely met and directed to go upstairs for the meeting. "Someone asked if I wanted coffee," he said. "I expected he would bring it, but he said, 'Coffee's in the back. Regular is on the right; decaf on the left.' I started to like these people. The leader was talking to me-- challenging members to make a difference, define a situation or question, come up with a solution, and carry it out." Needless to say, he joined. The state Federation has grown from two chapters in 1983. The Absecon South Jersey Shore Chapter brings the total to nine. "I offer you my friendship, partnership, relationship, and leadership," Ruffalo said. "That's four ships. Columbus only had three." Independence, he said, does not mean: "Leave me alone. I'm OK. Get lost." "Independence means you have several choices," Ruffalo said. "You make your own decisions." He said he tries to make any situation with sighted people a training moment. "One time in a restaurant a man tried to help me," he said. "He got behind me and started pushing me like a robot. I stopped and I said, 'Let me show you how to help me.` I held out my arm and asked him to take my elbow and direct me." Ruffalo said that example was his model for new Federation chapters. "That's what I want to do for you-softly guide," he said. Communication is the key to success for the NFB, he said. "We're not all officers," Ruffalo said. "Everyone has talents. I used to be a stutterer, a stammerer-no public speaking for me. But the more I did it, the easier it became. It's the same for you. I want to encourage you to have confidence, integrity, communication, and independence." He said that people before him paved the way to getting laws changed to assist blind people. "We have more independence today," he said. "And we must pave the way for the next generation. It takes years, and it's common sense. It makes you want to scratch your head." There were once laws that required blind people who were marrying to be sterilized, he said. The group asked several questions including, "Why do we need another organization?" Ruffalo said the various associations have numerous functions. "We have a police department and a fire department; they're different, but we need both of them," he said by way of example. It's the same, he said, with blind groups that encourage education, socialization, and other things. "We work to change laws," Ruffalo said. "There used to be no children allowed, no federal jobs for blind people. A blind guy is now in the military. He was blinded in the service, but he was not mustered out as he would have been." The initial meeting was organized by Kathleen Rawa of Egg Harbor City, who works as a volunteer with the Bacharach Institute for Rehabilitation. She also works at the polling places on election days. "My dog, Dorito, is the first working election dog," Rawa said. "We're opening doors for the blind." Another local leader, Suzanne Woolbert of Egg Harbor Township, elaborated. "We're changing what it means to be blind," she said. "We're breaking down stereotypes. But we still need to be sharing and helping each other in 2012. These are the people who are going places and doing things." Rawa said she expects the local chapter to do well. "We're going to have a domino effect," she said. "We're going to be one big organization in New Jersey." For more information go to . ---------- [PHOTO/CAPTION: Raymond Henderson] Featured Book from the tenBroek Library From the Editor: With some regularity we spotlight books in the tenBroek Library. Here is Librarian Ed Morman's review of a book in our collection: Obscene in the Extreme: The Burning and Banning of John Steinbeck's Grapes of Wrath, by Rick Wartzman, New York: Public Affairs, 2008 For decades the NFB has been fighting for the rights of blind workers and, indeed, all disabled workers. We have led the struggle against discrimination in hiring; we have encouraged the development and use of access technology; and, of course, we have never forgotten the shame of a "fair labor standards" law that permits employers to pay disabled workers less than the minimum wage set for others. We must remember, though, that employers of disabled workers were not the only ones exempted from the minimum wage requirements of the 1938 Fair Labor Standards Act. The most notoriously excluded group, in fact, was farm laborers. In the thirties there was no disability rights movement, and for that matter the organized blind existed only as an assortment of state groups, many of which were no more than social clubs. This was the time when the agencies and sheltered shops were successfully claiming to speak for the disabled, so it should come as no surprise that the U.S. Congress ignored the need of disabled people for good jobs at a decent wage. On the other hand the labor movement was active and militant throughout the country, including among migrant farm workers. Nowadays, and for most of the past fifty years, the common image of a migrant worker is Hispanic-whether a U.S. citizen, legal immigrant, or undocumented alien. In the 1930s, though, at least in California, white migrants from the dust bowl of Oklahoma, Arkansas, and other Southern and Great Plains states comprised the bulk of the migrant work force. The term "Okie" was derisively applied to these hard-working, migratory people who picked the fruits and vegetables that landed on the tables of many Americans, and it was the Okies whom the unions tried to organize during the thirties. It wasn't until the 1960s that a largely Hispanic movement succeeded in creating the United Farm Workers of America and winning the minimum wage for agricultural laborers. Shortly before the Fair Labor Standards Act was passed, the novelist John Steinbeck toured the fields and migrant camps of California. In The Grapes of Wrath, published in 1939, Steinbeck painted a sympathetic but polarizing picture of the life of the migrants, and controversy about the book spread around the country. Obscene in the Extreme is devoted to one incident brought on by Steinbeck's novel: the action of the Kern County Board of Supervisors on August 21, 1939, banning The Grapes of Wrath from the county's public libraries. Kern County is the southernmost county in California's Central Valley. Blessed with the right climate and fertile soil, and the beneficiary of an extensive irrigation system, Kern County was (and is still) one of the most important agricultural regions in America. Owners of big farms and other leading citizens resented Steinbeck's assertions about the migrants' living and working conditions, and it was not hard to get the Board of Supervisors to act as it did. The ban was a tempest in a teapot, since copies of the book could still be purchased, and the ban was rescinded in less than two years. Nonetheless, the story of the ban provided author Rick Wartzman the opportunity to write about the broader context: the development of Central Valley agriculture; the conditions of agricultural labor in California; the efforts of unions to organize the migrants; the civil liberty and free speech issues; and the general political climate of the United States on the eve of its entry into World War II. All very interesting, you might say, but what does this book have to do with blindness, and why is it in the tenBroek Library collection? This is a good question, and we have a good answer. One of the recurring characters in Wartzman's narrative is Raymond Henderson, a blind lawyer whom Jacobus tenBroek hired to be the NFB's executive director soon after the Federation was founded. Like Newel Perry a few years earlier and Jacobus tenBroek some years later, Henderson attended the California School for the Blind and subsequently graduated from the University of California in Berkeley. Unable to get a teaching job in a public school, he worked at a school for the blind for a few years before studying law and passing the bar exam. He later settled in Bakersfield, county seat of Kern County, where he supported his pro bono civil liberties and labor work by taking lucrative but less interesting cases such as defending a bootlegger or arguing for one side in a dispute over oil royalties. Henderson was a generation older than tenBroek and unfortunately died at the age of sixty-five in 1945, but for a few years he was a key figure nursing the Federation during its infancy. It is significant that such an important early leader of the NFB was a labor advocate and civil liberties activist for much of his prior career. As Rick Wartzman put it in an interview: [M]y favorite character is Raymond Henderson-the blind ACLU lawyer who battled the book ban. He was an incredibly smart, courageous soul who spent his whole life fighting for the little guy. His letters (which I found at the National Federation of the Blind, where he later served as executive director) are beautifully written and a lot of fun to read. Henderson shows up in Obscene in the Extreme in several places, and much of what Wartzman learned about Henderson was indeed from letters found in the Jacobus tenBroek Papers, right here at the Jernigan Institute. Wartzman relates the story of how, twelve years before Steinbeck published The Grapes of Wrath, Henderson had represented striking miners in Colorado. Showing the same spirit as Federationists later displayed by refusing to change their seats on airplanes, Henderson refused to give up his efforts to free strikers who were being held in jail without charges. He wrote to a friend: I was threatened with arrest, having my passport revoked, and a beating. In fact, I had a perfectly beautiful quarrel with the state police, all to myself. It was the best quarrel I have had for many a long day . . . . Between me and these gentlemen, a most cordial hatred has arisen. In another case from the 1920s, of a union member convicted of "criminal syndicalism," Henderson had the opportunity to argue an appeal before the U.S. Supreme Court. Although he lost the case, he gained fame (or notoriety) as the blind lawyer who used Braille notes in a presentation to the highest court in the land. In 1935 Henderson handled the appeal of several members of the Communist Party convicted of conspiracy because of their involvement in efforts to organize farm laborers, and in 1938-just as Steinbeck was researching and writing his novel-Henderson was defending striking agricultural workers, whose living and working conditions would be documented in The Grapes of Wrath. Wartzman also writes about the so-called "anti-Okie law," an effort to minimize the need for poor relief in California during the Depression, that made it a crime to bring destitute persons into the state. Henderson was among the lawyers who challenged this act, a stance that may well have influenced Jacobus tenBroek. Years later tenBroek became chair of the California Social Welfare Board and argued against state residency requirements for welfare recipients. But back to the main subject of Wartzman's book. Two days after the supervisors enacted the ban on The Grapes of Wrath, Henderson represented the American Civil Liberties Union in its first attempt to get the novel back on the shelves of the county's libraries. As it happened, on the very same day the Soviet Union and Nazi Germany signed a non-aggression pact. Henderson-an avowed leftist who was willing to work with Communists, but never was one himself-denounced the action of the supervisors as akin to "what they do over in Italy and Germany and Russia and Japan." Few people are still alive who can remember the Great Depression as adults. Since then the trade union movement has grown and subsequently shrunk. The demographics of agricultural labor have changed; farm workers are protected by the minimum wage, and, while some of them are union members, their living and working conditions are still not good, and the undocumented among them are subject to vilification. The disabled are still not guaranteed a minimum wage. NFB efforts in the 1970s to organize blind sheltered shop workers have led to improved conditions in many places, but there is still no independent voice-a union- for disabled workshop employees. What has definitely improved since the time of Raymond Henderson and John Steinbeck? For the blind-and for all disabled workers-the work of Henderson, tenBroek, and other early leaders of the organized blind has paid off. The National Federation of the Blind in 2012 is, as its early leaders promised, "the blind speaking for themselves." And speaking as a unified movement, stronger than ever, the blind in America will continue to fight and win battles such as the one for the minimum wage for the disabled. Unfortunately, we have been unable to locate a source for an accessible version of Obscene in the Extreme. We intend, however, to acquire-or produce-a digital copy of the book, which we will make available to eligible readers through our catalog, THE BLIND CAT. ---------- Recipes This month's recipes are from members of the NFB of Illinois. [PHOTO/CAPTION: Liz Bottner and her guide dog.] Peanut Blossoms by Liz Bottner Liz Bottner serves as the current president of the Illinois Association of Blind Students (IABS) and has also been active at various times in the Delaware and Pennsylvania NFB affiliates. She just recently graduated from Northern Illinois University with her master's degree in rehabilitation teaching of blind adults with a specialization in assistive technology. Liz has taken a job in Atlanta, Georgia, as an assistive technology instructor for the Center for the Visually Impaired. Some of her hobbies include reading, technology, traveling, and drinking tea. Ingredients: 48 Hershey's Kisses 1/2 cup shortening 3/4 cup Reese's Creamy Peanut Butter 1/3 cup granulated sugar 1/3 cup light brown sugar, packed 1 egg 2 tablespoons milk 1 teaspoon vanilla extract 1 1/2 cups all-purpose flour 1 teaspoon baking soda 1/2 teaspoon salt Granulated sugar Method: Heat oven to 375 degrees. Remove wrappers from chocolates. Beat shortening and peanut butter in large bowl until well blended. Add 1/3 cup granulated sugar and brown sugar and beat until fluffy. Add egg, milk, and vanilla and beat well. Stir together flour, baking soda, and salt; gradually beat into peanut butter mixture. Shape dough into 1-inch balls. Roll in granulated sugar and arrange on an ungreased cookie sheet. Bake eight to ten minutes or until lightly browned. Immediately press a chocolate into center of each cookie; cookie will crack around edges. Remove from cookie sheet to wire rack and cool completely. Makes about four dozen cookies. ---------- Shortbreads by Liz Bottner Ingredients: 1 cup sugar 2 cups cornstarch 4 cups flour pinch salt 1 pound butter Method: Since this recipe makes a large batch of cookies, start with a large mixing bowl. The cornstarch is the key to this recipe. Combine all ingredients and beat. When you think the ingredients are well integrated, place the crumbly mixture on a baking sheet. I used a half-sheet pan (16-by- 11 inches), and it worked perfectly. Bake for forty minutes at 325 degrees, then reduce heat to 300 degrees and continue baking for twenty minutes. When they come out of the oven, dust with granulated sugar. Wait about five minutes before cutting the shortbreads. ---------- Pecan Cinnamon Shortbread Bars by Constance Canode Connie Canode is an active member of the Chicago chapter. Ingredients: 1 cup butter, softened 1 cup sugar 1 egg 2 cups all-purpose flour, sifted 1 teaspoon cinnamon 1 teaspoon vanilla extract 1 cup pecans or walnuts, chopped Method: Preheat oven to 350 degrees. Grease bottom only of 13-by-9- inch baking pan. In a large bowl combine butter and sugar and beat until light and fluffy. Beat in egg. Add flour, cinnamon, and vanilla; mix well. Stir in half a cup of the pecans. Press dough in bottom of pan. Sprinkle remaining half cup pecans over dough and press in lightly. Bake at 350 degrees for thirty to thirty-five minutes or until lightly browned. Cool completely before cutting into bars. ---------- Magic in the Middles by Constance Canode Dough Ingredients: 1 1/2 cups unbleached all-purpose flour 1/2 cup unsweetened natural cocoa powder 1/2 teaspoon baking soda 1/4 teaspoon salt 1/2 cup granulated sugar (and extra for dipping) 1/2 cup brown sugar 1/2 cup unsalted butter 1/4 cup creamy peanut butter 1 teaspoon vanilla extract 1 large egg Filling Ingredients: 3/4 cup creamy peanut butter 3/4 cup confectioner's sugar Method: Preheat the oven to 375 degrees. Lightly grease (or line with parchment paper) two baking sheets. You can also use silicone baking sheets. In a medium mixing bowl whisk together the flour, cocoa, baking soda, and salt. In another medium bowl beat together the sugars, butter, and quarter cup peanut butter until light and fluffy. Add the vanilla and the egg, beating to combine. Then stir in the dry ingredients, blending well. To prepare filling, in a small bowl stir together the 3/4 cup peanut butter and confectioner's sugar until smooth. With floured hands roll the filling into twenty-six one-inch balls. Break off about 1 tablespoon of the dough and with your finger make an indentation in the center large enough to press one of the peanut butter balls into it. Bring the dough up and over the filling, pressing it closed completely. Roll the cookie in the palms of your hand to smooth it out. Repeat with the remaining dough and filling. Dip the top of each cookie in granulated sugar and place on the prepared baking sheets about 2 inches apart. Grease the bottom of a drinking glass and use it to flatten each cookie to about half an inch thick. Bake the cookies for seven to nine minutes, until they are set. Remove them from the oven and cool on a rack. ---------- Praline Brownies by Constance Canode Ingredients: 1 (20-ounce) box chewy fudge brownie mix (like Duncan Hines) 2 large eggs 1/2 cup vegetable oil 1/4 cup water Praline Topping Ingredients: 1 1/4 cups light brown sugar, packed 1 1/4 cups pecans, chopped 1 1/2 tablespoons butter, melted Method: Preheat oven to 350 degrees. Grease the bottom only of a 13- by-9-inch baking pan. Place brownie mix in a large bowl. Stir in eggs, oil, and water; mix until well combined. Spread evenly over bottom of baking pan. In a separate bowl mix together praline topping ingredients until crumbly. Sprinkle evenly over the top of batter. You may leave a small corner uncovered by the topping as a spot to test for doneness. Bake twenty- eight to thirty minutes; do not overbake. Check corner with a toothpick for doneness; it should come out clean with no crumbs attached. ---------- Layered Chocolate Peanut Butter Fudge by Constance Canode Ingredients: 1 8-ounce package semi-sweet chocolate 3/4 cup canned sweetened condensed milk 1/2 cup cocktail peanuts, chopped 1 6-ounce package white chocolate squares 1/4 cup creamy peanut butter. Method: Microwave semisweet chocolate and sweetened condensed milk in microwave bowl on high for two minutes or until chocolate is almost melted, stirring after one minute. Stir until chocolate is completely melted. Stir in peanuts and spread onto bottom of foil-lined eight-inch square pan. Microwave white chocolate in separate microwavable bowl on high for one and one-half minutes or until chocolate is almost melted, stirring after one minute. Stir until chocolate is completely melted. Add peanut butter and stir until melted. Spread over semisweet chocolate layer. Refrigerate for two hours or until firm. Cut into squares. Store in air-tight container. ---------- Pumpkin Bread by Constance Canode Ingredients: 1 15-ounce can pumpkin puree 1 cup vegetable oil 4 eggs 3 1/2 cups all-purpose flour 3 cups white sugar 1 1/2 teaspoons baking soda 1 1/2 teaspoons salt 1 1/2 teaspoons ground allspice 1 1/2 teaspoons ground nutmeg 2 teaspoons ground cinnamon 1/2 cup walnuts, chopped 1 teaspoon baking powder Method: Combine pumpkin, oil, and eggs. Sift together dry ingredients. Combine the two mixtures, blending thoroughly. Pour into 2 greased 9-by-5-inch loaf pans and bake at 300 degrees for one hour or until toothpick inserted in center comes out clean. Place pan on wire rack to cool. Remove from pan after about five minutes and cool completely. ---------- Monitor Miniatures News from the Federation Family [PHOTO CAPTION: Pictured here with donations are Denice Brown, Greater Philadelphia Chapter president; James Antonacci, NFB of Pennsylvania president; and Betty Sago, Whittier Elementary School principal.] Philadelphia Federationists Serving Their Community: Each year, as their contribution to the Martin Luther King Jr. Day of Service in Philadelphia, the Greater Philadelphia and Keystone Chapters of the NFB of Pennsylvania collect warm winter clothing and book bags and donate them to two inner-city Philadelphia elementary schools. Chapter members and employees from local businesses participate in making this effort successful each year. This photo was taken as Federationists delivered hand-knit scarves, gloves, coats, and book bags to one of the schools. Texas Barbeque Temptations: For many years a cornerstone of a national convention in Dallas, Texas, has been a good, old-fashioned, all-you-can-eat barbecue with live music. I am proud to tell you that this year's convention will carry on the tradition on the evening of Tuesday, July 3. The Texas affiliate, however, has secured some exceptional entertainment that we are excited about. Rather than sign up some local band to imitate honky-tonk sounds or top- forty hits, we have enlisted a truly authentic Nashville talent who is also a Federationist. If you have not yet had the pleasure of hearing JP Williams' music, visit for a sample. The following is from JP's online bio: JP Williams is a soulful-singing artist and songwriter with a T-shirt and jeans groove. His original music has scored him bookings everywhere from the Kennedy Center in D.C. to colleges throughout the Atlantic and Northeastern US, and he's opened for the wide-ranging likes of Randy Travis, Jo Dee Messina, Bruce Hornsby, Charlie Daniels, T. Graham Brown, Marshall Tucker, and Ricky Skaggs. Though blind since age ten, JP writes and sings with incredible insight. He's thankful for the downs and the ups, 'cause-when you're a songwriter and artist-it's all material. Give a listen. If you dig a little James Taylor, John Mayer, or Jack Johnson, JP's gonna make your next playlist. JP has agreed to play some original songs, throwing in a nice mix of chart-toppers from the last several decades. It will be the perfect accompaniment to an evening of delicious food and fellowship. Weather permitting, fingers crossed, the event will take place under the endless Texas sky. We urge you to join us for this unforgettable evening. Forego the cabs and hassle of a dinner reservation or long lines and a wait; walk right through the dinner buffet and find your friends at the Texas Barbeque on the evening of July 3. Then enjoy a custom concert, just for you. Community Leaders Honored in Virginia: Three community leaders who serve as officers and board members of the Fredericksburg Area Chapter of the National Federation of the Blind of Virginia and as board members of the disAbility Resource Center (dRC) were recognized at the tenth annual Walk with the Blind Saturday, April 21, at the city dock in Fredericksburg. Marilee Kenlon, Angie Matney, and Mel Padgett received recognition from Mayor Tom Tomzak; Debe Fults, director of the dRC; and Michael Kasey, president of the local NFBV chapter. Certificates were presented to them noting their service and honoring their example for us all. Marilee Kenlon is a vision rehabilitation therapist at the Virginia Department for the Blind and Visually Impaired. Melvin Padgett is a commercial loan and grant specialist for the Department of Agriculture. Angie Matney is an attorney with the firm of Hirschler Fleischer. The Walk with the Blind is held downtown every year and promotes the businesses on Caroline Street while also serving as a fundraiser for the blind. Over sixty-five participants gathered this year to receive gift certificates from downtown merchants to encourage visits to their shops. The local NFB chapter meets every second Thursday of the month at the dRC, 209 Progress Street. Spend an Evening with the CCB: Have you ever wondered what training could do for you? Meet the staff and students at the Colorado Center for the Blind (CCB); pick up a Braille recipe and a Braille puzzle; draw a tactile picture; and learn all about challenge, recreation, and the latest technology. Join us for this exciting open house on Tuesday, July 3, from 6:30 to 9:00 p.m. For more information contact Carol Sprague at (303) 778-1130. A Victory to Cheer About: The following press release was circulated on May 7, 2012. It is self- explanatory: National Federation of the Blind Applauds New Jersey Ruling on Braille Instruction for Blind Child After Three-Year Battle Hank Miller Will Receive Braille Instruction After a three-year administrative and legal battle against their local school board, the Oceanport Board of Education, Jeffrey and Holly Miller obtained a ruling (docket number: 2011 17218) from an administrative law judge that their eleven-year-old son Henry "Hank" Miller was improperly denied instruction in Braille, the reading and writing code for the blind. The legal victory, obtained with the assistance of the National Federation of the Blind (NFB), comes on the heels of a letter from 26 U.S. Senators urging the Department of Education to take steps to ensure that blind children who need Braille instruction receive it. Holly and Jeffrey Miller brought the legal case on behalf of their son Hank, whom they adopted from China and who is blind due to albinism and nystagmus. Hank has limited vision that allows him to read enlarged print for short periods of time, but he is unable to read for sustained periods. Although Hank's parents continued to tell school officials that their son was experiencing visual fatigue and was having difficulty reading, the school board and its consultant, the New Jersey Commission for the Blind and Visually Impaired (CBVI), insisted that Hank was a proficient print reader, notwithstanding his continued placement in a special resource room for language arts. In a nearly ten-day hearing, held under the due process provisions of the Individuals with Disabilities Education Improvement Act of 2004, Mrs. Miller testified that she watched Hank routinely struggle with his homework, suffering from eye strain and fatigue, but was unable to convince school officials or the CBVI that Hank needed Braille instruction. She also testified that Hank's schoolwork was not of the same quantity and quality as that of his classmates. Although experts from the school and the commission claimed that Hank was a "visual learner" and should participate in the "sighted world," experts hired by the Millers and the NFB concluded after thorough assessment that Hank could not read print for extended periods of time without eyestrain, neck and back pain, fatigue, and loss of reading speed and comprehension. In her order Administrative Law Judge Lisa James-Beavers found that the school board and the commission displayed a clear "bias against Braille." She found that the school board and the commission had failed to assess Hank's "sustained reading ability" with print, relying instead on reading assessments involving only brief passages, and citing Hank's alleged failure to complain about struggling to read print. The judge was unconvinced by the board and CBVI's contention that Hank could rely on audio technology as reading demands increased through his school years, noting that "as pointed out by all of petitioners' well-qualified experts, listening does not equate to reading. One does not enhance the active skill of comprehending text by passively listening, even if one is following along with the reading." The order noted that "the CBVI failed to do what Oceanport relied on them to do, which is to help construct a program that would give H.M. meaningful educational benefit considering H.M.'s future needs." Judge James-Beavers ordered that Hank Miller be provided with Braille instruction for forty-five minutes, five days a week, and that the school board provide compensatory instruction because of the three years that Hank was not provided with Braille instruction, in the form of intensive Braille summer programs or tutoring. Dr. Marc Maurer, president of the National Federation of the Blind, said: "Based on the experience of countless parents of blind children and blind adults who had never learned Braille and have contacted us over the years, the National Federation of the Blind has consistently argued that blind children are being improperly assessed and denied Braille instruction when it is clearly appropriate. Now after a thorough and comprehensive examination of the evidence in Hank Miller's case, an independent judge has confirmed what we always knew. We hope that school and agency officials across the nation take note of this landmark ruling and commit to giving blind children access to Braille, the true key to literacy for the vast majority of children who are blind or losing vision. The National Federation of the Blind will continue to stand with families like the Millers, who find themselves pitted against the educational establishment in obtaining the equal education to which their children are entitled and which they deserve." Holly Miller, Hank's mother, said: "I am obviously thrilled with this ruling, although I am still saddened that it took such a prolonged battle to achieve it. I am stepping forward to tell Hank's story in hopes that other parents of blind children will not have to struggle as we did. I thank the National Federation of the Blind and all of the individuals and experts who came forward to assist in this case. I plan to advocate strongly and publicly with the National Federation of the Blind for Braille instruction for blind children." The plaintiffs are represented in this matter by Sharon Krevor- Weisbaum of the Baltimore firm Brown, Goldstein, and Levy; and Jayne M. Wesler of the Cranbury firm Sussan and Greenwald. [PHOTO CAPTION: Hoby Wedler] White House Hails Blind Chemistry Grad Student as "Champion of Change": The White House circulated the following press release on May 7: Henry "Hoby" Wedler, a graduate student in chemistry at the University of California, Davis, was one of fourteen individuals honored May 7, 2012, at the White House as Champions of Change for leading the way for people with disabilities in the fields of science, technology, engineering, and math (STEM). "STEM is vital to America's future in education and employment, so equal access for people with disabilities is imperative since they can contribute to and benefit from STEM," said Kareem Dale, special assistant to President Obama for disability policy. "The leaders we've selected as Champions of Change are proving that, when the playing field is level, people with disabilities can excel in STEM, develop new products, create scientific inventions, open successful businesses, and contribute equally to the economic and educational future of our country." Wedler, who is blind, is working towards his PhD in organic chemistry. Inspired by programs offered by the National Federation of the Blind in high school and with encouragement from professors, colleagues, and others, Wedler gained the confidence to challenge and refute the mistaken belief that STEM fields are too visual and therefore impractical for blind people. Wedler is not only following his own passion, he is working hard to develop the next generation of scientists by founding and teaching at an annual chemistry camp for blind and low-vision high school students. Sponsored by the National Federation of the Blind, the camp's goal is to demonstrate to these students, by example and through practice, that their lack of eyesight should not hold them back from pursuing their dreams. Wedler was nominated by Douglas Sprei of Learning Ally, a nonprofit formerly known as Recording for the Blind & Dyslexic. The organization allowed Wedler to excel in school. The Champions of Change program was created as part of President Obama's Winning the Future initiative. Each week a different sector is highlighted, and groups of champions, ranging from educators to entrepreneurs to community leaders, are recognized for the work they are doing to serve and strengthen their communities. In Brief Notices and information in this section may be of interest to Monitor readers. We are not responsible for the accuracy of the information; we have edited only for space and clarity. Announcing the 2012 Governor Morehead School Alumni Reunion: Come join the Governor Morehead School Alumni Association, Incorporated, for our fifth annual reunion. As always we will have fun, food, and fellowship. You do not have to be a GMS alum; everyone is welcome to attend. When? August 3-5, 2012. Where? Holiday Inn Raleigh North, 2805 Highwoods Blvd., Raleigh, NC 27604. Cost? $50 for paid members; $65 for nonmembers: after July 16 an additional $10 charge for everyone. The room rate, which includes a full hot buffet breakfast for up to four guests per room, is $63 plus 13.75 percent tax per night ($72.69).To make your reservations call, (919) 872-3500 and ask for a room with the Governor Morehead School Alumni Association. Registration will begin on Friday, August 3, at 3:00 p.m. Other activities for the weekend include games, karaoke, a catered lunch, a talent show, a dance, and Sunday service. Come join us and find out what we're all about. Bring family and friends. If you need more information, forms, or help filling out your forms, contact Margaret Carter at (919) 856-0034. Send all money and forms to Margaret Carter, 1704 Picnic Place, Raleigh, NC 27603. Old faces, come back; new faces, come join us, and you won't regret it. See ya in August. Carroll Center 2012 Accessible iOS App Camp: Whether you are a new or experienced user of an iPhone, iPad, iPod Touch, or even an Apple TV receiver, you are sure to learn new techniques and apps in the new app camp for school-aged students. During this week- long program you will get hands-on training in the use of these new and exciting devices. Join us and expand your abilities to use Apple technology. This camp is recommended for blind and low-vision students in middle or high school who use speech, magnification, or Braille to interact with technology. You need not have iOS devices to attend, but, if you do, bring them all. By the end of the week you will be an independent iOS device user. In our iOS App Camp, you will learn to: 1. Locate, download, and install apps from the Apple App Store; 2. Use VoiceOver, the iOS screen reader to interact with your apps; and/or 3. Use Zoom, the iOS screen magnifier, and other iOS screen modifications to interact with your apps; 4. Read books from Bookshare, Learning Ally, Audible, and other loan and purchase services; 5. Locate and view or listen to multimedia content including podcasts, Internet radio, and YouTube; 6. Use some of the GPS devices to get around; 7. Use the camera to identify objects, access bar codes, scan text, and identify money, 8. Use your iOS device to play games and listen to music; 9. Get social with Facebook, LinkedIn, Twitter, and YouTube, 10. Read your mail, send and receive text messages, make phone calls, and browse the Internet. Arrive Monday, August 13; depart Friday, August 17. For more information and an application contact Dina Rosenbaum at (800) 852-3131, extension 238, or visit the website at . Announcing MSB Fun Fest 2012: Calling all former Mississippi School for the Blind wrestlers, track members, cheerleaders, and performing arts members. Join us for clean and exhilarating fun at MSB Fun Fest 2012, tentatively set for November 9 to 11. We will turn the hands of time back a few years for the Blue and White to get together again for sister and brotherhood, to compete for excellence, and just because. This event will also give us the opportunity to memorialize some of our former MSB family members who have made an impact on our lives and for whom a salute is appropriate. So pass the word, make a phone call, write a letter, and tell all former MSB students, teachers, houseparents, friends, and family members about MSB Fun Fest 2012. The cost of this event is $75 for adults and $40 for children sixteen years of age or younger for the entire weekend. However, for the banquet only, the fee is $35 per ticket. Hotel rooms are available at the Cabot Lodge, 2375 N. State Street, Jackson, MS 39202, (601) 948-8650, for $94 plus 11 percent tax. Double and king beds are available. This includes cocktails between 5:30 p.m. and 7:30 p.m. and breakfast between 6:00 a.m. and 10:00 a.m. Schedule: Friday: MSB fellowship, games, and prizes 7:00 p.m. to 1:00 a.m. Saturday: MSB Homecoming at 1252 Eastover Drive, Jackson, MS 39211. Transportation will leave from the hotel at 7:45 a.m. and reload at 3:30 p.m. Banquet: 7:00 p.m. to 10:00 p.m. Sunday: Breakfast and memorial 7:30 a.m. to 11:15 a.m. For more information contact Kenneth Maddox at (601) 982-1713 or Robert Skillon at (662) 680-8069. All fees must be paid by August 11, 2012, for an accurate count. Mail your payment to P.O. Box 68284, Jackson, MS 39286 after April 1, 2012. Money orders only: made out to Suzanne Turner, MSB Fun Fest. Keep the copy for your personal files. No checks or cash will be accepted. See you there. Go Tigers! New Audio Magazine Available: The Jubilee Club Magazine is a monthly cassette produced by and for blind readers featuring messages from around the world, a travelogue, stories of triumph and tragedy, and a monthly competition. It is free of charge (British residents are asked to contribute two pounds annually); subscribers are asked to provide high-quality ninety-minute tapes to editor Malcolm Mathews, 93 Winchelsea Road, Tottenham, London, N17 6XL, England, and to wrap a rubber band around any cassette that contains a message. Monitor Mart The notices in this section have been edited for clarity, but we can pass along only the information we were given. We are not responsible for the accuracy of the statements made or the quality of the products for sale. Keyboard Needed: I would like to purchase an external keyboard for the Romeo Braille Embosser RB20 or RB40. Enabling Technologies is no longer making it, but I still have a working embosser and would love to have one. Anyone interested in parting with one should contact Dr. Mohammed Aziz at (858) 578-5458 or by writing to . Brailler Needed: I am looking for a reasonably priced Perkins Brailler. If you have one to give away or sell, please contact Nichole Hughes at (609) 501-7003. For Sale: Selling a QX 400 PAC Mate with typewriter keys and a 20-cell Braille display. Six years old. Battery and Braille display new. Will accept best offer. Contact . Unit could be available for examination and sale at national convention. ---------- NFB Pledge I pledge to participate actively in the efforts of the National Federation of the Blind to achieve equality, opportunity, and security for the blind; to support the policies and programs of the Federation; and to abide by its constitution. ----------------------- [1] The "Released Parties" are as defined in the Settlement Agreement, but include Walt Disney Parks and Resorts U.S., Inc., Disney Online, Walt Disney Parks and Resorts Online, their subsidiaries and affiliated companies, and in the case of all such entities, their respective past and present owners, representatives, successors and assigns. [2] The "Effective Date" is as defined in the Settlement Agreement, but may be summarized as the date when the Court's order approving the Settlement Agreement is no longer subject to appeal or challenge, or the last such appeal or challenge has been decided in favor of the Court's approval of the Settlement Agreement. From buhrow at lothlorien.nfbcal.org Wed Jun 27 09:57:03 2012 From: buhrow at lothlorien.nfbcal.org (Brian Buhrow) Date: Wed, 27 Jun 2012 09:57:03 -0700 Subject: [Brl-monitor] The Braille Monitor, July 2012 Message-ID: <201206271657.q5RGv3wp012925@lothlorien.nfbcal.org> BRAILLE MONITOR Vol. 55, No. 7 July 2012 Gary Wunder, Editor Distributed by email, in inkprint, in Braille, and on USB flash drive (see reverse side) by THE NATIONAL FEDERATION OF THE BLIND Marc Maurer, President telephone: (410) 659-9314 email address: nfb at nfb.org website address: http://www.nfb.org NFBnet.org: http://www.nfbnet.org NFB-NEWSLINE? information: (866) 504-7300 Letters to the president, address changes, subscription requests, and orders for NFB literature should be sent to the national office. Articles for the Monitor and letters to the editor may also be sent to the national office or may be emailed to gwunder at nfb.org. Monitor subscriptions cost the Federation about forty dollars per year. Members are invited, and nonmembers are requested, to cover the subscription cost. Donations should be made payable to National Federation of the Blind and sent to: National Federation of the Blind 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230-4998 THE NATIONAL FEDERATION OF THE BLIND IS NOT AN ORGANIZATION SPEAKING FOR THE BLIND--IT IS THE BLIND SPEAKING FOR THEMSELVES. ISSN 0006-8829 ? 2012 by the National Federation of the Blind Each issue is recorded on a thumb drive (also called a memory stick or USB flash drive). You can read this audio edition using a computer or a National Library Service digital player. The NLS machine has two slots--the familiar book-cartridge slot just above the retractable carrying handle and a second slot located on the right side near the headphone jack. This smaller slot is used to play thumb drives. Remove the protective rubber pad covering this slot and insert the thumb drive. It will insert only in one position. If you encounter resistance, flip the drive over and try again. (Note: If the cartridge slot is not empty when you insert the thumb drive, the digital player will ignore the thumb drive.) Once the thumb drive is inserted, the player buttons will function as usual for reading digital materials. If you remove the thumb drive to use the player for cartridges, when you insert it again, reading should resume at the point you stopped. You can transfer the recording of each issue from the thumb drive to your computer or preserve it on the thumb drive. However, because thumb drives can be used hundreds of times, we would appreciate their return in order to stretch our funding. Please use the return label enclosed with the drive when you return the device. Vol. 55, No. 7 July 2012 Contents Illustration: Highlights of the 2012 Convention of the NFB of Louisiana Blind Mathematicians? Certainly! by Alfred P. Maneki My Experiences as a Blind Chemistry Student by Cary Supalo LaTeX: What Is it and Why do We Need it? by Alfred P. Maneki and Alysha Jeans Braille Comes Unbound from the Book: How Technology Can Stop a Literary Crisis by Saabira Chaudhuri Coupvray Pilgrimage by Debbie Kent Stein The Synchronicity of Braille and Technology by Denise M. Robinson The 2012 NFB LAW Program: Modeling Best Practices for Incorporating Technology in Learning by Emily Gibbs and Natalie Shaheen My Thank-You Speech by Yadiel Sotomayor Commentary by Deborah Kendrick Blindness Reframed on a Global Stage: Peering into the Hidden World of Chen Guangchang by Kane Brolin GWConnect: A Free and Accessible Alternative to the Skype Client by Curtis Chong A Vote of Confidence for Isabelle Grant, Blind Teacher by Anna Kresmer Lawrence "Muzzy" Marcellino: A Fantastic NFB Mentor by Pat Munson Newel Perry and the California Council of the Blind An Interview Conducted by Willa Baum My Life by Larry Sebranek Recipes Monitor Miniatures Highlights of the 2012 Convention of the NFB of Louisiana Our lead photograph this month is a collage from the most recent convention of the National Federation of the Blind of Louisiana. Shown on the following page are activities in the childcare suite; students receiving affiliate merit scholarships; a little girl examining a fish stretched across three chairs in the Sensory Safari exhibit; and, in the middle, a scene in a play written and produced by Jerry Whittle, a longtime Federationist and staff member of the Louisiana Center for the Blind. Louisiana is blessed to have a strong and vibrant affiliate, excellent leadership coordinated by Affiliate President Pam Allen, and a rank-and- file membership second to none in its enthusiasm to change what it means to be blind. [PHOTO CAPTION: Al Maneki] Blind Mathematicians? Certainly! by Alfred P. Maneki From the Editor: As we encourage participation in science, technology, engineering, and mathematics, many blind students tell us stories about being discouraged from these fields. They want to know how to do what they've often been told can't be done. For this reason the Braille Monitor is devoting some space to the how-tos of successfully getting the education and becoming employed in some of the most exciting fields the current job market has to offer. Here is what a Federation leader and successful blind mathematician has to say about his training and employment: Introduction If I date the beginning of my career in mathematics to September 1964 when I began my graduate studies at Illinois Institute of Technology in Chicago, I can say that I have been in the math biz for forty-eight years. During those years I have studied mathematics, taught it to college students, and worked as a mathematical scientist in the U.S. government. Since my retirement from the federal government in 2007, I have devoted my time to tutoring and advising blind students, as well as engaging in the development of tools to help blind people perform tactile drawings better. After almost a half century of work in mathematics, I not only have a deeper understanding of myself as a blind person, I have also seen the changes that have taken place in this profession. I believe that I am in a unique position to help others enter and become successful in this magnificent field of study and research. Two years ago I began my comprehensive math survey for the National Federation of the Blind. The results were quite revealing as I have reported elsewhere in NFB literature. In my initial report I asked for additional responses to my survey, especially from people who have encountered difficulties in their mathematical studies. To get to my survey and to read my initial report, go to . When the editor of the Braille Monitor asked me to write this article, the thought occurred to me that I was guilty of not complying with my own request of soliciting survey responses. Therefore I am writing this article partly as a response to my own survey. This may raise the eyebrows of professional survey takers, objecting to contaminating my sample data with my own biased opinions. Be that as it may, I trust that what I have to say in this article will be of value to some readers. My Educational Experience I have said elsewhere and should say again that my mathematical background prior to enrolling at the University of Hawaii (UH) for my undergraduate studies was minimal. My secondary school teachers did everything to discourage me from studying mathematics because they thought that blind people could never make it in this field. Needless to say, when I entered UH, I had some serious catching up to do. But, with the help of encouraging faculty and fellow students, I got by, making up for lost time with intensive summer semester courses. Textbooks were read to me by fellow students who saw this as an opportunity for additional study time to improve their understanding of the subject matter. From their reading I took Braille notes for my own review. I patiently dictated my homework assignments to these same students, who took my dictation, including all of my errors, which I asked them not to correct. These arrangements worked fairly well, especially when I received help from students who were not in my classes. My instructors administered course examinations orally, or I dictated my answers to other readers. In my day Braille textbooks in mathematics were nonexistent. In graduate school I was fortunate to encounter the same support that I had had as an undergraduate, except that now fellow students recorded some of my textbooks. I also started to borrow audio tapes from Recordings for the Blind, today known as Learning Ally. I continued to take notes in Braille. Braille textbooks remained nonexistent. As I proceeded to my doctoral studies, I depended more on student readers to help me with library research and reading journal articles. Fortunately, the vocational rehab agency in Hawaii supported me with funds for paid readers. Rehab funds also paid for having my thesis manuscript professionally typed and prepared. My experiences in studying math at the undergraduate and graduate levels are very much in keeping with the comments others have made in my survey and elsewhere. I quickly learned about the ambiguities inherent in spoken mathematics. Of course, to the person doing the reading, there are never any ambiguities because the reader is only reciting from written words and symbols. To the reader the rendering of that material into spoken language is always clear. If I was using a live reader, I could always stop the reading to ask for a clarification. I could insist that materials be read in a specific way. I also learned that different readers had different ways of reading similar material. As long as they remained consistent, I could pick up these particularities, and the reading proceeded smoothly. In the case of recorded materials, the ambiguities became a guessing game. For fractions, where exactly was the break between numerator and denominator? For exponents, what specific quantity did the exponent cover, or, if the exponent was a long expression, where did it end? And, what did one do with exponents of exponents? Functions of more than one variable also presented their own difficulties, especially when the variables were themselves expressions of other variables. One instructive task in listening to recorded material is to be found in developing the ability to consider the possible interpretations of that reading and to eliminate those that make no sense in the context of the parts that make sense. This type of forced listening was excellent training for me, although it was time-consuming and often frustrating. As I listened to different mathematical materials, it became obvious that I would have to take Braille notes for myself, since most of the calculations and proofs were much too intricate and complex to commit to memory. Initially I faced the overwhelming temptation to write everything verbatim. It soon became obvious that this was too tedious. The trick, as I soon discovered, was to distill the primary elements of a calculation or proof and to copy only those items. This forced me to fill in the gaps as I studied my notes later, again providing additional mental discipline in mastering the subject matter. While studying at UH, I picked up a copy of a one-volume guide to the Nemeth Braille Code. I realized that the Nemeth Code is extremely cumbersome because it must resolve all possible ambiguities. To save time, I invented my own shorthand Nemeth-like notation. I relied on the context of the subject matter to understand the meaning of my Nemeth shorthand. I tossed out all of my notes from those early years in my many moves to different locations. I'm sure that, if I had these notes today, I could not read them for myself; my shortcuts are long forgotten. As for writing mathematical proofs and performing calculations, there is no substitute for hard copy Braille done on a manual Braillewriter. One then has the ability to perform operations in a non-linear order, i.e., inserting a line of Braille that is based on calculations made in the lower lines. This is exactly what happens in long division, which is still taught today. While no one has to do long division for a livelihood, it is still a skill worth having. What if a computation or proof is too large for a standard sheet of Braille paper? In my graduate studies, when I was required to do such computations and proofs, I relied on my readers to serve as my pencil. I would have my readers write down the expressions that I needed to use. Then I would ask them to read portions of these expressions back to me in the right order so that I could do the calculations mentally and dictate these to them. Although these large computations are now done by digital devices, it is still useful to do some of this manually, if only to verify that you have given the proper instructions to your computer. My Work Experience Midway through my graduate studies I found employment as an instructor in the math department at North Dakota State University (NDSU) in Fargo. I was most fortunate in coming to the job market when our nation's colleges and universities were desperately looking for people to staff their math departments. NDSU made me an offer I simply could not refuse. I was given all the teaching help I needed, from reading course textbooks, to preparing lectures on transparencies, to proctoring tests, to grading papers, and a little time to read research materials. The early '70s were glorious days for academic mathematicians because state legislatures were much more generous to state-run institutions of higher learning. As good as life was in North Dakota, I knew that other challenges and greater opportunities awaited me. In August 1974 I packed up my belongings and moved to the environs of Fort Meade, Maryland, where I had accepted a position as a research mathematician with the Department of Defense. In some ways the decision to move was an easy one. The salary was higher, and the work would be very challenging. As it turned out, I spent the rest of my career here, working on mathematical problems in cryptology; data analysis; and, later, network security. The research I did was not of the academic variety that I had previously done. It was primarily concerned with devising efficient methods for testing assumptions about digital data that were given to us. We knew very little about the underlying structures that caused statistical peculiarities in what we were observing. Looking back on my experiences here, my mathematical training was extremely valuable for this work, even though I did not directly apply the mathematical subject matter that I had learned. A few paragraphs earlier I mentioned the need to resolve ambiguities inherent in spoken recorded mathematics and how I was able to resolve these ambiguities by judicious guessing. I'm now convinced that this mental discipline went a long way to help me in the work I did at Fort Meade. Once I worked out the problem-solving techniques I needed, the rest of my work involved programming my ideas on a mainframe computer. It was much later in my career when we began to use networked personal computers. We had synthetic speech and Braille printers. These facilitated my programming efforts immensely. When I needed to write papers for publication, the offices I worked in always provided the necessary support. Without that support it was well understood that these papers would not be written. In the mid-90s research in cryptology and network security was coming into vogue in both industry and academia. Because of the possible implications for the federal government, we were encouraged to have greater interactions with these external specialists. Limited research collaboration also became possible. As a result of these activities, I participated in and presented papers at several conferences among government, industry, and academia. My thirty-three years of federal government service were most gratifying. Not only was I involved in interesting research, but I worked with some of the most respected individuals in this field. Toward the end of my career I had the opportunity to mentor some of the younger mathematicians entering this field of research. My Advice Looking back on my mathematical experiences, I would say that the primary driving force for my continued endeavors was, and still is, a consuming passion for the subject. While I was growing up, with all the discouraging remarks thrown my way about entering the scientific professions, I was forced to consider other alternative courses of study. I thought about pursuing the law or foreign languages or economics or political science. As mightily as I tried, these subjects could never ignite the same spark of enthusiasm as mathematics did for me. I believe now that my greatest doubt resulted from the failure to be seriously challenged by my teachers until I began my university studies. My first advice to anyone contemplating a mathematical career is to be sure that you are consumed by an overwhelming passion for it. Concerning the formative years of my mathematical training, it was the worst of times and the best of times. It was the worst of times because there were virtually no blind mathematicians anywhere. Braille books in mathematics did not exist; the technology to assist with mathematical computations and the writing of proofs was still far in the future; and employment prospects for blind mathematicians were bleak. But it was the best of times because the overall job picture for the mathematical sciences was excellent; there was less need for early specialization than there is today; and vocational rehab agencies were better able to finance graduate studies for their blind clients. What is so astonishing to me now is that the rehab agency in Hawaii was quite willing to fund my graduate studies in Chicago once I established my academic record at UH. The question of what I would do professionally with my advanced degree in mathematics once I earned it did not appear to be uppermost in the mind of my rehab counselor. I guess that, once I had earned my degree, my case would have been successfully closed, job or no job. Looking back, I have no complaints. I would do it all over again if I had to. I was fortunate to have entered government service at the time when applicants were not expected to have any background in cryptology. All of us who entered government service at Fort Meade in the mid-70s would receive the necessary training for the tasks that were assigned to us. Today I strongly recommend that those contemplating work in cryptology and network security have strong backgrounds in these subjects during their undergraduate or graduate studies. Similar advice applies to mathematicians who wish to work in other fields. In the mathematics of finance, for example, one should have a background in subjects such as risk management, contingency analysis, stock market models, or general financial planning. Many other fields (biology, chemistry, physics, meteorology, computer science, and electrical engineering) now require special mathematical knowledge in their undergraduate curricula. It is no longer enough merely to have a strong background in mathematics to enter these fields. As for teaching and doing research at a university, bear in mind that these positions are extremely competitive because of limited budgets. Today, in an extremely tight job market, it is critical for blind students to have strong academic backgrounds, excellent grade averages, and related work experience as they enter the professional job market. These must-haves are not as intimidating as they were in my student days. Textbooks in properly formatted Braille, including Nemeth Code and tactile graphics, are somewhat more available today, even though automated print-to- Braille translation is still not in our grasp. Although not quite perfected yet, there are a few somewhat screen-reader-friendly computer programs to assist with complex mathematical calculations. We have tools such as LaTeX to assist us with the preparation of documents. Most exciting of all, we are beginning to see job opportunities for blind undergraduate and graduate students in science and engineering. Blind students of today enjoy the luxury of standing on the shoulders of the blind scientists who preceded them. They will already find blind people gainfully employed in mathematics, biology, chemistry, physics, and engineering. If you are thinking about entering one of these professions, please call upon those who are already there. The best avenue to reach these professionals is through the NFB's Science and Engineering Division. You can go to the NFB's website to obtain all of the necessary contact information under Fast Facts. As I look back on my long career in mathematics, I am pleased by the thought that those who start today will go much further in their forty- eight years than I went in mine. This is as it should be. Of course technology is responsible for some of this. But the most essential ingredient for this future progress is to be found in the vibrant way in which we as blind people have come together as an organized community in the National Federation of the Blind. By working together, we will achieve a level of success for all of us that none of us could achieve by ourselves. I did not write this article with the intention of misleading you or frightening you. For those of you who take it, the road ahead is difficult. But I hope that those of you with the proper passion and ability will be challenged to take it. You will be well rewarded for your successes. If I can help you in any way, please contact me by phone at (443) 745-9274 or send email to . ---------- [PHOTO CAPTION: Cary Supalo demonstrates an accessible meter to two blind students.] My Experiences as a Blind Chemistry Student by Cary Supalo From the Editor: Dr. Cary Supalo is no stranger to longtime Federationists. He has been the recipient of two national scholarships, has been active in all levels of the organization, has a strong commitment to contributing to the field of chemistry, and is equally committed to sharing what he knows with other blind people in the hope that they will find enjoyment studying and contributing to the fields of science, technology, engineering, and mathematics. Cary will begin teaching at Illinois State University in the fall and will continue to develop his business, Independence Science, LLC, to provide accessible scientific equipment that blind people can easily use. In this article Cary describes some of the techniques he has used in getting his PhD and urges us to rethink what we have too often been taught- that blindness prevents us from being scientists because it requires sight. Here is what Cary has to say: I am a PhD chemist teaching at a university and starting a business to help blind people who want to enter this dynamic field. I am not the only one to become a blind chemist, but I am one of only a few who have demonstrated that with hard work, persistence, and flexibility it is possible to do so. I would like to acknowledge my longtime mentor, Dr. David Wohlers, a totally blind chemistry professor at Truman State University. He and I first met when I was a sophomore at Purdue University. At that time I had a strong interest in science, technology, engineering, and mathematics (STEM), but I was not sure where I fit in. David Wohlers presented a seminar on how he conducted chemical research and how he operated as a successful teacher of chemistry. His presentation inspired me and put me on this path of study. It took time for me to realize I could enjoy this field and be successful in it, so I would say to any reader of this article that having a professional mentor in the area you are interested in pursuing is a big asset in STEM pursuits. Mentors are not always available. However, as Dr. Jernigan taught me in my early days as a member of the National Federation of the Blind, it is always possible to find someone in our organization doing something similar to what you want to do. It is important for blind people to network and get to know those around us so we can learn from them and then advance to the point where we can develop our own tricks to flourish in our chosen trade. It then becomes our job to pass what we know along when someone else comes calling. I'm often saddened when people who do new and unusual things don't come forward to pay back and help others. They are deprived of the blessings that come from giving, and blind people are deprived of role models who can make all the difference. For me the process of pursuing STEM started back in high school when I took chemistry class. For many reasons this was not a positive experience. One contributing factor was that I was not allowed to touch any lab equipment or manipulate chemicals. Another was that at the time I was very shy and was afraid to do any hands-on work for fear that I might hurt myself. I preferred the passive approach to learning. I was content to let my lab partners do everything and then tell me what they saw. I then took notes and helped with the calculations. This is a common experience for blind students. However, having hands-on science learning experiences can increase interest in STEM-related fields, and it is important for blind students to learn how to operate successfully in the laboratory. As part of this process the odds are that you will have to educate faculty and the classmates in your lab group. The primary goal of teenagers is simply to complete the lab activity as fast as possible. This should be the goal of blind students as well. It is up to us to devise ways to perform lab tasks independently, successfully, and under the same time constraints as our sighted peers. Good techniques can be devised if ample time is invested in planning before the lab begins. Thoroughly reading lab procedures and having a strong understanding of the theory in advance of lab time is critical to a blind student's full participation on a lab team. Spending time on planning how to conduct certain aspects of the lab procedure and what lab equipment is necessary will greatly aid in this process. Your lab partners don't know what you are capable of doing in the laboratory. Successful integration in the lab experience happens when we understand the assistive technology available and when we are confident in the skills we bring to the experience. Having a good understanding of what is involved conceptually in the lab procedure and being familiar with the desired outcomes will be helpful for you and your lab team. Often students skip the homework assignments that prepare for the lab. Such shortcuts can detract from your enjoyment of STEM and may even serve to convince you and others that these fields are not for you. Taking notes accurately is critical to laboratory participation. I recommend taking all lab notes with a slate and stylus if you use Braille. Using electronic notetakers, although convenient, can be hazardous to the electronic device. Chemicals do not care how much something costs; acids and bases will burn through anything. It is likely that damage to a notetaker as a result of a spill or other accident in the laboratory is not covered under service maintenance agreements, so take precautions to protect these devices. If you insist on using this expensive equipment in the lab, placing it on a board to raise it above the bench and keeping it away from other laboratory equipment will minimize the chances of damage. Bench top organization is important when working as part of a lab team. It may not be possible to label all the chemicals on the bench top in Braille, so good communication skills within the lab team are important. Discussing how you will communicate and the information you expect from lab partners is critical to minimize the possibility of injury. Further, asking classmates for confirmation of a chemical before you use it is a good idea. It is better to be safe than sorry. Laboratory safety is just as important for us as it is for the sighted. We must abide by the same safety protocols as our fellow students. This includes wearing safety goggles, since chemicals can still burn our eyes and cause damage to prosthetics and tissue. Knowing what access technology is available to interface with laboratory equipment is important. Although working with a laboratory assistant is often quite beneficial, too much reliance on this person can diminish your sense of independence and make your laboratory work seem remote and your involvement insignificant. Knowing how to use access technology along with nonvisual techniques to make observations in the lab is important. Laboratory sciences involve both qualitative and quantitative observations. Knowing how to use a text-to-speech screen reader on a computer with data-collection software can enhance your ability to participate more fully as part of a lab group. In many cases lab activities are still performed with little or no computer equipment. The use of audible lab equipment can enhance blind student involvement in the laboratory and help to level the playing field as you work with other students. Finding out what is available by going to and other online resources can be very useful. Online resources are dynamic and, like advances in science, always changing. It is important to keep up to date on what is going on in science access for the blind, and here your mentor may be quite helpful. If you are a high school student, your teacher of the blind may be a valuable resource. If you are a college student, your professor may also be a big help. If so, take advantage of what they can offer. It may be, however, that your best resource is within you. Learning how to seek out what you need is a must for most successful blind students, and this is especially so for blind students in STEM. All science teachers are necessarily concerned with safety and liability in their laboratory classes. It is therefore especially important for K-12 students and their legal guardians to insist that the blind student be allowed to participate fully and safely in lab experiments. The partnership among the blind student, the parent or legal guardian, the teacher of the visually impaired, and the science teacher can be complicated. It is up to the teacher of the visually impaired to figure out how to make the science content accessible. It is not his or her primary responsibility to understand the science. That falls on the science teacher. While it is important for the parent or legal guardian to endorse the blind student's full participation in the science laboratory, the blind student must be an active participant who is willing to learn the skills necessary to be successful in lab, including investing any additional preparation time that may be required. Following science lectures can be a challenge for blind students. Science teachers should use verbal description to convey what is happening and why. Start by explaining the glassware and the test equipment being used. Explain what other students are observing (perhaps a color change), and then explain what the change in color represents. Where possible, use access technology as part of lecture demonstrations. This will not only serve to communicate important information to your blind student, but will provide two sources of information to your sighted students--visual and audio. Using PowerPoint presentations is now quite common. It is important for the science teacher to read unambiguously all of the information being presented in the slides. Indicating the numerator and denominator is quite helpful; saying "this over that," is not at all helpful. Speaking proper names of units is key to understanding dimensional analysis, not to mention the two-dimensionality of canceling units. Using a raised line drawing kit can play a key role in a blind student's understanding visual information. This device can be used by a sighted note-taker in the class to draw the graphical illustrations used. These should be archived by date and figure number. They should then be placed in a notebook for reference when preparing for tests at a later date. Hardcopy Braille books have a significant advantage over electronic textbooks because they can include tactile drawings of visual concepts. Hardcopy Braille in the sciences can be hard to come by, so the Louis Braille book database hosted by the American Printing House for the Blind is helpful in learning what materials are available. Sometimes the complexity of information communicated by a raised-line drawing is difficult for a blind person to absorb. I used Learning Ally audio recorded books in conjunction with raised-line drawings from textbooks. While to some this may seem redundant, having both a tactile drawing and a verbal description was key to my understanding critical concepts. Tactile graphics in science Braille books should also be provided whenever possible. This is particularly useful when working with phase diagrams, Louis dot structures, organic chemistry structures, and many others. I used a technique in organic chemistry that may be helpful to those interested in the field. Most of what is taught in organic chemistry is done through visual images, and the challenge for blind students is to figure out creative ways to access this information. A technique that I used was to hire an art major to work with me to draw structures on 11 by 11.5 inch Braille pages. We put lots of space between the atoms and labeled each image with the page and figure number. In Braille I also included the figure title and, whenever appropriate, the caption. The art major and I would then meet, and I would stick each image into my Perkins Braillewriter and label all atoms other than carbon. In organic chemistry carbon is implied unless otherwise specified. The art student took the images and applied hot glue over the lines so that they were detectable by touch. We placed images for each chapter in a three-ring notebook in the order they appeared in the textbook. I complemented these images with an audio recording of the text from Learning Ally. I also used a two-dimensional drawing felt board in organic chemistry. Using a series of rectangles, I represented chemical bonds. Unlabeled circles were carbon atoms. Print and Braille labeled circles represented other atoms such as sulfur, nitrogen, and oxygen; and I devised a wild card shape for elements that were not commonly used. All of these shapes were labeled with velcro on the back so they could be placed where required. The base was made of a piece of felt rubber cemented to a poster board. I also employed pie-shaped wedges that had velcro on either one or both sides to indicate stereochemistry. If the wedge had velcro on both sides, it indicated the atom was below the plane of the page, and, if the pie wedge had velcro on only one side, the atom was above the plane of the page. I used this technique on homework, quizzes, and exams. I had teaching assistants or other paid readers draw my responses on all assessments. This process was very time-consuming, but it was the way I was able to conceptualize organic chemistry. These are some of the techniques that have served me in achieving my goal of teaching chemistry as a university professor. Chemistry is innately visual; however, this need not impede our study and mastery of it. Although it is intimidating to many, the study of this mentally challenging and spiritually rewarding subject should not be any more intimidating for blind students than it is for the sighted. As I said earlier, this subject demands that we know how to communicate, know what adaptive technology is available to us, and learn to develop the habit of thinking creatively to figure out how to accomplish what others use vision to do. The more techniques we can develop to access visual information, the better off we will be, not just in science classes but in all areas of study. A major strength of competent blind people is our ability to problem solve. We have been finding creative ways to function nonvisually since we first learned to get around our homes, dealt with the printed word, and learned to organize things at home and at school. These lifelong problem- solving skills are an asset to us in science classes and will serve us well as we move into employment in science, technology, engineering, and math. The tips documented in this article are a small subset of many that I have used on my path to becoming an employed chemist. I am happy to share other techniques that I have used to access science content. You can also call on members of the Science and Engineering Division to add further to your toolbox of ideas and workarounds to accessing scientific content. Training in the hard sciences can open doors to some of the most lucrative and rewarding jobs America has to offer. Don't settle for less if this is where your dreams take you. What you think of today as a liability may in the end prove to be one of your greatest assets. ---------- LaTeX: What Is it and Why do We Need it? by Alfred P. Maneki and Alysha Jeans From the Editor: Blind students in mathematics, science, and engineering courses encounter serious challenges as they attempt to translate complex equations from print to Braille and from Braille to print. In the following article mathematician Al Maneki and Alysha Jeans, an electrical engineer working in Virginia, draw upon their experiences as blind professionals to describe a solution that has exciting possibilities. This is what they say: Blind and visually impaired students in the fields of mathematics, science, and engineering often encounter difficulties when they need to present mathematical material to sighted instructors and classmates. Fortunately advances in digital technology offer interesting possibilities. Technology may provide new ways for blind students to solve problems and communicate their solutions to the sighted world in written form. In most classrooms teaching mathematics, the physical sciences, and engineering relies heavily on visual representations. However, comprehension of the subject matter and contributing to the advancement of knowledge in these areas are not restricted to sighted people. Throughout history blind people have made significant contributions to these fields of study. In this article we examine a promising development that can help blind people prepare technical documents. It has the potential to permit blind persons greater entry into the hard sciences. LaTeX, (pronounced lay-tech) or, alternatively, la (as in lava) and tech (as in technology), was initially invented as a typesetting language for mathematical notation. It is text based and nongraphical in nature. By typing standard text on a keyboard, one can represent all of the mathematical symbols, from the most elementary to the most advanced. LaTeX can even be used to draw diagrams. A number of common items are difficult or impossible to type on a keyboard but are simple to produce using LaTeX. These include fractions, subscripts, superscripts, matrices, partial derivatives, and integrals. LaTeX gives the user extremely good control over the formatting of documents. Once a student masters the code, it can be much easier to work with than a mainstream word processor when complicated formatting is necessary. LaTeX code is typed into a text file. The LaTeX software, computer, and printer do all the work to produce a polished document containing readable mathematical notation. Although LaTeX was not created with this purpose in mind, it opens up possibilities for blind students and professionals in the STEM (science, technology, engineering, and mathematics) fields. The LaTeX language can be learned by anyone, blind or sighted. To submit a math assignment in print, the blind student types LaTeX code into a file and uses the LaTeX software to compile that file into a visually appealing document with standard mathematical notation. LaTeX can convert text-based code into a PDF file for the student to print or email to a teacher or professor. Recent developments have made LaTeX especially user-friendly for blind people. The MathType software from Design Science, the DBT software from Duxbury Systems, Tiger Software Suite from ViewPlus, and various screen readers have been designed to work together so that blind users can obtain either print or Nemeth Braille from a Microsoft Word file. When MathType is installed, it can interface with Microsoft Word and either DBT or Tiger Software Suite. The blind user types LaTeX code into a Word document (this works with Word 2010 and all other versions of Word of which we are aware). When the document is completed, the user simply hits "Select All" and Alt plus Backslash. The LaTeX code is then automatically converted into mathematical symbols and notations, just as a sighted person would write them. At this point a blind user can print the math document or send it by email. The same document can be embossed in Braille using either DBT or Tiger Software Suite. Screen readers will not properly read the equations in the math document, but they will definitely read the LaTeX code. The user can "Select All" and hit Alt plus Backslash again to convert equations back to LaTeX. If the LaTeX file is written correctly, the blind user can safely assume that the converted math file will also be correct. Both DBT and Tiger Software Suite will either translate the LaTeX file into computer Braille or translate the math file into Nemeth Braille. One problem with using LaTeX and MathType in this way is that currently there is no way to debug LaTeX code using Microsoft Word. Writing in LaTeX is akin to computer programming; strict rules must be followed about how equations are represented. If the user breaks one of these rules when typing a LaTeX equation, the process of converting the code to readable equations will be derailed. With luck, only the incorrectly written equation will be affected. However, a single error may affect the conversion of the entire document. MathType gives no indication of where or what the error is. The user can avoid such frustrations by creating the entire document in the LaTeX Editor (such as the free open source TeXnicCenter) and using it to compile the document into a PDF file. The LaTeX Editor will point to error locations and indicate what the errors are. This information allows the user to debug the LaTeX document. Using MathType and Word has the advantage of being easier to learn initially, since it requires less knowledge of general LaTeX. However, dealing with errors in the LaTeX code is a serious drawback. LaTeX allows the blind user to access some mainstream mathematical resources on the web. Some websites have LaTeX tags for their equations. A major example is Wikipedia. Refer to Wikipedia's article on the quadratic equation at . If a blind person reads the formulas on this page with a screen reader, she or he will hear their LaTeX representations. LaTeX was very helpful to Alysha in school. It allowed her to gain access to homework assignments and lecture notes without having to use a reader or ask for the documents to be converted into Braille. Professors often create materials using LaTeX, so it was simple for them to send their LaTeX files instead of the inaccessible PDF files the rest of the class was using. Sometimes reading LaTeX can be tedious, because it isn't really intended for that purpose. LaTeX is no substitute for Braille. However, knowing LaTeX was beneficial to Alysha, because it gave her immediate access to these documents. If you are overwhelmed by this discussion of LaTeX, be assured that we are here to help you. Before getting into specific details about this help, we want to point out that compiling a LaTeX document or converting it into Microsoft Word with MathType may not be necessary if the intended reader of the document is also familiar with LaTeX. If a blind student's algebra teacher knows LaTeX, she or he may be willing to read an assignment or test in LaTeX code. At the level of secondary school mathematics, LaTeX is not difficult to read and can generally be comprehended from the context. According to its mission statement, the NFB's website has been designed to serve as a "national clearinghouse of resources and expertise related to nonvisual scientific exploration." With the cooperation of this website's managers and the NFB Jernigan Institute, we are preparing some simple instructional materials on the use of LaTeX. In fact the first part of our LaTeX tutorial may already be posted on blindscience.org by the time this article is published. The initial part of the tutorial will include the following: 1. Step-by-step instructions for installing MathType and connecting it to Microsoft Word. 2. Step-by-step instructions to connect MathType and Microsoft Word with DBT or Tiger Software Suite. 3. Step-by-step instructions on installing the TeXnic Center LaTeX Editor and the MiKTEX package associated with it. 4. Two example LaTeX files: one on the solution of a quadratic equation and the other on the solution of three simultaneous linear equations in three variables--these files contain mixed text and mathematical notations. 5. A guide to opening the above files in Microsoft Word or in TeXnic Center to produce either Nemeth Braille or PDF files. 6. Step-by-step instructions on using these files as templates to construct other LaTeX files using MathType or TeXnic Center. No first draft of a tutorial is ever written perfectly. We hope that many teachers and students will use this material and send us their questions, comments, and suggestions. If there is sufficient demand, we will develop a more complete LaTeX tutorial that will include more example files and a list of LaTeX mathematical notations, together with their equivalents in Nemeth Braille and spoken math. In our experience many college instructors, students, and researchers are familiar with LaTeX. Therefore, teaching LaTeX to blind students is highly advantageous for preparing them to enter the mainstream scientific world. As is true with the Nemeth Code for Braille Mathematics, students learn bits and pieces of LaTeX as they need them. For example, during algebra courses they will learn LaTeX only for such notions as powers and roots. In calculus they will learn the LaTeX codes for integrals and derivatives. In this way they achieve mastery of LaTeX as they advance in mathematical and other scientific training. The highly consistent and logical nature of the LaTeX syntax is similar to the structure of other programming languages and therefore provides students an excellent introduction to the general theory of computer programming. We hope that this article has raised more questions about LaTeX than it has answered. We also hope that it will stimulate discussion in the blind community about the wise use of technology to help blind people learn mathematical subjects. If you have further questions or wish to add to this discussion, contact us by email: Al Maneki, or Alysha Jeans, . ---------- Braille Comes Unbound from the Book: How Technology Can Stop a Literary Crisis by Saabira Chaudhuri From the Editor: This article is gratefully reprinted from the website guardian.co.uk.com and appeared on Tuesday, February 14, 2012. It does a first-rate job of covering the importance of Braille, the Braille literacy crisis, and the positive role technology may play in enhancing literacy for the blind. Here is what the Guardian has to say: Apple is at the vanguard of a push behind technology that's helping old-fashioned Braille replace text-to-speech audio for the blind--and it couldn't have come at a more critical time. [PHOTO CAPTION: Nihal Erkan, a blind woman who moved to New York from Turkey in 2005, on her Apple laptop. Photograph: Saabira Chaudhuri, The Guardian] On a lazy Sunday afternoon, Chancey Fleet reads the menu of Bombay Garden to four friends gathered at the back of the Chelsea-based Indian restaurant in New York City. Although she is reading aloud there are no menus on the table. They aren't necessary, because Fleet is blind. Instead, she reads using a Braille display that sits unobtrusively on her lap and connects to her iPhone via Bluetooth, electronically converting the onscreen text into different combinations of pins. She reads by gently but firmly running her fingers over the pins with her left hand while navigating the phone with her right. "The iPhone is the official phone of blindness," she told the Guardian. Until recently technology, especially that which converts text to audio, has been hastening the demise of Braille, which educators say is a bad thing. Students who can read Braille tend on average to acquire higher literacy rates and fare better professionally later on. But Apple's push into the field--coupled with increasingly affordable Braille displays--has the potential to bring Braille back in a big way. Fleet's iPhone has a built-in screen reader called VoiceOver that works with all native applications. It tells Fleet what her finger is touching, allowing her to download the restaurant menu and read it, access her email, and do anything else she needs to with the phone, either by converting text into Braille on the separate display or by reading out loud to her. Fleet also uses her display to type, rather than navigate with her iPhone or computer keyboard. It has a spacebar and with eight thumb-sized keys--one that works as a backspace key, another as an enter key, and the remainder that function as the six dot positions that comprise a Braille character. When Apple released the first accessible iPhone in 2009, "it took the blind community by storm," said Fleet. "We didn't know, nobody knew, that Apple was planning an accessible device. The device went from being an infuriating brick to a fluid, usable, opportunity-leveling device in one iteration." Apple has shown that "devices aren't inaccessible because they have to be, but because companies made them with a lack of imagination," said Fleet. "Apple proved that a blind person could use an interface that didn't have physical buttons." Anne Taylor, director of access technology for the National Federation of the Blind, agrees. "Apple has set the bar very high," she said. "No other mobile OS provider, such as Google or Microsoft, has made Braille available on their mobile platform." [PHOTO CAPTION: Nihal Erkan enters a building at LaGuardia Community College] Apple's iPad, iPhone 4, iPhone 3GS, and third generation iPod Touch already support more than thirty Bluetooth wireless Braille displays. And the company's recent push into digital textbooks could greatly reduce the time it takes for Braille textbooks to be available to students, not to mention reduce their cost and size: a single print textbook must be transformed into several volumes of Braille. "Ebooks can be a game changer if they're properly designed because it would allow us to get access to the same books at the same time at the same price as everyone else," said Christopher Danielsen, spokesman for the NFB. "Publishers and manufacturers have to ensure they are designed to be accessible to work with Braille displays. That's what Apple has done. Apple is not perfect, but they're way way ahead of everybody else in this area." The Benefits of Braille [PHOTO CAPTION: Nihal Erkan reads Braille using a display connected to her iPhone.] Apple's accessibility efforts come at a pivotal time. For decades now the number of Braille users has been on the decline. Data from the American Printing House for the Blind's annual registry of legally blind students shows that in 1963 51 percent of legally blind children in public and residential schools used Braille as their primary reading medium. In 2007 this number fell to just 10 percent, while in 2011 it stood at under 9 percent. While there are many reasons for the decline of Braille, technology that converts text to speech has been identified as a major factor. In a nationwide sample of 1,663 teachers of visually impaired and blind students conducted in the early 1990s, 40 percent chose reliance on technology as a reason behind Braille's decline. "When we experienced the tech boom in the nineties, I was led to believe speech was the way forward, that Braille was becoming obsolete," said William O'Donnell, a Manhattan-based student who has been blind since birth. But learning or reading using Braille--rather than audio--has distinct advantages, say educators. "There's this tremendous importance to seeing the way print looks on a page, what punctuation does and looks like in a sentence," said Catherine Mendez, who works as a kindergarten teacher at Public School 69 in the Bronx. "Braille in the context of early literacy is huge. If we can get these devices into the hands of kids early, we can bolster their understanding in a way speech can't do." There are professional benefits to learning Braille too. A survey conducted by Louisiana Tech University's Professional Development and Research Institute on Blindness found that people with sight disabilities who learn to read through Braille have a much higher chance of finding a job, even more than those who read large print. And once you get that job, Braille might help you keep it. "In business meetings it's more unobtrusive to use Braille. If I want to multitask, headphones are rude, but Braille is acceptable," said Fleet. She uses Braille when writing formal letters or papers or preparing notes for a public speech or presentation. A Literacy Crisis Still, for now Braille displays can only show one line of Braille at a time and can cost between $3,000 and $15,000--depending on the number of characters they display at a time--which is prohibitively expensive for some. "For me it was not practical to continue to use Braille," said Mendez, who does not own a Braille display. How the cost will come down is a problem that scientists are working to solve. Dr. Peichun Yung, a postdoctoral research associate at the electrical and computer engineering department of North Carolina State University, who lost his own eyesight in an accident, has been working on a device that would raise dots by using a hydraulic and latching mechanism made of an electroactive polymer, which is both cheaper and more resilient than the prevailing technology. "There is a Braille literacy crisis right now," said Yung. "Literacy is the foundation for having a job and living an independent life. For reading every day, you cannot just rely on speech." [PHOTO CAPTION: Nihal Erkan holds an iPhone.] Photograph: Saabira Chaudhuri For those who own both an iPhone or laptop and a Braille display, having to choose between audio and Braille isn't necessary. Nowadays the two go hand in hand--literally. Many of the technologies that convert text to speech also convert it into a form that can be read on a refreshable Braille display, making Braille far more accessible for those who own both devices. "Braille has a versatility and a fluidity that it has never had before," said Fleet. While she recalls owning a pocket dictionary in seventh grade that took up "eight huge volumes," now "Braille has come unbound from the book." "Braille is portable, searchable, downloadable. You can convert print to Braille yourself," she said. "You can go to a library or use Bookshare, which is free for students, and, if you harness it, Braille is better than it's ever been." ---------- [PHOTO CAPTION: Debbie Stein touches and uses a slate used by Louis Braille] Coupvray Pilgrimage by Debbie Kent Stein From the Editor: Debbie Stein is a lifelong Braille reader; a leader in the Illinois affiliate; and the editor of Future Reflections, the NFB's magazine for parents and teachers of blind children. She and her husband recently visited France. The following article is her description of an important daytrip they made while in Paris. If you wish to learn more about Louis Braille's birthplace or the history of the Braille code, enter "Coupvray" in the search box on the www.nfb.org home page to find approximately eighty-six mentions directing you to articles in the Braille Monitor and Future Reflections. One especially notable article from the July 1994 Braille Monitor is "A Visit to Louis Braille's Birthplace" by Kenneth Jernigan. It is followed by "Facts about Louis Braille's Birthplace." In 1994 the NFB made a donation of $26,000 to help Coupvray restore the home and museum. That article is at . This is what Debbie says: In 1819 ten-year-old Louis Braille traveled by stagecoach from the French village of Coupvray to Paris, where he enrolled at the Royal Institution for Blind Youth. The twenty-five-mile trip took four hours. It transported Louis from the security of his loving family to the challenges of boarding school in a noisy, congested city. This past May my husband Dick and I undertook the reverse journey, traveling from the din of Paris to the quiet streets of Coupvray. Our trip involved two changes on the Metro, one train, and finally a bus from the sleepy village of Esbly. With all the speed of twenty-first century travel, the trip still took four hours. The last leg of the journey was the most challenging for us. I took French for only one year in high school, and Dick has never studied the language at all. I could unearth enough words to piece a question together, but the reply generally left me shaking my head and repeating, "Je ne comprends pas." In Esbly I asked one stranger after another where we could catch the bus to Coupvray. Unfailingly people tried to be helpful. They pointed and explained and pointed some more. Dick could see the gestures, but, without a common language, communication was fractured at best. One thing grew abundantly clear--Coupvray was not a frequent tourist destination. At last the kindness of strangers led us to a lonely spot at the side of the road, where, we were assured, the Coupvray bus would appear. There was no sign, no bench, and certainly no hint of a bus. And of course it started to rain. I heard a Paris-bound train roar into the station two blocks away. Maybe we should scramble aboard and head back the way we had come. But I dismissed the idea in an instant. I couldn't get this close to Coupvray without visiting Louis Braille's birthplace. For me Braille has always been a delightful fact of life. I love the patterns of dots beneath my fingertips, the way they reveal words and sentences as my hands glide across the page. Even the smell of Braille volumes--that blend of glue and paper and age--evokes a thrilling sense of possibility. Braille is empowering. In Braille I read my first storybooks, learned my lines for high school plays, took notes in college classes, and launched my career as a writer. I write Braille labels for the spices in my cupboard, the bottles in the medicine cabinet, and the CD's on the shelves in the living room, turning unknown objects into things that are readily recognized. The year 2009 marked the two hundredth anniversary of the birth of Louis Braille, inventor of the reading code that is a basic part of my life. As people around the world joined in celebration, I pondered the story of the French teen who opened the way to literacy for me and countless other blind people. When Dick and I began planning a trip to Paris, I put Louis Braille's birthplace on our agenda. I didn't know what we would find there, but it was one place I wanted to visit. Eventually the bus drew up in front of us, just as our Esbly friends had promised. By the time we reached Coupvray, the rain had stopped. We emerged onto a half-deserted street full of sunshine and birdsong. After still more questions to patient strangers, we reached our destination at last, the old house where the inventor was born and spent his early years. Our guide at La Maison Louis Braille was named Stephan. He was warm, knowledgeable, and enthusiastic about the house and its treasures. In his halting English he explained that the main room of the house and the adjoining workshop have been restored to look as they probably appeared during Louis's childhood. None of the original furnishings have survived, but the house has been furnished with authentic pieces from the early nineteenth century to convey the way the Braille family may have lived. Louis Braille's father was a maker of harnesses, saddles, and other leather goods; and his business anchored the family in Coupvray's modest middle class. By the standards of the day the Braille home was comfortable and well-furnished. A massive fireplace dominated the main room of the house, which served as kitchen, dining room, and master bedroom all in one. Here the four Braille children must have gathered with their parents when the day's work was done, while a roaring fire kept the winter chill at a polite distance. Stephan showed me a row of pitchers and candles on the broad mantel. On the wall hung a metal ring a foot in diameter, used for making great wheels of Brie cheese. In the workshop Stephan showed us an assortment of leather straps, pouches, and shoe parts, examples of the kinds of goods Louis's father produced. On the workbench lay a series of awls and knives, the formidable tools of the harness-maker's trade. One such tool played a key role in Louis Braille's story. As I remembered the tale, at the age of three Louis picked up an awl and somehow pierced his eye, an accident that led to total blindness. I had wondered how the accident could have occurred; if young Louis was trying to imitate his father, he would have punched down with the awl on a piece of leather, safely pointing the tool away from his face. "We don't know for certain, but we think the accident happened with a knife like this," Stephan explained. He handed me a knife with a short, curved blade, pointed at the tip. "He probably saw his father use a knife like this to trim leather." Stephan held out a piece of leather the size of a saucer and demonstrated how the knife could be used to shave a thin slice from one edge. "If Louis used the knife like this," he said, sweeping the blade upward, "then you understand how an accident could happen." I did understand. In that instant an event that took place two hundred years ago sprang into vivid focus. I stood with awe in the room where a small child had a mischance that changed the course of history. From the workshop Stephan led us to the small museum that is also part of the Louis Braille birthplace. Among the displays are several books in raised print that were used at the Institute for Blind Youth before the Braille code was adopted. The books were very thick and immensely heavy-- much bigger than the Braille volumes in use today. I ran my hands over the densely packed lines of tiny raised letters. Laboriously I deciphered the word "mathematique." I found it hard to trace the distinctive shape of each letter and to construct even that single word. Now I understood firsthand why Louis Braille's writing system was such a dramatic improvement. After I had examined some of the museum's nineteenth-century Braille books, as well as books produced in a variety of other tactile writing codes, Stephan brought out a slate and stylus. "Louis Braille invented this device for writing," he told me, "and he used this very one himself." Louis Braille's slate was almost identical to the pocket slate I carry in my purse every day, except that it had two lines instead of four. The paper fitted against a thin wooden board, and a light frame allowed the writing guide to be moved along the page. "Would you like to write on it?" Stephan asked. I clamped a note card into the slate and picked up a wooden stylus. I knew the message I wanted to write. "Merci, Louis." Thank you, Louis. At the end of our visit Stephan kindly showed us the way back to the bus stop. On the four-block walk I asked him what sort of work people do in today's Coupvray. "Some commute to jobs in Paris," he answered. "And a lot of people work at Disney." "Disney?" "Yes. The French Disney park is mostly in Coupvray. They run special buses back and forth from Paris all day long." He paused, and added sadly, "All those people come to Coupvray, but they don't stop to learn about Louis Braille." "I'm glad we came," I said. "Thank you for everything." The bus pulled up, and we clambered aboard, waving good-bye. Tucked into my purse I carried the note I had written on Louis Braille's slate: "Merci, Louis." ---------- [PHOTO CAPTION: Denise Robinson addresses the NFB convention.] The Synchronicity of Braille and Technology by Denise M. Robinson From the Editor: Dr. Denise Robinson is a gifted and experienced teacher of blind children in Washington State, who teaches virtually around the country thanks to the miracle of modern technology. She is generous with her time and advice to parents and teachers. The following article was inspired by a post she made on an NFB listserv and, at the request of the Monitor, expanded upon for this article. Here is what she says: Using many methods to encourage students to sharpen their blind literacy skills is vital for them to reach success. One is using the synchronicity of Braille and technology. When I set up elementary classrooms and my resource room with the necessary equipment, I arrange two desks in an L so that the child can read Braille books facing one side and then pivot to the other to type information on the computer. This is a perfect arrangement for the elementary school classroom. By the time students reach middle school and have mastered the foundational blind skills, they can read almost all electronic books except for texts using Nemeth Code, which must be in hardcopy Braille. When beginning with preschoolers, we focus on one topic at a time-- Braille lesson followed by technology--before integrating the two using favorite stories that their parents have been reading to them. If they already love the story, they will want to read it themselves, and the print/Braille books that their parents have been reading will entice them to want to read them as well. The dots will begin to make sense. In the Braille lesson they learn the contracted signs and uncontracted letters and Brailling on paper. While I teach them contractions such as "the," I ask, "How do you spell 'the' on the computer?" and they answer, "t-h-e." Conversely, when they are typing a word on the computer, I ask, "What is the contraction for `the'?" and they tell me, "dots 2, 3, 4, and 6," and so on. If the student is fortunate enough to have a Braille display connected to the computer, this lesson is reinforced by feeling the display. If no display is available, we refer to the hardcopy Braille that we did during the Braille lesson so that the synchronicity of Braille and technology is continuously under our fingers and in our minds. It is important for children to write Braille using hardcopy paper so they can observe formatting and can practice fluency in Braille reading. To demonstrate the concepts of bold, italics, and underlining in print, I help students write a print letter using Draftsman, a tactile drafting board from the American Printing House for the Blind (APH). By going over the letter several times, I can mimic bold. Drawing the letter at a slant shows italics, and, when I draw a line under the letter, the student can grasp underlining. Since Braille represents bold, italics, and underlining with dots four and six, Braille readers need to understand how text looks in print on the computer screen so that they will be able to relate to the experience of their sighted peers. Blind children need to understand both the blind and sighted worlds. If they do, they will have an advantage over other blind students who do not, and they will achieve higher levels in school as well as get great jobs later on. When working with elementary students, I teach Braille contractions using the books they are reading in class. I use the techniques described above, but now a Braille display is hooked to the computer, and the child moves between typing on the keyboard and feeling the display or Brailling using the Braille display (especially for math) on one hand and on the other hand listening to the screen-reading software. But I use only the material the classroom teacher is using. I do not use outside instructional materials unless the child is cognitively impaired and needs supplementary materials in order to learn. The advantage of teaching from regular class work is that the child is working on actual assignments. I no longer hear complaints about Braille instruction being additional work. My students can talk with their peers about the stories, which draws them into the social life of the class. When my students return to class, they can join class activities because they are working from the same materials. If the teacher of the blind is absent, the blind child can manage in the classroom for a day or two because he or she is already familiar with the class material from instruction in the resource room. In my resource room the students have an electronic notetaker such as a BrailleNote or a computer Braille display in front of them along with the computer keyboard with a screen reader on one side of the L and Braille work on the other side of the L. Since this is exactly the way things are set up in the classroom, everything is familiar. The child brings the reading book from class and reads a line of Braille from the book, then Brailles it on the notetaker cabled to the computer or types on the computer keyboard, and the text then appears on the computer screen. We go over the contractions, and the student Brailles the sentence several more times on the notetaker. Then he or she moves to the computer keyboard to touch type the sentence. Students easily understand the interaction between Braille and touch typing. This is how you create a great speller. Back in the classroom, when the child takes a spelling test, he or she has an earphone in one ear to check what is being written on the computer and is listening to the teacher with the other ear. The Braille display reinforces what is being heard. When the test is finished, the student emails it to the teacher. Students who have equipment and materials organized in the same way in both the classroom and resource room find it easy to stay organized. Each side of the L-shaped desk has slots or drawers for storing tools. Organization is key to blind students so they can find their tools when they need them. Children who are organized and ready can follow classmates and do what everyone else is doing. Since the students have and know about many tools, they can choose the best one for any task. They learn the joy of reading using Braille and the satisfaction of finishing computer work as rapidly as or more rapidly than their sighted peers. Using key commands is far faster than trying to locate a mouse visually, even for sighted people. Many of my older students are far faster on the computer than sighted kids. When the sighted students get stuck, they turn to my students, who can get them out of trouble by suggesting a keystroke. Sighted students recognize this and are very impressed with their blind peers' speed and agility using technology, even while they watch them read those beautiful dots with their fingers. A BrailleNote or similar piece of assistive technology is small and light enough to take anywhere, often in conjunction with a light laptop. As convenient as Braille notetakers are, they often do not allow production of complicated formats--hence the need for a laptop and its higher quality word processor. Many of my older students have their notetakers on their laps taking notes, while they simultaneously complete work on their laptops on the desk. These tools allow them to carry home classwork they must complete. They can then email their work directly from the notetaker, or, if the formatting is complex and they must include pictures, they can send the information to the laptop, use Word and other traditional tools for document creation and proofing, and then turn in the completed document from the laptop. Today's iPad, iPod, and iPhone are even smaller than the notetaker or laptop. Some children take advantage of the small Refreshabraille display from APH, use the built-in screen reader on Apple devices known as VoiceOver, and complete their work with the smallest tools now available. More sophisticated writing and Brailling can be done with these devices using iA Writer or Pages, two more sophisticated word-processing apps. I have a student who uses an iPod with the built-in app called Notes and a Refreshabraille that she can stick in her pocket. She can take it home, complete her homework, and then email it that evening--fast and easy--once again demonstrating the synchronicity of Braille and technology. Every parent and teacher needs to figure out what works best for their child. If your child is just a regular kid who happens to be blind, teaching using the above method just may help him or her reach full potential faster than you would believe. Side note: Many excellent instructional Braille materials are available, such as Building on Patterns and Mangold. If you are just starting out as a teacher and do not know how to teach Braille, by all means use these materials. I did when I started out over twenty years ago because no one in college taught me how to teach Braille-typically it is a learn-as-you-go thing for teachers of the blind. I very quickly discovered that the blind students using these materials always lagged behind their sighted peers. When I or the other teachers of the blind were out sick, our blind students would be kept in the classroom, had no idea about the stories their peers were reading, and could not join the social aspect of discussing information. The blind students understandably felt left out. They reasonably asked why they couldn't read the same stories. They felt that they got different and more work because of learning Braille. That's why I changed my practice and started using the same materials the class was using and integrating blind skills into my lessons so that my students always felt that they were part of their classes. They were also able to keep up with their peers, depending on what grade they began acquiring blind skills. If they began Braille later in elementary school, it could take up to a year and a half for them to get to grade level. But that is far better than the four to five years it takes to go through the other Braille instructional programs. There are many options; find the one that works best for your child. ---------- [PHOTO CAPTION: The entire LAW Program group stands on the steps of the Capitol.] The 2012 NFB LAW Program: Modeling Best Practices for Incorporating Technology in Learning by Emily Gibbs and Natalie Shaheen From the Editor: Natalie Shaheen, director of education, and Emily Gibbs, education program specialist at the Jernigan Institute, teamed up to conduct and write about the 2012 LAW (Leadership and Advocacy in Washington, D.C.) Program. This innovative endeavor serves students ages twelve to sixteen or who are in grades six to nine. Young people from throughout the country learn about the National Federation of the Blind and its role in enhancing opportunities for the blind by helping to shape the laws of our land. Program participants, each accompanied by a parent or teacher, travel to the National Center for the Blind and the nation's capital to learn about blindness and to visit members of Congress and others who exercise the levers of power. Here is what Emily and Natalie have to say about this year's innovative four-day experience: In the twenty-first century, technology is everywhere, including the classroom. Educators all over the world harness the power of technology as a learning tool. Kindergarteners in large metropolitan schools who are learning about farms (something they've likely never experienced firsthand) communicate with real live farmers in the Midwest through technologies like Skype, VoiceThread, blogs, and social media. When teachers can't take the students to a farm, using technology as a tool for providing authentic learning experiences is a perfect solution. Unfortunately-as far too many blind students can attest-much of the technology used in the classroom is not accessible. It's illegal to use inaccessible technology in schools, but clearly most educators are not familiar with the regulations that mandate accessible technology. We must continue to educate the general public about the vital importance of accessibility. The educators at the NFB Jernigan Institute appreciate the power of technology as a learning tool as much as do other educators. The difference is that at the NFBJI we do not use a technology unless it is accessible because we know it is easy to do anything a teacher wants to do with technology in the classroom and make it totally accessible. This year's NFB LAW Program curriculum incorporated a great deal of technology, which allowed students to work independently and at a pace that was best for them. With technology at their fingertips learning was more self-directed and could happen almost anywhere or anytime. Not surprisingly, students were so excited about what they were learning that they actually spent some of their free time learning through using technology. We hope that, by sharing the way we incorporated fully accessible technology in the curriculum of the NFB LAW Program, we can encourage other educators to make their classrooms fully accessible. [PHOTO CAPTION: Briley Pollard teaches Seema Khowaja to use the iPod Touch.] The LAW Program was a one-to-one program, meaning that every child had access to a mobile device to use as a vehicle for learning while they were in Baltimore. iPads and iPod touches were available to the students. The devices were preloaded with accessible apps that the students might find useful during the program. The first lesson dealt with the NFB Oral History Project. After listening to segments of interviews with famous Federationists, the students were divided into groups of two. They used iPods to record the oral history interviews they conducted with each other. The students' interviews are now part of the NFB Oral History Project; these young people have officially contributed to the history of the organization. Sunday the students spent all day learning about the history of the blindness civil rights movement and the legislative process, information they would need to be successful during the rest of the program. The day started with students poring over primary sources from the NFB archives to discover the Federation's constitution at work. They read the minutes of the founding meeting in Wilkes-Barre in 1940, examined antique Braille writers, and listened to "A Left Handed Dissertation," a speech by Dr. Jernigan. All of the primary sources were available for the students to examine in the classroom, and staff of the Jacobus tenBroek Library were on hand to provide any additional information students wanted as they studied the plethora of artifacts. As in previous years, to facilitate students' independent exploration of the archival material, hardcopy Braille and large-print copies of the texts of all primary sources were provided. This year we were also able to offer the content as an iBook, which the students could read on their iOS devices, giving the students one more way to access the curriculum in an accessible format. We capitalized on the hybrid- content-delivery model of providing hard copy and electronic materials simultaneously in a lesson later in the day when students learned about the work of the Federation in getting blind people jobs. To kick off the "We Want to Work" lesson, students examined primary sources about the Randolph-Sheppard Act, Civil Service employment for the blind, and the NFB's efforts to improve working conditions for blind workers in sheltered shops. A firm understanding of the NFB's extensive work in improving employment for the blind in-hand, the students took part in several activities in which they learned about the fair wages issue. The young people participated in a simulation of a sheltered workshop in which they were required to bundle popsicle sticks. They were split into two groups, "disabled" and "nondisabled." The disabled students were paid based on a piece rate, and their nondisabled peers were paid minimum wage-two M&Ms a minute. Students were appalled at the inequality in payment methods in this activity. By the end the students were fired up to help ensure that all people with disabilities earn at least minimum wage. Tuesday students had an opportunity to contribute to the effort by meeting with their members of Congress and talking about fair wages. But first they needed to have a firm understanding of both sides of the issue, which they acquired by examining webpages (totally accessible) created by the governmental affairs team that presented the pro and con sides of the fair wages issue. At the end of this fast-paced two-hour lesson, students had all the information they needed to go to the Hill. Our building contains a great deal of history important in understanding our movement. One lesson Sunday morning capitalized on the knowledge of our property possessed by Mr. John Cheadle, executive director of program facilities at the NFB Jernigan Institute. Before the program Mr. Cheadle recorded nine audio clips that included stories and facts about various parts of the building: dining room, fourth floor conference room, Harbor area, Harbor Room, lunch room, auditorium, Members Hall, the atrium, and the tenBroek Library. This audio was used to facilitate a student- directed building tour. Students moved from one location to the next in whatever order suited them. At each location they used an accessible app on their iOS devices to scan a posted tactile QR code, which was also labeled in Braille. A quick response (QR) code is a barcode in which a lot of information can be imbedded. Once scanned, the QR code played the audio clip for that part of the building. In addition to the self-guided QR code tour, students had the opportunity to talk to the real live Mr. Cheadle about the building and the blind drivable car. These nine audio QR codes were not the only ones used in this program. Actually over seventy QR codes were posted all over the Harbor area. Instead of linking to an audio file, these codes contained embedded text. When a student scanned any QR code, facts about the NFB Jernigan Institute, the nation's capital, and Federation leaders appeared. For instance, did you know that eight different cities have been the United States capital? Or that the NFB Jernigan Institute's atrium has 1,486 Italian porcelain tiles lining the walls and floor? The Law Program students did! These facts were the answers to trivia questions that were asked on the bus trips to and from Washington, D.C., during the program. General NFB LAW Program Highlights The program took place April thirteen to eighteen. This year we had twenty-three students from fifteen states. Students came to the program with a chaperone, most often a parent. Six blind adult mentors-David Bouchard, Dezman Jackson, Ryan Strunk, Briley Pollard, Brook Sexton, and Karen Anderson--acted as role models for students and augmented instruction in the classroom. Parent mentors Jim Byer and Carlton Anne Cook Walker facilitated a workshop for the parents and other chaperones about how to ensure their blind children's success. In addition to the lessons that took place at the NFBJI, students spent a good deal of time in Washington, D.C. On Saturday the students and chaperones spent the day touring the monuments on the Mall and the other nearby attractions. They spent Monday morning at the U.S. Capitol, touring the House floor, an opportunity afforded very few people. The group spent Monday afternoon at a Federal Court House in Alexandria, Virginia. Students observed Mazen Basrawi, a blind lawyer who is currently counsel to the assistant attorney general (Civil Rights Division), conduct a live plea hearing. Afterwards Mazen spoke with the students about his job and how he does it as a blind person. [PHOTO CAPTION: Callie Marshal, Jaden Messner, Beth Rouse, Dezman Jackson, and Alex Anderson are shown here with Congressman Dave Loebsack.] Tuesday was the most exciting day of all. Each student had a meeting with his or her member of Congress or staffer. The students spoke with their members about fair wages. They gained great confidence and advocacy skills through leading these meetings. How many middle school students go to the Hill and run a meeting with a member of Congress about a piece of legislation? Our students did, and they did it well. The lessons in the NFB LAW Program curriculum are easy to replicate and make good standalone activities for youth programs. If you are facilitating a youth program for your affiliate (or if you think of some other way you could use these resources) and would be interested in using the lessons, please contact Emily Gibbs, or call (410) 659- 9314, extension 2407. We will be happy to pass along lesson plans and the materials needed to make the lessons a success. ---------- My Thank-You Speech by Yadiel Sotomayor From the Editor: Frequently the onset of blindness leads to depression; sometimes it is so extreme that people actively consider taking their lives. In the following story Yadiel (pronounced Jadiel) Sotomayor briefly recounts his personal struggle and describes the way people in his affiliate offered him a way out of his hopelessness and a reason to believe he could live and thrive. Here is what he says: In one of my classes the professor asked us to write a thank-you speech. She told us to forget about the grammar and just focus on writing. We had only fifteen minutes to do it. While trying to think about someone I wanted to thank, a very bad memory popped into my mind: the time I tried to escape from life. So I decided to write about the organization that helped me remember that life is worth living, the NFB. Here is what I wrote: Many people deserve to be thanked. However, this thank-you speech is not aimed at one person, or two, or three; it is aimed at an organization that has helped me in more ways than I can mention. I speak of the National Federation of the Blind. What does it take to make a person try to take his or her own life? Is it cowardice or bravery? Is it a cry for help or a last desperate attempt to try to fix something? I cannot answer that. What I can say is that it must be something bad. During the summer of 2008 I was standing in the kitchen of my house with a knife in one hand, ready to cut my veins. What stopped me? To this day I do not know, but I do know that I was desperate. I did not know what was going on. I was losing my eyesight fast. I always knew it was going to happen. However, I thought it was five to ten years away. I was tripping and falling a lot because I could not see the floor. I could not lose myself in the lands of books and video games anymore. I had nowhere to go. I needed answers. Alternatively, I needed somewhere to escape. A month after I stood in the kitchen with the knife, I discovered the National Federation of the Blind. At first I thought I did not belong. I thought that I was in the wrong place. However, I was mistaken. After the meeting began I introduced myself. In front of everyone the president of the NFB of Puerto Rico asked me, "Are you blind?" I answered, "Yes." He said, "Then you have come to the right place." The NFB taught me the basics of cane travel so I would not fall when I walked. They taught me how to read Braille so I could get lost in the magical lands of Hogwarts, Narnia, and Middle-Earth once again. They taught me that there is nothing wrong about being blind. In the summer of 2010, just shy of two years after joining the organization, I won a national scholarship. I went to Dallas, Texas, where I saw thousands and thousands of blind men and women living normal lives. I met and saw teachers, lawyers, engineers, doctors, and all sorts of blind people working in different professions, living the way I wanted to live, a normal life. I am at present working on a second bachelor's degree. My future goals are mixed. Originally I thought I wanted to become a translator, but lately I have started to take a liking to teaching. I am currently trying to get a degree in teaching English as a second language. I am the president of our affiliate's assistive technology committee, and one of the things I enjoy is helping other blind people learn their way around a computer. Dozens, maybe hundreds, of people have transformed me from that frightened child with a knife in his hand almost four years ago into the man I am now. Doctor Kenneth Jernigan with his teachings about what it means to be blind; Doctor Marc Maurer with his desire to improve the quality of life for blind people; Alpidio Rol?n, the president of the Puerto Rico affiliate, with his guidance; Lydia Usero, the first vice president of the Puerto Rico affiliate with her kind words and encouragement; Shalmarie Arroyo with her friendship; and the list keeps growing. Instead of thanking each one of them individually, I thank the organization that brought all of them together. Thank you, National Federation of the Blind, for taking that knife out of my hand and giving me a white cane, which I will use to march with my blind brothers and sisters and spread the true meaning of what it means to be blind. ---------- Giving a Dream One of the great satisfactions in life is having the opportunity to assist others. Consider making a gift to the National Federation of the Blind to continue turning our dreams into reality. A gift to the NFB is not merely a donation to an organization; it provides resources that will directly ensure a brighter future for all blind people. Seize the Future The National Federation of the Blind has special giving opportunities that will benefit the giver as well as the NFB. Of course the largest benefit to the donor is the satisfaction of knowing that the gift is leaving a legacy of opportunity. However, gifts may be structured to provide more: . Helping the NFB fulfill its mission . Realizing income tax savings through a charitable deduction . Making capital gain tax savings on contributions of appreciated assets . Providing retained payments for the life of a donor or beneficiary . Eliminating or lowering the federal estate tax in certain situations . Reducing estate settlement costs NFB programs are dynamic: . Making the study of science and math a real possibility for blind children . Providing hope for seniors losing vision . Promoting state and local programs to help blind people become first- class citizens . Educating the public about blind people's true potential . Advancing technology helpful to the blind . Creating a state-of-the-art library on blindness . Training and inspiring professionals working with the blind . Providing critical information to parents of blind children . Mentoring blind job seekers . Your gift makes you a partner in the NFB dream. For further information or assistance, contact the NFB planned giving officer. ---------- [PHOTO CAPTION: Deborah Kendrick] Commentary by Deborah Kendrick From the Editor: The following column first appeared in the Columbus Dispatch on Sunday, June 5, 2011. It is reprinted from the summer 2011 issue of Que Pasa, the publication of the NFB of New Mexico. Deborah Kendrick is a Cincinnati writer and advocate for people with disabilities. You can reach her at . When meeting someone with a disability, some cross the line. There's a certain kind of assault unique to people with visible disabilities. It's an assault on privacy, an overstepping of boundaries, an occasional aberration that can ruin your whole day. "Sooo, what happened to you?" is the bluntest, most raw form of the invasion. And it usually catches you off guard. Imagine yourself daydreaming at the swimming pool or riding the bus home from work, and suddenly a stranger is in your face with such a question. The sniper-like surprises can occur anywhere. Sometimes they're more specifically directed. In an elevator or a doctor's waiting room, a stranger might suddenly ask me, "Is your husband blind too, or what?" Or maybe I'm at an awards luncheon, and after such getting-to-know- you topics as the salad dressing and the hot rolls have been exhausted, the guy beside me might casually inquire, "How'd you lose your sight?" It doesn't happen often, but most people with a disability that can be seen know the experience. Gripped by curiosity, complete strangers or acquaintances abruptly demand personal information in a way they would ordinarily consider unthinkable. How did disability strike? Was it accident or disease? And how do you function in such a state? I'm not talking about the constructive curiosity that helps us communicate better with someone who has a disability. It's OK to ask how one gets the wheelchair into the car, how a guide dog knows to find the door, or if a deaf person is able to read your lips. What's not OK is to fire intimate questions of personal history at someone you barely know. Think about it. Would you ask a black person what it feels like to be black? A white person if her spouse is white? Or a fat person how long he's been that way? One Vietnam veteran who uses a wheelchair told me that people will actually ask him if his children are biologically his own. What is it, I'd like to know, about that wheelchair that gives people the idea they have permission to interrogate a man about his sex life? For me one of the most offensive inquiries is when I'm asked if my husband is blind too. What is the translation here? First, that I must have a husband because I couldn't possibly take care of myself? And next, if my husband has normal vision, the interloper can feel relieved that there must be, after all, someone behind the scenes to take care of me? Or, if my husband is blind or has some other disability, that we are appropriately keeping to our own kind? Marrying within the ranks? Does this sound angry? Well maybe just exasperated, but here's the reality: People with disabilities can sometimes be angry. They can also feel humiliation, amusement, rage, and pain, just as their nondisabled peers do. People with disabilities come in all racial, sexual, and economic packages, and they have good days and bad ones. For most of us, though, a time arrives when the disability itself takes a decided back seat to life. The nuts and bolts of living take priority over specific limitations. Don't get me wrong: It's not that we forget that we can't see or run or speak quite the same as others. You never forget entirely-because disability, like any personal trait, is a factor that, when you have it, becomes integrated into your total personality. But once the adaptations have been learned and the abilities discovered, disability generally loses its center-stage status. People with disabilities, just like people without them, spend emotion and energy in three basic areas: our work, our play, and our relationships with others. Remember that the next time you meet someone with a disability--and, if the urge still washes over you to ask how they "got that way," ask yourself instead how you got to be so rude and find a more sociable approach to conversation. ---------- [PHOTO CAPTION: Kane Brolin] Blindness Reframed on a Global Stage: Peering into the Hidden World of Chen Guangcheng by Kane Brolin From the Editor: Kane Brolin is a self-employed Certified Financial Planner practitioner who lives and works in Mishawaka, Indiana, with his wife Danika and their two foster children. He is an at-large member of the NFB of Indiana. He hopes to organize an NFB chapter in South Bend. In 2008 he was part of a team that received a Dr. Jacob Bolotin award for developing, testing, and marketing AdapTap, a tactile lane-navigation system for blind competitive swimmers. The project was sponsored and partly underwritten by the University of Notre Dame. In addition to the CFP designation, Kane holds a master's degree in management from the JL Kellogg School at Northwestern University. This past spring reporters and consumers of international news sat poised on the edge of their seats wondering what would come next in the saga of Chen Guangcheng, a human rights activist and self-taught legal expert who risked his life fleeing confinement in the People's Republic of China and who eventually won asylum in the United States. Those who covered Chen's case often took note generally that he was blind. But they mentioned nothing about the living conditions of blind people in China, nor did they ever make any reference to whether this man interacted with or helped other Chinese blind individuals. These omissions aroused my curiosity so much that I decided to make some inquiries. What I found out-and what seems never to have been mentioned in the press-is that the highly celebrated flight he took to the United States on May 19, 2012, was not Chen Guangcheng's first trip to this country. I've also discovered that, long before Chen's case evolved into a short-term diplomatic crisis, he had already expressed interest in the organized blind movement and had made contact with the National Federation of the Blind. This article is my modest attempt to lend another perspective on the saga of Chen Guangcheng, which might still be much closer to the beginning than the end. First I would like to give you some background on my own experience to illustrate why this Chinese dissident's story resonated with me so strongly. I've always believed that many of the most important lessons learned through a college or university experience happen outside the classroom. At least this has been true for me. Raised in a mid-sized Midwestern city with well-educated, positive-minded parents and lots of access to Braille and recorded materials, I never thought myself sheltered, even though I had been totally blind all my life due to retinopathy of prematurity. But after entering Iowa State University, I gradually stretched my wings, broadened my horizons, and came to the realization that I had still seen almost nothing of the real world. Maybe it is this realization that led me to live in an international dorm in 1987, the last year of my undergraduate career, so I could meet and interact with men and women from far-away places who could tell and show me things I'd not yet experienced. What I didn't realize is that, in choosing to move to those surroundings, I was also opening new vistas for the foreign students who lived around me. The more I talked with my Chinese roommate Ming and his friends, the more I realized they were as curious about me as I was about them. I soon learned this was because, even though they were from free areas of Greater China such as Hong Kong and Singapore, they had never seen a blind person doing anything out in the larger world: walking with a cane, reading independently using Braille, taking classes and tests, working a part-time job, trying to get a full-time job, and presuming I would land one. Sometimes I asked these folks, "What do blind people do in your country? How do they live? How can they learn to read in a totally different linguistic system?" I could feel the wide-eyed stares they gave me in response. "We don't know!" they would exclaim wonderingly. "We've never seen a blind person before. We must have some, but ... you never see them." When mainstream news outlets started to give airtime and space to a Chinese dissident activist named Chen Guangcheng and his opposition to governmental policy in the People's Republic of China, I at first barely gave it a thought. While a scant amount of background material about him was present online, most of this seemed to focus on his passion to fight against the violent enforcement of China's one-child-per-family population control policy. The New York Times did report on February 17, 2012, that "Mr. Chen is confined to his home twenty-four hours a day by security agents and hired peasant men armed with sticks, bricks, and walkie-talkies. Visitors who try to see him are physically repulsed and sometimes beaten. Blinding floodlights illuminate his stone farmhouse at night." Chilling as this was, I could not relate strongly to this image of house arrest or to this man's predicament and was unaware of his back story. More or less I dismissed Chen's condition as just the unfortunate product of a struggle specific to Chinese internal policy. But then, as reports began to surface of his daring escape into sanctuary at the U.S. embassy in Beijing, it came to my attention that Chen Guangcheng was blind. I anticipated some official commentary from the organized blind movement, but I heard none. I wondered what I was missing. I assumed that others already knew facts I did not, since the community where I live and work does not as yet contain a chapter of the NFB. As I thought back to my experience in that international dorm, some questions about who Chen Guangcheng is and how he achieved what he did gnawed at my mind: . How did Chen gain consistent access to the media and published material in his own language? . Is Chen multilingual? If so, how did he manage to learn other languages and gain consistent, meaningful access to media expressing diverse thoughts in those other languages? . Chen is often described by the media as a self-taught lawyer. But has he obtained credentials to practice law in China? Are rigorous testing and licensing standards for this similar in China to what a blind person would have to overcome here in the United States? Considering the NFB's lengthy fight against the authority that designs and administers the LSAT exam in the United States, how could this have been possible for Chen in the limiting and sometimes repressive setting of a rural Chinese village? . Aside from that cause which Western reporters have covered most, what other issues is Chen interested in? How did he network successfully enough to draw public attention and supporters to himself? . Last but not least, how does Chen feel about his blindness? Does he know of the organized blind movements in the West? And, if so, is he interested in spreading opportunity and hope to other blind people? Finding direct answers to these questions in the press remains next to impossible as I write this. But I did manage to find some clues. Wikipedia reports in its entry on Chen that he was born in 1971 and that he comes from Yinan County, part of Shandong Province. This county's population, estimated at 896,467, counts for less than one tenth of one percent of China's overall population as reported in 2010 by The World Bank. To be sure, the fact that Chen Guangcheng has risen to world prominence as a blind man out of such a seemingly insignificant rural environment is remarkable. But the media's frequent characterization of Chen as a lawyer is incorrect at this time. Wikipedia cites his formal education, in fact, as having been attained at Nanjing University Medical School. In an article published in ForeignPolicy.com on May 2, 2012, Isaac Fish Stone points out that Chen received training in massage and acupuncture, not unusual skills for blind people to learn in China. Since 2005 most of Chen Guangcheng's international attention has centered on his efforts to stop forced abortions and sterilizations that he alleged were being carried out in certain localities of China in a brutal enforcement of his country's one-child-per-family policy. But in that same ForeignPolicy.com article, Mr. Fish points out something not emphasized elsewhere: "His first legal success came when he petitioned for and received a tax refund that his parents shouldn't have had to pay because of his disability." Does this point to an openness Chen might have toward advocating for the rights of the blind or for those who have other challenging physical characteristics? While making some online inquiries about this activist to a blindness- oriented mailing list in early May 2012, I unearthed an unexpected answer. I was told that the sitting president of the Inland Empire Chapter of the NFB, serving the eastern half of Washington State, had some inside information about Chen Guangcheng. And there was more: she had hosted him in her Spokane, Washington, home earlier in this decade on a mysterious visit Chen made to the United States-a visit that has never received any official publicity that I could ever find. I was hooked. When I connected over the phone with Maria Bradford on May 7 of this year, I had no idea what to expect. I found that she was a down-to-earth, unassuming lady who seemed well informed about the world but who had never thought to advertise that Chinese dissident activist Chen Guangcheng had come to her home sometime around 2005 or 2006. He was not alone but was accompanied by a number of handlers who helped to translate the conversation she had with him (and, presumably, who controlled the length and depth of that conversation). Maria reports that she did not know who the others who accompanied Chen were, except for an Eastern Washington University professor named Dr. Lee, whom she hasn't been able to locate since. What Happened? "They stayed in my home for about forty minutes," Maria says. "Chen told me he was on a short tour of the West Coast of the United States, that he and his friends were staying in the Pacific Northwest for about a week, and that they would be going to San Francisco for a week." He wanted to know something about the organized blind movement, he said. According to Maria, Chen asked to see a sample of English Braille, which she made for him using a slate and stylus. Chen showed off a slate and stylus of his own, producing a bit of Braille for her and handing it to her to keep. "I don't know what this Braille represented," she said. "It certainly didn't resemble English Braille, but it was definitely Braille." After their brief encounter, Maria says, her visitors disappeared as quietly as they had come. Chen had left an e-mail address, but since then Maria says she has been unable to get a response to any messages sent to it. What was Chen Guangcheng doing in the United States? Under whose sponsorship had he come? How had he been granted permission to come? Of all the places he could have come, why Spokane and not Seattle or Portland? None of the answers has yet been revealed to her. So what impression of his character did Chen leave with Maria? "Well," she said after a slight pause, "I could tell that his struggle- whatever it was-had already gone far beyond what any of us here in the blind community of this country have ever known. I knew somehow that this was a man who had stared death in the face and whose life had forever been defined by this." Did she feel he would welcome being part of the organized blind in the West in the event he emigrates here? "I don't know," Maria said. "I would like to think so. But I also think it's likely that Chen knows he may still be a marked man. I would not be at all surprised if he makes a very quiet entrance, gets his feet on the ground in the Chinese- American community, and shies away from involvement in anything else-for a while." Since my conversation with Maria Bradford, more news has trickled in. The Brian Lehrer Show On WNYC Radio reported on May 22 that Chen Guangcheng arrived at New York University (NYU), where he is beginning the formal study of law. Yet how long he will stay in the United States, what he will do here, and how he will position himself among other blind people still constitute an unsolved mystery. But perhaps even before the mystery is solved, we in the National Federation of the Blind can take into our own hearts a little bit of Chen Guangcheng's courage under fire. What we do know is that this man, on pain of death, has refused to be confined-either by the stereotypes of his own culture or by the guards who threatened and surrounded his family home in Shandong Province and the hospital bed where he was later treated in Beijing. Irrespective of whether he ever self- identifies as an NFB member or even comes to a convention, we can say beyond a doubt that he has painted a stirring picture for the world and changed what it means to be blind in the eyes of many who, like my old roommate Ming and his friends, might not ever have met a blind person or cracked open an issue of the Braille Monitor. Welcome to you and your family, Chen Guangcheng. May your stay in America be productive, happy, and safe. May it serve as a heartening example to us all. ---------- [PHOTO CAPTION: Curtis Chong] GWConnect: A Free and Accessible Alternative to the Skype Client by Curtis Chong From the Editor: Many of us who have used the Internet have heard of Skype, and some may have been enthusiastically invited by their friends to join them in using it. The program is a way to talk with friends and associates free of charge, and its high-quality audio often rivals even the clearest telephone connections. Some of us have avoided plunging into Skype because it has required one to be a proficient user of a screen-reading program and even then has often required modifications to work efficiently. Curtis Chong, the president of the National Federation of the Blind in Computer Science, writes to say that an offering from GW Micro has changed the world for blind Skype users. Here are his enthusiastic comments: In 2003 the Skype client was released, and since then people around the world have used this software for high-quality voice conversations between people using Skype on computers, reliable file transfers between computers, video conversations, and even telephone conversations between Skype computer users and people using conventional telephones. Over the years a lot of blind people have also used Skype, but unlike our sighted peers we have had to wrestle with the Windows Skype client to get it to do what we wanted because the Skype client has never worked very well with our screen-access technology. Also, as new releases of the Skype client have emerged, the user interface has changed so much that some people have been compelled to develop specialized scripts to improve their ability to use the program. In 2011 GW Micro, makers of the Window-Eyes screen-access program, decided to create a simple, elegant, fully accessible interface to Skype. This was made possible because of the developer kit released by Skype. Now we have GWConnect, a program that is fully accessible to computer users running nonvisual screen-access programs. Even better, GWConnect will remain accessible, regardless of what Skype decides to do with its Skype client software; simply put, you don't need Skype software to use GWConnect. All you need is a good screen-access program such as Window-Eyes or JAWS for Windows. What can you do with GWConnect? You can use the GWConnect program to talk with other Skype users and to make telephone calls (for a fee) in the fifty states. While engaged in a phone call, you can enter numbers with the computer's number row keys to respond to voice prompts (as in automated banking systems). In my experience GWConnect is also a great tool for reading newspapers on NFB-NEWSLINE?. For a very small fee you can use GWConnect to send text messages to mobile phone users who are able to accept them. You can also engage in text chats with other Skype users. With GWConnect you can search the Skype system for other Skype users and add them to your contact list. Everything is fully accessible as long as you are running a screen-access program. You cannot currently use GWConnect to participate in a Skype video conversation. How much does it cost? The GWConnect program is provided as a free download to anyone who wants to use it. If you are running GW Micro's Window-Eyes screen-access program while using GWConnect, you will not receive pop-up advertisements. If you are running another screen-access program, occasional advertisements will be announced. If you don't want to hear any advertisements, you can pay $49.99 per year for a GWConnect authorization key. Why GWConnect? As I said earlier, GWConnect works extremely well with a variety of screen-access programs for the blind. Even when updates are released, the program continues to work, and the user interface does not change. On the other hand, with the Skype client for Windows, I was extremely wary of any new updates because my past experience with the program had demonstrated that new updates would often make it less usable with my screen-access program. I am fairly certain that my personal experience with Skype is not unique. I am also fairly certain that, once a lot of blind people begin using GWConnect, they will like it. Kudos to GW Micro for making this available to the blind community. ---------- [PHOTO CAPTION: Dr. Isabelle Grant works on Braille with a student in a Pakistani classroom.] A Vote of Confidence for Isabelle Grant, Blind Teacher by Anna Kresmer From the Editor: The following is another in our series of historical documents in the Jacobus tenBroek Library. We are pleased to announce that the processing of the Isabelle Grant Collection has been completed and that the collection is now open to researchers. As Braille Monitor readers may recall, Dr. Grant (1896 to 1977) was the first blind person to work as a teacher in the California public schools, as well as an early leader in both the NFB and the International Federation of the Blind. Grant had lost her sight to acute glaucoma in 1948 while working as vice principal for girls at Belvedere Junior High School in Los Angeles. Told that her blindness required that she take an early disability retirement, she refused to give in and turned to the NFB for help. With the strong backing of the Federation she convinced the Los Angeles City School system to retain her. She subsequently served for thirteen years as a blindness resource teacher. Grant was an early champion of mainstreaming blind children in classrooms with their sighted peers, working tirelessly to promote this idea both in the United States and in developing countries. Between 1960 and her death she made several trips overseas, twice supported by Fulbright- Hayes grants that sent her to developing nations in Asia and Africa, and generally traveling unaccompanied. On these trips abroad she assisted in the formation of organizations of the blind, helped to establish libraries for the blind, and served as an advisor to educators of the blind. She was honored many times for her work, including a nomination for the 1972 Nobel Peace Prize. While readying the Isabelle Grant Collection for use by researchers and interested Federationists, the library staff made a pleasant discovery. In January 1949, as Dr. Grant and the NFB were fighting for her job, the entire faculty of Belvedere Junior High sent an appeal on her behalf to the assistant superintendent. Detailing the reasons why blindness did not diminish her value to the school and the district, the letter is accompanied by the signatures of over sixty faculty members. It was displays of support like this-along with the efforts of the NFB-that resulted in Grant's continued employment until her retirement in 1962. Both the letter and the signatures are preserved in the Isabelle Grant Collection at the tenBroek Library. Here is what her colleagues said in support of her effort to keep her job: January 26, 1949 Miss Elizabeth Sands Assistant Superintendent Junior High Education Division Miss Sands: The Belvedere Junior High School faculty has just learned that Dr. Isabelle Grant may not return as Girls' Vice-Principal to our school. The faculty, while fully aware of Dr. Grant's physical condition, unanimously asks that she be returned to Belvedere because: (1) Dr. Grant's outstanding contribution to the school and community, through her sympathetic understanding of problems involved in our school and her deep affection for the Mexican-American, is invaluable. (2) Dr. Grant possesses a rare ability to solve the teacher-pupil-parent problems to the satisfaction of all concerned. (3) Dr. Grant's ability to speak and think in Spanish is a prime requisite in Belvedere Junior High School with its 85% Spanish-speaking enrollment. (4) Our girls, in particular, need the guidance that Dr. Grant, with her wide experience, can give. (5) Since the war, the tendency in industry has been to provide maximum opportunity within that industry for one becoming handicapped during his service there. (We are confident that the Los Angeles school system will do no less.) (6) Belvedere Junior High School and the entire Los Angeles City School system would suffer a severe loss should her services be denied. However, our faculty would be very much pleased if Dr. Grant were to receive the promotion which her ability warrants. (7) Our schools have placed special emphasis on rehabilitation-at home and abroad. Could there be a more practical application than to rehabilitate one whose twenty years of undeniably superior work have proved her unrivaled in success? In view of all this, we request that five representative members of our faculty be granted an immediate interview with you to discuss the matter since Dr. Grant's illness leave expires January 28. Respectfully yours, Belvedere Junior High School Faculty Club (Signatures on attached sheet) [PHOTO/CAPTION: Shown here are the men and women who believed enough in Isabelle Grant to publicly support her retention and promotion.] Identical letter to Dr. Stoddard ---------- [PHOTO CAPTION: Muzzy Marcellino] Lawrence "Muzzy" Marcellino: A Fantastic NFB Mentor by Pat Munson From the Editor: Pat Munson and her husband Jack are now active members of the NFB of New Mexico, but for years she was a leader of the NFB of California. She currently edits the newsletter of the NFB Seniors Division. The following loving recollection of Muzzy Marcellino is reprinted from the winter-spring 2012 edition of that publication. Muzzy was a contemporary of NFB founder Jacobus tenBroek and Newel Perry's student at the California School for the Blind. Here is Pat's evocation of one of the early NFB giants: One of the speakers at the 2011 NFB convention mentioned Muzzy Marcellino and his work; he was always working for the Federation and helping blind people live its philosophy. I first met Muzzy at the 1971 NFB convention. Everywhere I went, I encountered Muzzy. He was quietly assisting a blind person to get somewhere or helping with a meeting. Dr. tenBroek had died three years before, and Muzzy was filling in the gaps where he could, but I did not understand that at the time. After that convention I did not see Muzzy for some time, my loss, but I did not think I needed much help. You know how young folks are: be they blind or sighted, they know everything or so they think. In the late 1970s Muzzy called to ask me to take over the editing of a newsletter. I argued that I knew nothing about writing and editing. I was simply an English teacher. He acted as if he had not heard a word I had said. He said he would pick me up at my job and that we would take the bus to the Berkeley Hills, where Mrs. tenBroek would teach me all I needed to know. You did not say no to Muzzy, so I followed him from the bus stop up the hill and up a million stairs and then up some more steps to reach the tenBroek home. We were up in the steep hills, where stairs were used for sidewalks in places because the terrain was too steep. I figured if he could travel this territory, I could do it in my high heels, but I was very nervous that I would fall off something. He kept telling me to use that white cane, and boy did I! I remember sitting next to Mrs. tenBroek as she criticized my writing while giving me endless suggestions. I think we stayed for dinner; Mrs. T. was always feeding anyone who came through her door, which added pleasure to an exciting work session. At one point Muzzy said I needed to meet him in San Francisco. I simply followed him around. We went to a space he had been given by a California state legislator in his office. The secretary acted as if Muzzy was a part of the office personnel. She brought him coffee, which she did for everyone, and said his typewriter had been repaired. The staff greeted him with great courtesy. I was astonished at the respect he was shown. We then proceeded to his place of employment--at that time he was selling insurance. When he opened the door to enter, everyone stopped working and greeted him with great affection. I sat while he carried out some business, but again I was in shock at this blind man's being treated as if he were king. Finally we went to a restaurant, where my husband joined us for dinner. Again the staff welcomed him with great respect, showed us to the best table, and told him the freshest items on the menu. Later I told my husband that I had never met such an interesting person. I assured him that blindness had nothing to do with it, but it did. Muzzy always dressed in a beautiful three-piece suit with a crisp white shirt and perfectly polished shoes and carried his briefcase and his long white cane. We were out doing NFB business, so we dressed in business attire. Another time I followed him as he did his work at the California state capital. We would be walking down a hall when a legislator would spy Muzzy passing the door. The legislator would stop what he was doing and call to him. The legislator would ask him what he could do to further the work of the Federation. Again I was in shock. But I did not know about the many years Muzzy and other NFB members had worked those halls to better the lot of the blind, which included me. The most difficult outing I had with Muzzy was the following. We met at a street corner, and he announced that after a couple of errands we were going to eat lunch at a buffet restaurant. I said that I was not going to go. I hated buffets. I had been to a good adult training center and had done a buffet line, but I still didn't like it. He simply started walking away from me. What could I do but follow? I did not argue with Muzzy because I knew in my heart that he was right. We got to the restaurant, and he rounded up an employee whom he instructed how to assist us. He placed my hand at the first bowl, plate, or whatever and had me run my hand around the outer edge until I found the serving utensil. He had the employee tell us what was in each dish, then we quickly took the food using Muzzy's method. At the end of the line we picked up our trays, putting an arm across the bottom, and reached a hand up to hold the drink so it could not spill. The other hand used the cane and looked for an empty chair at the same time. We then sat and ate just like everyone else in the place. Of course he was testing my blindness skills. As we ate, we discussed how Dr. Jernigan organized a buffet hosted by the blind. A blind person stood behind the item or items he or she was serving and told each person going through the line what he or she had to offer. Since the server knew where the tray was, it was easy for him or her to put the food on the plate, but, if it was finger food, the guest could easily pick up the food being offered. It sounded simple, but then Dr. Jernigan and his students had been perfecting these techniques for years. Another time we were working in San Francisco. We were on a crowded city bus. By the sound of the driver's voice, he was not happy, but, when Muzzy yelled in his polite but stentorian voice from the back of the bus that he wanted to know the name of the next street, the driver very politely told him. Later the driver stopped the bus at Muzzy's stop and patiently answered his questions. My jaw dropped. I was sure that driver would have yelled at me, and that would have been that. I later learned that a couple of decades earlier, when Muzzy had been a rehab counselor, he gave cash from his pocket to his blind clients. He would simply say that he remembered when he was a poor student, and that was that. Muzzy and his wife owned a three-story home. The garage was at street level with his flat on the second floor; the top floor apartment was rented. He said the rent paid for upkeep and taxes. Muzzy handled all the upkeep needs of the building, and he also did all the food shopping. He took his shopping cart, which he pulled behind him, his Braille shopping list, and his cane; and off he went. Of course he could buy only what would fit in his cart, so he shopped often. Rain or shine he walked the streets to the store with his white cane always leading the way. Of course he knew all the folks in the neighborhood and stopped many times to chat. Taxi drivers also honked when they saw him and would stop to chat. I think he knew everyone in San Francisco because he was always out and about. Many subjects interested Muzzy. One was the planting, pruning, and caring for roses. I told him I was interested in growing roses. He gave me detailed instructions on purchasing roses, digging the holes, and acquiring all the products to nourish the soil. When I had everything ready, I called him. Shortly thereafter he showed up at my door with a suitcase in hand. Inside were his work clothes, which he quickly changed into. Then it was out to the future rose garden, where we planted and watered those rose roots. I got stabbed and jabbed, but he said I would learn to be more cautious. Again he was right. Muzzy showed up the following fall when it was time to prune. Again I caught my fingers in those thorns, but I was reminded how much I had loved the beautiful blooms of summer. Speaking of those flowers, Muzzy was a judge for the San Francisco Rose Society. I wonder if there was anything he could not do. Muzzy taught many blind people that it is respectable to be blind. He carried his cane with pride and educated everyone who met him. What a mentor he was! The blind who worked with him learned more than they ever could have learned from a book. He opened countless doors for many, many blind people and showed us how to change what it means to be blind. What a gift he was to the blind of this nation! ---------- [PHOTO CAPTION: Newel Perry's college graduation picture] Newel Perry and the California Council of the Blind An Interview Conducted by Willa Baum From the Editor: Thanks to Federationist Bryan Bashin, we recently received a scanned copy of an in-depth interview with Newel Perry archived in the Bancroft Library of the University of California General Library, Regional Cultural History Project, which was conducted in Berkeley, California, in 1956. The interview is so lengthy that we have decided to serialize it. In this month's section Perry describes his youth in the late nineteenth and early twentieth centuries. Please note that the transcriber consistently refers to the California Council of the Blind as the California Council for the Blind. We have consistently made this obvious correction. Here is part 1 of the 1956 interview with Newel Perry, teacher and mentor of Jacobus tenBroek: Introduction California, particularly the Bay Area, has been the central locale of an interesting and possibly prophetic social movement, the self- organization of blind persons to promote the idea that, given proper training and job opportunities, most blind people can become self- supporting and independent, without need for further charitable services. Institutions and agencies for the blind, usually spearheaded by sighted persons, have had a long history, which began in Europe and continued in the United States, especially on the East Coast. These agencies, either governmental or private, try to help the blind by providing a general education and educational aids such as raised-type books; by teaching handcrafts; perhaps by establishing sheltered workshops, where the blind may earn some money; and by providing recreational facilities. The blind admit these are worthy objectives, but some of the leaders have felt that these agencies are actually working places for do-gooders who are wedded to the idea that the blind are and must remain helpless and dependent and, indeed, that their very lack of sight makes them in some way less mentally competent than the rest of the population. On the West Coast a blind mathematics scholar at the University of California, Newel Perry, was concerned about the lack of vocational opportunities for the blind and in 1898 organized a small group of alumni from the California School for the Blind to consider the problem. He became convinced that a college education was the best way to fit a blind person to compete successfully in a sighted society. Dr. Perry devoted his life to improving the economic opportunities open to the blind and especially to providing opportunities for the blind to go to college if they so desired. His alumni group was the nucleus of the California Council of the Blind, established in 1934, which has achieved to date much progressive legislation for the blind in California. One of his students, Dr. Jacobus tenBroek, in 1940 formed the National Federation of the Blind, which does on a national scale what the California Council of the Blind does in the state. The National Federation of the Blind, with its affiliated state organizations, has become the chief spokesman of the active, vocal, and independent blind of the United States. To get the story of these developments from some of the blind leaders themselves, a series of interviews was conducted in the fall and winter 1955-56 by Willa Baum as part of the work of the University of California's Regional and Cultural History Project, directed by Corinne Gilb. The following interview with Dr. Newel Perry, chief pioneer of this movement of the organized blind, took place during several afternoons at Dr. Perry's comfortable, old-fashioned home at 2421 Woolsey Street, Berkeley, where he lives with his sister. The interviews were sandwiched in between Dr. Perry's tutoring duties--he still tutors young men in mathematics--and a trip he made to investigate conditions at the Idaho State School for the Blind. Dr. Perry, aged eighty-three at the time of the interview, of average build and below medium height, wore a neat Van Dyke beard, dressed simply but very properly, smoked his pipe almost continuously, and often paced the floor. He talked for two or more hours at a time, and, if he sometimes forgot names or details, he did not forget the major problems that had concerned the blind nor the solutions he had proposed, and, inasmuch as these problems still exist, he stated his present opinions definitely and with the same manner of authority and leadership that had enabled him to accomplish so much. Dr. Perry's only hesitancy in telling his story occurred when the truth of the situation forced him to say something less than flattering about one of his former associates. Otherwise he was eager to answer the interviewer's questions. An almost complete set of the California Council of the Blind's convention minutes and resolutions, collected by Dr. Perry since 1934, has been deposited in the office of the California Council of the Blind, Berkeley. Information concerning the National Federation of the Blind is available in their office, also in Berkeley. Other material relating to the blind in California and elsewhere is located in Lange Library and Bancroft Library, University of California, and a sizeable collection exists at the State Library in Sacramento. Willa Baum, Regional Cultural History Project, University of California Library, Berkeley, California, 25 July 1956 Early Childhood Baum: Will you tell me a little about your early childhood? Perry: Briefly stated, I was born in Dixon near Sacramento on December 24, 1873. We were farmers, worked in the wheatfields. Our family was rather large, and I was one of the younger ones. We left in '76 and went up to Shasta County and established a home on Cow Creek about six miles east of Anderson, near Redding. I lost my sight in 1881. The last day that I was at all conscious of vision was my eighth birthday, December 24, 1881. The cause of my blindness was a severe attack of poison oak. I heard the doctor tell my father that I was dangerously ill and that he must choose between trying to save my eyesight and trying to save my life and that the latter would be the wiser choice. After many weeks of sickness during most of which time I was unconscious, I began to recover but with the definitely established fact that I was permanently blind. I remember clearly when the day finally arrived on which I was to be permitted to get out of bed and be dressed. Many of the neighbors came to see how I would manage. There had been quite a bit of excitement about Mr. Perry's blind boy. When I started to dress, they were all elaborating at great length on how wonderful it was that I could do this or that thing, largely, I think, to make me feel better. When they handed me my shoes, two or three said, "Oh, you mustn't do that. You'll have to tell him which foot to put that on." Of course I put it on my foot myself. Well, I was the most wonderful being they had ever heard of. How would I know which foot to put the shoe on? Why, anyone would know. However, it pleased me, and I remember very distinctly that I thought I was fooling them, and I felt pretty proud of it. I never explained how I told about my shoes. I expect I was a mystery to them, and I was quite willing to keep that up. As for melancholy or heartaches or all that sort of stuff, I never had any. In fact, I received so much attention that I rather regretted that I hadn't gone blind before. When I got up from my sickness, I felt very fine apparently, and the only great change was that all my brothers and sisters went to school. I did not go. No one ever thought of asking me to go. I wouldn't have minded going, but I think I accepted the view that I could not conform to the requirements for learning anything in school. Now I think it would have been very much better if I had gone to school, and I think I could have learned--that's my present opinion. Before I lost my sight, I had attended a one-room schoolhouse with pupils ranging from six to twenty years of age. I was about halfway through the first reader, and I had learned to count, except I couldn't remember the number thirty. My father's business was hauling lumber. There were a lot of sawmills up in the mountains east of Redding, and the timber had to be cut, sawed up into lumber, and then someone had to haul it down to the railroad at Anderson. Baum: With a horse and wagon? Perry: We had two wagons fastened together and eight horses driven by a jerk line. My father was inclined to keep me with him as much as he could. When we went on these trips, he would let me go along with him. The head two horses, the leaders, had bells on their shoulders, and I can remember I used to like to listen to them. He would let me ride on one of the wheelers, one of the rear horses. I enjoyed that very much. My father passed away in July of 1883 from "galloping tuberculosis." He had heard of and corresponded with the people at the School for the Blind in Berkeley, California. He never told me anything about that. So arrangements were made to send me down. I came down in August of '83. I was not quite ten years old. California School for the Deaf and Blind Perry: As for the school, it was up here on Derby Street. Parker Street would run right into the main building. At that time the blind and the deaf children were all in the same building. There were about sixty blind children. The school was considered a school for the deaf because they had, I guess, a couple of hundred of them there. The blind were, so to speak, permitted to stay in a deaf school. They had two or three dormitories. The blind boys had two stories in one of those buildings, and the blind girls lived about the same way over in their area. There would be deaf children in that same dormitory. The life was very new and strange to me. My experiences had been out in the country, not in the city. I knew a good deal about climbing trees and robbing birds' nests and looking at ants and helping curry the horses-- we had a good many horses--and that sort of thing. But I had never been in a city, and it puzzled me a great deal. We had two teachers for the blind, so two school rooms. A lady taught the lower grades, and a gentleman, Mr. Charles Wilkinson, taught the other. They were not trained people as we speak of trained teachers now, but for some reason they were both wonderful teachers. How these two people educated all these children varying from six to nineteen or twenty has always been a mystery to me. Mr. Wilkinson had to do a great deal of individual teaching, and yet he kept us all busy. I finally got through what you would call the tenth grade now. Baum: Was Mr. Wilkinson a relative of the principal? Perry: He was a brother of the principal. The principal was Mr. Warring Wilkinson. Mr. Warring Wilkinson was a much better trained and educated man, but a very different type. He was strictly the administrator. Mr. Charles Wilkinson was a boy that was grown up. He was quite boyish, and he was very much loved by everybody. Baum: Did the blind students like Mr. Warring Wilkinson? Perry: Some did, but they didn't see as much of him. He didn't have the time to give to us. I liked him very much, and he took a great interest in me, more than he ever had in anybody, for some reason I think because... the story is this way. They decided they wanted to have a contest in arithmetic between three deaf boys and three blind boys. They tried to get the best ones they could, and I was one of the blind boys. Arithmetic came easy to me. One of the teachers of the deaf was going to put a problem of multiplication on the board and read it at the same time and we were to raise our hands when we were ready to give the answer. He said, "Multiply 297 by 368." That quick, I gave the answer. A great many of them thought that was very strange; they began to think that I knew what the example was before I came in. It was very simple. 297 is 300 minus 3, so all I had to do was to multiply by 3 twice, first to get 300 times 368 and then subtract 3 times 368 from the right answer. Well, that not only puzzled the boys but the teachers got all excited. They all thought that I was a wonder, and I didn't tell them how I did it. I thought I was getting a lot of glory, and the less I talked, the more glory I was getting. Do you understand what I did? Baum: Yes. I think they teach the children in school now to do that. Perry: Yes, I've always taught them to do that way. Well, that established me as a great mathematician. Numbers did come very easily to me. I did not take much interest in English. These three or four of us who were getting along to the tenth grade used to try to figure out what we were going to do when we grew up. Older people think that children don't think very much, but I think they are very much mistaken, particularly about children who are problems like we were. How could a blind person make a living? None of us ever heard of a blind man making a living. The subject of what we were going to do was avoided, avoided by me because I knew that, if I had sprung any of the hopes I had on any of the adults, they would have at once told me that that was impossible. I knew that, so I decided to keep my ideas to myself. I didn't know what I was going to do, and I was wondering, but I never felt that my case was hopeless. Baum: Do you remember who the other boys were? Perry: One was Cecil Smith, the son of a very prominent lawyer at that time. The two main lawyers of California were this Mr. Smith and Judge Garber. Cecil Smith was quite a bright boy, but he had many advantages. His father was successful and considered very wealthy. He had a home here in Oakland, and everybody in his family were devoting a great deal of attention to Cecil. They evidently read to him just constantly. He knew of authors and books I'd never heard of. But he had no sense for mathematics. John Coffee was a boy who had lost his sight after he was about 14 or 15 and had come to the school rather recently. The things that I liked, he didn't, and the things he liked I didn't care for. He was very good at English, but he didn't know anything about math. So, because they were poor at mathematics, they also thought I was a wonder. The three of us would sit up at night and talk over what a blind person could do and whether we could go to college. We'd never heard of a blind person going to college. We thought we'd get some information, so we concocted a letter and sent a copy of it to the superintendents of the state school for the blind in all the different states and told them our age and what we had done and supposed that they, being the principals of these schools for the blind, would have a good many ideas. We told them we'd thought of going to college and wanted to know if they thought it was possible and desirable. I think half of them answered, and none of them told us they thought the idea of college was good and advised us to go ahead and do it. Several said, "Don't try it." One of them said, "You would be educating yourself only for a life of discontent," meaning, of course, if we did get through the university and we couldn't do anything, we'd be in an awful fix. Maybe we'd be better off if we stayed ignorant. Baum: What did they suggest you do? Perry: Well, some of them said that some blind people had worked in shops where they made brooms, and the blind could do that, but otherwise they gave us no suggestions at all, and I don't think they had any. A few years after I came to Berkeley, someone had urged the legislature to create a home for adult blind people in Oakland. The idea was that they could have shops and could earn some money. A good many blind came to it, but it was run by people who didn't know anything about it. It was a state job; the heads of it had never seen blind people before. The men who came were ignorant blind people who had been wandering around the world begging. In those days most blind people had to beg unless they came from a family that could supply their means for them. Oh, if you walked down Broadway or Telegraph Avenue, there would be a blind man with a fiddle on almost every street corner and he'd play and hope someone would give him a nickel. Baum: Did the school expect the students to learn to play the fiddle and go into that way of making a living? Perry: No, I don't think the school thought a great deal about it. They had a good teacher in music, but what he thought they were going to do with that music later to earn a living, I don't know. They all preached that we must never beg, what a disgraceful thing it was. But they never told us what we could do outside of begging. They did not assume the task of working out the problem of what a blind man can do after you've educated him, and at that time education meant a limited education. What they did was, when he reached the age when he was no longer eligible to stay at school, they'd accompany him down to the gate and tap him on the shoulder and say, "Good luck to you," and never hear of him again for ten or fifteen years. The schools took it for granted that their responsibility was to teach them a few academic things and then send them home, and to try to make their life while they were there quite happy, which they did. I think we all had lots of fun with one another. I don't know as we thanked the teachers particularly for it. We would play all sorts of games and climb the hills and the mountains around there. In later years I got a bill through the Legislature creating the position of a placement worker at the School. His job, and I wanted it to be his only job because I wanted him to give a hundred percent of his time to it, was to go out and interview all sorts of businessmen and possible employers and get the employer interested in taking on a blind boy. I got it through finally, and Mr. Robert Campbell-do you know him? Baum: Yes, I met him down at the California Council office. Perry: He was the first placement officer. He had graduated at the school, and he took that position. He did very, very well at it. I remember, it wasn't long after that that a boy came into my class up there and said he wanted to say goodbye to me. I said, "Why, where are you going? What's the matter?" He said, "Well, I'm leaving. I got a job. I'm going to work Monday morning." Mr. Campbell had gotten him a job, of all things, working in a garage. Perry Attends Public High School Baum: You attended Berkeley High School, didn't you? Perry: Yes. It was in 1890, I guess. Mr. Wilkinson thought it would be a good thing to try the experiment of putting a blind boy in the public high school, so he wanted to send me. Baum: How did he decide to send you? Perry: I mentioned that I was very good in math, and, as they only had two teachers, they had me teaching the other children in mathematics in the afternoons. I enjoyed my history, math, and chemistry, but spelling and English bored me to death. That annoyed Mr. Charles Wilkinson. One afternoon Mr. Wilkinson kept me after class and gave me quite a long lecture because I wouldn't study my Latin word roots. The principal came along and heard our discussion. Well, I got very excited and sort of broke down and said that the point was that I wanted to go to college. So the next day Mr. Charles Wilkinson said to me, "I'm very glad my brother came along and saw that scene you put on, because it made it very clear to him that you were really interested." He added that they would discontinue my helping the other children in the afternoons so that I could devote more time to my studies. Later in the term the principal asked what I would think about going down to the public high school. Of course, that's what I wanted anyhow. Then during the summer I received a notice from him saying that I should come back. Baum: You went home in the summer? Perry: I had no home, but I'd go up to my uncle's farm and hang around...And he said that I was to go to the school at an earlier date, two or three weeks earlier, so that I could enroll in the high school. So that's how it started. I was allowed to live at the School and go down to the high school each day. The high school was not where it is now; it was on Center Street between Oxford and Telegraph. It was very small. In 1892-- I took two years there--I think twelve of us graduated. I enjoyed it tremendously. Baum: Did any other students from the School for the Blind attend with you? Perry: No. It had never been tried. Yet, when I went down to high school, I had no particular trouble except the first few days. I think the teachers were a little bit alarmed and uneasy. I remember, they put me into a geometry class. The teacher just never called on me, never paid any attention. I gathered that she had thought that she would have to give a great deal of attention to me and additional work, and I think she didn't like it. I guess she thought that, if she ignored me, I wouldn't be able to keep up with the class and would give it up. I couldn't understand it otherwise. It just happened that I was good at math and knew lots more about it than the other pupils did. She didn't know very much about it. In a little while I began to interrupt them. A boy would go to the board to solve a problem. We used to call them "originals." I don't think they do so much of that anymore. If he made a mistake, I would protest. That, of course, surprised them a good deal. Then the situation changed, and they changed their attitude. We were supposed to bring in the solution to these originals every day. Geometric problems were given for us to prove, and with no proof given in the book, we had to work out the proof. It wasn't any time until the boys when I'd reach Center Street in the morning and turn that corner, there was always a bunch of geometry boys around the gate near the school, waiting there with their books out for me to come and help them. (laughter). Then the teacher became very nice to me; in fact, they all did. Baum: Did you get any help at the school? At night, when you went back to the School for the Blind? Perry: Not at night, as we have now. That was later. They did finally give me a reader, a man who would read a couple of hours a day to me. Giving me a reader was a sort of special arrangement. It wasn't part of the system. I think the boys that came after me, the boys and girls, got this service. I don't think they had any financial help at that time. University of California Baum: Did Mr. Wilkinson encourage you to go on to college? After you finished high school? Perry: Oh yes. I was two years in the high school. I wanted to get out in one year, but I'm glad the principal urged me to take two years before trying college. Then they awarded me a scholarship. Of course I couldn't stay at the school anymore after I had graduated from high school. They gave me a scholarship of $500 a year. Baum: The School for the Blind did? Perry: Yes. And that meant that it was up to me to live on $500 a year. That would have been almost impossible. That meant I had to pay my board and lodging, clothe myself, and also find a reader and pay him. What would happen would be that you'd have to cut down on your reader money. The first thing I knew, I was tutoring other pupils, college students. Baum: Professors at the University got you this job? Perry: No, I got it on my own. Baum: Maybe the students heard about your ability? Perry: Oh yes, some of them. A fellow who was afraid he couldn't pass his exams would want to be coached. Finally I did too much of it. I feel it is a mistake for a boy in college to do what I did, spend so much time earning money, because he will neglect his studies. He will get less out of his college training. But with the means that I had, I practically had to tutor. I got $50 a month for ten months, and by the time I'd paid my board and bought necessary clothing, I didn't have anything left. And I enjoyed coaching very much. Everybody knew me; I even advertised. Coaching was much more necessary than it is now. I took part in most all the things that were going on with the students. I went to the "rushes." They were an old institution in my day. Every year, at the end of the year, the freshmen went through the process of burying an old mathematical book. A habit of the two classes, the freshmen and the sophomores, was for one to bother the other. Baum: That's still a habit. Perry: They went to extremes then. I think they have stopped that. We had fireworks and parades. The freshmen would parade, and the sophomores would try to stop them. All during the year they were doing that. Why, I've had boys come and wake me up at two o'clock in the morning and tell me to hurry up and get up; there were a lot of sophomores up on the hill near Grizzly Peak, and they were going to do so and so, and it was our job to go up there with some ropes and tie them up and pile them up in a pile, if we could, and they would try to do the same thing to the other. That was called "rushing them." The University tried to stop it then, but it didn't succeed. I understand they practically did away with it later. It became somewhat dangerous. And they would have a mob when they had that affair at the end of the year. It would be like turning the visitors to a football game down on the campus all at once to stand around and watch the struggle. We had a lot of fun. I don't know as we hurt anyone much. I suppose there were a few cases, but it looked as though it could be dangerous. Baum: Do you think the students in the colleges were brighter than the students in the colleges now? Perry: Well, they worked more. Of course, some bright students in the colleges work now too, but you don't have to; you can get by without it. Baum: But you had to work when you went to college. Perry: We had to or they would mark us way down. Baum: Did you have any particularly outstanding professors in the University? Perry: Yes, the head of the mathematics department was a very brilliant man, Irving Stringham. I took a great deal of work with Stringham. And Mellen W. Haskell was a very brilliant man. Baum: Did they encourage you to go into mathematics? Did they think that would be a good profession for a blind person? Perry: I never asked them. Baum: They didn't discourage you? Perry: No. They were very nice to me. They had no idea what I was going to do. I never discussed it with them. They wouldn't have known what to tell me. Of course I was a novelty, a blind boy in college. Another professor I took particular interest in was the head of the department of philosophy, George H. Howison. A very, very brilliant man. Of course we didn't have as many professors as you have now, but we had some good men. We had the LeConte brothers, a geologist and a physicist, both very brilliant men. I didn't take much interest in their so-called courses on education. Baum: Who were the teachers? Perry: Mr. Elmer E. Brown; he's supposed to have been a pretty good man. I guess he was. He was finally appointed to the head of the Department of Education by Congress. Not a cabinet member, subordinate to someone who was. They used to switch them around from one department to another. Baum: How come you took education courses? Were you planning to become a teacher? Perry: Oh, I didn't take many. One--oh, I guess more than one--to kill time, I guess. I thought I might learn something, but I didn't. They started me out, I remember, on the history of education. It wasn't a bad course, except they could have told you in a month as much as they took the whole semester to do. That rather disgusted me, and I've never been able to work up any great zeal on this education stuff. Baum: Was mathematics your main subject? Perry: Yes, it was my chief interest, and I took more of it than anything else. I went to Stringham one day and thought I'd raise a question with him as to whether I'd ever get a chance at teaching mathematics. I was surprised. He said he didn't see why I shouldn't. He didn't see why there'd be any particular difficulty if I knew my math. That surprised me because I would have suspected he might be a little bit like the fellow in German that I walked in... did I tell you that? Baum: No. Perry: When I was a freshman, I went in to the head of the German Department, Dr. Albin Putzker, and I said to him that I wanted to be enrolled in his German class and study German. He said, "Oh no, you are making a mistake. That would be a great mistake. A blind person can't learn German." Why, I almost laughed in his face, it sounded so utterly silly. There have been a great many blind people who have been famous linguists, and he must have known that. I think it was the same thing as the way my geometry teacher in high school thought, that he would have to give me special attention. I just walked upstairs and walked in to another professor of German and told him I wanted to be in his class, and he said, "Sure, come along. I'll be glad to have you." I thought maybe that would be Stringham's way, but he had known me pretty well by that time. He said nothing at all discouraging. So I got playing with the idea. By that time they all knew that I was coaching, largely in mathematics. It wasn't such a novelty to them. When I graduated, they appointed me, and Stringham was the man who did it, a Fellow in Mathematics. Baum: Was that like a teaching assistant now? Perry: Yes, I had classes to teach, but I don't think they paid me anything. But separate from that they had given me a scholarship of $300, I think. When I got through college I had used all my scholarship from the School for the Blind. So my first year after graduation was a tough one for me. I enjoyed the teaching. Some other fellow was trying to get a scholarship, and he wanted me to divide mine with him. Baum: Was he another blind boy? Perry: No, no. He became a prominent professor at college. Well, I foolishly gave it to him. So I had only $150 a year, taught three different classes, I think, for which I received nothing. It meant, of course, that I simply had to go out and earn money, so I was forced to devote a great deal of time to tutoring--more than I should have because mathematics isn't play. You have to work or else leave it alone. But I don't know what else I could have done. Then at the end of that year they advanced me to an assistant, which was a regular job. The following year they paid me $1,000, I think, and made me an instructor, and in the last year that I was there, before I left for Europe, I still ranked as an instructor, but I remember I was admitted to the Academic Senate in '99. That was my fourth year after graduation. Of course, all that time I had to tutor and study at the same time. Baum: Was it hard on your health, do you think? Perry: Oh no. Didn't bother me that way. It was simply that time that I should have been spending in advancing my studies in mathematics, I was coaching somebody. Coaching was not a bad business then. It's no good now. In those days wealthy people might have a boy who didn't study in high school, and he got to be a senior and found that he couldn't get a recommendation, and of course his mama and his dad wanted him to go to college, and by that time he wanted to go too. So they would come largely to me to coach him for the examinations to be admitted. The opportunity to make money wasn't bad at all. Baum: Did it pay well? Perry: Yes, it paid very good. I guess I coached more than anybody else and could have, I guess, devoted my time entirely to coaching and made my living that way. I remember I went to Chicago in 1899 for a summer session. They went on the principle of four sessions a year, and the summer session was somewhat like the one here, largely former graduates who came back to the department of education to hear some more about pedagogy. At Chicago they had a very fine department of mathematics. I think it was the best in the country. I preferred it, I think, to Harvard. At any rate, I went there. Baum: Did you know Phoebe Hearst while you were in college? Perry: Yes. She took quite an interest in me. When I went to Europe, she gave me quite a check to meet the expenses of living over there. I had a letter from her a couple of months before she died. She was a wonderful woman. Baum: Apparently she was interested in sending blind people to school. Perry: I don't know how much. She got interested in me, I think, through Mr. Wilkinson. [To be continued.] ---------- [PHOTO CAPTION: Larry Sebranek] My Life by Larry Sebranek From the Editor: The following informal autobiography was offered at a local chapter meeting in Idaho. Members were so impressed that Larry was asked to repeat his life's story at the Seniors Division meeting during the NFB convention last year in Orlando. It was subsequently published in the winter/spring issue of the Senior Division newsletter, where we came across it and thought Monitor readers would enjoy it. Here it is: I was born in a very small town in Wisconsin. There were over one thousand people in the area. Like many rural areas decades ago, many families were poor, including mine. Dad did many kinds of odd jobs, but fulltime work was not available. In small towns vision problems were not noticed when children were very young. Mine was not noticed until I was in the second grade. One day my parents realized that my two-year-old sister could find the ball faster than I could; they realized something was wrong. They took me to an eye doctor, and I was given glasses. We all assumed the problem had been solved. Things move slowly, so it wasn't until I was in high school that I realized I could not see very well. When I finally realized that I could not follow a ball, the other kids (or some of them) were very unkind. They said things like I could not even see the ball when it was under my feet. I had tunnel vision; kids would stick out their feet so I would trip, and then they would laugh. When it came time to talk about a career, I did not have much of a problem because I could see well enough to drive Dad's tractor up and down the rows and do a good job. But, since the kids had been so mean, I had lost my self-esteem, so I decided to go out and hide on a farm some place. When I graduated from high school, Dad decided to buy a farm to provide work for him and me. It was 1961, a very bad time to start farming, but we decided to go ahead with the plan. Other farmers were going broke, but we survived. I really did not know the extent of my vision loss until I received a notice from the draft board. I gave the notice to my eye doctor so he could write a letter explaining my blindness. When I read the letter he had written, I was shocked. It said in part that I had tunnel vision and night blindness and that by age forty I would most likely be completely blind. That ended my prospects in the military. For the next twenty-two years I did farm, but by age thirty I had lost my reading vision. At this point my father was doing the tractor work, and I was doing the muscle work. In 1984 we sold the farm, and I got a call from the vocational rehabilitation counselor. The guy came out and talked to me because I had applied for Social Security Disability. When he arrived at my door, we had to lead him to a chair. I was not encouraged. If this was the best a blind rehab counselor could do, I had no hope for myself. His lack of mobility was not encouraging. I thought my future looked exceedingly bleak. He said that I needed to be evaluated. I told him that I was a farmer, and that was all I knew how to do. He said that he would send out a home teacher who could help me get set up with Talking Books and teach me how to use a cane. June 6, 1984, a young rehab counselor showed up at my door. Most of you knew her as Cathleen Sullivan. She sat me down and said she noticed that I was living with my parents. She then asked what I thought I was going to do when they were too old to care for me. I told her that I had a sister who had a bedroom in her basement and that she would be glad to take me in. Cathleen asked if my sister knew about my plan. I said I had not discussed it with my sister, but.... Cathleen then said that she was going to go to a convention of blind people and asked if I would like to go. I assured her that I wanted nothing to do with blind people. About the third lesson she said that I ought to learn Braille. I told her that I had torn-up hands from farming and that, as far as I was concerned, Braille was out of the picture for my future. She did not give up even though I told her that I had recently chewed up my fingers with a table saw. I finally realized that I could feel Braille, and I learned grade two Braille in six weeks. I was motivated because I needed to know how to read and write. As I worked with Cathy, she kept telling me about all the places she went, and that caught my attention. I finally got my courage up and took my first plane ride to attend the 1987 NFB convention in Arizona. I soon met a scholarship winner named John Fritz, who was also a farmer. Of course we really hit it off. He also showed me a computer. I had been told many times that I needed to attend a rehab center where I would learn how to use a computer, but I resisted. Back in 1985 Cathy said she was going to take a bus to an NFB of Wisconsin board meeting and that the bus was going to go right through my town. So I did get on that bus. When I got to the meeting, I was very impressed at how serious these blind people were and how much they were accomplishing. I also met a lady named Sue, whom I married years later. My first state convention was that year, and a guy named Fred Schroeder was the national rep. There was a discussion I simply did not understand. NFBW members were complaining about the quality of rehab services. I could not understand what the problem was because these kindly folks in rehab were just trying to help blind people. As you can see, at times I had real problems with the Federation and its expectations. What really changed my mind was my first Washington Seminar. I could not believe that an old farm boy like me could be sitting in my Senator's office and that he was taking what I said seriously. This whole exposure to the Federation has been a mind-changing experience. After I met the Federation, my perspective kept opening to a broader and broader world. Like many of you I owe my wonderful life to the National Federation of the Blind. Note: After he finished speaking his wife asked him to tell the story about why he gave up his driver's license. Larry said that he was driving up a hill at sunset. He was following the yellow line and at a pretty good rate of speed ran right into a county truck. His eye doctor told him that he had better stop driving before he killed himself or someone else, so he did. Judy Sanders [president of the Seniors Division] asked Larry when he first got married. He said that he was slow to catch on, so he was forty- six. Sometime after his first wife [Cathleen Sullivan Sebranek] died, he married Sue, and as seniors they really enjoy cruising. ---------- Recipes This month's recipes have been contributed by members of the National Federation of the Blind of Idaho. Italian Chicken Rice Casserole by Sylvia Bernert Sylvia Bernert is a member of the Snake River Valley Chapter of the NFB of Idaho. Ingredients: 2 cups cut up uncooked chicken breast 1 cup uncooked rice 1 can condensed cream of chicken soup 1 cup boiling water 1 package Good Seasons Italian Dressing Mix Method: Wash and drain the rice. Spread in a square casserole dish. Arrange uncooked chicken over rice. Mix together soup, boiling water, and Italian dressing mix. Pour this mixture over chicken and rice. Cover dish tightly with foil. Bake at 350 degrees for one hour. ---------- [PHOTO CAPTION: Vickie Bateman] Barbecue Mushroom Meatloaf by Vickie Bateman Vickie Bateman is a member of the Snake River Valley Chapter of the NFB of Idaho. Meat Loaf Ingredients: 1 pound lean ground beef 1 4-ounce can mushrooms, drained 1 egg 1/4 cup ketchup 1/2 cup rolled oats 2 tablespoons Worcestershire sauce 1/2 cup onions, chopped 1/4 teaspoon salt 1/8 teaspoon pepper Method: In a large bowl combine all ingredients. Pack meat mixture into a 9-by-5-inch loaf pan and shape into a loaf. Sauce Ingredients: 2 tablespoons Worcestershire sauce 1 tablespoon vinegar 2 tablespoons brown sugar 1/4 cup ketchup 1/2 cup water Method: Mix together all sauce ingredients. Pour mixture over the meatloaf in the pan. Bake uncovered at 300 degrees until done, approximately two hours or until loaf feels firm, not wobbly when quickly touched. ---------- Easy Pepperoni Chicken by Vicky Bateman Ingredients: 4 medium boneless, skinless chicken breasts Pepperoni slices 1 bottle Prego spaghetti sauce Grated mozzarella cheese Method: Place the chicken breasts in a 9-by-13-inch baking dish. Arrange pepperoni slices over chicken. Pour sauce over the surface. Sprinkle mozzarella cheese over all. Cover with lid or foil and bake at 350 degrees for sixty minutes. Uncover and cook ten more minutes. If you turn the oven to low when it's done and let it stand for fifteen to thirty minutes longer, the chicken will be more tender. This dish is good with penne pasta. We pour the sauce from the chicken over the pasta. ---------- [PHOTO CAPTION: Susan Ford] Bon Bons by Susan Ford Susan Ford is a longtime Federation leader with distinguished service in Nevada and Missouri before moving to Idaho. She was also instrumental in the creation of the National Organization of Parents of Blind Children. Ingredients: 1 cup butter 1 can sweetened condensed milk 1 1/2 teaspoons vanilla extract 2 1/4 cups confectionery sugar 1 7-ounce package Angel flaked coconut 2 cups pecans or other nuts, chopped 12 ounces semisweet chocolate chips 1/2 bar paraffin Method: Blend butter or margarine, sweetened condensed milk, vanilla extract, and confectionery sugar. Add coconut and chopped nuts. Chill several hours before shaping into balls. Chill again or even freeze for easier dipping. Melt chocolate chips and paraffin over hot water. Keep warm while you dip each ball. I use a toothpick inserted in each ball for dipping. Set bon bons on waxed paper to dry. Refrigerate in a tightly covered container till ready to use. Variation: Instead of nuts and coconut, use creamy peanut butter. You may have to adjust the amount of confectionery sugar in order to make the bon bons firm enough for dipping. ----------- Double Chocolate Microwave Brownies by Susan Ford Ingredients: 1/2 cup margarine 2 ounces unsweetened or semisweet baking chocolate 3/4 cup sugar 2 eggs 1/2 cup flour 1 teaspoon baking powder 1 teaspoon vanilla extract 1 cup nuts, chopped 1 cup semisweet chocolate chips Method: In a small microwavable bowl melt butter and squares of chocolate. This will take one to one-and-a-half minutes on high. Stir to be sure that the chocolate is completely melted. Beat eggs till frothy and pour in the butter and chocolate mixture. Be sure that you do not cook the eggs by adding the melted mixture too quickly. Add sugar, baking powder, vanilla, and flour. Stir in the nuts and chocolate chips. Pour batter into a greased 9-inch square microwavable baking dish and microwave on high for 6 minutes, turning once. Brownies will be moist but will firm as they cool. Sprinkle with powdered sugar. These are yummy warm or cool. ----------- Ham and Potato Soup by Susan Ford Ingredients: 6 cups water 7 teaspoons chicken granules (I use less because it's pretty salty.) 2 8-ounce packages cream cheese, cubed 30 ounces frozen hash browns, thawed (from Idaho, of course) 1 1/2 cups ham, cubed 1 1/2 cups onions, chopped 1 teaspoon garlic powder 1 teaspoon dried dill weed Method: Bring water and chicken granules to a boil and add cream cheese, hash browns, cubed ham, chopped onion, garlic powder, and dill weed. Simmer soup till veggies are done, about twenty minutes. Serves twelve. ---------- Monitor Miniatures News from the Federation Family [PHOTO CAPTION: Jernigan Institute Executive Director Mark Riccobono and his newest daughter, Elizabeth] New Baby: We are delighted to report that on Sunday, June 3, President Maurer's birthday, Elizabeth Lee joined the Riccobono family at 9:21 a.m. She weighed exactly seven pounds and was 19 3/4 inches long. Parents Melissa and Mark and big brother Austin and big sister Oriana are all doing well and are very proud of the newest member of the NFB of Maryland. Congratulations to the entire Riccobono family. Guide Dog Association Launches Innovative Hotline: The National Association of Guide Dog Users (NAGDU)--the leader in service animal policy and advocacy--sponsors an innovative public service, the NAGDU Information and Advocacy Hotline, It not only offers information about the training and use of guide dogs and the legal rights of those who use service animals, it offers the option to speak with an advocate trained to mediate discrimination issues. "Most access problems are the result of a lack of information," says Michael Hingson, the Association's vice president, who serves as project manager for the hotline. "This hotline is an invaluable resource for accurate information." The NAGDU Education and Advocacy Hotline currently offers general information about service animals under the Americans with Disabilities Act (ADA) and specific guidance concerning restaurants, taxicabs, and health care facilities. Future plans for the hotline include summaries of each of the state laws concerning service animals, more industry-specific information, and guidance in a variety of languages, such as Mandarin and Arabic. The hotline is available any time by calling, toll-free, (888) NAGDU411, (888) 624-3841. The NAGDU Education and Advocacy Hotline was created by a grant from the NFB Imagination Fund and contributions from the California and Florida Associations of Guide Dog Users. The National Association of Guide Dog Users is a division of the NFB. NAGDU conducts public awareness campaigns on issues of guide dog use, provides advocacy support for guide dog handlers who face discrimination, supports sound policy and effective legislation to protect the rights of service animal users, offers educational programs to school and civic organizations, and functions as an integral part of the National Federation of the Blind. For more information about NAGDU and to support its work, visit its website at or send an email message to . [PHOTO CAPTION: The Rev. Frank Lee gives the invocation at the 2007 NFB convention.] In Memoriam: The Rev. Frank Lee, past president of the National Federation of the Blind of Alabama, a former member of the national board of directors, and a longtime member of the Federation, died on May 9, 2012. Though his calling was to preach, his leadership in the NFB was characterized not by preaching but by quietly setting an example. In the Associates Program, in which all of us were encouraged to reach out to attract new members and a monetary donation, Frank did not exhort; instead, he was the top recruiter in 1987, signing up 228 members-at-large in that year and over one hundred and eighty the year before. Frank served on the national board from 1984 to 1988 and as president of the National Federation of the Blind of Alabama from 2008 to 2010. He is best known in the Alabama affiliate for his stellar service as the treasurer, where his integrity and judgment won him term after term. His quiet, unassuming manner assured that when he spoke he was heard with interest and respect. [PHOTO CAPTION: A tandem bike team pauses along a country road] Idaho Cycles for Independence: The following report came to us from Ramona Walhof, a longtime leader of the NFB of Idaho: The Cycle for Independence is the largest fundraiser of the NFB of Idaho. Run by the Treasure Valley Chapter, it has three routes: ten-mile, twenty-five-mile, and metric century or sixty-three-mile. This year we had about 480 riders, about the same as last year, but we had more sponsors, largely due to the work of our new chairman, Mary Symms Pollot. It was a beautiful day, and the cycling community in Southwest Idaho is wonderful. We always enjoy lunch--hamburgers and hot dogs prepared by the Boise Capital Lions. The Voice of Idaho ham radio club handles communications between home base and water stops. We always have a dozen or more blind people riding on the back of tandem bikes, and this year a bunch of them rode the twenty-five-mile route, including me for the first time. With Mary chairing the ride, I got to ride this year, which is much more fun. We found four new blind people this year. One volunteered on the food line, and the other three rode on the backs of tandem bikes. People see our flyers, find us online, and see our notices on websites, but word of mouth is the best way to reach out. This was our fourteenth year, and the bike ride has done the NFBI a lot of good. Riders and volunteers received free bike socks, orange and green. We have a few left for five dollars each just in case anybody wants bike socks displaying the NFB logo. This event happens every year the weekend before Memorial Day weekend. Come join us next year; you'll love it! [PHOTO CAPTION: Joie Stuart] In Memoriam: Shawn Callaway, president of the NFB of the District of Columbia, reports the death on June 4, 2012, of Joie Stuart, who had been a Federation leader for forty years. At the time of her death she was first vice president of the D.C. affiliate. Her passion was working with blind children in Washington's public schools. She will be sorely missed. Correction: In the June issue the Capital Chapter of the NFB of Pennsylvania was omitted from the report of service to area elementary schools. In Brief Notices and information in this section may be of interest to Monitor readers. We are not responsible for the accuracy of the information; we have edited only for space and clarity. Atlas of Western Africa Now Available: This fourth and final volume of maps of Africa covers fourteen countries: Senegal, Gambia, Guinea-Bissau, Guinea, Sierra Leone, Liberia, C?te d'Ivoire, Burkina Faso, Ghana, Togo, Benin, Nigeria, Cameroon, and Equatorial Guinea. Each country has an introductory section in Braille of facts and general information followed by a full-page tactile map. The maps show cities, towns, rivers, and mountains in eighty-four pages and fifteen maps. Price is $14; shipping by Free Matter where eligible. Also available at $14 each: Atlas of Southern Africa, Atlas of Eastern and Central Africa, and Atlas of Northern Africa. To order, send check or purchase order to the Princeton Braillists, 76 Leabrook Lane, Princeton, NJ 08540; phone (215) 357-7715 (Ruth Bogia); (609) 924-5207 (Nancy Amick); . Sorry, credit card and fax service are not available. Attention Artists and Writers: The Vermont Studio Center is pleased to announce two Creative Access Fellowships for month-long studio residencies to be awarded to artists and writers who are blind or have low vision. Each fellowship, supported by the National Endowment for the Arts, includes a $500 travel stipend. Applications for the Creative Access Fellowships are due October 1, 2012, as part of VSC's fellowship awards deadline for residencies in 2013. For a complete list of the fellowships available with VSC's October 1 application deadline, visit our website: . Daily Connections by Phone: Have you or a loved one recently experienced vision loss? If so, you are invited to the DailyConnection, a social network on the phone. It's primarily for people who are visually impaired, but everyone is welcome. Find good, clean chat with adults who are blind or visually impaired. We understand your challenges and love hearing about your successes. All you need is a phone with a long-distance plan to call (616) 515-2848 and talk to DQ, Denise, or TJ in our welcome room, 9:00 a.m. to 8:00 p.m. Eastern, or, if you are a little shy, make new friends by leaving a message on the friendship board. Come meet our room owners, and have some fun while doing it. Bring a cup of coffee or tea and enjoy interesting conversation on every topic imaginable with Sharon in the Early Bird Coffee Klatch (8:00 a.m. in R-8). Visit Liz's Answerarium to discuss technology or join her women's support group (8:00 p.m. in R-3). Stop by and say hi to Duane or Tiler, who live on the Navaho Reservation, throughout the day (in R-7). Become one of Jen's insomniacs united in her Night Owl (10:00 p.m. in R-5). If you journal or write, checkout her weekly Writer's Corner, or you can join her afternoon Bible study group. Don't forget to set up your free voicemail box so you can exchange private messages with your new friends. For questions or further info, call (443) 732-0341, or visit at . A Gift from GW Micro: Last December GW Micro announced a gift to everyone who is blind or visually impaired in the form of GWConnect (formerly known as GWSkype). This is an accessible program for your PC that is plugged into Skype and offers many great features including free voice calls and text chat. After the initial release GW Micro received many feature requests. They have worked hard to add many of the features that customers had been asking for and recently released GWConnect 2.0. Among its many new features and enhancements are the ability to rename contacts, create custom contact groups, send SMS messages, manage multiple live calls, set voicemail greetings, and even set privacy settings from within GWConnect. GW Micro is able to ship GWConnect free because of the small advertisements that sponsor the program. One of the most common requests GW Micro received after its release is for GWConnect to run ad-free. Among its other numerous enhancements, release 2.0 introduces a method of running without advertisements. While Window-Eyes customers have always enjoyed a commercial-free experience, other users of GWConnect received a short advertisement every thirty minutes. By purchasing an authorization key, for either a monthly or annual fee, users of the program can enjoy an ad-free experience. The cost for a GWConnect activation key is only $4.99 a month or $49 a year. Order by calling the GW Micro Orders Department at (260) 489- 3671. Or order online at . Free technical support is available on the GW-Apps email list, which you can sign up for at . To download the latest version of GWConnect, as well as to find out more information on all of the new features and enhancements to the program, visit . Skype is a trademark of Skype Technologies S.A. Materials for Blind Students Needed: I am a teacher of English from Macedonia, and my students would welcome blindness-related items and materials like magazines and books in all formats except four-track tape. We can also use games and other useful learning materials. In addition we are also starting an early childhood program in our school, and items for this group of children would be welcomed. My postal address is Adrijana Prokopenko, bul. Jane Sandanski, 43. 5 / 6, 1000-Skopje, Macedonia. My email address is . Please write to me in Braille, on two- track tape, or by email before sending anything to me so that I can reply and suggest the best way to send materials. Monitor Mart The notices in this section have been edited for clarity, but we can pass along only the information we were given. We are not responsible for the accuracy of the statements made or the quality of the products for sale. Bible Wanted: I am looking for a copy of the RSV Bible read by Alexander Scourby. It was recorded in the mid sixties by the American Bible Society and was sold on 16 and 2/3 rpm records. I would like to buy or borrow a copy of this Bible to digitize for use on my computer and the Victor Reader Stream. I can be reached by phone at (701) 281-1374, by email at , or by mail at 301 4th Street East, Williston, ND 58801. Thank you. For Sale: I have a PenFriend Audio Labeler for sale; I bought it as a holiday gift for a friend who didn't want it. It has never been used, and it's still in its box. The labels are still sealed in their wrapping. I would like to sell it for $100. If interested, contact Audrey Joy by calling (212) 614-8764 or by emailing . For Sale: I am selling an Enhanced Vision Machine by Samsung, Acrobatic, LCD. Excellent tool for those with impaired vision from macular degeneration, in excellent condition. Comes in its own carrying case on rollers. Original price was $2,500; asking $900. Also selling a telephone for hearing and vision impaired by Freedom Spirit. Offers clear sounds amplified, large numbers, adjustable ringtones, memory buttons, and volume levels. Original price was $125. Asking $35. If interested, contact Mary Kay Gray at . ---------- NFB Pledge I pledge to participate actively in the efforts of the National Federation of the Blind to achieve equality, opportunity, and security for the blind; to support the policies and programs of the Federation; and to abide by its constitution. From buhrow at lothlorien.nfbcal.org Wed Aug 29 14:47:32 2012 From: buhrow at lothlorien.nfbcal.org (Brian Buhrow) Date: Wed, 29 Aug 2012 14:47:32 -0700 Subject: [Brl-monitor] The Braille Monitor, August/September 2012 Message-ID: <201208292147.q7TLlWYf000216@lothlorien.nfbcal.org> BRAILLE MONITOR Vol. 55, No. 8 August/September 2012 Gary Wunder, Editor Distributed by email, in inkprint, in Braille, and on USB flash drive (see reverse side) by THE NATIONAL FEDERATION OF THE BLIND Marc Maurer, President telephone: (410) 659-9314 email address: nfb at nfb.org Website address: http://www.nfb.org NFBnet.org: http://www.nfbnet.org NFB-NEWSLINE? information: (866) 504-7300 Letters to the president, address changes, subscription requests, and orders for NFB literature should be sent to the national office. Articles for the Monitor and letters to the editor may also be sent to the national office or may be emailed to gwunder at nfb.org. Monitor subscriptions cost the Federation about forty dollars per year. Members are invited, and nonmembers are requested, to cover the subscription cost. Donations should be made payable to National Federation of the Blind and sent to: National Federation of the Blind 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230-4998 THE NATIONAL FEDERATION OF THE BLIND IS NOT AN ORGANIZATION SPEAKING FOR THE BLIND--IT IS THE BLIND SPEAKING FOR THEMSELVES. ISSN 0006-8829 ? 2012 by the National Federation of the Blind Each issue is recorded on a thumb drive (also called a memory stick or USB flash drive). You can read this audio edition using a computer or a National Library Service digital player. The NLS machine has two slots--the familiar book-cartridge slot just above the retractable carrying handle and a second slot located on the right side near the headphone jack. This smaller slot is used to play thumb drives. Remove the protective rubber pad covering this slot and insert the thumb drive. It will insert only in one position. If you encounter resistance, flip the drive over and try again. (Note: If the cartridge slot is not empty when you insert the thumb drive, the digital player will ignore the thumb drive.) Once the thumb drive is inserted, the player buttons will function as usual for reading digital materials. If you remove the thumb drive to use the player for cartridges, when you insert it again, reading should resume at the point you stopped. You can transfer the recording of each issue from the thumb drive to your computer or preserve it on the thumb drive. However, because thumb drives can be used hundreds of times, we would appreciate their return in order to stretch our funding. Please use the return label enclosed with the drive when you return the device. Vol. 55, No. 8 August/September 2012 Contents Illustrations: Blind Youth on the Fashion Runway The 2012 Convention Roundup by Gary Wunder Presidential Report 2012 by Marc Maurer Awards Presented at the 2012 Convention of the National Federation of the Blind The 2012 Bolotin Awards by James Gashel Meet the 2012 National Federation of the Blind Scholarship Class The Intersection of Law and Love, an Address Delivered by Marc Maurer An End to Legalized Discrimination: A Demand for Justice and a Call for Action by Fredric K. Schroeder The Client/Career Paradigm: An Entrepreneurial Perspective by Anil Lewis The Degrees of Freedom, the Organized Blind Movement: The Dynamics of Independence and Success by Mark A. Riccobono Minar Directae by Scott C. LaBarre The Policy of Integration Enforceable at Law by Eve L. Hill Convention Resolutions Leaving No Blind Person Behind by Sharon Maneki The 2012 Resolutions of the National Federation of the Blind Convention Miniatures Constitution of the National Federation of the Blind Blind Youth on the Fashion Runway One of the events at this year's convention was a fashion show held on Saturday afternoon. Twenty contestants ranging in age from seven to twenty came to demonstrate that one can look good without looking. The event was hosted by Kim Cunningham, the second vice president of the National Organization of Parents of Blind Children, and pictures were taken by her husband, who runs their small business, Gulf Images Photography. Picture one is of Abigail Duffy, who is walking with her cane extended in front of her and wearing a blue, pink, and orange D-squared dress, brown flip-flops, three-quarter sleeve cardigan, necklace, and pink hair clips. She is eight years old; is in the third grade; lives in New Hampshire; and loves reading, riding bikes, and kayaking with her daddy. She wants to be a princess, race car driver, or engineer when she grows up. The second picture shows Daniel Kay with his cane by his side. He is wearing blue-and-white-striped denim engineer's overalls over a white T- shirt with a matching engineer's hat. He has on blue Croc shoes and a red bandana around his neck. He is seven years old, is in the second grade, and is attending his first convention. Daniel loves reading, playing the piano, and tae kwon do. As you might expect, he wants to be a train engineer when he grows up. In the third picture MarCh? Daughtry is walking forward with her white cane in hand. She is wearing brown capri pants; a cream, brown, coral, and peach blouse; coordinating necklace and earrings; and brown wedge sandals with cork heels. She is fourteen years old, lives in Virginia, is an avid Braille reader, and plans to major in psychology. This was her sixth NFB convention. Next is seventeen-year-old Bree Lillyman walking with cane in hand. She is wearing a grey sleeveless shorts romper with teal and yellow flowers, tan platform sandals, and bangle bracelets. She is a freshman at Loyola University in Chicago, where she plans to earn a degree in publishing. Bree is from Illinois and enjoys theater and figure skating. In the last picture Tatum Lewis poses with arms at her sides and hands bent outward. She is wearing blue jeans tucked into knee-high boots, a white T-shirt with butterflies layered under a pink and black plaid shirt. She is nine years old, is in the third grade, and is from Indiana. This was her first convention. She hopes to be a fashion designer or pop star. The 2012 Convention Roundup by Gary Wunder When the woman at the airport check-in desk says, "I've been seeing your friends all morning," when the gate agent asks, "Are you traveling with them?" and when the man at the cab stand says "Hilton Anatole, right, sir?" you can bet it is once again time for the convention of the National Federation of the Blind. Convention seminars and other activities this year began on Saturday, and, as we have come to expect, the halls were filled with children ready for a day full of activities planned and executed by the National Organization of Parents of Blind Children. Presentations covered everything from social skills and age-appropriate expectations to choosing the right technology and how to get it. [PHOTO CAPTION: Early in the NOPBC day of activities each year, President Maurer sits down with the kids to answer questions about blindness. During the discussion this year a charming little girl was eager to teach him to play her favorite game.] [PHOTO CAPTION: Stephanie Kieszak, Laura Bostick, and Carlton Walker look on as a panel discusses life in the mainstream.] People looking for employment or wanting to help those who are seeking a job could attend a job-seekers seminar. People hoping to replace their old cell phones could attend a presentation entitled "Smartphone Showdown: iOS and Android (which device is best for you, and how do the two compare on features and apps)?" And, for those of us who still cling to the familiar desktop, there was "The Best of Both Worlds: Windows on Mac (advantages and disadvantages, and how to make it work)." [PHOTO CAPTION: Brad Loos examines a Foo Dog (guardian lion) sculpture. This is the male lion of the pair, identifiable because his paw rests on the world.] Because the Anatole is known for its beautiful art, we scheduled guided tours allowing hotel guests to examine and ask questions about the treasures on display. For newcomers Saturday evening featured a Rookie Roundup coordinated by Pam Allen and attended by President Maurer and other leaders. For those wanting to sing out and show their stuff, BLIND, Inc., hosted karaoke night, and so it went, event after event, packing the most into seminar day. [PHOTO CAPTION: Drake Alberhasky constructs a tower in NFB Camp.] Sunday started with registration, a process that has truly gotten so fast that registered attendees had merely to walk to the table, take their packets, and move along so the next person could get tickets and an agenda. Because it had been so widely distributed ahead of time, fewer copies were picked up, and many used their iPhones or notetakers to follow the agenda, having marked the items of most interest to them. Since social media are playing a bigger part in the lives of blind and sighted people, NFB 2012 TweetUp introduced the uninitiated to the world of Twitter and explained how the NFB is using this resource to communicate among our members and reach out to newcomers. Those who wanted more physical activity could learn about self-defense, sponsored by the Sports and Recreation Division, and the Travel and Tourism Division hosted a panel of travel professionals to discuss the travel challenges and opportunities available to blind people. [PHOTO CAPTION: Charlie Brown and Scott LaBarre participate in the annual mock trial in which real cases and a dose of humor make the legal process entertaining.] As always happens on registration day, 1:30 found most convention attendees waiting for the gavel to fall convening the meeting of the resolutions committee. After all of the intellectual heavy-lifting in considering our policy direction, Federationists by the hundreds attended the fifteenth annual mock trial, where the term "blind justice" was once again redefined with levity and good cheer. Convention activities continued throughout the evening with a meeting of the National Association of Blind Veterans to talk about how we can best serve returning service men and women; a showcase of technology for those in the exhibit hall to advertise their products and services; and a meeting to discuss how to find, recruit, and grow new members so they can be a part of our dynamic social movement. Among the convention presentations mentioned in the Roundup, some will be reprinted in full, some will be covered in detail, and some will get only a mention. All of them are available in full at , and many of the on-stage presentations will shine through their recordings in a way that cannot be captured on paper. Even Federationists who were in Dallas will be surprised at how much they get from hearing some of these presentations without the distraction of noise and other interruptions that make up the convention experience. On Monday morning the meeting of the board of directors commenced promptly at 9:00 a.m. with all members present. The gathering took time to remember those we have lost in the past year: Art Dingus, Don Galloway, Thelma Godwin, Ed Lewinson, Ray Marshall, Joie Stuart, Margaret Warren, Levada Kemp, and Frank Lee were mentioned by name. For the first time in many decades, longtime Federation leaders Don and Betty Capps were not with us. Both were unwell, and their inability to come to Dallas marked the end of 56 consecutive conventions for Don and one shy this number for Betty. Leaders Jim and Sharon Omvig were in attendance, and the convention enthusiastically echoed its best wishes for both couples, who have played a vital role in building the Federation and helping the blind. President Maurer announced that all officers would stand for election this year: Marc Maurer, president, Maryland; Fred Schroeder, first vice president, Virginia; Ronald Brown, second vice president, Indiana; James Gashel, secretary, Colorado; and Pam Allen, treasurer, Louisiana. In addition, board members Amy Buresh, Nebraska; Patti Chang, Illinois; Mike Freeman, Washington; John Fritz, Wisconsin; Carl Jacobsen, New York; and Alpidio Rol?n, Puerto Rico saw their current terms coming to an end. The convention was welcomed to Texas by our state president, Kimberly Flores. She told us to get ready for a lively convention, some good Texas barbecue, and a strong dose of Texas hospitality second to none. Barbie Elliott, a chapter president and member of the state board in Utah, came to the platform to sing an original composition entitled "I can do anything." [audio one] Our focus on literacy means that Braille is an important part of the work we do and support. The American Action Fund operates a free Braille books program that will give any blind child a Braille book to keep. Children interested in the books offered by the Action Fund can go to the website or can contact Mrs. Patricia Maurer at (410) 659-9314, extension 2272. [PHOTO CAPTION: Carl Jacobsen] Carl Jacobsen chairs the Imagination Fund committee. In addressing the convention he talked about the imaginative programs of the Jernigan Institute, the grants that have been given to affiliates, and the way we turn our dreams into programs. This year Carl introduced the dream machine, a 21st-century marvel with a fully accessible interface consisting of two slots: one for the cards containing dreams the Jernigan Institute will figure out how to implement and the second for the fuel to make the dreams in the dream machine come true. With the insertion of every dream came an audible confirmation worthy of the finest science fiction sound effects. Ren? Smith, the president of the National Federation of the Blind of Nevada, came to the podium to make an affiliate contribution to the national treasury in the amount of $563,721.50. She brought more than a promise; more than a pledge; she brought a check. Julie Deden and Scott LaBarre presented a check to the national treasury in the amount of $100,000 and noted that in the last year and a half the NFB has gotten donations from Colorado in excess of $2.5 million. Julie told the assembled that a generous bequest has allowed the Colorado Center for the Blind to purchase apartments for its students. The name of the building that now houses those apartments is the McGeorge Mountain Terrace, named after longtime Federation leaders Ray and Diane McGeorge. Patti Chang of Illinois reported that her affiliate will be receiving a bequest in the amount of $85,000, of which $42,500 will come to the national treasury. The Distinguished Educator of Blind Children Award was presented by committee chair and national board member Cathy Jackson. The award and a check for $1,000 were presented to Casey L. Robertson of Mississippi. The presentation of this award is reported in full elsewhere in this issue. President Maurer announced that he is now accepting the names of those wishing to serve on Federation committees. In addition to the names submitted at the convention, those interested in serving should write to him at the national office by sending an email to or by writing him at 200 E. Wells Street, Baltimore, MD 21230. Scott LaBarre encouraged participation in the Preauthorized Contribution Plan, listed the top twenty states contributing to the program, and challenged us to reach $415,000 by the end of the convention. Dr. David Ticchi came to the platform to present the Blind Educator of the Year award. This year's recipient is Catherine Mendez. A report of this presentation and acceptance can be found elsewhere in this issue. Some time ago the Federation established a savings account to be used in hard times. It is called the SUN (Shares Unlimited in the NFB) fund, and it is chaired by Sandy Halverson. The fund had somewhat over one million dollars coming into the convention, and the goal was to raise that to one and a half million dollars before convention end. The thirty scholarship winners were introduced, and each was given thirty seconds to tell the board and the convention about himself or herself. A full report of this presentation is found elsewhere in this issue. So impressive were these winners that the board voted unanimously to sponsor the scholarship program in 2013. [PHOTO CAPTION: Justin Hughes] Scott LaBarre was once again called to the platform to introduce Justin Hughes, a professor at the Benjamin Cardozo school of Law and the chief negotiator representing the United States in treaty negotiations at the World Intellectual Property Organization (WIPO). The U.S. copyright exemption created for the blind by the Chafee amendment in 1996 is by no means universal around the world, and under existing law it is illegal to share accessible materials across national borders. Mr. Hughes said that one of the things he admires about the National Federation of the Blind is that its leaders strike the right balance between idealism and realism. He said, "The only way one gets things done is by having both a broad vision and a commitment to detail.... A change in the law is sometimes mistakenly believed to be a change in reality, but it is only the first small step.... In terms of books, we want to get people to follow the law--that part which is mandatory and then the part that is permissive." The twenty-six teachers in our Teacher of Tomorrow program were next introduced to tell the board what they had learned as a result of their experience. Their statements make it clear that they have come to a different view of blindness: one they will share not only with their students but with the world. For the first time in anyone's memory and certainly for the first time since Dr. Maurer has been president, the meeting of the board of directors adjourned before its scheduled time of 11:30. The afternoon brought meetings of divisions, committees, and groups, representing the diversity of the professions in which the blind are found and the numerous interests we share. Reports from a few of these divisions, committees, and groups will be covered elsewhere in this issue. When the Tuesday morning session was gaveled to order, Tom Anderson, the president of the National Association of the Blind in Communities of Faith and pastor of the chapel at Littleton Pentecostal Church in Littleton, Colorado, gave the invocation. President Maurer reported that so far we had forty-three visitors representing fifteen foreign countries in attendance and that registration as of the close of business on Monday was 2,241. Texans were rightfully proud to be number one in registration and vowed to take home the attendance banner at the close of the convention. [PHOTO CAPTION: Kimberly Flores welcomes the convention to Dallas.] Kimberly Flores welcomed us to Texas by beginning her remarks: "I stand before you and all of the incredible energy in this room; I stand before you in anticipation of the great themes we are going to see this week; I stand before you in comfort, because I am wearing cowboy boots.... One of the things we are proud of in Texas is our rich music history, from Willie Nelson to Stevie Ray Vaughn. We have a diverse musical tapestry. The Grammy-winning musical act we are presenting this morning is no exception." [PHOTO CAPTION: Max Baca and David Farias energize the convention.] An introduction of the performers was given in Spanish by the first vice president of Texas, Jose Marquez. It was then given in English by the band Los Texmaniacs featuring Max Baca and David Farias. Max played the bajo sexto, a twelve string guitar-like instrument, which customarily provides rhythm accompaniment for the button accordion, thus creating the core of the conjunto sound. David plays the accordion. Their sound energized those in the hall, whether their preference was classical, pop, folk, or country. [Audio cut two] [PHOTO CAPTION: Presentation of the colors by American Legion Unit 21] Dwight Sayer came to the stage to conduct a ceremony honoring veterans who are members of the National Federation of the Blind and to honor the United States of America on her 208th birthday. He began by presenting to President Maurer a flag-draped cross with a scroll of the Pledge of Allegiance in the center of the cross. The most senior veteran to appear on the stage was recognized individually. Tech Sergeant James Hunter was discharged in 1946 and is ninety-one years old. After each veteran gave name, rank, and service, the colors were presented by American Legion Post 21 from The Colony, Texas. The ceremony concluded with the singing of the National Anthem, "My Country 'Tis of Thee," and "God Bless America," led by Father John Sheehan. The roll call of states found all fifty-two affiliates present, with many offering tidbits to spice up the mandatory information gathered in this segment. Elsie Dickerson of Idaho asked that we keep Shelly Newhouse in our prayers as she battles a flesh-eating disease that has kept her hospitalized since April. Debbie Brown of Maryland asked the convention to do a shout-out to Melissa Riccobono, the president of the National Federation of the Blind of Maryland, who was listening to the convention stream as she recuperated from the birth of Elizabeth, Melissa and Mark's third child. The convention sent greetings to both Melissa and Elizabeth. Gary Ray of North Carolina said, "Last year at this time North Carolina had a number of tremendous governmental and legislative reverses. Our school for the blind was going to be closed; NEWSLINE? funding was in jeopardy; the governor had issued executive orders to merge our VR agency into a super agency and had put one of our critical committees on a hit list. In North Carolina we have run the table since then. The Governor Morehead School has been unclosed; NEWSLINE has been funded for another year; the legislature blocked the merger of our VR agency, and the legislature has blocked the dissolution of the Consumer and Advocacy Advisory Committee for the Blind." These victories briefly halted the roll call with applause from the convention and the drawing of a door prize. Alpidio Rol?n said: "When the National Federation of the Blind was organized in Puerto Rico, many thought that we would be just one more organization of blind people. Twenty years later a white cane law, a Braille literacy statute, and a law giving us the right to vote independently show that we are here, alive and kicking." When South Carolina was called, affiliate President Parnell Diggs asked that the convention remember Don and Betty Capps. With the hope that Don and Betty would hear their love and enthusiasm in the convention recordings, those in the hall roared their appreciation for the tireless service the couple has given. [PHOTO CAPTION: Preety Kumar] The last item of business in the morning session was a presentation entitled "Access to the Internet for the Blind," presented by Preety Kumar, CEO of Deque Systems, Inc. Deque was the Web Accessibility Champion sponsor for the 2012 convention, and, as the sponsorship implies, this company and its director have an abiding interest in access to the web and in working with the blind to get it. They believe that accessibility isn't about technology; it's about making sure that the most amazing information resource in human history is open and available to every person on the planet. The concept of accessibility can be abstract, but a life story is concrete and personal. Accessibility Stories is an online project for sharing individual anecdotes to highlight the difference accessibility has made in the lives of blind people, and at its booth in the exhibit hall Deque Systems used an entire evening to film the stories of those who use this resource for employment, recreation, and fuller participation. Many accessibility challenges exist from the jobsite to the social media site. Amaze is a program developed by Deque to bring accessibility to all kinds of websites, even when site owners show little if any interest in making what they offer available to the blind who use assistive technology. The program is installed as an extension or plug-in that will work with a web browser, and one of the plug-in's functions is to make the Facebook site completely usable by the blind. This offering from Deque Systems is free to members of the National Federation of the Blind. Anyone wanting to obtain it should go to to complete a form to request the plug-in. In adition to this program, Deque is creating the Amaze Accessibility Center, a team within Deque that will work actively to ensure that customer sites are accessible, to identify accessibility problems before they affect users, and to empower customers so the company can guarantee accessibility in the same way they now guarantee security and privacy. "We are committing today to hire and staff the Amaze Accessibility Center with as many new employees who are blind as we are able to find and train." The falling of the gavel on Tuesday afternoon introduced the annual Presidential Report. In just over an hour President Maurer touched on the dreams that bring us together, the obstacles we face that bring out our collective creativity and resourcefulness, and the commitment we make to one another in turning those obstacles into opportunities. The president's remarks are reprinted in full immediately following this article. In remarks titled "Video Description Research and Development Center, Descriptive Video Exchange: Enhancing the Experience by Empowering the Consumer," Joshua A. Miele, director at Smith-Kettlewell discussed the exciting new possibility of more descriptive programming for video-based educational materials. The goal is to include an audio track to describe scenes that are not clear from the dialogue and other audio. The creators of television shows, movies, and educational videos have been slow to embrace the cost of adding an audio track, and volunteer groups have had to get permission before adding to and thereby modifying material covered under copyright law. While descriptive video has traditionally been used for entertainment, technology is changing the building blocks of education, and even the textbook is becoming an experience involving audio-visual material. The concept behind the Descriptive Video Exchange is that the audio description will be generated apart from the material being described and accordingly will require no modification to the original material. Anyone may upload audio descriptions, and the player the blind person will use can find the video for anything that has been described. Alternatively, when a blind person encounters a presentation, software running on his mobile device can listen to the audio and search to see if an audio description exists. If it does, the mobile device can sychronize playing the audio description with the program. The thrust of this initiative is to take description out of the hands of content creators and place it in the hands of consumers. To this end the National Federation of the Blind has partnered with the Smith-Kettlewell Video Research and Development Center to train blind people to do video description. The blind can write the narrative; read it into the descriptive service; or coordinate the efforts with others who wish to view and describe a documentary, a television show, or a movie. When professional video describers are needed, we will have them available, and videos, whether in a textbook or a movie classic, will be usable by everybody. "The Degrees of Freedom, The Organized Blind Movement: The Dynamics of Independence and Success" was presented by the executive director of the Jernigan Institute, Mark Riccobono. Mark wisely observed that every time we work to change the lives of blind people, we increase the degree of freedom that others have and in turn improve our lives. His presentation is reprinted elsewhere in this issue. [PHOTO CAPTION: Rob Sinclair] President Maurer next introduced Rob Sinclair, director of accessibility and chief accessibility strategist at Microsoft. While we have not always been happy with the accessibility of Microsoft products and have wished for a stronger commitment from the company, what is accessible is largely due to the efforts of Rob and his team, and for this Mr. Sinclair was welcomed with warm applause. In Windows 8 Microsoft has a built-in screen reader that will allow a blind person to use Windows out of the box. This is quite different from other Windows releases, in which any significant use of the computer would require the purchase and installation of third-party screen-reading software. Narrator, Microsoft's screen- reading solution, will not only be accessible through the keyboard, but will offer a touch-screen experience similar to that found on many smart phones and tablets. Microsoft has completely rewritten its accessibility standard with the requirement that all of its new products be accessible. When longtime technology users hear or read this statement, we feel much like former President Ronald Reagan speaking about the former Soviet Union when he said, "Trust but verify." Technically it is possible and very desirable that all new products be accessible; Microsoft and other companies have a talented group of people dedicated to access; the real issue becomes whether, when a new product is introduced, the team dedicated to accessibility will be on the bus that brings an accessible product or will be thrown under the bus that brings one that is not. Microsoft is also building better customer support through its accessibility team, by focusing on social media sites and other channels to get better feedback in building products and better support once those products hit the market. Finally, a number of companies would like to create accessible products but have no idea how to do it. Microsoft has pledged to increase its effort to reach out to these businesses with programs to help train them and provide tools they can use to evaluate their progress. "Minar Directae" was the title of the next agenda item, presented by the president of the National Association of Blind Lawyers, Scott LaBarre. For all of the antidiscrimination laws on the books, one argument that is still used against blind people and others with disabilities is safety-- safety to ourselves or others. Scott's moving remarks appear in full elsewhere in this issue. [PHOTO CAPTION: Secretary of Transportation Ray LaHood] "Accessible Travel and a Safe Environment for the Blind: A Commitment from the Secretary of Transportation" was delivered by the Honorable Ray H. LaHood. When Secretary LaHood was a member of Congress, he was helpful to us in getting the leadership to take seriously our need for digital books from the National Library Service. He has been helpful in supporting the Pedestrian Safety Enhancement Act and now heads the agency responsible for drafting regulations to implement it. His job is also to ensure that, not only is it safe for the blind to travel, but it is easy and convenient. He is engaged in the challenge of getting the airlines to make their websites accessible and to make the kiosks used to check in at airports usable by the blind. "Like all of you I believe it is important that we work together to make transportation accessible for every American. Everyone deserves safe and reliable access to his or her job, to schools, to stores--everyone deserves the right to pursue an education and live independently...That's what transportation is all about. It's more than a way to get from one place to another; it's the means by which we lead our lives...President Obama and the Department of Transportation are committed to giving all Americans the opportunity to achieve their dreams, and we are especially committed to providing accessible transportation for blind and low-vision Americans." [PHOTO CAPTION: Federationists enjoy a Texas-style barbecue.] [PHOTO CAPTION: Grammy-Award-winning artist JP Williams entertains] On Tuesday evening, following adjournment, the Texas affiliate hosted a real Texas barbecue, with music provided by JP Williams. The Performing Arts Division provided people with a chance to make a demo CD, the Louisiana Center for the Blind welcomed a gathering of its alumni, the Colorado Center for the Blind had an open house for those wishing to learn about its services, and the employment committee offered its expertise to anyone who wanted tips on finding a job and to employers wanting people to fill them. Bookshare, an innovative service that gives blind people access to books for education and recreation, celebrated its tenth anniversary, while members of our strategic initiatives staff offered a seminar on how to promote national legislation. Parents had the opportunity to learn about the basics of the individual education plan, while their children could learn more about the Nemeth Code. A grant-writing seminar for chapters, divisions, and affiliates was available later in the evening. Wednesday morning began with an invocation delivered by a high priest and bishop in the Church of Jesus Christ of Latter Day Saints, Bruce Gardner. President Maurer recognized our sponsors for the 2012 convention. Those businesses helping us in our work as White Cane sponsors included the Sendero Group; Southwest Airlines; eBay; Independence Science; Scripts for JAWS.com; HIMS, Inc.; Bookshare; Learning Ally; Sprint; and Envision America. Our Bronze sponsors were IBM; Research in Motion; Vital Source Technologies; Adobe Systems; and C&P, Chris Park Designs. Our Silver sponsors were Freedom Scientific and FoxKiser. Gold sponsors were Google, Market Development Group, and Vanda Pharmaceuticals. Platinum sponsors were Oracle, UPS, and Humanware. Our Web Accessibility Champion sponsor was Deque Systems. President Maurer reviewed the finances of the Federation, and affiliates were given copies of the annual report. While fundraising at a level necessary to support all we must do is always difficult, the economy in 2012 has made this a particularly daunting challenge. The organization must live within its means, and this it has done, but there may be difficult times to come, and the president warned that we should be prepared to make changes in the coming year if we cannot figure out a way to generate more income. He briefly reviewed some of the policies and procedures to see that our money is spent as expected. The president is the officer who approves all expenditures. All checks written are reviewed by the treasurer at least quarterly. No check is written without a written authorization, and no check is released unless two people have looked at the check and the authorization. The person who authorizes a check cannot sign it, so two people must review each check we write. Any check in excess of $10,000 must be signed by two people, who also review the authorizations that were required before it was written. The auditors are then allowed to look at anything or everything they want, and, if they find any systemic problems, these findings are reported and addressed. Following the Honor Roll Call of States, we conducted the election of officers and six board positions. All current members were returned to office, and the commitment of those elected and those who elected them were evident in the remarks offered and the applause received. [PHOTO CAPTION: Michelle Chacon (right) helps Andrew Minter with cane travel.] Mike May, the chief executive officer of the Sendero Group, addressed the convention to discuss "The Seeing Eye App: GPS for the Blind on the iPhone." Mike and his company have created a number of products that have provided the benefits of the global positioning system to the blind. He got into this work, not only to make a living, but to create something useful for himself and have fun doing it. It was not his love of gadgets but of adventure that caused him to work on harnessing the power of this new technology. Current versions can determine one's location, accept an address, and create a pedestrian or vehicular route to it. Points of interest can be labeled, searched, and shared with others--favorite restaurants, grocery stores, or the home of a friend. The first incarnation of Sendero's software ran on a laptop; the latest will soon run on an iPhone. Sendero has partnered with the Seeing Eye with the mission of developing a system which is both small and useful. The iPhone version may have fewer features than currently available on notetakers, but it will be powerful and will meet the special needs of blind travelers, whether pedestrians or navigators. "Inspiring Independence for the Blind through Faith and Service: from New York to the Vatican" was delivered by the chairman of the Xavier Society for the Blind, Father John Sheehan. His call to serve blind people was not one he chose but accepted, and what he has found in this work convinces him that God knows best what we need and how we can be of benefit to Him and mankind. Before coming to the Society, Father Sheehan knew little about blind people, and his experience daily confirms how little most people know about us. He said that we may mistakenly believe, because of our life experience or because of our association with people who are blind, that the general public knows about our capabilities, but, only if we go beyond our comfort zone to engage them will we really teach and thereby change the public's attitude and the lives of blind people. The troubled economy means that there will be changes in the programs of the Society, but it will remain a positive force in work with the blind, and Braille will remain a fundamental part of its programs and services. [PHOTO CAPTION: Maryanne Diamond] We then moved from national programs to the international scene. Maryanne Diamond, the president of the World Blind Union, and Arnt Holte, vice-executive director of the Norwegian Association of the Blind, addressed the convention on the subject of the Federation in the World. The problems faced by the blind of the United States are shared by others in the world, but the problems in other countries are often more severe, and the tools for finding and implementing solutions are fewer. As President Maurer noted, the National Federation of the Blind's role in world affairs is threefold: to help support international programs where we can, to be an example of what the blind can do through self-organization and concerted action, and to learn from others who must achieve freedom against substantial odds and to be inspired by them. The NFB, through the work of our founding president, Dr. Jacobus tenBroek, was instrumental in forming the International Federation of the Blind. We have been active in the World Blind Union since it was conceived. The relationship between the NFB and the World Blind Union must be one in which the Federation both gives and receives. We are active in seeking cross-border sharing of books that have been converted into Braille, audio, or large print. We work cooperatively to solve the problem of cars too quiet to hear. In the effort to change the State Department's initiative to give the inaccessible Kindle to developing countries, we have been joined by organizations from other nations and by the World Blind Union. This is the way we help and why we participate. The afternoon session began with President Maurer reporting that the morning session had been heard by people from twelve countries. The newest version of the PAC song rang out through the hall and throughout the world as Richie Flores played the guitar and more than two-thousand people in the hall joined in singing the modern melody to inspire donations to the Preauthorized Contribution Plan. Of course, after one packs, the next step is to travel. Accordingly, "Equal Access for the Blind; Airfares, Hotels, Cruises: Savings with Travelocity" was presented by Steve Dumaine, senior vice president of global strategy and product innovation from Travelocity. The philosophy at Travelocity is that "Life isn't about acquiring possessions; it's about collecting memories." The NFB and Travelocity have been working to enhance the travel experience for blind people. Travelocity has found its relationship so important that it has already committed to be a Platinum sponsor in 2013. The remarks of Mr. Dumaine will appear in their entirety in a future issue. A well-known and much loved developer of technology, Deane Blazie, next came to talk about "The Affordable Powerful Notetaker for the Blind." He was joined by Brian Mac Donald, who serves as the president of National Braille Press. Deane and Brian are a part of a team composed of some twenty- five individuals and organizations concerned about the declining literacy of the blind. Developing and manufacturing more affordable devices that produce refreshable Braille output will make a significant contribution to the effort to reverse this crisis. The first result of this collaboration between the NFB and other organizations is the Braille 2 Go, a Braille notetaker with twenty cells, GPS, built-in WiFi, a 4G cell phone that can be used on the AT&T or Verizon network, and an audio player. The unit is expected to cost between two-thousand and three-thousand dollars and is expected to be available before next year's national convention in Orlando. With the thought of more Braille dancing under our fingers, Jim Gashel was invited to make an introduction, whereupon he announced he would introduce Steven King. Larry King--we had him before, but Steven King--well now, somebody worth reading. Though the topic had everything to do with reading; it was not the well-known author who came but the president of the DAISY Consortium. DAISY is an acronym for the Digital Accessible Information System. If you read audio books from the National Library Service, you use DAISY books. The goal of DAISY is to make electronic books both accessible and navigable for blind people. Mr. King's presentation was "The DAISY Consortium Global Partnership: Working with the NFB to End the Book Famine." So important were Mr. King's remarks that they will appear in an upcoming issue. The Strategic Initiatives team of the National Federation of the Blind is headed by John Par?. His team oversees NFB-NEWSLINE?, public relations, and the governmental affairs activities of the organization. In the past year NFB-NEWSLINE has added nine state newspapers, eight international newspapers, and four magazines. The service offers readers the option to read their favorite material using the telephone, computer, or iPhone. Newspapers and magazines can be read using any number of portable digital book readers, the NLS Talking Book player, or an MP3 player. Subscribers can have their favorite publications sent through email or can read them with the iPhone, iPad, or iPod Touch. These options mean that newspapers and magazines are no longer publications that leave the blind out but are available in any format we desire. This year the National Federation of the Blind appeared in more than three-thousand articles covering everything from how we read to the unfair, discriminatory, and immoral practice of paying the blind less than the minimum wage. To address this issue, Anil Lewis came to the microphone to talk about our effort to do away with the law that permits payment of less than the minimum wage. He said that, while many have actively supported our efforts to make these payments illegal, some have called to say they would like more data. He was glad to oblige and said, "Thirty-three percent of people K-12 with disabilities have segregated sheltered work employment as their vocational goal; we've given up on them, even before they've had a chance to get an education. I think that's wrong; it's unfair, discriminatory, and immoral. Ninety-five percent of the people employed in these segregated work environments will never transition to other employment. This is the lie, the lie that these facilities are places of training and transition: they are stuck there for the rest of their working lives, and that's unfair, discriminatory, and immoral. Fifty percent of those employed under special wage certificates make less than half the minimum wage; that's ridiculous but beyond that it is unfair, discriminatory, and immoral. Twenty-five percent of these people make less than a dollar an hour: a dollar--that's not a job; that's unfair, discriminatory, and immoral. We have found documentation of people making as little as three cents per hour--ridiculous! This is unfair, discriminatory, and immoral. Forty-six percent of the revenue of sheltered workshops comes from public funds. These facilities are not run from money made by engaging in good business practices; almost half of their money comes from the federal government....Because of our education and because of our commitment to do what is right, we have been able to get eighty-two cosponsors of H.R. 3086, the Fair Wages for Workers with Disabilities Act." Lauren McClarney coherently, intelligently, and spirititedly addressed another of the Federation's legislative initiatives: the Home Appliances Accessibility Act. Its intent is to see that home appliances sold in this country are usable by the blind. Congress has thus far refused to endorse the Act, agreeing that something must be done, but opining that this proposal is controversial. As Lauren says, "I think congress needs to redefine the word `controversial.' Congress passes resolutions all the time: naming post offices and other benign things, but, when it really matters, when it comes to civil rights, when it comes to telling a company or an institution to rethink its business model, it's a challenge, but it's one the National Federation of the Blind is willing to face and one that the Congress should embrace as well." Fortunately, better news is found in the area of transportation and the decision of the Department of Transportation to update the Air Carrier Access Act regulations to cover airline websites and automated airport kiosks. Other regulatory changes we support will ensure that audible signals emit tones and vibrations that truly benefit blind travelers. Finally, we are involved in discussions about updating regulations to implement Section 508 of the Rehabilitation Act that require equipment purchased or developed by the federal government to be usable by the blind. While Section 508 has been law since 1998, the Act has served more as a goal than as a guide for action. The new regulations are intended to see that the intent of the Act is translated into products that expand opportunities in the federal government and to create more accessible technology by harnessing the purchasing power of one of the largest purchasers of technology in the world. [PHOTO CAPTION: Students play poker at the annual Monte Carlo night sponsored by the National Association of Blind Students.] In 1997 we managed to get language placed in the Individuals with Disabilities Education Act saying that Braille shall be the presumed reading medium for blind students. Despite this unabiguous language, educators have still denied Braille to blind children, and in many areas of the country schools have continued to insist that children use print they can barely see. The results are what one would expect: reading is slow, reading is painful, and reading is seldom appreciated for the transformative role it can play in the lives of blind children. A poor education in the classroom leads to no opportunity in the board room and continues to send the message to blind children that they cannot keep up in a sighted world. Some members of Congress have recognized the problems but have said we should wait until the Individuals with Disabilities Education Act is reauthorized. In the best of times this would be five years away. Fortunately Senator Patty Murray of Washington State understands that denying Braille to blind students has the same result that denying print to sighted students would have--the result would be nothing less than an illiterate population. She was joined by Senator John Boozman of Arkansas in writing a Dear Colleague letter that urges the Department of Education to issue new regulations to carry out the intent of Congress that blind people shall receive Braille instruction and that the burden of proof must fall, not on the parents who request Braille instruction, but on the IEP team to show that Braille will not be useful for that student. As a result of this letter signed by twenty-six Senators, the secretary of education has agreed to meet with the National Federation of the Blind, and it is clear that we will settle for nothing less than Braille for the blind students who attend our nation's public schools." Often we help to create and support legislation, but sometimes working on behalf of blind people means we must oppose it. Last year a proposal to amend the Rehabilitation Act by adding Section 511 was proposed. This section would have incorporated references to Section 14(c) of the Fair Labor Standards Act that permit payment of less than the minimum wage to the blind. We opposed its inclusion, and Section 511 died. Similarly, Senator Robert Portman of Ohio proposed that vending opportunities offered to the blind on our nation's highways be given to commercial enterprises. Since highway vending provides hundreds of jobs to blind people and much needed revenue for business enterprise programs throughout the country, the National Federation of the Blind asked the Senator to withdraw his proposal. He did not. In fact he recruited the National Governors Association to help in the effort. We asked the Senate leadership to block the amendment, and Senator Portman said that, unless his amendment was considered, there would be no action on the Surface Transportation bill. The leadership allowed it to move forward. We then contacted every United States Senator, emphasizing the value of highway rest areas to the livelihoods of many. When the vote was taken, the blind won the day with eighty-six Senators voting to preserve our business opportunities. After the rousing presentations given by John Par?, Anil Lewis, Lauren McLarney, and Jesse Hartle, the convention turned its attention to twenty-six resolutions. A complete report from the resolutions committee and the texts of the resolutions adopted are found elsewhere in this issue. [PHOTO CAPTION: On Wednesday evening the NFB Spanish translation committee sponsored a "Salsa Night in Dallas," in which instructors taught students how to dance using the familiar six-dot Braille cell. Shown here are Ramona Walhof and her instructor.] Thursday morning began with an invocation given by David Stayer, a cantor from Young Israel of Myrick New York. David's prayer, which always concludes in song, drew a round of applause from the audience, and our spirits were raised even higher by the announcement of Ren? Smith, president of the National Federation of the Blind of Nevada, that NFB- NEWSLINE? was coming to the state. The first official presentation of the morning, delivered by Kevin Carey, the chairman of the Royal National Institute for Blind People, was entitled "The Democratisation of Braille." He began his presentation by saying: "Braille is on the verge of a global catastrophe as great as that which the music industry faced in the 1990s and as great as that now facing book, magazine, and newspaper publishers. If we don't do something radical to save it, we, the baby boomers, will be the last generation to take Braille seriously." With these provocative remarks as backdrop, he presented five reasons why Braille is in trouble and focused on how we might address them. His presentation will appear in full in a later issue. "The Client/Career Paradigm: An Entrepreneurial Perspective" was presented by the NFB Director of Strategic Communications, Anil Lewis. He exercised a bit of personal privilege by acknowledging his fourteen-year- old son Amari, his brother Rafael, and what he alleged to be the best scholarship class ever, his class of 2002. His remarks appear elsewhere in this issue. Since employment is a major key to independence, integration, and financial security, the presentation that followed was of particular interest. Its title was "State Programs to Encourage Independence for the Blind," and it was presented by Larry E. Temple, executive director of the Texas Workforce Commission. Like anyone else looking for employment, blind people must look at the job market to determine what is needed, what education is required, and whether they have an aptitude for the work being sought. In the 760 jobs tracked by the Census Bureau in its survey of American communities, blind people in Texas were represented in more than two-thirds of those jobs. Nationally the unemployment rate is 8.8 percent. In Texas the unemployment rate of blind people actively attempting to find jobs is 6.8 percent. This is counterintuitive to the commonly quoted statistic that the unemployment rate of the blind is seventy percent, and in fact the unemployment rate of blind people in Texas is actually lower than that of the general population, 6.9 percent. The problem is that a number of blind people aren't working and, for whatever reason, are not actively seeking work. Some are retired; some are stay-at-home moms or dads; but too many have just given up looking for a job. Employers say they want someone who is trained or who is trainable, that they want someone who knows what it means to come to work on time every day, and that they want someone who is able to get along in an increasingly diverse workforce. Employers want problem-solvers: people who can identify a problem, analyze it, come up with options, bring them to management, and then act on whatever decision management makes. Finally, employers want people who can communicate both through the written word and orally. Blind people bring much to this employer wish list. Dealing with blindness makes us problem-solvers. Getting the information we need makes us good communicators. The first job one takes may be quite different from the job one wants, but it is always critical to get that first job. A first job generally leads to a second job, and that second job and those that come after are what lead to a career. Start in high school and college to get that all-important work experience; employers identify the single most important item missing on most r?sum?s as a good job reference. The reference is less important for what it says about what you know in order to do the job you want than it does about your ability to be trained to do the job your next employer wants done. In his closing remarks Mr. Temple expressed gratitude for being invited to present and explained why he was honored to be at the convention of the National Federation of the Blind: "Two years ago I was sitting in the back corner over here to the left, and there was a young couple who had a little boy who was about seven who was blind. It was their first NFB conference, and they had two other kids who were sighted. The father could almost not talk--he was breaking up because he was so happy. For the first time, at this conference, he realized that he could have the same expectations for his son who was blind that he had for his other two children. I just want you to know that you have my commitment and that of my people to push that same expectation in our One-Stops and, to the degree that I can, to influence it nationally." Those interested in finding employment and those of us desperately searching for ways to help them would do well to listen to this complete presentation at the link listed earlier. Moving from work to entertainment, Richard Orme, head of accessibility and digital inclusion at the Royal National Institute of Blind People (RNIB), addressed the convention with the catchy title "Accessible Television Equipment: the United Kingdom Scoops the U.S." In the UK there are more televisions than people, and the average citizen watches more than four hours of it per day. Though blind people are too often counted out because television is considered primarily a visual experience, they too like television for both information and entertainment. The two challenges that present problems for the full enjoyment of television are knowing what is happening on the screen and being able to take advantage of the many options now available only through visual menus on the device. In the UK audio description is very popular, with 80 percent of totally blind people and 40 percent of visually impaired people using the service. Currently the UK has sixty-nine channels carrying audio description, and these are among the most popular channels in the country. Part of the license requirement is that at least 10 percent of programming be audio described. Several years ago industry leaders volunteered to double their output of described content. Many broadcasters now produce more than a third of their programming with audio description. Interestingly, many of the American shows run in the UK are broadcast with audio description because British broadcasters produce the audio description track before they are aired. Of course, having this content available has little value if you are unable to navigate the many channels and options required to enjoy the rich tapestry of programming. Mr. Orme said that, though many politicians talked about the desirability of this access, initial contact with manufacturers suggested that the challenge was impossible to meet. Even after working with universities to develop prototypes, the industry was still not convinced, and nothing was available for the purchasing public. As a result of a lot of work with television manufacturers, products that are available to the general public and are not blindness-specific now have accessibility features allowing them to be used by the blind. This includes set-top boxes, digital video recorders, and the televisions themselves. The result is a fully talking television experience. In addition to products that are born accessible, the RNIB has also developed technology that will make existing devices such as satellite receivers and digital video recorders speak. The audience was asked whether it would like some of this television accessibility in America, and the response was a resounding yes. The good news is that, while much of this technology is currently designed for television systems in the United Kingdom, some big-name players are becoming involved, foremost among them Panasonic. Since the television industry is highly competitive, when one company introduces a feature, others often follow. A tremendous spinoff from this initiative to make television more accessible is that big-name players who manufacture televisions also make other consumer appliances into which this technology can be easily integrated. With the mass deployment of speech technology, it is quite reasonable to hope that the cost of text-to-speech equipment will drop dramatically and thereby increase its prevalence in devices which will offer an out-of-the-box experience for the blind. "Implementing Accessibility for the Print Disabled at the University System-Level" was presented by Dr. Gerard Hanley, the senior director of academic technology services and the executive director of Multimedia Educational Resource for Learning and Online Teaching at California State University (CSU). The system Mr. Hanley represents graduates more students than any other institution of higher learning in the U.S. In this system more than ten-thousand five-hundred students are registered for disability services. As with other public institutions, finances are difficult, and this system educates one-hundred thousand more students than it did in 1999, while receiving the same state contribution it got at that time. More than a billion dollars of state funding has been lost, and the challenge is to handle the issue of accessibility in these difficult financial times. A key element in CSU's success has been achieved by letting the faculty, instructional designers, academic advisors, and procurement officers know what to do to make accessibility real--what the procedures are for implementing it, and know what the consequences are if they get it right or if they get it wrong. The commitment must come from the top, but it must extend to all campus units and not just the disability service programs. Responsibility must be embraced system-wide, but responsibility must filter down to identifiable individuals because it takes a community of people to implement policy. That community must have a voice in the way decisions are made, and those with that voice will feel a deeper commitment to the mission. An institution must not be defensive; it must admit that it is not fully accessible and develop policies to find out where it falls short and how it will address the problems it has identified. A key stakeholder in this process is the blind consumer, and we must bring our expertise and commitment to this process for it to be successful. "An End to Legalized Discrimination: A Demand for Justice and a Call for Action" was the title of the next presentation, which was forcefully and passionately presented by Dr. Fredric Schroeder, NFB first vice president and a research professor at San Diego State University. In his remarks Dr. Schroeder discussed the dead-end roads traveled by too many blind people because sheltered work facilities seek to place these men and women in jobs in which their disabilities are exacerbated by the physical work they are asked to do, when the solution is to look at their assets and design jobs that make the most of their talents and abilities. Dr. Schroeder's remarks appear in full elsewhere in this issue. The next presentation entitled "Equal Access for the Blind to Education," was introduced by President Maurer as follows: "How long and how hard have we worked on this topic? Sometimes, when we address the topic of education such as in Baltimore, Maryland, we find that 133 students are in the school district, and only six of them are learning Braille. This means that about a hundred-twenty-five are not, and we are told there's no way to change it. We then find that inaccessible technology is deployed in the school systems, and some of the people from the Department of Education tell us that it's all right to have inaccessible technology there because, if there comes to be a blind person, we'll get one piece of accessible technology; it will be separate; it won't be equal; it won't be the same; but there's no way to change it. That is what the Department of Education tells us. So we want equal access for the blind to education, and we have the deputy assistant secretary for policy from the Office for Civil Rights of the United States Department of Education to come tell us how to get at it. Here is Deputy Assistant Secretary Seth M. Galanter." Mr. Galanter said that President Obama has set a goal that the United States of America will lead the world in college graduates by 2020. Secretary Duncan has interpreted this to mean that every single American, regardless of income, race, background, or disability, must be helped to reach his or her potential. To this end the administration has increased both the number and cash value of Pell grants available to students. While applauding these increases that have been supported by the Administration and passed by Congress, we made it clear that blind people continue to be held back by the insistence of officials in the Department of Education and elsewhere that the provision of an individualized education does not permit the mandatory inclusion of Braille in the instruction plan for each student who is blind. Dr. Schroeder made the observation that what goes down on an IEP is what is readily available to a school district and nothing more. This is not the law and not the way it is supposed to be, but, when thirty or forty children are spread out over a large geographic area, the school district won't provide the service they need unless it is clear by law that they must. He said that the department should view the issue of Braille, not as an issue of education, but as one of civil rights and that the letter from Senator Patty Murray and twenty- five other Senators should show there is plenty of concern in the Senate about this and that the Department should change its policy about Braille. President Maurer said it is obvious that Secretary Galanter is a brilliant guy, that he no doubt understands our concerns, and he asked if he wished to offer any closing remarks. The assistant secretary made it clear that he appreciates being considered a brilliant guy, that he understands our concerns about Braille and the Individualized Education Plan, and that this issue is being dealt with at the highest levels in the Department of Education. He said that he has no power to alter the policy but that he will certainly take back the message we have sent about Braille. "My ears are burning," he said, good-naturedly, and, though his message and ours were quite different, he left the stage to cordial applause. Perhaps no agency in the federal government can equal the National Library Service for the Blind and Physically Handicapped (NLS) at the Library of Congress when it comes to the number of blind people who turn to it for service. For this reason NLS is featured prominently each year on our convention program. This year has seen the appointment of a new director, Dr. Karen Keninger. Though we were pleased she was in the audience, we heard from Dr. Roberta Schaffer, the associate librarian for library services at the Library of Congress. Her topic was "Pursuing Policies and Practices that Meet Needs." President Maurer indicated in his introduction that Dr. Shaffer has been of assistance to us in making important library contacts throughout the country, and the warmth of his introduction was returned in kind in the remarks Dr. Shaffer made. First and foremost she made it clear that the Library of Congress wishes to be the gold standard when it comes to books and publications for the blind and physically handicapped. It has a commitment to use existing and yet-to-be-developed technologies in the service of making reading easier and more books available. The goal of upgrading the Braille and Audio Reading Download (BARD) site to make it more robust, making the WebBraille service a part of it, and making locally produced materials available through NLS was reiterated, but she offered no firm timetable for when these changes would be implemented and no explanation why the previously promised enhancements remain unfulfilled. Dr. Shaffer said that the Library of Congress gets it that Braille is critical and that it cannot be put on the back burner when it comes to library service. As a result of this commitment, the Library is holding a symposium in 2013 to focus on Braille production. Not only is it desirable to get more Braille from the major production houses who emboss Braille, but it is also important to take advantage of technology and accept contributions of Braille from other sources. Dr. Shaffer ended her remarks by indicating that the Library intends to take a much more active role as both the convener and a conversation facilitator so that the NFB can speak to a variety of library groups and library associations to share its philosophy about blindness and what blind people need. Once again spotlighting employment, the president introduced Kevan Worley and Mark Jones to address the convention on the topic of "Blind People at Work." Kevan Worley is the owner and CEO of Worley Enterprises and owns Roosters Men's Grooming Center franchise in Colorado Springs, Colorado. Mark Jones is the owner of Owensville Communications, which owns and runs several radio stations and holds licenses for three more which will begin broadcasting in the near future. Mark began his presentation by saying that he did two monumental things in 1972: one was that he got his first job in radio, and the second was that he joined the National Federation of the Blind. His love of radio began at four years of age when he realized he wasn't limited to the records his family owned but could listen to all kinds of music with this magic device called a radio. Not only did he love the music, he was intrigued by the faraway stations he could hear. He learned about geography by tuning the radio dial, listening for distant stations, learning their location, and then asking his father to show him on a tactile map where those stations were. When Mark landed his first on-air job, it was doing the news from his little town in Mississippi, and, since transportation was difficult, he did his report by phone. He soon realized that, though radio brought news and entertainment, to advance he needed to sell advertising and generate the mother's milk of broadcasting: money. Mark's experience is that, when blindness throws him a challenge, he uses his brain to figure out a way to overcome it. For him success is more about how much he wants something than it is how much or little he sees. After good interviews that sometimes went nowhere when people learned he was blind, Mark decided he not only wanted to talk on a radio station but wanted to own one, so he did. He commented, "I wanted to get into a position where I could hire and fire myself," and with hard work, significant financial risk, and no guarantee he would succeed, he has continued to persevere and now owns a thriving communications business. [PHOTO CAPTION: Kevan Worley] Kevan Worley echoed many of the themes in Mr. Jones's remarks and talked about how badly one must want something to risk moving beyond his or her comfort zone. His remarks will appear in full in a future issue. [PHOTO CAPTION: Kareem Dale] Scott LaBarre was next recognized for a PAC update and in closing told the convention that Jim Pilkington, a member of the NFB of Colorado, had come to convention feeling a bit under the weather, and that it appears he had pneumonia. At the time of Scott's report Jim was in the hospital, sedated and on a respirator. Scott asked all of us to keep Jim in our prayers. Kareem Dale, special assistant to the President for disability policy, came to the platform to speak on the topic "Disability Policy from the White House." Mr. Dale observed that our country is nearing a time of decision about the role of the federal and state government in the lives of citizens. As blind citizens we have a special interest in what happens. On election day the blind and the rest of the voting public will determine our direction. Mr. Dale said that President Obama is committed to seeing that everyone gets a fair shot while doing their fair share, and he believes this is also what characterizes the National Federation of the Blind. He said that, beyond the rhetoric that fuels the speeches, we need to know about policies and ask, "What does this mean in my life and yours?" In an attempt to balance the budget, Congress and the president have agreed to binding across-the-board budget cuts that will take effect unless they are able to map out a plan with equivalent savings. Two competing plans are under consideration. Under the plan drafted by Rep. Ryan and supported by Republican members of Congress, federal support for Medicaid is slated to be cut by 34 percent. Large cuts are also envisioned for education and rehabilitation services. Mr. Dale emphasized that the choices we have are clear, that we need to decide what we want and need; and, based on those decisions, we must exercise our votes at all levels of government to support the president, who is fighting for us. He said that the president has indicated by proclamation, and will continue to support with policy decisions, his belief that blind children should be given Braille. Dale related his own story, in which his parents demanded he learn the skill because his prognosis was clear, and for them there was no choice but to raise a son who was literate. On the subject of technology the president supports modifications to create regulations for Section 508 that will ensure that people who work for the government have technology usable by all, including the blind. So that we will know about updates pertaining to people with disabilities, Mr. Dale suggested we subscribe to a mailing list that can be reached by writing to . Eve Hill, a well-respected lawyer and advocate for blind people, who now works as senior counselor to the assistant attorney general for civil rights, stepped to the podium to deliver remarks entitled "The Policy of Integration Enforceable at Law." Her remarks are printed elsewhere in this issue. [PHOTO CAPTION: Hoby Wedler] Henry "Hoby" Wedler is a PhD candidate pursuing a degree in computational chemistry. This past spring he was given a Champions of Change award by President Obama. Hoby was in the first Rocket-On! Camp, sponsored by the National Federation of the Blind and NASA in 2004, and has since established a chemistry camp in California, where he teaches blind high school students about science and the way they can flourish in its study. "Making Chemistry Accessible to the Blind One Atom at a Time" was his topic, and the clear message he sent was that observations may be visual but science is not and that with different ways to observe come boundless possibilities. His parents played a pivotal role in seeing that he was treated just like his sighted brother, and, without their expectation that he achieve, he might be living a life very different from the challenging one he enjoys today. Hoby's first obstacle in chemistry was to convince a skeptical teacher that he loved what she was saying about chemistry, that he understood it, that chemistry is a cerebral not a visual subject, and that no one, blind or sighted, has ever seen an atom. This teacher he credits with being his strongest ally in the honors classes in chemistry in high school and the person who strongly encouraged him to pursue it in college. Because he was not certain, even with all this encouragement, that he could really perform competitively in the field he loves, he also majored in United States history. Because he liked the mathematics used in his chemistry classes, he minored in math. In sharing his love of chemistry with blind students, he was dismayed to learn that, of the twenty students he had mentored, none had any experience in the kitchen. They and their parents believed the kitchen would be unsafe for them, but now many of the graduates from his camp have taken to cooking at home, and some now regularly participate in meal preparation. Hoby ended his inspirational remarks by saying, "Imagine big! I challenge all of you to go home, work hard, and know that your hard work and high expectations for yourselves and the blind people around you are what is changing what it means to be blind." Jim Gashel came to talk about the newest technology in reading for the blind, technology invented by K-NFB Reading Technologies. The Blio System is used to purchase and read the same books at the same price and at the same time for blind and sighted readers alike. Now it is possible not only to buy books using Blio but to borrow them from the library. The audience was impressed with the responsiveness of the system, the clarity of the speech, and the sheer number of books now available that were heretofore beyond the reach of blind people. Blio allows access to these books from traditional desktop and laptop computers, from tablet devices, and from the mobile phones many of us carry. Monitor readers will have no trouble guessing the name of the next presenter when they read the title "Inventions That Alter Thought." Ray Kurzweil, the inventor of the first reading machine for the blind, came to share with us some of the information that has gone into his book on the functioning of the human brain. The book, entitled How to Create a Mind: The Secret of Human Thought Revealed, will be out in November and will, of course, be available on the Blio reader. Mr. Kurzweil related the discussion about the anatomy of the brain to the National Federation of the Blind's attempt to change how people feel about blindness and what they think a blind person can do. Not only must people be persuaded to accept the possibility we offer, but they must then begin the process of incorporating this new and revolutionary idea into their many impressions about blindness, about equality, and about opportunity. Complicated concepts are found in millions of places within the brain, so it is no surprise that minds are not easily changed. The good news is that they can be, and a brief look at history reveals the extent to which social attitudes can be altered with good information and persistence. The last agenda item of the afternoon was devoted to the presentation of the Dr. Jacob Bolotin Awards, and a full report is found elsewhere in this issue. The annual banquet began at 7:00 p.m. with Dr. Fredric Schroeder acting as the master of ceremonies. Father Gregory Paul began the evening with an invocation thanking God for all He has done for the blind of the country and the world, one blessing certainly being the self-organization of the blind through the National Federation of the Blind. [PHOTO CAPTION: Jessica Bachicha] After food and fellowship the banquet was treated to a performance by Jessica Bachicha Ewell of "Martern aller Arten," from Mozart's Abduction from the Seraglio. Jessica's accompanist was Brian Bentley, music director at the Dallas Cathedral. [audio clip 3] The highlight of the evening was the annual banquet address delivered by President Maurer entitled "The Intersection of Law and Love," in which our president captured both the spirit of the Federation and the necessity to trust in the goodwill that is felt for the blind in the general public. Love and trust are two essential elements of our struggle to be understood and to realize the same hopes and dreams as our fellow citizens. President Maurer's speech appears in full later in this issue. The thirty scholarship winners of 2012 came to the stage to receive total awards ranging from $4,500 to more than $13,500. A report of this presentation appears elsewhere in this issue. Ramona Walhof came to the platform to present the Jacobus tenBroek Award, the highest honor the National Federation of the Blind can bestow on one of its members. Her presentation and the remarks of the winners, Pam and Roland Allen, appear elsewhere in this issue. Each year we come to the convention wondering what theme will characterize our gathering. Some things we know: people of like minds when it comes to changing the world for the better will share their hopes, dreams, strategies, and successes. People from outside the organization will be invited to talk about what they do and to hear from the blind directly about what we need. Beyond this, was there something special about this year, one consistent message that emerged? I suggest that there was and that the message was about keeping promises, the ones made yesterday and in the yesterdays before it. It is not enough to proclaim we will change conditions for those making less than the minimum wage; not enough to express our intention to get the same books at the same time and at the same price; not enough to declare, however boldly, that we will have access to the technology that makes up so much of what the world has to offer in the twenty-first century. Our statements about what we believe and what we want are only a start, for what we seek are not words of comfort but change. Change takes time; change takes effort; change requires intelligently focused action, taken always with the promise and the goal uppermost in our minds. Our convention in 2012 demonstrated the staying- power and the unwavering commitment of our members to keep the promises we have to honor the blind of yesterday, support the blind of today, and make a brighter future for the blind of tomorrow. ---------- [PHOTO CAPTION: Marc Maurer delivers the presidential report.] Presidential Report 2012 An Address Delivered by Marc Maurer National Federation of the Blind Dallas, Texas July 3, 2012 When the National Federation of the Blind came into being in 1940, blind people faced almost total exclusion from meaningful participation in society. We formed our Federation with the previously unknown proposition that we could change these conditions-that we, blind people, could become an integrated part of our culture through our own efforts, and we have been pursuing this objective ever since. This past year the speed of our progress has increased, the number of our activities has expanded, and the complexity of our programs has become greater than ever before in our history. Blind people are thought to be musical, and a few of us are. Jessica Bachicha, now married to Jason Ewell, has been blind since birth. She met Fred Schroeder, our first vice president, who was then directing programs for blind students in the New Mexico public school system, when she was five. Dr. Schroeder taught her how to be an accomplished student, and he also helped her to know that she could follow her dreams. She has become an accomplished opera soprano. She has performed with a number of symphonies, and she was invited to sing at Carnegie Hall earlier this year. I was privileged to be in the audience, I heard her hit the high F from an aria in The Magic Flute five times, and I understand that she came to the stage proudly carrying her white cane. Dr. Jessica Bachicha will be offering us an aria at the banquet later this week. In an effort to gain greater access to information, we established in 2003 a project with Ray Kurzweil to build a portable reading machine, the K- NFB Reader Mobile. Although this reading machine is currently available as a program that operates on a number of cell phones, and, although it is the best portable reading machine that has been developed, the project has shifted its primary focus to an electronic book reader, the Blio, that can be used by blind or sighted people to read digital information. Blio is a program which runs on computers (desktops, laptops, and notebooks), on iOS devices (iPods, iPhones, and iPads), and potentially on other types of hardware used for reading books, magazines, or other digital content. K-NFB Reading Technology, Inc., which owns Blio, has entered into a cooperative relationship with Baker & Taylor, a distributor of books from many thousands of publishers. One of the markets served by Baker & Taylor is libraries. Baker & Taylor's digital library system, called Axis 360, uses the Blio reading program to give patrons access to digital books. Axis 360 is an accessible library system offering blind and other print-disabled people the opportunity to read books as effectively as sighted people do. Using the Blio bookstore, blind and sighted people have access to three hundred thousand books. The Axis 360 library system has only half this number, but the program is growing, and it will soon offer as many as can now be purchased in the bookstore. In 1990 we attempted to create a partnership with the Association of American Publishers to obtain equal access to the printed word. The person then serving as its president said to our convention, "We are not in the charity business," and he walked out of the convention hall. We have been taking steps since that time in the legal arena, the political arena, and the corporate arena to try to change the perception that equal access to information is a matter of charity. We have been urging companies to adopt systems to provide equal access to information. Sometimes our advocacy efforts are successful, but sometimes they are not. To promote equality of access to information, we have, through our involvement with K-NFB Reading Technology, Inc., assisted in the creation of the Blio reading system. If others will not promote equal access to information, we will do it ourselves. In September 2011, we co-hosted our second Web Accessibility Training Day with the Maryland Technology Assistance Program. Those showing their work in accessibility included Oracle, Adobe, the United States Access Board, the World Wide Web Consortium, and AOL. I am not saying that all of these entities know how to provide accessible content, but we have insisted that they try to do so, and they were demonstrating what they know. On December 6, 2011, the National Federation of the Blind hosted a symposium on accessibility in publishing, and we cohosted an event on inclusive publishing and e-book distribution with the DAISY Consortium six months later. We became a part of the DAISY Consortium some time ago to establish a standard which can be used to ensure equal access for the blind and print-disabled. This standard, EPUB3, has been created, and the Internet tools to implement elements of the standard are currently under development. With the implementation of this standard, we will reach the objective of the same book, at the same price, and at the same time for print-disabled customers. We have also conducted a two-and-a-half-day "Train the Trainers" event. The training provided hands-on involvement with screen-access software, Braille, DAISY e-books, and other tools. Furthermore, we have conducted numerous other training programs in such widely separated venues as the University of Toledo, the California State University at Northridge (CSUN), and the Consumer Electronics Show. At a hearing held by the United States Senate Committee on Health, Education, Labor, and Pensions in February 2012, entitled "The Promise of Accessible Technology: Challenges and Opportunities," Mark Riccobono presented the point of view of the National Federation of the Blind. An equal opportunity to education requires access to books, course materials, research articles, and other digital material. Access to information is nothing less than a fundamental civil right, and we insist that the blind have as much opportunity to get it as anybody else. This is what Mark Riccobono declared to the Senate of the United States. Equal access to the same corpus of materials used by all other scholars is the goal for us. Imagine a day when any blind college student can have the same independent access to the entire library's collection that a sighted student has. Imagine a day that a blind student can independently search the collection for the right materials. Imagine a day that a blind student can independently perform data mining of the library collection. That day has arrived at the University of Michigan. However, access to this extraordinary quantity of information for us is under attack. A number of years ago the Google company decided to make digital copies of books in dozens of university libraries. A consortium of these universities established the Hathi Trust to hold and manage the digital copies of books that came from the Google Books Library Project. The Authors Guild has sued the Hathi Trust, and we intervened to assist in protecting this material. The Authors Guild wants the universities to give up the scanned material or to agree never to use it unless a court order permits this use. However, we believe that the universities have an obligation to provide it to students and professors who cannot read print, now that the material has been put into accessible form. The University of Michigan has declared that blind students and professors have access to this digital treasure trove, and we believe that other universities will soon follow suit. I remember standing in the library when I was in college wondering how I could learn all that the books had to tell me. Now, after decades of effort, the promise of equal access is becoming a reality. Our participation in the lawsuit will demand energy and financial commitment, but what an opportunity has come to be almost within our reach! The Barnes & Noble Nook is a convenient, inexpensive e-book reader, but it is completely inaccessible to the blind. When we asked Barnes & Noble to change this, officials from the company responded with numerous excuses but no program to provide access to books. Now libraries are buying them. Because they acquired inaccessible Nooks, we have filed a complaint with the Department of Justice against the Sacramento Public Library and a suit in federal court against the Free Library of Philadelphia, the nation's oldest public library. We hope that these two actions will be enough to change the behavior of libraries and the behavior of Barnes & Noble. However, if more complaints are needed, we know how to create them and where to have them filed. We must have books, and we will take every necessary step to get them. Our right to an equal education and equal access to information may not be compromised, and we are the people to ensure that it will not be-not today, not tomorrow, not anytime. Section 508 of the Rehabilitation Act prohibits the federal government from acquiring inaccessible technology, but the government routinely ignores this federal law. More than 90 percent of the federal agencies examined within the last few years have failed to demonstrate complete accessibility of their web presences, and many federal agencies buy office machines, computer programs, and even telephones for disabled employees that are completely inaccessible. A few days before this convention, we learned that the State Department is attempting to purchase thirty-five thousand Kindle book readers to be distributed in libraries throughout the world. According to the publicity these inaccessible products will cost the government over $16 million. We have sent a letter to Secretary of State Hillary Clinton to protest this violation of the law, and a number of other actions are underway to ensure that the State Department does not use its power to promote the interests of those seeking to prevent disabled citizens from having equal access to information. The Amazon Kindle has been the subject of at least half a dozen legal actions in which we have taken part, and, although we do not fight unless we must, if the State Department insists, we will meet them in the court. Officials at the State Department cannot tell us that vital American interests in international relations require this type of discriminatory behavior; precisely the opposite is true. Our vital American interests must be protected, and we will take every step to see that they are. On December 6, 2011, Congress received the Report of the Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities, which had been authorized by amendments that we had sponsored to the Higher Education Act. Mark Riccobono served as our representative on the Commission. It will not amaze you to learn that the Commission found that educational materials for blind students in college are inaccessible and that it would be helpful if they included accessibility. If accessibility of such information for blind students and professors is not achieved in the near future, the Commission report recommends that Congressional action be taken. We concur with this idea, and we will write the legislation. On Wednesday, April 18, 2012, Senator Patty Murray from Washington and Senator John Boozman from Arkansas circulated a Dear Colleague letter in support of Braille instruction for blind students. This letter, addressed to Secretary of Education Arne Duncan, said in part: In reauthorizing the Individuals with Disabilities Education Act (IDEA) in 2004, the intent of Congress was for Braille instruction to be presumed appropriate for all students with blindness or a visual impairment. However, current regulation [of the Department of Education] does not provide school districts adequate guidance in developing, reviewing, and revising the IEP. It has come to our attention that in some circumstances parents and advocates request Braille instruction for their child with blindness or low vision but meet resistance from a school-based IEP team member. We believe this is due in part to a misunderstanding of the needs of some students with low vision. Regardless of the reason, Braille instruction is a crucial literacy skill which should be provided to students with blindness or a visual impairment who would benefit from learning Braille. We strongly urge the U.S. Department of Education to develop new regulations and provide additional guidance to school districts to ensure students with blindness or a visual impairment are provided Braille instruction when the student will benefit. Twenty-six members of the Senate signed this letter. Although the amendments to the Individuals with Disabilities Education Act seemed clear to us, they have not always seemed as clear to the Department of Education or to the school districts where the education takes place. We considered yet additional legislation to let the educational community know how important Braille instruction is, but Senator Murray proposed an alternative, which may speed the process substantially. Her message is clear-Braille must be taught. She says so, the Congress said so, the members of the Senate say so, and we will get Braille for the students who need it. Our Braille Enrichment for Literacy and Learning (BELL) Program has expanded to eleven affiliates in twenty locations. Our Braille Reading Pals Club introduces Braille to families of very young blind children. Participants (356 of them) from forty-seven states, the District of Columbia, and Puerto Rico receive information about early Braille literacy. Parents get a monthly newsletter and activity sheets about learning Braille. The kids get a Braille birthday card, a new Braille book periodically, and a Braille Pal-a stuffed animal who likes to listen while the children read. The Braille Reading Pals Club is part of our Braille Readers Are Leaders effort, which is now twenty-nine years old. We will be adding elements during our thirtieth anniversary year, such as encouraging blind children to write their own books. In the winter we launched a new program called Early Explorers. This early childhood program shows parents that their young blind children can learn to travel with a cane. Blind children become much more excited about movement and much more interested in exploration when they learn that it is preferable for the cane to run into the wall or the door rather than having their noses do it. The program serves children ages 0-7. We currently have over a hundred families enrolled from thirty-five of our affiliates. Our science training initiatives continue. At Youth Slam 2011 we had 133 students from forty-one states and one U.S. territory. The education included chemistry, robotics, space science, biology, engineering, journalism, computer science, nanoscience, forensics, and geoscience. In addition we conducted a teacher track for teachers of the blind to learn how to teach science to blind kids. Students made ethanol and built fuel cells, constructed robots, tested phosphorescent bacteria, conducted an experiment using a nanoscale mechanical beam with a nanophotonic cavity sensor, and assembled skeletons. In January of this year we conducted the NFB Teacher Leaders Seminar. Infused with a positive philosophy of blindness, this seminar presented best practices in teaching Braille, technology, cane travel, art, tactile graphics, science, and methods for teaching blind students who also have other disabilities. Some educators tell us that teaching blind students is hard and that teaching blind students who also have other disabilities is even harder. Such educators are correct in their assertions when they don't know how to do it. When the educational methods are at hand, educational programs become much easier. This is what we demonstrated at our Teacher Leaders Seminar. In 2011 we conducted the first public demonstration of the blind drivable automobile. On July 22, 2011, following the conclusion of last year's convention, our blind drivers navigated the streets around our headquarters building in Baltimore, providing rides in our vehicles to blind students attending the NFB Youth Slam. We continue to seek university and industry partners who want to work on nonvisual interfaces for blind drivers, and we met with the product manager for Google's driverless car last spring. In June, less than a month ago, the National Federation of the Blind participated in the 2012 Driverless Car Summit conducted by the Association for Unmanned Vehicle Systems International. By special invitation the event included a presentation by Mark Riccobono about the blind drivable car. In addition Mark Riccobono and Anil Lewis were featured on February 28, 2012, as experts in blind driving technology, on the Discovery Velocity Channel's AutoWeek's Vinsetta Garage program. In April 2012 we welcomed 158 participants to the fifth annual Jacobus tenBroek Disability Law Symposium. This gathering, named after our founding president, who was a Constitutional scholar and among the first to write on the subject of disability law, brings together the people with the best minds on the subject of disability rights. The theme this year was "Disability Identity in the Disability Rights Movement." Over eighty academic, government, corporate, and advocacy organizations were represented at the symposium, and students from a number of universities attended. United States District Judge Donovan Frank, Wisconsin Court of Appeals Chief Judge Richard Brown, and Equal Employment Opportunity Commission Chief Administrative Judge Francis Polito provided their perspectives on how to educate judges and attorneys about disability rights. We have also pursued a number of lawsuits. Henry (Hank) Miller is a blind student living in New Jersey, who has completed the fifth grade. When he was in second grade, his mother asked officials in their school district to give him Braille instruction. However, the school district denied this request. As an element of the process in appealing the denial, the New Jersey Commission for the Blind evaluated Henry Miller. The Commission for the Blind sided with the school district. After three years of argument a hearing occurred before an administrative law judge that lasted nine days. The decision of the judge covered more than sixty pages. The judge agreed with the parents and their experts that the presumption in the law in favor of Braille instruction means what it says. Officials of a school district cannot refuse to provide Braille instruction to a blind child just because they do not think he needs it. We will hold the school districts accountable for their actions. We have a zero-tolerance policy for people who try to deny us our education. Henry Miller gets his Braille. The Miami Public School District summarily concluded that a blind child matriculating there would never be able to benefit from instruction in Braille or in cane travel. The parents of this blind child fought the Miami School District for two years without success. We are now providing legal assistance, and the school system has backed down. This blind girl is now getting the education to which she has always been entitled, and she is eagerly learning the skills that the school district thought she could never acquire. Last year I reported to you that we had filed a complaint against Penn State University for its widespread use of inaccessible educational technology. In October we reached an agreement of historic scope. Not only is Penn State required to make its course management software, library search software, and millions of pages on its eight thousand websites accessible, but it must do an audit of all of its educational technology and develop a remediation plan. In addition it must institute a buy- accessible procurement policy. Penn State has been working hard to meet its commitments, and we hope it can become a model for the country in providing equal opportunity to blind students. Last year we filed suit on behalf of two Florida State University students, Chris Toth and Jamie Principato, against the university because these students were required to take and pass digital math courses that were inaccessible. We reached an agreement that requires the university to make the math curriculum accessible, to adopt a buy-accessible educational materials program for mathematics, and to create and implement accessibility standards for classes in chemistry and physics. In addition Florida State University paid each of these students $75,000 and reimbursed the National Federation of the Blind for costs of $209,519. This spring we learned that Sebastian Ibanez, a student at Mesa Community College in Arizona, was kicked out of a counseling class because he is blind. Registration forms at Mesa Community College are inaccessible, financial aid forms are inaccessible, the login process for the computer registration form for student aid is inaccessible, materials for many of the classes are inaccessible, and other elements of the educational experience are inaccessible to the blind. Personnel in the financial aid office at Mesa will not even speak to a student who has not logged onto its system, and they will not help a blind student log on even though the system itself is inaccessible. We have filed suit on behalf of Sebastian Ibanez. Mesa Community College is reported to be the largest community college system in the United States, and it systematically excludes blind students from the education it offers. Just how systematic is this exclusion? Wink Harner is not blind. Until recently she was the manager of the Disability Resources and Services office at Mesa Community College. When she helped Sebastian Ibanez file a complaint with the Office of Civil Rights for the Department of Education, Mesa removed her from her job. Wink Harner cannot use her hands. Many people with this disability use a computer system that responds to voice commands. However, Mesa has assigned her to be a secretary, giving her a computer that does not respond to voice. Even though she cannot use her hands, and even though Mesa Community College knows she cannot use her hands, Wink Harner is expected to perform her work using a keyboard. Mesa wanted to make her pay for helping the blind seek justice. Officials at Mesa Community College may think that it pays to bully the blind, they may think that it pays to bully those who seek to help the blind, and they may think that the laws requiring equality of opportunity may be ignored with impunity, but we think that the payment should go another way, and we are demanding that they pay for what they have done. The battle against the National Conference of Bar Examiners to require it to allow blind applicants to take the multistate bar examination with screen-reader software continues. Last year, when I reported that Stephanie Enyart had won her case against the bar examiners in the Ninth Circuit, I indicated that the matter had been appealed to the Supreme Court. However, the Supreme Court declined to take the case. These cases are very expensive to bring, but we have been awarded fees and costs. In Tim Elder's case the Bar Examiners beat us in Maryland, but we were victorious in California, and we were awarded fees there. In the Cathryn Bonnette case we won in the District of Columbia, and we received a fee award. In the Deanna Jones case we were successful in federal court and in the Court of Appeals. Deanna Jones is a member of ours from Vermont, and she is both blind and disabled from a learning disability. Once again we received a fee award. The National Conference of Bar Examiners has now lost in four cases, and it has had to pay us nearly $1.5 million. However, the Bar Examiners appear to be willing to continue the fight. Let me say it this way: do we ever have plans for them! The Law School Admission Council controls both applications to get into law school and the Law School Admission Test. We have demanded that accessibility elements be added to the LSAC website, that applicants for the Law School Admission Test be permitted to take it using screen-access software, and that the application process to seek admission to law school be made accessible. Although officials of the LSAC have been willing to make changes only after bitter confrontation, many of the alterations we have demanded have taken place. In the meantime we have asked the American Bar Association to help. In February 2012 Scott LaBarre, our president in Colorado, traveled to the convention of the American Bar Association to propose a resolution in support of disabled Americans having equal access to the Law School Admission Test. Although spirited testimony was offered to the effect that equality of opportunity in taking the LSAT did not serve the interests of American justice, our lawyers Scott LaBarre, Charlie Brown, and Dan Goldstein were eloquent in the defense of equality for the blind. The House of Delegates of the American Bar Association adopted the proposed resolution unanimously. In 2004 Aaron Cannon, a blind person living in Iowa, applied to the Palmer College of Chiropractic to become a chiropractic doctor. After accepting him for study, school officials refused to let him graduate because they said he did not have a "sufficient sense of vision" to be a chiropractor. In 2005 he appealed to the Davenport Civil Rights Commission, and the Commission ruled in his favor. Palmer asked for an administrative hearing, and the judge ruled in favor of Aaron Cannon. Palmer appealed to the full commission, and in December 2010 the Commission issued a thorough decision upholding all the previous rulings. Palmer appealed once again to Iowa state court, and the judge reversed all the previous rulings, saying that a chiropractor must be able to see. I have met a medical doctor who is blind and who practices in Iowa. I have met more than one blind chiropractic doctor practicing in Iowa. Did the court consider this evidence? Of course it did not. We have appealed the Aaron Cannon case to the Iowa Supreme Court. We know the evidence is clear, we know the law is sound, and we believe that the Supreme Court will vindicate the right of Aaron Cannon to practice-he will become a chiropractor. Lonnie Swafford, Charla Shown, Heather Abercrombie, and Byron Sykes are members of the National Federation of the Blind living in Louisville, Kentucky, who work for the Veterans Administration. In the fall of 2005 the VA decided that three of these people would be fired and one would be limited in work assignments because the VA wanted to use technology inaccessible to the blind. We filed a lawsuit in the United States District Court for the Western District of Kentucky, and after years of negotiations I am happy to report a settlement has been reached. The VA will make all of its equipment accessible, and the government will pay monetary damages and attorney fees. Vicki Hodges is a blind leader of our Arizona affiliate who has been working as a librarian assistant. When the City of Phoenix Library Department decided to close the assistive technology center where she had been working, it offered all other assistant librarians transfers. Vicki Hodges got a cut in her hours and pay because the library said she could not perform any other job because of blindness. When she filed a complaint with the Arizona Civil Rights Division, she received a decision indicating that there is reasonable cause to believe that discrimination occurred based on blindness. The Arizona Attorney General has filed a lawsuit on her behalf, and we have joined in the action. Vicki Hodges is a tough-minded, capable human being. Blindness cannot stop her, but, unless we are willing to help, misunderstanding in the form of discrimination might. We expect to secure a position for Vicki Hodges in the Phoenix library. When we built our new building, we established our Jacobus tenBroek Library to house Dr. tenBroek's papers, given to us by his widow, Hazel tenBroek. During the past year we have initiated the Hazel tenBroek research grant program. One winner of a grant is Sushil Oswal of the Seattle chapter of the NFB of Washington. He has already begun research work on Jacobus tenBroek and the origins of disability rights law. Another is Selina Mills, a blind British journalist writing a book on the history of blindness around the world. One of the most important assets we have is our membership. This year we established the National Federation of the Blind Fellows Program, an engagement that lasts a year for young Federation leaders who want to deepen their commitment to the organization and their capacity for leadership. Eleven Federationists are participating as Fellows for 2012. They are learning about membership-building, fundraising, planning conventions, passing legislation at the state and national levels, and the kinds of activities that can inspire Federationists to build programs for the future. Joanne Wilson, who established the Louisiana Center for the Blind and who is serving as our executive director for affiliate action, is managing these events. We have been as active in the Congress this year as ever before. H.R. 3086, the Fair Wages for Workers with Disabilities Act, was introduced by Congressman Cliff Stearns of Florida and Congressman Tim Bishop of New York on October 4, 2011. This legislation, once enacted, would phase out, over a three-year period, payment of subminimum wages and would repeal Section 14(c) of the Fair Labor Standards Act, which authorizes subminimum wage payments. Although the position of the National Federation of the Blind has opposed payment of subminimum wages from the time that our organization came into being, the current argument began last spring when we learned that a proposed section of the Workforce Investment Act would contain language recognizing within the rehabilitation system the practice of paying subminimum wages. At our convention last year we demanded that this proposed provision, Section 511 of the Workforce Investment Act, be dropped. Because the members of the Senate committee responsible for considering this legislation seemed unwilling to discuss the subminimum wage provisions of the proposed law, we took to the streets. On July 26, 2011, the National Federation of the Blind, along with other supporting disability-led organizations, conducted protests at the offices of members of the Senate Committee to express our vehement opposition to the proposed language. Our efforts received substantial media coverage and contributed to bringing the consideration of this legislation to a halt. However, we recognized that stopping recognition of subminimum wage payments in the Rehabilitation Act was not enough, and we sought support for the elimination of this discriminatory law in Congress. We now have over seventy-five cosponsors of H.R. 3086. We believe that there will be a hearing on this bill soon. Currently we have forty-seven supporting organizations, and we are seeking more. We have received documentation from the Department of Labor of wage payments as low as seven cents per hour. Representatives of many of the organizations that pay workers less than the minimum wage have told us that they support the principles in our bill, and some of them have indicated that the work we are doing has helped them to reexamine the positions they have taken and to seek ways to implement a change that guarantees every worker at least the federal minimum wage. Sometimes we are told that very few blind people are now receiving subminimum wages, and we are asked a question that goes something like this: "Why are you so adamant about this, when only a hundred and fifty blind people [or three hundred, or a hundred and twenty-five, or some other number intended to sound small] are receiving subminimum wage payments?" Such a question is not simply irritating; it is insufferable. Those who ask it might just as well say, "The few people who receive the subminimum wage are not very important; why don't you write them off?" When I hear this question, two thoughts come to mind. First, if there are so few, why don't you pay them? If you did, the argument would be gone. Second, before we started discussing the unjustified, immoral, outrageous practice of dividing the workforce into the class protected by law and the class faced with exploitation, there were a lot more blind people being paid less than the minimum wage. Our work has changed this, and it is going to change it further. We expect to have no subminimum wages at all, and we expect it soon. Public education continues to be a priority for us. During the past year stories about us have appeared in such widely varying outlets as the Billings (Montana) Gazette, the Associated Press, the Washington Post, the New York Times, the Boston Globe, ABC News.com, the Minneapolis Star Tribune, the Denver Post, and the Philadelphia Inquirer. Millions of automobiles pass our building each year. Last September we installed a new high-tech, high-definition LED sign measuring twelve feet by thirty-nine feet. This sign depicts our message to drivers along Interstate 95. Fully programmable, the sign presents our message in color with the light from four hundred forty-nine thousand two hundred eighty light-emitting diodes. When we asked the public to join us in stopping the exploitation of disabled workers at Goodwill Industries who are being paid less than the federal minimum wage, the request was transmitted in vibrant red letters on a white background. We have collaborated at the state and national levels this year to promote programs that create opportunity. In Mississippi a piece of legislation drafted at our National Office was presented to the legislature. This proposal became law because of the extraordinary efforts of our members in Mississippi. This new law will increase education in Braille for blind students in the state. In Michigan the governor issued an executive order declaring that the Commission for the Blind would be dismantled as a state agency. The combined efforts of Federationists at our central office and in Michigan caused the executive order to be rescinded one day before it was to take effect. A restructuring of Michigan services for the blind is still likely to occur, but vital services to blind people will remain in operation because of our combined efforts. Our NFB-NEWSLINE? program continues to expand with close to one hundred thousand participants. Since our last convention we have developed an iPhone application for NFB-NEWSLINE, and already more than a thousand people are using it. We have added many new publications, including the Jerusalem Post, the Moscow Times, and the Reader's Digest. Through this service we provide the greatest volume of news to blind people that has ever been available. We continue to conduct the ongoing work of the Federation. We have held dozens of meetings, welcoming more than four thousand six hundred people to our headquarters building, serving them almost ten thousand meals and twelve thousand cookies. Our Federation came into being more than seven decades ago with a fundamentally new idea-that blind people themselves could make a difference in programs dealing with blindness or perhaps even in the broader community. We started with nothing except a grand idea, an enormous measure of hope, and a spirit of adventure. Today we have influence in Congress, we have created precedents in the judicial arena, we have altered expectations for our participation in the executive branch of government, we have begun the process of ensuring that the recognition of our equal participation in business will occur, and we have changed our comprehension of the capacity we possess. As I contemplate the accomplishments of the last year, I am proud of what we are and of what we are becoming; and I am proud of what we have done and what the future undoubtedly holds for us. Guts and judgment, imagination and inspiration--these are what we need along with an unshakable determination. Some may doubt that the blind of America can summon these characteristics, but I have met my colleagues in the Federation, and I know both the mental agility and the inner strength of the people of the movement. Dr. Jacobus tenBroek, our first great president, spoke during the course of his lifetime of the right of blind Americans to be covered by the same laws that give protection to everybody else. I have been inspired by his words, but I never met him in person. I did know Dr. Kenneth Jernigan, our second great president, very well, and I was supported by his strength. He would be challenged, gratified, and uplifted by what we have done during the past year. That we gain inspiration from those who have preceded us is true. That we have an obligation to those who come after us is equally true. Our history is a record that often contains restriction and denial, but the landscape before us is quickly becoming one of our own making. The challenges have been many, and they will not cease with the accomplishments of today. But no matter how great they may be, we will meet them. The misunderstanding of our being has been enormous, but this also can be changed, and we have the tools to do it. At one time our future was determined by somebody else, but now it belongs to us. We will shape tomorrow with the texture that gives us freedom. This is what I have come to know in the depth of my heart and the core of my being, this is what I have learned from you, and this is my report for 2012. ---------- Awards Presented at the 2012 Convention of the National Federation of the Blind From the Editor: In the National Federation of the Blind we present awards only as often as they are deserved. This year two were presented during the annual meeting of the NFB board of directors and one was presented during the banquet. In addition the Bolotin Awards were again presented. A complete report of those presentations appears elsewhere in this issue. Here are the reports of the educator awards and the tenBroek Award: Distinguished Educator of Blind Children Award Presented by Cathy Jackson First of all, I want to thank my committee. We're like the mailman: nothing stops us. It doesn't matter if there is a change of email address or someone's flight is delayed and they don't get home from vacation until a day later. It doesn't matter; the work goes on. I need to thank Allen Harris, Carla McQuillan, Mark Riccobono, Laura Bostick (formerly Laura Weber), and Mary Willows. Thanks, guys. "The Distinguished Educator of Blind Children Award is a very important award that we in the National Federation of the Blind have established because of our belief and hopes for our children. The most precious gift we have is to improve the future for our children." This is a quote from Sharon Maneki, past president of the NFB of Maryland and the former chair of this committee. She spoke these words in 1992 at the banquet as she presented this award to Dr. Ruby Ryles. Our recipient of this year's award joins a long list of deserving winners. She hasn't been in the field quite as long as some of the other recipients, but, nevertheless, she is doing a yeoman's job. She has the education and the ability to teach, but first and foremost she has the heart, the spirit, and philosophy of a true Federationist. She is a natural TVI. Our winner is a student of Dr. Ruby Ryles. Dr. Ryles gave her a glowing report, and I believe it's awesome to know that the winner of the award twenty years ago is still working in the field teaching and mentoring and has made such a profound impression on this year's recipient. So without further ado, I would like to present a beautiful plaque and a check in the amount of $1,000 to Casey L. Robertson of Mississippi. As Casey holds up the plaque, I would like to read the inscription. It says: THE NATIONAL FEDERATION OF THE BLIND HONORS CASEY L. ROBERTSON DISTINGUISHED EDUCATOR OF BLIND CHILDREN FOR YOUR SKILLS IN TEACHING BRAILLE AND OTHER ALTERNATIVE TECHNIQUES OF BLINDNESS, FOR GRACIOUSLY DEVOTING EXTRA TIME TO MEET THE NEEDS OF YOUR STUDENTS, AND FOR EMPLOWERING YOUR STUDENTS TO PERFORM BEYOND THEIR EXPECTATIONS. YOU CHAMPION OUR MOVEMENT. YOU STRENGTHEN OUR HOPES. YOU SHARE OUR DREAMS. JULY 2, 2012 Congratulations, Casey. [applause] [PHOTO CAPTION: Casey Robertson] Thank you, Miss Cathy, and thank you, Federation family. As I stand here today, you are my family. Leaders are created by watching great leaders, and the leaders within the NFB have made me the leader that I am. There is a piece of each one of you in this award today. I appreciate that. I often have people ask me, "Why do you give up so much of your time? Why do you take so much time away from your family?" I just let them know that this is not taking time away. This is my life. This is living. And, my friend, if you are not doing all that you can do and if you are not inspiring the people around you, you are not living the dream that you should live. My family is as much a part of my work as I am. My daughter has traveled to many schools with me. She believes that everybody in the world is blind and everybody can use a cane. Unfortunately, my husband is not here today. Thankfully he is serving our country with the Army National Guard today and is deployed. But he loves the Federation family just as much as I do. I want to thank each of you, and remember, as I carry on, there is a piece of you in this award and the work that I do and that you do every day. Thank you. ---------- Blind Educator of the Year Award Presented by David Ticchi Good morning, board and Federationists. It is indeed a pleasure to be here and a privilege to chair this committee. Before proceeding with this award, I would like to thank my committee: William Henderson, MA; Sheila Koenig and Judy Sanders, MN; and Ramona Walhof, ID. This award was established by the National Organization of Blind Educators to pay tribute to a blind teacher whose classroom performance, community service, and commitment to the NFB were truly notable. In 1991 it became a national award because of the importance and impact of good teachers on students, on faculty, on the community, and on all blind Americans. We present this award in the spirit of the educators and leaders who founded and nurtured our movement: leaders like Dr. tenBroek, Dr. Jernigan, and our current president, Dr. Maurer. I want to tell you a little about this year's award winner. I invite her to make her way forward to the platform, where I will present a check for $1,000 and a plaque. The winner of this year's Blind Educator of the Year Award is Catherine E. Mendez of New York. Cayte served in the Teach for America Program, where she was placed in the Bronx in PS 69 in an integrated kindergarten class of twenty-five students. She did so well that seven years later she is still there. Cayte is an alumna of Cornell University, where she majored in linguistics and Asian studies. She earned a master's at Pace University in New York City, and she has done continuing education at Columbia Teachers College and Harvard University in standards-based curriculum and instructional best practices. Cayte, I spoke with your principal, and the praise and respect that she and your school colleagues have for you are truly impressive. She told me that not only is Cayte an excellent teacher, she is integrated into the whole school community. She carries a full load and is always creative and imaginative. She is always working to improve herself. In fact, this summer Cayte and her principal will be coming to the Harvard School of Education for a seminar. As an alumnus of the Graduate School of Education, I look forward to getting together with you there. Cayte you are a longtime member of the National Federation of the Blind, active at the national, state, and local levels. You are active with the National Organization of Blind Educators. She is secretary of the New York City Chapter and has presented at state parent and student seminars. Here is the text of the plaque: BLIND EDUCATOR OF THE YEAR NATIONAL FEDERATION OF THE BLIND PRESENTED TO CATHERINE E. MENDEZ IN RECOGNITION OF OUTSTANDING ACCOMPLISHMENTS IN THE TEACHING PROFESSION. YOU ENHANCE THE PRESENT YOU INSPIRE YOUR COLLEAGUES YOU BUILD THE FUTURE. JULY 2, 2012 Congratulations. [Applause] [PHOTO CAPTION: Cayte Mendez] Cayte Mendez: I think I have heard it said that more than one person can't keep a secret. But I think that has been completely disproven. I had absolutely no idea. Thank you so much. I honestly don't know what to say. If anybody here knows me, you are probably saying, "Right." It has been a privilege and honor working with everyone here over the last eleven years-- working with Sheila and David and everyone in the educators division and everyone in my chapter and state affiliate. Carl, I can't believe that you guys managed to bombshell me completely with this. Thank you so much. I am so proud to be here and so thankful. I wouldn't be here, I wouldn't do the work that I do if it wasn't for the National Federation of the Blind. I was inspired to become a teacher at the Atlanta convention in 2004, so none of this would be happening without everyone here. Thank you so much. ---------- The Jacobus tenBroek Award Presented by Ramona Walhof Tonight it is my privilege to present the Jacobus tenBroek Award. It is the highest award the National Federation of the Blind can bestow on one of its own. Of course it was named for our founder, Jacobus tenBroek, a much loved professor at the University of California at Berkeley and the primary leader of the NFB for more than a quarter of a century. Thus this award stands for excellence and is presented only as often as one of our members deserves outstanding recognition. Awarded sometimes to individuals and sometimes to couples, this honor is meaningful both to the membership and to those who receive it. I can testify to that, having received the award myself a few years ago. The committee this year consisted of Joyce Scanlan, Barbara Loos, Jim Gashel, and me. We have selected a couple who you will all agree deserve to be honored in this way for their commitment to the NFB, their creativity, their love, and their support for the thousands of people they have served. They joined the NFB before they met each other. Together they are a team whose contributions no one can surpass. They live in the southern part of the country--yes, in Louisiana. [prolonged cheers and applause] Tonight we have chosen to honor Pam and Roland Allen. [continued cheers] Will the two of you come over here? [They were seated at the head table.] Pam met me at the edge of the platform on my way up here; she had no idea. Let me review for you their contributions. Roland Allen grew up in New Orleans and was one of the early students at the Louisiana Center for the Blind. He joined the Federation at that time. Then he enrolled at Louisiana Tech University. During college he was a teacher in the summer program of the Louisiana Center. He has become a truly gifted travel teacher. Through the years he has taken on more and more responsibility. Today he continues to teach orientation and mobility to blind students at LCB, and he teaches degree candidates at Louisiana Tech University. He trains groups of students in fitness and weight lifting and in adventure seeking like whitewater rafting and rock climbing, and he has become a leader in building new opportunities and setting standards in teaching blind people and their instructors. For example, Roland has taught blind and sighted students wearing blindfolds on New York subways; in Washington, D.C.; in dog guide schools; and at Marti Gras-places that many consider too difficult or impossible for the blind to negotiate independently. Roland Allen's work is one of the reasons why Louisiana Tech graduates are offered jobs throughout the country. He has represented the Louisiana Center and the NFB by making presentations at meetings of the Association for Education and Rehabilitation (AER), the Council for Exceptional Children (CEC), and two conferences for teachers and administrators of residential training centers for the blind, sponsored by the Rehabilitation Services Administration, Department of Education. In such settings you will see Roland out on the streets, working out new travel routes for his students. Roland Allen's work has resulted in today's blind travelers and their teachers seeking and achieving a higher degree of independence and confidence than ever before. As a young man Roland served as president of the North Central Chapter of the NFB of Louisiana and of the state student division. Today he is a member of the evaluation team of the National Blindness Professional Certification Board, which grants national O&M certification (NOMC). Then we have Pam Dubel Allen. Pam grew up in New York state and discovered the NFB only after she had served in office in another blindness student organization. She first attended a seminar for blind students in Ohio. Then she did a college internship at the Louisiana Center for the Blind and then worked in LCB summer programs. Pam received the NFB's highest scholarship of $10,000 in 1991 and graduated from Dennison University the following year. While in college Pam was elected to office in the Ohio student division and to the board of the National Association of Blind Students. After she graduated, she enrolled in the Louisiana Center for the Blind. When she completed training, she was hired as LCB director of youth services, a position she held for eight years. Her leadership made that program one of a kind in the nation. Every infant and toddler in the state is referred to LCB for consultation and assistance. She established a program to train aides who work in public school classrooms where blind children are enrolled, and she established summer camps for blind children and youth. After Joanne Wilson departed from LCB, there was no question that her successor as director would be Pam Allen. Pam has continued to lead this important NFB program as it grows and develops innovative ways to train the blind and the sighted. She was elected president of the NFB of Louisiana in 2001 and to the national board in 2002. She has continued to be reelected every two years since. She has served as NFB treasurer since 2006. In this capacity she reviews NFB financial activity about twice a month. In addition Pam serves as secretary of the National Association of Rehabilitation Professionals. She has played an essential part in the development of the graduate program for blindness professionals in the Institute on Blindness at Louisiana Tech. She is a member of the advisory board of the Professional Development and Research Institute. As LCB director she has served on the Ruston Chamber of Commerce. The governor of Louisiana appointed her to the state's Rehabilitation Council. Pam is a competent, loving woman who has helped to change the lives of thousands of blind people. When she attended an NFB leadership seminar, she hunted up and thanked everyone who had helped with the event. I have for Pam and Roland a plaque for the Jacobus tenBroek Award. I want to read what it says, and then I have just a couple more comments. JACOBUS TENBROEK AWARD NATIONAL FEDERATION OF THE BLIND PRESENTED TO PAM AND ROLAND ALLEN FOR YOUR DEDICATION, SACRIFICE, AND COMMITMENT ON BEHALF OF THE BLIND OF THIS NATION. YOUR CONTRIBUTION IS MEASURED NOT IN STEPS BUT IN MILES, NOT BY INDIVIDUAL EXPERIENCES BUT BY YOUR IMPACT ON THE LIVES OF THE BLIND OF THE NATION. WHENEVER WE HAVE ASKED, YOU HAVE ANSWERED. WE CALL YOU OUR COLLEAGUES WITH RESPECT. WE CALL YOU OUR FRIENDS WITH LOVE. JULY 5, 2012 At the bottom is the image of Whozit. I want to say congratulations to Pam and Roland. [cheers] We want to hear from both of them briefly. [PHOTO CAPTION: Roland and Pam Allen] Roland Allen: Wow. I absolutely love this organization, and I have been so blessed to be a part of an organization that has meant so much to me. I've been blessed with a job that I absolutely love, teaching our students at the Louisiana Center for the Blind. I am also blessed to have an extended family in all of you in the National Federation of the Blind. I want to thank Ramona and all the members of the committee and Dr. Maurer. I also want to thank Joanne Wilson, the founder of the Louisiana Center for the Blind, who brought me to the NFB over twenty-six years ago now. This is my twenty-sixth convention, so I've also been blessed to hear twenty-six banquet addresses from Dr. Maurer. Thank you guys very much, and I appreciate you all. [Applause] Pam Allen: Thank you so much. I can't tell you how shocked we both are and how honored and, most important, how humbled and how thankful we are to each of you in this room. I also want to thank the committee, and I want to thank Dr. Maurer and Dr. Jernigan, whom we both had the pleasure to meet. Thanks to Joanne and Barbara Pierce, and so many people who took a chance on me and on Roland. The successes we have had we share with all of you in this room. Because of your love, your support, your belief, your desire for equality, we have had the pleasure to work with and learn from and grow as individuals. I am so thankful to have Roland as my husband and my support, [applause] and to all of our many students. I am grateful that in this room tonight at the banquet we have some of our students who were in our infant/toddler program, at our Buddy and STEP programs, and our adult and senior programs. We share this award with all of you in this room. We are so honored and blessed to be members and leaders of the National Federation of the Blind, and we look forward to continuing to make the future bright and full of promise for all. Thank you so much. [Applause] Roland: I'm sorry. I forgot to say one important thing. I have also been blessed to have a very beautiful, intelligent wife whom I love very much. [Applause] ---------- [PHOTO CAPTION: Richie Flores receives his award from Jim Gashel.] [PHOTO CAPTION: Stephen King] [PHOTO CAPTION: Arnie Wight] [PHOTO CAPTION: Hoby Wedler holding his award stands with Jim Gashel.] [PHOTO CAPTION: Ann Cunningham] The 2012 Bolotin Awards by James Gashel From the Editor: Late Thursday afternoon, July 5, Jim Gashel, NFB secretary and chairman of the Bolotin Awards selection committee, came to the platform to present the 2012 Bolotin Awards. This is what happened: Jim Gashel: The Blind Doctor: The Jacob Bolotin Story, written by Rosalind Perlman and published by Blue Point Books, is available from the National Federation of the Blind Independence Market. Dr. Bolotin was born in 1888 and died in 1924. Just think of that: he was only thirty-six years old at the time of his death, but he achieved far more with far less than most of us could do living twice as long or even longer. Starting as a salesman selling kitchen matches, brushes, and even typewriters door to door, Dr. Bolotin broke the mold, went to medical school, practiced medicine, and taught medicine in Chicago during his lifetime. All of this he did as a blind person and long before there was even a notion of rehabilitation laws like the ones we have today. That's why we remember Jacob Bolotin as a person of excellence with pioneering spirit and pioneering vision. As the chairman of the NFB Jacob Bolotin Award committee, I can tell you we keep firmly in mind pioneering spirit and pioneering vision as our guidepost when we review applications for the Jacob Bolotin Awards. Funds to support these awards are made possible through the Alfred and Rosalind Perlman Trust, which was created by a bequest to the Santa Barbara Foundation and the National Federation of the Blind. The bequest was granted to us by Jacob Bolotin's niece, Rosalind Perlman. This year we have a total of $80,000 to distribute. Each of the awardees will receive a portion of that cash along with a plaque to commemorate the award and, of course, our thanks. Here is the text of the plaque: "Presented to [the name of the recipient] by the National Federation of the Blind and the Santa Barbara Foundation, July 2012." Then a medallion is affixed above the plaque, and on the obverse the text is "The Dr. Jacob Bolotin Award," with the logo of the National Federation of the Blind below, and below that are the words, "Celebrating achievement, creating opportunity." On the reverse is a bust of Dr. Bolotin flanked by the years of his birth and death. Below are the words, "Celebrating his life the Alfred and Rosalind Perlman Trust." So that's the description of the award. Now for the 2012 Jacob Bolotin recipients. For our first recipient, representing organizations of excellence, we are recognizing a particular program led by blind adults to provide opportunities of special significance to blind youth. Although the program being recognized has a single purpose and mission, there are actually ten recipients sharing this award. The program they represent is Braille Enrichment for Learning and Literacy. The total amount of the award to the BELL Program is $30,000. This will be divided by ten states, who will each receive $3,000. First launched in the summer of 2008 by the NFB of Maryland, the BELL program has reached a milestone in 2012 with ten states participating and providing services at fourteen different sites. This year we will honor the affiliates of the National Federation of the Blind conducting this program in Colorado, Georgia, Idaho, Massachusetts, Nebraska, North Carolina, Texas, Utah, and Virginia [as well as Maryland, of course]. Because of the initiative of these state affiliates, blind children will learn that it is respectable to be blind and it is respectable to read Braille. Using the mentoring concept which the NFB is very good at, blind adults will work with blind youth. Throughout the day children will celebrate their successes by ringing the bell when they learn Braille characters, when they learn Braille contractions, when they learn to travel with white canes, and when they learn that alternative techniques really work. Parents of blind children will also be trained because the parents are the child's first teacher. When you think of reaching out to blind youth and helping them achieve excellence, of reaching out to parents to set high expectations for their blind children, think of the BELL program. Here to accept the award on behalf of the BELL program --I'm not going to let them all talk; I'd run out of time--here is Richie Flores. Richie, here is your award on behalf of the states with the BELL program. The checks to the states will be in the mail. [laughter] Richie Flores: We appreciate the opportunity to accept this award. Thank you to the Bolotin committee on behalf of the NFB of Texas and all the other states. We all have one person that dreamed of bringing it to our states. In Texas it was Louis Maher of the Houston Chapter who brought the Texas BELL Program. We thank the Jernigan Institute for creating such an awesome curriculum. In Texas we thank the teachers--Jackie Otwell, Emily Gibbs, Tony Hurt--who helped us teach blind adults to teach the BELL curriculum and spread it across Texas. We appreciate the leadership of our state presidents, my best friend, my lovely wife: you helped us get to this point. We enjoy sharing the beauty of Braille with blind children. There are twenty programs throughout the summer. We're doing it big. It's actually eleven states now, because Louisiana has jumped onboard. Eleven states have answered the toll of the bell, and I encourage all you guys to ring that bell for Braille literacy. We enjoy placing Braille in the hands of blind children. Thank you very much. [Applause] ---------- Jim Gashel: Thank you, Richie. For our second recipient, representing another organization of excellence, we recognize the DAISY Consortium with an award of $20,000. Founded in 1996, the DAISY Consortium maintains, promotes, and revises international standards for preparation of audio and text content, known as the Digital Accessible Information System, the DAISY standards. Although at its core DAISY makes possible the synchronization of visually displayed text with audio text, even real audio text as I was doing in Blio, I think the major contribution of DAISY has been its standards leading to adding structure to large amounts of digital and audio content. Who in this audience has not enjoyed (so to speak) trying to find your way around text from chapter to chapter, heading to heading, even page to page, when the audio content you were dealing with had no navigation built in? That was before the days of DAISY. But DAISY has brought us navigation, and in the fall of 2011 the International Digital Publishing Forum formed an alliance with DAISY so that the DAISY standards have now been incorporated in ePub 3. This is an event of groundbreaking significance in publishing because it paves the way so that every commercially distributed eBook can be an accessible eBook as well. So, when you think of tools and technology to support mainstream opportunities for literacy and learning for the blind combined with providing vision and leadership, think of the DAISY Consortium. Here is Stephen King of the Royal National Institute of Blind People and the president of DAISY to accept the award: Stephen King: Thank you so much to the Bolotin Award committee. Together we can solve the book famine and end the book famine. This makes it just a lot easier. Thank you very much. [Applause] ---------- Jim Gashel: For our third recipient, representing a corporation with a vision of excellence in leadership on behalf of people who are blind, we recognize Baker & Taylor, Inc., with an award of $15,000. Many of us wouldn't necessarily think of Baker & Taylor as a household name. Baker & Taylor is actually the world's largest distributor of physical and digital books, movies, music, and other entertainment products. They've occupied this position in the industry since the company's founding in 1828. Ask anyone in the business of publishing and selling books, ask librarians, and ask schools. They know Baker & Taylor as the industry's leading source for books. Now in the era of eBooks, the use of warehouses and trucks to distribute physical copies is really giving way to digital content, where bookstores are online, libraries are online, and books are on servers and in the Cloud. They are available to readers on computers and portable devices. This is a life-changing event for a company like Baker & Taylor, who have been around since 1828. They probably started with the horse and buggy moving these books around. But just consider what that means. As recently as 2008 Amazon started putting books on its Kindle, and Google was scanning the world's books. Now this year over half of the books sold have been eBooks rather than tree books. So as an industry leader Baker & Taylor needed a new way of doing business, so rather than turning to the technologies they could have chosen, the inaccessible technologies they could have chosen, they made a very smart business decision. Arnie Wight just told you that. They chose a technology that had the capability of providing accessibility to people who are blind. They made a deliberate decision to do that. Blio is the only eBook solution for public libraries. It provides now over 300,000 (Arnie told us over 365,000 titles) in our commercial book store, far larger than any library or any bookstore operation has ever provided in books that blind people can read. In other words, this is the largest effort to make books accessible at the time they are published that we have ever seen in history. When you think of our goal- -same book, same time, and same price, when you think of courage and standing up for accessibility for electronic books to be available to the blind--think of Baker & Taylor. Arnie Wight, the president and chief operating officer of Baker & Taylor, is here to accept the award. [Applause] Thank you, Arnie, and, as I told the others, the check is going to be in the mail. Arnie Wight: Thank you, Jim. It's a great honor to receive this prestigious award, but it's not something that, in terms of our development of Axis 360 and the support of the Blio reader, can be done in isolation. The reason we were able to accomplish this was truly our partnership with K- NFB and our collaboration with the NFB. If it wasn't for the crew with Jim Gashel and folks at the NFB, who were critical in giving us input into the design and being key to the quality assurance in testing to make sure we met all the requirements, it wouldn't have been the product it is today. So I want to thank them. [Applause] Jim Gashel: You know something, Arnie, you're right. We would get it done without you, but you sure made it a lot easier. With friends like you, we will overcome. ---------- Jim Gashel: For our fourth recipient, representing blind individuals with pioneering spirit and pioneering vision--this is Hoby Wedler; he's already talked for himself. I don't think you want me to stand up here and repeat Hoby's bio because he did such a nice job. Hoby was the product of Rocket On!, our first science academy when we were forming the Jernigan Institute, and the rest is history. Hoby, you better step up here so we can give you a Jacob Bolotin award. [Applause] Hoby Wedler: Thank you so very much to the Bolotin committee for this very kind award. I am deeply and sincerely honored to be here receiving it. I said in my talk earlier that really what motivated me to do the chemistry camp and to work hard for blind people is seeing how often blind people are discouraged by low expectations. Knowing that I could study chemistry and do well in chemistry made me feel passionately about allowing other blind students to do that as well. I also said that the most important thing is hard work and never giving up. I think that's very true. Only this work that I did for the chemistry camp is something that I still enjoyed, so it didn't feel like work at all. I also challenge you to go home, work hard, and bring what you feel is necessary and needed in the Federation, because we are all leaders. Thank you very much again. [Applause] Jim Gashel: Hoby, when the check does arrive, it will be in the amount of $10,000. ---------- Jim Gashel: Now, for our fifth and final recipient, representing sighted individuals with visionary enlightenment and a genuine understanding of blindness, we recognize Ann Cunningham, Denver, Colorado, [Applause] with an award of $5,000. The view that blind people cannot enjoy or create art that is visually appealing and also can be tactilely appealing as well is perhaps one of the last bastions of discrimination that we face. In fact, lots of projects do nice things for the blind around art that provide special opportunities, but the key word is "special," because special often means separate. Working as a tactile artist, Ann Cunningham first got acquainted with blind people when she came to the Colorado Center for the Blind to teach classes beginning in 1997. Her classes include stone carving, sculpture, tactile mapping, painting, drawing, and lots more. Ann also travels with students to gardens, art galleries, and museums and helps them understand that enjoyment and creation of artistic works are reasonable and realistic expectations for people who are blind. More than that, she has mentored many blind artists and encouraged them to prove their skills while others are encouraging them to go elsewhere. Ann has also taught many sighted professionals about the techniques and tools that she uses. Her recent invention of the Sensational BlackBoard has created a sensation itself. It is a means of employing low- cost technology to create diagrams, graphs, and maps for blind people. When you think of a can-do spirit and a creative problem solver, tearing down barriers and surmounting obstacles, just saying, "Yes" when everybody else is saying, "No," think of Ann Cunningham. Here is Ann Cunningham: As I said to the others, your check will arrive in the mail. Ann Cunningham: Thank you so much. So little time, so many to thank. I would like to thank Mr. Gashel and the Bolotin committee, for your endorsement means the world to me. I also have to thank my husband. Everything that goes out of the door at our home, he's helped with. Thank you, Charlie Gider. Thanks, of course, go to my NFB family. Special thanks to Dr. and Mrs. Maurer. Mrs. Maurer has been a strong voice and an advocate for accessible art for many years. Thanks also to Mark Riccobono. We have worked on many projects over the years together, and we are investigating an exciting new possibility right now. I will also always hold a special place in my heart for Dr. Betsy Zaborowski. She was a champion for the tactile arts. But where would I be without a home? And I have to thank the visionary founder Diane McGeorge and the dynamic director Julie Deden, as well as the staff at the Colorado Center for the Blind for giving me a place to live. Most of all I have to thank the students at the Colorado Center for the Blind for joining me in this adventure. Thank you. ---------- [PHOTO CAPTION: The 2012 scholarship winners (left to right): Back Row: ShaQuantaey Mack, Cody Bair, Elizabeth Troutman, Michael Foster, Brandon Terry, Rylie Robinson, Brandon Keith Biggs, Sierra Gregg, Monica Villarreal, and Michael Sipes. Middle Row: Chrys Buckley, Jennifer Shields, Christopher De Jesus, April Spurlock, Emily Pennington, Rachael Grider, Nallym Bravo, Robert Campbell, Briley Pollard, and Matthew Bowers. Front Row: Valeria Paradiso, Trey Lewis, Kyra Sweeney, Brandy Woods, Harriet Go, Stephanie O'Donnell, Jordyn Castor, Alyssa Munsell, Rose Sloan, and Kimie Beverly.] Meet the 2012 National Federation of the Blind Scholarship Class From the Editor: With every passing year we recognize the increasing value of the National Federation of the Blind's scholarship program to our national organization. Members of previous scholarship classes stream back to take part in convention activities and assume responsibility, doing anything that they can see needs to be done, including serving as mentors during the following year for the members of the current scholarship class. Each July everyone looks forward to meeting the new scholarship class and to hearing what its members are doing now and planning to do in the future. On Thursday evening, July 5, toward the close of the banquet, Patti Chang, the chairperson of the scholarship committee, came to the podium to present the year's winners and announce which scholarships they had been awarded. This year each winner shook hands with President Maurer and Ray Kurzweil before they took their places across the back of the platform. In addition to his or her NFB scholarship, each winner also received a $1,000 check and a plaque recognizing outstanding achievement from Ray Kurzweil and the Kurzweil Foundation; an iPod Touch, which is able to run Blio, the e-book-reading software available from K-NFB Reading Technologies; and a certificate for the latest Kurzweil 1000 reading system software from Kurzweil Educational Systems. This package of gifts added $2,500 value to every scholarship award. The final award was the Kenneth Jernigan Scholarship of $12,000, presented to Chrys Buckley, who then spoke briefly to the audience. Her remarks appear later in this article. But earlier in the week, at the meeting of the NFB board of directors, the twenty-eight 2012 NFB scholarship winners and two tenBroek Fellows, who were receiving their second NFB scholarships, came to the microphone to speak directly to the Federation. Following is what they said about themselves. Each speaker was introduced by Patti, who announced their home and school states after each name. Cody Bair, Colorado, Colorado: Good morning, everyone. I am Cody Bair. I currently live in Greeley, Colorado, and attend the University of Northern Colorado, where I will be a sophomore in the fall, majoring in business administration with an accounting emphasis. My career aspirations are eventually to earn a master's in accounting and become a certified public accountant, CPA, specializing in tax, and hopefully get some experience working for a corporation and then start my own accounting firm. This is my second national convention, and I have really enjoyed getting to work with all the mentors, and I feel that they have definitely helped me develop as a young leader in the National Federation of the Blind. Thank you, everyone, for everything that you have given to me. Kimie Beverly, Nevada, Nevada: Hello. My name is Kimie Beverly, and I am from Las Vegas, Nevada, where I will be starting law school in the fall as a public interest fellow and working full time at the Office of the Attorney General for the state of Nevada in the Bureau of Litigation, Department of Personnel. I was first introduced to the National Federation of the Blind in 2003 when I was awarded my first scholarship. Since that time I've become more active with the Federation by holding five positions, including state secretary, Las Vegas chapter secretary, legislative coordinator, fundraising chair, and membership chair. My career aspirations are to continue working in the Office of the Attorney General, and, after I get my juris doctorate degree, I want to become the first blind deputy attorney general for the state of Nevada and then from there become a supervising deputy attorney general, and maybe a chief of one of our departments. Thank you. Brandon Biggs, California, California: I was told by my coach that I would never play basketball. I didn't believe him. I was told by my theater instructor that I would never navigate a stage safely and that I couldn't sing. I didn't believe him. I was told by my honors astronomy instructor that I would never pass his class without help. I didn't believe him. If somebody tells you you can't do something, don't believe them. I was told by a conductor that I would never sing without help in front of an orchestra. I am getting my music degree at Cal State-East Bay, and I will see you at the Metropolitan Opera. Matthew Bowers, Tennessee, Indiana: Greetings, Federationists. I come to you all today from the Dynamical Predictability Laboratory at Purdue University, where I am currently working on my PhD in atmospheric sciences. Eventually I intend to become a research scientist and a professor of climatology. Through my research I want to deepen our understanding of Earth's climate, how our behavior as humans affects it, and how it in turn impacts our ability to survive on this planet. I'd also like to serve as a mentor to other aspiring young scientists, blind and sighted alike. So thank you very much for this opportunity and this honor. Nallym Bravo, Florida, Florida: Good morning, Federationists. I am so inspired and so honored to be here. I'm a student, a senior, at the beautiful Florida International University, getting my degree in English. Afterwards I intend to pursue a master's in higher education administration and student affairs so that I can work at college campuses and work with students on their personal development, their professional development, and civic engagement. Right now I am a director for a nonprofit called Strong Woman, Strong Girls. I also work in our disability resource center on campus as a student assistant. I've had the honor and privilege to be trusted to be on our affiliate state board as well as my local chapter board, and also I have had the honor of serving as president of FABS [Florida Association of Blind Students]and am currently vice president. So I am inspired by each and every one in my scholarship class. I am excited for this week and congratulations to my peers. Chrys Buckley, Oregon, Oregon: Good morning, fellow Federationists. I am the president of the Oregon Association of Blind Students and treasurer of my local chapter. I studied premed at Portland State University with a minor in physics. I plan to go into an MD/PhD program and specialize in internal medicine. For work I tutor science classes including biology, genetics, and organic chemistry. In my spare time I do a lot of creative writing. I am really, really grateful to be here, so thank you. The next gentleman suffered through a cancelled flight and arrived late, so he gets the award for starting his convention most stressed out. He is Robert Campbell, Ohio, Ohio: Good morning, everyone. I am currently a third-year law student at the University of Akron School of Law. I am getting ready to graduate, so I am happy about that. When I graduate, I hope to specialize in federal income tax or secure transactions. After I practice law for a few years, I would like to become a professor at a four- year university, where I would specialize in federal income tax and Constitutional law. I hope to become a scholar in that area, so that's why I have authored three articles. Hopefully they will get published in the upcoming year in a law review, and that's all I have. Jordyn Castor, Michigan, Michigan: Hello, Federation family. I am a sophomore at Michigan State University studying computer science. I hope to be a software developer as well as to provide feedback to major companies about the accessibility of their software. This is my fourth national convention, and I am the president of the Michigan Association of Blind Students, and I am deeply honored and grateful to be here today and to have this wonderful opportunity. Thank you. Christopher De Jesus, New York, New York: Good morning, everyone. My name is Christopher De Jesus. I will be majoring in psychology and premed in the fall as a junior. I aspire to get my MD degree as well, and I hope one day to serve the military veterans coming back from active duty. On my down time I play beep baseball, so I know what it means to be part of a team, and I truly believe that, in order to change this world for the better, all of us need to cooperate as a team, and I look forward to doing that as a psychiatrist. Thank you very much for this opportunity. Michael Foster, New Jersey, Pennsylvania: It's such an honor to be here with all of you today. I am a rising senior at the University of Pennsylvania, Wharton School of Business, studying finance. Last summer I interned at TD Bank working as a credit analyst. This summer I am interning at Google in Mountainview, California. It's an amazing experience. I love it so far; it's the summer of a lifetime exploring San Francisco. It is an honor to be here. Thank you so much. Pennsylvania has two in a row. This one is a tenBroek fellow, Harriett Go, Pennsylvania, Pennsylvania: Good morning, fellow Federationists. I enjoy teaching children. It has always been my passion. When I was an undergraduate student, though, preparing to enter the student teaching of my degree program, some people believed that, because I am blind, I wouldn't be able to handle my duties as a teacher. They tried to take my assignment away. Both the university and the partnering elementary school wanted me not to participate, and they asked me to describe how I would handle certain classroom situations without first giving me a chance to try. However, with the support of my family and my friends in the National Federation of the Blind, I got through that difficult and discouraging time in my life. For that I will always be grateful. Today I am a seven-year veteran of the school district of Philadelphia, teaching elementary special education students. [Applause] Sierra Gregg, Missouri, Missouri: Good morning. When I was a little girl, my mother told me, "Grab hold of every opportunity that comes your way, and never ever let it go." Over the past few years I've done just that, traveling to Washington, D.C., for an internship at the National Archives two summers in a row, proposing, organizing, and promoting a disabilities resource webpage that will be uploaded on the National Archives website sometime this month. But, above all, I believe that the decision to come to my very first national convention has been and continues to be the best opportunity of my life. Rachel Grider, California, Maryland: Hi. I am so excited to be here today. I am a master's student at Peabody Conservatory in Baltimore, and I am getting a double master's in vocal performance and theory pedagogy. I am going to teach theory at a college. This is my first national convention. I am very excited to be involved with you guys. I joined a couple of committees last night of the student division, and I am excited to join more committees. Thank you for having me. Brandon "Trey" Lewis, Oklahoma, Oklahoma: Good morning. I am a student at the University of Central Oklahoma in Edmond, Oklahoma. I am getting a degree in music and business to pursue a career in being a talent agent. Thank you so much for this opportunity. ShaQuantaey Mack, Georgia, Georgia: Good morning, my Federation family. I am currently a student at the University of Georgia pursuing a master's in social work. I also serve on the Georgia Association of Blind Students board. I am here today because several members of the NFB saw something in me that I didn't see in myself, and they decided to take a chance and roll the dice on me. This convention has presented several firsts for me: first time winning a national scholarship and the first time in the wonderful state of Texas; and I am enjoying myself immensely. I'm honored to be a 2012 NFB recipient. Thank you. Alyssa Munsell, New Hampshire, Massachusetts: Good morning, everyone. I graduated from Keene State College. I have a BA in psychology and a minor in criminal justice, and I graduated with a 3.8 GPA. I am going to be going to Simmons College in Boston, Massachusetts, to get my master's degree in social work, and I chose social work because I want to dedicate my life to being a strong advocate in achieving security and equality for everybody that I work with hopefully. Thank you very much. I look forward to meeting all of you. Stephanie O'Donnell, New Hampshire, New Hampshire: I would like to thank Dr. Maurer, the board, the scholarship committee, and the NFB for having me and showing me great wisdom and leadership. I go to Keene State College in Keene, New Hampshire. I am majoring in elementary education. I cheerlead there. I am also a resident assistant. I hope to go on to graduate school and do either special education or higher education working in disability services, because I believe all children deserve an equal opportunity within education. Thank you. Valeria Paradiso, New York, New York: Good morning, everyone. I am attending Hunter College in Manhattan, and I am currently double majoring in psychology and premed studies with a double minor in creative writing and classical music. I hope to go on to med school. I'd like to go into psychiatry or other branches of medicine, maybe pediatrics. I've thought about teaching on the college level. I teach Braille. I teach Nemeth, the music code, encourage both sighted and visually impaired individuals to learn. I work closely with the chief of the NLS Library. I am very honored to be here, learning a lot, and this will certainly not be my last convention. Thank you for having me. Emily Pennington, Ohio, Ohio: Good morning, board members and fellow Federationists. I recently graduated from high school with a GPA of 4.271, and I plan on attending Xavier University to pursue a major in accounting, a masters in business administration, and ultimately go to law school. Even though I don't have nearly the experience that a lot of my fellow winners have, because I haven't even gone to college yet, I aspire in my academics, my personal life, and in my future career to be an ambassador to blind people and show that my disability does not limit what I do. I work very hard, and I try to do everything as best I can. Thank you all for having me. Briley Pollard, Virginia, Virginia: Over the past year I have too often heard bright young people say to me, "I want to learn Braille, but the school system said, No." I stand here today as a graduate student at George Mason University studying education policy because of a mother who fought for Braille; Barbara Cheadle, who taught her how; and blind people like Pam Allen who have modeled for me what it means to push for what you want, for change with dignity and grace. It is my turn to be that voice for change for children and adults who have none. Thank you so much for this opportunity. Rylie Robinson, Indiana, Indiana: Wow! I am so excited to be here. We are changing what it means to be blind right here in this room. Sometimes it is hard to define what it means to change what it means to be blind. Can it start with the individual? Well I believe that it can. I will be a sophomore at the University of Indiana--Purdue University Indianapolis majoring in secondary English education, and my goal after graduating from there is to get certification in the education of blind students. Changing what it means to be blind can start by instilling potential in the hearts of blind students. This is where my passion lies. After attending the Louisiana Center for the Blind, I realize that one of the many issues facing blind students today is Braille literacy. I know that working with middle school and high school students in the public schools will be difficult, but I am up for this challenge. Changing what it means to be blind is also on the organizational level. This is where I would like to thank those who made it possible for me to be here. I am proud to be a scholarship winner, and I am honored to help all of you in the NFB change what it means to be blind. Thank you so much. April Scurlock, Arkansas, Arkansas: Good morning, guys and gals. I am currently a fifth- and sixth-grade math teacher of middle school, so yes, Riley, it is difficult, I promise you. I am working on my master's degree to teach special ed for grades four through twelve. I'm not sure how I feel about the high school, but I will deal with that later. Yeah, I'm a little nervous. I'm a wife, a mother of two (twelve and fourteen). I am busy all the time; I don't rest. That's part of life, I guess, as we get older. I'd just like to thank everyone. I can't believe I'm standing here. I'm just excited. Jennifer Shields, Virginia, Virginia: Hello, fellow Federationists. This is my fifth national convention. I have just graduated from high school, and in the fall I will begin my freshman year at Christopher Newport University in Newport News, Virginia, where I will be studying English. I hope to become a children's book author, and I want to be an editor for a publishing company. I hope that, by doing so, I will help children understand the value and the importance of literature in their lives, whether they are blind or sighted. Thank you for this opportunity. Michael Sipes, Missouri, Louisiana: Good morning, or as they might have said in ancient Rome, salvete. I plan to go on down to Tulane University to study law. About six weeks ago I graduated from the University of Missouri with two degrees: one in classical languages, as you might have guessed, and one in American history. I am proud to say that I graduated Summa Cum Laude, and I was also the president of a fraternity there, Delta Alpha Pi, the Beta Beta chapter, and we worked to recognize the accomplishments of all disabled students. I was also the vice president of the Mizzou Sight Club, in which we worked with local high school students in trying to steer them toward a college education. I am very happy to be here, and I want to thank you for having me. Good luck to everyone. Rose Sloan, Illinois, Illinois: Hello, everyone. My name is Rose Sloan, and I am a senior at Northwestern University, where I study social policy. I hope to become an advisor or advocate of education policy one day. I have had many experiences with these types of things, and I just think it's a path I want to go down. I had an internship in Washington, D.C., last summer, and this summer I will be working for a state senator in Illinois. In my spare time I love to do gymnastics. I am the president of the Northwestern Club Gymnastics team. I also serve as the vice president of the Illinois Association of Blind Students. Thank you so much for having me here. I'm having a great time. Kyra Sweeney, California, California: Hello, everyone. It's so great to be here at my lucky thirteenth national convention. This fall I'll be starting my freshman year at the Pomona College in Claremont, California, where I will be majoring in English and psychology. I'm considering a career in either psychology or public interest law. My main goal is to be able to make a positive difference in people's lives, much like the NFB has done for mine. Brandon Terry, Utah, Utah: Good morning, my Federationist family. I stand here truly humbled in the greatness. I am so grateful for everything that has gotten me to this point in my life, the NFB being one of the very strong things in my life supporting me. Only recently I have been elected as Utah Association of Blind Students president. It's a wonderful opportunity, and I am so grateful to serve. I'd just like to say that I am so excited to be graduating in next December and will be rolling into a career as a successful young manager in the construction industry. Thank you. Elizabeth Troutman, North Carolina, North Carolina: Good morning. My dream is to reshape American public education so that all Americans can have the knowledge and skills they need to define their own lives. I graduated with honors from Princeton University. I've worked on legislation, advocated for children's rights, and served on community boards. Currently I am second in my class at the University of North Carolina School of Law. At this same time I am pursuing a master's in public policy at Duke University and giving my heart and patience to my almost two year old. I stand on the shoulders of those who have fought before me and those whose insights I draw on today, and I am ready to lift up the next generation on our shoulders. Maria "Monica" Villarreal, Texas, Texas: Echoing the voice of my state president, "Howdy, Ya'll." I currently live in Austin, Texas, where I go to the University of Texas. Go Longhorns! I am currently pursuing a double major in political science and American studies, and I will be a junior next fall. I have a great interest in advocacy and public policy, and I am currently interning in Washington, D.C., under the director of public policy and advocacy for the nongovernmental organization called Safe Kids Worldwide. I intend to become a lawyer and pursue my interest in advocacy and public policy. I am truly honored to be here, and I thank all of those who made it possible. Brandy Wood, Alabama, Alabama: Hello. I attend Auburn University in Alabama, and I am majoring in rehabilitation and disability services. I intend to go on to get a master's degree in rehabilitation counseling and teaching. My free time? I don't have any. I have a husband and two children also, so they are it. This is my first national convention, and I am really excited to be here. Thank you. On Thursday evening, July 5, toward the close of the banquet, Patti Chang presented this year's scholarships. Then Chrys Buckley, winner of the Kenneth Jernigan Scholarship, came to the podium to speak a few words. This is what she said: [PHOTO CAPTION: Chrys Buckley] Hi, everyone. I want to thank everyone in the Federation and especially the people on the scholarship committee for believing in me. I feel really, really honored to be a part of this scholarship class. Everyone has been welcoming and genuine and inspiring. I think we're all going to go on to be leaders and do great things with our careers. I'm also really thankful for all the mentoring I received this week from the assigned mentors, and also from people throughout the Federation. I feel these lessons will stay with me for a long time, and I think we've all made connections that will last for years to come. In the fall I will be starting my last year as an undergrad, and then this time next year I'll be applying to MD/PhD programs, so I think this scholarship will be a tremendous help in achieving my dreams. The only thing I think of to say is thank you so much. [Applause] Following is the complete list of 2012 scholarship winners and the awards they received: $3,000 National Federation of the Blind Scholarships: Cody Bair, Brandon Biggs, Nallym Bravo, Robert Campbell, Jordyn Castor, Christopher De Jesus, Michael Foster, Sierra Gregg, Rachel Grider, Brandon Trey Lewis, Alyssa Munsell, Valeria Paradiso, Emily Pennington, Briley Pollard, Rylie Robinson, April Scurlock, Jennifer Shields, Michael Sipes, Rose Sloan, Kyra Sweeney, and Brandy Wood $3,000 Charles and Melva T. Owens Memorial Scholarship: Stephanie O'Donnell $5,000 Larry Streeter Memorial Scholarship: Harriet Go $5,000 National Federation of the Blind Scholarships: Kimie Beverly, Matthew Bowers, and Monica Villarreal $7,000 National Federation of the Blind Scholarships: ShaQuantaey Mack and Brandon Terry $10,000 (NFB) Marvin and Mimi Sandler Scholarship: Elizabeth Troutman $12,000 (American Action Fund) Kenneth Jernigan Scholarship: Chrys Buckley ---------- [PHOTO CAPTION: President Maurer delivering the banquet address] The Intersection of Law and Love An Address Delivered by Marc Maurer at the Banquet of the Annual Convention of the National Federation of the Blind Dallas, Texas July 5, 2012 We in the National Federation of the Blind have known for well over half a century that the task before us is to alter the status quo both for the blind and for the society in which we live. We can achieve equality only if we believe in our fundamental worth and if we take steps to ensure that the society of which we are a part shares this belief. If a group of disenfranchised individuals wishes to be accepted as part of the broader culture, at least in some respects it must come to be admired, and certain representatives of that group must themselves behave in such a way that they also can be the subject of admiration. Th?ophile Gautier, the French writer, has said, "To love is to admire with the heart; to admire is to love with the mind." Thus admiration denotes love. However, an added element of this admiration is a tension, an uneasiness, an apprehension that the person or organization being admired may present a challenge, a demand for altered patterns of thought or behavior, a threat to the status quo. In 1532 Niccol? Machiavelli said, "It is desirable to be both loved and feared, but it is difficult to achieve both, and, if one of them has to be lacking, it is much safer to be feared than loved." He was speaking of the political processes required for governing a kingdom, and a substantial element of his argument was intended to avoid revolution. Such sentiments may be true to maintain the status quo, but pursuing a true equality- altering the fabric of society to accept disenfranchised groups-demands a different set of principles. Rather than relying on fear, this attempt at a recognition of human capacity and value requires the exact opposite-a reversal of the Machiavellian creed-a reliance not on fear but on love. The United States became a nation by declaration of the Continental Congress, which stated that the establishment of our country was based upon "the Laws of Nature and of Nature's God." This would seem to be a very powerful combination, but it did not prohibit slavery, and the Constitution (which was written eleven years later) was itself insufficient, at the time of its adoption, to do so. Much of the argument about human equality which arose from the debate over slavery in the United States was founded upon natural law. No consistent uniform agreement exists about the meaning of natural law, but three bases for it recur. These are a comprehension of justice given meaning by experience and the nature of human beings, the development of custom over time, and the inspiration of God. The English philosopher John Locke wrote that "Man being born . . . with a title to perfect freedom, and an uncontrolled enjoyment of all the rights and privileges of the law of nature . . . hath by nature a power, not only to preserve his property, that is, his life, liberty, and estate, against the injuries and attempts of other men, but to judge of and punish the breaches of that law . . . ." Thus, according to Locke, human beings are not merely governed and controlled by law, but participate in the creation and implementation of it. A variant of the Locke assertion was incorporated in the Declaration of Independence and the United States Constitution. These documents, which are bedrocks of American law, derive their authority from "the Laws of Nature and of Nature's God," or from the people, who, according to Locke, derive their authority from the law of nature. What are the natural characteristics of human understanding and behavior that underlie and support natural law? What in the essence of God creates obligation? What is the substance that makes people believe in fairness, justice, or equality? Among the characteristics that naturally occur in humanity are many that we know from personal experience-fear, greed, apathy, cowardice. However, the ones we admire have other names- courage, generosity, faith, love. No one of us can summon at will each of the characteristics in this second group, but all of us have known them at times, and most of us admire those who seek them. Recently Pope Benedict XVI wrote an encyclical entitled "Deus Caritas Est"-God is love. The common characteristic between the laws of nature and of nature's God is arguably the experience of love. Although the law possesses many characteristics worth criticizing, its fundamental source of power may be its reliance upon and its wish to express the experience of love. That law and love have anything whatever to do with each other is not often expressed. However the interesting parts of law deal with the nature of justice and the wish to ensure equality for all. This idea has a persistent appeal which cannot easily be justified by arguments in other realms. How the appeal is interpreted changes with time and circumstance, but the fundamental nature of the appeal remains strong. It must find its source in the human heart. Many will offer the opinion that society is governed by aggression or a competitive spirit and not by generosity. In 1859 Charles Darwin wrote On the Origin of Species, which has been interpreted to mean that the fit survive while others die-that the principle governing social interaction or growth is competition for scarce resources-a person can win only if that person is bigger, faster, meaner, or more intelligent than all others in the competition. However, in 1776 Adam Smith wrote the Wealth of Nations. His book recommended that recognition be given to the value of the nation based upon the productive capacity of its people and the ability they possess to cooperate with one another in creating products that are the basis for wealth. Modern game theory has supported the argument that cooperative endeavor to reach a goal is more productive than selfishness. From the time of the beginning of the National Federation of the Blind, we have been seeking equality of opportunity. Many have believed that we, who are a minority, must gain equality by obtaining it from somebody else-by demanding that we be given this right by sighted people who are in possession of our equality and have been denying it to us. However, if justice incorporates the notion of love, we cannot get it solely by insisting that it be ours-though this may be a necessary element. Nobody gets love by demanding it. It comes to those who behave in such a way that they can interact with others in a loving spirit. It comes to those who are willing to give it to others. This means that we are not separated from the equality we seek. We are not controlled by others. We participate in the mechanism of gaining our own freedom. We are worthy of admiration, and we, along with others, have come to recognize this truth. We welcome our colleagues and friends who have joined us in celebrating the accomplishments of the blind. For those less perceptive we have a message and a challenge. We have the ability to inspire respect and sometimes emotions beyond respect. We will participate in the creation of our own freedom, and we will not let anybody forget who we are. How easy is it to admire blind people? Some blind folk make it more difficult than it would be without them. An article dated April 29, 2008, which appeared in the National Law Journal tells the story of a blind lawyer charged with fraud for paying himself and his friends more than $6 million from a health insurance company while the company was becoming bankrupt. The story says in part: A federal judge in Louisiana has ruled that Barry Scheur, a managed care executive who is an attorney and is blind, is competent to stand trial in the government's case that alleges fraud and conspiracy in the management of a now-defunct health insurer. Scheur, a Yale Law School graduate and former partner at LeBoeuf, Lamb, Leiby & MacRae, along with two other former executives are charged with unlawfully paying themselves $6.1 million and misleading the Louisiana Department of Insurance into believing that the insurer . . . was operating in the black. Scheur's attorney, James A. Brown . . . had argued that Scheur was unable to read and comprehend the financial statements that are the heart of the government's case. "He has been totally blind since birth," Brown said. "He is not in a position to assimilate these financial documents." This is what the National Law Journal reported, and, although the press sometimes exaggerates, I have reason to believe that this story is accurate. Before the case went to trial, a lawyer for Barry Scheur called to ask that the National Federation of the Blind intervene to persuade the judge that his client, because of his blindness, did not have enough on the ball to understand the documents. Can you believe it? Some lawyer wanted me on behalf of you to say that blind people (even those trained at the Yale Law School) are incompetent to understand documents. What insufferable gall! Any executive working under my direction who expresses the sentiment that the executive cannot comprehend documents essential to the business will have an exceedingly short tenure. Blindness and intelligence are not coextensive. I have met some dumb blind people, but blindness didn't make them that way. The Barry Scheur argument is an unvarnished flimflam. The outrage is intensified by the sheer idiocy of the attempt. Those who lie should at least try to make the stories they tell plausible. Barry Scheur has been convicted. Perhaps his experience of the law does not remind him of love. If it does, it will be the sort known as "tough love." It may be worth reporting that, at a dinner I was hosting some years ago, Jim Gashel (then our director of governmental affairs and now our corporate secretary) invited Barry Scheur to step outside to settle an argument they were having. Although I prevented the brawl, I think Jim Gashel would have acquitted himself well if he had been permitted to address himself to the argument with his fists. A phenomenon reappearing in the United States from time to time is currently denominated "Dining in the Dark." Those who conduct these events bring sighted people together to enjoy a meal served in a darkened room. Sometimes blind people are invited to participate. In some formulations of the event, the blind people serve as escorts and waiters. In some events the blind people join the sighted at table to talk with sighted diners about the experience of being blind and to serve as role models. Often a considerable quantity of wine is served with much commentary about avoiding accidents such as spilling the wine, spreading the food across the table, and becoming overfamiliar in the dark with other diners. Sometimes dinner is served in a lighted space, but the diners are blindfolded. This permits sighted people to peek, and waiters to serve who are not required to learn anything about managing without light. The notion of blindfolding sighted people so that they can learn about blindness is not new, and it is frequently a harmless novelty, although comments about alterations in the senses or sensibilities of blind people are repeated. Some folks tell us that we enjoy our dinners more than sighted people do because the lack of the visual sense enhances our taste buds. Occasionally Dining in the Dark is actually intended to expose diners to the experience of blindness. However, the name is frequently associated with fundraising conducted for the purpose of persuading sighted people that they should contribute money to research programs involving the search for cures for ailments that cause blindness. When the objective is to encourage sighted people to know about blindness and when the instruction is competent, the experience can be positive. When exploitation of the fear of blindness becomes the primary motivation, harm is the result. The Tampa Bay Times reported on March 10, 2010, that a foundation dealing with blindness conducted Dining in the Dark to raise $100,000. Did the sighted participants learn that blind people are normal, that the experience of being blind need not be scary, and that the blind have value? Not exactly. The Tampa Bay Times said, "For those assembled, a half hour in the dark was a humbling, and bumbling, reminder of the magnitude of the gift of sight." One of the participants who spoke to the assembled gathering is the mother of two children who have been diagnosed with an eye condition which will probably cause blindness in the future. Her message was the tragedy of blindness and the urgency of raising money for research to prevent it. She would agree wholeheartedly with the adjectives "humbling" and "bumbling" used by the Tampa Bay Times. She does not want her children to spend a lifetime with no choice except bumbling humility. Although the occurrence of blindness can be a tragedy, it need not be. However, nobody in the room offered this point of view, spoke of the productivity of blind people, or recounted the dramatically positive experiences many of us have had. This mother came to the event, participated in it, and departed believing that the future for her children contains nothing but tragic pain. One of our members, Nijat Worley, who is at this banquet tonight, and who decided to be a part of the Dining in the Dark experience in Los Angeles, was told that he was prohibited from bringing his cane into the dining facility where the event was taking place. Apparently he (a blind person) might look too normal or too competent to fit the distorted image that the fundraisers had in mind. They did not want our member to share the spotlight with them. They did not want a blind person to be admired. They wanted all the admiration for themselves and their so-called expertise in the subject of blindness. I did not ask Nijat Worley whether he intended to teach these people about the law. Those who deny blind people the opportunity to participate fully in a public event using their travel aids are violating nondiscrimination principles of the law. Dining in the Dark may want us to believe that our primary value consists in frightening people into digging into their wallets, but we know better. The value we possess is sufficient to inspire admiration. For those who do not recognize this truth, we have a message and a challenge. Our rights and our lives have as much value as theirs, and we will never let them forget who we are. On March 6, 2012, Forbes magazine printed an editorial claiming that hiring disabled workers would place an unconscionable burden upon employers. Of course Forbes did not review the history of employment of such workers. When the National Federation of the Blind was formed in 1940, almost no blind people were at work. Currently the estimate is that perhaps as many as 30 percent of the blind who are seeking employment are working. However, this same statistic was often quoted in the early 1970s. Have the employment opportunities for the blind not improved in the last forty years? In the 1950s, through action in Congress and the courts, the National Federation of the Blind caused federal employment to become available to the blind. In the 1950s and 1960s Federation principles were first applied to rehabilitation programs, which dramatically improved placement rates for blind job seekers in competitive employment. In 1973 the Rehabilitation Act contained nondiscrimination provisions dealing with certain types of employment for the first time, and in 1990 the Americans with Disabilities Act expanded coverage of the law to the employment of disabled workers. If the law has any power to modify human behavior, these nondiscrimination provisions should have changed employment prospects for the blind. However, the 70 percent unemployment rate remains the estimate today. In an attempt to create a positive environment for the employment of disabled workers, the United States Department of Labor has recently issued a proposed rule to require that 7 percent of the workforce for those who are serving as contractors for the federal government must be selected from among the disabled, and 2 percent of the workforce must be selected from workers with severe disabilities. The editorial writer at Forbes magazine is outraged. He begins with the proposition that any requirement to hire disabled workers might simply be an added cost of doing business. The message of the editorialist is that disabled employees cannot be expected to be productive. Consequently, being required to hire them is just one more cost of being a federal contractor. However, the real outrage expressed in the article-the unbelievable imposition on business contained in the Labor Department proposed rule-is that the Labor Department is not willing to accept having "the handicapped" serve in make-work jobs for the purpose of satisfying the regulatory scheme. The Department of Labor expects these "handicapped" workers to be employed at all wage levels "to make sure the handicapped are evenly apportioned throughout an organization." I can just imagine the thought processes involved with this editorial writer and his friends as they contemplate the implications of the regulation. As I imagine the conversation, it would probably go something like this: How awful! Employers are going to have to have some of them in the front office. If they would just stay in the low-paid dead-end jobs that make up the cost of doing business with the federal government, where they belong, the handicapped might be tolerable, but they want to come right into the front office suite. They'll probably bring their white canes, their blind dogs, their wheelchairs, their crutches! They'll look funny; they'll mess up the d?cor. How awful! Although Forbes magazine believes that hiring disabled people is bad for business, what is the basis for this assertion? Perhaps they should try it before they reject the proposition out of hand. They say they don't like hiring the handicapped, but how can they tell? They have never tried it to find out. The irony is that major employers have used the work of blind people (and those with other disabilities) without hiring the people whose work has benefited them. For example, in the early 1970s a sheltered workshop in Evansville, Indiana, had a contract to produce material for the Whirlpool Corporation. Tens of thousands of items were made effectively and competently for Whirlpool by blind people. However, Whirlpool did not pay them. Instead it employed the workshop to make the products. The sighted managers of the workshop, being given executive-scale salaries, paid some of the employees less than the federal minimum wage. Whirlpool got the work cheap, and the blind helped make the workshop bosses rich. However, that was forty years ago. Does the exploitation continue today? As members of the National Federation of the Blind know, we have been trying to get Congress to pass legislation prohibiting payment of subminimum wages. Managers of sheltered workshops have been telling us that conditions are better today than they were in the past. Are they telling the truth? Although a number of blind people working in workshops receive wages substantially above the minimum guaranteed by federal law, this law does not apply to sheltered employment. When we asked the Department of Labor to give us detailed information about the payments being made to disabled workers, we received documents telling us that in 2011-less than one year ago-a person described as an "employee" in a workshop in Fort Wayne, Indiana, was receiving wage payments of seven cents an hour. What is the effect of these nondiscrimination laws about which Forbes magazine makes such great complaint? Are disabled Americans becoming employed in positions of authority in which they can make policy decisions? How many people with disabilities are now serving as judges? How much effort has been made to encourage individuals with disabilities to be a part of the legal profession? When the National Conference of Bar Examiners encounters a blind candidate seeking to take the bar exam, what kind of welcome do they offer? When the Law School Admission Council learns that blind people want to apply for law school, to use its website, or to take the law school admission test, what do the officials do to make these things happen? The number of disabled people serving in the judiciary is tiny; the behavior of the National Conference of Bar Examiners regarding applications from blind law school graduates is obstructionist; and the Law School Admission Council has effectively taken the position that no blind person need apply. However, they can't lock us out forever. Because of our work the Law School Admission Council has changed many of its practices; and, in the confrontations with the National Conference of Bar Examiners, we have won overwhelmingly. The arguments are not yet complete, but we never give up. Sometimes we lose a skirmish; occasionally we lose a battle; but we never lose the war-because it is never over until we win. The lawyers are supposed to enforce the law, including nondiscrimination law. However, many of them (and many of the judges before whom they appear) know nothing whatever about disability, the capacity of disabled people, or disability discrimination. When the cases involving blind people seeking employment are brought before the courts, is it any wonder that well over 90 percent of them are lost? What other reasons are there that nondiscrimination law is often ineffective for the blind? Try the attitudes in Forbes magazine. They do not want us in the front office, but we have a measure of control over the question of what we are and what we will become. Part of the time we help to create the law, and, when we have created it, we help to ensure that it is enforced. Disenfranchised groups that wish to become a part of the broader community must come to be admired, but admiration requires respect. Danger must be an element of becoming the subject of admiration, and we are creating it. We know our value, and we will never let them forget who we are. Although some places do not welcome the blind and although some people do not value the methods we use for gaining information, some do. A story dated January 16, 2012, from the Los Angeles Times says, in part: "In South Africa, restaurant chain Wimpy is welcoming blind customers-by serving them burgers with words in Braille spelled out on their buns with sesame seeds." Wimpy's is using Braille for advertising purposes to promote its corporate image, to let people know that Braille menus are available in its stores, and to attract potential customers. Several blind organizations have been encouraged to let their members know about Wimpy's Braille program, and it is estimated that eight hundred thousand blind people have learned about the Braille messages. Although Wimpy's is advertising itself, it is also advertising us-saying that we are welcome, proclaiming its incorporation of Braille into its programs, and encouraging us and others to know that blind people will be a part of the ordinary commerce provided by Wimpy's. Another place where blind people are welcomed is at the Railey Field baseball stadium in Sacramento, California, home of the River Cats, a farm team for the Oakland A's. Tiffany Manosh, one of our leaders from Sacramento, California, who is also with us at this banquet tonight, says: "On September 10, 2011, . . . the River Cats, [who had] won the Southern Division, were in the playoffs. . . . It was an event I will never forget. . . . A member of the [River City] chapter had arranged for me to throw out the Ceremonial First Pitch of the game. . . . As I walked out to the mound with a member from the River Cats organization, she asked me how she could assist me. I asked her to just walk with me to the mound and then line me up so I was straight in line with the catcher. The PA announcer announced to the sold-out crowd on hand that tonight's Ceremonial First Pitch was from the National Federation of the Blind and then announced my name. With my cane in my left hand and the ball in my right, I threw the ball to the catcher. It made it all the way to the catcher but hit the ground as it reached the catcher. After I threw the ball, the catcher then walked out to the mound and handed me the ball I threw to him. What an amazing evening, and to top it off the River Cats won the game!" Being admired by the announcer and by the members of her chapter, Tiffany Manosh participated in a sport she loves-on her own behalf and on behalf of the National Federation of the Blind. She was not told to wait for another day or another year; she was not told that she was not good enough to share the experience; instead she was invited onto the pitcher's mound to celebrate her team and her joy in its accomplishments, and she has the baseball to prove it. "Love" is a word with many variations in meaning. One of them involves romance. A study reported in USA Today for January 17, 2010, declares that researchers have discovered that blind men prefer thin-waisted women. These researchers admit that sighted men also like thin-waisted women, but blind men don't think they have to be as thin-waisted as sighted men do. The research began with the proposition that a preference for thin-waisted women is generated from the experience of sighted men looking at women. Because blind men could not appreciate this visual examination, it was supposed that they did not share this preference. The research shows that blind men like women who have waists that are thin, but not quite as thin as those preferred by sighted men. Now I ask you, is this preference based upon the method of evaluation? The sighted men had to look, but the blind men got to touch. In pondering the enormously significant findings of this study, I find myself reflecting that those who believe that the best way to appreciate characteristics of women is by long-range visual examination lack a certain measure of experience. More ways of knowing exist than the visual. The value gained in other ways may be no less important than learning by sight. Dr. Jacobus tenBroek, who founded the National Federation of the Blind in 1940, was a lawyer and a constitutional scholar as well as a college professor and a social activist leader. His writings helped to change the interpretation of the Constitution of the United States, and his book Prejudice, War and the Constitution, won the Woodrow Wilson Award in 1955 for the best book on government and democracy published in that year. Dr. tenBroek, who was totally blind, began his studies at the University of California in 1930. During the years that followed he earned five college degrees and was granted other honorary diplomas. Henry Wedler (often known as Hoby) is currently a PhD candidate at the University of California, Davis, in organic chemistry. He, a blind man and a leader in the National Federation of the Blind, was recently honored for his leadership at a ceremony in the White House. He was named a Champion of Change "for leading education and employment efforts in science, technology, engineering, and math for Americans with disabilities." The scholarship of blind people is, of course, not limited to these two examples, but they span a period of more than three-quarters of a century, and they are indicative of the intellectual capacity possessed by the blind. However, 45 percent of blind high school students graduate-55 percent do not. Why is the number so small? Only 10 percent of blind students in grade school and high school are reading Braille-90 percent are not. Why is the number so small? Are blind students in high school encouraged to excel? Does the Department of Education encourage school systems to teach Braille? When administrators in the school systems refuse to teach Braille, is this done because they don't trust the reading medium, they don't trust teachers of the blind, they don't trust blind students, or they have hidden motives that create a disparate discriminatory impact upon the blind? Henry Miller (Hank) is a blind student in Oceanport, New Jersey. His mother, Holly Miller, has become a member of the National Federation of the Blind, and she has learned that the potential for her son is greater than she had previously believed. Although Henry Miller has a small amount of residual vision and although he can use this vision for a brief period to read print, his ability to read in this way is severely limited. His mother asked that he be taught Braille. Amendments, which became law in 1997, to the Individuals with Disabilities Education Act declare that a blind student has a right to learn Braille. The implementing regulations for this statute contain the same declaration. However, the teachers and the administrators often want to avoid this requirement, and they have been given a measure of comfort by the Department of Education. The education plan for each student is expected to be developed exclusively for that student. This requirement of the Individuals with Disabilities Education Act has meant that the team of experts in the school district assesses the needs of the student and determines what the student will get. The decision made for students who want Braille is often that they do not get it because the assessment of the team is that the student doesn't need it. Although the team is supposed to make its assessment for the best interests of the student, it frequently makes its decision for the perceived best interest of the school system, which does not want to go to the trouble to teach Braille. Henry Miller's mom came to me some time ago to ask that the National Federation of the Blind help in the effort to get Braille instruction for her son. She had originally asked for Braille instruction when her boy was in the second grade, at the time when learning to read is among the most important lessons that can be had in school. When Holly Miller asked for this help, it was clear that her frustration level was intense, and I wondered why. Because the Millers were living in New Jersey, this request seemed to me to be one that would require fairly nominal effort. I had been told that the education for blind students in New Jersey was excellent, and I was aware that the New Jersey Commission for the Blind and Visually Impaired could be called upon to provide assistance in evaluating the needs of blind students. The director of this commission for the blind is himself a blind person, and he had previously declared himself to be a member of the National Federation of the Blind. Undoubtedly, I thought, there has been some administrative snarl that must be addressed to get education in Braille for this blind boy. But the Commission for the Blind had decided to join with the school district to refuse to teach Braille to a blind student. The decision was made in characteristically bureaucratic language. An evaluator of Henry Miller, not from the school district but from the Commission for the Blind, said, "Braille and print are equally valuable as media for reading and writing. However, a best-practice approach encourages reading and writing methods that are least restrictive for the student." The consequence of this so-called evaluation is: no Braille-because Braille is too restrictive. Henry Miller must hold a print book within two inches of his eyes to read it; he cannot read for more than five minutes; he can read print only if it is large and distinct; and his reading demands enormous amounts of energy so that requiring him to do it in print causes extreme weariness. Yet the Commission for the Blind in New Jersey said that he may not have Braille because it is too restrictive. The evaluator said he must read print. The evaluator from the Commission for the Blind demanded of him that he do the impossible. What kind of a person would make such a demand? The decision of the Commission for the Blind was made to protect the right of the student to the statutorily-guaranteed free and appropriate public education. In order to provide Henry Miller an appropriate public education, they said that he, a blind student, may not have Braille. Consequently the arguments continued. We hired a lawyer for Holly Miller, a bright, aggressive woman in Dan Goldstein's firm named Sharon Krevor- Weisbaum. We demanded Braille. After three years of argument, negotiation, demands, refusals, and bureaucratic red tape, the trial before the administrative law judge finally occurred. The proceedings lasted nine days, and the decision of the judge is more than sixty pages long. The decision of the judge says that Henry Miller gets Braille-not just a little bit but enough to try to reverse the disadvantages of being denied this training for more than three years. Will Henry Miller be able to earn a college diploma, and will he receive an advanced degree? Will the Commission for the Blind tell him that education at the university level is for somebody else but not for him? Will he have the tools to expand the reach of his mind to the fullest extent of his capacity? The answers to these questions are clear. He will get his education because we have decided that he will, and nobody can keep us from helping him to get it. No doubt, the Commission for the Blind in New Jersey does not admire Henry Miller and his mother, but we do, and we are prepared to stand with them. Law implies force; love signifies giving. How do these intersect? A law not inspired by love is a hollow thing, and what we are seeking is substance, not a hollow shell. What we want is to become a valued part of our society, recognized for the worth that we possess. In order to achieve this objective, we must have faith in ourselves, but we must also carry within us the faith that others also can have faith in us. This requires a substantial measure of trust. The nature of trust and the nature of love are similar in that they cannot be had unless they are shared. A human being cannot be trusted unless that human being is willing to trust others, which demands acceptance of vulnerability. If a person or an organization is incapable of being hurt by trusting too much, that person and that organization will be tempted to trust too little and will never know the joy and peace that come from love. Consequently, we must be prepared to risk our judgments, our feelings, our hope for the future. When we do, opportunity opens before us, and we come to know the freedom that can and will be ours. We must build and enforce the law that we need, but we must do it not just with faith in ourselves but also with faith that others will join us. Our history is filled with incidents that belittle our talent, circumscribe our opportunity, or denigrate our judgment. Some say we can't understand documents, some tell us that our behavior in social situations is humbling and bumbling, some argue that employment is beyond our physical and intellectual capacity, some assert that we are not good enough to receive the same wages that other people get, and some urge us to believe that our appreciation of physical beauty is altered because of our lack of sight. Some people even tell us that our methods of learning are too restrictive and therefore inferior. Although our past is filled with the pain of restriction and denial, our future will be constructed according to an expanded and inclusive standard that we will determine. It can and it will offer equal access to information presented in forms that we can comprehend. It can and it will incorporate employment opportunities commensurate with our innate abilities and training. It can and it will make education available that will take advantage of the fullest range of our talent. Our future can do these things and it will do these things because we have the energy, the commitment, the determination, and the love essential to make it happen. Others have made decisions for us in the past, but increasingly we are making them for ourselves. We must believe in ourselves, but we must also believe in others who will come to believe in us. We have the faith to do this, and we have those characteristics that can engender admiration in others. We must behave in such a way that we are worthy of admiration, but we can, and we will. I have met the members of the National Federation of the Blind, and I have observed what we are. The traits that characterize our movement are boldness, curiosity, an indomitable spirit, and an unfailing capacity for generosity. Our judgment is not always correct, but most of the time it is. Our trust is not always returned, but in the long run and in the ways that matter, it is. The demands upon us in intellectual capacity, imaginative spirit, and faith in ourselves and others are enormous. But we will meet them. Because of our determination nothing on earth can keep us from gaining the objectives we have set. Sometimes we stand on the pitcher's mound, and sometimes we get our Braille. Everything else that we need is within the capacity that makes us what we are. The future is bright with promise; join with your fellow Federationists, and we will bring the future to be our own! ---------- [PHOTO CAPTION: Dr. Fredric Schroeder] An End to Legalized Discrimination: A Demand for Justice and a Call for Action by Fredric K. Schroeder From the Editor: On Thursday morning, July 5, NFB First Vice President Dr. Fred Schroeder came to the podium to deliver a stirring justification for repealing Section 14(c) of the Fair Labor Standards Act. This is what he said: Section 14(c) of the Fair Labor Standards Act allows employers to pay blind workers and others with disabilities less than the federal minimum wage based on their productivity. Productivity is determined by comparing the performance of people with disabilities to that of people who do not have disabilities. For example, if people who do not have disabilities can fold a hundred packing boxes an hour and the individual with a disability can fold only fifty, then he or she is paid half of the customary hourly wage for that job. We are asked to believe that Section 14(c) helps people with the most significant disabilities by giving them some access to work--people incapable of working in the competitive labor force--even if it is at a subminimum wage. Of course we know that there are people with very significant disabilities, but we also know that the impact of a disability cannot be objectively measured. The impact of a disability falls along a continuum from least significant to most significant, but where is the line dividing those individuals who are able to engage in competitive work from those who are not? A friend of mine and a good Federationist, Christopher Fountain, passed away last summer. Ten years earlier Christopher contracted meningitis. As a result he became blind, lost most of his hearing, lost the use of his legs, and was left with only limited use of his hands. Given Christopher's multiple disabilities and associated health problems, he was advised to go to work folding pizza boxes, even though he was in college at the time he contracted meningitis. Think about that. What sense does that make? The meningitis made it hard for Christopher to use his hands. No matter how hard he worked, no matter how determined he may have been, if Christopher had gone to work folding pizza boxes, his poor hand dexterity would have limited his productivity. How much? No one knows, but it is almost a certainty that Christopher would have been paid something less than the minimum wage. But Christopher did not want to fold pizza boxes. He wanted to be a licensed counselor. He went back to school and completed his associate's degree with a 3.6 grade point average. He then transferred to Old Dominion University to work toward a bachelor's degree. At Old Dominion he earned straight A's in all of his major subject area courses and maintained an overall 3.65 grade point average. Today most blind people earn at least the minimum wage, but make no mistake about it, under federal law no blind person or any person with a disability is guaranteed the minimum wage. On October 4, 2011, at the request of the National Federation of the Blind, Congressmen Cliff Stearns (R-FL) and Tim Bishop (D-NY) introduced H.R. 3086, the Fair Wages for Workers with Disabilities Act, which would phase out Section 14(c) of the Fair Labor Standards Act, thereby ending the shameful practice of paying workers with disabilities below the federal minimum wage. But not everyone supports eliminating subminimum wages. In its November 2011 newsletter the Missouri Association for Persons with Intellectual Disabilities posed the question: "Where will Sammy, Patti, and Becky go when you eliminate their jobs?" The question itself presumes that, if required to pay the minimum wage, sheltered workshops and other employers would have no option but to lay off Sammy, Patti, and Becky and other workers with significant disabilities. I do not know Sammy, Patti, or Becky. It is possible that they have such significant disabilities that they simply cannot work at a competitive level at any job, but I doubt it. I doubt it because I knew Christopher and many others like him who had no business working at a subminimum wage. Of course it is not just the Missouri Association for Persons with Intellectual Disabilities that defends paying people with disabilities below the minimum wage. Just last month, in June 2012, Goodwill issued a statement saying: "Across the U.S., 79 percent of people with disabilities are not working today. The Special Minimum Wage Certificate [I feel compelled to interject here. What a euphemism! The special minimum wage certificate? It's a certificate that allows you to pay a subminimum wage, but I suppose it sounds better the way they say it. Let me get back to the text.] The Special Minimum Wage Certificate is an important resource to employ individuals with significant disabilities. The Certificate enables Goodwill and thousands of other employers to provide opportunities for people with severe disabilities who otherwise might not be part of the workforce." But is that really true? Assuming that people with disabilities are inherently less productive (an assumption I reject), does that mean that the cost of low productivity must be borne by the individual, or are there subsidies to offset the cost? Of course a private employer must make a profit, or there is no reason to stay in business, but that is not the case for a nonprofit agency. Let's assume that a private company has a $1 million janitorial contract. The company prices the contract with the intention of making a profit. Let's assume that the profit margin is modest-say 10 percent or $100,000. Now let's assume that that same contract is taken over by a sheltered workshop. The sheltered workshop is a nonprofit agency; but that does not mean that the sheltered workshop drops the $100,000 profit from the price of the contract. It still charges the $1 million, not $900,000. That means that a $100,000 subsidy to the sheltered workshop automatically helps to offset any additional costs associated with a less productive workforce. But there is more. The private company must pay taxes while the sheltered workshop is tax exempt. But wait, there is still more. The sheltered workshop also receives charitable contributions from the public to subsidize the cost of hiring a presumably less productive workforce of people with disabilities. And there is still more. The sheltered workshop receives money from a variety of government agencies to provide training and day-activity and other services; and, if all of that were not enough, bear in mind that sheltered workshops regularly receive municipal, state, and federal contracts on a noncompetitive basis, often at a price higher than the price charged by the private sector. But with all of these subsidies-subsidies rooted in the belief that people with disabilities are less productive and require greater care and supervision-the sheltered workshops say they cannot find the money to pay the minimum wage, much less a decent wage. Set aside for a moment the seemingly endless parade of sheltered workshops that have been found paying their executives excessive salaries, how much money do workers with disabilities in sheltered workshops actually earn? In the 1980s sheltered workshop employees earned an average of $1.17 per hour (Lam, 1986). Today, they average $1.36 an hour (NASDDS & HSRI, 2009), an increase of 19 cents an hour over three decades. With an average hourly wage of $1.36, how much money do sheltered workshop workers actually take home? Assuming a forty-hour work week, $1.36 an hour comes to $54.40 a week. But sheltered workshop workers do not work forty hours a week. A recent annual report from the National Core Indicators (NCI) Program, a joint venture between the National Association of State Directors of Developmental Disabilities Services and the Human Services Research Institute (2007-2008), found that people in sheltered workshops worked an average of 18.5 hours per week. At $1.36 an hour, that equals just $25.16 a week, hardly a princely sum, certainly not enough to live on let alone being enough to support a family--and hard to swallow when there are sheltered workshop executives making hundreds of thousands of dollars a year. Defenders of maintaining special wage certificates argue that it is only those individuals with the most significant disabilities who are paid a subminimum wage and only after a fair and objective evaluation of their productivity. They argue that for those individuals, people like Sammy, Patti, and Becky, the subminimum wage system gives them the opportunity to earn a little money--not much but a little. But why must Sammy, Patti, and Becky prove their worth while others are guaranteed the minimum wage? [I am tempted to interject, my good friend Allen Harris would say: without putting too fine a point on it,] if we were to pay members of Congress based on their recent productivity, I suspect that a number-perhaps a large number-might find their paychecks startlingly small. We are still left with a serious and difficult question. We do not want to take away anyone's opportunity to work, especially that of people who have the most complex disabilities. But we are asked to take on faith that the sheltered workshops are somehow able to know which individuals are able to work competitively and which are not. We are asked to take on faith that the productivity of people with disabilities has been fairly measured. And we are asked to take on faith that the sheltered workshops would go out of business if they had to pay their workers the minimum wage. But how do we know that the people working in sheltered workshops have such limited ability that they could not work anywhere else? How do we know that their productivity has been fairly measured? And how do we know that the sheltered workshops would go out of business if they had to pay their workers the minimum wage? The answer is that we don't. We are asked to take it on faith. We must end the practice of paying blind people and others with disabilities below the minimum wage. It is nothing less than legalized discrimination. Section 14(c) of the Fair Labor Standards Act is rooted in the presumption that blind people and others with disabilities must prove their worth while others are assured the minimum wage. That is discrimination. It is based on the unquestioned assumption that blind people and others with disabilities are automatically, inevitably less productive. That is discrimination. It is rooted in the assumption that blind people and others with disabilities require the care and protection of a facility. That is discrimination. It is based on the assumption that blind people and others with disabilities can perform only low-skilled, low-wage work. That is discrimination. It assumes that blind people and others with disabilities have no hope of lifting themselves out of poverty and earning a decent wage. That is discrimination. And it assumes that the sheltered workshops would never take unfair advantage of their workers, and that is na?ve, and it too is discrimination. I ran a sheltered workshop in the mid-1980s. The day I became director, we eliminated the practice of paying subminimum wages. No one was laid off, no one was forced out, and the workshop did not go broke. It is time to stop pretending that sheltered workshops are benevolent charities that would pay the minimum wage if only they could. If they cannot pay the minimum wage given the numerous subsidies they receive but can find money to compensate senior executives with exorbitant salaries, in some cases paying their chief executives in excess of half a million dollars a year, that is abuse; it is abuse of the law, abuse of workers with disabilities, and abuse of the trust and generosity of the community. There is no question that Christopher had serious multiple disabilities. If he had gone to work folding pizza boxes, even if he had managed to work at a competitive rate, at best he would have earned the minimum wage. You can call it ignorance. You can call it low expectations. You can call it paternalism. But it is legalized discrimination, and it must end. We must pass the Fair Wages for Workers with Disabilities Act, and we must pass it now, and we will pass it because we are the National Federation of the Blind. ---------- [PHOTO CAPTION: Anil Lewis] The Client/Career Paradigm: An Entrepreneurial Perspective by Anil Lewis From the Editor: On Thursday morning, July 5, Anil Lewis, director of strategic communications of the National Federation of the Blind, made the following presentation: I want to go back to 1989. That's when I lost my sight, due to retinitis pigmentosa. It could have been one of those moments that changed my life in a way that reduced me to less than a man, but I want to talk to you a little about this transition and what I did that I am apologizing for. When I lost my sight in 1989, I went to a community rehabilitation facility in Atlanta. I had the privilege of talking to the blindness professionals who met last Saturday, so, if you want to know the ins and outs of that experience, talk to them. But it was a lightning-fast three- month program of blindness rehabilitation training in which I got to a rapid speed of thirty-three words per minute in Braille, became a proficient route traveler, and learned to cook my Marie Calendar chicken pot pie in a microwave oven. The frustration was that with this degree of proficiency I was labeled superior. I was super blind. Everyone was praising how wonderful I was, to the point where they actually gave me a job teaching Braille and computer skills. I wasn't the best, and the people I taught didn't get the best, but I did try my best with what I had. In that program I ended up becoming the job placement person. We had an extended employment program in the back. For those of you who don't recognize this term, it's a sheltered workshop. We had people doing mail order and piece-rate assembly, and we were paying them per hour. We were judging their productivity based on their ability to get letters inside an envelope or to wrap metal mesh and secure it with a rubber band. I'm sorry, but I didn't know any better. That's the only excuse I have to offer. But in that capacity I helped a young man named Vincent. He was a young guy whom the school system failed. Great attitude, really street savvy, but he wanted to change his life, so I worked with him. He became our client; this is unfortunately how I saw him. I decided maybe I could get him a job working in a recycling plant. I went through the phone book and called all these recycling agencies. I found one that was interested. I went in and talked with them. They were interested in hiring. I took Vincent there. He worked that one day. Then he came back to me and said, "I don't like that job. I want another job." I was mad at him. I was really upset with Vincent, but I really should have been upset with me because I tried putting Vincent in a position when he had no blindness skills and no work skills at all. So I apologize to Vincent. Eventually I was exposed to the philosophy of the Federation. You guys have heard the story: Jim Gashel taught me a lot about Social Security work incentives, etc. I learned about the Business Enterprise Program, Randolph-Sheppard. With that I changed my whole paradigm. I went from looking at my clients as clients to looking at them as students who wanted careers. In doing that, I met a gentleman named Harold who worked in our extended employment program. He expressed interest in working in the Business Enterprise Program, so I worked him through the program. When he got his first stand, we were all excited. I taught him mobility back and forth to work, doing route travel, trailing the sides of the MARTA Station, positioning him, angling him, not really giving him any blindness skills because I had no blindness skills. But he was successful in the BEP program. He now had a career. He wasn't a client, and I wasn't trying to secure him a job in a recycling plant. As I learned more about the NFB's philosophy, my placement rates increased exponentially because I underwent a paradigm shift. I began to look at these people as equals. I was no longer superior. I looked at them as individuals with potential, not as clients. Because of that I was able to help them enter careers. I am thankful to the Federation for that growth, but I still needed a lot of progress in doing job placement, acknowledging that people need a career. I was helpful in getting blind people jobs at the Wachovia call center. We ended up with maybe twenty-two or twenty-three blind people there. It's interesting because such an effort sinks or swims on the experience of the first person hired. Luckily Vivian set a good example, so Wachovia then said give us some more of those blind people. I gave them more blind people. It was really beautiful because many of them started at the call center, but they ended up working in different departments in the bank. They worked in the fraud section; they worked in the sales section. That was a win-win. But again they were limited because I didn't allow them to learn the blindness skills that would have enabled them to do customer service with the best of them. The blind workers had better productivity rates than some of the sighted people in their jobs, but they had no blindness skills. Eventually I got tired of working at that rehabilitation facility. I wanted something bigger, wanted the opportunity to have a greater impact. Randstad Staffing Services offered me a job as the manager of the disability employment initiative during the Olympic Games. I thought, this is going to be awesome. I have the keys to the candy store. These are all the jobs. We have an Olympic contract. I'm going to put some people to work, and I did. We probably placed 500 people with disabilities through that initiative. Here again, they had no real skills, but they had jobs. Unfortunately, those jobs lasted only as long as the Olympics. I apologize. I went to work for the Client Assistance Program after Randstad Staffing Services, and I said, "Well, now I really have to work on making sure people get skills. The way to do that is to work with the VR agencies. I will make sure that VR clients get services to get the skills they need." I thought it was going to be easy. It was not. Georgia is kind of entrenched in a custodialistic value system, which made it very difficult to move the agenda forward to empower people with disabilities to get the skills they needed. The big paradigm shift for me, the opportunity that really let me capitalize on my skills and my passion to work with people came about when I became the president of the National Federation of the Blind of Georgia. I gained access to similarly committed colleagues, a resource network in the national office, and a mentoring relationship with Dr. Marc Maurer. I was infused with the ability and the desire to be an entrepreneur. I don't mean an entrepreneur going out to make money by starting my own business. Entrepreneurs are passionate about what they do. They put in at least an 80- hour work week. They don't get very much sleep, but it doesn't bother them because they are passionate about what they do. I lived, slept, ate, and drank Federationism and loved every minute of it. Some members of our national office staff have that same committed passion. There are members of this audience: affiliate presidents, chapter presidents, division presidents, and board members--you guys stand up. All the leaders, presidents, division presidents, and board members, that's a significant number in the room. I just want to say thank you for your commitment and passion. Thank you for working with me toward fulfilling the mission of the National Federation of the Blind. Please be seated, but recognize that you leave this convention with a challenge of being an entrepreneur. As the National Federation of the Blind of Georgia president, I was able to put together a lot of revenue-generating programs--a mentoring program through a contract with the Department of Vocational Rehabilitation, and our NFB-NEWSLINE? service was funded through our relationship with the Public Service Commission. That allowed us to open up offices in Georgia, and maybe that's the paradigm shift that we as an organization need to make, because in some instances we are victims of our success. Leaders in this organization are truly passionate and committed, but others could be extremely good organization leaders, but, because we were so successful creating even greater employment opportunities, we ended up with people who don't have the time to dedicate to the organization. But, if we were able to make it more revenue generating, maybe we could bring some people with specific expertise back to the table. So I need you to work on being entrepreneurs. I have benefitted from this organization in real ways. I love each of you. I do consider this my Federation family. I have been the beneficiary of lots of praise from many of you, and I have been the recipient of constructive criticism, and I thank you for that. I have been the recipient of some not-so-helpful criticism, but I thank you for that too, because it all goes to make me a better person. I think that I benefit by giving it right back to you. It's that mutual benefit, that mutual support, that love in this organization that makes us grow. [Applause] So I want to take a quick minute to thank Jim Omvig for having confidence in me and working with me and talking with me. I want to thank Kareem Dale for acknowledging the fact that I had some potential. I definitely want to thank Dr. Marc Maurer for working with me, for making me the person I am today. As an aside, I participated in the mentoring program with the BISM youth program. During one of the training sessions Amy Phelps asked, "Who in your life has been your mentor?" I got to thinking back. Those who know me know that I had a really interesting life growing up. I said to myself, okay, who were my mentors? I could remember teachers who worked to help me. I could think of family members who really worked, but nobody after that really had an impact. I rapidly surveyed my life, and I realized that my most influential mentor has been Dr. Marc Maurer. People are no doubt thinking that I am just trying to ingratiate myself with my boss but I'm not. Several times in my life I could have just given up. When I was dealing with the custody battle for my son, when I was dealing with my blindness and the death of my mother, I was grateful that I had Dr. Maurer to reach out to. Thank you, Dr. Maurer, for being that mentor, that rock, that support for me. These are the people whom I am thanking specifically. On July 12, because of my ability to recognize that disabled people have more desire to have careers than to be clients, because of the work you have done to help me become more of an entrepreneur, I'll be sworn in as a member of the AbilityOne Commission, the Committee for Purchase From People Who Are Blind and Severely Disabled. [Applause] I'll be working with members of the committee to make sure that the JWOD Program really flourishes and grows into something that is beneficial, that creates careers for people. I'm going to be candid with you. I do understand, and I'm not fooling myself into thinking that it's going to be an easy duty. Some people don't want me there because I am a Federationist. As a matter of fact, I have been told that I can't go to meetings espousing the positions of the Federation. It could potentially be criminal. The beauty is that they are my positions as well. They cannot tell me I can't go to a meeting and express the positions that I hold. They will benefit from my input whether they like it or not. [Applause] So, I'm going to take my entrepreneurial spirit to the AbilityOne Commission, and we're going to create real opportunities that never existed before. We're going to turn this program into something even better than the participants recognize that it can be. I talked to you a little about the clients I helped, and here at the open forum I am apologizing. I don't really feel bad about what I did because, as I explained in the rehab professionals meeting, I offered them a degree of independence that they otherwise would not have received. The people who worked at Wachovia, the gentleman who ended up working as a Randolph-Sheppard vendor, and all the hundreds of other people I worked with, I provided them a degree of independence that they would otherwise not have had. They were able to earn a good income. But the reality is that I am apologetic because I have been a beneficiary of training at the Louisiana Center in 2009. As a result I recognize that skills are very important. So, although I assisted my clients to gain greater independence, I denied them their freedom. That is what I apologize for. We in the Federation know that, given the proper training and opportunity, blind people can aspire to anything they can dream. [Applause] With this, I make the commitment to you today that there will be no more Vincents in my life. There will be no more Harolds in my life. The people whose lives I touch will receive my focus on the fact that they need to be whole people receiving the skills they need, the support they need to reach their potential. Finally, I put this challenge out there. In acknowledgement of my failure to those people in my past, I'm giving employers out there currently employing people with disabilities at subminimum wages and in sheltered workshops a pass because maybe they haven't heard the word from the Federation. Maybe they don't know that people with disabilities have capacity, but we are going to shout that truth and make it ring throughout this country so no one can deny it. Once you have heard the word, we'll hold you accountable and will put your feet to the fire. And, if you will not turn your way of operating around, supporting the capacity of your workers, then we will see that you burn in hell. [Applause] Thank you. Thank you for your time and attention. [Applause] ---------- [PHOTO CAPTION: Mark Riccobono] The Degrees of Freedom, the Organized Blind Movement: The Dynamics of Independence and Success by Mark A. Riccobono From the Editor: Tuesday afternoon, July 3, Mark Riccobono, executive director of the NFB Jernigan Institute, addressed the convention. This is what he said: In the study of science the concept of degrees of freedom is used to describe the set of variables needed to determine a current or future outcome. In statistics these are any of the unrestricted, independent random variables that constitute a statistic. In physics they are any of the minimum number of coordinates required to specify completely the motion and position of a mechanical system. In chemistry they are any of the independent thermodynamic variables required to describe a system with a given number of phases and components. A system is not adequately described unless all of its degrees of freedom are considered. And it is equally true that a system need not be limited by its current degrees of freedom. Degrees of freedom might also be used to describe the dynamics of a group, a society, a government, or any other system that has a number of human influences upon its outcomes. We might think of each individual as an independent degree of freedom. The combination of two, five, ten, or one hundred individuals working collectively may provide more degrees of freedom than those individuals acting without coordination. In human systems the degrees of freedom may be changed but, unlike mechanical systems, they are influenced by perceived as well as real limits. If the barriers can be removed or the perceptions adjusted, the degrees of freedom will increase, the outcomes will change, and the future potential of the system will expand. Prior to the establishment of the National Federation of the Blind, the blind had little influence on their future outcomes. During our organizing Dr. Jacobus tenBroek, the founder and first president of the National Federation of the Blind, described the new organization as "creating the machinery which will unify the action and concentrate the energies of the blind." In forming our organization, we established a system with power, energy, determination, and resources-a system that could influence other systems and thus establish new degrees of freedom for the blind. Each time a blind person has gained employment in a new field of study, accessed a new resource or public accommodation, or achieved influence through another position of power, the degrees of freedom for all of us were increased. Similarly, every time a new chapter of the Federation was formed, a new affiliate established, or another convention assembled, the variables changed, new potential was realized, and the ability to influence the broader society was enhanced. Out of the collective system of the Federation have come individual blind people with growing self- confidence and an empowered spirit to change the systems that had been established for us without us. In our effort to increase our degrees of freedom, we undertook plans to build the first research and training institute developed and directed by the blind. The addition of the NFB Jernigan Institute as a variable in our movement has increased our capacity to pursue our hopes and dreams. While we have more degrees of freedom both individually and collectively than ever before, many systems outside our organization have the potential to place limits on our future. We must continue to prevent new limits from emerging while seeking to further expand our horizons. Through our Institute we have sought to create new opportunities for the blind in science, technology, engineering, and math. We have built a knowledge base of experience and educational resources. We have observed blind youth building payloads and launching rockets, performing chemistry, undertaking engineering projects, investigating biology through dissection, touching unseen objects at the nanoscale, programming applications for work and play, driving experimental vehicles for the blind, and dozens of other previously unexplored educational activities. The first groups of blind students from our programs are now finishing college and emerging as leaders in a variety of fields, and the degrees of freedom have increased exponentially. This summer we will pioneer our next generation of science education programs-Project Innovation. This program combines our experience during the past decade with the principles of structured discovery and inquiry- based learning. NFB Project Innovation will focus on fostering a sense of innovation and autonomy in young students by allowing them to determine their own course of study. Imagine the change when we empower blind elementary students to direct their own inquiry-based curriculum with support from blind mentors and accessible instructional materials. Imagine the growth when blind high school students take on their own investigations while mentoring the younger students. And imagine the new freedoms that will emerge as these aspiring young people inspire our best educators by exploring scientific questions for which we have not yet catalogued methods for nonvisual investigation. The impact of a change in our degrees of freedom cannot be fully understood until it can be experienced and directed. Since the opening of our Institute we have discussed the belief that among the blind today one individual will be the first blind astronaut. As a result of our exploring the possibilities with leaders within the National Aeronautics and Space Administration (NASA), I was invited by Leland Melvin, NASA's associate administrator for education, to fly with him and other educators on the zero-G airplane. The zero-G plane is a modified Boeing 727 that simulates weightlessness by flying a series of parabolas and placing the aircraft in free fall for approximately twenty seconds at a time. Initially the aircraft climbs at a forty-five-degree angle. The sensation of weightlessness is achieved by reducing thrust and lowering the nose in order to maintain zero-lift. Weightlessness begins while ascending and lasts all the way up and over the top, until the craft reaches a declined angle of thirty degrees. At that point the plane is pointed downward at high speed, and must begin to pull back into the nose-up attitude to repeat the maneuver. On the way down, at the bottom, and up again, the forces felt are roughly two Gs. During the pre-flight briefing the instructor discussed the problems associated with weightlessness, including disorientation. In the zero-G airplane, orientation is important because you experience only brief periods of weightlessness-you want your feet pointed toward the floor of the plane as you come out of the fall. Would it be easier or harder for me? How would I stay oriented, and how would I find the floor fast enough to land the right way? Without the experience of the National Federation of the Blind I might have assumed it would be more difficult for me than for my sighted colleagues. However, my experience is that with training, problem solving, and confidence, the blind can compete in areas that we had previously not imagined. My Federation experience gave me comfort, but I was still nervous. It occurred to me that, if I landed on my head, they might never let a blind person on this plane again. And I shared the concern of every person on the flight-would I be able to do this without revisiting breakfast. White cane in hand, I boarded the plane with my new zero-G buddy, Leland, who has flown on two NASA missions to space, logging many weeks of weightlessness. We entered from the rear of the plane, where it is much like any other 727 but with only thirty-five standard seats. The rest of the cabin was open with the exception of a series of six stations in the center of the floor, where the educators would perform their experiments inside glove boxes. The floor and walls were padded, and an elastic cord ran the length of the plane at about shoulder level on both sides. I collapsed my cane and slipped it into the sleeve of my flight suit. With all the concentration on the pre-flight briefing, it had not occurred to me how loud it would be inside the plane. I had planned to use an audible indicator to stay oriented, but, once we were in the air, it was clear that would not work. The cord would be my orientation point as I learned to manage this new degree of freedom. As we prepared to go into the first free fall, I was seated on the floor with my back against the wall. My body felt very heavy under the nearly two G-forces. Suddenly the engine noise was reduced and I felt the downward pressure lift. Without effort I was now coming off the floor and feeling for the cord. I managed to stay along the wall and keep my feet in the right direction while trying to get used to the new freedom of movement. "Feet down" was called out to warn all passengers. As we continued to go in and out of weightlessness, I built a knowledge base of experience and expanded my movements. I found my natural reaction was to kick my feet in mid-air. It only took one contact between the top of my head and the ceiling, an unusual experience for a guy who is only five- seven, to change my behavior. I found a good comfort zone of movement and learned the patterns so I could anticipate when to make the right moves. When you are expanding the horizons, it takes your own initiative and the push of those around you. Leland then said, "On this next one, curl up into a ball. We are going to pick you up and spin you around!" I thought to myself, "Sounds like a great idea, but I wonder how I will tell which way is up when it is time for my feet to be down." Suddenly I was doing a summersault in mid-air with the support of my new friends at NASA, and with their help I was able to get my feet pointed towards the floor in the nick of time. One flight does not make a blind astronaut, but it strengthened my conviction that we can create the body of knowledge and experience required to make it a reality. Where is that blind person today? Is she in this audience? Is he studying at a university? Are they wondering about the potential for their future and asking the questions we all considered before we met the National Federation of the Blind? I look forward to the day when the first blind astronaut sends us a transmission from beyond our atmosphere, because I know it will reveal horizons we cannot anticipate until we get the experience and learn how to direct it. We have also committed ourselves to creating new knowledge by accepting the risks and responsibilities that come with scientific exploration. We were challenged by President Maurer to explore the potential for a blind person to use technology to maneuver a car independently. In the process we have freed our own minds of the historical limitations we had accepted, and we have adopted a more active role in determining our future. In the broader society there is significant debate about the timeline for cars that are piloted completely without human intervention. Some think we can make this a reality by 2022 while others believe it will take ten or more years beyond that point. Most believe that the technology is not the biggest barrier, but rather the legal, regulatory, and cultural shift that will be required. Many believe that the computers need to be completely capable of independently operating the vehicle before the blind can drive. We believe that a new degree of freedom can be established when we participate in building technologies that take advantage of our capacity to think and react. Our experience has taught us that our active engagement in the development of innovative technology will create new knowledge and open up opportunities that society had previously dismissed. One of the first public visions for cars that drive themselves was presented at the 1939 World's Fair. At our organizing the next year, we did not have enough degrees of freedom to consider how we might participate in the car of the future. Through our Jernigan Institute we have established the capacity to engage with an industry that has viewed us as only passive passengers, and we are driving the stimulation of the brightest minds to consider how we can become drivers. We recently presented at the Driverless Car Summit-a gathering of industry leaders in advanced automobile technology. Our perspective is influencing the conversation about the cars of the future and how we might be included in the design phase. We will not be content to sit and wait until the driverless car arrives; opportunity will come from helping to build our future today. As we create knowledge, we also collect it. An important variable in our freedom was our establishment of a research library on blindness-a venue for collecting, preserving, and analyzing our history and progress. We continue to build our library collection and new forums for discourse about the future. We have been building a strong community of experts in the legal profession through our disability law symposium in order to expand on the vision of freedom that Dr. tenBroek first articulated. That the blind might lead the advancement of disability rights was a dream of Dr. tenBroek that was not easily achieved during his life. Our research library allows us to reflect on the vision of past leaders, apply that knowledge in the context of today's variables, and carry forward the relevant pursuits that we have not yet achieved. Sometimes we collect knowledge, other times we create it, and often we disseminate it. The National Federation of the Blind is pursuing nothing less than complete accessibility to the technologies being used to share knowledge in public libraries and educational programs. We are opening dialogue with leaders of the top technology companies, the leading publishers, and the most prestigious educational institutions in order to make our vision of equality in education a reality. We are not simply demanding accessibility-through our Jernigan Institute we are sharing best practices and assisting major companies in baking accessibility into their infrastructure. Just one example of this is the historic two-day Inclusive Publishing Forum we held at the Jernigan Institute last month. Our vision of freedom includes unprecedented access to knowledge, and we now have the tools to demand equal access and to assist the companies and organizations that can deliver that degree of freedom. By examining the shackles that continue to limit our freedom, we find some that existed before 1940. It is no surprise that I am thinking about the persistent unfair, discriminatory, and immoral practice of paying people with disabilities less than the federally established minimum wage. Although we do not yet possess the freedom afforded by equal pay for equal work, that degree of freedom will be ours, and we will no longer allow our future to be one of exploitation. As long as we are talking about unfair, discriminatory, and immoral, let's not ignore the Braille literacy rate in this country. Why is the literacy rate so low? Is it that we do not possess the capacity to learn? Is it that Braille is incredibly difficult to master? Is it that the tools do not exist to teach it effectively? No, no, and no! We have been engaged in a comprehensive campaign to educate the public about the Braille literacy crisis in America, and we have a robust array of programs to change the status quo. From our Braille Pals Club to our Braille Readers Are Leaders adult program, we are promoting the benefits of Braille across the lifespan. We have been working with new teachers to ensure that they are prepared to be experts in Braille, and we are teaching it ourselves. This summer our Braille enrichment programs will make a difference in twenty locations in eleven states. Later this year we will launch a new website called Braille 360 with the goals of establishing a forum for blind children to share their love for reading and increasing their Braille and technology skills. This fall we will also convene a Braille symposium to explore the best practices in Braille instruction and to seek solutions to the barriers we face. The National Federation of the Blind leads the way in Braille literacy, but we do not yet possess the degree of freedom we need in this area. Despite our leadership too many blind children are struggling to get access to the freedom that comes from literacy. We are all now familiar with the recent victory in the three-year battle to get Braille for Hank Miller, and we are painfully aware that for every Hank there are another two dozen or more blind children who are still waiting. How many birthdays need to pass before the gift of literacy can be revealed to these children? We can no longer wait. Along with all of the programs and policy improvements we are pursuing, we need to be more insistent in demanding Braille literacy for blind children. The more hearts and minds we can engage in the Braille literacy crisis, the more potential we have for changing the outcomes and securing more freedom. We possess more degrees of freedom today than we could have imagined even a decade ago. What are our hopes and dreams for the next five years? How do we want to explore the opportunities ahead? What will be the result of removing the limits that have persisted since the beginning of our organization? Through our Jernigan Institute we have the ability to create, collect, and disseminate knowledge based on our experience with freedom and independence. It may take time to learn what to do with the new freedom that we gain, but we are certain that we will learn to manage it effectively. The variable that is most dynamic, has the most influence on the outcomes, and continues to grow is the National Federation of the Blind. Let us continue to discover new degrees of freedom through our effort to build a future full of opportunity. ---------- [PHOTO CAPTION: Scott LaBarre] Minar Directae by Scott C. LaBarre From the Editor: Scott LaBarre is the president of the National Association of Blind Lawyers and is involved in many of the high-profile cases we undertake. He made this presentation on Tuesday afternoon, July 3. Here is what he said: Thank you, Dr. Maurer and my Federation family. Today I have the honor of standing before you and presenting on Minar Directae, my long-standing nemesis. What is it; why should we care about it; and, most important, what in the world can we do about it? By now you have all probably hopped on one of your i-devices or similar gadgets and figured out what minar directae is. It is Latin for "direct threat." I suppose that still may not help you. Direct threat as I am referring to it today addresses the way our law deals with safety-based custodialism against people with disabilities. The Supreme Court sanctioned this legal doctrine in a case called School District of Nassau County, Florida, versus Arline, decided in 1987. There the Supreme Court stated that an employer cannot irrationally rely on fears about a person's disability to terminate him or her or deny equal employment opportunity. Congress expanded upon this concept while passing the Americans with Disabilities Act and made it clear that employers and many other entities may not exclude people with disabilities based on fears or stereotypes that a person's disability might cause harm. The only time that an employer or any other institution can exclude a person with a disability because of disability-based safety concerns is when the person's impairment truly poses a direct threat. This is defined as a significant risk to health and safety, and it must be proven by several objective factors. The law also makes it clear that it is the entity wishing to exclude the individual with a disability which carries the burden of proving that a direct threat truly exists. So that's what the doctrine of direct threat is, and it would seem that, because the employer or other entity wishing to exclude the person with a disability has to prove that the threat is significant and do so based on objective criteria, we need not worry about unfounded safety concerns about our blindness being used against us, right? After all, it is illegal to do so. My friends, I submit to you that, instead of a shield used to protect us against stereotypes and misconceptions about our disability, the doctrine of direct threat has been wielded against us as a weapon, preventing us from achieving true equality of opportunity and thus true first-class citizenship. This is why minar directae matters and why you should care about it. First, we should fill out this picture with some background and historical context. There is no doubt today's law presumes and contemplates that we will be in the workplace and otherwise out there in society. Prior to the evolution of our civil rights movement, the prevailing presumption was that we should be confined to institutions or our homes, where the state or family would take care of us. In fact, the law of the land did not recognize that we even had a right to be out in the world. Dr. Jacobus tenBroek, our founder and first president, considered these ideas long before anyone else. His 1966 article, "The Right to Live in the World: The Disabled in the Law of Torts," published in the California Law Review, clearly sketched the stark and bleak landscape we faced at that time and advocated a better, more inclusive reality, one that Dr. tenBroek called "integrationism" or, otherwise put, first class citizenship. As evidence that the law did not recognize our right to live in the world, Dr. tenBroek cited a number of cases and laws that codified the concept that we had no business being out in society. One of the most poignant cases is that of Florida Central & Peninsular Railroad Company v. Williams. In this case, in which a blind man sustained injuries while traveling alone through a public railroad crossing, the Florida Supreme Court ruled in 1896 that it was the blind man's fault that he got hurt, saying: "It is gross negligence in a blind man to expose himself alone in any situation where he knows that the faculty of sight is absolutely necessary to the safety of life and limb." That case represented the law of the land some 116 years ago, a small blip of time compared with the great weight of time we humans have wandered this Earth. And in fact that case has never been overturned. If directly challenged today, I do not believe a court would uphold this ruling chalk full of misunderstandings about the alleged inherent dangers of being blind, but one never knows. With this backdrop less than fifty years ago, it is no wonder that Dr. tenBroek advocated so forcefully for change, a new day in which we would be assumed to be part of the mainstream and protected by the law, free of discrimination. So how far have we really traveled along the path of integrationism. How far do we have left to go? Although the law has improved since 1966, interpretation and application of the law are where we face real threats, threats to our freedom and acquisition of first-class citizenship. The problem is that what society and the courts regard as objective evidence of our blindness being a safety risk often seems ridiculous to us. Frequently people simply make the assumption that the only way you can be safe in certain activities of life is by doing them with sight. In effect, being blind makes you per se and automatically unsafe. I suspect that we have all faced this blanket assumption at one point or another. My first significant experience with my old nemesis, minar directae, came at Valleyfair Amusement Park in Minnesota, and it occurred shortly after passage of the ADA. Eight other Federationists and I, some of whom are in this room now, including Curtis Chong, Judy Sanders, and Nadine and Steve Jacobson, went to the park and attempted to ride a number of attractions together. The park told us that it was their policy that every blind person must be accompanied by a responsible adult. Upon further investigation we discovered that a responsible adult was anyone over four feet tall who could see. As many of you know, my wife Anahit and I have two small children. By Valleyfair's definition, both our nine-year-old son Alexander and seven-year-old daughter Emily are now responsible adults. In defending the policy, Valleyfair told us that they had hired biodynamic engineers who stated that it was unsafe for the blind to ride things like roller coasters unless a sighted person told us what would be happening on the ride. Otherwise we would lose our postural control and be injured. In a document filed with the judge in the case that grew out of Valleyfair's policy, the amusement park's lawyer said, "Many of the rides at Valleyfair, like all amusement parks, put the rider into very unusual positions. Some rides spin and spin and spin, some turn the rider completely upside down, some move with great speed and require the rider to brace him or herself, and some get the rider completely wet." My response to this startling revelation is, really? My Federation friends, I don't know about you but when I go to an amusement park, I fully expect "to spin and spin and spin," "turn completely upside down," "move at great speed," and yes, even sometimes "get completely wet." To this day I remember how astonished I felt about the depth of Valleyfair's ignorance and how surprised I was when Valleyfair stubbornly refused to change its policy after meeting with us and being exposed to our position. Valleyfair assumed that we were so clueless about our surroundings that we couldn't see that we posed a direct threat to our own safety. It took a lawsuit and nearly four years, but we won that case and got Valleyfair's policy thrown out. That Valleyfair case occurred some twenty-two years ago, while I was in law school at the University of Minnesota, and at that time, I never realized how many times I would come across my nemesis, minar directae, throughout my career. I am not sure exactly, but I have probably handled over three dozen cases where the principal argument used to exclude my blind client from the activity in question has been that the blind person is a safety risk, posing a direct threat to his or her own health and safety. According to these defendants we cannot do the following activities because we are an obvious safety risk: be a parent; run a daycare center; be a social worker; hold a job in a factory or any kind of industrial setting; work as a residential assistant at a college; be a chiropractor; be an acupuncturist; teach in a classroom; administer a nursing home; and, perhaps my all time favorite, go on a honeymoon cruise as a blind couple. Whatever the exact facts of the case are, the story remains the same--the employer or whatever entity believes that sight is mandatory for participating in the activity in question. Because of the power of the Federation, I am happy to report that we have defeated minar directae in the vast majority of these cases. Nevertheless, we often learn the most from the defeats we suffer. One of the starkest examples of how the direct threat safety argument continues to be used against us came last year. I, along with my co-counsel Tim Elder, represented Frank Hohn from Hemingford Village, Nebraska. Frank is blind because of a severely constricted visual field. For nearly seven years Frank worked as a railroad machinist for Burlington Northern Santa Fe Railways (BNSF) and did so without any concern about his job performance. Even though the evidence in the case established that Frank's coworkers and supervisors noticed that he saw things differently, no one complained about his lack of eyesight until he filed a safety complaint about a locomotive that he believed to be unsafe and that BNSF ordered him to return to service. Just a few days after that safety hotline complaint was filed, BNSF removed Frank from his job, using his eye condition as the reason, stating that they were all of a sudden concerned about his safety. Because of a number of legal rulings that were, in my opinion, incorrect, the Judge did not let any evidence about the safety complaint come to trial. So last July 26, 2011, the twenty-first anniversary of the passage of the ADA, Frank's trial began in Omaha, Nebraska, and my friends, at least with respect to application of the law in this case, it was not a good birthday for the ADA. After a seven-day jury trial the jury delivered its verdict against our client, Frank Hohn, and thereby upheld BNSF's decision to remove Frank from his job for safety reasons. What was the evidence about safety that the jury heard? Was it that Frank had injured himself while performing his job, failing to see something that would have prevented the injury? Was it that Frank had injured another worker because he did not see him or her? Was it that a supervisor or someone else observed Frank almost get hurt or hurt someone else because he couldn't see? The answer to these questions is, no, no, and no. The two key areas of evidence that BNSF relied upon to demonstrate that Frank Hohn was unsafe were: 1. Frank walked slowly; sometimes shuffled his feet; and, as one supervisor testified, it looked like Frank's "vision was bothering him." 2. Three medical doctors testified at trial that someone with Frank's constricted visual field could not safely work an industrial job because the environment is far too dynamic. He must work a sedentary position, a desk job. At trial, I asked BNSF's chief medical officer exactly what kind of job Frank Hohn could work: "Q. Ma'am, is it your assumption that, if a person has a reduced visual field like that of Mr. Hohn, they should only work in static positions, static job positions? A. Well, I don't know what you mean by static. I think they should be considered for a work environment in which obstacles are not present." My Federation family, name me one, just one, job where obstacles aren't present. Moreover, did these doctors have any experience working with blind people in the workplace? Did they leave their comfortable offices and actually observe Frank at work and conduct an actual functional analysis of whether Frank could do the work that he had been performing for nearly seven years? Did they consult with any vocational rehabilitation experts who work with the blind and low vision and actually have expertise about workplace accommodations and nonvisual techniques that could help? The answer to these questions is no, no, and no. The jury returned its verdict on the evidence that Frank Hohn walked a little differently than others, his vision was "bothering him," and the doctors said that it is impossible for a blind person to work in an industrial setting. When the jury returned its verdict on August 3 of last year, Frank, the legal team, and I were devastated. Personally I felt that I had let down not only Frank, but all of you. How in the world could I possibly lose a case when the evidence so clearly demonstrated that our client had been a safe worker with no complaints? Once I got over the initial emotional shock, I realized that the jury believed the doctors that the blind simply don't belong in any kind of job other than one that involves sitting behind a desk. Don't worry. We're not taking this lying down. We have appealed the decision, and we intend to win! The stereotype that we can only work desk jobs leads me to this thought. As we all know, over 70 percent of the working-age blind are unemployed. If we made a trade with society and said that, ok, we believe you're wrong, but we will stay away from any job that doesn't involve sitting behind a desk, and you, society, will employ us in such great numbers that our unemployment rate will equal that of the sighted, maybe we would take that trade, but, when we got behind that desk, fired up our computers, and started trying to do the work, we would be likely to find that a great deal of the software we would need to use was incompatible with our screen-reading and other technology. Ah well, that's a topic for another speech. So we know what minar directae is and why it matters. What in the world can we do about it? The answer to this is not complicated. As some might say, we just got to keep on a truckin', keep bringing the cases, changing the laws, and educating the public. We must transform the direct threat doctrine from a weapon used to legalize discrimination against us into a shield that protects us from unfounded fears and stereotypes about blindness. Because of the tremendous leadership of Dr. tenBroek, Dr. Jernigan, and Dr. Maurer, the many other terrific leaders who have imparted great wisdom, and the thousands upon thousands of our members who have worked hard over the years, we possess both the philosophy and resources necessary to combat the prevailing stereotypes and misconceptions arrayed against us. As Dr. tenBroek said, the right to live in the world is more than a right just to remain in it. Because we safely and successfully pursue just about every activity known to humankind, we know our blindness does not pose a direct threat to our health or safety, but our society has not learned that lesson. Because we as a community have made great strides and the future we face is brighter than ever, sometimes it is far too easy to think that discrimination against us isn't a big problem anymore. We must not fall into this trap and rest comfortably in blissful ignorance. We have come too far along the path to freedom and first-class citizenship to stop now. First-class citizenship is no longer just a fanciful dream. We must make it our reality. We have touched the flame of freedom, and it has ignited our hearts and minds. Nothing in this world will stop us, not minar directae, not anything. If we remain true to our philosophy and focus sharply on our objectives, we will be free. My brothers and sisters, we will be free! ---------- [PHOTO CAPTION: Eve Hill] The Policy of Integration Enforceable at Law by Eve L. Hill From the Editor: On Thursday afternoon, July 5, Eve Hill, senior counselor to the assistant attorney general for civil rights, addressed the convention. She is a nationally recognized expert on disability rights law. She was senior vice president of the Burton Blatt Institute at Syracuse University and has been responsible for the Institute's disability rights policy. Before that she was the founding director of the Washington, D.C., Office of Disability Rights, a cabinet-level office. She has been the executive director of the Disability Rights Legal Center in Los Angeles and has written extensively on disability rights. She has worked with Dan Goldstein, the NFB's lawyer for twenty-five years. This is what she said: In America the phrase "civil rights" evokes a powerful emotion, visions of the 1960s, Dr. King on the steps of the Lincoln Memorial, protestors on the Edmund Pettus Bridge, students at lunch counters and university doors; and similarly individuals with disabilities have faced every day the indignities of not being able to enter a hotel swimming pool or get on a public bus. We've been barred from attending school and getting jobs. Individuals with disabilities have organized to fight for our civil rights, incrementally working our way out from under the weight of immoral laws, misguided social mores, and irrational fears, facing dozens of defeats for each victory. I've sat in this audience and heard you sing "We Shall Overcome" to my dear friend and colleague Dan Goldstein, and you have earned that song. The Americans with Disabilities Act literally opened millions of doors for individuals with disabilities across the country. This law has had implications no less important or far reaching than the landmark civil rights laws of the 1960s, and in the two decades since its enactment the ADA has revolutionized the way the rest of society in the United States and beyond thinks about people with disabilities and the way people with disabilities live in our communities. But that doesn't mean we're done. Business owners, public officials, and the media still feel free to state publicly the opinion that, because a ramp or an accessible piece of technology costs money, that is a sufficient reason to deny people with disabilities access. And they are not met without outrage; they're taken seriously, as if even twenty-two years after the passage of the ADA and nearly forty years after the passage of the Rehabilitation Act, the cost- benefit analysis were the key to a civil rights law. In the Civil Rights Division of the Justice Department, we still see every single day, and I know you see it too, barriers facing individuals with disabilities that stand in the way of allowing people to maximize the contribution they make to society. And my boss Tom Perez and his boss Attorney General Eric Holder and his boss, the President, are committed to taking on that discrimination every day. [Applause] So I want to talk to you about a few of our recent activities that particularly affect people who are blind or who have low vision. In the technology area, as Kareem mentioned, we know modern technologies pose significant challenges, and we have to ensure that technologies don't leave people with disabilities in their wake. The underlying theory of the ADA is that we wouldn't make the existing world accessible all at once; we would do that gradually as old things were replaced with new things. New technology is where the rubber meets the road on that theory. These are new things, and they should be born accessible. [Applause] Technology has revolutionized our economy and our culture. It's made communicating and obtaining information, entertainment, education, and goods easier and more efficient. But many of these technologies from websites to cell phones, from ticket kiosks to TV set-top devices are either wholly or partly inaccessible to both to people who are blind or people with other disabilities. It is the position of the Justice Department since the late 1990s that the ADA applies to websites, including websites and online services of online-only public accommodations. Companies that do not consider accessibility in their website or product development will come to regret that decision because we intend to use every tool at our disposal to ensure that people with disabilities have equal access to technology and the worlds the technology opens up. Most recently we pursued accessible technology through two statements of interest in National Association of the Deaf versus Netflix. The National Association of the Deaf sued Netflix to require Netflix to caption its online watch-instantly movies. We opposed Netflix's attempts to dismiss the case. Our brief made clear that Title III of the ADA applies to online-only businesses and requires their online services to be accessible. [Applause] We also made clear that Netflix is responsible for making its online services accessible and that the twenty-first century Communications and Video Accessibility Act, CVAA, as great as it is, does not preempt application of Title III of the ADA. The Massachusetts court twice now has refused to dismiss the case and held that Title III covers online businesses, covers online services even if they're accessed only in your home, and that copyright doesn't necessarily preempt Title III and that the CVAA doesn't preempt Title III. [Applause] Now why is this important for blind people? It's brought by a deaf group. It's the same standard. If online-only services have to be accessible for deaf people, they also have to be accessible for blind people. [Applause] This follows up on work we've done before, the 2011 settlement agreement with the law school admission council to make its law school website accessible to people with disabilities. And the department is also addressing technology accessibility in its rulemaking. We issued advance notice of proposed rulemaking on accessibility standards for websites and expect to publish an NPRM [notice of proposed rulemaking] this year. Now we're involved heavily in the education arena. I know you've heard someone from the Department of Education, Seth Galanter, speak today. But we're exercising our expanded ability to pursue complaints about discrimination in public, private, and higher education. So in a number of contexts we're challenging the argument that schools should have unfettered discretion to decide what accommodations to permit as long as they comply with procedures. So in K.M. v. Tustin Unified School District, we filed an amicus brief on behalf of a student with hearing impairments who asked her school for real-time captioning and was denied. The district court had said, "Well she's getting a meaningful benefit from her education, and that's all that's required under the Individuals with Disabilities Education Act." Our brief argued that Title II of the ADA applies a different and in some cases sometimes greater standards than the IDEA, and the schools have to look at both. So the ADA in this context required effective communication, not only meaningful benefit, from the education. [Applause] So again, although this case was on behalf of a deaf student, it has the same standards that would apply to blind students and other students with disabilities. So under our approach a public school must consider, not just whether the student is getting enough information from her school materials to benefit from the education under the IDEA, but also under the ADA whether the student is getting information that is equally effective as her classmates. In Argenyi v. Creighton University we filed an amicus brief in the Eighth Circuit on behalf of a medical student with a hearing impairment who needed captioning in class and an oral interpreter in clinics, and the school had said, "No, we don't think that's appropriate. We don't need to do that." Our brief argued that the university is not entitled to unfettered deference in determining what auxiliary aids are required. This case explores the limits on deference. Courts have traditionally given schools a lot of leeway to decide: "Well we don't think that's good; we don't think that's good; you can only have this." And we argued that they should only get that kind of deference in making decisions about what the degree should require, what the academic requirements are, not what auxiliary aids should be provided. [Applause] And there's more. We are also working to ensure that admissions and license testing, whether for higher education or business certifications, are accessible to people with disabilities. To that end we are requiring testing providers to test in ways that best insure that the test measures knowledge or skill, and not disability. We recognize that this standard is not coextensive with reasonable modifications or effective communication but may require more. We had previously filed a statement of interest in a case of an NFB member seeking to take a multi-state professional responsibility exam with auxiliary aids. And just last week we filed a statement of interest in Department of Fair Employment and Housing versus Law School Admission Council in California. The plaintiff in this case claims that the Law School Admissions Council discriminates against test takers with disabilities by requiring unreasonable levels of documentation, by failing to make sure that the test best insures that it measures skill and knowledge rather than disability, and by flagging accommodated test scores. The department's brief argues that the new ADA regulations limiting documentation are valid, that test providers can require only reasonable documentation, and the department's brief argues for the first time that flagging of accommodated scores, which calls out people as having gotten an accommodation, is a violation of the ADA. [Applause] We are not bored! Meanwhile we are working to end the tradition of unnecessarily segregating people with disabilities in institutions. In 1999 with the Olmstead decision the Supreme Court answered the question posed thirty-three years earlier by Dr. tenBroek in his article, "The Right to Live in the World." He asked, "Are persons after all not to be persons if they are physically disabled. Are members of the community to be robbed of their rights to live in the community, their certificates cancelled upon development or discovery of disability?" Olmstead established that Title II of the ADA requires that people with disabilities in institutional settings must be integrated in their communities when appropriate and that it is a violation of the law to unnecessarily segregate them from society. It was the Brown v. Board of Education of the disability rights movement, and Tom Perez has led the department's efforts in this area. The department has laid down the law with statements of interest in over thirty cases, technical assistance documents, and case after case demonstrating that people with developmental disabilities, mental health disabilities, physical disabilities, vision disabilities, and every other kind of disability, who are in or at risk of entering an institution, have rights to community-based services. Nothing in the ADA or the Integration Mandate is limited to residential settings. The division has expanded its Olmstead work to look beyond where people live to examine how people live. Simply moving someone from an institution to a community-based residence does not achieve community integration if that person is still denied meaningful, integrated ways to spend their days and is denied the opportunity to do what we all do, work in the community. So last week we issued a letter of findings identifying Olmstead violations in the state of Oregon's system of employment and vocational services. We found that the state is violating Olmstead by unnecessarily segregating into sheltered workshops individuals with disabilities who could and want to work in integrated employment. [Applause] We found the state unnecessarily funds sheltered workshops, that its schools and VR systems unnecessarily place people in sheltered workshops, and that subminimum wages and discrimination unnecessarily keep people there. [Applause] I have one more minute. I only want to say that attitudes are shifting and they have a long way to go. And, as we work to take on these long-standing barriers, we also tackle the emerging ones head on. We have no illusions about the significance of the challenges ahead, but we will move forward. Dr. King said that "The arc of the moral universe is long, but it bends towards justice." So let's all reach up, grab that arc, and pull it towards people with disabilities. Thank you very much. [Applause] ---------- [PHOTO CAPTION: Sharon Maneki and Marsha Dyer] Convention Resolutions Leaving No Blind Person Behind by Sharon Maneki From the Editor: Sharon Maneki is the longtime chair of the resolutions committee, and her annual performance leaves no doubt as to why. Here, introducing and explaining the twenty-six resolutions presented to the 2012 convention of the National Federation of the Blind, is Sharon's article. During the resolutions committee meeting on July 1, 2012, Alex Castillo used the term "leaving no blind person behind" as he urged the committee to support a resolution. I believe that leaving no blind person behind is a good general description of the thrust of the twenty-four resolutions passed by the Convention this year. In 2001 Congress passed an act to close the achievement gap with accountability, flexibility, and choice so that no child is left behind. The sentiment of this reform legislation was to ensure that all students have an equal opportunity for quality education from the public school systems. The twenty-four resolutions passed by the Convention outline our current goals and policies to ensure that no blind person is left behind in employment opportunities, quality education, participation in the benefits of health care, and access to information. I was privileged to chair the resolutions committee again this year and was delighted to work with the charming and capable Marsha Dyer, who served as secretary to the committee. We followed many of the time-honored traditions of the resolutions process such as having a large committee-- thirty-four members--with broad representation from all of the states. Many of the resolutions' proponents had firsthand experience with the issues outlined in their resolutions. The meeting was particularly stimulating because of their poignant arguments. The resolutions committee and the process of defining our policies always include elements of surprise. The committee considered and sent twenty-six resolutions to the Convention. On July 4 the Convention, which is the supreme authority of the Federation, passed twenty-four resolutions and defeated two of them. Resolution 2012-10 was about accessibility ratings and a refund policy on the applications Apple sells. The resolution was sponsored by Romeo Edmead, a member of the board of directors of the New York affiliate, a National Scholarship winner in 2001, and a 2012 NFB Fellow. The Convention voted this resolution down because, while many applications are not accessible, many are, and we did not choose to criticize Apple at this time. The Convention defeated resolution 2012-08 because it violated Federation philosophy by promoting the medical model of blindness. Almost 50 years ago, in a speech entitled "Blindness: Handicap or Characteristic," Dr. Kenneth Jernigan explained that "philosophy bakes no bread, but without a philosophy no bread is baked." Many medical professionals believe that blindness is a kind of dying. As Dr. Jernigan put it, "Blindness is merely a characteristic." This resolution would have clarified that blindness technology and equipment such as a white cane should be covered by Medicare Part B, which covers the cost of medical equipment. Amy Buresh, a member of the national board of directors and president of the NFB of Nebraska, sponsored this resolution. Because of its dynamic philosophy throughout its seventy-two years of existence, the National Federation of the Blind has been able to make progress in ensuring that no blind person is left behind. In a speech entitled "Blindness: Concepts and Misconceptions," delivered in 1965 in Washington, D. C., Dr. Jernigan described our philosophy this way: "When an individual becomes blind, he faces two major problems: first, he must learn the skills and techniques which will enable him to carry on as a normal, productive citizen in the community; and, second, he must become aware of and learn to cope with public attitudes and misconceptions about blindness...." Dr. Jernigan continued: "The first of these problems is far easier to solve than the second. For it is no longer theory but established fact that, with proper training and opportunity, the average blind person can do the average job in the average place of business and do it as well as his sighted neighbor.... In other words, the real problem of blindness is not the blindness itself--not the acquisition of skills or techniques or competence. The real problem is the lack of understanding and the misconceptions which exist." Because of myths and misconceptions held by child welfare workers, judges, and other court officials, blind parents, guardians, and caregivers face discrimination in adoption, custody, visitation, care, placement, and other related procedures. To combat these problems, Marsha Drenth, vice president of the Pennsylvania parents of blind children and secretary of the Keystone Chapter of the NFB of Pennsylvania, introduced resolution 2012- 11. Marsha's argument for the resolution was passionate because she has three children and has faced devastating custody problems. In this resolution we strongly urge every state legislature to protect blind parents and caregivers from discrimination, by enacting model legislation proposed by the National Federation of the Blind. We also call upon bar associations, the National Association of Social Workers, and other child welfare organizations and their local chapters to develop educational programs in consultation with the National Federation of the Blind to inform personnel who make child-placement and care decisions about the capabilities of blind parents, caregivers, and guardians. Several Federationists felt compelled to write resolutions about Dining in the Dark activities and events. These activities are a modern example of the public misconceptions that Dr. Jernigan was addressing in his 1965 speech that I quoted above. Jim Gashel, secretary of the National Federation of the Blind, and Kevan Worley, a longtime leader in the Federation, came up with the final draft of the resolution that the committee and Convention passed. In resolution 2012-04 we condemn and deplore the use of Dining in the Dark when it is conducted in a way that diminishes the innate normality and equal status of the blind in society. The Convention passed four resolutions dealing with employment issues. Public attitudes still limit our employment opportunities. Our long battle to eliminate the practice by certain employers of paying workers with disabilities less than the minimum wage is not only an example of how blind people are left behind but also an illustration of the negative attitudes that are the real problem of blindness. Anil Lewis, director of strategic communications for the Federation, proposed resolution 2012-01. The resolution reads in part: "The truth is that segregated subminimum-wage work environments are not transitional job-training service providers for workers with disabilities, as shown by data from a U.S. Government Accountability Office report that less than 5 percent of workers with disabilities transition into mainstream employment; moreover, research conducted by Dr. Robert Cimera of Kent State University shows that work habits learned in a segregated work environment must be unlearned in order for workers with disabilities to become competitively employed." In this resolution we also call upon the Education and Workforce Committee of the U.S. House of Representatives to conduct an immediate hearing on H.R. 3086, the Fair Wages for Workers with Disabilities Act, in order to separate myth from reality and to learn the truth about the employment capacity of people with disabilities. It was most appropriate that two successful entrepreneurs proposed resolution 2012-26. The proponents were Nicky Gacos, president of the National Association of Blind Merchants, and Kevan Worley, executive director of the National Association of Blind Merchants. The Javits-Wagner- O'Day act should include provisions for people with disabilities to take part in all aspects of business, including owning a business and executing contracts awarded under the Javits-Wagner-O'Day Act. We urge the U. S. Congress to make these changes to the Act quickly. County and municipal governments are enhancing their services to residents through technology. These governments are creating multi-channel contact centers to give citizens direct access by 311 direct telephone support through live agents or by interactive voice-response systems or using the web. Some of the software-development companies that design multi- channel contact center technologies have nonvisual access features, but even these features are optional. Some governments, such as Montgomery County, Maryland, refuse to implement the nonvisual access features. To address this problem, Yasmin Reyazuddin, a leader in the Maryland affiliate who has firsthand experience with this problem, introduced Resolution 2012- 07. In it we demand that all software development companies enhance employment opportunities for the blind by immediately discontinuing the practice of designing nonvisual access as an optional feature. Isaiah Wilcox, a 2012 NFB Fellow, treasurer of the Georgia affiliate, and a 2008 national scholarship winner, sponsored Resolution 2012-09. The U.S. Department of Labor's Office of Federal Contract Compliance Programs (OFCCP) is currently revising the nondiscrimination and affirmative action provisions of Section 503 of the Rehabilitation Act. In 2012-09 we call upon OFCCP to take swift action to implement these new regulations. The Convention passed five resolutions to ensure that blind students at all levels of education are not left behind. Holly Miller, a member of the board of directors of the National Organization of Parents of Blind Children, wanted to make sure that no other parent or student has to go through the struggle for Braille instruction that she and her son Hank endured. In Resolution 2012-03, which she sponsored, the National Federation of the Blind calls upon U.S. Secretary of Education Arne Duncan to take immediate action to ensure that blind students are taught the skills of literacy. Braille is crucial for education and for full participation in community life. In Resolution 2012-13 we call upon the Braille Authority of North America (BANA) to adopt the symbols and rules of the Unified English Braille system as the standard for general purpose, nontechnical materials. The National Federation of the Blind also expresses its strong support for the continued use of the current Nemeth Braille Code as the standard for the teaching and production of mathematical materials. Jennifer Dunnam, president of the NFB of Minnesota and the Federation's representative on the BANA board, sponsored this resolution. As Jennifer explained, this resolution is necessary to reduce conflicts and ambiguities in the current Braille system. Pearson is the largest publishing company in the world for textbooks and courseware designed for use in institutions of higher education. Jessica Beecham, the proponent of Resolution 2012-16, expressed her deep frustration with the lack of access to Pearson products. Part of the resolution she sponsored says that the National Federation of the Blind "condemns Pearson and deplores its discrimination against blind students and its lack of transparency in refusing to release its accessibility statement and to educate the public on the purported accessibility features of its products." Jessica Beecham was a national scholarship winner in 2011 and currently serves as the chapter and community development coordinator for the NFB of Colorado. Harriet Go, a tenBroek fellow who won national scholarships in 2012 and 2003 and who is the secretary of both the Pennsylvania affiliate and the National Organization of Blind Educators, proposed Resolution 2012-22. In 2008 the U.S. Congress created the Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities (the AIM Commission). In part the resolution calls upon the members of the U.S. Congress to act upon the report of the AIM Commission by immediately authorizing the U.S. Access Board to establish guidelines for accessible instructional materials that will be used by government, in the private sector, and in post-secondary academic institutions. Readers of the Braille Monitor are familiar with the Law School Admission Council's practice of denying accommodations to applicants with disabilities who wish to take the Law School Admissions Test. Renowned civil rights lawyer and president of the National Association of Blind Lawyers and the NFB of Colorado Scott LaBarre sponsored Resolution 2012-25: "We applaud and commend the American Bar Association for sending a strong and clear message to the Law School Admissions Council that it must stop its discrimination against test applicants with disabilities." Access to healthcare is a politically charged topic for all Americans. It was most appropriate for the Convention to pass four resolutions addressing the unique barriers to accessible healthcare that blind people face. These resolutions are important goals in our quest to leave no blind person behind. Debbie Wunder, who wears many leadership hats in the NFB of Missouri including president of the Diabetes Action Network and chairman of the special projects and outreach committee, introduced Resolution 2012-21. A recipient wishing coverage under Part B of Medicare who has previously opted out is assessed a monthly penalty in addition to the premium for this service, unless the recipient can show coverage by an employer-based group health plan for the time in which he or she was eligible for this coverage. The resolution stated that: "This organization call upon Congress to amend the Social Security Act by removing the requirement to show proof of coverage by an employer-based group health plan and replacing it with a requirement to show insurance comparable to Medicare Part B coverage." The quality of healthcare has been improving dramatically through the use of new technologies. In the remaining three healthcare resolutions we demand nonvisual access to these new technologies. Urgent care facilities are replacing the receptionist and paper-and-pen check-in systems with touchscreen tablet computers. In Resolution 2012-17 we urge medical facilities to procure and deploy only accessible tablets so that blind patients can check in independently and have the same level of privacy as their sighted peers. Thera Morning, a leader in the NFB of Maryland, sponsored this resolution. Mike Freeman, president of the Diabetes Action Network and the NFB of Washington as well as a national board member, and Tom Ley, former president of the Diabetes Action Network, introduced Resolution 2012-05. Since both these men have diabetes and Tom's son is also a diabetic, access to the artificial pancreas could dramatically improve their quality of life. The artificial pancreas currently being developed incorporates an insulin pump, continuous glucose monitor, and smart controller to measure blood sugar automatically, then determine and deliver the right amount of insulin or glucose at the right time. Diabetes is the leading cause of blindness. Yet the federal government and healthcare advocacy organizations make little effort to encourage the manufacture of nonvisual accessible diabetes management technologies. The resolution demands that "this organization strongly urge the Food and Drug Administration to approve an artificial pancreas only when it is fully accessible to blind and low- vision diabetics." Mary Jo Hartle, a new parent and a longtime leader in the Federation from first Utah and now Maryland who was a tenBroek Fellow who won national scholarships in 2002 and 2004, proposed Resolution 2012-24. "Despite the availability of access technology that allows electronic and digital at- home medical equipment to provide audio output to users, infant apnea monitors, home dialysis equipment, electronic thermometers, and many other forms of at-home medical equipment remain largely or completely inaccessible to the blind." In Resolution 2012-24 this organization demands that manufacturers of at-home medical equipment make their products accessible to blind users so that the civil right of access to this equipment is preserved. The Convention passed nine resolutions about access to information. Two cover instructions to the federal government concerning access, two of them deal with access to library information, and the remaining five address access to specific products. Alex Castillo, an NFB 2012 Fellow and the immediate past president of the New York Association of Blind Students, who is currently living and working in Nebraska, introduced Resolution 2012- 02. "The United States Department of State has announced its intention to partner with Amazon.com to create a global e-reader program known as the Kindle Mobile Learning Initiative.... This organization demands that the United States Department of State refuse to procure any e-reading technology that is inaccessible and that it uphold its obligations under the law as prescribed in Section 508 of the Rehabilitation Act." Kyle Shachmut, a 2012 NFB Fellow and a member of the board of directors of the Massachusetts affiliate and president of its student division, is also a tenBroek Fellow who won scholarships in 2009 and 2011. Kyle sponsored Resolution 2012-12. Section 508 of the Rehabilitation Act requires that all electronic and information technology that is developed, procured, maintained, or used by the federal government must be accessible to disabled Americans. This organization strongly urges the Access Board to continue working diligently to refresh the Section 508 standards and finish this rulemaking swiftly so that the technical standards and accessibility guidelines under the law reflect changes in technology. The first of the two resolutions concerning access to library information applies to all public libraries, while the second applies only to the National Library Service for the Blind and Physically Handicapped. A number of public libraries have started to lend e-books and e-reading devices in an attempt to open their collections to a broader range of patrons. This trend promises to offer blind people unprecedented opportunities for reading books. In Resolution 2012-06 this organization calls upon all public libraries to take immediate action to provide e-books and e-reading devices that are fully accessible to blind people in order to comply with federal law and to ensure that blind patrons have the ability to use these devices and to access the information that they provide. James Brown, a 2012 NFB Fellow and president of the NFB of Tennessee who won a National Scholarship in 2007, sponsored this resolution. Dan Hicks, president of the NFB of Florida, proposed Resolution 2012- 15. "This organization calls upon the National Library Service for the Blind and Physically Handicapped of the Library of Congress immediately to modify its standards for Braille and audio production of books and magazines to include portrayals or explanations of all cartoons, caricatures, and drawings included in these publications, including reading all captions, unless they are part of advertisements." Resolution 2012-19 is the most unusual of the five access-to-products resolutions in this article because it describes cutting-edge research. In the remaining four the methods to achieve access are known. What is missing is the will to provide nonvisual access. Automobile manufacturers are working to develop driverless vehicles, and many of them have already integrated autonomous components like automatic parallel parking and adaptive cruise control. Nevada and Florida have enacted legislation legalizing the operation of these vehicles on public roads. In Resolution 2012-19 we demand that autonomous vehicle manufacturers include nonvisual interfaces that will allow a blind person to operate the vehicle independently. In this resolution we also encourage other states to follow Nevada and Florida's lead. Kimie Beverly, a tenBroek Fellow who won national scholarships in 2003 and 2012 and is secretary of the NFB of Nevada, sponsored this resolution. The remaining four resolutions were sponsored by ardent, articulate debaters. Corbb O'Connor, a 2012 NFB Fellow and a leader in the Virginia affiliate who also won national scholarships in 2006 and 2009, making him a tenBroek Fellow, introduced resolution 2012-20. Resolution 2012-14 was proposed by Jeannie Massay, a 2012 NFB Fellow, president of the NFB of Oklahoma, and a 2009 national scholarship winner. A webmaster and member of the board of directors of the NFB of Texas, Tom Stivers, introduced resolution 2012-18. Justin Salisbury, immediate past president of the North Carolina Association of Blind Students and a 2011 national scholarship winner, sponsored resolution 2012-23. An examination of the resolve sections of each of these resolutions illustrates the deep frustration that blind people feel toward these companies because of their blatant refusal to provide access. Resolution 2012-20 concerning the Nook concludes in part with a resolve that "this organization urge Barnes & Noble to continue to work assiduously in providing a product line that is accessible to blind users, including an accessible online bookstore." The resolve in resolution 2012-14 states that: "This organization condemn and deplore Amazon.com's repeated discrimination against the blind because it knowingly and purposely developed and launched models of the Kindle that are completely inaccessible despite its awareness of accessibility solutions and its repeatedly stated interest in meeting the needs of blind consumers." In Resolution 2012-18 the Convention resolved that, "This organization condemn and deplore Adobe's complete and utter lack of commitment to accessibility." (The Adobe suite of products includes Flash, a product for watching videos, animation, and rich Internet content; InDesign, a package for digital publishing; Dreamweaver, a product for creating websites; and Contribute, Premier, Photoshop, Acrobat, and other products used for creating, editing, accessing, and publishing content.) Finally, resolution 2012-23 resolves that "this organization condemn and deplore Microsoft's failure to update the Xbox 360 console so that it is accessible to blind users." "Unlike its predecessor, which was exclusively a gaming console, the Xbox 360 is used for streaming a variety of content onto a television, including trailers, shows, music, and movies, and hosting Microsoft's Windows Media Center multimedia capabilities and gaming; and is Microsoft's main channel for reaching individual consumers, meaning that blind users cannot use information that Microsoft distributes over the console." This article is merely an introductory discussion of the resolutions considered by the Convention. By longstanding tradition the complete text of each resolution that was passed is reprinted below. These resolutions outline our commitment to make sure that no blind person is left behind. Readers should study the text of each resolution to understand fully our policy on these subjects. ---------- The 2012 Resolutions of the National Federation of the Blind Resolution 2012-01 Regarding Support for the Fair Wages for Workers with Disabilities Act of 2011 WHEREAS, since its founding in 1940, the National Federation of the Blind has fought to repeal the unfair, discriminatory, and immoral provision found in Section 14(c) of the Fair Labor Standards Act (FLSA) of 1938, which allows the secretary of labor to grant special wage certificates to employers permitting them to pay their workers with disabilities less than the minimum wage; and WHEREAS, Section 14(c) of the FLSA is a statutory assertion of the negative attitudes and erroneous stereotypes that perpetuate the unemployment and exacerbate the under-employment of people with disabilities, based on the fallacious argument that they cannot be productive and therefore deserve to be paid less than nondisabled employees; and WHEREAS, Section 14(c) of the FLSA was to be used only "to the extent necessary to prevent curtailment of opportunities" for employment of people with disabilities, but has instead resulted in the creation of an industry of over 3,000 exploitive work environments for over 300,000 workers with disabilities being paid wages significantly lower than the federal minimum wage; and WHEREAS, data from the U.S. Department of Labor Wage and Hour Division show that over 90 percent of the special wage certificates are held by nonprofit sheltered workshop employers; and WHEREAS, these subminimum-wage employers, having a vested financial interest in the continuation of the public and philanthropic subsidies that prop up their subminimum-wage business model, are actively lobbying against the repeal of Section 14(c); and WHEREAS, to combat the efforts of those that would continue to exploit people with disabilities as second class workers, the members of the National Federation of the Blind will continue to raise public awareness about this issue through boycotts, protests, and educational forums to speak the truth about Section 14(c); and WHEREAS, the truth is that segregated subminimum-wage work environments are not transitional job-training service providers for workers with disabilities, as shown by data from a U.S. Government Accountability Office report that less than five percent of workers with disabilities transition into mainstream employment; moreover, research conducted by Dr. Robert Cimera of Kent State University shows that work habits learned in a segregated work environment must be unlearned in order for workers with disabilities to become competitively employed; and WHEREAS, the truth is that the payment of subminimum wages is not an incentive for mainstream employers to hire workers with disabilities; mainstream employers want a productive workforce, and the solution is to provide people with disabilities with the proper training and support to be productive employees; and WHEREAS, if people are too severely disabled to perform competitive work, our society can still do better for them than condemning them to drudgery day after day earning pennies an hour; and WHEREAS, the members of the National Federation of the Blind resolved in Convention assembled the seventh day of July, 2011, in the city of Orlando, Florida, to call upon the United States Congress to introduce and pass the Fair Wages for Workers with Disabilities Act of 2011; and WHEREAS, on October 4, 2011, Congressman Cliff Stearns of Florida introduced H.R. 3086, the Fair Wages for Workers with Disabilities Act of 2011, to phase out the use of special wage certificates over a three-year period and eventually to repeal Section 14(c) of the FLSA; and WHEREAS, the lead co-sponsor of H.R. 3086, Congressman Tim Bishop of New York, has been joined by eighty additional cosponsors of this landmark piece of disability rights legislation: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization commend Congressman Stearns, Congressman Bishop, and all other cosponsors of H.R. 3086, the Fair Wages for Workers with Disabilities Act, for having the courage, creativity, and belief in the capacity of people with disabilities to advance the legislation; and BE IT FURTHER RESOLVED that this organization call upon the Education and Workforce Committee of the U.S. House of Representatives to conduct an immediate hearing on H.R. 3086 in order to separate myth from reality and to learn the truth about the employment capacity of people with disabilities; and BE IT FURTHER RESOLVED that this organization call upon the United States Congress to pass this legislation with all due speed, repealing Section 14(c) of the Fair Labor Standards Act and freeing workers with disabilities from nearly seventy-five years of discriminatory wage practices; and BE IT FURTHER RESOLVED that we condemn and deplore every entity that continues to exploit people with disabilities through the payment of subminimum wages. ---------- Resolution 2012-02 Regarding the United States Department of State and Amazon Kindle Digital Learning Initiative WHEREAS, the right to read is critical and fundamental to full participation in society; and WHEREAS, unlike print, the digital information in electronic books is inherently accessible to the blind and becomes inaccessible only because proprietary technology, such as dedicated inaccessible e-readers, makes electronic books inaccessible; and WHEREAS, as the increasingly rapid transition from print-only media to digital information continues, it is critical that the blind and others with print disabilities not be left behind and excluded from accessing this information equally; and WHEREAS, some mainstream commercial e-book reading devices and platforms, such as Apple's iPad and the K-NFB Blio, are accessible to the blind; and WHEREAS, Amazon.com's Kindle e-readers are among the dominant dedicated e-book reading devices in the marketplace; and WHEREAS, despite years of attempts by the National Federation of the Blind and other organizations to assist and educate Amazon.com, it has failed to make its Kindle e-book readers fully accessible to the blind; and WHEREAS, the United States Department of State has announced its intention to partner with Amazon.com to create a global e-reader program known as the Kindle Mobile Learning Initiative, intended to create a global e-reader program that introduces aspects of U.S. society and culture directly to young people, students, and international audiences in new ways and expands English-language-learning opportunities worldwide; and WHEREAS, as part of this initiative the United States Department of State is pursuing a contract with Amazon.com, Inc., for the acquisition of 35,000 Kindle e-readers at an anticipated cost of 16.5 million dollars; and WHEREAS, the State Department's proposal for this contract contains no provisions to ensure that these e-book readers will be accessible to the blind, in direct contravention of the Department's legal obligations under Section 508 of the Rehabilitation Act and of the right of the world's blind to have equal access to information: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization demand that the United States Department of State refuse to procure any e-reading technology that is inaccessible and that the United States Department of State uphold its obligations under the law as prescribed in Section 508 of the Rehabilitation Act; and BE IT FURTHER RESOLVED that this organization condemn and deplore Amazon.com's failure to make its Kindle e-book readers fully accessible to the blind and insist that Amazon.com immediately make its product line of Kindle e-book readers and all future e-book readers fully accessible to the blind. ---------- Resolution 2012-03 Regarding the Presumption of Braille Instruction WHEREAS, the Individuals with Disabilities Education Act (IDEA) states that, when developing an Individualized Education Plan (IEP) for a child who is blind, the IEP team shall "provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for the instruction of Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child"; and WHEREAS, despite this clear legislative language in support of Braille literacy, current regulation does not provide school districts with adequate guidance in developing, reviewing, and revising the IEP; and WHEREAS, parents and advocates who request Braille instruction for their children with blindness or low vision far too often meet resistance from members of their IEP teams; and WHEREAS, such resistance causes students to be unable to access grade- level curriculum because they lack proficiency in Braille; and WHEREAS, while this achievement gap persists, student ability to compete with sighted peers for postsecondary opportunities and employment is significantly compromised; and WHEREAS, this literacy gap is both unnecessary and preventable; and WHEREAS, recognizing that instruction in Braille closely parallels instruction in print, Senators Patty Murray (D-WA) and John Boozman (R-AR) circulated a Dear Colleague letter in the United States Senate; and WHEREAS, this Dear Colleague letter strongly urges the U.S. Department of Education to engage stakeholder groups to develop new IDEA regulations related to the development of an IEP for a student with blindness or low vision; and WHEREAS, new regulations should carry out the intent of Congress that students with blindness or low vision must receive Braille instruction; and WHEREAS, this new regulation should place the burden on the IEP team to deny Braille instruction based on an individual student assessment, rather than on parents to prove that their child needs Braille: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization commend Senators Murray and Boozman for circulating this Dear Colleague letter in support of Braille literacy; and BE IT FURTHER RESOLVED that we thank the twenty-four senators that joined as cosigners of this Dear Colleague letter; and BE IT FURTHER RESOLVED that the National Federation of the Blind call upon Secretary of Education Arne Duncan to take swift action to address the concerns stated in the Dear Colleague letter to ensure that blind students are taught the skills of literacy. ---------- Resolution 2012-04 Regarding Dining in the Dark WHEREAS, the real problem of blindness is not the loss of eyesight but the widespread public misconception that the blind are not equal to the sighted in society; and WHEREAS, the National Federation of the Blind categorically rejects the myth that the blind are not equal to the sighted; and WHEREAS, programs of the National Federation of the Blind teach and promote a positive understanding of blindness, that the blind are normal and equal members of society, and that blindness does not mean inferiority; and WHEREAS, an activity known as "Dining in the Dark" is being promoted and used to raise funds by having sighted people experience blindness by eating in the dark; and WHEREAS, an article published in Time magazine entitled "Dining in the Dark" assures would-be diners that the cook "works in a well-lit kitchen"; and WHEREAS, the Dining in the Dark website--www.dininginthedark.org-- states: "you will pick from a specially prepared menu (designed by a sighted local 'star' chef)" and "In darkness everyone becomes equal. Our opinions can't be molded by dress, mannerisms, or makeup as none of it can be seen. You learn that without sight your other senses become more acute"; and WHEREAS, these statements lay bare the underlying philosophy of Dining in the Dark, that sight means superior ability, and that, when sight is removed in the dark, the blind and the sighted are equal: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization condemn and deplore the use of Dining in the Dark in a manner that diminishes the innate normality and equal status of the blind in society; and BE IT FURTHER RESOLVED that this organization pursue an active policy of opposition to Dining in the Dark activities and events, including use of media and public protests, whenever and wherever such activities and events exploit blindness and blind people based on a demeaning philosophy. ---------- Resolution 2012-05 Regarding Access to the Artificial Pancreas WHEREAS, health for people with diabetes has improved dramatically with the use of modern diabetes-management technologies; and WHEREAS, the latest example of such a technology currently under development is the artificial pancreas, which incorporates an insulin pump, continuous glucose monitor, and smart controller to measure blood sugar automatically, then determine and deliver the right amount of insulin or glucose at the right time; and WHEREAS, blind and low-vision diabetics are currently deprived of the health benefits that these technologies offer because manufacturers have not included nonvisual access features in insulin pumps and continuous glucose monitors, even though some of these technologies have been in existence for nearly thirty years; and WHEREAS, government regulators and policy makers have failed to protect blind and low-vision diabetics from such blatant discrimination by not developing accessibility standards, by not tying research dollars to the inclusion of accessibility, by not establishing nonvisual criteria as part of the procurement process, and by not requiring accessibility for payment by government programs such as Medicare; and WHEREAS, diabetes and medical organizations, such as the American Diabetes Association, the Juvenile Diabetes Research Foundation, the American Association of Diabetes Educators, and the American Medical Association, do not use their influence to advocate for nonvisual access for blind and low-vision diabetics, even though statistics clearly demonstrate that diabetes is increasing to epidemic proportions, so more people are experiencing vision loss; and WHEREAS, since the artificial pancreas is currently undergoing clinical trials, the Food and Drug Administration now has the perfect opportunity to rectify past mistakes and to eliminate health inequities and barriers to independence for blind and low-vision diabetics: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization strongly urge the Food and Drug Administration to approve an artificial pancreas only when it is fully accessible to blind and low- vision diabetics; and BE IT FURTHER RESOLVED that this organization demand that government regulators and policy makers take immediate steps to require nonvisual access in all diabetes technologies; and BE IT FURTHER RESOLVED that this organization call upon associations that promote quality health care for people with diabetes to join with the National Federation of the Blind so that the promise of advanced diabetes technology becomes a reality for all people with diabetes, including those who are blind or have low vision. ---------- Resolution 2012-06 Regarding Accessible Reading Platforms and Library Services WHEREAS, blind people have historically been unable to access information contained in public libraries because library collections are primarily in print; and WHEREAS, the only library that provides completely accessible information for blind patrons is the National Library Service for the Blind and Physically Handicapped of the Library of Congress (NLS); and WHEREAS, the NLS program is able to produce only 2,000 new audio titles each year, a number that is less than one percent of the number of new titles published each year in print; and WHEREAS, a number of public libraries have started to lend e-books and e-reading devices in an attempt to open their collections to a broader range of patrons; and WHEREAS, technology currently exists to make e-books and e-reading devices fully accessible to blind patrons; and WHEREAS, despite this technology's being available to public libraries, many continue to procure and deploy inaccessible e-books and e- reading devices; and WHEREAS, many libraries started deploying these inaccessible e-books and e-reading devices, even after the Department of Education circulated a Dear Colleague letter and a frequently asked questions document outlining their obligations as federally funded institutions to purchase accessible e- books, e-reading devices, and other technology: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization call upon all public libraries to take immediate action to provide e-books and e-reading devices that are fully accessible to blind people in order to comply with federal law and to ensure that blind patrons have the ability to use these devices and to access the information that they provide. ---------- Resolution 2012-07 Regarding Accessibility of Local Government Multichannel Contact Centers WHEREAS, for many years businesses have been streamlining their customer service operations by providing technologies that allow customers to pay bills, purchase goods, ask questions, or register complaints at any time at the customer's convenience; and WHEREAS, county and municipal governments are following this trend by using these technologies to create multichannel contact centers to give citizens direct access by 311 direct telephone support through live agents or by interactive voice-response systems or via the web; and WHEREAS, many blind Americans are successfully employed as customer service representatives or other highly skilled technicians in multichannel contact centers; and WHEREAS, Oracle's Siebel Contact Centers, an industry leader in customer-relationship-management applications, includes nonvisual access but allows the clients to customize the software, including the option to omit all nonvisual access; and WHEREAS, many local government clients will not implement Siebel's nonvisual access, claiming that the implementation either is too expensive or limits the call center's ability to respond to some citizen inquiries; and WHEREAS, nonvisual access, when properly designed, can be an integral part of the entire software package, which covers all of the features and is easy for clients to implement; and WHEREAS, inadequate or nonexistent nonvisual access must not serve as the excuse for separate-but-equal treatment of blind employees or the denial of employment to qualified blind people; and WHEREAS, the Public Technology Institute (PTI) is a professional organization for technology executives in local government, which according to its website "challenges local governments to achieve high standards in citizen participation, seamless service delivery, and democratic accountability by making access to government services and information available through multiple channels: web, civic media, interactive voice response, and 311 call centers"; and WHEREAS, the PTI does not include nonvisual access anywhere on its website and presented one of its 2011-2012 Technology Solution Awards to Montgomery County, Maryland, despite that government's blatant refusal to implement nonvisual access in its Oracle Siebel Contact Center: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization demand that all software development companies enhance employment opportunities for the blind by immediately discontinuing the practice of designing nonvisual access as an optional feature; and BE IT FURTHER RESOLVED that this organization demand that every local government using a multichannel contact center stop discriminating against blind employees and take advantage of the untapped talents that they can offer by adopting available nonvisual access features; and BE IT FURTHER RESOLVED that this organization strongly encourage the Public Technology Institute to adopt nonvisual access as one of the requirements for its Solution Awards programs. ---------- Resolution 2012-08 did not pass. ---------- Resolution 2012-09 Regarding Proposed Section 503 Rule WHEREAS, the Department of Labor's Office of Federal Contract Compliance Programs (OFCCP) has issued a notice of proposed rulemaking related to Section 503 of the Rehabilitation Act; and WHEREAS, this proposed rule would revise the regulations implementing the nondiscrimination and affirmative action provisions of Section 503 of the Rehabilitation Act; and WHEREAS, Section 503 of the Rehabilitation Act prohibits discrimination by covered federal contractors and subcontractors against individuals on the basis of disability and requires affirmative action on behalf of qualified individuals with disabilities; and WHEREAS, despite the requirements of Section 503, 2010 statistics from the Department of Labor's Bureau of Labor Statistics show that only 21.8 percent of working-age individuals with certain functional disabilities were in the labor force compared to 70.1 percent of working- age individuals without such disabilities; and WHEREAS, strong actions must be taken to address this staggering disparity; and WHEREAS, the proposed rule would require each federal contractor and subcontractor to "review its personnel processes on at least an annual basis to ensure that its obligations are being met," "ensure that its use of information and communication technology is accessible to applicants and employees with disabilities," "enter into linkage agreements and create relationships with the local vocational rehabilitation office" near their establishments, and disseminate reasonable accommodation procedures to all employees; and WHEREAS, the proposed rule would also establish a utilization goal for hiring individuals with disabilities to serve as a benchmark that will help to identify which contractors are complying with Section 503; and WHEREAS, OFCCP is also considering adding a secondary utilization for targeted disabilities to the proposed rule to ensure that these groups are not left behind by federal contractors: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization call upon the Office of Federal Contract Compliance Programs to take swift action to implement the new regulations under Section 503; and BE IT FURTHER RESOLVED that this organization urge that in the final rule OFCCP establish a secondary utilization goal for targeted disabilities; and BE IT FURTHER RESOLVED that no employee making below the federal minimum wage be counted towards a contractor's quota to meet the newly established utilization goal. ---------- Resolution 2012-10 did not pass. ---------- Resolution 2012-11 Regarding Protection of the Right to Parent Children WHEREAS, one of the greatest responsibilities that human beings have is the parenting and care of children; and WHEREAS, blind people are as capable of parenting and caring for children as their sighted peers; and WHEREAS, the myths and misconceptions about blindness held by judges, child welfare officers, and social workers frequently cause them to raise questions about the capabilities of blind parents, caregivers, and guardians, even when there is no evidence of difficulty, danger, or neglect; and WHEREAS, hospital officials and other child welfare workers have tried to remove infants from their homes simply because both parents are blind; and WHEREAS, blind people's capabilities are called into question in many proceedings involving child placement, care, custody, visitation, adoption, guardianship, child welfare, and related matters; and WHEREAS, in divorce cases in which one spouse is sighted and the other is blind, the sighted spouse frequently uses blindness as a weapon to gain custody of the child, even when the blind spouse has been successfully providing care for years, and judges and court investigators accept this specious argument because of their own lack of knowledge about blindness; and WHEREAS, only five states have laws protecting the rights of disabled parents, guardians, and caregivers to care for children; and WHEREAS, the National Federation of the Blind has an excellent record of creating model civil rights legislation and conducting public education campaigns to implement such legislation; and WHEREAS, lawyers, judges, and child welfare professionals are required to maintain their skills by taking continuing education courses: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization strongly urge all state legislatures to adopt legislation proposed by the National Federation of the Blind prohibiting discrimination on the basis of blindness in proceedings involving childcare, custody and visitation, adoption, guardianship, child welfare, and related matters; and BE IT FURTHER RESOLVED that this organization call upon the bar associations, the National Association of Social Workers, and other child welfare organizations and their local chapters to develop educational programs in consultation with the National Federation of the Blind to inform personnel who make child placement and care decisions about the capabilities of blind parents, caregivers, and guardians. ---------- Resolution 2012-12 Regarding the Section 508 Refresh WHEREAS, Section 508 of the Rehabilitation Act requires that all electronic and information technology that is developed, procured, maintained, or used by the federal government must be accessible to disabled Americans; and WHEREAS, Congress gave regulatory authority to the Architectural and Transportation Barriers Compliance Board, also known as the U.S. Access Board, to update the technical standards and accessibility guidelines for electronic and information technology under Section 508 periodically so that they are current; and WHEREAS, in March of 2010 the Access Board began a much-needed update of the technical standards and accessibility guidelines under Section 508 by issuing an Advanced Notice of Proposed Rulemaking (ANPRM) with proposed changes to the standards; and WHEREAS, the March 2010 ANPRM outlined proposed changes that were partly based on recommendations made by the Telecommunications and Electronic and Information Technology Advisory Committee, a committee with several members from the National Federation of the Blind, that reviewed the standards and recommended changes to the Access Board in 2008; and WHEREAS, on December 8, 2011, the Access Board issued a second ANPRM, updating its proposed changes to reflect feedback received from stakeholders after the first ANPRM and streamlining the structure of the proposed changes so that they would be more succinct and easy for stakeholders to read; and WHEREAS, on January 11, 2012, the National Federation of the Blind and other stakeholders testified at a hearing hosted by the Access Board regarding the proposed changes in the second ANPRM, during which the Access Board heard critical feedback from the disability community and several exhortations to finish the rulemaking in a timely manner; and WHEREAS, the current Section 508 standards are out of date, exacerbating a systemic pattern of noncompliance among federal agencies that already have conflicting priorities, limited resources, and no accountability mechanisms to meet their obligations under this law; and WHEREAS, the disability community, technology industry, and federal government are generally united on the need for the Section 508 standards to be updated, and many of these stakeholders, particularly the National Federation of the Blind, had a favorable reaction to the proposed changes made in the 2011 ANPRM: Now, therefore BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization strongly urge the Access Board to continue working diligently to refresh the Section 508 standards and finish this rulemaking swiftly so that the technical standards and accessibility guidelines under the law reflect changes in technology; and BE IT FURTHER RESOLVED that we urge Section 508 coordinators at each federal agency to move quickly to adopt best practices for complying with the new standards in order to protect blind people's right of access under the law. ---------- Resolution 2012-13 Regarding Braille Codes WHEREAS, Braille has been the primary means of literacy for blind people since its invention in the 1800s; and WHEREAS, the potential for the integration of Braille into education and everyday life is now greater than ever because of the proliferation of computers and mobile devices that can generate Braille; and WHEREAS, the ability of a Braille user to write in Braille for instant communication and collaboration with non-Braille readers is becoming ever more essential in our digital age; and WHEREAS, although the accurate, automated conversion of print to Braille (forward translation) and from Braille to print (back translation) is possible, inconsistencies within the current Braille codes, as well as changing print conventions not effectively addressed in the current literary Braille code, serve as significant roadblocks to translation; and WHEREAS, these underlying difficulties may be exacerbated by continuing efforts to tweak the current system; and WHEREAS, the adoption of a more systematic symbol set providing for greater flexibility and fewer exceptions to rules would increase the accuracy of forward- and back-translation and would also enable Braille transcribers to focus attention on issues of formatting and representing graphics or other essential visual elements; and WHEREAS, since 1992 the Braille Authority of North America (BANA) and later the International Council on English Braille have been engaged in the development of a single system called Unified English Braille (UEB) to reduce conflicts and ambiguities by unifying some of the current multiple Braille codes; and WHEREAS, UEB has been developed with input from many people with the intention of achieving an optimal balance among many factors, including keeping our current general-purpose literary code as its basis, enabling Braille to convey the same information as print, allowing for the addition of new symbols not currently available in literary Braille, providing flexibility to change as print changes, reducing the complexity of rules, and allowing greater accuracy in back-translation; and WHEREAS, the use of some dedicated Braille codes for specific subjects, which permit the flexibility to represent those subjects fully, continues to be necessary and desirable; and WHEREAS, the current version of the Nemeth Braille Code for Mathematics and Science Notation, implemented in the United States forty years ago, has been widely recognized as an ingenious, powerful, and efficient system for representing mathematics and scientific notation in Braille; and WHEREAS, the wholesale adoption of UEB would bring about relatively few changes from current methods of representing literary materials but would cause radical changes to Braille for technical materials; and WHEREAS, a solution involving the adoption of UEB along with continued use of the current Nemeth Braille Code, while not fully unifying all codes, would improve the utility of Braille in the digital age and increase flexibility for both technical and non-technical uses: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization call upon the Braille Authority of North America to adopt the symbols and rules of Unified English Braille as the standard for general-purpose, non-technical materials; and BE IT FURTHER RESOLVED that this organization express its strong support for the continued use of the current Nemeth Braille Code as the standard code for the teaching and production of materials that are primarily mathematical in nature; and BE IT FURTHER RESOLVED that this organization call upon BANA to work with all stakeholders to develop a gradual implementation plan that brings about a minimum of disruption to the education of blind children, takes into account the needs of Braille users of all ages and in all walks of life, and provides clear guidance to educators and Braille producers about when to use which code. ---------- Resolution 2012-14 Regarding the Inaccessibility of the Kindle Fire WHEREAS, on September 28, 2011, Amazon.com released the Kindle Fire, a touchscreen tablet designed to read electronic books, access applications, and perform other functions; and WHEREAS, the Kindle Fire is the sixth inaccessible model of the Amazon.com Kindle; and WHEREAS, an accessible touchscreen tablet is completely achievable, as demonstrated by Apple with the inclusion of VoiceOver, its text-to- speech function included in the company's iOS operating system on all models of the iPad; and WHEREAS, Amazon.com itself demonstrated that the Kindle could be made accessible when very basic text-to-speech functions were added to the Kindle 2 and 3, but a blind user had no way to access the text-to-speech feature independently; and WHEREAS, when the Authors Guild and the Association of American Publishers objected to inclusion of text-to-speech on the Kindle 2, Amazon.com specifically sought out and requested the help of the NFB to advocate for text-to-speech, promising continued accessibility improvements in the Kindle product line but then allowed authors and publishers to block text-to-speech on their books and did not follow through with the promised accessibility improvements; and WHEREAS, Amazon.com has repeatedly assured the National Federation of the Blind during the development of three different models of the Kindle that the upcoming model would be accessible by the blind and then released an inaccessible model, illustrating a lack of respect for the elected representatives of blind Americans, an inconsistency in Amazon.com's policies, and general lack of reliability, if not outright disingenuousness; and WHEREAS, Amazon.com's failure to include accessibility features in the Kindle Fire and its previous choice to curtail the text-to-speech functions on the Kindle 2 and 3 were clearly, not a lack of innovation, but strategic and calculated decisions that flew in the face of fair and equal access for all; and WHEREAS, blind people deserve access to the same books at the same time and at the same price as sighted users, the ability to read and navigate these books, and the other features available on the Kindle Fire: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization condemn and deplore Amazon.com's repeated discrimination against the blind because it knowingly and purposely developed and launched models of the Kindle that are completely inaccessible despite its awareness of accessibility solutions and its repeatedly stated interest in meeting the needs of blind consumers. ---------- Resolution 2012-15 Regarding Cartoons in NLS Publications WHEREAS, the National Library Service for the Blind and Physically Handicapped of the Library of Congress (NLS) is a major source of reading materials for the blind of America such as books and magazines; and WHEREAS, magazines are a very important way for all Americans to keep up to date with current events, politics, public opinion, and ideas about the modern world; and WHEREAS, cartoons are included in print magazines and books, not merely to provide humor, entertainment, and satire, but also to provide pointed opinions on the vital issues of the day to the print-reading public; and WHEREAS, NLS offers its readers such important opinion-building publications as The Week, The Nation, The Atlantic Monthly, National Review, and Rolling Stone in recorded or Braille formats; and WHEREAS, books and magazines produced by or under the direction of NLS omit citations to or descriptions of cartoons, depriving the blind of valuable information; and WHEREAS, National Braille Press successfully describes cartoons and illustrations in its Braille publications, demonstrating that such information can be provided to blind readers; and WHEREAS, the American Printing House for the Blind, which produces the recorded editions of Newsweek and Reader's Digest, routinely includes audio description of the cartoons in these publications, demonstrating not only that such content adds value, but that these audio descriptions can be included without affecting the timeliness of distribution: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization call upon the National Library Service for the Blind and Physically Handicapped of the Library of Congress immediately to modify its standards for Braille and audio production of books and magazines to include portrayals or explanations of all cartoons, caricatures, and drawings included in these publications, including reading all captions, unless they are part of advertisements. ---------- Resolution 2012-16 Regarding Accessibility of Pearson Products WHEREAS, Pearson is the largest publishing company in the world of textbooks and courseware designed for use in institutions of higher education; and WHEREAS, MyLab and Mastering are Pearson programs offering customized online solutions for learning, studying, and evaluation in multiple subjects, and the overwhelming majority of the subject courseware programs are inaccessible to blind students; and WHEREAS, despite the inaccessibility of Pearson's courseware, the MyLab and Mastering programs are being implemented in many institutions of higher education and in lab-based, hybrid, fully online/distance-learning, and traditional educational environments across the country; and WHEREAS, MyMathLab is the only product with which Pearson has made any progress on improving accessibility, yet the MyLab products for science, engineering, computer science, humanities, social sciences, world languages, careers, health sciences, nursing, economics, information technology, and business disciplines all remain inaccessible to blind students; and WHEREAS, Pearson falsely claims to have incorporated accessibility features into all textbooks and courseware, and the company refuses to make public its accessibility statement, providing no way of learning about the supposed accessibility of its products; and WHEREAS, having access to instructional materials such as textbooks and courseware is a civil right of blind students, and a company as large as Pearson has not only the resources but the obligation to make its products usable to the blind so that the company can truly claim that its products provide solutions for all students: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization condemn Pearson and deplore its discrimination against blind students and its lack of transparency in refusing to release its accessibility statement and to educate the public on the purported accessibility features of its products. ---------- Resolution 2012-17 Regarding Tablets Used in Urgent Care Medical Facilities WHEREAS, once considered an "emerging technology," tablet computers are becoming more popular with both private users and businesses; and WHEREAS, the tablet market is expanding rapidly, with T-Mobile, Sony, Toshiba, Motorola, Dell, and other manufacturers developing or releasing tablets to compete with the Apple iPad, Amazon Kindle Fire, and Samsung Galaxy, among other popular devices; and WHEREAS, CareFirst, Patient First, and other urgent care medical facilities are implementing a touchscreen-based patient check-in system to replace the traditional receptionist/pen-and-paper check-in system, requiring patients to input their personal information and medical history using a tablet; and WHEREAS, while the traditional system was inaccessible to blind patients, requiring them to share their personal information and medical history with a sighted person who came with them or with a virtual stranger, the use of tablets provides an opportunity for blind people to check into urgent care and other medical facilities independently and privately if the tablets have proper accessibility features; and WHEREAS, a fully accessible tablet, the Apple iPad, is available, and, if businesses procuring and deploying tablet technology make accessibility for the blind a priority, their investment will provide an incentive for other tablet manufacturers to make their products accessible: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization urge CareFirst, Patient First, and other medical facilities to procure and deploy only accessible tablets, taking advantage of the opportunity to provide their blind patients with a private, independent method of checking in like that afforded other patients, and to provide an incentive for tablet manufacturers to make their products accessible or develop innovative new ways to meet the needs of blind users. ---------- Resolution 2012-18 Regarding Inaccessible Adobe Products WHEREAS, the Adobe suite of products includes Flash, a product for watching videos, animation, and rich Internet content; InDesign, a package for digital publishing; Dreamweaver, a product for creating websites; and Contribute, Premier, Photoshop, Acrobat, and other products used for creating, editing, accessing, and publishing content; and WHEREAS, the interfaces of most products in the Adobe suite are inaccessible to blind users, and some products have actually lost basic accessibility that had once been built into the interface; and WHEREAS, the products used for content creation such as Flash, Dreamweaver, Acrobat, and InDesign have rich accessibility features, not in their interfaces, but for application to the content being created, such as good alt-tag support, good style sheets, and navigational style support; but Adobe does not advertise or provide training for those features and has no accessibility checkers to make it easy for content creators to make sure the content they have created is accessible; and WHEREAS, the Adobe Flash plugin is widely used by blind computer users for consuming video, audio, and other rich content, despite an inaccessible installer for the plugin, which Adobe has left inaccessible for more than two years; and WHEREAS, despite an outcry by blind Americans and repeated efforts by the National Federation of the Blind to educate Adobe about the importance of accessibility, the company continues to ignore the needs of blind users; and WHEREAS, as the popularity of Adobe products grows, the amount of unnecessarily inaccessible content being created grows as well: Now, therefore BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization condemn and deplore Adobe's complete and utter lack of commitment to accessibility. ---------- Resolution 2012-19 Regarding Autonomous Vehicles WHEREAS, the Blind Driver Challenge of the National Federation of the Blind is an innovative research project of the NFB Jernigan Institute to create nonvisual interfaces that will allow a blind person to drive a car safely and independently; and WHEREAS, driving does not and will never define a blind person's independence, but the ability to operate an automobile independently and safely will provide a greater degree of independent travel, affording us opportunities that do not currently exist; and WHEREAS, mainstream automobile manufacturers are working to develop driverless vehicles, and many of them have already integrated autonomous components like automatic parallel parking, adaptive cruise control, etc.; and WHEREAS, all autonomous vehicles currently require human operation, and regardless of the degree to which vehicles become automated, some degree of human intervention will always be required; and WHEREAS, the convergence of nonvisual interface technology with autonomous vehicle technology promises to result in a vehicle that a blind person can operate safely and independently; and WHEREAS, in order for the development of autonomous vehicle technology to progress, autonomous vehicle developers must be allowed to test drive the vehicles legally in a variety of real-world driving situations; and WHEREAS, the states of Nevada and Florida have already enacted legislation making it legal for driverless vehicles to operate on their roads: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization commend those states that are forward-thinking enough to enact legislation that legalizes the operation of autonomous vehicles on their roads, and that we call upon other states to enact similar legislation; and BE IT FURTHER RESOLVED that this organization demand that autonomous vehicle manufacturers include nonvisual interfaces that will allow a blind person to operate the vehicle independently; and BE IT FURTHER RESOLVED that we call upon automobile manufacturers to work with the National Federation of the Blind to develop nonvisual driver interfaces further. ---------- Resolution 2012-20 Regarding the Barnes & Noble Nook WHEREAS, educational institutions and public libraries are deploying digital readers to students and patrons as technology transforms the way people access books and other content; and WHEREAS, one of the most popular e-readers being deployed by these entities is the Barnes & Noble Nook, which along with its online digital bookstore is inaccessible to the blind; and WHEREAS, technology exists that would make the Nook accessible, as demonstrated by Apple's implementation of VoiceOver, the text-to-speech function included in the company's iOS operating system on all models of the iPad; and WHEREAS, when educational institutions deploy inaccessible technology such as the Nook, they directly violate the federal rights of blind students under Section 504 of the Rehabilitation Act; and WHEREAS, blind patrons of public libraries should not be consigned to separate and unequal access to books when libraries have the option to deploy an accessible e-reader, providing blind and other print-disabled patrons with equal, free, and easy access to all of the books available to other patrons; and WHEREAS, libraries and educational institutions have no excuse for such violations, since they have been duly advised of their obligations in a frequently asked questions document issued on May 26, 2011, by the U.S. Department of Education, which provides specific guidelines regarding the evaluation, procurement, and deployment of emerging educational technologies to ensure that they are accessible to the blind and other students with disabilities; and WHEREAS, mainstream access to books for blind readers will occur only when it is demanded by educational institutions and libraries, since the purchasing power of those entities will provide incentive for Barnes & Noble to make the Nook accessible; and WHEREAS, Barnes & Noble has expressed an intent to make the Nook accessible to blind users and is currently working on the accessibility of the next model: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization urge Barnes & Noble to continue to work assiduously in providing a product line that is accessible to blind users, including an accessible online bookstore; and BE IT FURTHER RESOLVED that this organization urge institutions of higher education and libraries not to purchase Barnes & Noble digital products, including the Nook, until these digital products provide access for students and patrons who are blind or have print disabilities. ---------- Resolution 2012-21 Resolution Regarding Fairness in Premiums and Penalties in the Medicare Program WHEREAS, recipients of Social Security Disability Insurance qualify for Medicare coverage after two years as a recipient of benefits; and WHEREAS, a recipient has the option to sign up for specific coverage offered by the Medicare program when he or she is determined eligible, with premiums deducted for the coverage chosen; and WHEREAS, Medicare coverage is divided into four parts, each identified by letter; and WHEREAS, Part B of the Medicare program covers office visits, outpatient procedures, and laboratory tests; and WHEREAS, a recipient wishing coverage under Part B who has previously opted out is assessed a monthly penalty in addition to the premium for this service, unless the recipient can show coverage by an employer-based group health plan for the time in which he or she was eligible for Part B coverage; and WHEREAS, the requirement to show coverage by an employer-based group health plan means that a recipient is penalized for periods in which he or she may have been covered by insurance comparable to Part B coverage directly paid for by the recipient or someone other than an employer; and WHEREAS, the penalty that can be charged to a recipient is not capped and can result in hundreds of dollars per month in penalties: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization call upon Congress to amend the Social Security Act by removing the requirement to show proof of coverage by an employer-based group health plan and replacing it with a requirement to show insurance comparable to Medicare Part B coverage; and BE IT FURTHER RESOLVED that we call upon Congress to amend the Act further by placing a cap on the penalty for failure to participate in the Part B program so the total amount paid does not exceed double the original monthly premium. ---------- Resolution 2012-22 Regarding Implementation of Recommendations from the Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities WHEREAS, access to quality educational opportunities is essential for success in a society that values knowledge; and WHEREAS, institutions of higher education are implementing a wide array of technologies to facilitate instruction, deliver educational content, encourage collaboration among students, provide access to libraries and other data sources, manage student records, and provide other services to students and faculty; and WHEREAS, blind students in higher education increasingly encounter technologies that cannot be effectively used with screen readers and Braille displays, resulting in a significantly inferior educational experience; and WHEREAS, these technologies cannot be effectively used by blind faculty members, thus diminishing their access to the tools required to perform their teaching and research responsibilities and limiting their chances for tenure and advancement; and WHEREAS, the United States Congress recognized the urgency of addressing and seeking remedies for the challenges encountered by students and faculty with disabilities by authorizing the establishment of the Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities (the AIM Commission) under the Higher Education Opportunity Act of 2008 (HEOA); and WHEREAS, the Department of Education established the AIM Commission in the fall of 2010, and the Commission released its report on December 6, 2011; and WHEREAS, the report provides details of the challenges faced by students with disabilities and clearly states that "barriers that would deny students with disabilities their rights to full and complete access to their educational experience are unacceptable in a society that values achievement through education"; and WHEREAS, the report, signed by all nineteen stakeholder representatives of the Commission, provides specific recommendations for action by Congress and federal agencies: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization call upon the members of the United States Congress to act upon the report of the AIM Commission by immediately authorizing the United States Access Board to establish guidelines for accessible instructional materials that will be used by government, in the private sector, and in postsecondary academic institutions; and BE IT FURTHER RESOLVED that we urge Congress to ask the secretary of education to address the Department's plans to implement recommendations made by the Commission and that a timeline be established for reviewing progress; and BE IT FURTHER RESOLVED that we insist that the Department of Education take steps to implement Commission recommendations, including reestablishing an intra-agency working group on postsecondary students with disabilities, creating a cross-agency working group to provide a more unified and consistent approach to federal initiatives to provide accessible instructional materials at postsecondary institutions, and establishing demonstration projects that promote sharing best practices to provide such materials; and BE IT FURTHER RESOLVED that we demand that the Department of Education move swiftly to address the concerns and recommendations of the Commission in areas in which the general market is expected to fail in delivering accessible instructional materials in the near future, including hard-copy Braille; tactile graphics; and materials in science, technology, engineering, and math. ---------- Resolution 2012-23 Regarding the Inaccessibility of Xbox 360 WHEREAS, the Xbox 360 is the second video game console developed by and produced for Microsoft; and WHEREAS, unlike its predecessor, which was exclusively a gaming console, the Xbox 360 is used for streaming a variety of content to a television, including trailers, shows, music, and movies; and hosting Microsoft's Windows Media Center multimedia capabilities and gaming; and WHEREAS, the Xbox 360 is Microsoft's main channel for reaching individual consumers, meaning that blind users cannot use information that Microsoft distributes over the console; and WHEREAS, when other entities, such as cable service providers and satellite companies, choose to partner with Microsoft to disseminate their content over the Xbox 360 console, they are discriminating against their blind customers, who will not be able to access that content; and WHEREAS, the 2010 passage of the 21st Century Communications and Video Accessibility Act demonstrates that Congress believes access to home entertainment systems and television set-top boxes by the blind is a civil right and that the nation's telecommunications must be accessible to people with disabilities; and WHEREAS, Apple has produced a similar, fully accessible streaming console used for entertainment in the home, demonstrating that completely accessible media control is achievable; and WHEREAS, during every meeting between the National Federation of the Blind and Microsoft, the inaccessibility of the Xbox 360 has been addressed, but the company has taken no action to remedy this problem: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization condemn and deplore Microsoft's failure to update the Xbox 360 console so that it is accessible to blind users. ---------- Resolution 2012-24 Regarding At-Home Medical Equipment WHEREAS, medical equipment designed for use in the home is a cost- effective means of self-diagnosis and allows caregivers and those with chronic illness to manage medical conditions independently and in their own homes; and WHEREAS, infants considered at risk for heart problems or apnea are often sent home from the hospital on monitors, equipment that is not generally accessible nonvisually; and WHEREAS, electronic thermometers, for example, have replaced traditional mercury-based thermometers as effective, easy tools for diagnosing a fever; and WHEREAS, despite the availability of access technology that allows electronic and digital at-home medical equipment to provide audio output to users, infant apnea monitors, home dialysis equipment, electronic thermometers, and many other forms of at-home medical equipment remain largely or completely inaccessible to the blind; and WHEREAS, the development of accessible glucose monitoring equipment in 2008 demonstrates that at-home medical devices can indeed be made accessible for blind users; and WHEREAS, incidents, such as blind parents' having to arrange for ongoing sighted assistance in order to take a child home from the hospital when the child requires a monitor, illustrate the consequences of denying the blind access to at-home medical equipment; and WHEREAS, Section 510 of the Rehabilitation Act, amplified by Section 4203 of the Patient Protection and Affordable Care Act in March of 2010, requires that medical diagnostic equipment, such as a mobile health unit or trailer, examination tables and chairs, mammography equipment, x-ray machines, radiological equipment, and weight scales, be accessible and usable by individuals with disabilities, demonstrating that Congress believes that access to medical equipment is a civil right; and WHEREAS, when the Architectural and Transportation Barriers Compliance Board, also known as the U.S. Access Board, began a rulemaking to establish standards for the medical diagnostic equipment covered under the new Section 510 of the Rehabilitation Act, the advanced notice of proposed rulemaking specifically stated that "the statute does not cover medical devices used for monitoring or treating medical conditions such as glucometers and infusion pumps": Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization demand that manufacturers of at-home medical equipment make their products accessible to blind users so that the civil right of access to this equipment is preserved. ---------- Resolution 2012-25 Regarding Accommodations for the Law School Admission Test WHEREAS, before acceptance of a candidate, virtually every law school in the United States requires applicants to take the Law School Admission Test (LSAT), which is administered by the Law School Admissions Council (LSAC); and WHEREAS, LSAC has a long history of denying accommodations to applicants with disabilities, such as denying blind applicants permission to use their primary reading method, including screen-reading software, Braille, and/or a human reader of the applicant's choice; and WHEREAS, Title III of the Americans with Disabilities Act and other laws require that LSAC grant accommodations to applicants with disabilities; and WHEREAS, LSAC almost always makes it exceedingly difficult to obtain necessary accommodations for the examination, and, even if a candidate is able to comply with all of the LSAC's often unreasonable requests, the accommodation is frequently ultimately denied; and WHEREAS, the process of requesting and obtaining accommodations often forces applicants with disabilities to do battle with LSAC until the eleventh hour before the administration of the LSAT to discover whether the accommodation has been granted, to hire lawyers and/or to pay doctors and experts thousands of dollars to document the disability repeatedly, and otherwise to waste time and money to receive accommodations, even in cases where the requested accommodations had been routinely granted when the applicant acquired his or her undergraduate degree; and WHEREAS, LSAC also engages in the practice of "flagging" test scores for any examination that is administered to an applicant using any accommodation; and WHEREAS, LSAC sends a letter to each law school to which the applicant with a disability has applied, stating that he or she took the examination under "nonstandard conditions" and that there is no way to assess whether the score obtained by the applicant means anything; and WHEREAS, this flagging practice is LSAC's way of saying that accommodations and disability skew the results of the examination and that scores obtained by applicants with disabilities are therefore meaningless and should be ignored; and WHEREAS, the American Bar Association (ABA) is the largest voluntary professional organization in the world, with over 400,000 lawyer members; and WHEREAS, the ABA is regarded as the leading voice in the nation calling for change in the legal system; and WHEREAS, the ABA House of Delegates is the ABA's supreme authority and the body which sets policy for the organization; and WHEREAS, at the 2012 ABA Midyear meeting held in New Orleans, Louisiana, the House of Delegates passed ABA Resolution 2012-111, which calls upon the LSAC to stop its practice of denying accommodations and making it exceedingly difficult to obtain those accommodations for the LSAT, and further calls upon LSAC to cease its discriminatory practice of flagging test scores: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization applaud and commend the American Bar Association for sending a strong and clear message to the Law School Admissions Council that it must stop its discrimination against test applicants with disabilities; and BE IT FURTHER RESOLVED that we join the ABA in demanding that LSAC grant accommodations for the LSAT quickly and efficiently to all blind applicants and other applicants with disabilities and that LSAC cease immediately the discriminatory practice of flagging LSAT scores. ---------- Resolution 2012-26 Regarding Entrepreneurial Opportunities for People with Disabilities WHEREAS, the United States Congress has enacted provisions to provide entrepreneurial opportunities for businesses owned by groups that are considered to be socially and economically disadvantaged; and WHEREAS, these provisions do not include businesses owned by individuals with disabilities; and WHEREAS, Congress enacted the Javits-Wagner-O'Day Act to increase job opportunities for people with disabilities; and WHEREAS, many disabled workers never advance to management positions in Javits-Wagner-O'Day-affiliated businesses because the nondisabled employers have low expectations for their disabled workers; and WHEREAS, Congress has not reauthorized the Javits-Wagner-O'Day Act since programs were created under the Small Business Act to provide entrepreneurial opportunities for other socially and economically disadvantaged groups; and WHEREAS, the Javits-Wagner-O'Day Act should include provisions for people with disabilities to take part in all aspects of business, including owning a business and executing contracts awarded under the Javits-Wagner- O'Day Act: Now, therefore, BE IT RESOLVED by the National Federation of the Blind in Convention assembled this fourth day of July, 2012, in the city of Dallas, Texas, that this organization urge the United States Congress to amend the Javits- Wagner-O'Day Act to include provisions to increase entrepreneurial opportunities for individuals with disabilities. ---------- Convention Miniatures Division Elections: Here are the results that we have received from division elections at this year's division meetings at convention: Travel and Tourism Travel and Tourism officers for 2012 to 2014 are president, Cheryl Echevarria (NY); vice president, Maurice Shackelford (GA); secretary, Margo Downey (NY); treasurer, Milton Taylor (TX); and board members, Daniel Carr (TX), Amy Baron (MN), and Jemal Powell (IL). Diabetes Action Network The results of the DAN election were as follows: president, Michael Freeman (WA); first vice president, Bernadette Jacobs (MD); second vice president, Minnie Walker (AL); secretary, Diane Filipe (CO); and treasurer, Joy Stigile (CA); and board members, Maria Bradford (WA), Wanda Sloan (OH), Mindy Jacobsen (NY), and Jean Brown (IN). Amateur Radio Division The Ham Radio Division elected president, Curtis Willoughby (CO); vice president, Michael Freeman (WA); secretary, Doris Willoughby (CO); and treasurer, John Fritz (WI). Assistive Technology Trainers Division Following are the elected officers and board members of the Assistive Technology Trainers Division of the National Federation of the Blind: president, Michael Barber (IA); vice president, Joe Steinkamp (TX); secretary, Jan Brandt (NE); treasurer, Jeanine Lineback (TX); and board members, Nancy Coffman (NE), Richard Ring (IA), and Wes Majerus (NE). Seniors Division The Seniors elected the following officers: president, Ruth Sager (MD); vice president, Art Schreiber (NM); second vice president, Judy Sanders (MN); secretary, Ramona Walhof (ID); treasurer, Diane McGeorge (CO); and board members, Margo Downey (NY) and Don Gilmore (IL). Krafters Division The Krafters elected president, Joyce Kane (CT); vice president, Cindy Sheets (IN); second vice president, Laurie Porter (WI); secretary, Ramona Walhof (ID); treasurer, Cindy Zimmer (NE); and board members, Linda Anderson (CO) and Diane Filipe (CO). National Association of Blind Office Professionals The following officers were elected by the office professionals division: president, Lisa Hall (OH); vice president, Mary Donahue (TX); secretary, Kevin Ledford (UT); and treasurer, Debbie Brown (MD). National Organization of Parents of Blind Children At the National Organization of Parents of Blind Children (NOPBC) annual meeting in Dallas, Texas, on July 2, 2012, the following were elected to the executive board: president, Carlton Anne Cook Walker (PA); first vice president, Andrea Beasley (WI); second vice president, Kim Cunningham (TX); secretary, Pamela Gebert (AK); treasurer, Pat Renfranz (UT); and board members, Jim Beyer (MT), Jean Bening (MN), Laura Bostick (LA), Wingfield Bouchard (MS), Amber Hall (IN), David Hammel (IA), Stephanie Kieszak-Holloway (GA), Zina Lewis (VA), Holly Miller (NJ), and Trudy Pickrel (MD). Barbara Cheadle (MD) remains on the Board as President Emerita, and Carol Castellano (NJ) continues to serve the NOPBC as its director of programs. ---------- [PHOTO CAPTION: An instructor and a student work on the art of self defense.] The Sports and Recreation Division Report: Division President Lisamaria Martinez reports that the Sports and Recreation Division hosted several fun-filled activities at this year's convention. From newly created disc golf to self-defense workshops, Federationists spent several days dabbling in physical activities while juggling meetings and the exhibit hall. The business meeting was chock-full of great speakers like students from the Louisiana Center for the Blind, who explained the ways sports has given them the confidence they need to be successful blind people living lives to their fullest and speakers who shared their knowledge about the accessibility of sport accessories and apps. We can't wait until Orlando to share another successful convention with you. ---------- Report on the Convention Youth Track: This year's Youth Track kicked off late Saturday morning with a challenging problem-solving activity that has come to be known as Balloon Build or Bust. Students are given a roll of tape and fifty balloons; they are to take these materials and build a free-standing structure within a set amount of time. Each team's hope is that its structure will end up being the tallest. Although the lunch break occurred immediately following the kick-off activity, the enthusiasm was just as strong during the afternoon session. Following lunch, both age groups (eleven to fourteen and fifteen to eighteen) took part in various activities that allowed them to learn about Federation philosophy in an interactive format. The younger students showed off their talents by creating art that illustrated what they wanted the world to know about blindness. The fifteen-to-eighteen crowd had the opportunity to check out Federationbook, the NFB's social network. They learned about leaders like Dr. Maurer and Mark Riccobono by checking out their Federationbook profiles. In addition they wrote a Federationbook profile of their own. Both age groups got to make short movies telling the world what they wanted people to know about blindness. Both groups also learned more about the hotel and talked to other convention attendees as they searched for answers to Federation Trivia questions. Saturday was our busiest day, but it most certainly wasn't the end of the Youth Track Activities. Sunday afternoon students honed their writing skills by taking part in what has become an annual writers workshop hosted by the NFB's Writers' Division. Monday, following the board meeting, students attended our traditional Division Meet and Greet, where they heard short presentations from representatives of many of our NFB divisions. Monday evening, thanks to the Sports and Rec Division, we were able to offer a one-hour self-defense workshop. Self-defense wasn't the only physical activity going on Monday night. Deja Powell, who is best known as a cane travel teacher, put on her dance-instructor hat to teach the kids some basic dance moves. Tuesday night we loaded up a bus and headed out for pizza. We had no agenda for this experience other than giving the students an opportunity to socialize with one another. Of course there were still plenty of stimulating discussions and opportunities for learning. Youth Track activities culminated in our parallel general sessions, which took place on Wednesday and Thursday. These sessions give the students an opportunity to learn about things that happen in general session in a more student-friendly way. This year's topics included convention highlights, the Federation and education, and entrepreneurship. ---------- NFB Krafters Division Convention Activity: Nancy Yeager has provided the following report of NFB Krafter activities at convention: The Krafters Division, ably led by President Joyce Kane, began activities on Saturday, June 30, with its fourth annual craft show. As visitors entered the Anatole Hilton's Topaz Room, President Kane greeted them with handmade roses of chocolate and peanut butter. Guests then explored the displays stationed around the room, all containing handcrafted treasures made by blind Federationists. Many of the items on display were similar to those visitors would find at any other craft show. The difference was that guests knew they were welcome to touch all of the items on exhibit. Offerings included a variety of handmade jewelry made by several crafters, each demonstrating the crafter's unique style. Another vender's medium was plastic canvas woven with yarn, resulting in unique patterns and designs, many of them tactile. Products included small cases, bookmarks, and holiday ornaments. Another exhibiter offered greeting cards with singing dogs. The voice on the card was the vender's family pet. Still another crafter offered painted figurines, fans, and small cases, some with tactile designs. A frequent division instructor exhibited safety-pin-beaded items including baskets, candleholders, a Christmas sleigh, and a gingerbread house. In August the Krafters Division will hold safety-pin-beading classes in the construction of these Christmas items. The show's final vender worked in leather. His hand-tooled and hand-stamped items included phone cases and other items, many with tactile designs. In addition to the venders who were selling their crafts, a weaver demonstrated the Maystayer weaving machine to visitors. Finally, would-be crafters had the opportunity to stop by the make-and-take table where, with paper, a little glue, and help from a volunteer crafter, they learned how to make a gift bag similar to those available in stores for use instead of wrapping paper. Many convention attendees stopped by the division table in the exhibit hall and received Braille and print information about the Krafters Division. On July 1 we held our annual meeting. We elected officers for the upcoming year listed elsewhere in the Miniatures. Other agenda items included possible classes of interest in 2012-2013, charity project ideas, and suggestions for next year's convention in Orlando. We conducted our final division event on Tuesday evening, July 3, in which two division members held a crafting activity with younger convention attendees while their parents attended evening meetings. ---------- Affiliate Action Membership-Building Seminar and Materials Available: For the last few years the Affiliate Action Department has presented a Back-to-Basics membership-building seminar at national convention. This year's action-packed agenda, entitled "Spotlight on Our Federation Philosophy," contained presentations on how to teach our philosophy through exciting activities that we can include in chapter meetings, such as writing NFB songs, playing NFB Trivia, and writing and acting out skits involving situations a blind person might encounter in everyday life. You can find the audio of this seminar at . Additionally, you can access the philosophy discussion topics that were distributed to attendees, along with other useful membership-building materials, at . National Association of Blind Educators: At the seminar of the National Organization of Blind Educators, teachers from a variety of grade levels and subject areas gathered to network and share ideas and strategies to become more effective teachers. Large group presentations focused on acquiring alternative techniques and working with inaccessible websites and programs. In discussions about the joys and challenges of teaching in the classroom, panelists highlighted the importance of building community and establishing relationships with students as well as classroom management procedures. ---------- Constitution of the National Federation of the Blind as Amended 1986 ARTICLE I. NAME The name of this organization is the National Federation of the Blind. ARTICLE II. PURPOSE The purpose of the National Federation of the Blind is to serve as a vehicle for collective action by the blind of the nation; to function as a mechanism through which the blind and interested sighted persons can come together in local, state, and national meetings to plan and carry out programs to improve the quality of life for the blind; to provide a means of collective action for parents of blind children; to promote the vocational, cultural, and social advancement of the blind; to achieve the integration of the blind into society on a basis of equality with the sighted; and to take any other action which will improve the overall condition and standard of living of the blind. ARTICLE III. MEMBERSHIP Section A. The membership of the National Federation of the Blind shall consist of the members of the state affiliates, the members of divisions, and members at large. Members of divisions and members at large shall have the same rights, privileges, and responsibilities in the National Federation of the Blind as members of state affiliates. The board of directors shall establish procedures for admission of divisions and shall determine the structure of divisions. The divisions shall, with the approval of the board, adopt constitutions and determine their membership policies. Membership in divisions shall not be conditioned upon membership in state affiliates. The board of directors shall establish procedures for admission of members at large, determine how many classes of such members shall be established, and determine the annual dues to be paid by members of each class. Section B. Each state or territorial possession of the United States, including the District of Columbia, having an affiliate shall have one vote at the National Convention. These organizations shall be referred to as state affiliates. Section C. State affiliates shall be organizations of the blind controlled by the blind. No organization shall be recognized as an "organization of the blind controlled by the blind" unless at least a majority of its voting members and a majority of the voting members of each of its local chapters are blind. Section D. The board of directors shall establish procedures for the admission of state affiliates. There shall be only one state affiliate in each state. Section E. Any member, local chapter, state affiliate, or division of this organization may be suspended, expelled, or otherwise disciplined for misconduct or for activity unbecoming to a member or affiliate of this organization by a two-thirds vote of the board of directors or by a simple majority of the states present and voting at a National Convention. If the action is to be taken by the board, there must be good cause, and a good faith effort must have been made to try to resolve the problem by discussion and negotiation. If the action is to be taken by the Convention, notice must be given on the preceding day at an open board meeting or a session of the Convention. If a dispute arises as to whether there was "good cause," or whether the board made a "good faith effort," the National Convention (acting in its capacity as the supreme authority of the Federation) shall have the power to make final disposition of the matter; but until or unless the board's action is reversed by the National Convention, the ruling of the board shall continue in effect. ARTICLE IV. OFFICERS, BOARD OF DIRECTORS, AND NATIONAL ADVISORY BOARD Section A. The officers of the National Federation of the Blind shall be: (1) president, (2) first vice president, (3) second vice president, (4) secretary, and (5) treasurer. They shall be elected biennially. Section B. The officers shall be elected by majority vote of the state affiliates present and voting at a National Convention. Section C. The National Federation of the Blind shall have a board of directors, which shall be composed of the five officers and twelve additional members, six of whom shall be elected at the Annual Convention during even-numbered years and six of whom shall be elected at the Annual Convention during odd-numbered years. The members of the board of directors shall serve for two-year terms. Section D. The board of directors may, in its discretion, create a national advisory board and determine the duties and qualifications of the members of the national advisory board. ARTICLE V. POWERS AND DUTIES OF THE CONVENTION, THE BOARD OF DIRECTORS, AND THE PRESIDENT Section A. Powers and Duties of the Convention. The Convention is the supreme authority of the Federation. It is the legislature of the Federation. As such, it has final authority with respect to all issues of policy. Its decisions shall be made after opportunity has been afforded for full and fair discussion. Delegates and members in attendance may participate in all Convention discussions as a matter of right. Any member of the Federation may make or second motions, propose nominations, serve on committees, and is eligible for election to office, except that only blind members may be elected to the national board. Voting and making motions by proxy are prohibited. Consistent with the democratic character of the Federation, Convention meetings shall be so conducted as to prevent parliamentary maneuvers which would have the effect of interfering with the expression of the will of the majority on any question, or with the rights of the minority to full and fair presentation of their views. The Convention is not merely a gathering of representatives of separate state organizations. It is a meeting of the Federation at the national level in its character as a national organization. Committees of the Federation are committees of the national organization. The nominating committee shall consist of one member from each state affiliate represented at the Convention, and each state affiliate shall appoint its member to the committee. From among the members of the committee, the president shall appoint a chairperson. Section B. Powers and Duties of the Board of Directors. The function of the board of directors as the governing body of the Federation between Conventions is to make policies when necessary and not in conflict with the policies adopted by the Convention. Policy decisions which can reasonably be postponed until the next meeting of the National Convention shall not be made by the board of directors. The board of directors shall serve as a credentials committee. It shall have the power to deal with organizational problems presented to it by any member, local chapter, state affiliate, or division; shall decide appeals regarding the validity of elections in local chapters, state affiliates, or divisions; and shall certify the credentials of delegates when questions regarding the validity of such credentials arise. By a two-thirds vote the board may suspend one of its members for violation of a policy of the organization or for other action unbecoming to a member of the Federation. By a two-thirds vote the board may reorganize any local chapter, state affiliate, or division. The board may not suspend one of its own members or reorganize a local chapter, state affiliate, or division except for good cause and after a good-faith effort has been made to try to resolve the problem by discussion and negotiation. If a dispute arises as to whether there was "good cause" or whether the board made a "good-faith effort," the National Convention (acting in its capacity as the supreme authority of the Federation) shall have the power to make final disposition of the matter; but until or unless the board's action is reversed by the National Convention, the ruling of the board shall continue in effect. There shall be a standing subcommittee of the board of directors which shall consist of three members. The committee shall be known as the subcommittee on budget and finance. It shall, whenever it deems necessary, recommend to the board of directors principles of budgeting, accounting procedures, and methods of financing the Federation program; and shall consult with the president on major expenditures. The board of directors shall meet at the time of each National Convention. It shall hold other meetings on the call of the president or on the written request of any five members. Section C. Powers and Duties of the President. The president is the principal administrative officer of the Federation. In this capacity his or her duties consist of carrying out the policies adopted by the Convention; conducting the day-to-day management of the affairs of the Federation; authorizing expenditures from the Federation treasury in accordance with and in implementation of the policies established by the Convention; appointing all committees of the Federation except the nominating committee; coordinating all activities of the Federation, including the work of other officers and of committees; hiring, supervising, and dismissing staff members and other employees of the Federation, and determining their numbers and compensation; taking all administrative actions necessary and proper to put into effect the programs and accomplish the purposes of the Federation. The implementation and administration of the interim policies adopted by the board of directors are the responsibility of the president as principal administrative officer of the Federation. ARTICLE VI. STATE AFFILIATES Any organized group desiring to become a state affiliate of the National Federation of the Blind shall apply for affiliation by submitting to the president of the National Federation of the Blind a copy of its constitution and a list of the names and addresses of its elected officers. Under procedures to be established by the board of directors, action shall be taken on the application. If the action is affirmative, the National Federation of the Blind shall issue to the organization a charter of affiliation. Upon request of the national president the state affiliate shall provide to the national president the names and addresses of its members. Copies of all amendments to the constitution and/or bylaws of an affiliate shall be sent without delay to the national president. No organization shall be accepted as an affiliate and no organization shall remain an affiliate unless at least a majority of its voting members are blind. The president, vice president (or vice presidents), and at least a majority of the executive committee or board of directors of the state affiliate and of all of its local chapters must be blind. Affiliates must not merely be social organizations but must formulate programs and actively work to promote the economic and social betterment of the blind. Affiliates and their local chapters must comply with the provisions of the constitution of the Federation. Policy decisions of the Federation are binding upon all affiliates and local chapters, and the affiliate and its local chapters must participate affirmatively in carrying out such policy decisions. The name National Federation of the Blind, Federation of the Blind, or any variant thereof is the property of the National Federation of the Blind; and any affiliate or local chapter of an affiliate which ceases to be part of the National Federation of the Blind (for whatever reason) shall forthwith forfeit the right to use the name National Federation of the Blind, Federation of the Blind, or any variant thereof. A general convention of the membership of an affiliate or of the elected delegates of the membership must be held and its principal executive officers must be elected at least once every two years. There can be no closed membership. Proxy voting is prohibited in state affiliates and local chapters. Each affiliate must have a written constitution or bylaws setting forth its structure, the authority of its officers, and the basic procedures which it will follow. No publicly contributed funds may be divided among the membership of an affiliate or local chapter on the basis of membership, and (upon request from the national office) an affiliate or local chapter must present an accounting of all of its receipts and expenditures. An affiliate or local chapter must not indulge in attacks upon the officers, board members, leaders, or members of the Federation or upon the organization itself outside of the organization, and must not allow its officers or members to indulge in such attacks. This requirement shall not be interpreted to interfere with the right of an affiliate or local chapter, or its officers or members, to carry on a political campaign inside the Federation for election to office or to achieve policy changes. However, the organization will not sanction or permit deliberate, sustained campaigns of internal organizational destruction by state affiliates, local chapters, or members. No affiliate or local chapter may join or support, or allow its officers or members to join or support, any temporary or permanent organization inside the Federation which has not received the sanction and approval of the Federation. ARTICLE VII. DISSOLUTION In the event of dissolution, all assets of the organization shall be given to an organization with similar purposes which has received a 501(c)(3) certification by the Internal Revenue Service. ARTICLE VIII. AMENDMENTS This constitution may be amended at any regular Annual Convention of the Federation by an affirmative vote of two-thirds of the state affiliates registered, present, and voting; provided that the proposed amendment shall have been signed by five state affiliates in good standing and that it shall have been presented to the president the day before final action by the Convention. ------------ NFB Pledge I pledge to participate actively in the efforts of the National Federation of the Blind to achieve equality, opportunity, and security for the blind; to support the policies and programs of the Federation; and to abide by its constitution. From buhrow at lothlorien.nfbcal.org Thu Oct 4 13:28:57 2012 From: buhrow at lothlorien.nfbcal.org (Brian Buhrow) Date: Thu, 4 Oct 2012 13:28:57 -0700 Subject: [Brl-monitor] The Braille Monitor, October 2012 Message-ID: <201210042028.q94KSv73021688@lothlorien.nfbcal.org> BRAILLE MONITOR Vol. 55, No. 9 October 2012 Gary Wunder, Editor Distributed by email, in inkprint, in Braille, and on USB flash drive (see reverse side) by THE NATIONAL FEDERATION OF THE BLIND Marc Maurer, President telephone: (410) 659-9314 email address: nfb at nfb.org website address: http://www.nfb.org NFBnet.org: http://www.nfbnet.org NFB-NEWSLINE? information: (866) 504-7300 Letters to the president, address changes, subscription requests, and orders for NFB literature should be sent to the national office. Articles for the Monitor and letters to the editor may also be sent to the national office or may be emailed to gwunder at nfb.org. Monitor subscriptions cost the Federation about forty dollars per year. Members are invited, and nonmembers are requested, to cover the subscription cost. Donations should be made payable to National Federation of the Blind and sent to: National Federation of the Blind 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230-4998 THE NATIONAL FEDERATION OF THE BLIND IS NOT AN ORGANIZATION SPEAKING FOR THE BLIND--IT IS THE BLIND SPEAKING FOR THEMSELVES. ISSN 0006-8829 ? 2012 by the National Federation of the Blind Each issue is recorded on a thumb drive (also called a memory stick or USB flash drive). You can read this audio edition using a computer or a National Library Service digital player. The NLS machine has two slots--the familiar book-cartridge slot just above the retractable carrying handle and a second slot located on the right side near the headphone jack. This smaller slot is used to play thumb drives. Remove the protective rubber pad covering this slot and insert the thumb drive. It will insert only in one position. If you encounter resistance, flip the drive over and try again. (Note: If the cartridge slot is not empty when you insert the thumb drive, the digital player will ignore the thumb drive.) Once the thumb drive is inserted, the player buttons will function as usual for reading digital materials. If you remove the thumb drive to use the player for cartridges, when you insert it again, reading should resume at the point you stopped. You can transfer the recording of each issue from the thumb drive to your computer or preserve it on the thumb drive. However, because thumb drives can be used hundreds of times, we would appreciate their return in order to stretch our funding. Please use the return label enclosed with the drive when you return the device. Vol. 55, No. 9 October 2012 Contents Illustrations: The Blind Say No to Subminimum Wages Our Fight for Dignity and Equality by Christopher Danielsen Readers, Braille, and Independence: A Scientist's Perspective by Geerat J. Vermeij October: High-Profile Month for the Blind by Barbara Pierce City of Des Moines Adopts a Rational Process for Accessible Pedestrian Signal Installation by Curtis Chong Charting Our Own Course NFB Project Innovation by Natalie Shaheen My Priceless Scholarship Experience by Justin Salisbury Braille Edge 40: The Newest Offering by HIMS Inc. by Michael D. Barber TenBroek and the Beach Blanket by Patricia C. Estes 21 Cupboard Essentials for a Diabetes Diet by Madeline Vann, MPH Medically reviewed by Farrokh Sohrabi, MD The Young Manhood of Newel Perry An Interview Conducted by Willa Baum Ask Miss Whozit Featured Book from Your TenBroek Library Reviewed by Ed Morman Recipes Monitor Miniatures The Blind Say No to Subminimum Wages This month's lead photographs capture the resolve of blind people to do more than talk among themselves about the inequity in the law that allows for the payment of less than the minimum wage to the blind. They capture our intention to let the public know about this outrageous practice in the belief that people will be both surprised and moved to action because of this unfair, immoral, and discriminatory practice. Not only are we encouraging donors to boycott Goodwill stores until they pay their workers at least the minimum wage, we also hope the public will provide vocal support for H.R. 3086, the Fair Wages for Workers with Disabilities Act. [Photo Caption: Brian and Cindy Dulude of Utah take part in a protest outside a Goodwill donation center.] [Photo Caption: Everette Bacon, Ron Gardner, Evelyn Trujillo, and Karina Trujillo hold signs for the view of passing traffic.] [Photo Caption: Nijat Worley and Marc Maurer walk the picket line in Baltimore.] [Photo Caption: Tony Schnurr, Karen Hamric, and Joe Higdon pose with picket signs around their necks. A Goodwill store can be seen behind them.] [PHOTO CAPTION: Chris Danielsen] Our Fight for Dignity and Equality by Christopher Danielsen From the Editor: Chris Danielsen is the director of public relations for the National Federation of the Blind, the president of the Baltimore Chapter of the NFB of Maryland, and a thoughtful and articulate human being. Here is his description of the many protests against the payment of subminimum wages that took place on August 25, 2012: Although receiving the federal minimum wage of $7.25 per hour will not make a person wealthy, federal law sets a wage floor so that every American worker can experience a degree of self-respect and a sense of fairness in the workplace. However, Section 14(c) of the Fair Labor Standards Act of 1938 (FLSA) denies workers with disabilities the dignity and equality of a guaranteed federal minimum wage by allowing some employers to obtain special wage certificates that permit them to pay their workers with disabilities wages far less than the federal minimum. The National Federation of the Blind has fought for the repeal of this discriminatory provision since the founding of our organization in 1940. We recently affirmed our policy position by passing Resolution 2012-01 at our national convention in Dallas. We have also taken our fight to the floor of the United States Congress with our efforts to support the passage of H.R. 3086, the Fair Wages for Workers with Disabilities Act. In order to inform the public about this unfair, discriminatory, and immoral practice and to galvanize support for a change in public policy, the National Federation of the Blind decided to spotlight one of the most well-known nationwide charities with affiliates holding special wage certificates. We took our fight for dignity and equality to the streets to inform the public by emphasizing the repressive employment practices of Goodwill Industries International, Inc., known to most Americans simply as Goodwill. Goodwill is a household name because of its nationwide network of thrift stores. Many people support Goodwill by donating clothing, furniture, and other items or by purchasing such donated items. Goodwill affiliates foster this support by promoting their alleged good works in employing the so- called severely disabled, but most Goodwill donors and shoppers have no idea that Goodwill affiliates operate manufacturing operations that employ people with disabilities under special wage certificates at wages as low as 22 cents an hour, as the National Federation of the Blind learned through a Freedom of Information Act request. We decided that it was high time that the public learned the facts. After the refusal of Goodwill executives to meet with us, we began our campaign to hold Goodwill accountable for its exploitation of workers with disabilities by publicly calling for a national boycott of Goodwill. On August 25, 2012, we then took that call directly to Goodwill shoppers at over ninety Goodwill thrift store locations in thirty-five states. Federationists from across the nation carried signs, chanted slogans like "Good Jobs, Not Goodwill!" and handed out flyers to people bringing donations to Goodwill stores, planning to shop there, or just passing by. One of the signs simulated a scoreboard, showing the salary of a Goodwill executive as $500,000 and that of an employee with a disability as 20 cents. The flyer prepared for the use of the protesters read as follows: Boycott Goodwill Industries Don't shop at or donate to Goodwill Did you know that some Goodwill workers with disabilities are being paid as little as 22 cents per hour? It may be legal, but it is not right. Section 14(c) of the Fair Labor Standards Act allows employers like Goodwill to pay workers with disabilities less than the federal minimum wage. UNFAIR! DISCRIMINATORY! IMMORAL! Assuming that people with disabilities lack capacity is UNFAIR! Denying disabled workers the federal minimum wage is discriminatory! Paying six-figure CEO salaries while paying disabled workers pennies is immoral! All people with disabilities, when provided the proper training and support, can be competitively employed at the minimum wage, free from dependence on public assistance, and contributing to our nation's bottom line. Goodwill receives public funds, accepts philanthropic donations, and profits from the sale of donated goods but refuses to pay its workers with disabilities the federal minimum wage. Don't donate to or purchase goods from Goodwill until it adopts a responsible corporate policy to pay its workers with disabilities at least the federal minimum wage. For more information, visit: . Some supporting organizations, including ADAPT and the Autistic Self- Advocacy Network (ASAN), also organized or participated in these demonstrations. Across the nation the protests garnered media attention in places as far flung as Myrtle Beach, South Carolina; Columbia, Missouri; Des Moines, Iowa; and Albany, Georgia. The following article was published in an online magazine called Working in These Times and accurately summarizes the protests, as well as Goodwill's counter-arguments, such as they are. Blind Activists Boycott Goodwill over Subminimum Pay by Bruce Vail BALTIMORE-The National Federation of the Blind (NFB) escalated its pay protests against Goodwill Industries with August 25 sidewalk pickets at some ninety retail locations around the country. The informational pickets are aimed at publicizing the NFB call for a consumer boycott against Goodwill over its policy of paying subminimum wages to thousands of workers with disabilities. NFB spokesperson Chris Danielsen says his organization has been able to document cases where Goodwill affiliates have paid disabled employees as little as 22 cents an hour. In Baltimore-home to the NFB national headquarters-the protest took place on a busy Saturday afternoon in one of the city's busy downtown tourist districts. With about twenty spirited picketers clustered around a storefront Goodwill outlet, the protest was effective in spreading the word to thousands of city residents and out-of-town visitors, Danielsen says. "Our goal is not to harm Goodwill or any of the people who work there. Our goal is to get the leaders of Goodwill to change their policies so all disabled workers are given the protection of the minimum wage laws," he says. The August 25 picketing follows a June 7 call from the NFB for a national consumer boycott of Goodwill. That call arose from the NFB's efforts to change a portion of the federal Fair Labor Standards Act that exempts some disabled workers from the national minimum wage. Those efforts have been stymied, in part, by the high-profile lobbying of Goodwill Industries to keep the exemption in place, according to Danielsen. "Goodwill isn't the only organization that fails to pay minimum wage to disabled workers. But they are probably the best known to the general public, and their lobbying has carried a lot of weight in Congress," Danielsen says. It is for these reasons that the NFB chose Goodwill as the target of the consumer boycott. The picket in Baltimore was exasperating to Lisa Rusyniak, president of Goodwill Industries of the Chesapeake Inc., a regional affiliate of the national Goodwill organization. "The protest is not pertinent to us," she told Working in These Times as she observed the picketing in front of the Baltimore store. Because the Chesapeake affiliate does not pay subminimum wage to any of its employees, she says, the picketing is unfair and undermines the good work done by Goodwill. According to Rusyniak, all Goodwill regional affiliates are entirely autonomous in their labor and compensation policies. Her group, for example, employs about 160 people with disabilities who would qualify for exemption from the minimum wage. However, the regional policy is not to seek exemption, and the average hourly wage for those 160 workers is currently $11.50, she says. The NFB's Danielsen did not dispute Rusyniak's assertions but suggests that she is missing the point. The NFB's boycott is intended to call national attention to the law permitting subminimum wages for all disabled workers, he says, and to build support for changing the law. Furthermore, Danielsen says, regional Goodwill officials like Rusyniak are in a uniquely strong position to push for employment policy changes at the larger Goodwill organization. Brad Turner-Little, a top official of the national Goodwill Industries Inc., defends the group's policy without endorsing the specific pay practices of any of the affiliates. Some 30,000 disabled persons are employed by 165 affiliates in the United States and Canada, Turner-Little says. Of those affiliates sixty-four have received certificates from the U.S. Department of Labor that allow them to employ workers at less than the minimum wage. Only about 7,400 individuals are currently covered by the labor department certificates, and the average hourly wage for them is $7.47, he says. With the national minimum currently pegged at $7.25, the average wage for the select number of individuals covered by the certificates does not even fall below the minimum, he points out. Some of these disabled workers even support the exemption () because of non- cash benefits associated with employment at Goodwill, he says. These arguments also miss the point, Danielsen says. The minimum wage is already low by any standard, and blind and other disabled workers are entitled to decent compensation for their labor, he argues. All advocates for the rights of the disabled--especially Goodwill Industries--should be supporting the change to the subminimum wage law, he says. Note the disingenuous and scattershot quality of the arguments made by Goodwill officials in the article. The Goodwill affiliates, as exemplified by the comments of the official from Goodwill Industries of the Chesapeake, Inc., seem to wish to have their cake and eat it too. Some of them defend the policy of paying workers with disabilities subminimum wages while at the same time protesting that they do not employ the practice themselves. Goodwill even trots out a version of this argument at a national level by claiming that, if benefits such as life skills coaching and transportation are included, the "average" wage of its disabled employees who are covered by special wage certificates is above minimum wage and that there aren't very many such employees anyway. But Goodwill cannot have it both ways. Either it supports subminimum wages or it opposes them. If a Goodwill affiliate can pay even a single worker 22 cents an hour, then it can similarly exploit and abuse any or all of its workers at any time. Goodwill is clearly embarrassed that the public is learning about the practice and is attempting to make the situation sound less egregious than it is. But there can be no equivocation on this point. If Goodwill recognizes that the payment of subminimum wages is problematic, then it should revise its policies to forbid the practice and instruct all of its affiliates to do so. Furthermore, it should support the Fair Wages for Workers with Disabilities Act or at least support the general principle that the 14(c) program should be phased out. Perhaps never has the difference between organizations consisting of people with disabilities and organizations that claim to speak for us and look out for our interests been exemplified more clearly than in the debate over subminimum wages. Goodwill and other entities that hold special wage certificates must decide whether they truly believe in the essential dignity and equality of those whom they claim to serve. We will continue to emphasize the nature of the choice that they must make by holding them accountable and by taking our case directly to the general public. ---------- [PHOTO CAPTION: Geerat Vermeij] Readers, Braille, and Independence: A Scientist's Perspective by Geerat J. Vermeij From the Editor: Dr. Vermeij has been an occasional and thoughtful contributor to the Braille Monitor for a number of years. He is distinguished professor of geology at the University of California, Davis. Recent articles about the necessity of Braille compelled him to write this article. He said they "sent me over the edge," by which I am guessing he means they caused him to speak out in support of a tool that has meant a great deal to him. Here is what he says: Thanks to enormous improvements in technology, a vast amount of information has become available to the blind in recent years. Indeed, for some blind people and their sighted peers, audio formats and computer- generated Braille would seem to have largely eliminated the need for live readers, especially in fields far removed from mathematics and science. In fact I can foresee the sad day when blind people are expected to rely entirely on technology and when the option of having a live reader will no longer be available. Over my forty-year academic career, I have relied very heavily on live readers and on the vast library of extensive Braille notes I have taken on the Perkins Brailler as I listen. With more than twenty thousand references at my fingertips, I have gained the freedom and independence to engage in extensive scholarship in many fields, all thanks to the flexibility afforded by having highly capable people read to me. It all began in college at Princeton, where I stood up during the first session in each class and asked for volunteers, whom I could pay (with New Jersey's money) about $2 per hour (in the 1960s). Highly capable readers always came forward, with the result that a symbiotic partnership was formed: I needed to read the material, and so did my readers. Fortunately, no disability bureaucrats interfered with this system, and the arrangement worked flawlessly. As a working scientist with teaching and research duties, I outline four important reasons why live readers and Braille notes remain critically important even in the age of technology. Others may disagree, but I suspect these reasons will ring true to many students and others who carry a heavy reading load. 1. The volume of material to be read is great, and live readers are very efficient. I read ten to thirty scientific publications per week, depending on other commitments. In addition, I scan dozens of scientific journals and hundreds to thousands of titles; I conduct library searches online; and I review manuscripts and other documents, to say nothing of student theses and essays. Although much of this material is online and therefore in principle accessible without the intervention of a live reader, I save enormous amounts of time by relying on a human intermediary. Vision allows the reader to scan for items quickly without having to scroll down. If I want a particular citation or if I need to write down a quote, I can have it done in seconds with a live reader. The fifteen to twenty hours per week I spend with a live reader might well be doubled without her. 2. Most of the material I read is highly technical. It is laced with jargon, abbreviations, mathematical expressions, unpronounceable names, and arcane conventions. Sometimes illustrations communicate critical information, and often long tables contain information only some of which would interest me. A trained reader is at home with such complexities; and, when I make my extensive Braille notes, I have a permanent, easily accessible record that I can scan quickly with my fingers because I have whole pages of text to work with rather than a few cells of Braille. I use my Braille library every day, including many publications I read decades ago. 3. Not everything is online and accessible. A surprisingly large amount of scientific literature, especially older work and publications in languages other than English, is available only in its original printed version. For a scholar like me this literature remains essential, for I must often track down early descriptions of species and places and ascertain where ideas came from. For nearly every paper and book I have written, I have consulted publications that fall into this category. Without a live reader who can find and read me these sources, my scholarly work would be fatally compromised. Many printed sources are still found only in a few libraries and cannot be scanned or removed easily. On occasion I have had to read old publications housed in rare-book collections at major academic institutions. Live readers and my ability to take Braille notes are indispensable in these circumstances. 4. Not everyone has my reading habits. For many undergraduate students materials accessible online will suffice to complement their studies, although highly technical material would likely be more accessible and more easily interpreted with the intervention of a fellow student reader struggling with the same material. My major concern is that the allure of technology will be seen as the only necessary accommodation to blind students and scholars. If live readers are no longer seen as a reasonable accommodation, a serious impediment would be imposed on graduate students and academicians. In our quest to improve technology, we must therefore strive to maintain flexibility in accommodation, allowing and indeed encouraging the use of live readers and the ability to accumulate extensive Braille notes in readily accessible paper form. Engaging live readers entails a degree of dependence on other people, a situation that might seem to clash with the goal of gaining greater independence. But we must see this in a broader context: all of us live in a world of pervasive dependence on others. Most of us no longer make our own clothes, grow our own food, generate our own electricity, or teach ourselves. Like other forms of life, which live in interdependent networks in complex ecosystems, we cannot go it alone. A little dependence can relieve burdens of time and energy and ultimately leave us with the independence of thought and action we all desire. Besides, how else would I have met my wife of forty years? Professor Vermeij can be reached at . ---------- October: High-Profile Month for the Blind by Barbara Pierce For a decade or so now NFB chapters have been planning Meet the Blind Month activities in October to educate our communities about the capabilities of blind people and our presence in our neighborhoods. Chapter members speak to civic groups and school classes; they volunteer at community activities; chapters conduct fundraisers and march in parades, and members pass out thousands of pieces of NFB literature. These efforts call attention to the National Federation of the Blind and blind citizens as contributing members of the community. We also hope that our visibility touches the hearts and offers hope to those losing vision and grieving their loss of independence. All of this activity is merely an expansion of efforts reaching back to 1964 when President Lyndon Johnson proclaimed October 15 each year as White Cane Safety Day. It is easy to forget the history of White Cane Safety Day and the importance of the Model White Cane Law. For this reason we are reprinting an article that President Maurer wrote in 1978 and the text of the Model White Cane Law as Dr. tenBroek wrote it. A variant of this legislation is now law in every one of our fifty states. Here is a slightly edited version of President Maurer's article: White Cane Safety Day: A Symbol of Independence by Marc Maurer In February of 1978 a young blind woman said, "I encounter people all of the time who bless me, extol my independence, call me brave and courageous, and thoroughly miss the boat as to what the real significance of the white cane is." The National Federation of the Blind in convention assembled on the 6th day of July, 1963, called upon the governors of the fifty states to proclaim October 15 of each year as White Cane Safety Day in each of our fifty states. On October 6, 1964, a joint resolution of the Congress, HR 753, was signed into law authorizing the President of the United States to proclaim October 15 of each year as "White Cane Safety Day." This resolution said: "Resolved by the Senate and House of Representatives, that the President is hereby authorized to issue annually a proclamation designating October 15 as White Cane Safety Day and calling upon the people of the United States to observe such a day with appropriate ceremonies and activities." Within hours of the passage of the congressional joint resolution authorizing the president to proclaim October 15 as White Cane Safety Day, then President Lyndon B. Johnson recognized the importance of the white cane as a staff of independence for blind people. In the first Presidential White Cane Proclamation, President Johnson commended the blind for the growing spirit of independence and the increased determination to be self- reliant that the organized blind had shown. The presidential proclamation said: The white cane in our society has become one of the symbols of a blind person's ability to come and go on his own. Its use has promoted courtesy and special consideration to the blind on our streets and highways. To make our people more fully aware of the meaning of the white cane and of the need for motorists to exercise special care for the blind persons who carry it, Congress, by a joint resolution approved as of October 6, 1964, has authorized the President to proclaim October 15 of each year as White Cane Safety Day. Now, therefore, I, Lyndon B. Johnson, President of the United States of America, do hereby proclaim October 15, 1964, as White Cane Safety Day. With those stirring words President Johnson issued the first White Cane Proclamation, which was the culmination of a long and serious effort on the part of the National Federation of the Blind to gain recognition for the growing independence and self-sufficiency of blind people in America and also to gain recognition of the white cane as the symbol of that independence and that self-reliance. The first of the state laws regarding the right of blind people to travel independently with the white cane was passed in 1930. In 1966 Dr. Jacobus tenBroek, the founder of the National Federation of the Blind, drafted the model White Cane Law. This model act-which has become known as the Civil Rights Bill for the Blind, the Disabled, and the Otherwise Physically Handicapped-contains a provision designating October 15 as White Cane Safety Day. Today a variant of the White Cane Law is on the statute books of every state in the nation. From 1963 (and even before) when the National Federation of the Blind sought to have White Cane Safety Day proclaimed as a recognition of the rights of blind persons, to 1978 when a blind pedestrian met with misunderstanding regarding the true meaning of the white cane, is but a short time in the life of a movement. In 1963 a comparatively small number of blind people had achieved sufficient independence to travel alone on the busy highways of our nation. In 1978 that number has not simply increased but multiplied a hundredfold. The process began in the beginning of the organized blind movement and continues today. There was a time when it was unusual to see a blind person on the street, to find a blind person working in an office, or to see a blind person operating machinery in a factory. This is still all too uncommon. But it happens more often, and the symbol of this independence is the white cane. The blind are able to go, to move, to be, and to compete with all others in society. The means by which this is done is that simple tool, the white cane. With the growing use of the white cane is an added element-the wish and the will to be free-the unquenchable spirit and the inextinguishable determination to be independent. With these our lives are changed, and the prospects for blind people become bright. That is what White Cane Safety Day is all about. That is what we do in the National Federation of the Blind. Here is the text of the model White Cane Law as Dr. tenBroek wrote it in 1966: Model White Cane Law 1: It is the policy of this State to encourage and enable the blind, the visually handicapped, and the otherwise physically disabled to participate fully in the social and economic life of the State and to engage in remunerative employment. 2 (a): The blind, the visually handicapped, and the otherwise physically disabled have the same right as the able-bodied to the full and free use of the streets, highways, sidewalks, walkways, public buildings, public facilities, and other public places; 2 (b): The blind, the visually handicapped, and the otherwise physically disabled are entitled to full and equal accommodations, advantages, facilities, and privileges of all common carriers, airplanes, motor vehicles, railroad trains, motor buses, street cars, boats or any other public conveyances or modes of transportation, hotels, lodging places, places of public accommodation, amusement or resort, and other places to which the general public is invited, subject only to the conditions and limitations established by law and applicable alike to all persons; 2 (c): Every, totally, or partially blind person shall have the right to be accompanied by a guide dog, especially trained for the purpose, in any of the places listed in section 2 (b) without being required to pay an extra charge for the guide dog; provided that he shall be liable for any damage done to the premises or facilities by such dog. 3: The driver of a vehicle approaching a totally or partially blind pedestrian who is carrying a cane predominantly white or metallic in color (with or without a red tip) or using a guide dog shall take all necessary precautions to avoid injury to such blind pedestrian, and any driver who fails to take such precautions shall be liable in damages for any injury caused such pedestrian; provided that a totally or partially blind pedestrian not carrying such a cane or using a guide dog in any of the places, accommodations or conveyances listed in section 2 shall have all of the rights and privileges conferred by law upon other persons, and the failure of a totally, or partially blind pedestrian to carry such a cane or to use a guide dog in any such places, accommodations or conveyances shall not be held to constitute nor be evidence of contributory negligence. 4: Any person or persons, firm or corporation, or the agent of any person or persons, firm or corporation who denies or interferes with admittance to or enjoyment of the public facilities enumerated in section 2 or otherwise interferes with the rights of a totally or partially blind or otherwise disabled person under section 2 shall be guilty of a misdemeanor. 5: Each year, the Governor shall take suitable public notice of October 15 as White Cane Safety Day. He shall issue a proclamation in which: (a) he comments upon the significance of the white cane; (b) he calls upon the citizens of the State to observe the provisions of the White Cane Law and to take precautions necessary to the safety of the disabled; (c) he reminds the citizens of the State of the policies with respect to the disabled herein declared and urges the citizens to cooperate in giving effect to them; (d) he emphasizes the need of the citizens to be aware of the presence of disabled persons in the community and to keep safe and functional for the disabled the streets, highways, sidewalks, walkways, public buildings, public facilities, other public places, places of public accommodation, amusement and resort, and other places to which the public is invited, and to offer assistance to disabled persons upon appropriate occasions. 6: It is the policy of this State that the blind, the visually handicapped, and the otherwise physically disabled shall be employed in the State Service, the service of the political subdivisions of the State, in the public schools, and in all other employment supported in whole or in part by public funds on the same terms and conditions as the able-bodied, unless it is shown that the particular disability prevents the performance of the work involved. In some States blind and otherwise disabled persons have been having difficulty renting, leasing, or buying suitable housing. Another section (Section 7) is herewith set forth for those States which have no protection for disabled people in the housing area. 7 (a): Blind persons, visually handicapped persons, and other physically disabled persons shall be entitled to full and equal access, as other members of the general public, to all housing accommodations offered for rent, lease, or compensation in this State, subject to the conditions and limitations established by law and applicable alike to all persons. 7 (b): "Housing accommodations" means any real property, or portion thereof, which is used or occupied or is intended, arranged, or designed to be used or occupied, as the home, residence, or sleeping place of one or more human beings, but shall not include any accommodations included within sub-section (a) or any single family residence the occupants of which rent, lease, or furnish for compensation not more than one room therein. 7 (c): Nothing in this section shall require any person renting, leasing, or providing for compensation real property to modify his property in any way or provide a higher degree of care for a blind person, visually handicapped person, or other physically disabled person than for a person who is not physically disabled. 7 (d): Every totally or partially blind person who has a guide dog, or who obtains a guide dog, shall be entitled to full and equal access to all housing accommodations provided for in this section, and he shall not be required to pay extra compensation for such guide dog but shall be liable for any damage done to the premises by such a guide dog. ---------- [PHOTO CAPTION: Curtis Chong] City of Des Moines Adopts a Rational Process for Accessible Pedestrian Signal Installation by Curtis Chong From the Editor: Curtis Chong is a longtime leader in the National Federation of the Blind. He was formerly the director of the International Braille and Technology Center for the Blind in Baltimore. He now lives in Iowa, works as the program administrator of field operations and access technology for the Iowa Department for the Blind, and is the president of the National Federation of the Blind in Computer Science. His technical skills and ability to communicate mean he is no stranger to readers of the Braille Monitor. Here is what he has to say about pedestrian signals created to help the blind. A variety of special-purpose pedestrian signals--once known as "audible traffic signals" and now called "accessible pedestrian signals" (APS)--have been developed and installed in various cities around the country to provide nonvisual indication of when it is safe to cross the street. Early models, which emitted chirping bird or cuckoo clock sounds, were so loud that they masked the sound of approaching traffic, and they provided no clear indication of which intersection was safe to cross. This type of signal predominated in 1992 when the National Federation of the Blind passed a resolution reaffirming its policy objecting to the wholesale and routine installation of audible traffic signals. Today's version of the accessible pedestrian signal provides more useful information for the nonvisual pedestrian and in my experience does not interfere with hearing traffic sounds that are critical to safe crossing. First, it beeps every second to tell the nonvisual pedestrian where the pole is; usually this beep cannot be heard beyond a distance of ten feet. Second, it has a button with a tactilely discernible arrow pointing in the direction the pedestrian is supposed to travel when the walk signal is activated. When the button is pressed briefly, the signal tells the pedestrian to wait; for example, it might say "Wait to cross Fourth Avenue." When the button is held down for more than a second, it tells the pedestrian when the walk signal has been activated. Finally, if a traffic signal displays a visual count-down timer, the APS can be set up to speak this information. The U.S. Access Board has circulated for public comment a document entitled "Proposed Accessibility Guidelines for Pedestrian Facilities in the Public Right-of-Way," often referred to as "PROWAG." If adopted, these guidelines will require accessible pedestrian signals and pedestrian pushbuttons to be provided whenever new pedestrian signals are installed. Also, whenever a signal controller and software are altered or a signal head is replaced, these guidelines will require that accessible pedestrian signals be installed. The Challenge for the City of Des Moines Last year the City of Des Moines received some extra funding which it used to cover the cost of four accessible pedestrian signals, which it installed along what it termed the "elderly corridor." Members of the Des Moines Chapter of the National Federation of the Blind of Iowa were concerned because they feared that the City of Des Moines had installed these signals at intersections where they were not really needed, thus wasting limited funds. This view was embodied in a position statement developed by the Des Moines Chapter and circulated to the Des Moines City Council. This resulted in meetings between the city's traffic engineers and the Des Moines Chapter. Based on the almost certain probability that the PROWAG will be adopted as proposed by the Access Board, the City of Des Moines believes that it will ultimately be required to install accessible pedestrian signals whenever it puts in a new traffic signal or replaces an existing one, and this cost will certainly be incorporated into the city's future budget planning. However, what about existing traffic signals? Where and when should accessible pedestrian signals be installed, and, given the concerns raised by the blind community, how can the City of Des Moines make rational decisions about where these devices are to be installed, let alone whether they should be installed at all? The Process City traffic officials, members of the Des Moines Chapter of the NFB of Iowa, and the City of Des Moines Access Advisory Board conducted meetings. A committee was created with members from each group, and over a period of six months the committee met and ultimately developed a workable process. It was clear during these committee meetings that the city's traffic engineers had thoroughly researched the criteria used by other cities to determine how and where they would install accessible pedestrian signals. Some cities had chosen to involve orientation and mobility specialists from agencies for the blind to help them decide when and where to install accessible traffic signals. Some cities seemed to think the proximity of accessible pedestrian signals to agencies for the blind was important. The theory seemed to be that the need for such a signal is increased the closer one gets to a service agency. The committee agreed unanimously that there was no reason for the City of Des Moines to consult with orientation and mobility specialists--let alone agencies for the blind--to decide where and when to install accessible pedestrian signals. Also the committee was unanimous in its view that accessible pedestrian signals should not be placed near agencies for the blind, especially if those agencies provide independent travel training to the blind. Crucial to any independent travel training program is the development of the skills necessary to cross intersections safely and independently, regardless of whether those intersections have accessible pedestrian signals. The committee ultimately developed a procedure and a scoring system which approaches the question of APS installation for existing signals in a rational and straightforward fashion. The procedure was approved by the Des Moines Access Advisory Board and the Des Moines Chapter of the National Federation of the Blind of Iowa and is now in force today. Other U.S. cities that have not yet dealt with the question of where and when to install accessible pedestrian signals would do well to adopt this procedure. The Final Procedure For existing signalized intersections in Des Moines, no APS will be installed unless they are specifically requested by an individual who is prepared to support his or her request all the way to the final decision. A person can request the installation of an accessible pedestrian signal by filling out a request form or making the request over the telephone. The city will accumulate requests and act upon them once each year. The intersections for which an APS was requested will be scored, and intersections with the highest scores will be selected by the City of Des Moines for APS installation, subject to budgetary constraints. The city is currently able to install no more than two accessible pedestrian signals per year. When the City of Des Moines scores a particular intersection, it examines intersection complexity, signal phasing, crosswalk length, approach/crosswalk geometries, whether there is sufficient vehicle traffic at all times to provide an audible cue for safe crossing, and whether there are complex turning provisions (e.g., right turn permitted on a red light). It also looks at the number of individuals who have requested a specific APS and the proximity of existing accessible pedestrian signals. Historically the entire subject of accessible pedestrian signals has too often been tied to all of the traditional stereotypes and negative emotional baggage about blindness with which we in the National Federation of the Blind are all too familiar. Fortunately, our work with the City of Des Moines to develop this process was a very positive and refreshing experience--one that we hope will be shared by other Federation chapters around the country. I would be pleased to provide more specific information about the Des Moines process to anyone who is interested. I can be reached by email at . ---------- [PHOTO CAPTION: Anil Lewis shows Matthew Duffel Hoffman how to use the nonvisual interface of the blind-drivable car.] Charting Our Own Course NFB Project Innovation by Natalie Shaheen From the Editor: Since the NFB Jernigan Institute began conducting innovative educational programs for youth almost a decade ago, we have published wrap-up stories about the events that have stirred the imagination and left readers shaking their heads at the creativity and daring of the education team and the volunteers they recruit to help. Yet we have never before invited readers to watch the evolution of the ideas and activities that comprise these youth opportunities. Natalie Shaheen, director of education at the Jernigan Institute, has solved this problem. She decided to keep a journal throughout the creation and execution of this summer's youth program. What follows are excerpts from that journal. The glimpse into the process may not be as clear as observing Natalie and her team at work, but it is fascinating all the same. Here is what Natalie put together for us: Traditionally, when children are in an educational setting, a few things about the structure are a given. First, the teacher determines what is going to be learned and then leads the children in the learning. Second, the children in the class or activity are all about the same age. These are common characteristics of education in the United States. In the Federation we like to break the mold, try new things, and raise expectations. In NFB Project Innovation this summer that is exactly what we did. Instead of the teachers' determining what was going to be learned and leading the process, the students took that role. Instead of one age group of students, we had two. We tried something new because we thought, based on what we know about the way children learn, that, if we changed a few traditional elements of education, the children would have a higher-quality learning experience. Excerpts from my Project Innovation Investigation Journal tell the story. Investigation Journal Entry 1, October 11, 2011: Description of Investigation: The NFB Jernigan Institute will facilitate a STEM (science, technology, engineering, and mathematics) program for twenty third- through sixth-grade students and ten high school students July 24 to 29, 2012. Students will design an inquiry-based investigation in an area of STEM that is interesting to them and conduct the investigation during the program. In addition to designing and conducting an investigation, the high school students will assist in mentoring the younger students. Materials Needed for Investigation: . National Federation of the Blind: an organization that believes in the capacity of blind students and as a result has only the highest expectations for them . Twenty Junior Innovators: youth in grades three to six . Twenty Chaperones: guardians of the Junior Innovators . Ten Senior Innovators: youth in grades nine to twelve . Five blind adult mentors . Three blind STEM professionals . Two teachers of blind students . Two parent educators . An abundance of STEM-related materials and equipment, e.g., talking multimeters, solar cells, motors, batteries, owl pellets, shark teeth. Hypothesis: A multi-age STEM program that incorporates student-initiated learning will produce students who are highly motivated and engaged in STEM content and have increased leadership and mentoring skills. Procedures: 1. For the ten weeks leading up to the program all thirty students will talk weekly with an educator from the NFB Jernigan Institute. The teachers will help guide the students through determining a STEM topic that is interesting to them, developing a measurable question, and designing their investigation. 2. For the ten weeks leading up to the program, the students will maintain an investigation journal in which they will record their progress on the road to designing their investigation. Students will have the option of recording their investigation journal in hard copy, in an electronic document, as a podcast, or in a blog. 3. Place students in Innovation Teams, each consisting of four Junior Innovators, two Senior Innovators, and one blind adult mentor. 4. Develop a curriculum for the chaperone workshop taking place concurrently with student lessons during the program that will foster a positive attitude about blindness among the chaperones and provide the information they will need to raise their children to be successful blind adults. 5. Develop independent experiments and optional chemistry and engineering activities that students can participate in during the program if they are at a point in their investigation where they are waiting for something, e.g., glue to dry or a reaction to happen). 6. Bring everyone to the NFB Jernigan Institute. 7. Let the learning and fun begin. 8. Mourn the fact that everyone is leaving Baltimore to head back home, but rejoice in the fact that the Internet will allow us all to stay connected. [PHOTO CAPTION: Kyle Beasley experiences the Mentos Project.] Investigation Journal Entry 2, April 23, 2012: We now know who is coming to the program. We have students from eighteen different states, ranging in age from seven to nineteen. We've put together ten independent experiments for the students to work on when they aren't engaged with their investigations. These activities are diverse, including engineering challenges in which students will use gummy candy and toothpicks to create bridges and an experiment in which students drop Mentos into a two-liter bottle of soda to cause a huge eruption. Hopefully all of the students will find something of interest. [PHOTO CAPTION: Braiden Lee builds a candy bridge] We have also designed four optional activities for the students to participate in if their investigation is at a stand-still. There are two optional chemistry activities-one for Junior Innovators and one for Senior Innovators-which involve eating Miracle Frooties, which change the way your taste buds work. Who knew chemistry was involved in eating! The optional engineering activity for the Junior Innovators is an engineering challenge in which students will try to use plastic cups to build the tallest tower they can. The Senior Innovators will also be tasked with an engineering challenge; but theirs will consist of using principles of physics and foam insulation tubing to create a rollercoaster for a marble. These optional activities will provide the students with glimpses into a few more STEM disciplines in addition to the disciplines they are studying in their investigations. Investigation Journal Entry 3, May 13, 2012: This week we began weekly calls with the thirty Innovators. The students-especially the Junior Innovators-are shier on the phone than I had anticipated. In order to learn with them over the phone, I'm going to have to come up with some ways to get them warmed up before we start talking about Project Innovation. This week we're asking the students to decide what format they are going to use for their Investigation Journals. We've given them many choices: hard copy, electronic file, podcast, and blog. We have also asked them to think of five things they might want to study. The only restriction is that it has to fall into the category of STEM. When talking with the students, I reminded them that sometimes even things that don't seem like they are related to science have a STEM component. The example I gave, because I like sports, is that a lot of engineering and experimenting has to happen to make high-quality sports equipment. I wonder how many different topics the thirty kids will end up studying. Will any of them pick the same topic? Will one discipline be more popular than the others? If so, which one will it be? Investigation Journal Entry 4, May 25, 2012: The students have now identified the area of STEM they want to study, and they are beginning to work on their measurable question or engineering design specifications. One of the senior innovators wants to build a prototype of a space elevator. One of the Junior Innovators wants to do an investigation around the science of ice cream. The students are keeping track in their Investigation Journals of what they are learning. Investigation Journal Entry 5, June 25, 2012: All of the students have measurable questions now. They include: . If given three choices of food that they do eat, what would a guinea pig prefer? . Do the additives and flavoring of ice cream change the freezing temperature and time? . Can humans use echolocation similar to the way dolphins use it? . How does the shape of a shark's tooth relate to the type of food it eats? . Which fruit-lemon, lime, or grapefruit-makes a battery with the highest voltage? . Which rocket--stomp or fizzy--will go the farthest? . How does the way people under age eighteen cope with stress compare to the way people over eighteen cope with stress? Students are now developing their step-by-step plans or procedures for their investigations. They will be turning in the list of materials they will need to perform their investigations very soon. Once the students have completed their step-by-step plans and materials lists, they are ready to come to NFB Project Innovation and conduct their investigations. It is extraordinary to watch the students move through the process of preparing for their investigations. We have some intriguing youth coming to this program; I can't wait to meet them in person and observe their learning firsthand. Investigation Journal Entry 6, July 9, 2012: Everyone has turned in their materials list. Now it's time to do some frantic shopping. We have two students doing investigations of hovercrafts, but otherwise everyone is investigating something different. Consequently we have diverse materials to buy. Here is a sample of our shopping list. . Assorted rocks . An abundance of solar cells . 10-ohm, 100-ohm, 1,000-ohm, 10,000-ohm resisters . Copper and zinc electrodes . Guinea pig . Electric ice cream maker . Magnetic powder . Mosquito netting . Luggage locators . 1 big inner tube . Lots of duct tape . Leaf blowers . Talking food scale . Assorted PVC pipe . Lots of Braille paper . Braillewriters . Braille graph paper . Slates and styluses . Braille meter sticks . Talking indoor/outdoor thermometer Investigation Journal Entry 7, July 16, 2012: With the exception of a few last-minute items, we've got all of the materials the students have requested. It's time to start sorting through the dozens of shopping bags and placing each student's requested items on the tables. I wonder how many students will find, when they start working on their investigations, that they should have asked for additional items. I suspect we will be doing a few shopping runs during the program. Investigation Journal Entry 8, July 23, 2012: The volunteers arrived today. Our team is now assembled, and we're ready to work and learn with the program participants. Tomorrow we will spend the morning going over logistics as a team. After lunch the Senior Innovators will start arriving. This is going to be so much fun! [PHOTO CAPTION: Matt Pettiet and Mark Meyers use their canes to find rocks for crossing a stream.] Investigation Journal Entry 9, July 25, 2012: The program has officially started. We have all of the students and chaperones in the building. Folks came from as far away as Alaska and Puerto Rico. The Senior Innovator who came from Alaska took three planes to get here and traveled independently the whole way; she is going to be a great role model for the Junior Innovators. I am curious to see how the Senior Innovators take to their roles as mentors to the Junior Innovators. Yesterday during an activity where the Senior Innovators were learning about mentoring and how to be a good mentor, some of them expressed their concern that they aren't naturally good with kids. I think the Senior Innovators are underestimating themselves; I'm glad we were able to provide them with an opportunity to be mentors and leaders. This evening we had a welcome and kick off. After some inspiring remarks from President Maurer and Mark Riccobono, the chaperones and Innovators went their separate ways. The chaperones had an opportunity to introduce themselves and mingle while the students had a little fractal fun- an activity in which students used six index cards to create a box, which was then connected with other boxes to create a bigger box, demonstrating the mathematical principle of a fractal. Investigation Journal Entry 10, July 26, 2012: Today-the first full day of the program-was awesome. The students spent the morning in innovation time working on their investigations. The Senior Innovators got a jump start on their investigations Wednesday before the other students arrived, so they were able to step in and help the Junior Innovators when they got stuck or had questions. The Junior and Senior Innovators spent the afternoon in separate activities. Both groups had lessons on nanoscience, a STEM subject often not covered in the standard K-12 science curriculum. Each group also participated in a philosophy lesson. The younger students talked about the characteristics of successful blind people and then used craft supplies and Braille labels to decorate a large paper person to symbolize the characteristics discussed. The Senior Innovators watched a humorous video about some of the random comments sighted people frequently pose to blind people. Then they discussed the various ways they could respond to the comments, keeping in mind that they may be the only blind person that sighted person ever interacts with. The chaperones also had a full day of learning. They learned about the programs and resources available to their families through the NFB Jernigan Institute. Dr. Schroeder offered remarks for the group about skills and confidence, the foundation for success. Two panels of blind adults covered things they wish their parents had known and discussed the fact that blind people can compete on terms of equality in STEM careers. The chaperones wrapped up their day with a hands-on nonvisual cooking activity. The learning didn't stop at 5:00 o'clock. The Junior Innovators and their chaperones headed to the Inner Harbor for a night on the town. This provided parents and students an opportunity to implement some of what they had learned during the day about independence. Senior Innovators spent the evening hiking at a local park. The outdoor learning experience started with some advice from experienced blind hikers about alternative techniques that are helpful on the trail. A few of the students had never hiked before, and they were a bit tentative about the unpredictable terrain. In the end, however, everyone had a great time, and those who were hesitant at first gained confidence as they successfully navigated obstacles on the trail. [PHOTO CAPTION: Tammayah Jordan is lifted by Julianna Lee's hover craft.] Investigation Journal Entry 11, July 27, 2012: We just wrapped up another jam-packed day of learning. Students had another block of innovation time; their investigations are coming along well. Bridges and hovercraft are taking shape, and some lovely pieces of fruit are well on their way to becoming batteries. One student is problem- solving why the ice cream maker isn't working properly. Another student, who is designing a tactile graphics tablet, is already on his third prototype. The theme of today was creative problem solving. The students are learning firsthand that in STEM things don't always happen the way you anticipated, and, when you come up against a barrier, you have to rethink your plan. These lessons are valuable far beyond the walls of the STEM classroom. [PHOTO CAPTION: Kemuel Perez explores a tunnel at the Columbus Center.] [PHOTO CAPTION: Ethan Solano works at the lab at the Columbus Center.] In addition to innovation time, the students participated in various other experiments and activities. Both the Junior and Senior Innovators had their optional engineering challenges today. The Junior Innovators also did a materials science lab, in which they combined ingredients to make new toys and then determined which toy they thought would be most marketable. The younger students also learned about the characteristics of fingerprints by examining enlarged tactile images of their very own fingerprint. Senior Innovators investigated whether or not a variety of foods had antimicrobial properties. By exposing the students to these activities in addition to their investigation, we provide the students with a broader view of STEM and the various alternative techniques used in those disciplines. All of the Innovators had the chance of a lifetime today to get up close and personal with the NFB Blind Driver Challenge car and to talk in small groups with blind drivers Mark Riccobono and Anil Lewis. The students even got to sit in the driver's seat of the car and test the nonvisual interfaces. I'm quite jealous; I've not yet had that opportunity myself. The Innovators topped off their day with a field trip to a rock- climbing gym, where they did lots of problem solving. Several of the climbing walls had overhangs and obstacles on the wall that the students had to figure out how to get around. We didn't realize until we got to the gym that several of our Junior Innovators are part monkey. They practically sprinted up the walls. One of the students who ended up being a natural climber had resisted the idea of going climbing. He had never done such a thing and wasn't really interested in trying; but, when we got to the gym and the energy level was high, he gave it a try, and not more than thirty seconds later he was at the top of the wall, eager to come down so he could try another wall. The chaperones' day was fast-paced as well. They learned about problem solving and structured discovery through a variety of hands-on cane travel activities. They now know how their children will be able to stow their new long white canes on the airplane or in a car, how to carry a tray and use a cane at the same time, and much more. Advocacy and the IEP process were also a part of the chaperones' discussions today. The chaperones are gaining confidence as they soak up valuable information. Investigation Journal Entry 12, July 28, 2012: Today we wrapped up NFB Project Innovation with a bang. The day started with the last session of innovation time. Students concluded their investigations and tabulated their data. They spent time deciding what they were going to show off at the Innovation Expo-an open house later in the day where chaperones, Federationists, and members of the public would come to learn from the students. In the afternoon the Innovators had a blast experimenting with liquid nitrogen under the direction and supervision of instructor Hoby Wedler. After freezing an assortment of items from carnations to balloons, students tossed objects across the room and listened with delight to them shatter all over the floor. We found out that making a mess is tremendous fun, and you can learn a lot in the process. By far the highlight of the day was the Innovation Expo. Students stood by their tables and explained in detail to visitors the investigation they had planned, what actually happened, and their conclusions. You could hear the pride in the children's voices as they taught the adults all about STEM. The chaperones were also proud of what their students had been able to accomplish under their own direction. One parent came running up to me and said, "See, I knew my son was bright and had the ability to learn. The school just doesn't believe in him." After the expo one Senior Innovator pulled me aside and said, "Natalie, I am so proud of myself for doing this. I mean I wasn't sure I was going to be able to do it on my own; but I did, and my project turned out even better than I had expected." As I walked around to learn from each student at the Innovation Expo, I asked everyone the same question. What is the coolest thing you learned from doing this investigation? The responses were a bit varied, but two common themes emerged. The students liked learning about problem solving and overcoming the unexpected. They also learned that, when they get to make decisions about their own learning, it is much more interesting. One student told me that, if the teachers had decided what she was going to learn about, they probably would have picked something boring like butterflies! Investigation Journal Entry 13, July 29, 2012: Results: Based on my observations, I think we proved our hypothesis. It was amazing to me how engaged the students were in the learning that was available to them in this program. They almost never needed reminders about where they were supposed to be or what they were supposed to be doing. I believe they were so engaged because they were driving the learning. They chose the topic of their investigation, and, when they weren't working on their investigations, they chose the independent lab or optional activity that they wanted to participate in. The Senior Innovators-some of whom didn't think they were good at working with kids-really stepped up to the plate. They encouraged the Junior Innovators when they were frustrated that a part of their investigation hadn't work out. They helped guide the Junior Innovators in finding answers to their questions without providing the answer. Perhaps most important, they modeled good blindness skills and a positive attitude about blindness for their younger counterparts. Like the Innovators, we learned a lot by doing our investigation-NFB Project Innovation. We had to do a great deal of problem solving too. What do you do to build rapport with students when they are shy about talking on the phone and you live thousands of miles from them? What do you do when the motors one of the students needs to build his space elevator is stuck on a boat coming from China and won't come in until after the program? Conclusion When telling people about our plans for NFB Project Innovation, we often got the response, "Why? That seems like a lot of extra work." The Federation is made of people who take charge and are in control of their own lives. We don't sit around and wait for people to tell us what to do; we make things happen. We want the same for our young blind children. Our motivation for creating a program around student-initiated learning was twofold. First, we hypothesized that it would create a higher-quality learning experience. Second, we wanted to empower our blind students to take charge of their learning and by doing so realize that they can take charge of their lives. We will continue to look for opportunities to incorporate student- initiated learning in our youth programs in addition to providing environments in which students of all ages can teach and learn together. If you are organizing a youth program in your affiliate, you might consider incorporating these two elements to enhance your effort. If you'd like ideas about how to do so, contact Natalie Shaheen at or (410) 659-9314, extension 2293. ---------- [PHOTO CAPTION: Justin Salisbury] My Priceless Scholarship Experience by Justin Salisbury From the Editor: Justin Salisbury is a senior at Eastern Carolina University working on a major in mathematics and a minor in economics. He plans to earn his PhD in economics and become a university professor. He is the president of the North Carolina Association of Blind Students and one of the members of the 2011 scholarship class. While his article clearly explains his journey to becoming a scholarship recipient by growing as a person and a Federationist, it is important to remember that Federation membership is not a criterian for receiving a scholarship, and many students are first introduced to the organization through the program and their attendance at the national convention. Here is what he has to say about his experiences as a winner: Scholarships: $3,000--$12,000 Experience: priceless For four years I applied for the National Federation of the Blind scholarship program. For three years I saw a list of winners that did not have my name on it. Finally I did something right. In the early years I was hurt that a scholarship committee wouldn't pick a blind, multiracial, first-generation college student with SAT scores over 2100. Now I understand why. I had to grow as a person, a blind person, and a Federationist before I was ready to be a national scholarship winner. In the early years I carried scholarship committees on a climactic story of how I had the world in my hands, lost it with my vision, and still persevered to above-average achievements. That was easy to do because other scholarship selection committees rewarded it. I'm glad ours didn't. Now that my head was finally in a place where the sun does shine and my essay reflected that fact, I waited anxiously for the deadline for the announcement of winners. I was in the middle of a dinner date when my phone announced a call from our national office, and I met my primary mentor from the scholarship committee, Charlie Brown. He double-checked my eligibility and congratulated me on my selection. He made sure that I knew that I was required to attend the entire national convention; it would have taken a requirement to keep me away! I received an email from my alumni mentor, whose name is Tara. She introduced herself and offered herself as a friend and resource throughout the convention whenever I needed one. I realized from her email that I had been a Federationist longer than she had, and I offered the same thing to her in return. I soon learned that I was one of three winners from Connecticut, and the other two were quite new to our Federation family. I assumed the duty of introducing them as well as I could. We all traveled to convention together and found ourselves on the same flight as our state president, treasurer, and one board member. It was a great opportunity for us to start the week with a little Connecticut pep rally. We arrived in the lobby of an unsurprisingly enormous hotel filled with the sound of cane tips on marble like rain on a still pond, and I knew I was home again. It was only my second national convention, but I had already been hard-wired to love it. On the first night the scholarship winners and committee gathered in a beautiful meeting room in the hotel. On the way into the meeting I noticed members of the committee teasing each other and really having a grand old time. I had the opportunity to greet scholarship winners I already knew from previous events and to make new acquaintances. We all settled down and heard from President Maurer and Patti Gregory-Chang, scholarship committee chair. I could tell that the leaders of our Federation family were very proud to have us with them. I set off to get dinner with my first scholarship committee mentor Charlie and his wife. While he and I were waiting for his wife to join us, we talked about my future plans, and he offered me advice on how to pick the right graduate school. I was surprised to notice that Charlie didn't always use his cane. I had previously thought that all Federation leaders used their canes as a matter of principle. I really enjoyed the food, and even more I enjoyed Charlie and his wife. They were just friendly people who wanted to get to know me and help me make the most of my week. Before we parted ways that night, Charlie was very clear with me that I was welcome to contact him for anything I wished, including after the convention. As a scholarship winner my week was filled with a few speaking engagements, scholarship class gatherings, a breakfast with the scholarship committee, a gathering with scholarship alumni, and of course a little less than just enough sleep to function. My mentors for that week were Jim Antonacci, Garrick Scott, Bennett Prows, Sharon Maneki, and Gary Wunder. I could tell that my batch of committee mentors had been hand-picked so that they created a diverse subgroup. I got to know each of them for a day. One took me out to breakfast. Another bought me a beer. Two of them ate lunch with me. I sat with them in general sessions, and life was good. Mentoring, on the whole, was a group effort. I had an alumni mentor and a handful of committee mentors, but it takes a community to raise a child. I found that I learned just as much--if not more--from the people I met spontaneously as I did from the people who were assigned to mentor me formally. During the day that Jim Antonacci was my mentor, he pushed me hard to think philosophically. I like that kind of thing, and he really made me dig deep. Later in the day I opened up to him about my plan to step down from a leadership role that I was holding because I felt that I was doing too much work with too little support. Without missing a beat, he told me that doing all of the work oneself in any situation is not leadership, and he gave me a simple decision tree for what to do if certain situations arise. Thanks to him, I returned to that leadership position for another term, and I cherish the experience greatly. Garrick Scott was definitely the most entertaining of my mentors, but I didn't get to know him that well at convention. If I had let convention be it, I would have missed out on a great connection. I volunteered for a week at Youth Slam seven days after convention, and Garrick was my boss there. I had a medical emergency during Youth Slam, and I spent dinner time in the E.R. Garrick had a boxed dinner waiting for me when I returned. Working alongside him, I realized how much he cared about everyone on that campus and how many details he remembered from our lunch conversation at national convention. Since the convention I have stayed in touch with all of my mentors for one reason or another, and I cherish the backstage pass to hang out with the coolest people in the Federation. They really are mentors in the purest sense of the word. I know that I received a check and some phenomenal technology in the form of a gift, but my experience was priceless. ---------- [PHOTO CAPTION: Michael Barber] Braille Edge 40: The Newest Offering by HIMS Inc. by Michael D. Barber From the Editor: Michael Barber is the president of the NFB Assistive Technology Trainers Division, works for the Iowa Department for the Blind as the rehabilitation technology specialist, and is the president of the National Federation of the Blind of Iowa. Here is what he has to say about his history with Braille displays and his thoughts about a new offering: My very first introduction to the world of refreshable Braille was in 1991 during my employment as the first totally blind customer service representative at then Norwest Card Services (later to become Wells Fargo Card Services). My job was to help customers understand their monthly statements, assist with replacing lost or stolen cards, make necessary monetary adjustments to their statements, give balances, etc. At that time I was using Artic Business Vision, but because of unresolved conflicts between Norwest's system and the screen-reading technology, it was clear my short stay at Norwest was in jeopardy. Enter Humanware and the Alva 280 Braille display. I had never seen a Braille display and was totally unfamiliar with what they could do. This Alva display was a job saver for me, because now I could without exception do all the things my sighted coworkers were doing. Since then I've seen many different displays, ranging from the eighty- cell to the twelve-cell offered by the Braille Pen 12 display. Some of these displays are simply that--Braille displays--while others actually allow the ability to take notes using their Perkins-style or QWERTY keyboards as seen with the BrailleNote, Braille Sense, and other devices. The most recent offering I've seen is the Braille Edge 40 from HIMS Inc. The Braille Edge 40 is a very basic note-taking device manufactured by HIMS Inc. It features a forty-cell Braille display, a nine-key Perkins style keyboard, eight function keys, eight navigation buttons, four scroll buttons, and forty cursor-routing keys. Additionally it operates using the Windows CE 5.0 operating system and has a lithium polymer battery, which lasts approximately twenty hours before recharging. The package includes a USB cable, an AC power adapter, a CD containing the manual, and a 2GB SD card. The unit measures approximately twelve inches long and about four inches deep and weighs about two pounds. Its primary function is as a Braille display for the JAWS, Window-Eyes, and NVDA screen readers. It also works with iOS devices such as Apple's iPhone and iPad. At present it does not work with the 5.11 iOS software; however, it did work with the previous version. According to HIMS, they are hopeful that Apple will fix the problem in the next software release. Tour of the Unit With the unit oriented so that the Braille cells are nearest you, the unit has forty cursor-routing keys above the display. To the left and right ends of the Braille display are two sets of up and down scroll buttons. These are used to scroll between menus, fields, lists, and text. You can also use these buttons to scroll by display length or line. Above the display is the nine-key Perkins-style keyboard, along with eight function keys and two four-way navigation keys. The function keys are arranged four to the left of the spacebar and four to the right. From left to right the function keys are Esc, Tab, Control, Alt, Shift, Insert, Windows, and Applications. Just below these is a strip which has seven little dots located at five-cell intervals. The Braille keyboard has dots one to six, with the backspace key on the left, the enter key on the right, and the spacebar in the middle, between the two sets of function keys. On the left and right corners of the top panel are two four-way navigation keys with up, down, left, and right arrow buttons. Between dots one and four is a speaker from which the user hears audio alerts. At the top of the unit on the right edge are two LED lights, one for Bluetooth and one for USB connectivity. Along the left edge are two items--a Bluetooth/USB switch and the SD card slot, which is capable of handling up to a high-capacity 32GB SD card. The Bluetooth/USB slide switch is in the middle of the unit. Moving toward the rear, a letter B is just behind the switch, indicating Bluetooth connectivity. Going from front to back along the right edge of the unit are first the USB OTG [On-The-Go] port and then the AC adapter jack. On the front panel is one button, the power on/off button. In the middle of the unit on the back is a recessed reset button. Near the right edge of the back panel is a very small hole that contains a shutdown button. This is used only when using the reset button gets no results or when connecting the AC adapter doesn't power up the unit. The Braille Edge 40 can open BRF files such as those found on Web Braille, create new BRL files, and edit text files. It also has a calculator, planner, stopwatch, countdown timer, and alarm. Its price is slightly under three thousand dollars, which is about half the price of other popular note-taking devices on the market. While this unit provides a nice ergonomic design for the keyboard and the keys are easy to push and very responsive, I experienced a problem in getting one setting to hold in the Options Menu. I wanted the unit to start in a new document, and it would not. HIMS indicates that this is a known problem. When I pressed the reset button on the rear panel of the unit, it would start up, and I was placed in a new document. Powering down and then back up produced the same result as before, and I was once again in the main menu. A major limitation of this unit is that it currently has no ability to backtranslate a document, meaning that material written in Grade II Braille can be read only by someone with a Braille-aware device. One cannot write in Grade II, email that document, and have it read in print or spoken correctly by a screen reader's speech synthesizer. Though a reverse Braille translator is slated for an upcoming release, without it the unit is significantly limited as a notetaker, and its primary value is likely to be as a Braille display. I was able to install the needed drivers successfully so that the unit would work nicely with JAWS for Windows. When one connects the unit to the computer using the USB cable, the Braille Edge automatically powers up and is immediately placed in Terminal mode. Loading JAWS or reloading it causes the Braille display to show what the screen reader sees. The manual accompanying the unit is easy to follow, and the steps to perform various functions are written in an easy-to-follow style. My conclusions are these: 1) HIMS has developed an excellent product which is principally for use as a Braille display or for taking notes. 2) With the price about half of what other note-taking devices cost, this will be attractive to individuals and rehabilitation agencies alike. 3) The unit is very comfortable to write on. 4) The Braille on the display is very firm and easy to read; 5) Although this is a nice unit, I fear that, because of the small percentage of people reading or writing Braille, it may not sell as well as it would otherwise. 6) I could live with a unit half its size using a twenty-cell display. ---------- [PHOTO/CAPTION: Pat Estes] tenBroek and the Beach Blanket by Patricia C. Estes Introduction The references in this article are to blindness more than any other disability because I am blind, so that is what I know. Examples of rearing children and human development are frequent because I am a mother of four, had a mother, and have studied all manner of mothering. If this article lacks the usual sports metaphors, I make no apology, and, if the issues seem to be over-simplified, it is because I don't think life needs to be complicated. For some reason I really enjoyed the way Dr. Jacobus tenBroek wrote the introduction to his famous legal treatise, "The Right to Live in the World." He explained his personal frame of reference that underpinned the following fifty-five pages. Of course he also demonstrated his brilliant grasp of common sense and drew on his scholarly achievements and a doctorate of juridical science from Harvard University Law School. I had been forewarned that reading "The Right to Live in the World" would be a tedious venture. It was an article published in a legal journal, after all. But as someone who read The Federalist Papers at eighteen and at fifty-nine still considers it my favorite book, reading tenBroek's logical and sometimes tongue-in-cheek presentation of the case for civil rights for the disabled was enlightening. Where had this treatise been all my life? How I Found "The Right to Live in the World" I had just mentioned in our latest NFB of Maine newsletter that I knew little about Dr. tenBroek's personal style. Then I came across the 2008 DVD about the impact of Dr. tenBroek's life and of his scholarship, "Jacobus tenBroek and the Right to Live in the World," right there in the Independence Market. I discovered it on the last day of my leadership seminar at the National Center this past May. We brought it home, and, as I was resting after all the excitement, I decided to pop it into the player and read it before I put it away. I mulled over the title and decided that it pretty much summed up our whole movement. But at that point I still thought that the phrase wasn't as clever as Dr. Jernigan's "We know who we are and we'll never go back" or "Join me on the barricades." And it seemed to me to lack the imagination of President Maurer's notion to unveil the blind drivable car on the Daytona Speedway. But "The Right to Live in the World" was certainly right to the point, I had to admit. I guess that, having been blessed with such impressive leadership during all of my years as a Federationist, I just never felt the need to study any material from Dr. tenBroek's years as our first president. The DVD is only about twenty minutes long, but, listening to it, I came to know Dr. Jacobus tenBroek through stories from his son, commentary by current civil rights law scholars, and President Maurer's commentary. I became so moved by this simple phrase, "the right to live in the world," that I felt it in my being and teared up because I could completely relate to it. It is profound common sense, and, if this landmark paper has been-as the legal experts maintained--the basis of most civil rights movements, is the most-often-referred-to treatise in civil rights law, and was the basis for the Americans with Disabilities Act (ADA), I had to ask why I hadn't seen more change in civil rights for the blind over the years. I believe that this issue is so basic to our understanding of our rights, the barriers we still face, and the work we still need to do that I referred to it again in another NFB of Maine newsletter article. At this point I received a note from the Braille Monitor editor suggesting that I write a piece on the subject for the magazine. If the greatest legal minds had already weighed in on it, I wondered what was left to be said--especially by me. Gary persisted, so I agreed to write something and let him decide what to do with it. If nothing else comes from this effort, I have been blessed to have learned and to have read some more about Dr. tenBroek and the beginnings and the staying power of the movement that is the National Federation of the Blind. Mulling it Over As I reflected on what I was learning and internalizing, I remembered vividly the times I had been denied the civil rights taken for granted by others. Dr. tenBroek asks often in "The Right to Live in the World" what happens when the disabled "come out of our homes and out of our asylums, and out of our institutions?" I was hired as an assistant to the teacher in our local resource room for the blind. We were very excited. My husband Skip left for work, I called a cab, and our phone rang. The principal had the resource room teacher call to tell me not to bother coming because they couldn't hire a blind person to teach blind children. The principal had never even met me. I cancelled the cab. Then there was the time we brought our daughter, who was working on a Girl Scout badge, to the Portland Museum of Art. As we were at the desk paying for admission and learning about the special exhibits, a security guard came up to me and grabbed my white cane, saying, "I'll have to take that." "No you don't!" I said, and I clung to my cane as he let go. He insisted that he would have to put it in a closet. I insisted that as a blind person I had a right to carry it. (By this time I had joined the Federation, and we were in the middle of the cane battles with the airlines. No one had mentioned that I would face the same thuggery in an art museum on a family outing) Kate's eyes were huge, and the three (well four) of us proceeded through the art museum with the static of the security guard's walkie-talkie following three feet behind us. But these are old stories, and all blind people have them. Hadn't anything changed through all the years? Had the NFB done its work? It seems that the fear of blindness and the public's perception are cemented into the psyche of society through our literature, our superstitious sayings, and every culture's myths. But a myth is just that: a myth. Common sense tells us that fear is simply false expectations that appear real. The struggle is that perception and fear, however falsely founded, preside and take control, and the simple, straightforward and honest approach is rejected in favor of a solution that is convolutedly complicated. All logic seems to disappear. This is exactly why we each need to be versed in the legal basis of our right to equality in order to persist and continue and to know in our bones why we have the right to live in the world. I now have more focus when hearing new but familiar stories of illegal neglect, parental despair, and careers and timetables ignored by our state agency and others charged with delivering services to the blind. As a blind person and as an affiliate president, I know that our right to equal access has been argued over and over and has the weight of legal precedent. The blind not only have the basic right to live in the world, we also have the right to become skilled in what it requires for us to join our communities. It's all in tenBroek's paper laid out from his citing of the Magna Carta, referencing the U.S. Bill of Rights, and appealing to our logical minds through compelling common sense. I am inspired to stop collecting stories in favor of taking action and finding the simplest path to solutions when I am approached with a problem a blind person is experiencing. I do have respect and deep empathy for people's need to recount their desperate situations, but I will no longer wallow with them. I'm an advocate, not a therapist. We have far too much experience and too many resources to offer to spend precious energy and time on anything less than forward movement. Either blind people will move with us, or they won't. Conclusions My first reaction upon learning more of tenBroek's personal style was to think to myself, "His poor mother!" Jacobus had no fear. He was totally blind by the age of nine, having lost one eye playing with bows and arrows (yes, to all you mothers and grandmothers out there--a stick!) and the other eye a couple of years later after being hit with a baseball. He continued to play like any normal boy and went bike riding with his sister. (Listen to the DVD to hear the rest of that story.). Jacobus tenBroek continued to explore his world, and no one had to persuade him that he had the right to do it. I got to thinking about that concept and the fact that exploring our world is just a natural part of being human. I sought to enlarge my world a couple of years ago and thought I needed a brush-up cane travel session or two. The O&M instructor came to our home on a busy rural road. "Which routes do you want to learn?" she asked. I just didn't understand her thinking, "What?" "Which routes do you want to learn?" she said more slowly; "Where do you travel most?" I started to say that I wanted to learn all of them, but I settled for saying a walk to a friend's a couple of houses down. We were standing at the end of our dirt driveway. "Well you have a special situation here." "I do?" "Well, yes, you have a blind drive." "I do?" "The cars coming up the hill to our left can't see you, but you can hear them, so we'll wait, and I'll show you." We waited, and in a moment we heard a vehicle coming up the hill towards us on our left. "One one thousand, two one thousand, three one..." The car passed in front of us. "See? You have six seconds." "Six seconds?" I asked. "To do what?" "From the time you hear a car coming up the hill, it takes six seconds for it to pass your driveway. You have six seconds to cross to the other side." "Really?" My mind was racing. "What if I couldn't walk that fast that day? What if the next car was going faster? What if it was an electric car? And why did I want to cross the road anyway? So you mean I have six seconds, or else I go splat?" "Well sort of. But that's the chance a blind person takes traveling anywhere." I couldn't stand it anymore and just went up to Margaret's house at the top of Woodbury Hill, where the instructor caught up with me. I cancelled future appointments, not knowing if I'd live to tell about it. It is just exactly as Dr. tenBroek writes in "The Right to Live in the World." When the blind and disabled come out of our houses and asylums and institutions, life suddenly gets complicated by the lack of common sense as we seek simply to move abroad in the land and to acquire the skills that we need. There has to be a better way to accomplish something as normal as exploring and expanding our world. Human Development Simplified I observed the touch-the-beach-blanket phenomenon as our four children were growing up. We'd go to the beach and put a blanket down, and each would begin their own adventure. The littlest might move six feet away from our blanket and become absorbed with the sand and a shovel. The next oldest might walk to the water's edge and giggle before running back to touch the blanket, while the fifth-grade boy was yelling to me from out in water over his head and making blubbering noises that were supposed to scare me. He was touching the blanket in his own way. The thirteen-year-old girl walked the beach with her friend and turned around to walk to the other end, acknowledging me with a giggle as she passed our blanket. It's a normal part of human development and growth. Give them the opportunity and room and provide the assurance that you know that they can do it. No fear. It's no different for blind children. This is the same thing Jacobus tenBroek was doing as a child. Our kids are much older now and have taken their right to live in the world for granted. But they still touch the blanket. Only now it tends to be plumbing questions for Dad. "You do understand I am in Maine and you and your plumbing problem are two thousand miles away, right?" Sure they did, but this was the situation and...Thank goodness the reassurance doesn't always involve mothers. I ask myself where the blind child is. Home, or out walking and exploring with his white cane--feeling all the textures, smelling the smells, and plotting his own landmarks back to touch the blanket? I hope so, and I work in the Federation to this end, to imbue other blind people with the knowledge of how to take advantage of their Right to Live in the World. ---------- 21 Cupboard Essentials for a Diabetes Diet by Madeline Vann, MPH Medically reviewed by Farrokh Sohrabi, MD From the Editor: the following good advice is reprinted from . It is useful information for anyone interested in healthy eating, not just diabetics. Healthy food choices are key to a good diabetes diet. But, when you get home after a long day, the last thing you want to do is go to the grocery store. Wouldn't it be nice if you could just whip up a quick meal or snack with basic ingredients? It's surprisingly simple if you just rethink your weekly shopping list. You can easily create a pantry stocked with dozens of delicious options to create healthy meals for diabetes. Stocking your pantry with the right foods can help you succeed with your diabetes diet, and the reason is very simple: "It's more likely that, if healthy food choices are available, you'll choose them," says Susie Villalobos, LDN, RD, program coordinator for the Tulane Center for Diabetes and Endocrine Weight Management Program in New Orleans. Make restocking your pantry an easy-to-attain goal. That way, says Cathy Kapica, PhD, RD, an adjunct professor of nutrition at Tufts University in Boston and director of Global Health and Wellness at Ketchum in Chicago, you'll always have some convenient diabetes-friendly foods on hand. Make room in your cupboard by reducing or eliminating foods that you don't need to include in your diabetes diet, such as candy, cookies, cake, sweet rolls, white bread, pretzels, crackers, soda, and fruit drinks. Your Diabetes Diet Shopping List: If your pantry shelves are somewhat bare, take heart. Work your way through this list to create an arsenal of healthy food choices for diabetes: a. Canned vegetables. "It's easy to add a can of vegetables to almost any recipe to boost nutrition," Kapica says, who recommends keeping no-salt or low-salt canned green beans, mushrooms, and spinach on hand. b. Canned fruit. Look for fruit that's packed in its own juice instead of syrup. c. Canned beans. "Beans are nutritious and have a lot of fiber," says Nessie Ferguson, RD, a diabetes educator and nutritionist at the Nebraska Medical Center in Omaha. Add them to soups or salads. Look for beans that don't contain sodium, or rinse them for about a minute under water to cut the sodium content. d. Canned soup. Soup is great to have on hand, but it can have fairly high sodium content. Look for labels that say "low sodium" to keep salt under control. e. Canned tomato products. Tomato paste, tomato sauces, and diced tomatoes are healthy, versatile cooking essentials. f. Canned fish. Stock up on tuna, salmon, and sardines packed in water--and always check the sodium content. Canned fish can make a quick filling for a sandwich and a tasty addition to salads, soups, and whole-grain pasta dishes. Plus they're a reasonably priced way to help you meet the American Heart Association's health goal of at least two servings of fish a week. g. Canned chicken. This is a good backup source of protein to add to quick meals. h. Roasted red peppers. Ferguson says roasted red peppers make a tasty addition to a variety of dishes, from salads to rice. i. Whole-grain products. Look for whole-grain pastas and other whole grains such as oatmeal, quinoa, polenta, kasha, and wild rice blends, which you can cook for a side dish or use as a base for a meal. j. Salsa. A jar of salsa makes a healthy dip for raw vegetables, a zesty base for a bean soup, and even a tasty salad topping. But read labels to steer clear of too much added sugar and salt. k. Nuts. Almonds, walnuts, and hazelnuts are healthy snacks and great to have on hand, but eat them in moderation. One serving of shelled nuts is about two tablespoons. "Nuts have fiber and will keep you feeling full," Ferguson says, who recommends buying them in the shell when possible because the time it takes to crack open the nuts can keep you from overeating. l. Dried herbs and spices. "Pepper, cinnamon, curry, oregano, rosemary, and other seasonings without salt are key cooking ingredients to have on hand," Kapica says. They all add unique flavors without relying on salt and butter. m. Vinegars. A variety of vinegars--such as white vinegar, apple cider vinegar, and balsamic vinaigrette--means you have interesting taste additions for marinades and salad dressings. n. Low-fat dressings. Another option for marinades and salads, low-fat dressings are also an instant dip for veggies. o. Low-salt soy sauce. This flavorful condiment adds an Asian flair to dishes like stir-fry and vegetable fried rice. p. Sugar-free gelatin. This is a safe, sweet treat for your pantry. If you can have a bag of chocolate chips, chocolate kisses, or mini cookies around and not eat more than one or two, that's okay, Villalobos says. But, if temptation always wins out, keep your dessert shelf a sugar-free zone with instant gelatin instead. q. Sugar-free syrup. This adds a sweet note to whole-grain pancakes and fruit--an excellent breakfast choice for healthy diabetes eating. r. Cooking spray. Your favorite cooking spray can help you produce dozens of healthy meals for diabetes without added fat. s. Whole-wheat flour. "If you like to bake, you can cut any flour mix with whole-wheat flour," Ferguson says. Try replacing half of the white flour in your baking recipes with whole-wheat flour. t. Beverages. Keep club soda, low-sodium tomato juice, and low-calorie powdered drink mixes in the pantry for beverage variety. u. Popcorn. Popcorn is an excellent snack, especially if you pop your own in a hot-air popper, which doesn't need any oil. Serve with a sprinkle of spices from your collection rather than salt and butter. Whether you love cooking or not, this pantry list will let you get as creative as you want. However, if you're new to cooking or are unsure of how to make the needed adjustments for a healthy diabetes diet, talk with a diabetes educator or contact your local American Diabetes Association chapter to learn more and find healthy cooking classes in your area. "People learn to cook better if they see a dish made and know they can do it themselves," Ferguson says. ---------- [PHOTO CAPTION: Newel Perry as a young man.] The Young Manhood of Newel Perry An Interview Conducted by Willa Baum From the Editor: Thanks to Federationist Bryan Bashin, we recently received a scanned copy of an in-depth interview with Newel Perry archived in the Bancroft Library of the University of California General Library, Regional Cultural History Project, which Miss Baum conducted in Berkeley, California, in 1956. The interview is so lengthy that we decided to serialize it. The first installment appeared in the July issue. This section of the interview covers graduate school in Europe and the New York years. Raymond Henderson Baum: By the time you had been in college four years and then did graduate work, were other blind students beginning to follow you? Perry: Yes, not many. Baum: Didn't Raymond Henderson and his brother go to the University here? Perry: Well, they both went to the high school. I got them to go to the high school. Baum: Were they younger than you were? Perry: Yes. They were younger. By that time I was in a position to do more for them than I could have done earlier. I remember getting Raymond to go to the high school, and I remember that I used to have quite a hard time to get the blind boys to go out with the sighted boys more. You know, blind people are sensitive, most of them. Finally, after I got him down to the high school, I kept after him until he finally took part in athletics. He could see a little bit, so, when it came to running on a track, he could run as well as any of them. He'd have all sorts of excuses to stay away. He didn't have the costume. I remember buying one for him the day before I left for Europe. And I got him a sort of a scholarship up here at the school. He entered the University after I had gone to Europe. He graduated in the regular four-year term. Henderson was an able man, and he worked under great hardships. He had no money of his own and found it difficult to make money somehow. He was no salesman. Baum: Raymond Henderson was an attorney, wasn't he? Perry: Yes. Baum: He was executive director of the National Federation for a while? Perry: Henderson? No, I don't think so. Baum: Was he active in the Council? Perry: Yes. Not at the beginning. When I came back here in 1912 to take charge of the Blind Department of the Berkeley School for the Blind, Henderson, who was a graduate from the University then, was a very pessimistic, discouraged man. He said to me, "You're making an awful mistake." You see, I had helped him get into college, through high school. He said, "It's all nonsense. No good. University isn't worth it. Best thing to do is burn it down." He said, "Your idea of sending these boys to college is ridiculous. You should make piano tuners out of some and teach some others to make brooms, but this higher education is nonsense." He was a great friend of mine, but he was just giving me his frank opinion. He came out and rang my bell a few years later. He said, "I'm here to apologize." He had become convinced, from what he saw happening to these boys, that I was doing just exactly the right thing. Baum: Had he become a success himself? Perry: In a way, but he was not a financial success. He became interested in the labor movement and would work for no pay for unemployed people. An idealist. Something of a socialist. He never gave himself a chance to make any money. Baum: He was a smart enough lawyer, wasn't he? Perry: Oh, very brilliant lawyer. Won his cases. But he was not sufficiently selfish to be a success; he was...well, loads of us do that. Get interested in helping people, and you forget to do things for yourself. Baum: Did you and he have political arguments? Perry: Oh yes. We didn't agree at all. Baum: You said he was a socialist. Perry: Yes. All sorts of theories that appeal to people. I don't know why he should fall for it, because he was a bright man, and he was sorry for me because I didn't have more sense. He said I had no understanding of social problems. Of course I never would argue with him, and I'd say, "Maybe you're right," and he'd go on. He thought capitalism was a wicked thing. I think in his last few years he lost some of his zeal for socialism. Hugh Buckingham Perry: Another one was Hugh Buckingham. He's a wonderful fellow. He doesn't have very good health now. He was idolized by everybody. Everyone likes him. They call him "Buck." Baum: When did he start to college? Perry: I think he graduated in 1907. Baum: So he went after you had gone to Europe? Perry: Yes, he remembered me when he had been a little boy. Baum: He's the man who is going to write a biography of you. Perry: Yes, he started to write one. I suppose he isn't well enough to put much energy into it. He's a beautiful writer, but he's not very energetic. His health has never been good. He tells me he remembers when I'd walk into the school up there, and he was a little child, six or seven years old. I had a big dog, and he likes to tell me that he knows all about that dog. Baum: Were you rather a symbol of success to the students at the school? Perry: Yes, I guess they all thought so. I was sort of lionized a great deal more than I had any occasion for. I suppose for being the first one to try going to college. I was doing something that people thought couldn't be done. Baum: I understand you rode a bicycle around the Bay? Perry: (laughter) Yes. Baum: Was that later? Perry: It was while I was in college. A fellow and I rode down to San Jos? and back. He put a little bell so that when the spokes of his wheel struck it, it tingled, which enabled me to know where he was. I could guide myself by him. I could go alongside of him or behind him as I pleased, but that little bell told me where I was. I remember we rode down to San Jose on this side and back on the other side, up to San Francisco. Oh my, they thought I was as wonderful as Eisenhower. I don't know why it should have been harped on so much. College Chums Baum: Who were your special friends in college? Perry: One that was very close was a man who after graduation disappeared, and I've never heard of since. His name was Gilbert Walker. Nice fellow and rather brilliant, a little lazy, I think. I was very fond of him. He went east, and I've never heard of him since. I've tried to hunt him up. The Drews, two brothers. John Drew and Bill Drew. They were great friends of mine. Bill Drew became principal of one of the high schools in San Francisco. John Drew ran a private school of his own over in San Francisco. I had a chum by the name of Powell, Walter Powell. He and I went to high school together and were great chums all the way through high school and college. The one I was closest to of any was Charlie Delany. We were chums at high school and through college, and we've been very close all through life. He died maybe four years ago. He became an engineer, worked in the East and finally came here and worked for the P.G. and E. Oh, all the people I was chums with have passed away. In fact, I guess there are very few of the class of 1896 still living. Mrs. Perry Baum: When did you meet Mrs. Perry? Perry: You mean the first time? We went to college together. Baum: Oh, is that right? Perry: We both belonged to the class of '96. I saw her in New York a lot. Her folks would go back and forth to Europe a good deal; her father had interests in New York, so they lived in New York for a good many years. But we weren't married till I came back to California. Baum: What was her maiden name? Perry: Her father, who died when she was a very young child, his name was Unna. Her mother remarried. My wife often went by her stepfather's name to please him, because they were very devoted. Baum: What did she study at the University? Perry: Languages, a great deal. She was quite interested in Greek. Baum: Where did she live when she was at the University? Perry: San Francisco. Baum: What was her first name? Perry: Lillian, called herself Lilly. I never could get her to stick to one name...Kalman was the other last name she used, her stepfather's name. Lilly Unna Kalman. She got an MA in '98. Baum: Was that in languages too? Greek? Perry: That was in languages. I've forgotten just what it was; might have been German, because I know Professor Putzker of the University was interested in her thesis. Putzker was head of the German Department. Baum: What was Mr. Kalman's business? Perry: He really was a wine merchant. He was always going to Paris and so on to buy the different wines. He had some men who could taste the wine and tell you what it's going to be like so many years hence. Once at the St. Louis Fair, 1903, someone gave Mr. Kalman some wine to taste, and he guessed within a mile where the grapes grew, on the Rhine River in Germany. Baum: Did Mrs. Perry work before you were married? Teach languages? Perry: Yes, she did some. I started a sort of private school in Berkeley while I was a student and while I was a graduate student. She joined me there and taught languages, mostly Latin. Later she, her mother and stepfather, all went to Europe a lot, and they lived in New York. Then in 1912 we were planning to get married, and I came back to California, and she came a couple of months later, and we were married in April, 1912. She passed away in '35. Baum: Did you have any children? Perry: No, no children. Alumni Association of Self-Supporting Blind Baum: In our last interview we got as far as your trip to Europe, but we didn't cover the organization of the Alumni Association of Self- Supporting Blind. Perry: Do you want to hear about that? Baum: Yes, that is what I'm especially interested in. Perry: All right. While I was in college, of course I spent a good deal of time thinking about what I was going to do when I got through, and a great many of the boys who had been in the school would come to me to tell their stories and what they'd like to do and how they were unable to do it apparently and so forth. Baum: Why did they come to you, Dr. Perry? Because you had gotten through college? Perry: I don't know. They had gotten into the habit, I suppose, at the school. All the children at the school came to me for some reason or another. And the other people in the school, the people in authority, took it for granted. Some boy would come and want to know if he couldn't go downtown this afternoon, and I would hear them tell him, "Well, if you get Perry to go down with you, it's all right." Baum: Was this when you were still a student at the school? Perry: Yes, this was when I was a child myself, like they were. Baum: People just naturally looked to you for advice? Perry: Well, of course I had remarkable ability in getting about. I developed that ability to get about shortly after I went blind, on the old ranch. I was running around, and I usually went on a run instead of a walk. The people got used to it. At any rate, if they had a row, the children, if one bunch was bothering another, they would come to me in their complaints. They wanted me to stop those. They always had an idea...they assumed somehow that I had authority. I didn't. Baum: So, when you were in college, boys came to you for advice? Perry: Yes, those who had graduated and left school would come about and see me, really for advice. I don't know as I had very much to give them, but I got the idea from it that it was quite a problem, not only to myself, but evidently to all of them. That convinced me that it was very essential for blind people to get all the education they can get. I noticed those people who had left school and had no advanced education, and that was practically all of them, were at a loss. They would go home and sit around and hope something would happen, but it never does. In most homes the blind person is discouraged from doing things. Well, my dad always wanted me to be careful. I mustn't go here or there. I must stay away from the well and all that sort of stuff. Of course, that stimulated me to go all the more. I think my chief merit was that I never felt bound to do what he told me. In a little while they gave it up; they quit telling me I shouldn't do this and the other because they saw me do it. After a while it got so they would tell me there were some horses out there in the barn [that] hadn't been curried this morning, and would I go out and curry them? At first they wouldn't have dared let me go to the barn alone around the horses. So I always advise blind children not to obey their parents because they never get anywhere if they do. The only ones that acquire the ability to get about are those who simply go and do it, which is always against the advice and instructions of their superiors. Baum: These people you got together in the Alumni Association must have been the group who had more confidence. Perry: They were out of school; they were graduated. I got what I could. Yes, they were mature people, and they didn't even take the thing seriously. In the first place they were afraid that, if they had an alumni association, the school authorities would object, which was true. School authorities were in those days afraid of the organized blind. Baum: Oh, they were? Perry: Well they were afraid they would spread criticism and would be a source of trouble, which wasn't altogether groundless. They probably would have, because the children, after they got out of school, began to wonder why they didn't do this or that and why someone didn't help them. There was no one to help them. The school wasn't equipped to help them as alumni. They probably should have been, but they weren't. Baum: You called your association one of self-supporting blind. Were all the members earning their own livings? Perry: They were all people who were trying to do something, that is, the principal ones. There was a man, Mr. Hull, a totally blind man who ran an express company. He had started it himself down here in Oakland. There was one boy who was quite a musician, in fact, quite a wonderful musician as a child. He taught the violin and piano and different things and also played at concerts. His name was Henry Foster. There was a man, Daniel Weider, who was really employed at this home down in Oakland that had started, and he not only made brooms and all that, but he also kept the machinery in order. He was quite a mechanic, an ambitious fellow. He had wanted to go to college--that was before my time-- but no one would help him. He was always bitter about that. There was another fellow who had left school. He had some sight. He had ability as a dramatist, acting. He liked to do it, and he was a source of a great deal of pleasure to everybody. His name was George Calvert. He finally went ahead and joined theatrical groups and traveled around the country with the rest of them. He was very much liked, a very popular fellow. But, when I came along and told them that I wanted them to form an organization, they at once had this fear that the school would object. I said, "Well, what could they do in their objection? How can they bother you? They don't know where you are or how you're living. They don't know anything about you." Oh, they were afraid of that. They said, "Yes, the school, if they objected to it, they could hurt us." It's a strange idea, but they had that fear in their minds. And in fact the schools usually advised the children in those days, when they left school, not to see much of other blind people in any kind of club or organization. Keep away from them. So I had that to contend with. The general expression about my idea was, with perfect good nature but with considerable frankness, "That's one of Newel Perry's crazy ideas." Of course, I contended that, if the blind were ever going to get anywhere, they'd have to do it themselves, and this sitting around waiting for Santa Claus to come doesn't work. But the idea was new to them, and they were very timid. However, they would come and we'd have a party and coffee and cake and argue about this, that, and the other thing, and they rather enjoyed it. So we started planning then. In the first place we wanted higher education, which we didn't have anywhere. Next, we wanted opportunities for remunerative employment, which of course meant that it would require a great deal of state legislation. That meant we must think up what we wanted, put it in the form of a resolution or something, take it to a member of the legislature, and work for it. Baum: Was there any state legislation at that time for the blind? Perry: Well, none such as it is now. Of course, the State School was a state institution that was created way back in the [18]60's. But there was nothing done beyond the elementary education. The problem of a child's future when he left the school was a blank. Nobody had any idea or took any particular interest in it, largely because they simply didn't think it was practical or possible. That is still quite prevalent. This problem was before us, so we called a meeting in Oakland at one of their homes, and we had quite a crowd. Some came just out of curiosity, a few got interested in it, and the others came for a little social amusement. Then others began to talk about wanting to go to college, the younger people. I remember we got a good deal of advertising in the papers. A lady reporter, I think her name was Darling...she was a graduate of the university with very high honors, came and called on me and gave us a write-up in the Bulletin, I think a Saturday Bulletin, a few days after we had that meeting in Oakland. I imagine it was in 1898. Well, the thing grew quite a bit. I had quite a crowd. Baum: Were you president of this association? Perry: I guess so. I've kind of forgotten. At any rate, if I wasn't president nominally, I was anyhow because they'd all leave it to me. I was the only one who had such crazy ideas, and they weren't as crazy as I was. Baum: About how many members were there then? Perry: I think we had about 25 to 30. Baum: And they were all self-supporting? Perry: I wouldn't say they were all exactly self-supporting. They were all earning something, and some were quite successful, and others were not so much so. Baum: That was a pretty good number, don't you think, for that day? Perry: Well it was. Of course, others were people who had come along and were not particularly promising, and we didn't expect much of anything from them. Europe and a PhD Perry: In 1900 I left and went to Europe to get my PhD. I went to G?ttingen and decided that wasn't what [I] wanted and went down to Zurich, Switzerland, and stayed there for one semester. Then I left and went to Munich and took one semester, and then I got my degree, my PhD in mathematics. I liked Munich very much. Baum: Did you come into contact with any blind groups in Europe? Perry: Yes, the only thing I could see that the [blind] were doing, some of them had studied music and could play, and some of them had positions playing the organ for churches. I saw quite a number of those in Switzerland and everywhere. The blind seemed to be able to fill those positions, and the people would accept it, but outside of that I didn't see them doing much of anything. Some of them had institutions where the adult blind could go, run perhaps by the government, sometimes by charity, but largely by the government. They would teach them how to make brooms and brushes and things of that kind, which is what they do down here in Oakland at this adult institution. (Brings over a clothes brush to show.) Perry: When I was in Munich, a blind man in an institution made this for me. Baum: You mean this brush is over fifty years old? Perry: He made that in 1901. Baum: That's a good brush. Perry: Yes, he gave it to me as a present, sort of. I had no idea it would last as long as it has. Baum: Were there any organized blind groups in Europe? Had the blind people thought of getting together for their own benefit? Perry: No. Once in awhile the government would hold a sort of convention, an international one sometimes. While I was in Zurich they had a convention in Paris. The blind went to it. Of course they didn't get it up; the teachers in institutions and so forth got it up. The blind people could come. Baum: Was it mainly just social? Perry: Well, largely. The different superintendents of the different institutions would tell what they were doing and so forth. There was nothing very constructive coming out of it, due to the fact that the blind people didn't have much to do with it. They weren't encouraged to have much to do with it. Timidity holds blind people back. It did more then than now. They've rather outgrown that timidity, many of them at least, so we now have blind people who can do their own talking. Baum: Did you think at that time that Europe was ahead or behind the United States in opportunities for the blind? Perry: Well, really, neither of them had any opportunities for the blind. There had been a history of the development of the blind which had been developed in Europe, but I think we had passed them by my time. When I was in Germany, I had a friend who had a chemist shop. He asked me about myself and my life, and I told him how I had been brought up in California, how my family lost their money and was broken up, how I went to the blind school, how I got to go to Germany to study. He was very quiet when I finished; then he said, "It couldn't happen in Germany." He didn't quite dare say he didn't believe me, or maybe he was too polite. After that he quit meeting me for dinner. I began to wonder what was wrong. Then it dawned on me that he was insulted; I had insulted his intelligence by telling him seriously an unbelievable yarn that you might tell as a bedtime story to children. I don't blame him; any other German would have felt the same way. Even without the blindness element, it was quite a story because of the special American conditions. A boy born in poverty in Germany has no way of getting out of it. Well, they're improving now, but they didn't have. I should have stopped to think. Baum: You just told him the truth without thinking. Perry: What a fool I was! I don't blame him at all for not believing me. Tutoring in New York Perry: When I came back from Europe, I was very much impressed with New York. It's such a wonderful city, and, financially speaking, it was the center of the country; now it's the financial center of the world. They can do so many things so easily. They could go out and collect $100,000 where we would collect $100 in those days. So I decided that, instead of coming back here, I would stop and try my luck in New York. I tutored people for entrance to the universities, boys who had not been good students when they were in the high schools, and they found, when they got to be seniors, they weren't equipped to go to college, and they wanted to go to college. They'd want a private tutor. I also tutored the students at Columbia, the engineering students who had not been properly trained before entering college. Baum: Was that mainly in mathematics? Perry: Mathematics, yes. Baum: I heard you also tried the insurance business. Perry: I sold insurance, personal insurance, and then I tried insuring livestock. Baum: Insuring livestock! Perry: Started a little company on it, in fact. And sold it out. I didn't do very much on either of them; I was principally interested in tutoring. Baum: So the insurance business wasn't very much? Perry: No. I made some money at it, but I was not primarily interested in it. It tended to take my time away from tutoring. Baum: Also I heard you had a mail-order fortune-telling business, where you could tell if an unborn child was going to be a boy or a girl. Perry: Oh no! That was sprung on me as a joke by somebody. We talked a lot about it and Columbia law students used to argue about it. Baum: Argue about whether it could be done? Perry: About whether it was legal. Everyone I've spoken to thinks it would be. I've told about it as a joke very often. We thought of advertising, sending letters to people, enclosing a questionnaire, and charging a dollar for a prediction. If we were wrong, we would refund the dollar. The questionnaire was to make it more mysterious. One would be bound to be right some of the time, and that would be a dollar earned. Baum: Did you think it was legal? Perry: No, but the law students thought it would be. I think the Postmaster General has the authority to stop undesirable mail. It was just a lot of fun to discuss it. Baum: Did you ever take any courses at Columbia? Perry: No. American Association of Workers for the Blind Baum: I was told that you had taken part in the organization of the American Association of Workers for the Blind back in 1905. Could you tell me about that? Perry: Yes. I'm a life member of that organization now. Baum: That split off from the American Association of Instructors for the Blind, didn't it? Perry: No, I don't think it had much to do with the Instructors, or at least, it never did in my mind. I never took much interest in the Instructors. The Instructors were chiefly state officials of the schools, and they really had very little, as far as I could see, to contribute. My impression has always been that the teachers in the schools know very little about the real problems of the blind and take little interest. Baum: What was the purpose of this Association of Workers for the Blind? Perry: It was intended to be an organization largely of the blind, a realization that they should solve their own problems and not wait for state agencies. All our progress has been in spite of the opposition of the state agencies. Baum: Was this association made up mainly of blind persons? Perry: Yes, largely. Baum: It's not any more, is it? Perry: It has a great many sighted in it; it includes anyone who works for the blind. The elected officers are blind. The A.A.W.B. was a good effort and has accomplished a great deal. They are very active now, and they rather resent the efforts of the National Federation of the Blind. I think they are a little jealous; all the agencies are. The governmental agencies, either federal or state, like to advertise themselves as doing so much for the blind, but they really do very little progressive. The fact that they are government officials intimidates them, and they hesitate to go to the legislatures and Congress harping on new legislation. No one in the California Council or in the National Federation gets any remuneration, so the only people we get are those who are genuinely interested and who are willing to go out and campaign and propagandize. I think the A.A.W.B. has improved because of our National Federation and our state councils, and they have gotten over some of their initial opposition to us. In many ways they are doing the same things the state councils are doing, except they don't like to encourage the blind to express themselves. The agencies like to take all the credit, but they can't do that so much anymore because there's propaganda being published by the blind that calls their bluff, so they are now taking an interest in legislation. Baum: Are most of the A.A.W.B. members sighted? Perry: Oh, about half, but the leaders are blind. Baum: You'd think they'd go right along with the Federation then and be members of it. Perry: No. They are largely employees of the agencies or hope they will be, and the state agencies discourage progressive things. So they were utterly amazed that any blind people had the courage to get up and say what they wanted. Of course, it is our assumption that the only people who really understand blindness are blind people. Winifred Holt and the Lighthouse Perry: During the time I was in New York, I became associated with the Lighthouse. There was a movement started in New York to help the blind get employment. The idea was to build a shop and have the blind people work in the shop, same as we have in California. Here we have these shops run by the state. New York, for some reason or another, is very backward about those things, though she thinks she's way up. You've read the name of the publisher of many books, Henry Holt and Company? Baum: Oh yes. Perry: Well his daughter Winifred was a very prominent social figure in New York City, and she became very enthusiastic about helping the blind adults. She heard of me in some way, and she'd have me go down there, and I'd sit and talk by the hour with her. The next day she'd ring again. It kept me away from my tutoring. Baum: Did she want you to advise her? Perry: Yes, she wanted me to talk about it. She wanted it, I think, for propaganda purposes also. I think she wanted to write up a lot of stuff, and she thought she could make a story out of it. I don't know. They started a broom shop for the blind and so forth. So I at once said, "We ought to have an organization of these blind." That frightened her a little. Baum: It did? Perry: Finally she said all right. So I wrote up a constitution for them. We called a meeting and had a club formed. They called it... Baum: Was that the New York Association for the Blind? Perry: No, that was Miss Holt's organization. You mean the Lighthouse on 59th Street? Baum: Yes. Perry: Well, she was the founder of that, and she was doing it then. They didn't have that building on 59th Street then. Of course, my association would be in connection with that. I think we called it the Blindmen's Self-Improvement Club. I had the "self" in it because I wanted the blind to do something themselves. Baum: This was similar to the club you started here? Perry: Yes. The word "self" made trouble. You see, Miss Holt wanted to talk about what they were doing for the blind and not what the blind were doing for themselves. Socially Miss Holt was high in society, and she had the ear of endless wealthy people, so she could do a lot, and I was glad to encourage her. But of course she couldn't see that "self" business at all. At any rate we formed the organization, and she used to come to it. Eventually I told her I couldn't give the time any more. We had a big booming society of about 100 people. I've formed, I guess, dozens of organizations for the blind around in different places, but, as soon as I left, they usually died out. That society is still running now. They call themselves the Blindmen's Improvement Club. They took the "self" out after I left New York. Baum: Did they accomplish much? Perry: Well not very much because they don't run it. You see, they are workers in that shop, and the attitude of the agencies for the blind, not of the blind--they intimidate the blind. The blind all have the feeling, and I guess there must be some foundation for it, that, if they express ideas that don't happen to agree with the people in charge of the agency, it will be to their great disadvantage. And it works that way. Of course in New York generally the agencies for helping the poor and so forth are very strongly entrenched, and any poor fellow who has indulged in criticism will very soon wish he hadn't said anything. That is still true. And Miss Holt took that same attitude, and she wanted it to be a part of the association. She wanted to sort of dictate what they should do and what they shouldn't do, and all the little programs were to be her programs, not theirs. Baum: Do you think Winifred Holt really understood the problems of the blind? Perry: Well, she thought she did. No, she knew that the blind were in great need, and she wanted to help them. Of course, like a great many people, she wanted to get a little glory. She would get the papers to write up things she had done. Expressions antagonistic to what she had said also got into the papers. Baum: Made by blind people? Perry: By blind people and friends of blind people who expressed the ideas of blind people. The editor of the Matilda Ziegler magazine wrote a long article criticizing Miss Holt, and it made quite a stir. Baum: My goodness. Well, there wasn't any profit made on this shop, was there? Perry: You mean for her? Baum: Yes, or for anybody? Perry: Well they employed people. They had a manager, and he was paid a salary. Of course it was the beginning of an organization, and naturally they didn't have a lot of money yet. These blind people were not making a living at all, but on the other hand, if they didn't do that, they'd sit home, so some of them would go down and work, but they weren't real employees. They mixed up a good deal of chatter with their work. Oh, I never questioned her motives myself. She would have liked to have done something for the blind, and she had an idea she knew how to do it, which wasn't any too well founded, I guess. My own idea was that advanced education was the thing to help the blind. That's why I thought so much of a reader bill. The blind had schools to go to, and, when they got through with the school, they couldn't go to college, and then they were lost. However, the point was that she got me mingling in, helping her there, and of course the blind people got to coming to me. I wanted to get rid of that because I had to make a living myself. There was nothing in it except taking my time, and, when I spent my time on them, I wasn't making anything. So I tried to get out of it. But that's one thing about working for the blind--you start working for the blind and you can't get out of it. It keeps growing. Baum: Do you mean you don't want to get out of it, really, after you've started? Perry: Well you don't want to, but, if you did want to, you'd find it almost impossible. They keep coming, and, if you're really genuinely interested in helping them, and I guess we generally are, you spend your time on it when you should be thinking of yourself. Of course, if I'd been a millionaire or something of that kind, it wouldn't have mattered, but I had to jump around pretty lively to keep myself alive. Baum: I understand Carl Schurz was an advisor of Winifred Holt. Perry: I don't know. He might have been. I didn't come in contact with him, or I've forgotten it. That was a long time ago, you know. Baum: Mark Twain was in this New York Association for the Blind too. Perry: Well, yes. When they would try to have a meeting preparatory to collecting a lot of money, and in New York wealth is unlimited apparently, Miss Holt got up a meeting, spent several months advertising it. Of course, she was very, very prominent in society. They jumped at the opportunity of getting Mark Twain to come down and be one of the principal speakers at this big affair. I don't know that he ever took any great, particular interest in the blind. He made a delightful talk. Baum: They got a lot of money at that meeting, didn't they? Perry: Yes, they got a lot of money. Baum: He didn't really work in the Association? He was just a big name. Perry: Oh no, he was a big man brought in for his big name. New York Reader Bill for Blind College Students Perry: Well, I kept thinking about a reader bill for the blind, so one day I said to myself, "I'm just going to write a bill, and see if I can get somebody to introduce it in the legislature in Albany and see what happens." It's funny, because I wrote the bill, and then I didn't know where to find an assemblyman. It occurred to me then that the only place I could think of where they would probably know would be to go down to the saloon, so I went down and asked the saloonkeeper, "Who's your assemblyman around here?" He said, oh yes, he knew all about it and told me. If I had gone up to the University and asked any professor who the assemblyman was, he wouldn't have known. I went and rang up the assemblyman. I told him my name and where I was and that I had a bill I wanted to have introduced and would he have time for me to see him. He said, "Why yes, yes. I can come anytime. Do you want me to come up now?" I said, "No, I think I'll put it off. How about Sunday?" He said, "Yes." So Sunday he walked in, and I showed him the bill and explained what it was. He said, "Why, it's fine. I think we can get that through." He introduced my bill in the Assembly. Baum: Had you talked to any other blind people about this? Perry: There, you mean? Baum: Yes, in New York. Perry: Not many. I had thought of it, and I had plenty of opportunity to, but I knew that, if I had advanced it, there would have been opposition, and I thought I could get along better without saying anything about it at all. After all, the question was to get it through the legislature. Baum: So you started this all alone. Perry: Oh yes, entirely alone. I did make one move, and I think I made a mistake; I went to the head of the ..., an organization of lawyers who give legal advice to the poor. Baum: The Legal Aid Society? Perry: Yes. I went to the head of the Legal Aid Society, after I got the bill introduced, and wanted him to write to the legislature or the governor. I gave him the number of the bill and so forth. He said, oh yes, he'd do it, and I guess he did. He said he did. Later on I spoke to this same attorney that I'd asked to write to the governor, and he said, "Well I think, Dr. Perry, that I've done all that I think [I] should...I think what you should do now is to see if you can't get an association interested in it." Well, without his knowing what he was doing, he was telling me that Miss Holt had gotten in touch with him. That was after I had quit going down to her place. I knew right away that she would have opposed my idea of higher education. She would think that was a fancy because there'd be only one blind man in several thousand who could go to college. So I didn't say anything. I just acted dumb and went out. I don't think he could have done anything for me anyhow. Everybody whom I spoke to about the bill said, "Why, it's unconstitutional. It's class legislation. Appropriating money for blind college students; why should they give it to blind people and not to other people?" Well, I was pretty sure that wasn't the case, and I knew lots of lawyers. In fact, a lawyer and I sat together every day at dinner, and he said, "Oh, it's class legislation." Then the members of the legislature would write me that they thought it was unconstitutional, or they'd been told it was unconstitutional. It was very evident that I'd have to do something. I had written to the governor (Charles Evans Hughes) and asked if I could see him. That was before it had been introduced. So he very kindly told me that he'd be at a certain office at a certain date and would be glad to see me at a certain time. I went down that day and told him what I wanted. He was a very remarkable man. His mind went so fast that you couldn't keep up with it. He came back at me immediately, "Well, that sounds fine. Now, can you show me how in doing that, which would be a good thing for the blind, you're not opening up an opportunity for its wide extension over other classes. Here's a poor widow down the street here and she has to make a living for her children. She's got a boy, and, if he could go to college, he'd be a better man and have greater opportunities. Why not give him some money? When they come forward with that plan, how can the legislature defend itself?" Of course that was the very thing I had been worrying about, but I didn't know the answer. But I saw that he practically gave me to understand that he'd be very glad to help me and thought it was a fine thing if I could get around that obstacle. So I thanked him and said, "Well, you'll have to give me a little time, but I think I can do it." I went down and bought a constitution of New York State and looked through it. Now, you know most all constitutions have, after they've put down what you can and cannot do, a section of exceptions and they say that notwithstanding anything stated elsewhere in this constitution, nothing in this constitution shall be interpreted to prevent this, that and the other thing. In all constitutions it is unlawful for the legislature to give money to any individual. They can pay you a salary for working for the state, but they can't present you with some money out of the state treasury. I thought to myself, "I'll bet, if I can find that section with the exceptions in it, we'll see if I won't find something." Well I finally found the section, and I think there were twenty-some-odd exceptions and way down, I remember it was number eighteen, it said, "Nothing elsewhere stated in this constitution shall prevent the appropriation of state money for the education of the blind." Well I couldn't have asked for anything any better. Of course the men who put that in there were undoubtedly thinking about the state school for the blind. They didn't say anything about adults or children, but I don't suppose the question of helping adult blind had ever been thought about. But that didn't make any difference. It did say for the education of the blind, and my bill was for nothing else but the education of the blind. I quickly wrote to the Governor and told him just where to find it and quoted it and also to these legislators who had expressed their doubts as to its constitutionality. Well the assembly passed the bill in no time and got it into the senate. Finally the head of the committee on appropriations, the financial committee, wrote me a letter and said they'd probably take up this bill on a certain day, and he thought it might be a very good thing if I were present. So I had to leave and go up to Albany. I was short of change. It was quite a joke how I got there. I'd have to run up to Albany and be there all day and maybe stay overnight. So I went down to the saloon on the corner again. There was a nice bunch of fellows who came there. Many of them were faculty members at Columbia, almost like a club. I sprang it on them. I told them what my situation was and that I wanted to go up there tomorrow morning, and I wanted to know if they wanted to pass the hat around and see that I could get up there and get back. Well there was silence all over. That kind of surprised me because I thought they'd be tickled to death. And then they came up with the question, "Well I'd do it, sure, if it were going to help you. Will it be of any assistance to you in any way?" Well I couldn't say "Yes." I didn't want to go to college. So I said, "No, it won't, not that I know of." They said, "Well, if you don't get anything out of it, what's the good of bothering about it?" I gave them a talk about what it would accomplish, so they did pass the hat. I think they gave me twelve or fifteen dollars. Next morning I went down and got an early train and got to Albany. I went over to see my representative, who had introduced my bill. He said he'd go up with me to the meeting of the committee that afternoon. Baum: Do you remember what the name of this assemblyman was? Perry: I think it was Brough. I remember asking him...he called himself "Bruff" and I said, "Where do you get your 'gh' in there?" He said, "Well, how do you spell 'rough'?" I walked in to see the chairman of the senate committee and he said, "You go right up to our room. We're just adjourning our session, and our committee will all be there in a few minutes." So I went in there and took a seat, and they came in and held their meeting, one bill after another, one bill after another, didn't say a word about my bill. They kept on; the time got later, four o'clock, after four, after five. I thought, "Well, my heavens, they'll adjourn in a minute. I wonder if he's forgotten me." Then it occurred to me that he was doing that deliberately. He was waiting until they all wanted to adjourn and were all in a hurry and he would say something about the bill, and bingo, it would pass. I was taking a chance, but I bet that was what he was doing. Sure enough, at the very end he said, "Well now we've got a little matter here." It was only for a small amount of money. Three thousand dollars I was asking for. "I think we're all interested in it and Dr. Perry is here. I'll ask him to speak on it. We want to get it out today if we can." He showed his hand right away to all of them that he wanted the bill out. So I got up and told them what the plan was. There was only one man who I had thought would not fall for it. The chairman said, "Well, what's your decision, gentlemen? We'll have to adjourn." And they all voted, and the thing went out unanimously. Then, I was so tickled I went home and wrote a long letter to the governor. The governor in New York had thirty days to sign the bill, and, if he didn't sign it, it was vetoed. Baum: You said that you thought Winifred Holt would be against it. Perry: Well, she was. She opposed it. Baum: I was wondering if any other agencies opposed it. Perry: They didn't know about it. I wanted to keep it as quiet as I could, because I'd rather concentrate on the people in the legislature. After the governor had signed it, they could make all the noise about it they wanted to. There was no pronounced opposition. Some people didn't care for it, but they didn't do anything about opposing it because they thought it wouldn't get anywhere anyhow, that it was a crazy idea. The State of New York had two residential schools for the blind, has still. The superintendent of one of them heard about the bill, and he wrote me a courteous, nice note urging that I withdraw the bill for the present so that they could all consider it and perhaps put it through next year. That simply meant that they didn't want anybody to take too much interest in what they were doing. They had a kind of isolated position in the schools; no one knows anything about them. They're not particularly anxious that people should take any interest in reforms or anything of that kind. I knew enough about blind schools to know that. So I wrote him a polite letter and said that I would consider what he said. I phrased it in such a way that he would conclude that I wasn't going to go ahead with it. So he didn't bother me anymore. Time passed, and I began to get worried. Two days before the expiration of the time for the governor to sign, I rang Miss Holt up. I said, "My bill is in the governor's hands; has been for some time; passed both houses unanimously; I want to have him sign it at least by tomorrow; if you wish to have your organization write to the governor advocating it, that would be fine." She said, "Why didn't you tell me sooner?" I wasn't looking for an argument, so I let that go by. But, when she realized that the thing was going to be a law, of course she wanted to be in on it. She said she would hold a committee meeting that night and endorse it and write a letter to the governor. Apparently they did. Finally, the last day came. If he didn't sign it that day, it was gone. I said, "Well, I've done my best. I'll just sit down and take my medicine if I have to. I'll have to try next year again." Around five o' clock the kids came out with their newspapers, yelling and shouting, and they were making an awful noise. "Governor signs reader bill for blind college students." I rushed out and got a newspaper. He had signed it the last day. That was in, I guess, August. The university started up shortly and eleven blind people entered college in New York. I thought all the other states would just copy that. I was disappointed. They are doing so, but very slowly. Some did it after a year or so, and some haven't done it yet. Then I came out to California in 1912, so I introduced it here right away. In fact I introduced two forms of it, and the governor signed both of them. Now it's prevalent in pretty much all the states. Of course we've increased the amount from year to year. The last session the California legislature raised the amount. Graduate students can spend $1,200 reader money per year and undergraduates $1,000. The New York bill, when it started, was $300 a year. It's been a wonderful thing. Now, there is nothing to prevent a blind person, no matter what his situation is; if he's an orphan and lives in an almshouse, there is nothing to prevent his going to college and getting his PhD degree now in California, except his lack of brains and lack of ambition. We now have in California in our different colleges over seventy blind people. The other states have some, but not so many. Baum: It sounds as if the New York bill was a singlehanded accomplishment by you. You did it all alone. Perry: Well, I was afraid. If you started an argument about it with the public, you would find some opposition, and I didn't see that you needed it. You had to present your case to the legislature; they're the ones who do the voting. You've got to get their consent. It looked very simple because the amount that I asked for was very small. My experience with legislatures--and I've been working with them all my life--is that that doesn't count as much as I thought it did. It's just as hard to get a bill appropriating $3,000 through the legislature as it is for $300,000. You have to do the same things, and there's apt to be not very much enthusiasm because it looks like a trifling bill. Baum: When you and Miss Holt disagreed on the reader's bill, did that damage your friendship? Perry: Oh, it didn't do it much good. No...she was very, very friendly with me, but she was a woman who always wanted her way, very intolerantly, and I never had any discussion with her. But she did say, and talked around a good deal, about how unfair it was to have a reader bill, money for the few who were getting educated. She was going to put in a shop that was going to make a living for, I guess, all the blind in New York, she thought. Of course it never does. No, the people who know nothing about it at once think of a shop. Get the blind together, put them in, teach them to do one thing, and they'll all make a good living and be happy the rest of their lives. But in the first place the blind people wouldn't want to do it. They vary in their tastes like anybody else. They would dislike the job. Of course what you can't get people to understand is why to educate the blind is so expensive. You spend so much money on one person instead of taking the same money and helping a whole lot of people. That's their argument. The fact is that, if you'll educate a few blind people, it brings about a great change. The great interest in the blind now is due to the fact that a few blind people have had an education. I helped a boy, Ernest Crowley, get into the legislature in Sacramento, and he became possibly the most popular man in the legislature. He was a lawyer. Everybody in the state knew him or knew of him, practically, and knew that he was totally blind. It stopped all the talk about how helpless the blind were, that there was nothing they could do. He could get bills through the legislature when no one else could...He died a few years ago, and it seemed as if the whole county was at his funeral. It has done away with most of that talk about how you can pity the blind but you mustn't expect anything of them. Baum: Apparently Governor Hughes was able to see your point of view rather than Miss Holt's view. Perry: Well, fundamentally my point was very simple. If you educate a man, you increase his opportunities of doing things. I think Hughes saw at once that it was a more serious problem for the blind than for the others and that an education would reduce his difficulties. He saw that in the time you could snap your finger. Baum: It sounds as if you thought he was a very bright man. Perry: Hughes? Oh he was, a very brilliant man. Baum: Did you vote for him for governor? Perry: Yes, I did. Baum: You thought he was a good governor? Perry: He was a remarkably good governor. Of course he was a very, very upright man, very brilliant. [To be continued.] ---------- [GRAPHIC/DESCRIPTION: A formal place setting, complete with placecard bearing the Whozit logo and the words, "Miss Whozit"] Ask Miss Whozit From the Editor: From time to time Miss Whozit answers reader questions about etiquette and good manners, particularly as they involve blindness. If you would like to pose a question to Miss Whozit, you can send it to the attention of Gary Wunder, 200 East Wells Street, Baltimore, Maryland 21230, or email me at . I will pass the questions along. Letters may be edited for space and clarity. Here are the most recent letters Miss Whozit has received: Dear Miss Whozit, I have been blind since age nine, and I will not tell you how many years ago I was nine, but rest assured, it was decades ago. I have a lot of experience traveling on my own. I am a confident traveler with both my guide dog and my cane. I am active on several boards and commissions. I work full time and spend every free moment hiking, running, climbing, etc. My older brother, who has known me all my life, shocked me last week when I went to board my plane. He was very nervous and agitated about leaving me at the curb and insisted on walking me inside to the check-in counter. I allowed him this big-brother privilege, but, when he wanted to get special permission to accompany me through security and to my gate, I became agitated. I kept my anger under control, but I was angry that he believed I needed this assistance. I left him at the check-in counter and went on my way by myself. I struggle with the general public's not understanding the competence of blind people, but I try to give them the benefit of the doubt on the grounds of their ignorance. However, my own brother knows better! I must be doing something wrong. Should I have insisted he drop me at the curb? Should I not let anyone help me a little bit for fear they will assume that they need to help a lot? Please advise! Frustrated Dear Frustrated, No, you have not done anything wrong, and yes, we have all been in the situation you describe. You have outlined one of several different but related problems of family adjustment. When blind adults return home following successful adjustment-to- blindness training, parents, spouses, siblings, and close friends may have a rude awakening. The dependent, docile, insecure blind person who left home only months ago has returned waving a white cane or hanging on to the harness of a dog and expecting loved ones to let him or her stride off independently into traffic and who knows what other dangers. Frequently these well-meaning souls have been acting as sighted guide and have been part of a general conspiracy to pretend that blindness is not a fact of life. Suddenly a stranger comes home inhabiting a familiar body but behaving in new and uncomfortable ways. With luck this situation is merely transitional. Resolving it takes patience and understanding on the part of the blind person, but family members and friends who truly want independence for the rehabilitated person, if confronted with tact and understanding and maybe even gentle humor, will recognize the inappropriateness of their behavior and rejoice in this transformation. Family members who knew us when...but have not spent much time with us since we became adults, often behave the way your brother did. They know perfectly well, in theory at least, that we hold down jobs, travel independently, manage our homes and lives, and generally carry on our lives pretty much the way they do. But they haven't observed us engaged in the daily conduct of these activities. Their experience is of us as children or untrained young people. Even when they have observed us from time to time running after a toddler or flying home for Christmas, they are inclined to revert to the more familiar and more comprehensible memories of the old days. Unless adults, blind or sighted, spend a lot of time with family members, parents and older siblings especially tend to stick all children or younger siblings into the pigeonholes of "Daddy's little girl" or "kid brother." This tendency is merely human nature, and no one solution will resolve the problem when independence is at stake. Sometimes humorously horrified indignation or teasing incredulity will call attention to inappropriate behavior and bring it to a halt. However, those who are oblivious of their intrusive behavior may need a serious talking to. For the sake of family harmony it is best to avoid anger or outrage if possible. Before resorting to swallowing your pride and accepting inappropriate assistance, Miss Whozit would suggest restricting the amount of time you spend with those who seem incapable of adjusting to the world as it is and not as the family member remembers it. The third category of problematic family members and so-called friends are those who, to meet their own needs, insist on denying the blind person's independence: put that cane away; you are walking with me. Sit down there; I'll clean up the kitchen. If I let you do it, you'll just make a mess. If calling attention to such tactless and inappropriate attitudes in a serious conversation does not lead to a good-faith effort to alter behavior, you should definitely limit contact with the person or, if that is not possible, explore opportunities for third-party intervention or counseling. Such attitudes are poison when a person is first moving into new-found independence, and it is an outrageous insult to a competent blind adult. ----------- Dear Miss Whozit, I have two incidents I wish to have you discuss. I have a blind friend who is a very nice person but talks constantly. When we go out to lunch or dinner together, she talks incessantly, even when the waitress is serving us. The waitress oftentimes tells us things like "The glass is above the plate; your silverware is on the napkin to your left." My friend continues her conversation as if no one but me were there. My tactic has been to make sure that I thank the waitress for every helpful comment, even if she overdoes it a bit. However, this hinting isn't working. How should I handle this without hurting her feelings? The other thing I would like you to comment on happened a few years ago when I was being trained on a computer program by a blind instructor. We went out to lunch, and, after being given our bills, my instructor asked me a question. "Just a minute," I said. "I'm figuring out my tip." He said, "That's great! I've worked with some blind people who have told me that they don't have to give a tip because they are blind." I was totally blown away by that concept. What do you think? Bewildered Dear Bewildered, Miss Whozit has also observed that the humanity of servers has escaped the notice of some people. Surely your friend recognizes that her meal is appearing, so it must be that she does not believe that civility requires her to acknowledge that fact. You are certainly correct that courtesy requires the two of you to stop talking while you are being served. Miss Whozit has been known to comment to an over-zealous server in gentle and lady-like tones that the geography lesson is not necessary. But, since some blind people appreciate receiving such information, one must decline it with tact. I doubt that your friend would be hurt by your saying, "Just a moment, Esmeralda, here is the server. We can continue our conversation when she is finished." As for the diverting notion that blind people are excused from tipping, Miss Whozit is shocked to her dainty toes that anyone is still using such an excuse. Blind people who are too strapped financially to leave a tip should remain home or frequent fast-food restaurants, where the order taker cum cashier does not expect a tip. The rest of us should be calculating 15 to 20 percent unless we receive poor service and adding that amount to our checks-like everybody else. ---------- [PHOTO CAPTION: Debbie Kent Stein] Featured Book from Your TenBroek Library Reviewed by Ed Morman Deborah Kent. Belonging: A Novel. New York: Dial Press, 1978 From the Editor: With some regularity we spotlight books in the tenBroek Library. Here is Librarian Ed Morman's review of a book in our collection: Deborah Kent is, of course, our own Debbie Kent Stein, editor of Future Reflections and chair of the NFB's quiet car committee (or, more formally, the Committee on Automobile and Pedestrian Safety). Many Federationists also know Debbie as a prolific author of books--both novels and non-fiction--for children and adolescents. Belonging was Debbie's first published novel. Written while she was in her late twenties, Belonging takes as its subject a teenage girl whose experiences somewhat mirror Debbie's own of a decade and a half earlier. The protagonist, Meg, has had the advantage of growing up in a comfortable middle-class suburban family with parents who accepted her congenital blindness as just one of their daughter's characteristics. Meg has a younger, sighted brother, Sam, who clearly loves and admires her. For Sam having a blind sibling is normal, so he thinks nothing of Meg's inability to see. It is a given, a simple fact no more important than the color of her hair or her love of reading. We meet Meg when, as a fifteen-year-old, she is preparing for her first day at a regular school. Her parents, though they nurtured her independent spirit, were uncertain about the wisdom of her choice; but Sam backs her up with his confident assertion that, if Meg said she could go to high school with the sighted kids, nothing more need be said. Sam was certain that she could manage it quite well. Though written for young adults, in no way does Belonging talk down to its intended audience. For the sighted person of any age who knows nothing about blindness, this book subtly teaches that a blind person's daily life is as normal as the life of the sighted. Incidental to the plot, but important in painting a full portrait of Meg, are her observations about the bulkiness of Braille books or the need, at certain times, to choose between independent cane travel and walking with a sighted guide. While Meg is concerned that her blindness may get in the way of her ability to make new friends, we soon find out that her problems adjusting to the new school have little to do with her disability. In fact, the book can be read simply as a coming-of-age story in twentieth-century America. In it a teenager finds that her efforts at inclusion meet with some success but that this does not necessarily lead to a satisfactory social life. Meg gains the attention of one of the popular boys and is invited to party, but she suffers the humiliation of being excluded from full participation in the kissing game, spin the bottle. It's not that the kids in the in-crowd are mean or especially prejudiced against blindness; the well-meaning principal--similarly missing the point that blind people are normal--also embarrasses Meg by asking her to demonstrate her Brailling skills during parent-teacher night. No, Meg's dissatisfaction with the popular kids has more to do with the fact that she finds them dull. And she feels authentically included by the two oddballs with whom she works on the school magazine. Meg and the other editors conspire to stand up for their faculty advisor, Miss Kellogg, who has antagonized the school administration by failing to follow the prescribed curriculum in her English classes. After Miss Kellogg is forced to resign, Meg and her friends publish an editorial defending her. But ultimately their defense of Miss Kellogg is for naught. She is gone for good, and the three who collaborated on the editorial are suspended from school for a few days. Meg's parents have mixed feelings about this episode, and Debbie leaves the reader uncertain about whether Miss Kellogg may have indeed been unfit to teach. This twist only strengthens the story, because real life is like that. Meg has discovered where she fits in; she has the satisfaction of accomplishing what looks like a good deed with her real friends; but, if she is wise, she will reflect on the lessons she might learn. Belonging established Deborah Kent as a leading writer for young people, and by now a generation and a half of fortunate children and adolescents have been able to enjoy her first-rate prose while learning about everything from disability rights to migrant farm workers, or from the Salem witch trials to the War of 1812, or from teenage love to African American patriots, or from. . . . Well, by now you should get the point. At this point we have close to a hundred titles by Debbie Kent Stein listed in our online catalog, THE BLIND CAT. Belonging is available from the NLS in Braille (BR 03940) and audio (RC 13304). The NLS catalog also lists more than twenty other books by Deborah Kent Stein in accessible format, including more fiction for young adults; books on the states of the U.S.; and books on American Sign Language, animal helpers, disabled athletes, and the disability rights movement. ---------- Recipes This month's recipes have been provided by members of the National Federation of the Blind of Indiana. Hamburger Pie by Jean Brown Jean Brown is the wife of Ron Brown, NFB of Indiana president and NFB second vice president. She has two daughters and six grandchildren. She joined the Federation in 1982 and has been the state fundraising chair for over twenty years. She owns Visions Salon & Day Spa and is a state sales representative for Advanced Diabetic Solutions. She enjoys reading a good book with Ron whenever possible, bowling in the fall and winter, and beep baseball in the summer. When she really wants excitement, she just plans another fundraising project. Ingredients: 1 pound ground beef 1 can tomato soup 1 can cut green beans, optional 1 cup grated cheese (or more if you are a cheese lover) 1 1/2 cups instant potato flakes Seasoning salt to taste Black pepper to taste Method: Cook crumbled ground beef over medium heat until done. Remove from skillet, draining the fat. Drain the green beans. Mix the beef, green beans, soup, and seasonings in a glass dish or round pan. Make up the mashed potatoes according to package directions. Spoon the potatoes over the beef mixture. If you use a large cooking spoon to move the potatoes, you will have a serving per scoop. Sprinkle cheese over the potatoes. Bake at 400 degrees for about twenty-five minutes or until the cheese is golden brown and pie is bubbly. ---------- [PHOTO CAPTION: Susan Jones] Refrigerator Mashed Potatoes by Susan Jones Susan Jones is a longtime leader of the NFB of Indiana. She currently serves as secretary of the Indianapolis Chapter. She says, "This is a staple in our family around holiday time. It can be done ahead and heated through on the big day." Ingredients: 5 pounds of potatoes, peeled and quartered 3 teaspoons salt, divided 1 stick butter 6 ounces cream cheese, cut into pieces 2 tablespoons fresh, freeze-dried, or frozen chives 1/8 teaspoon freshly ground pepper 1 1/2 to 1 3/4 cups milk Butter and paprika for the top Method: Heat 4 cups water and 2 teaspoons salt in a four-quart Dutch oven over high heat until water boils, about six minutes. Add peeled and quartered potatoes and cover and cook until water returns to the boil, about six minutes. Reduce heat to low, and cook for twenty to twenty-five minutes, until potatoes are tender when pierced with a fork. Drain potatoes and return to Dutch oven. Mash with a potato masher or beat with an electric mixer until mixture is smooth. Add the butter, cream cheese, chives, 1 teaspoon salt, and pepper. Mix well and continue mashing. Gradually add enough milk to make potatoes creamy and fluffy. Mash or whip until smooth. Refrigerate tightly covered. Pressing cooked potatoes through a potato ricer before mashing or whipping ensures a smooth finished product. These potatoes can be stored under refrigeration up to two weeks. You can either remove portions and heat as needed or place the entire recipe in a greased casserole dish and bake covered at 350 degrees for an hour. Before removing from the oven, uncover potatoes and dot the surface with butter and sprinkle with paprika. If you like, you can continue baking until the potatoes are lightly browned and bubbly. ---------- [PHOTO CAPTION: Diane Graves] Quick and Easy Meatloaf by Diane Graves Diane Graves is secretary of the NFB of Indiana. She works as a mediator for the Indiana Civil Rights Commission. She returned to school and has just completed a bachelor's degree in organizational communication. Diane is a tenBroek fellow who won NFB scholarships in 2009 and 2011. She is now considering earning a master's degree in dispute resolution. She lives in Indianapolis with her husband Richard, her daughter Chelle, and her granddaughter Angelica. Ingredients: 2 pounds ground beef 1 egg 1 package stovetop stuffing 1 small onion, finely chopped 2 cloves garlic, minced or grated Catsup Salt and pepper Method: Break up ground beef in large mixing bowl. Add egg and mix with hands until the egg is completely incorporated. This is a good time to add salt and pepper to taste. I like to use Lawry's Seasoning Salt. Work in the onion and garlic. Break the stuffing mix into fine pieces or crumbs. I do this by kneading the package back and forth in my hands or beating it against the counter (depending on the amount of frustration I am feeling). Mix the stuffing thoroughly into the meat mixture and pack loaf into an 8- by-11-inch baking pan. Finally spread a thin coat of catsup across the top of the meatloaf. Bake at 350 degrees for about forty-five minutes or until meatloaf is firm to the touch. This recipe invites many variations. One could add some diced celery, chopped green or red pepper, diced tomatoes, or a small can of mushrooms. Enjoy. ---------- Pineapple Upside-Down Cake by Diane Graves Ingredients: 1/2 cup butter 1 cup firmly packed brown sugar 1 20-ounce can pineapple slices, drained 1 can maraschino cherries, drained and halved Walnuts, chopped 1 package Duncan Hines Pineapple Supreme Cake Mix 1 package instant vanilla pudding 4 eggs 1 cup water 1/2 cup cooking oil Method: Melt butter in a bundt pan and stir in brown sugar. Arrange pineapple rings on the bottom and place a half cherry in the center of each ring. Sprinkle walnuts over the top of this mixture. Beat remaining ingredients together to make cake batter and pour evenly over the pineapple. Bake at 350 degrees for one hour or until a toothpick comes out clean when inserted in the center of the cake. Remove to a cooling rack and loosen edges of cake from pan. Remember to work the knife around the center post as well. Invert cake onto a serving plate while still warm. Slice and serve. ---------- Randy's Potato Soup by Diane Graves This recipe comes from Diane's stepmother, Randy. She brought it with her when she married into the family in the 80s, and this delicious soup has been a family favorite ever since. Ingredients: 8 to 10 medium potatoes (peeled and cut into bite-sized pieces) 1 small onion, finely chopped 2 cloves garlic, minced 1 pound smoked sausage 1 1/2 cups milk 1/4 cup flour Salt and pepper to taste Method: Place potatoes, onion, garlic, and sausage in Dutch oven or similar pot and just cover with water. Place lid on pot and bring to a boil. Reduce heat and allow soup to simmer until potatoes are tender. In a small mixing bowl prepare thickening by combining milk and flour, adding the flour slowly and beating mixture with a fork until smooth. Once potatoes are tender and sausage is done, slowly add the milk mixture, stirring briskly until soup thickens. Adjust seasoning. Eat and enjoy. ---------- Round Steak with Gravy by Diane Graves Ingredients: 3 pounds round steak 1 can condensed cream of mushroom soup 1 envelope Lipton onion soup mix 3 tablespoons solid shortening 1/2 cup water 1/3 cup flour Method: Cover one side of meat with half of the flour and pound in with meat mallet or the edge of a saucer or butter plate. Turn meat over and repeat with remaining flour. Cut meat into serving-sized pieces. In large skillet melt shortening and brown meat on both sides. Sprinkle onion soup mix over meat. In small mixing bowl mix cream of mushroom soup and water. Pour over meat and cover skillet tightly. Reduce heat and simmer for 1 ? hours. ---------- Ranch Dip by Diane Graves This recipe is very quick and easy and is great with chips or vegetables. Ingredients: 1 16-ounce tub sour cream 1/2 small onion, minced 1 small clove garlic, minced or grated 1 envelope ranch salad dressing mix Method: In small mixing bowl combine all ingredients and mix thoroughly. Transfer to a serving dish and surround with dippables. Eat and enjoy. ---------- Granola Bars by Phyllis Morales Phyllis Morales is a member of the Indianapolis Chapter of the NFB of Indiana. She was introduced to the NFB when she was diagnosed with macular degeneration. She was researching support groups for the visually impaired and says she was blessed to find the NFB because it is great to be a part of a group of such motivated, passionate people. Ingredients: 2 cups quick oats, uncooked 1/3 cup peanut butter 1/2 cup jelly, any flavor Method: Mix all ingredients together, spread on a baking sheet, and bake for twenty to twenty-five minutes at 350 degrees. Cut into bars. ---------- Pesto by Phyllis Morales Ingredients: 1/4 cup walnuts 1/4 cup pignoli (pine nuts), optional (You can add more walnuts instead if you prefer.) 3 tablespoons garlic (9 cloves), minced 5 cups fresh basil leaves, packed 1 teaspoon kosher salt 1 teaspoon freshly ground black pepper 1 1/2 cups good olive oil 1 cup freshly grated Parmesan cheese Method: Place the walnuts, pignoli, and garlic in the bowl of a food processor fitted with a steel knife blade. Process for 15 seconds. Add the basil leaves, salt, and pepper. With the processor running, slowly pour the olive oil into the bowl through the feed tube and process until the pesto is thoroughly pureed. Add the Parmesan and puree for a minute. Use immediately or store in the refrigerator or freezer with a thin film of olive oil coating and sealing the top. Notes: Air is the enemy of pesto. For freezing, pack it in containers with a film of oil or plastic wrap directly on top with the air pressed out. To clean basil, remove the leaves, swirl them in a bowl of water, and then spin them very dry in a salad spinner. Store in a closed plastic bag with a slightly damp paper towel. As long as the leaves are dry, they will stay green for several days. This pesto is great in pasta, on bread, or as a bread dip. You can also use it as a marinade for fish, chicken, or beef. You can pour it into an ice cube tray and freeze, then pop one out to use when you wish or store them in a tight plastic bag. ---------- Monitor Miniatures News from the Federation Family [PHOTO CAPTION: Jim and Susan Rockwood Gashel] Wedding Bells: We are delighted to report that National Federation of the Blind Secretary James Gashel and Susan Kern were married on Saturday, September 2, 2012, at St. Luke's Episcopal Church in Denver, Colorado, with approximately sixty friends and family present to share in the celebration. Susan was a deputy attorney general in Hawaii, representing the Department of Health and Human Services and the state's Randolph-Sheppard (blind vendor) Program for several years. She previously served as staff attorney for the Hawaii Open Meetings and Public Records Agency. In March of 2012 she moved to Denver and has established a law practice specializing in disability and Randolph-Sheppard issues. Jim served as the NFB's director of governmental affairs for thirty years, a position that, in addition to other duties, saw him actively working for the rights of blind vendors. He is now the vice president of KNFB Reading Technologies. Jim and Susan Rockwood Gashel hope to go to Paris next April, but for now they are back to work in service to blind people. Elected: In April the Metro Chapter of the National Federation of the Blind of Minnesota held its annual elections. The following officers were elected: Sheila Koenig, president; Rob Hobson, vice president; Kathy McGillivray, second vice president; Michael Sahyun, secretary; and Ryan Strunk, treasurer. AccuWeather Now on NEWSLINE: We have taken the following information from a press release circulated by the NFB: National Federation of the Blind Collaborates with AccuWeather? to Provide Emergency Weather Alert Information to the Blind and Print-Disabled via NFB-NEWSLINE? On August 29, 2012, the National Federation of the Blind, the oldest and largest nationwide organization of the blind in the United States, and its newspaper service for the blind, NFB-NEWSLINE?, announced a collaboration with AccuWeather?, an online weather information service, to provide emergency weather alerts to blind and print-disabled subscribers throughout America. NFB-NEWSLINE is a free audible information access service that provides over three-hundred newspapers and magazines to the blind. The AccuWeather information service will now give blind and print- disabled people instant access to emergency weather alerts. NFB President Marc Maurer said: "The lack of access to emergency weather alerts has been a persistent problem for the blind, and now, with the combination of AccuWeather alerts and NFB-NEWSLINE, an innovative source of this critical information has been created for the blind of America." NFB-NEWSLINE is a free audible newspaper- and magazine-reading service that provides information to blind and print-disabled readers over the telephone, online, and on the iPhone. For more information or to register for NFB-NEWSLINE, visit , write to , or call (866) 504-7300. Wedding Bells: Catherine Close and Eric Clegg were married on Friday, August 31, 2012, in Sacramento, California. Catherine and Eric are both longtime Federationists, and NFB friends and family attended the wedding. Catherine works as a personnel security specialist for the Office of Personnel Management. Eric is a Braille specialist in the California Department of Rehabilitation. First Annual Indiana Fishing Derby: The following story appeared in the June 18, 2012 online edition of the LaPorte, Indiana, Herald Argus. Taking a Swing at New Activities by Gabrielle Gonzalez If you give a blind child a fish, you feed him for a day, but if you teach him how to fish, you feed him for a lifetime. This is a leadership principle that the National Federation of the Blind adopted and implemented to help the blind and visually impaired. Fishing was exactly what fifteen visually impaired children, adults, and their families experienced throughout the weekend with the help of the Westville Lions Club. This was the first event for the blind statewide to join together and camp outdoors for a weekend. The kids and adults learned to set up tents, fish, hike through the woods, experience bonfires and hayrides, and play baseball. Some of the campers had never fished before or swung a bat and did not refuse to try something new. According to Westville Lion Butch Weston, region chairman, Lion Al Lovati, representative of the Indiana Lions and teacher at the Indiana School for the Blind and Visually Impaired, talked to the Westville Lions about a weekend-long camp. Weston agreed and donated the use of his backyard, which consists of fields; woods; and a pond with bluegill, catfish, and bass. "We've been having a lot of fun," said Weston on Saturday. "I love to help people. Hopefully this can grow, and we can do it next year." All the food for the campers and families, as well as the camp T-shirt that read "Fishing for Life" in Braille, were donated by various groups and organizations. The drinks coolers were labeled in Braille as well. "It helps to know what you are getting," said adult camper from Indianapolis Susan Jones with a laugh about the cooler label. Jones said she enjoyed the experience of putting the fishing poles together and hiking in the woods. She attended the camp as a positive example to the children. "I came to encourage the kids that you can do anything," said Jones. "It is important to learn the steps to be independent for life." Members of the non-profit Indianapolis Thunder joined the group to let the blind and visually impaired take a swing at the ball. Thunder is affiliated with the National Beep Baseball Association. Campers of all ages and sizes took on the challenge, encouraging others who were up at bat, and each took a turn at the plate. An underhand pitch was thrown in the batter's zone, and, when the batters heard the word "pitch" and a beep, they were instructed to swing. Not only did campers experience new activities and socialize, but the volunteers and families were able to interact and learn a lot from the blind as well. Lovati said that, since the prevalence of blindness is pretty small, people do not understand that the blind do everything an average person does. "They just do it differently. Not less, just different," said Lovati. "It [the camp] shows the face of blindness." Fifteen blind students and adults from across Indiana, along with the Indiana School for the Blind, spent the weekend engaged in activities that included fishing, camping, beep softball, a hayride and cookout. The weekend, which was held on the property of a Lions Club member near Westville, was sponsored by the Indiana Lions Club District 25A. Blind Hikers on Maryland's Appalachian Trail: In mid July Lou Ann Blake and Maurice Peret successfully hiked the forty-one miles of the Appalachian Trail in Maryland's Frederick and Washington Counties. The blind husband and wife, residents of Baltimore City, were raising awareness of what is possible for blind people when the positive attitudes and high expectations of the National Federation of the Blind are coupled with proper training in the alternative techniques of blindness. According to Blake, "Most people don't know anyone who is blind, so they know only the stereotypes of blind people as helpless and incompetent that pervade society and the media. Unfortunately, even today the misconception is that a blind person cannot cross a street on her own, let alone hike the Appalachian Trail." Peret, who teaches blind adults to travel safely and independently using a white cane, added, "For blind people, hiking the Appalachian Trail requires the mastery of the nonvisual skill of traveling with the long white cane combined with the essential confidence to go wherever our hearts and minds will take us." Blake and Peret celebrated their first wedding anniversary on July 11 on the A.T. and are both members of the Greater Baltimore Chapter of the NFB of Maryland. Some twelve members of the National Federation of the Blind of Maryland greeted Blake and Peret when they arrived at the trail's end in Harpers Ferry, West Virginia, on Thursday, July 12. Members of the media were also invited to join the gathering and interview the hikers. Elected: In March the Kankakee Heartland Chapter elected the following officers: Bill Isaacs, president; Tom Wietrzykowski, vice president; Carol Kwaak, secretary; Ruth Isaacs, treasurer; and Ray Kwaak, board member. Announcing the Facebook Trainers Team: The NFB Communications Committee has organized a team of experts in the use of Facebook who can teach any computer user to create and maintain a chapter-sponsored Facebook page and more. If your chapter is not up on Facebook, you are missing one of the newest and largest collections of today's computer users. They need to find you. The Communications Committee of the National Federation of the Blind, chaired by Robert Leslie Newman, has launched an initiative to get all Federation entities--affiliates, chapters, divisions, and groups--to establish a presence on Facebook. To support this initiative, we have established a Facebook Trainers Team to train Federation leaders in harnessing the power of Facebook to further the work of our individual entities and thus the Federation as a whole. Facebook is useful for: Reaching out to new members through a searchable online presence. Getting a positive message about blindness out to the community quickly with pictures and multimedia files. Allowing for open, free-flowing discussion between members outside meetings. Sharing important information efficiently with board and members, and much, much more. We recommend establishing Facebook groups, but we are also willing and able to support the development of Facebook pages. We are happy to advise you on your best option. If you are interested in establishing a Facebook presence for your affiliate, chapter, division, or group or, if you are interested in joining the Facebook trainers team, please contact Robert Leslie Newman at . We would love to train you in this simple, quick, and easy way to further our work in the Federation. Attention Blind People with Cerebral Palsy: I am interested in starting a group within the National Federation of the Blind for members with cerebral palsy. The purpose of the group will be to discuss our common problems and work toward solutions. I would like to consider forming a group and eventually a division if there is sufficient interest. If you are interested in being part of such a group, contact me by email: ; postal mail: Alexander Scott Kaiser, 3928 Northwest 89th Avenue, Coral Springs, FL 33065; or by telephone: (954) 594-2710. Travel and Tourism Fundraiser: The NFB Travel and Tourism Division is planning a seven-day fundraiser trip to the great state of Utah. Proposed dates are September 18 to 24, 2013. This group travel event is for adults only, and we need those interested to contact us as soon as possible so we can begin arranging for hotels, bus, airline, etc. To let us know you are interested and for more information, contact Cheryl Echevarria, president, NFB Travel and Tourism Division, at (631) 236-5138 or . Independence Market Calendars Available: It's time again for new calendars to appear in stores and malls. The NFB Independence Market is also stocked with a selection of 2013 Braille and large-print calendars. Here is the list of what we have available: 2013 American Action Fund Braille Calendar: This comb-bound, pocket- sized Braille calendar measures 6 x 6 1/2 inches. Each calendar page includes the days of the month and lists major holidays. A page for personal notes is in the back. This calendar is available free of charge. 2013 Large-Print Calendar: This spiral-bound, large-print appointment calendar measures 8 1/2 x 11 inches with inside pockets. Each month is displayed on two facing pages and features two-inch blocks for each day of the month. The months are tabbed and include a section for monthly notes as well as a three-month calendar overview. The calendar costs $10 plus shipping and handling. 2013 Large-Print Planner: This organizer, designed with low-vision professionals in mind, features easy-to-read large print. The spiral-bound 146-page planner with a black leatherette cover measures 8 1/2 x 11 inches. All calendar views are spread over two pages and include current and upcoming year-at-a-glance views as well as twelve monthly and fifty-three weekly views. Pages for names and addresses, notes, and personal information are also included. Products, including the items listed above, can be ordered from the NFB Independence Market online or by phone. For more information contact us by email at , or by phone at (410) 659-9314, Extension 2216. [PHOTO CAPTION: Donna Posont] Honored: Donna Posont of Michigan has been named one of the inaugural winners of the Edward Bagale Scholarship for Difference Makers. The award is $2,000. She was introduced at an event honoring University of Michigan Vice Chancellor Bagale during a program in early September. Congratulations to Donna from the entire Federation family. Writing Critiques Available: Have you just written a masterpiece? Would you like a seasoned writer to evaluate your material? The Writers' Division of the National Federation of the Blind is initiating a new service: a critique of your writing. For $10 you will receive a written evaluation of your short story, the first chapter (or first twenty pages) of your novel, up to three poems of thirty- six lines, your children's story, your memoir (first twenty pages max), or your nonfiction article (first twenty pages max). The critique will contain feedback on format, mechanics, and overall quality. Those interested should submit their work by email as an attachment in MS Word to Robert Leslie Newman, president, NFB Writers' Division, . Material may be submitted from September through December. Critiques will be emailed within thirty days of receipt of the material. You may pay the $10 fee by check to Robert Leslie Newman, 504 S 57th St., Omaha, NE 68106; or use PayPal? on the Writers' Division website, . In Brief Notices and information in this section may be of interest to Monitor readers. We are not responsible for the accuracy of the information; we have edited only for space and clarity. Attention All NLS BARD Users: Now you can enjoy using your NLS Talking Book machine without worrying about having to return reading materials to your local library for the blind. The NFB Independence Market sells blank cartridges that can be used with the NLS Talking Book machines as well as the USB cable needed to transfer data to the cartridge. You can download digital Talking Books from the NLS BARD website and transfer them to the cartridge to create your personal library of NLS audio books and magazines. The 2GB cartridges hold ten to fifteen average-sized books. The cartridge costs $10 plus shipping and handling. The three-foot USB extension cable, which is sold separately, is $3 plus shipping and handling. For more information or to place an order by phone, call the NFB Independence Market at (410) 659-9314, extension 2216, Monday through Friday from 8:00 a.m. to 5:00 p.m., Eastern Time. You can also order these materials online on the NFB Independence Market e-commerce site. Seedlings Braille Books for Children 2013 Catalog Available: Seedlings announces that its 2013 catalog is now available. The new books range in size and scope from a Print-Braille-&-Picture book called Llama Llama Hoppity Hop to the 489-page Braille copy of The Hunger Games (Book 1), bringing its total to almost 1,300 books. The new books are also listed on the website at and are ready to be ordered. Seedlings books are always on sale: sold for a fraction of what it costs to produce them, and prices have not been raised in over twenty-five years. Register Now for the 2012 Book Angel Program The Seedlings Book Angel Program is open to visually impaired children who live in the U.S. and Canada. Through this program each child can receive two free Seedlings books per calendar year (choose four Seedlings books, and we will send you two of them). If you have not yet registered for your child's 2012 books, fill out the registration form online at . If you have questions, call (800) 777-8552. Consider Chocolate Gifts for the Holidays and All Occasions: "Chocolate never goes out of style." Sweet Tooth thinks this quote fits our product perfectly. It makes great gifts for all occasions including birthdays, anniversaries, and holidays and makes great favors for bridal and baby showers, weddings, graduation parties, and special dinners. In business for over twelve years, we look forward to serving customers with chocolate treats. We continue to add new items to our list of products. Sweet Tooth's fudge, gourmet chocolate sauce, our signature Chocolate Lab truffles, and blueberry and raspberry clusters (in season) are becoming increasingly popular; but our standard items are crowd pleasers as well and are always available. From clusters of all kinds to molded chocolate and suckers, from coffee mugs with chocolate to Braille chocolate bars and guide dogs with Braille, Sweet Tooth can accommodate your chocolate needs. We can customize a gift basket, party tray, or gift tin for any occasion. Our ever-popular Braille bars continue to be a great gift item for the holidays. They come with a choice of sayings including "Thank You," "Have A Nice Day," "Happy Birthday," "Love You," "Merry Christmas," and "Happy Holidays." They weigh 4.5 ounces and can be made in milk, dark, or white chocolate or sugar free. The bars can also be made with Rice Krispies, nuts, peppermint flavor, or raisins. The guide dogs can be personalized with the dog's or owner's name and come complete with a chocolate harness. Many molded chocolate items can be personalized with Braille. We are a small family business but are happy to accommodate special needs. By request we can put Braille or large-print labels on candy packages to suit individual needs. Price lists are available online, in regular or large print, and in Braille. Sweet Tooth is on Facebook and will be connected soon to Twitter. Place orders through email at or by phone at (585) 544-1853. Our website is . Whitney Verbal Description and Touch Tours: As the preeminent institution devoted to the art of the United States, the Whitney Museum of American Art presents the full range of twentieth-century and contemporary American art, with a special focus on works by living artists. Now visitors can explore the Whitney's permanent collection or special exhibitions with a highly skilled museum educator trained to provide vivid, detailed descriptions of the works on display. They can also experience a selection of works through touch. Whitney Verbal Description and Touch Tours provide an opportunity for blind or low-vision visitors to experience the richness and diversity of twentieth- and twenty- first-century American art. These ninety-minute tours are free and are held monthly as well as by request with three weeks advance notice. To place a request, inquire about the next scheduled tour, or sign up for our email list, contact us at or call (212) 570-7789. The Whitney Museum is located at 945 Madison Avenue at 75th Street in New York City. Apply Now for Ski for Light 2013: Are you a blind or visually impaired adult who cross-country skis or wants to learn how during a fun-filled week in a resort? Join over two hundred active adults from across the U.S. and around the world for the thirty-eighth annual Ski for Light International Week. The 2013 event will take place from Sunday, January 27, through Sunday, February 3, in Northwest Lower Michigan on the grounds of Shanty Creek Resorts in Bellaire, Michigan. Located just forty-five minutes from the Traverse City airport, Shanty Creek Resorts is a 4,500-acre complex containing three housing and entertainment villages, both cross-country and downhill ski trails, a tubing hill, several swimming pools and hot-tubs, a fitness center and spa, and much more. Shanty Creek Resorts is a true destination resort. Ski for Light attracts cross-country skiers from beginners to advanced. Skiers and guides come from every adult age group and occupation. You will be paired with a sighted instructor/guide who will assist with skills and technique while describing the countryside and enjoying the trails with you. Two sets of parallel groomed tracks are set in the snow, with the skier and guide deciding together how far, how long, and on what kind of terrain they will ski. Free rental of skis, boots, and poles will be provided to first-time participants, and partial stipends based on financial need are available. If you have never before attended what many have called the experience of a lifetime or if you have been waiting for the 2013 event information to repeat the experience, visit the SFL website now, for more details and to submit your application for a fantastic week of fun. New this year, the first 100 applicants who select the early-admission option are eligible for acceptance within two weeks of their submission so they can shop for the best airfare. All applications are due by November 1, 2012. If you have any questions, contact the visually impaired participant recruitment coordinator, Bob Hartt, , or call (703) 845-3436 during evenings and on weekends. Successful Resolution of an E-reader Complaint: The NFB circulated the following press release on August 30: National Federation of the Blind Settles Complaint Against Sacramento Public Library Library Will Deploy Accessible E-readers to Blind and Print-Disabled Patrons The National Federation of the Blind, the nation's leading advocate for access to information by the blind and other people with print disabilities, announced today that a complaint filed by the NFB with the United States Department of Justice, Office of Civil Rights, against the Sacramento Public Library Authority has been resolved. The NFB filed the complaint last fall because the library was lending NOOK e-readers preloaded with e-books to its patrons. Unlike some other e-reading devices, the NOOK, which is manufactured and sold by Barnes & Noble, cannot be used by blind and print-disabled readers because it does not have text-to-speech capability or the ability to send content to a Braille display. The goal of the agreement is "to provide a library e-reader circulation program where library patrons, with and without vision disabilities, are able to access and use the same technology to the maximum extent possible." Under the agreement, the library will "acquire only technology that does not exclude blind people or others" who need accessibility features such as text-to-speech or Braille output and the ability to access the device's menus and controls independently. The library's commitment is also in line with a resolution passed in 2009 by the American Library Association entitled Purchasing of Accessible Electronic Resources, which urged "all libraries purchasing, procuring, using, maintaining, and contracting for electronic resources and services" to "require vendors to guarantee that products and services comply with Section 508 regulations, Web Content Accessibility Guidelines 2.0, or other applicable accessibility standards and guidelines." Dr. Marc Maurer, president of the National Federation of the Blind, said: "We are pleased that the Sacramento Public Library Authority is showing leadership by ensuring that the e-books that it lends will be accessible to all of its patrons, including those who are blind or have print disabilities. E-books represent an opportunity for the blind to have access to the same books at the same time as our sighted friends, family, and colleagues, but sadly most e-book vendors have not designed their technology so that it can be used by the blind, despite the fact that it is not difficult or costly to do so. Libraries, schools, and other institutions have a legal and moral obligation to make sure that the content they deploy is accessible to the blind and print-disabled. If they meet these obligations by demanding accessibility from their e-book vendors, then accessibility will happen." Hadley Reaches Out to Veterans: The Hadley School for the Blind invites you to learn more about our new Blinded Veterans Initiative, launched last fall. You may have heard about this project at the NFB convention this summer. Our goal is to help blinded vets adjust to their sight loss while pursuing their personal and professional goals. We have a new website dedicated to this important new initiative at . There you can find links to various tuition-free courses and webinars of interest to veterans and their families, as well as a video featuring stories from blinded veterans and why this initiative is needed. We just concluded a series of focus groups in which we asked veterans how Hadley could help them through distance education. The areas of interest include recreation, technology (particularly mobile devices such as iPhones and iPads), business/self-employment, independent living, and Braille literacy. We have over 100 courses to choose from, all in accessible formats. If you see something of interest, call us to enroll at (800) 323-4238, or better yet enroll online at . We also welcome your feedback, so, if you have ideas and suggestions about the types of distance education courses and webinars you would be interested in, let us know. Contact Deborah Bloom, vice president, Development and Communications, the Hadley School for the Blind, 700 Elm Street, Winnetka, IL 60093; phone: (847) 784-2774; email . Brailler Repair: To repair a manual Perkins Brailler, the Selective Doctor, Inc., charges $60 for labor, plus parts, and postal insurance. We also repair electric Perkins Braillers at $70 for labor, plus parts and postal insurance. Our address is P.O. Box 571, Manchester, Maryland 21102. If using UPS or Federal Express, please send the Braillers to 3205 Laverne Circle, Hampstead, Maryland 21074 (our physical address). Our telephone number is (410) 668-1143, and our website is . The email address is . Monitor Mart The notices in this section have been edited for clarity, but we can pass along only the information we were given. We are not responsible for the accuracy of the statements made or the quality of the products for sale. King James Bible for Sale: I am selling a dramatized King James Bible on cassette tape, multiple character voices and animal noises included. The set includes sixty-four tapes, and a carrying case is included. Original price $130; asking $70. Please call Ryan at (520) 834-2562 or email . Blind Entrepreneur Offers Self-Made Products: Charlotte Lang offers a wide variety of handmade bath and body products, holiday items, and gemstone jewelry. Bath products include soaps in various shapes, shower gel, hand soap, shampoo and conditioner, hair and body spritz, lotion, body butter, bubble bath, bath salts, herbal bath teas, room spray, aroma beads to make your room smell nice, flavored lip balms, and pet spritz. Most products come in several sizes. Prices are very affordable, ranging from $1 to $16 per item. In the holiday items section I offer ornaments, decorations, holiday jewelry and accessories, gift items, etc., with prices starting at $3 or less. I also offer one-of-a-kind handmade gemstone jewelry including bracelets, earrings, pendants, and necklaces with prices starting at $5. Treat yourself to a great gift or start on your holiday shopping. I accept PayPal? or money orders. I ship priority mail, so your packages arrive quickly. I can also ship to another recipient if you are shopping for gifts. Please contact me at for more information, join my yahoogroup newsletter at , or call me at (952) 300-2188. I can not take credit card orders over the phone, but I will do personal consultations to help you shop for yourself or anyone on your gift list. ---------- NFB Pledge I pledge to participate actively in the efforts of the National Federation of the Blind to achieve equality, opportunity, and security for the blind; to support the policies and programs of the Federation; and to abide by its constitution. From buhrow at lothlorien.nfbcal.org Thu Nov 1 17:10:27 2012 From: buhrow at lothlorien.nfbcal.org (Brian Buhrow) Date: Thu, 1 Nov 2012 17:10:27 -0700 Subject: [Brl-monitor] The Braille Monitor, November 2012 Message-ID: <201211020010.qA20ARBr008746@lothlorien.nfbcal.org> BRAILLE MONITOR Vol. 55, No. 10 November 2012 Gary Wunder, Editor Distributed by email, in inkprint, in Braille, and on USB flash drive (see reverse side) by THE NATIONAL FEDERATION OF THE BLIND Marc Maurer, President telephone: (410) 659-9314 email address: nfb at nfb.org website address: http://www.nfb.org NFBnet.org: http://www.nfbnet.org NFB-NEWSLINE? information: (866) 504-7300 Letters to the president, address changes, subscription requests, and orders for NFB literature should be sent to the national office. Articles for the Monitor and letters to the editor may also be sent to the national office or may be emailed to gwunder at nfb.org. Monitor subscriptions cost the Federation about forty dollars per year. Members are invited, and nonmembers are requested, to cover the subscription cost. Donations should be made payable to National Federation of the Blind and sent to: National Federation of the Blind 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230-4998 THE NATIONAL FEDERATION OF THE BLIND IS NOT AN ORGANIZATION SPEAKING FOR THE BLIND--IT IS THE BLIND SPEAKING FOR THEMSELVES. ISSN 0006-8829 ? 2012 by the National Federation of the Blind Each issue is recorded on a thumb drive (also called a memory stick or USB flash drive). You can read this audio edition using a computer or a National Library Service digital player. The NLS machine has two slots--the familiar book-cartridge slot just above the retractable carrying handle and a second slot located on the right side near the headphone jack. This smaller slot is used to play thumb drives. Remove the protective rubber pad covering this slot and insert the thumb drive. It will insert only in one position. If you encounter resistance, flip the drive over and try again. (Note: If the cartridge slot is not empty when you insert the thumb drive, the digital player will ignore the thumb drive.) Once the thumb drive is inserted, the player buttons will function as usual for reading digital materials. If you remove the thumb drive to use the player for cartridges, when you insert it again, reading should resume at the point you stopped. You can transfer the recording of each issue from the thumb drive to your computer or preserve it on the thumb drive. However, because thumb drives can be used hundreds of times, we would appreciate their return in order to stretch our funding. Please use the return label enclosed with the drive when you return the device. Vol. 55, No. 10 November 2012 Contents Illustration: The October-December Accessible Bulletin Board in the Betsy Zaborowski Conference Room at the NFB Jernigan Institute The Jacobus tenBroek Disability Law Symposium: A Forum for Collaboration in the Struggle for the Right to Live in the World by Lou Ann Blake Democratizing Braille: A World View by Kevin Carey My Journey to Genetics: Changing What it Means to Be a Blind Genetic Counselor by Ronit Ovadia-Mazzoni The DAISY Consortium Global Partnership: Working with the NFB to End the Book Famine by Stephen King The Federation in Your Journey: The Courage to Try by Mary Ellen Gabias The New iBill?: Is it Worth the Extra $20? by Curtis Chong A Reader Takes the Braille Monitor to Task Working with Blind Seniors in Support Groups by Rebecca Irvin Learning to Use a White Cane as a Senior by Jonathan Ice Remembering the Nickel by Judy Sanders Axis 360: Making Books Accessible at a Library Near You by Michael Bills Paw Prints on the Barricades by Anna Kresmer A Library for the Price of a Book Newel Perry: More Profiles and California School for the Blind Politics An Interview with Newel Perry Conducted by Willa Baum Bob Hunt Dies Recipes Monitor Miniatures The October-December Accessible Bulletin Board in the Betsy Zaborowski Conference Room at the NFB Jernigan Institute Playing off a popular series of children's books (Flat Stanley), the title of the latest bulletin board is "Follow Flat Whozit," which highlights the 2012 NFB BELL (Braille Enrichment for Literacy and Learning) Programs. This Whozit-color (red, purple, blue, white, and yellow) themed board is flanked by pictures created by students in the various NFB BELL Programs after reading the story of Flat Whozit. A scalloped blue border defines the top and bottom edges of the board. The title, "Follow Flat Whozit," serpentines across the top left corner. At the end of the title is a tactile Whozit made from colored craft foam. To Whozit's right is a craft- foam cut-out of Maryland, representing the beginning of Whozit's journey. Observers can chart Whozit's journey through all eleven BELL states by following the string, adorned with mini bells, which starts at Maryland and stops at each of the eleven states in the order they joined the BELL choir: Maryland, Georgia, Utah, Virginia, Texas, North Carolina, Colorado, Idaho, Nebraska, Massachusetts, and Louisiana. Each state is made of craft foam, and above it is a list of statistics in print and Braille about that state's programs, including location of the program(s), the 2012 dates of the program(s), the year the state hosted its first BELL program, and the number of students this year. The path of Whozit's journey snakes across the board from right to left and back again. Scattered around the board are pictures from various BELL programs featuring children playing Braille games, learning to use the slate and stylus, and reading Braille. At the very bottom, in the middle of the board, is a pocket folder holding Braille and print versions of the Flat Whozit story the students in the BELL programs read this summer, which visitors can enjoy if they have time. [PHOTO CAPTION: Attendees of the 2012 Jacobus tenBroek Disability Law Symposium interested in civil rights for the disabled listen attentively as authorities in the field address equality of opportunity for the disabled.] The Jacobus tenBroek Disability Law Symposium: A Forum for Collaboration in the Struggle for the Right to Live in the World by Lou Ann Blake From the Editor: Lou Ann Blake is an attorney and works as the HAVA Project manager and Law Symposium coordinator at the Jernigan Institute. Here is her unique perspective on our founder's work and the role of the National Federation of the Blind in addressing the legal concerns that were at the center of his life: For the past five years the National Federation of the Blind Jernigan Institute has hosted the Jacobus tenBroek Disability Law Symposium. Since the inaugural event in 2008, disability rights lawyers and advocates have traveled to the Jernigan Institute from throughout the United States, Canada, and Europe to hear nationally and internationally recognized disability rights advocates discuss the current status of disability rights and how the struggle continues for the right of people with disabilities to live in the world. With planning of the 2013 Jacobus tenBroek Disability Law Symposium well underway, it seems like an appropriate time for reflection on why the symposium is important, why it is important that the National Federation of the Blind host this event, and how the symposium can help facilitate change in disability law. Why the Jacobus tenBroek Disability Law Symposium Is Important The Jacobus tenBroek Disability Law Symposium provides disability rights advocates an opportunity on a national level and cross-disability basis to gather together to discuss the status of disability law in the United States. Over a hundred-fifty advocates representing more than eighty academic, government, corporate, and advocacy organizations attended the 2012 symposium. The organizations represented included Disability Rights Iowa; the American Diabetes Association; the National Association of the Deaf; Jacksonville Area Legal Aid; Disability Rights Advocates; Yale Law School; Bazelon Center for Mental Health Law; National Disability Rights Network; and Google, Inc. International organizations represented at the symposium have included the National University of Ireland, Galway; the City of Paris; and ARCH Disability Law Centre (Canada). Through the discussions that occur at the symposium, relationships are built and attendees discover that, on a cross-disability basis, we have many issues in common. When we work together on these common issues, the disability community as a whole is much stronger. The 2012 tenBroek Symposium included a workshop on litigation strategy planning among disability rights organizations. This workshop was co-facilitated by Scott LaBarre, principal of LaBarre Law Offices and president of the NFB of Colorado, and Howard Rosenblum, chief executive officer of the National Association of the Deaf. This workshop resulted in a commitment by the participants to continue the discussion on how disability rights organizations can work together after the symposium. The relationship- building that occurs at the tenBroek symposium also provides an opportunity for the NFB to foster understanding of our view on blindness-specific issues, and we gain a better understanding of issues specific to other disabilities. Honoring and celebrating the genius of our founder, Dr. Jacobus tenBroek, is one of the primary reasons why the NFB hosts the symposium. Most members are aware that Dr. tenBroek founded the National Federation of the Blind in 1940. However, many of our members may not know that Dr. tenBroek's legal scholarship helped to set the stage for the civil rights movement of the 1950s and 1960s, and was instrumental in changing the treatment of disability rights to a civil rights issue rather than an issue of special privilege. The legal scholarship of Jacobus tenBroek on the interpretation and application of the equal protection clause of the Fourteenth Amendment to the United States Constitution changed the way that American courts analyze a discrimination case. In "The Equal Protection of the Laws," a 1949 California Law Review article, co-authors tenBroek and Joseph Tussman developed the analysis that is used by American courts today to determine if a law improperly discriminates by including or excluding a class of people. Coupled with the analysis of the historical origins and meaning of a law developed in Dr. tenBroek's The Antislavery Origins of the Fourteenth Amendment, Jacobus tenBroek's scholarship helped to establish the equal protection clause of the Fourteenth Amendment as the primary tool used by the courts for remedying historical patterns of discrimination. One of the earliest and most significant applications of Dr. tenBroek's equal protection scholarship was that of the NAACP Legal Defense Fund in the landmark school desegregation case, Brown v. Board of Education. An August 18, 1953, letter to Dr. tenBroek from Thurgood Marshall, then the director and counsel of the NAACP Legal Defense Fund, acknowledged their use of Dr. tenBroek's scholarship in preparation for the reargument of Brown before the United States Supreme Court. On May 17, 1954, the Supreme Court held in Brown v. Board of Education that segregation by race in the public schools was unconstitutional because the "separate but equal" doctrine failed to meet the requirements of the equal protection clause of the Fourteenth Amendment. Thus Dr. tenBroek's scholarship was instrumental in creating a new era in American civil rights. With the publication of his 1966 California Law Review article, "The Right to Live in the World: The Disabled in the Law of Torts," Jacobus tenBroek established himself as a founding father of American disability law. In this seminal article Dr. tenBroek demonstrated that, based on the self-care and self-support provisions of the Social Security Act, the rehabilitation programs of the states, programs to educate disabled children in the public schools, and the opening-up of civil service jobs to the disabled, the integration of the disabled into the community was the policy of the United States. Therefore, Dr. tenBroek argued, the disabled had the same right to the use of public streets and sidewalks, common carriers, public buildings, and other public accommodations as their nondisabled peers. With this reasoning Jacobus tenBroek helped to shift the perception of disability rights from that of an issue of special privilege to one of civil rights. Dr. tenBroek's analysis of state tort law in "The Right to Live in the World" revealed a wide variation in substance and in its application by the courts to the disabled. For example, Dr. tenBroek noted that the majority of courts did not find a blind person to be negligent simply because she was walking down a street unaccompanied when she fell into an unprotected, open trench and became injured, while other courts did find negligence. In response to this inconsistency Dr. tenBroek drafted the model White Cane Law, which established the right of blind and other disabled Americans to be in the world and to use public streets and sidewalks, all modes of public transportation, and public accommodations. Today most states have passed the model White Cane Law in some form. The shift to Dr. tenBroek's view of disability rights as a civil rights issue is also reflected by the passage of federal legislation such as the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Because of Dr. tenBroek's influence, the barriers that have prevented the disabled from living in the world are being removed, and his vision of equality of opportunity for all is closer to becoming reality. Why It Is Important that the National Federation of the Blind Host the tenBroek Symposium The National Federation of the Blind is a strong, national organization with resources that are unmatched by other disability rights groups. Our grassroots organization is strong, with over 50,000 members representing affiliates in all fifty states plus the District of Columbia and Puerto Rico. The Jernigan Institute, with its large meeting space and capable staff, is an ideal setting for a disability law symposium. By bringing other disability rights advocates, both disabled and nondisabled, to the Jernigan Institute, we show them what is possible when the disabled are in command of their own destiny and expectations are high. Since our founding by Dr. tenBroek in 1940, the National Federation of the Blind has been a leader in the disability rights movement. In the early days the fight was for the right of blind Americans to teach in the public schools, travel unaccompanied, and obtain federal Civil Service jobs, among others. Today, in addition to fighting for the rights of blind citizens to have equal access to educational materials, access to appropriate test accommodations, and access to the Internet, our battles for civil rights also include some that have a cross-disability focus. In 2009 the National Federation of the Blind played a leadership role in founding the Reading Rights Coalition, a group of thirty-one organizations representing the print-disability community, to demand equal access to electronic books and ebook readers for all individuals with print disabilities. Our leadership role in the disability rights movement has continued in 2012 as we spearhead the effort to eliminate subminimum wages paid to workers with disabilities. The National Federation of the Blind is leading the cross-disability push for Congress to pass H.R. 3086, the Fair Wages for Workers with Disabilities Act of 2011, which would phase out the payment of subminimum wages to disabled workers, currently permissible under section 14(c) of the Fair Labor Standards Act. Other disability organizations that have joined us in this fight include the Autistic Self Advocacy Network, United Spinal Association, National Down Syndrome Congress, National Association of the Deaf, American Association of People with Disabilities, and Little People of America. Through our strength and leadership the National Federation of the Blind has changed and continues to change what it means to be blind in America. When we have issues in common, such as the right to read and the right to be paid a fair wage, the National Federation of the Blind also takes a leadership role to change lives in the cross-disability community. Hosting the Jacobus tenBroek Disability Law Symposium is one of the ways we develop the relationships with other disability organizations that enable the NFB to take a leadership role in the disability community as a whole. This role as a leader in the cross-disability community makes us a stronger organization in our relations with lawmakers and corporate executives as we work to bring Dr. tenBroek's vision of equal opportunity for all citizens closer to its full realization. How Can the Jacobus tenBroek Disability Law Symposium Facilitate Change in the Law? The thoughts and ideas expressed at the tenBroek symposia are made available to all for citation in court documents and in scholarly publications. Recordings of all of the plenary sessions from the first five symposia are available free of charge on the NFB website. In addition, articles based on presentations from the 2008, 2009, and 2011 symposia have been published in the Texas Journal on Civil Liberties and Civil Rights, a publication of the University of Texas School of Law. Thus the ideas generated at the symposium may influence disability law and policy when lawyers and judges cite these articles and recordings in their court briefs and opinions or when legal scholars cite them in their writings. One of the most important ways the Jacobus tenBroek Disability Law Symposium can effect change in the law is through inspiring the next generation of disability rights advocates. Every year the tenBroek symposium provides a growing number of law school students with a unique opportunity to network with leading disability rights advocates from throughout the United States. An intern from Disability Rights Iowa who plans to attend law school said of the 2012 symposium, "I learned so much and met so many amazing people. It really was an inspiring event...." Inspiring law school students to become disability rights advocates with Dr. tenBroek's vision of equality of opportunity for all citizens and the NFB's example of what is possible when expectations are high will help to move disability law in a direction closer to his vision. Continuing the Struggle for the Right to Live in the World The sixth Jacobus tenBroek Disability Law Symposium, "Push Forward and Push Back: Continuing the Struggle for the Right to Live in the World," will take place on April 18 and 19, 2013. The symposium will provide disability rights advocates a forum in which to discuss topics such as the United Nations Convention on the Rights of Persons with Disabilities, the impact of the Olmstead case on employment, litigation strategies in kindergarten through secondary education, and the International Treaty on the Right of the Print Disabled to Information. As a consequence of the leadership role of the National Federation of the Blind in bringing together the cross-disability community through the Jacobus tenBroek Disability Law Symposium and the resulting relationships and collaborations, we are able to carry forward Dr. tenBroek's work toward achieving for all citizens equal opportunity for full participation in the society in which we live. ---------- [PHOTO CAPTION: Kevin Carey] Democratizing Braille: A World View by Kevin Carey From the Editor: Kevin Carey is the chairman of the Royal National Institute for Blind People, headquartered in London, England. He delivered a somewhat abbreviated version of the following paper on Thursday morning, July 6, to the 2012 convention of the National Federation of the Blind. His remarks were controversial if not revolutionary, but, as he points out, they arise from many years of experience, not ivory tower theorizing. We decided that what he had to say was important enough that it deserved consideration of his unexpurgated text. Here it is: Introduction Mr. President, ladies and gentlemen, colleagues and friends: First of all, let me thank you for receiving me here today. I am deeply conscious of the honor and hope that you will not mind the frankness of a guest. On a more general note, I am no stranger to the United States since I was a student at Harvard after graduating from Cambridge University in England, but I am delighted to have the opportunity to visit Texas for the first time. Before I address my theme, perhaps a few words about myself would be helpful as background. I was born nine weeks premature at three pounds two ounces in 1951, and the oxygen that kept me alive gave me retinopathy of prematurity, blinding my right eye and leaving me with a tiny degree of residual vision in my left, which I ultimately lost in my mid-twenties. I learned to read uncontracted and then contracted Braille, going through a major code revision at the end of primary school. Over the years I acquired a knowledge of Braille codes for French, German, Spanish, Italian, two music codes, two mathematics codes, and two computer Braille codes. After university I joined Sight Savers International and worked in former British colonies designing education, training, and rehabilitation programs for incurably blind people; and the achievement of which I am most proud was the development of the first major computer-driven Braille production system outside the Western World, the African Braille Centre, which started life before the Internet couriering Braille books on floppy discs to embossers in a number of countries. During that period I worked in more than fifty countries and was involved in Braille policy and production in almost all of them. Later, after leaving Sight Savers to run my own IT consultancy, I chaired the United Kingdom Association of Braille Producers, sat on the Braille Authority of the United Kingdom, and took an early interest in the Unified English Braille (UEB) code. I also edited the UK peer-reviewed journal on blindness, the British Journal of Visual Impairment, which is very similar to your Journal of Visual Impairment and Blindness, which brought me into contact with many teachers of blind children, and I have taken a very special personal interest in libraries. I say all of this because, although I cannot hope to convince everybody of the rightness of what I am going to say, at least I am speaking from practical experience and not as a theorist. The Global Braille Crisis Braille is on the verge of a global catastrophe as great as that which the music industry faced in the late 1990s and as great as that now being faced by conventional book, magazine, and newspaper publishers; and, if we do not do something radical to save it, we, the baby boomers, will be the last generation to take Braille seriously. There are five major clusters of issues feeding into this crisis: . The emergence of analogue audio products and then text-to-speech (TTS) and the explosion of spoken-word broadcasting . The decrease in congenitally blind people with no other disabilities . The mystification and professionalization of Braille teaching and the concentration on coding issues . The exorbitant cost of Braille production and consumption and . Pressure on public sector and philanthropic budgets Audio: The appeal of analogue audio was obvious from the start, and to its many virtues we can now add the cost reduction and flexibility of interaction provided by TTS. The last two decades have also seen an explosion of factual spoken-word broadcasting. The problem here is that, as the result of sloppy thinking, some educators think that audio text is equivalent to the Braille reading experience. But there is something very particular in our culture about text before our eyes or under our fingers quite distinct from the audio experience. Facility with symbolic language is a basic literacy which access to audio cannot readily provide, but the initial cost differential between audio and hardcopy Braille production is now being further widened by the falling cost of TTS. Epidemiology: In most developed countries the number of blind children with no additional disabilities is falling while the number of blind children with additional disabilities is rising. For the past 120 years the life force behind Braille has been congenitally blind children. Some adventitiously blind people have learned Braille, but many of the small number with the inclination have been alienated by the pressure for a contracted Braille default. Many blind children with additional disabilities will manage uncontracted Braille at best. This is a global trend which has begun in the West but will rapidly extend as a consequence of improved medical services in such countries as China, India, Brazil, and South Africa. Mystification: I use the term "mystification" to cover a large and complex problem area, but let me try to separate this into the following four elements: . Contracted Braille . Single signs with multiple meanings and therefore . Complex rules and . Reversibility problems This has meant that the major focus of Braille advocates and Braille authorities, teachers, and publishers, has been on rather arcane coding issues when they might have concentrated their energies on: . Simplified coding and layout . Teaching and learning materials and . Promotion and marketing. Indeed, in recent months I have received enquiries from some of the poorest countries in the world asking if they should establish Braille authorities to deal with coding issues when most of their blind children have no access to any kind of Braille. This orientation means that the gateway to learning Braille has been operated by professionals instead of being an easy-access mass-market product. Cost. Nobody contemplating the budgetary tribulations of California and, at the other extreme, the decision of South Korea to phase out all paper books in its education system by 2015 can doubt that the cost of Braille is going to put it under pressure with a public sector preference for text-to-speech and, exceptionally, for the use of refreshable Braille displays. Put bluntly, Braille--and particularly hardcopy contracted Braille--will be perceived to be the province of a dying elite. Democratization My broad, conceptual proposal for saving Braille is to democratize it, to take Braille out of the hands of professionals and put it into the hands of the people, and to this end I have six proposals: . Default Braille teaching to uncontracted . Provide code choices where this is possible . Promote multi-modal self-tuition . Create a market in Braille products . Promote end-user Braille embossing . Slash the cost of refreshable Braille display technology In turning to the two major contemporary issues of Braille coding, it is, sadly, necessary for me to begin with an emphatic warning. When I made a similar speech to this one in Leipzig last September, those who disagreed with me quite deliberately misunderstood what I was saying. The key words in my two proposals are, "default" and "choice." At this point I am tempted to say, "Read my lips," but instead I will simply say as slowly and clearly as I can that I am not proposing to abolish contracted Braille or to prevent anybody who wants to learn and use it from being taught and having access to text in it! I am saying: . First, educators should not automatically swallow huge quantities of curricular time by insisting that all blind children learn contracted Braille but should consider it in the context of all the child's competing needs and in the context of the child's aptitude and life chances. Where such advanced tuition is justified by the child's prospects, of course it should be taught, but I suspect from all my travels that the advocacy for contracted Braille is deeply bound up with the professional self-identity of the special teacher. It's what marks them out; it's what makes them different. They are rightly proud of acquiring this difficult skill, but that should not get in the way of dispensing it judiciously. It is also important to note that all the research points in one direction: uncontracted Braille is easier to learn and does not retard reading speed. . Second, current IT now allows us to give people a choice of contracted and uncontracted Braille, but I propose the uncontracted format because, by and large and contrary to popular belief, uncontracted Braille is cheaper than contracted for all but documents with very long runs, because the increased cost of proofreading outweighs the savings on paper. The space saving on contracted Braille is almost always exaggerated. This establishes the principle that technology allows us to create a market in Braille products, a subject to which I will return momentarily. Code Choices: In discussing code choices, I want to use Unified English Braille (UEB) as an example. The single major virtue of UEB is that it provides a transparent, reversible relationship between print and Braille symbols. The advantages of this are easy to explain: . First, blind children are not confronted with the additional learning hurdle of having to assign meanings to signs based on context. Many teachers want to keep Braille teaching as simple as possible because there are many competing demands on teacher and pupil time. . Second, complex rules with equally complex exceptions can be abandoned, making it much cheaper to put Braille-translation software into generic products. . Third, the English-speaking world can organize its Braille file access around a single code. . The general principle is that, if the initial reasons for contracted Braille, lower metal plate input and some space-saving, are now redundant, the need for print/Braille automated reversibility is such an important factor that to over-ride it there must be even more compelling reasons. Braille Market: Frankly, on both sides of the Atlantic we have made fools of ourselves over these issues. We have made the mistake of the visual impairment sector down the ages, the same mistake we made over residential education and mainstreaming, the same mistake we made over sheltered and open employment, the same mistake we made over the relative merits of Braille and large print. The mistake is that advocates on both sides of the arguments have wanted a universal adherence to their point of view, so opponents have fought each other to a standstill. In spite of this, both sides have continued to behave as if an overwhelming victory and the power of imposition are possible. How can it be in the United Kingdom and the United States, with our belief in markets and choice, that we haven't allowed the market to show us customer preference? The hand-to-hand fighting over mathematics coding in a top-down hierarchical structure makes nonsense of what technology can offer and what we all believe about choice and markets. I realize that unchecked market theory is as damaging as unchecked autocracy, so we need to achieve a balance and opt for practical, perhaps less elegant, less clear-cut solutions to our problems. In the case of UEB, for example, it might be somewhat inelegant to propose its use in the English-speaking world for all literary Braille but to allow some latitude in mathematics as a temporary measure; this will disentangle majority use from a perfectly understandable concern with an important but nonetheless minority concern. It is time for the experts to put their own concerns into the context of a broad and diverse educational and cultural ecology; it is time for the consumer voice to be heard in support of decisions which will broaden and simplify access and cut costs. So where does this leave Braille authorities? Well, you have probably gathered by now that I am not very keen on self-appointed bodies with self- appointed powers telling me or anyone else what I can and cannot do or have. But there are still jobs to be done which Braille authorities might do better than individual organizations of or for the blind: . First, there are coding questions in some countries which need national or language-group consensus, but the emphasis should be on identifying suitable codes rather than trying to impose single codes. . Second, there should be a concern about how Braille codes interact with automated translation software to provide two-way translation with digital print text. This also requires a much greater concern for Braille layout macros, which do not necessarily mimic the conventions of print that appeal to the eye. A good example of this is print centering, which is not always appropriate in Braille, particularly for sub-headings. . Third, there should be much more emphasis on promoting and marketing Braille as a means to education, employment, and culture. Underlying these proposals, I believe that all Braille authorities should be radically democratized so that consumers and those speaking on behalf of potential consumers--those who are alienated from Braille reading because of current barriers and constraints--should have strong representation. Self-appointed oligarchies of experts are not generally sensitive to either their existing or potential markets but are wrapped up in their own concerns. In a parallel proposal I believe that we should create a market in Braille products that reflects cost and quality, approximately in ascending order of price, as follows: . Uncontracted digital files . Contracted digital files . Uncontracted hardcopy . Contracted hardcopy For half a century most alternative-format publishers in the world have offered their customers or beneficiaries a choice between very expensive and subsidized hardcopy, contracted Braille, and real audio. Digital alternatives are now possible, and the issue for most publishers is whether they are able to disentangle their book sales from their free lending model. There may still be some latitude in lending, but my own experience is that it will steadily decline in richer countries, and in poorer countries the cost of hardcopy publishing and lending has to be balanced against the Internet transmission of digital files. The fly in this lovely pot of ointment is of course copyright, but I suspect that publishers would be less hostile if the global blindness community was more sympathetic to paying publishers than paying lobbyists to get free product. Another dimension in quality and time, again in ascending price, is: . Immediate delivery, simultaneous with print publication--unproofread . Later delivery of proofread files or hardcopy In England, a quarter of a century after the first Braille translation software, RNIB was still offering only real audio books and proofread hardcopy Braille, delivered up to two years after print publication. Is that true here? And is it, as I suspect, true almost everywhere? Customers should be allowed to purchase on the basis of quality, price, and timeliness. We at the RNIB are also considering issuing unproofread fiction simultaneously with print publication, giving our readers product vouchers for logging errors. Multi-Modal: I want to begin my remarks on multi-modal Braille learning, i.e., learning to read dots with simultaneous support from speech and on-screen magnified print, by telling two stories. In a small school for blind children in the shadow of the Himalayas, I saw blind children, like monks from the Middle Ages, copying old Braille texts with stylus and frame, replicating previous mistakes and adding their own new ones. Perhaps one in twenty of them would graduate to be the class teacher of the next generation of child monks. At the other end of the sophistication spectrum, somewhere in Scandinavia, I recently visited the most sophisticated rehabilitation center in the world. There I saw Braille learners studying alone from hardcopy sheets. Meanwhile, in the next room newly blinded adults with residual vision were learning how to use screen magnification on lovely computers which ironically were equipped with refreshable Braille displays. Without being explicit, Braille had become associated with failure and isolation, which might explain its declining popularity. We're selling it, not as a new opportunity but as a last resort. But the Scandinavian experience also gave me the worrying thought that teachers who self-identify through their Braille teaching somehow think that adopting a multi-modal approach is a form of cheating since it makes it easier to learn Braille. There is every educational reason why children and adults should learn Braille on refreshable displays with TTS and screen magnification so that Braille is acquired within a supportive environment. If we look at Braille as a commodity, then we can say that it is: . Difficult to learn . Supplied by a cartel of instructors and producers . Expensive . Narrow in product range . Insensitive to consumer preference . An elitist, exclusive product . A symbol of failure This leads me to two economic recommendations: End User Braille Embossing: one element of market choice that should be considered is end-user Braille embossing. Many Braille users have the expertise and the time to run files through their computers and send them to an embosser. This will require a heavy subsidy on Braille paper, but for books on demand with short runs, it would be cheaper to supply the file and the paper to the end user, supplying cheaper paper for products that end users say will be read only once and then recycled. Connected with this is the whole economic question of the advantages and disadvantages of libraries versus nonreturnable Braille-on-demand for certain genres. I have recently been studying this subject, and the real problem of reaching a conclusion is that many practices in Braille production are products of history rather than rational analysis. "Why do you do that?" I asked at a European Braille press. "Because we do," is the answer. Refreshable Braille: Apparently the single largest obstacle to providing a tactile alternative to hardcopy Braille production and distribution is the cost of refreshable Braille. I say "apparently" because, as I have just noted, extracting figures from Braille production houses about their real costs is difficult. I do know that the production of a single title in many cases can be as expensive as a 32-cell Braille display, but, if the cost of the display really is the barrier to Braille access, we need to tackle this subject as a matter of urgency so that Braille readers can take advantage of the ebook revolution, leaving specialist blindness agencies with the budget to handle more complex books with savings from supplying hardcopy light fiction. I am pleased to say that your president and I are of one mind on this issue, and he and his senior officers are joining a global initiative to identify a low-cost solution which will form the basis of products from a very simple single line display with minimal controls to be used in developing countries and to be used by readers of straightforward text to multi-line or whole page displays for students. This leads me to Braille as a global phenomenon. Our discussions over the English Braille Code and our efforts to attain a level of digital file interchange between organizations serving blind people have shown us that we need to pool expertise to advance the cause of Braille, particularly in: . Developing simple Braille-making tools . Developing teaching and learning materials . Creating promotional and marketing expertise What we don't want is a world body that replicates our historical mistakes by trying to develop global coding rules. Overall these proposals not only constitute a flexible strategy, they allow the rational allocation of price subsidy by suppliers. That, if you like, is the nuts and bolts of my presentation, but I want to end on a higher note: freedom. I believe that Braille has been the prisoner of a congenitally blind, highly educated elite for too long and that, if it stays that way, it will die with us but that, if we are as passionate about its future as we are about its present and even its past, then we have a duty to do for Braille what the digital recorder did for music and what the word processor did for publishing. The mistake of both industries was to see the future in terms of the past rather than in its own terms, and they will recover fully only when they see the new situation as an opportunity. We should turn our tradition on its head and make Braille a consumer-focused entity, easy to learn, flexibly available, and responsive to market forces. We have spent far too long burying our heads in our code books, oblivious of the changing world which will not wait for us. In a manner which is repeated over and over again in history, we have adopted the classic defensive posture of the besieged, arguing over ever more arcane points as the enemy's grip tightens. It is time to break out. It is time to abandon old quarrels and let the citizen and the consumer decide; it is time to abandon old prejudices and read and respect research; it is time to recognize the new technologies for Braille production; and it is time to plan for an era when public sector expenditure will decrease and when philanthropy might falter. Above all, it is time to think of ourselves, not as the custodians of a precious past, but as the advocates for an exciting future. ---------- [PHOTO CAPTION: Dominic and Ronit Ovadia-Mazzoni and their son Alex] My Journey to Genetics: Changing What it Means to Be a Blind Genetic Counselor by Ronit Ovadia-Mazzoni From the Editor: Ronit Ovadia was a 2005 NFB scholarship winner and is a former member of the National Association of Blind Students board. She currently lives in California with her husband and son. In this article, which first appeared in the Summer 2012 Student Slate, she talks about her unique career choice and the techniques she uses to accomplish her goals. The first question people always ask me when I tell them I am a genetic counselor is "What is that, and do you counsel genes?" The next question is "And how do you do that as a blind person?" Before I talk about being a blind genetic counselor, I'd like to give a quick description of what a genetic counselor does. We are healthcare professionals who talk to patients about genetic risks for themselves and their family members. There are three types of counseling: prenatal, pediatric, and cancer. In prenatal counseling pregnant patients are told of the risks for birth defects for their child, and, if there is a test which indicates a higher risk for a genetic condition, counselors educate them about these risks and offer further testing. In pediatric counseling children with developmental delays or medical problems suggestive of a genetic condition are evaluated and tests are offered. In cancer counseling families are evaluated for a possibility of a genetic predisposition to cancer. I found out about genetic counseling in high school, and, after job shadowing a genetic counselor to learn more about the profession, I decided that I wanted to pursue this as a career. In college I majored in biology and psychology to prepare myself for a master's in genetic counseling. I went to Northwestern University for my master's and spent two years rotating through various hospitals and clinics getting my training. I then worked for two years in a prenatal clinic in southern California before deciding to take a short break to stay at home with my son, who was born last year. So how do I perform the visual parts of my job? Actually, genetic counseling is mostly nonvisual; however, some things do make it a little more challenging. For example, genetic counselors obtain family history information from patients and are expected to draw a pedigree, which is a visual representation of this information. The pedigree has circles representing females, squares representing males, and lines connecting the people to show relationships. Text is written to describe any medical problems that may be present in the family. In order to do this, I asked my now husband, who is a computer programmer, to write me a program to create these drawings for me based on the text information I enter. The program creates a drawing which can be printed out and put in the patient's chart. The only other issue that sometimes comes up is obtaining information from patient charts. Depending on whether the chart is electronic or on paper, I use a combination of technology, scanning, and hiring a human reader to read to me. During my two years at my first job, I hired a reader who helped me with this task. I worked at a very busy clinic, seeing twelve to fifteen patients a day, which is quite a lot for a genetic counselor. The most challenging part of being a blind genetic counselor is not the logistics of the job itself. Rather, it is convincing others that I am capable. Disabled people who work in healthcare are not very common, so most people don't have a lot of experience with capable disabled people. In addition, the medical model is to cure disabilities, so naturally most people think that a blind person would not be able to work in a healthcare setting. In addition to wondering about how I use computers and read charts, people are always curious about how patients react to having a blind genetic counselor. This has been a positive for me because I am able to provide details from my own life which help patients realize that disabled people can live full, productive lives. Constantly having to convince others that I am capable can get exhausting, and I often have to step out of my comfort zone and act confident even when I don't feel it. However, I always try to keep in mind a few things. First, I always have the National Federation of the Blind as a support network. Second, I never lose sight of why I entered the field in the first place: because I love science, and I want to help people understand their medical situations and make informed choices. Whenever I get frustrated, I remember that my determination has gotten me further than I ever thought possible, and I want to be a successful genetic counselor more than anything. I hope that, after reading my story, you too will have the courage to dream big and have the determination to follow those dreams because as blind people we can do anything we set our minds to. ---------- [PHOTO CAPTION: Stephen King] The Daisy Consortium Global Partnership: Working with the NFB to End the Book Famine by Stephen King From the Editor: On Wednesday afternoon, July 4, 2012, Jim Gashel was asked to come to the national convention podium to introduce Stephen King, the president of the Digital Accessible Information System (DAISY) Consortium. The NFB is a member of this group, dedicated to getting more books for the blind to read with our fingers, ears, or eyes. Here is what Mr. King has to say about the book famine in the U.S. and the U.K.: Good afternoon, friends. It's great to be here in Dallas. This is my first visit to Texas, so it's fantastic. Thank you, Dr. Maurer and Jim for inviting me. What I am going to do in fifteen minutes, because I promised Dr. Maurer I shan't be any more than fifteen minutes, is to tell you who the DAISY Consortium are. I want to bring you some good news about the book famine and tell you there's light at the end of the tunnel, and it's not a train; it's some ebooks, and it's going to load Braille on that train too. I also want to tell you about our gift to the world. Do you remember the fountain pen? Do you remember the typewriter? Do you remember optical character recognition that Ray Kurzweil brought us? Well the ebook, the great navigable ebook, is also our gift to the world, and I want to tell you about the way the DAISY Consortium wants to make sure that Braille readers are not left behind in the ebook revolution as well. [Applause] Last, I want to tell you your support underscores your leadership team, who have been fantastic, and we really need that to continue, and thank you for your continued support. I don't have to tell you about the reality of the book famine. Fewer than 5 percent of books are available in any sort of accessible format. Here in the U.S. that finding was based on some studies in 2004 and similar in the UK. You heard Maryanne Diamond, president of the World Blind Union, tell us we're really well off here; it's much worse elsewhere. That means that the World Blind Union set out something called the Right to Read Campaign, and here in the U.S. I believe that's called the Reading Rights Coalition. We want the right to read the same book at the same time and at the same price as everybody else. [Applause] That's what we want. [Applause] Who are the DAISY Consortium, and what's our role in making that a reality? We're the consortium of not-for-profit organizations serving people with disabilities and their friends, and the technology companies, and increasingly the publishing companies as well. We've got worldwide membership. We have fifty countries involved in our consortium from the U.S., Latin America, the EU, China, Africa, and Asia. We've got all continents, barring Antarctica. But we do have Iceland. We're looking at Antarctica; there must be some blind people there too, but all we find is penguins at the moment. [Laughter] Here in the U.S. the National Library Service, Learning Ally, Bookshare, the National Federation of the Blind's NEWSLINE, lots of universities: they're all part of the DAISY Consortium, and they are all using the technology and the standards that we have developed to deliver a better way to read. A better way to read is solving only part of the problem. Actually we need a better way to publish. Publishers need a better way to publish, and that is what our vision is. So the vision of the DAISY Consortium is that people have equal access to the information and knowledge, regardless of their disability, and our job is to create the best way to read and publish for everybody in the twenty-first century by delivering a global partnership. That's the official vision and mission of the DAISY Consortium. We started with transforming talking books services, but what we realized is that these assistive services are great, but we're never going to break that 5 or 10 percent of all books available. We've got to tackle the ninety percent that are not available. That means we've got to transform mainstream publishing, and that's what we do. First we started, as we should, by asking people with print disabilities what they wanted, and they said very straightforward things- the things you know. I want to easily find publications I can read. I want far better availability of Braille and talking books. I want more publications I can read with accessibility built in. I want a great reading experience, whether I read with my eyes, ears, fingers, or any combination of all of those. Last I want affordable reading technologies. So this is the journey we are setting out to tackle, and I'm going to tell you there is good news on that journey. We also talked to authors and publishers, and they said to us, "Actually we want to reach a wider audience. We want to reach everybody." We talked to my namesake, Stephen King. He doesn't want you guys not to be able to read his books. He wants you to be able to buy them and read them like everybody else. Publishers: they want to sell you books too. They want to profit from you just like they do from everybody else. They're good people too, but actually they don't know the way, so they asked us to give them a way to do this. When we talked to governments, we got the U.N. Convention on the Rights of People with Disabilities. Governments want a solution to this, and they pass inclusive laws, but actually they struggle to find a way to deliver it. They also want effective use of their funds. So everybody wants an inclusive publishing model, but how do we do it? Well, for us the opportunity is in the ebook revolution. You may not know about it; it's happening all around us; it's happening particularly in the English-speaking countries as we speak, but, interestingly, more ebooks were sold this year than print books. So we've gotten to the stage that fifty percent of everything that's sold is already an ebook, and it's only just beginning. Last year Dr. Maurer heard me say that in the U.K. people with print disabilities are increasingly able to enjoy the same book at the same price and place as everybody else. If you want to actually see some blind people talking about the revolution in their reading that ebooks has caused, then go and Google on YouTube, look for the terms "ebooks" and "RNIB," and you'll find a video of them talking about their experience. There is light at the end of the tunnel, because we've done some research. It is based in the U.K., but we're pretty similar to lots of other well-developed countries, particularly here in the U.S. That study said that the 5 percent of books that were available last year moved to 7 percent this year. But, when we looked at the top one-thousand books published in 2010, more than half were readable with your eyes, ears, or fingers. [Applause] I can tell you now that we reran that survey in January of this year, and nearly 70 percent of those top one-thousand bestsellers in 2011 you can read with your fingers. That's fantastic progress and evidence. But there's loads more to do. There are huge problems still to solve, and that's what we're doing. The opportunity, though, is that the publishing industry is undergoing great change, massive change, a disruptive change--so now is the opportunity to help them shape their industry for the future. This includes all of us in this room, whether we read with our eyes, our ears, or our fingers. [Applause] So we've got the attention of the publishing industry who say, "Yes, help us"; we've got the attention of governments. The really cool thing is that we've got great people in key positions in the consortium. We're led by George Kerscher, who is in this room, from Missoula, Montana. Many of you know him. He is the president of something called IDPF, International Digital Publishers Forum, and they're setting the standards for ebooks. Marcus Gylling, who is the technical director of the DAISY Consortium, is also the technical director of IDPF. We have Maryanne Diamond, whom you met this morning, who's working very hard at the WIPO (World Intellectual Property Organization) reforming the copyright law. We have great people in pole positions, and, last, we've got the technology that publishers need. You guys have been ebook readers for years; and you know about navigation, you know about multimedia, and you know what a great reading experience that can be. Actually the general public is beginning to wake up to that. Publishers are beginning to realize that they can deliver fantastic books with that technology. So the fountain pen, the typewriter, the long-playing record, speech recognition, and speech synthesis--all developed for blind people--to this we can add navigable ebooks. I want to say to industry that we need to build in accessibility right now, but we need to ask the question, accessible to whom? Accessible to people who can use assistive technologies- that's great-but many people still struggle with assistive technologies, to use them and to afford them. We have to deliver accessibility to them. I think we're still going to have what I call "customized books": some Braille books, books with picture descriptions, books with narration- all are still going to be needed. We have to build that into our model. But we've got to put our own house in order too. We can't go on duplicating. The DAISY Consortium did a study on Harry Potter-you remember the Harry Potter books? [Yeah] Well, did you know that across the world we managed to transcribe the Harry Potter books seven times into English Braille and seven times into talking books. What a waste. We could have done it once and used all those resources to do more books. We have to solve that problem. We also need a Braille code which faithfully translates ebooks both backwards and forwards. You heard a colleague over there say, "If I enter it in Braille, will it render properly into print?" We need a Braille code that works, and I know great leaders here are beginning to tackle that problem. We need a low-cost Braille display that will allow people to read ebooks. [Applause] I salute the work that Deane Blazie and company have done to bring down the cost of Braille displays, but we need to bring that down from $2,500 to $3,000. [Applause] Today the Consortium is doing this as a major project, and to do that we're bringing in colleagues from developing countries as well because there are huge numbers of Braille readers in India in particular. They all speak English and use it in their education. So, by bringing them into the market and increasing the volume enormously, we think we can change the cost of Braille displays by creating a simple display, and that's our job. [Applause] My job is to make sure that people can read what they want, when they want, and how they want, and I think it's deliverable. But the National Federation of the Blind's leadership role is vital. On the board we've got Jim Gashel, whom you heard, and I'm very grateful to Dr. Maurer and your colleagues for tackling publishers who don't think about people with print disabilities. We've got the support of George Kerscher, our secretary general, and we had Anne Taylor organizing a crucial publisher conference in New York just a couple of weeks ago. Thank you for that really steadfast support, and please help continue your support of the DAISY Consortium, because together we can actually end the book famine. [applause] ---------- [PHOTO CAPTION: Mary Ellen Gabias] The Federation in Your Journey: The Courage to Try by Mary Ellen Gabias From the Editor: Mary Ellen Gabias is a leader and a founding member of the Canadian Federation of the Blind. Before marrying Dr. Paul Gabias and moving to Canada, she was a member of the National Federation of the Blind and was employed at the National Center for the Blind. Readers of the Monitor will appreciate once again her insightful writing, her clarity, and her conviction. Here is what she says: Journeys make me think about travel and moving around. The notion of travelling represents a metaphor for how I live my life and what the Canadian Federation of the Blind (CFB) and the National Federation of the Blind (NFB) mean to me. Over the years I have discovered that the stories I tell myself about what has happened to me shape my destiny more than the happenings themselves. First Paradigm: Don't move. When I was five, a buddy knocked on my door and asked me if I could go outside to play cops and robbers. My mom said yes, but she asked me to stay in the backyard. "Don't go near the side yard. Workers are repairing the septic tank," Mom said. If I had listened to my mom that day, I wouldn't be telling this story now. All I can say in defense of my five-year-old self is that, when Elliot Ness was in hot pursuit of Al Capone, he probably didn't remember everything his mother told him either. I will spare you the details, except that, when I was running full speed ahead and suddenly there was no ground under me, it felt like I was flying--until gravity won. My mother stated the lesson from that event simply: "You pay a price when you don't pay attention." How grateful I am that was her message. It so easily could have been "Don't run; it's too dangerous." My parents encouraged me to move on my own, but unfortunately other people and several circumstances did not. My brothers usually parked their bikes in the wrong places; it is amazing how many bruises one can get from falling over a bicycle. Many people said, "Don't worry; I'll do it; you might fall; just sit there." So the idea that moving was scary entered my consciousness. A long white cane would have made things easier for me, but my parents told themselves a story that, along with a tin cup and a handful of pencils, the cane was part of the beggar's badge. So I became afraid to move because I lacked that tool. Second Paradigm: Exploring is fun. In grade two I learned about explorers: Christopher Columbus, Magellan--those brave people who went out and discovered new continents. Our school's acreage was relatively small, but it felt enormous. I set out to explore every inch of it--charting unknown territories. Without a cane to check out the ground ahead of me, my explorations were more arduous than they needed to be. Even so, I began to believe that life was fun; getting around was an adventure. Then home to Mom's cupcakes--no starving in the wilderness! So the idea that exploring was a joy became part of my life. Third Paradigm: Am I good enough? I heard the family of another blind student talking about cane travel. They said of their child, "He moves as fast as a sighted person." I wanted that. I begged for cane travel lessons and insisted that my parents change their story about what it meant to use a white cane. I was instructed by an orientation and mobility specialist trained in Boston. She called herself a "peripetologist"--a pretentious and intentionally manufactured Greek word, meaning the science of getting around. I learned the two-point touch, three-point-touch, touch-and-slide, touch-and-drag. I learned to go with a sighted person the first time I went anywhere to make sure the new route was safe. The third paradigm became: "Am I doing it right? Am I a good traveler or a bad one?" All of these paradigms existed simultaneously. Sometimes I was scared to move, sometimes I was excited, and sometimes I wondered if I was good enough. Then I became involved with the National Federation of the Blind--a growing, changing and dynamic organization in the U.S. My first trip to a Federation convention, where hundreds of blind people gathered together, helped me understand my paradigms better and changed the stories I told myself. At convention in 1972 far too many people still believed that independent travel meant that not everyone had his or her own sighted guide; independence meant that one guide worked with five or six people. Groups of us travelled by train--not Amtrak or light rail--but a train in which the sighted person guided five or six blind people who hung on for dear life. Heaven help you if the trains got tangled up. The sighted people would get into arguments about who had the right of way and which train should move. The blind people stood patiently waiting, while the sighted settled the matter. I also encountered a new and exciting spirit at that convention. Canes tapped; people walked by themselves with their heads high, with speed, with joy. Sometimes one person linked arms with a less confident colleague, or sweethearts held hands. I deliberately followed those confident travelers around the hotel and the downtown Chicago streets and imitated everything they did. I added yet another paradigm to my list. Fourth Paradigm: "Of course, I travel; I've got places to go, and I'm going to get there." Blind people live with all of these paradigms of travel and life. Yes, sometimes moving seems too dangerous; sometimes it is an adventure to explore and try new things; sometimes self-doubt stops us from trying at all. But more and more, because of the Canadian Federation of the Blind and the National Federation of the Blind, blind people travel because they have places to go. The techniques are the same; the stories are different. Federation conventions change your life. You cannot imagine, until you go, the many empowering stories you will hear and the way these stories will change your life and the lives of others in many subtle ways. That day, when I was playing cops and robbers, if my mother had said, "Don't move, it's too dangerous," my plunge into the septic tank would not have been just a humorous story. It would have ended my desire to move and dream on my own. I would have become afraid that independent action would lead me into the mire, instead of learning that, when you pay attention, you don't have to pay a price. I am grateful to my parents and to everyone in the Federation for helping me understand those lessons, for teaching me the way, and for sharing my journey. ---------- [PHOTO CAPTION: Curtis Chong] [PHOTO CAPTION: Shown here is a picture of the newly designed iBill] The New iBill?: Is it Worth the Extra $20? by Curtis Chong From the Editor: Curtis Chong is second to none in his knowledge of technology and his ability to write about it. He is president of the National Federation of the Blind in Computer Science and works for the Iowa Department for the Blind as the director of field operations and access technology. Here is what he has to say about the latest incarnation of the iBill money reader: It never ceases to amaze me how many people believe that for the blind the independent management of paper money is a daunting task. I have been totally blind since I was born, and I have been using paper money ever since I was able to scrape enough together to change ten dimes into a dollar bill. It never even occurred to me that I shouldn't be handling paper currency simply because I couldn't see it. Of course everyone who is blind has run into those situations where someone hands you a bill, and you have no way of knowing what it is. Have you ever been standing at a bus stop and had a fellow passenger ask you if you had change for a five? Before currency identifiers came on the scene, a blind person had to trust that indeed he or she was being given a five- dollar bill. The problem becomes more acute if you are selling items to customers over the counter. My first real job was the operation of a newsstand at an airport. People handed me paper money all the time, and there were many occasions when I had to trust that I was being given a five, ten, or twenty- dollar bill. I am happy to report that only in a very small number of cases did someone actually try to deceive me. How is this different today? Aside from the fact that more business now seems to be conducted using credit or debit cards, a number of devices now on the market help the blind identify paper currency. Those of you who use the Apple iPhone can use the $10 Money Reader program developed by Looktel, which identifies American and foreign paper currency with incredible ease. However, if you don't have an iPhone and are looking for affordable technology to help you identify American paper currency, have you considered the iBill?, developed and sold by Orbit Research? On September 18, 2012, Orbit Research announced the availability of the new iBill, which is priced at $119. When the original iBill was released in late 2009 for $99, I thought then that the company had a real winner. Back then other currency identifiers were priced over $300, and they were too large-so large, in fact, that they could not fit in your pocket. The original iBill, on the other hand, was light, small, and priced under $100. Moreover, it could speak, beep, or vibrate; and people who were deaf and blind could use it. Often, when companies extol the virtues of their products, my skepticism kicks in, and I choose to wait until I can verify the company's assertions through personal experience. In the case of the iBill, Orbit Research claimed that it was able to identify paper currency in less than a second and that it was better than 99.9 percent accurate. In my experience the iBill has never misidentified paper currency; the worst thing that happens is that you get a message which says "error," which means that you should try reading the currency again, and this happens so rarely that I can't remember the last time it happened to me. For the hundreds of times I have asked the iBill to read paper currency, it has always come through in less than a second. As good as the iBill was back in late 2009, two problems were frequently reported. First, some people thought that the iBill needed an earphone jack to support private announcements about currency denominations. Second, while it was very easy to insert newer currency into the reading slot, older paper money would often not slide in quite so easily, making the reading experience more than a little frustrating. I am pleased to report that both of these problems have been quite handily solved with the second generation of the iBill. Moreover, the new iBill comes with other improvements as well. * The buttons on the new iBill are recessed so that they cannot be inadvertently pressed when it is in a purse or pocket. * The new iBill has an earphone jack, meaning that you can now have your currency read out loud without other people listening (an earphone can be obtained from Orbit Research). * A new and improved reading slot makes it easier to insert older currency. * The volume has been enhanced so that it can speak louder than ever. The bottom line for me is that, even though the price of the new iBill is $20 more than the original, it is still well worth the price-that is, if you are looking for a reliable, long-lasting, and durable currency identifier. I know that those of you who use the iPhone will tell me that you have an app that is far less expensive than the iBill. Yes, this is true. But, if you are not one of those people who have been fortunate enough to afford the iPhone, the iBill is there for you-and at an affordable price. The iBill can be purchased directly from Orbit Research through its website: . For more information contact Orbit Research, 3422 Old Capitol Trail, Suite 585, Wilmington, Delaware 19808, Phone: (888) 606-7248; email . Comments From Orbit Research Orbit Research would like to thank our customers for providing invaluable feedback that enabled us to make the new model even easier to use than the original one. We believe this model will also be more user- friendly for seniors. We have also made its design sleeker and rounded to make it even more convenient to carry in a pocket or purse. A ring now comes installed for attaching it to a key-ring or lanyard. A custom- designed leather case is also available, providing protection and the ability to clip on to a belt or purse strap. The unit is fully upgradable to accommodate new banknote designs. We offer a thirty-day money-back satisfaction guarantee and back the product with a one-year warranty covering manufacturing defects. --------- A Reader Takes the Braille Monitor to Task From the Editor: The public is interested in blind people. It is a good thing they are, for that interest fuels public support and offers us a listening ear when we want to tell the world that what they think about our lives doesn't square with our reality. One unfortunate aspect of this public interest is that almost any blind person with anything to say is quoted and is often portrayed as offering the definitive word on the experience of being blind. In 2007 a young man named Ben Underwood got significant coverage for his use of echolocation, a way many of us can listen to reflected sound and detect buildings, parked cars, and other objects that are otherwise silent. When coupled with the use of a dog or cane, echolocation can be very helpful, but most blind people cannot use it without the aid of another tool to find curbs, steps, or small obstacles such as poles or signs. It is a wonderful supplement but does not replace the primary travel tools that make independent mobility possible. When Mr. Underwood got some significant publicity for his use of the technique and was portrayed as believing echolocation made unnecessary the other tools most of us depend upon for independent travel, Chris Danielsen tried to provide some adult perspective on facing the world as a blind person. Most of us know the difficult journey we had in finding a travel tool and then in selling it to families who weren't happy about anything that made us look blind. We remember how the blind man with the cane too often conjured in our friends and loved ones the memory of a blind beggar they had seen and their resolve to see that we would inherit a better future. Chris tried to address these concerns and in articulating them upset a gentleman who came across the article. Here is what Kai Zander wrote in an email probably intended to reach the Monitor editor--with slight editing to correct punctuation for clarity--followed by President Maurer's response. From: Kai Zander Subject: Braille Monitor article "What It Means to Walk with a White Cane" by Chris Danielsen To whom it may concern: I am doing research for a project and just came across a 2007 article in the Braille Monitor entitled "What It Means to Walk with a White Cane" by Chris Danielsen. While this is a five-year-old article, there are comments written by Mr. Danielsen that I cannot shrug off. I am floored that NFB would allow an adult to make fun of, insult, and criticize a child in a published article. Allow me to backtrack: I am not blind. I do not pretend to understand the struggles the blind and visually impaired must endure on a daily basis. I am not writing you today to slight those difficulties. I came across the article while doing research for a picture book manuscript that I am working on. My main character happens to be blind. As I do not wish to insult or stereotype the community, I have spent countless hours reading articles, watching documentaries and YouTube videos about the blind-- specifically blind children. Unsurprisingly, I came across a few articles and documentaries about Ben Underwood, the boy who could "see" with his ears using echolocation instead of a white cane to get around. It's one of those stories that remind people that 1) we haven't seen it all, 2) the (seemingly) impossible is possible, and 3) believing in yourself and having a positive attitude can change your world. It is a powerful lesson, and Ben Underwood is (despite his untimely death in 2009) a symbol of hope for a lot of people--blind, sighted, old, young, black, white, etc. Because of his unique ability, Ben Underwood got a lot of attention. He was interviewed by many people and was the subject of many articles and news stories. Apparently fourteen-year-old Ben Underwood said some things that greatly offended the adult writer, Chris Danielsen, and Mr. Danielsen responded and let the world know what he thought of young Ben Underwood: "Young Mr. Underwood did not seem to have any qualms about making a show of himself or about being compared to bats or aquatic mammals" said Chris Danielsen. Having just watched the documentary, I feel this statement is both cruel and misguided. While Mr. Danielsen also says that the general public considers blind people to be helpless and incompetent-- he bashes a kid for being independent and determined. So the kid isn't doing things the traditional way--did a child deserve such disrespect? Mr. Danielsen basically called him a cocky, uninformed teenager who will soon "have to discover for himself the limits of his own capabilities." The subtext here reeks of a desire for this kid to fail. I am not trying to disrespect the blind community on behalf of every kid that thought the seemingly impossible, every kid who dared to see what others couldn't--why is there such an urge to take that optimism out. That optimism is one of the most wonderful things we have in this world, but according to Chris Danielsen it's wrong. So the kid said he would never use a white cane. How is that different than Muhammed Ali saying "I am the greatest, I said that even before I knew I was"? If that's what it took for Ben Underwood to accomplish what he did, then who cares? I don't think he said, "Anyone who uses a cane is horrible"- -he just said that HE wouldn't. Mr. Danielsen took the comments personally and reacted too strongly to a child's comments. I'm angry that this article still stands on the bulletin. Shouldn't NFB advocate embracing all philosophies? Instead it seems you allowed an adult to target a child. In my book that is unacceptable. It would be different if the scientists who wanted to study Ben Underwood were targeted- -but they weren't. It would even be different if the article was written as an open letter to Ben Underwood's family explaining (nicely and respectfully) that the white cane is not a sign of weakness, but they weren't. The article easily could've attacked the media, but it didn't. The comments targeted a minor as the problem-maker; it's a 14-year-old's fault why people think the white cane is a sign of weakness. A part of your community that you all should be protecting the most was fair game for attacks because why? He was on Oprah? He said something you didn't like? Ben Underwood will never be able to respond to Chris Danielsen's comments as a peer, because he will never be an adult. I get what Mr. Danielsen was trying to say, but the part about "making a show of himself" and saying basically that he's just another cocky, dumb teenager who doesn't get it was cruel. The article could have been written so much better. Educate us on the power of the stick, without needing to take away Ben Underwood's power. I do not know the world of the blind, but I do know bullying when I see it. You all let Chris Danielsen target a kid. And three years after his death, Ben Underwood's inspirational story is stained by this article. South African double amputee and Olympian, Oscar Pistorius said, "You are not disabled by the disabilities you have, you are able by the abilities you have". Ben Underwood had an ability. Why does the community seem so determined to deny him of this? Kai K. Zander There you have Mr. Zander's email. Here is what President Maurer wrote in response: SENT VIA E-MAIL August 17, 2012 Mr. Kai K. Zander Dear Mr. Zander: Thank you for the thoughts contained in your letter dated August 15, 2012. As you might expect, I disagree with many of the conclusions you reach. I know Chris Danielsen to be a gentle man and a gentleman. I don't think your characterization of him as a bully is warranted. One of the problems with blindness is that, unless a blind person conforms to an image of inability and isolation, it is not possible to remain anonymous. In other words, all of us who express individual characteristics are on display and under examination much of the time. Any blind person who demonstrates unusual characteristics becomes the subject of public comment. Those who make outrageous statements are regarded as setting standards that others who are blind must meet. That Ben Underwood did this made of him a public figure. He was regarded as exemplifying a standard that other blind people must emulate. Chris Danielsen disagreed with the standard, and he said so. He had no wish to do any damage to Ben Underwood, but he did wish to behave in such a way that Ben Underwood did no damage to him. The white cane is a symbol of independence. Ben Underwood did not know this. He caused other people to believe that the white cane is a symbol of dependence and inability. This is wrong, and public comment to say that it is wrong is fair. It might be unfortunate that Ben Underwood did not have the option of anonymity, but it is nonetheless true. Because he was not anonymous and because his comments affect others who are blind, it is reasonable for others who have opinions about his advocacy to express them. I hope one day you will have the opportunity to meet Chris Danielsen. He is generous and gentle. He also has a very good mind and a wish to be of help to his fellow human beings. He has helped thousands of other blind people to achieve opportunities that they might not have had without him. Sincerely, Marc Maurer, President NATIONAL FEDERATION OF THE BLIND ---------- Working with Blind Seniors in Support Groups by Rebecca Irvin From the Editor: The following remarks were made at the 2011 meeting of the National Federation of the Blind Senior Division and are reprinted from the spring/summer 2012 issue of the Division's newsletter. Everyone understands the need to ensure that blind children get the education and services that they need to succeed for a lifetime. We recognize how important it is to make inroads in the staggering unemployment rate that plagues blind adults. But perhaps the fastest growing and least effectively addressed need the NFB faces is blind seniors' lack of skills and increasing hopelessness. What follows is one woman's description of what she is doing about this problem. I lost my sight at age fifty-three. I woke up one morning, and everything had gone black. I simply did not know what to do. The only thing I saw in my blind future was death. Finally I came out of my coma and went to a blindness-skills training center. One of the most important things I learned along with the skills was that I could in turn give back to other seniors losing vision. I tell them my story with a sense of humor and how I gave in and learned the skills of blindness. I frankly answer their questions, and I make them feel that, if I could learn, and I really resisted, they can too. I met the sister of Joe Ruffalo. She told me that I needed to meet Joe and get involved with this nationwide blind organization. Of course I was very impressed, have joined, and have started a chapter. I go out and find older blind people who have simply been sitting around the house. I get them going again. I travel by myself, and I tell everyone I meet that it is true that I am blind, but so what? The rest of my body parts all work. I used to love reading. Now I have mastered Braille, so I have taken up reading again. Now I teach others to read Braille. I have support groups. I let each person bring a concern to the table. We all talk it over and find a solution to the problem. At one group we talked about reading mail. Many said a family member would read the mail to the blind person only when he felt like it and would only read what the family member thought was necessary. We all decided it would be much better to find a nonfamily member to do that task. Then we discussed how to find a reader. Some have found readers who do not charge, by putting a note on a bulletin board at a senior center, a library, or place of worship. I am thrilled to be a member of the National Federation of the Blind; others have given to us, and now we turn around and give to others. It's a great feeling. ---------- [PHOTO CAPTION: Jonathan Ice] Learning to Use a White Cane as a Senior by Jonathan Ice From the Editor: Jonathan Ice is a cane travel instructor with the Iowa Department for the Blind. He is a longtime Federationist and delivered the following remarks at the 2011 convention seminar of the NFB Seniors Division. They were reprinted in the 2012 spring/summer issue of the Division's newsletter. He began by pointing out that this was the first time he had given a presentation using Braille notes. He said he had been a high partial and was just now learning Braille. This is what he said: I am not going to make the assumption that all of you are experienced cane users. I want to talk about the value of the cane and how it is best used. I did not use a cane until I was in mid life, although my vision has not changed. Let me explain why I started using the white cane. Most of the time I could get around all right; my central vision is missing, but I can see around the periphery of my eyes. So what if I cannot see things directly in front of me. It wasn't until I finally went to an NFB training center and used a cane under sleepshades that I realized that I had been fooling myself. I couldn't read signs, which caused me a lot of problems. I was trying to get around as a sighted person, but I had to ask questions, which confused sighted people. They thought I was really odd for asking about signs and things that were right in front of my face. The first answer to the question of why use a white cane is for safety. If a person cannot always see stairs or curbs, the cane is a necessity. I know that I have saved myself from some nasty falls. Also, no matter how blind a person is, when you ask for help, the sighted person will usually give detailed directions instead of saying that something is over there, which has no meaning to a blind person. Basically, the cane acts as an antenna. It alerts the blind person of a change in the space ahead, on, or near the ground. With practice the blind person learns to move into the safe space. One doesn't want to swing the cane in too wide an arc because this provides unnecessary information and does not provide the data in front of the cane. When the cane does find something in the path, a turn or stop is essential. Besides depending on the cane, the traveler can use hearing to assist. But those who have poor hearing can touch things in the environment with the cane or even the hand to aid them. It is important to keep the cane on the ground during each step. If it is in the air, you can miss a curb or step-down. I have been asked if I use the same methods when teaching seniors. Since I'm older myself, I realize that I have to use more repetition with older folks. I also stay closer to the senior. If I'm working with a person who is eighty and he or she falls, it might mean a broken hip. A younger person would probably get up and go on. I teach my students that, if we make a right turn at the corner, a left turn will be required when we turn around to retrace our steps. Sometimes I notice that older people think they know something when they really don't. I just let the senior make the mistake and then figure out that it was not a good choice. When I get a new student, I realize that he or she usually has a lot of fear of being injured or simply being watched as a blind person for the first time. However, after a while these problems usually abate. People have inquired about using sleepshades with older students. I have found that, if I don't use them, the older person does not learn because he or she is using limited vision even though it did not work well in the past. At one point I was teaching a group of seniors. The star of the group was eighty-nine. She was safely crossing streets after only four days. She was highly motivated, but she always kept safety in mind. She told the others that, if she could do it, they could too. I had one older person who had serious problems, and I thought she would have a hard time learning, but she proved me wrong. The part of her brain which had been injured was not involved in travel. Another of my older students was having trouble finding her way around her kitchen, and I was about to give up on her, but one day she got the hang of the layout. Then we progressed out to the porch, then down the steps and finally around the neighborhood. Visiting neighbors was her goal. If any of you at this meeting have not used a cane before, now you have heard all these stories and might want to give it a try. Everyone I know agrees that the NFB cane with its metal tip is the best. For most seniors, using a backpack or bag with long handles is best for carrying things because they leave the hands free. ---------- [PHOTO CAPTION: Judy Sanders] Remembering the Nickel by Judy Sanders From the Editor: Judy Sanders is secretary of the NFB of Minnesota and an active member of the Metro Chapter. The following article appeared in the Summer 2012 issue of the Minnesota Bulletin, a publication of the NFB of Minnesota. This is what she says: Ah, the wonders and excitement of the Minnesota Great Get-Together! I listen to the sounds-the music, the children laughing, the vendors selling, and the food frying. I smell the food-the grilling, the popcorn, and Sweet Martha's hot chocolate chip cookies. I'm happy and hungry. So I decide to venture through the fairgrounds to find one of the new food items this year sold by Famous Dave's. They're pork cheeks. I'm taking a chance that they taste better than they sound. We in the National Federation of the Blind have a lot of work to do. Still too many blind people do not know that they can enjoy the fair by themselves. In addition, most members of the public can't imagine how we do it. I begin by asking at an information booth about where the Famous Dave's dining area is located. I then head in that direction. Using a long white cane at the fair is very handy as it is in any other travel situation. Some people get out of the way; others don't. But everyone is in a good mood, and no one seems to mind when he or she encounters my cane. Periodically I ask for directions to make sure that I am still headed the right way. I arrive and wait in line to place my order. The paper tray in which my feast is sitting is quite heavy. Is it all the food or the stick? I sit down and tentatively check out what I have. It is several huge chunks of tender pork with lots of gooey barbeque sauce on it. I dig in and discover that it is delicious. But I need to ask another customer where I might find a supply of napkins. Finishing all of it, I am thinking that I really should stop eating. But then I think about the roasted corn and the fact that it is the last day of the fair and my last chance to indulge. So I reverse my steps to find the corn. I think I am close and decide to confirm my impression. An older couple resting on a bench confirm that I am heading in the right direction and offer to go with me. I tell them that it is not necessary, smile, and keep going. The corn is just across the street. There are two lines at the corn booth: one for purchasing a ticket and one for getting the corn. I am listening to determine which line gets me a ticket when the lady from the bench comes up to me and says that her husband is getting me a ticket. I know they are trying to be kind, but I am embarrassed to accept the gift. So I ask her to tell her husband not to bother, but she says it is already done. What to do? My initial reaction was to get three dollars out of my wallet and give it to them. But I had only a twenty, and I could hardly ask them for change. I then remembered Dr. Kenneth Jernigan's eloquent Kernel Book story, "Don't Throw the Nickel," in Wall-to-Wall Thanksgiving. He talked about recognizing the right time to accept a gift gracefully that has been given in kindness. So I smiled and said thank you. Why did they buy the corn? Did they think to brighten my day? Did they think that I could not afford the corn? Whatever their motive, it could not have been because of high expectations for blind people. The corn didn't taste as good as it might have. As I say, we have lots of work to do in the Federation. Have we made no progress in changing public attitudes? We've made plenty. I think of the number of people I passed at the fair who felt no obligation to help me. Others were courteous when asked for directions. There were curious children who asked their parents about my long stick, and I found a teachable moment. I hope I always remember the nickel but never lose sight of the important lessons we teach and learn through the National Federation of the Blind. ---------- [PHOTO CAPTION: Michael Bills] Axis 360: Making Books Accessible at a Library Near You by Michael Bills From the Editor: Citizens can get books by purchasing them or borrowing them from a library. To have access similar to that enjoyed by the sighted, blind people must work on both fronts. Blio is software that works on many different machines and with many different operating systems to make books available to the book-buying public, and it is accessible by the blind. Now Blio is extending support to libraries. Here is what Michael Bills, director of sales, digital products, Baker and Taylor, has to say about the effort: Ever since the invention of the printing press by Johannes Gutenberg in 1450, the ability to see and read words printed with ink on paper has been essential for reading books unless the books have been modified or reproduced in an accessible large-type, audio, or Braille format. Therefore people who are blind or visually impaired have had few options for finding and enjoying books and have often been forced to wait many months or even years before an accessible version becomes available. But, with modern day production of books now in an historic transition from ink on paper to digital bits and bytes, that's beginning to change. Now libraries across the country are expanding their circulating collections with electronic books and are using technology to make their digital material compatible with screen readers so people with visual impairments can enjoy reading the newest popular fiction and nonfiction titles. In May Baker & Taylor, the world's largest distributor of print and digital books, released a fully accessible version of its Axis 360 digital media library, making this important ebook service fully compatible with the leading screen-reader technologies such as JAWS, Window-Eyes, NVDA, and System Access to Go. This new service provides libraries with a complete solution for patrons that meets accessibility requirements in accordance with the mandates of the Americans with Disabilities Act and other federal and state laws. When combined with the free Blio eReading app--designed by Ray Kurzweil and K-NFB Reading Technology--patrons who are blind, or those with other reading disabilities, are able to navigate the Axis 360 website and explore their library's digital collection, easily find and borrow items of interest, and have them read aloud using Blio running on Windows PCs or on Apple or Android mobile devices. Issuing a statement to announce the new release of Axis 360, NFB President Marc Maurer said: "We are thrilled that the Axis 360 platform will enable libraries to open up the world of ebooks to the blind and to millions of other persons with reading disabilities throughout the United States. There is no other solution libraries can offer that provides the full spectrum of content choices, tools, and ease of use for people who have difficulty reading or people who cannot read ordinary print. We are eager to work with libraries across the country to ensure that they fully exploit what Axis 360 can uniquely offer." The availability of new content is important to people such as Lisamaria Martinez, thirty-one, who works at the LightHouse for the Blind in San Francisco. Like many blind people who enjoy books, Lisamaria receives digital editions of books from the National Library Service's Braille and Audio Reading Download (BARD) website. She listens to three to five books a week, mostly as she rides to and from work on the bus. "My only issue is that they don't always have books that I want to be reading," she says. "I'm totally about popular fiction, while they're uploading a lot of political books or biographies. For people who like those subjects, that's great, but for people who don't, I think, `Please download more popular fiction!'" She hasn't tried ebooks from her library, she says, because she suspects librarians would steer her toward ebooks for eReading devices that lack talking menus and accessible text. But she says she just stumbled across news about Axis 360 and Blio and plans to give it a try. George Coe, president of Library & Education for Baker & Taylor, says developing technologies for the visually impaired helps libraries ensure that they are fulfilling their charter to serve every member of the community. "We all know that interest in ebooks is surging," he says. "But we want to make sure no one who wants to take advantage of ebooks is left behind. Now visually-impaired individuals can share in the convenience, excitement, and enjoyment of the newest and best digital content." For more information about the free Blio eReading software and to establish a free Blio account for use on up to five PC or mobile devices, please visit . For more information about Baker & Taylor's Axis 360 service for libraries, visit . Above all, be sure to ask your public library about plans being made to offer ebooks through Axis 360. ---------- [PHOTO CAPTION: Diane McGeorge and Kenneth Jernigan] Paw Prints on the Barricades by Anna Kresmer From the Editor: The following is another in our series of historical documents in the Jacobus tenBroek Library. Diane McGeorge has been a fixture of the Federation for many years, during which time she has served the movement in many ways. The lengthy list of leadership roles she has occupied for over thirty years includes affiliate president of the NFB of Colorado (1976 to 1991 and 1995 to 2005), member of the NFB board of directors (1977 to 2004), NFB first vice president (1984 to 1992), and long-standing logistical overseer of the Washington Seminar. In addition to this she is the dynamic founder of the Colorado Center for the Blind, a training facility rooted in the positive philosophy of the NFB, which she directed from its founding in 1988 until 1999. These days McGeorge may be best known as the door prize maven-and President Maurer's main competition for the microphone-during the general session of the NFB annual convention. But no matter which role she has played in your life, it is safe to say that few if any NFB members today do not know of Diane McGeorge, her bright smile, her warm voice, and her tireless work for the organized blind movement. What newer Federationists may not know is that during the early days of her involvement with the NFB, McGeorge's outgoing personality was at times upstaged by her faithful and precocious guide dog Pony. With a name like "Pony," perhaps inevitably this guide dog made a big impression on people everywhere that he went, and even now the simple mention of his name calls forth fond memories. Patricia Maurer recently remarked that McGeorge has always done a wonderful job handling her guide dogs, but, "Pony once in a while was just a dog. I remember Pony eating a stick of butter from the bottom shelf on a cart during a dinner event. At a state convention Pony snatched a doughnut from a chair. After all, it was at Pony's level." But, in spite of these canine antics, she remembers Pony as a good, well-trained guide dog who knew how to work and was loved by many. Even Dr. Kenneth Jernigan, known to prefer using a cane, was moved to comment about this friendly creature in the May 1976 edition of the Braille Monitor. He declared that, "[A]lthough I do not use a dog myself, (preferring a cane), I am not `anti-dog.' Ask Diane McGeorge. She can tell you that I would fight for Pony, and (by the way) he would fight for me." Given such a touching declaration, it wasn't long before Dr. Jernigan received an undoubtedly unexpected response innocently tucked behind an update on the state of the Colorado affiliate from McGeorge on May 25, 1976. Now, carefully preserved as part of the institutional records of the National Federation of the Blind, here is the letter: Dear Mr. Jernigan, I want to thank you for being so kind as to mention me in the May Monitor as well as on the presidential release. (Bark, bark). In addition, I feel it is my duty to report on Diane's progress as state president, so, if I say anything self incriminating, please be prepared to rush to my defense. (Lick, lick). There have been no threats of chapter dissolution, so I suppose she's doing a fairly decent job, and, though making herself heard is the least of her problems, she relies heavily on her ghost writers to assist in correspondence etc., but please remember, all this is in the strictest confidence. After all, if I don't stay in her good graces, she might cut down on my chow rations, and I don't have to tell you how unbearable that would be. I will continue in advising her on the most important issues, and hopefully she will be wise enough to follow my suggestions. I am a quiet soul, but a loving one, and it has been my experience most people respond to love. This is not to say that I would ever walk away from the barricades. I am a Federationist through and through, and I am constantly doing my best to live down my humble beginnings in that unmentionable training school [Leader Dogs of Michigan, immortalized in Federation history by inclusion of the song, "Leader Dawg," which is often played as part of the wake-up concert at the National Center for the Blind.]. Since this is my first attempt at self expression, I'm about to drool on the paper from fatigue and excitement, so I shall close for now. I'd hate to spoil my message with paw prints. Affectionately, Pony ---------- A Library for the Price of a Book From the Editor: Richard Seltzer's little publishing company has been providing classic books in plain text format for the blind for nineteen years. Now they have opened a new download ebook store, Quench Editions, , so you can get organized book collections directly online. Here is his description: We have been selling books in plain text format since I met Diane Croft, then an editor at the National Braille Press, and she explained to me how important plain text books are to the blind. Rather than go through the time-consuming and constraining process of trying to set up a nonprofit company and seek grants, I simply did what I thought should be done, the way I thought it should be done, setting up a self-sustaining business that provided classic books for pennies a piece. That became part of the small publishing business that I already ran with my wife Barbara--B&R Samizdat Express. (B stands for Barbara, R for Richard [me], and Samizdat is Russian for "self-published.") First we provided individual books on diskette; later we migrated to large, organized collections of books on CD and DVD. Now, while continuing to sell the CDs and DVDs through our Yahoo Store , we offer similar collections by download. That means that the blind no longer have to deal with storing, finding, and using physical objects. With the high speed of today's personal computers and the Internet and with the huge storage space available on hard drives and other memory devices, CDs and DVDs are becoming obsolete. Downloads are now quick and easy. Many sighted people now use eReaders (Nook, Kobo, Sony, Kindle, etc.), and we wanted to serve them. But we also wanted to continue to serve the blind. And, when we asked our blind customers, they told us overwhelmingly that, despite advances in technology, plain text books are still important to them. So, in addition to selling single books and small groups of books in e-reader formats (ePub, PDF, and PRC), we converted many of our plain-text book-collection CDs to downloadable files. Over 20,000 books are available in these collections, and, if you like, you can buy all of them in a single transaction. The customer gets a zipped file, with books organized in folders and subfolders by author or category. The file names are the book titles, not codes or abbreviations, and there's an index document, listing all the hundreds or thousands of books in that collection, with active links to every book. These books are all available free over the Internet, from sites such as the Gutenberg Project. Our value-added is in selection and organization and in editing and formatting that eliminate unnecessary characters (like underscores) and irrelevant text (like ads for other books and lists of illustrations in books that have no illustrations). All of this makes the books easier to read. The books are not encrypted. You can use them with devices that convert text to speech or to Braille. If you open them in a word processor, you can copy and paste excerpts; you can highlight and annotate them and save what you have added (for instance, a marker where you last stopped reading). For PCs and Macs, when you unzip or extract the download, all the subfolders and files are located in the same folder, and you can use the index document to click and open the individual books, or you can browse through the folders and open the books directly using any word processor or web browser. Each book is a separate file that you can edit, print, or highlight or from which you can copy and paste excerpts; and each sub- folder has the works of a particular author or books on a common topic. In other words, you can creatively control these files. None of the major ebook retailers has offerings of this kind. Our store uses a no-frills web design with minimal graphics (just the company logo). Payment is by PayPal?. We are not set up like the monster online stores that have millions of titles and are automated, depending on search engines and data bases. These books are hand-selected and hand organized. (My hands.) If you would like free samples, send me an email at , and ask to be added to the distribution list for "Free Ebook of the Week" and/or "Free Kid's Book of the Week." We've been sending out selected classic books as email attachments for eight years. This is a labor of love. I'm an obsessive and omnivorous reader. I've read many of the books that I publish. Since I was twelve years old (back in 1958), I have kept a list of every book I have read. The complete, frequently updated list, is on the web at . For what I've read so far this year, check . For a list of the downloadable book collections, with links to the complete tables of contents of each, please go to . ---------- [PHOTO CAPTION: Newel Perry at about the time he joined the faculty of the California School for the Blind] Newel Perry: More Profiles and California School for the Blind Politics An Interview with Newel Perry Conducted by Willa Baum From the Editor: Thanks to Federationist Bryan Bashin, we recently received a scanned copy of an in-depth interview with Newel Perry archived in the Bancroft Library of the University of California General Library, Regional Cultural History Project. Willa Baum conducted the interview in Berkeley, California, in 1956. The interview is so lengthy that we have been forced to serialize it. The first installment appeared in the July 2012 issue. The second section, covering graduate school in Europe and the New York years, appeared in the October issue. This third installment includes discussion of notable figures in the blindness field and the internal struggles in the California School for the Blind that brought Perry back to California. Charles Campbell Baum: Did you come into contact with Charles Campbell? I think he's the fellow who founded Outlook for the Blind. Perry: Campbell? Oh, I know who you mean. Yes, I knew Charles Campbell very well. He was the son of a blind man. His father was an American and became quite a prominent musician, and he went on tours through England, where he would give musical performances. England wanted to do something to improve the lot of their blind, and they decided to build an institution, a school, so they asked him to take charge of it. (Francis Campbell, Sir Francis. His wife was Lady Campbell.) He was a very competent man. His blind pupils were noticeably successful. He was quite a hand at propagandizing. He told wonderful stories about his students. A great many people criticized him as being an exaggerator--he undoubtedly was very intensely interested in helping the blind, and collecting money in England was a little slow, but he did build up an institution there that was very much respected. His son Charles grew up with an interest in the same thing, and he became a propagandist and traveled around the country here lecturing. He married a very lovely woman. She was in California when I first knew her. I was in New York when they were booming the idea of having these shops for the blind. Charles was engaged in that sort of work in Boston, but he came to New York to lecture. Charles Campbell was a very efficient man too. He was enthusiastic, a good talker, and he was very optimistic about it. Many of the people who were connected with the blind were not optimistic. That was the one trouble with the schools that we had. The superintendents were selected, evidently, in a very careless way, and none of them were particularly men of ability, and some of them didn't have much of an education. Those men rather belittled Charles Campbell. They said he was just a hot-air artist making a big noise and that a great deal of what he said was not reliable. That's because they couldn't believe it. You see, our schools for the blind were filled with people who didn't understand the blind and didn't believe in their capabilities at all. At that time the feeling generally was that the blind couldn't do anything anyhow, but it was very wonderfully nice of certain people to come and help the blind. The teachers of the blind were looked upon as sort of saints and missionaries, and they were quite willing to accept that admiration. But they were not progressive nor imaginative. I don't know that they are yet. Baum: Well you must not have agreed with Charles Campbell on the shop idea. Perry: Oh, I didn't bother much about it. I wasn't working for it in any way. I was friendly to him. I didn't mind their building shops for the blind if they wanted to, but I had the feeling that fifty years from then the people would not have acquired independence through self-support. And I don't think they have. These shops don't develop men of ability; they don't try to. They are frequently run by men who don't know anything about it. Then the blind themselves did nothing, said nothing, were not articulate-- they were afraid to talk. As a result very little was accomplished. That is what we, in the past few years, have done. We deliberately and with forethought planned to make the blind assume the responsibility of bettering the condition of the blind. Baum: Did you know Charles Campbell and his wife as personal friends, or did they ask you for advice? Perry: Yes. Well, they did sometimes. No, I think they were possibly inclined to give me advice. Baum: You liked them? Perry: Yes, I thought they were very nice people. Of course, they were not interested in the subject I was interested in. You see, you can't do everything. You can't start a group of people who will devote their time to entertaining and trying to supply the blind with some amusement, take them out riding...I don't want to belittle that, that's all right, but five hundred years from now they'd be doing the same thing. Those blind people that they attend are not independent and never will be and don't particularly want to be. Baum: Well Campbell didn't do that, did he? Perry: No, no. Campbell was interested in helping the blind, but it was largely teaching them trades. The idea of a blind man getting an education and becoming a doctor or lawyer or something like that, that was something like a Cinderella story. He didn't take it seriously, and no one else did. When I came to New York, I could find only one blind man who had ever gone to college. Baum: Is that right? No wonder it sounded like a fairy story. Perry: New York is just packed full of colleges, so I thought, when I came, that there must be quite a number of blind college graduates. I couldn't find any. I'd ask about them, and no one had ever heard of one. But there was one man who had gone to college. He was a classmate of the man who was president of Columbia at that time. He tells the story that at the graduation from college this blind boy and this future president of Columbia were the two contestants for being the most outstanding student of the class, and the president got it. This blind man went into mathematics, gave lectures at Columbia University. Baum: What was his name? Perry: I can't think of it. Robert Irwin Baum: Did you know Robert Irwin then? He went to college, didn't he? Perry: Yes, Robert was from the state of Washington, went to the school for the blind there, and later went through the university. Then he moved to New York and started the plan of sending blind children, not to residential school, but to the public schools. He then went to Ohio, and he'd get classes started in the public schools for the blind. He did that in two or three of the cities there. Then he came to New York City and got interested in starting the American Foundation for the Blind. He was quite an able man and made a real success out of the creation of this foundation. It's done a great deal for the blind, I think. Of course, they don't run shops. They try to help all the activities for the blind throughout the country. They've now gotten fairly well established. I expect their yearly expenditures run up close to a million dollars. Baum: Did Robert Irwin favor college education for blind people? Perry: Oh, I think so. I don't think he was as enthusiastic as I was. Many of the things that I had to work for, which were new and people couldn't understand, nowadays they just take as a matter of course. A blind boy in former days couldn't go to college, didn't have the money, and didn't think he could work his way through college. They could, I guess. I earned most of my way through college. So did Robert Irwin. He had to go around and peddle things from house to house. He had great difficulties going to college. They had no reader bill. He had to try to get people who were willing to help him a little bit to read to him. Baum: I heard somewhere that you and Robert Irwin worked together to defeat a movement for a national college for the blind. Perry: I don't know as we did very much about it. I guess we both would oppose it. Baum: Did you do any work together on it? Perry: Well, we talked about it and evidently thought about the same thing and probably expressed ourselves. I know, I wrote to some of the different people about it. The contention to have it was not very strongly pushed. It's an absurd idea. Baum: It's an idea that has come up again and again, hasn't it? Perry: Oh, I don't think it will come up any more, not seriously, anyhow. What would a college for the blind be? They get in college, and with their reader funds, they're just like anybody else. They are at no disadvantage. They can go to Columbia or the University of California. They can have the best of teachers. Now, if the federal government started a college for the blind, they wouldn't have men like Einstein teaching in it. It would be a mediocre, insignificant thing where they would give out degrees because they were blind people, I expect. No, I think after a blind person reaches the eleventh or twelfth grade, it's better for him to work with sighted people. He's got to live with them. He's not going to make any money off of blind people. If he's going to get ahead in the world, he wants to have the ability to approach sighted people. Baum: I wondered what you thought of Robert Irwin. Perry: I think he did good work. He built up the American Foundation for the Blind quite well. Baum: Was he ever a member of the National Federation? Perry: Oh no. Baum: He didn't approve of that? Perry: Well it worried him a little. He would come to the meetings, but usually just to see me. Baum: You were friends? Perry: Yes. But he was afraid that the Federation was going to hurt the Foundation. I don't know why it should; but they both feel that way. Baum: Both? Perry: Both the Foundation and the Federation. The Foundation is trying to antagonize and oppose the Federation, and the Federation criticizes the Foundation a lot. Baum: Do you think it's a valid criticism? Of the Foundation? Perry: I never heard any systematic criticism. Just that they don't like them. I don't know why. I don't see any occasion for them to criticize one another adversely at all. Baum: You think the Foundation does good work for the blind? Perry: It doesn't do the work that the Federation is doing, but it doesn't try to. Different kind of work; their policies are different. The Foundation likes to play with the agencies. It isn't built on the principle of the National Federation. The Federation says to the blind, "If you want something, it' s up to you to go and get it. You've got to quit depending on someone else; you've got to organize yourselves and go get it." And I believe that. I think that's right. The Foundation is interested in psychology of the blind, or something of that kind. Personally, Irwin was self-centered and a selfish individual. I don't know that many people aren't. He was very much interested in himself and was quite an efficient man and, from his point of view, very successful. He died a rich man. Started out as a boy with nothing. Intensely interested in his own welfare, which is all right, I guess. Walter Holmes Baum: Did you know Walter Holmes while you were in New York? Perry: Walter Holmes? Very well. He wanted to start a Braille magazine. He was not blind, but he was very much interested in the blind. Wonderful fellow. We met in a library and became great friends. He got Mrs. Matilda Ziegler, a widow whose husband had been a very wealthy explorer to the North Pole, to put up the money for the magazine. Of course, now there are a great many magazines for blind people. Baum: Is that called the Matilda Ziegler Magazine? Perry: Yes. [Shows Braille magazines.] Baum: Did you think this Matilda Ziegler Magazine was a good one? Perry: It's better now than it was. It was very popular; they must have had ten or fifteen thousand readers. Holmes had been a newspaper man. He had a blind half-brother in whom he took a great deal of interest. The blind boy wasn't particularly bright or talented or trained for anything, and it used to worry Holmes. The father said, "Don't bother him; just be kind to him and let it go at that." Holmes took out a lot of insurance on himself with the blind boy as beneficiary, but the blind boy died first, and Holmes lived to be quite old. Wonderful man. He somehow understood the blind thoroughly. While most sighted people want to be kind to blind people, they don't understand them. Holmes was a bachelor; he devoted all his life, morning, noon, and night, to helping blind people. This Ziegler magazine was the first Braille magazine in this country. Holmes thought it was quite important that blind people have a magazine because they can't pick up as much through experience as other people. Holmes was not interested in making a profit; he just wanted to help the blind. A man once wanted him to leave the magazine for the blind and come in with him on another business. Holmes said, "I'm not interested in making money." The other man said, "I am; I've made a whole lot of money, and I don't know what else to do but keep on making money." Holmes turned him down. So the fellow went on with his plan and made two million dollars in the next year and a half. Then he asked Walter Holmes if he were sorry he hadn't gone in with him. Holmes said no, he wouldn't know what to do with a million and a half if he had it. Baum: Did he favor your reader's bill? Perry: Yes. Baum: Did he give you any publicity in his magazine? Perry: He would have, but I told him I didn't want any. I had gone before to The Outlook--that magazine has been discontinued--I don't mean Outlook for the Blind, but The Outlook, a weekly magazine. Theodore Roosevelt was the editor on The Outlook for a while. The real editor, who wrote editorials in The Outlook, was a very famous editor, Lyman Abbott. So I gave him a summary of what the reader bill was, and he wrote an editorial on it, quite a lengthy one. I gave him a copy of my letter to the governor, and he referred to that a good deal in the editorial. (Outlook, Vol. 86, p. 938, August 31, 1907) It was an extremely popular magazine all over the country....After the bill was signed, he wrote an article about it. He was a very brilliant man. Major Migel Baum: Was Major Migel working for the blind at the time you were in New York? Migel of the American Foundation for the Blind? Perry: When I first got up that club I organized for blind people-- Miss Holt's blind people--she came to the meeting (she would always bring some guests with her, society people) one time and brought Migel. Migel got very much excited. He was very much taken with me; we were great friends, for the moment, anyhow. He wanted me to come down to his office. He turned out to be a very wealthy man, a silk merchant. So he said, "If you would be interested in this--I've got to go to Europe for a couple of months--but if you would hunt out these blind people that you think are desirable for us to do something for them, educationally or otherwise, get familiar with their names, so that when I come back, we'll go over it and see what we can do." Well, that was really a wonderful proposition because he was a man who was intensely interested in the blind, and he had the money and the desire to help. So I said that I would try to, but of course I was tutoring and had limited time. But he insisted. Miss Holt heard about this. Of course she was up in arms. In the first place she had introduced me to Migel. But, when Migel was thinking of doing something that wasn't in her line, she was worried. She was very fond of newspaper publicity and loved to read about what she had done, while Migel would just as soon his name never occurred in the paper. That wouldn't interest him at all. She was so antagonistic to him in talking to me that I could see that, if I went on with what Migel wanted, I'd have to stop doing things that I had been doing for her. That would be a very undesirable thing, so I decided to tell Migel that I was giving all my time to Miss Holt. So I rang up one of his lieutenants and told him that I would have to postpone any work or let it go. The man said, "Of course, I have no authority in this matter, but I do know that Mr. Migel would be very disappointed if you didn't work for him." Of course Migel didn't understand and wouldn't understand my relationship with Miss Holt particularly, so I told the man that it would be impossible for me to do it until Migel got back. When he got back and was told by his informants that I had withdrawn from that work, I suppose he just thought that was the end of it. I didn't keep up my acquaintance with him anymore. Robert Irwin came along then and got in touch with Migel, and Migel did a great deal helping him start that American Foundation, still does. Conflict within the School for the Deaf and Blind, 1912 Baum: After your stay in New York you came back to the school for the blind in Berkeley. I believe about the first thing you did was to get married. Perry: Yes, I think April 19, 1912. Baum: How was the school in 1912? Was it improved from the time you left? Perry: Some of the old teachers were gone, and they had new ones. Nobody seemed to be doing much work. There was less zeal in the school. The School for the Deaf and Blind had been disorganized by political interference. Dr.Wilkinson resigned a couple of years before. He had been principal for forty some-odd years. Baum: Why did he resign? Old age? Perry: Yes. Baum: Wasn't any political trouble, though. Perry: Not that. Two or three of the different employees wanted to succeed Dr. Wilkinson. They had some students, too, who made trouble. There was Miss Mary White Eastman, a blind graduate of the School, who was a teacher of the blind children, little children, in what they called an "opportunity group" for retarded children. She was a woman who had never had any experience or training except that she was naturally a very good teacher. She was very ambitious and wanted to be made the head of the blind department. Then there was Mr. Douglas Keith, an Englishman, who had been the secretary to the principal for many years, and a teacher of the deaf, Francis E. H. O'Donnell, a Scotsman, who wanted to be appointed. The school was run by a board of five members who were prominent people, and they served without compensation. They were the people who would select the principal. So they appointed Mr. Keith. Baum: Had Keith done any teaching? Perry: He had done teaching before he came there. A good many of the teachers got playing around among the politicians, complaining about the school, that it wasn't being run properly, and so forth. Some of them got the children excited. The place was terribly demoralized. Baum: This was after Mr. Keith had been appointed? Perry: Yes. The people that had been disappointed were complaining. Finally the appeal was made to the Governor, Hiram Johnson, and so he ordered an investigation. I suppose it lasted for a month or two. I wasn't here then. There were also a great many complaints about Mr. Wilkinson, though he had left. The investigators came down every day and had a hearing and everybody was called in to talk, tell his story, the older boys and some of the alumni. Some of the alumni wanted jobs up there, and they didn't get them; I guess they should not have had them. They began to feel their oats. Well, it was made very hard for Mr. Keith. He decided to resign. He sent me a telegram to come out and take the position as head of the blind department. He was going to leave on a certain day, but he stayed until he got my reply that I would come. So I simply took the train and came out. Baum: Had you been corresponding with the school while you were in New York? Perry: Not much. Once in a while. Mr. Keith and I had been very close friends while I was here. He was a fine man, but he got into the wrong mess. There was so much jealousy and hard feeling that it looked as if it would be a hard thing to handle. So the governor's recommendation was that Mr. Keith should be removed and that the board should get a new man. Things got hotter, with everybody trying to get the governor to get him in. The board was in favor of Mr. Keith. It didn't want to get rid of him, but the governor insisted. When I came out, they had a teacher of the deaf as acting principal, not one who had been a troublemaker at all, but one of the head men, William Andrew Caldwell. He had been there for many years and was practically the head of the deaf department. He was a great friend of Mr. Wilkinson too. The board complained to the governor that they didn't know any good man to get. The governor said that he had received word from several men in the East that wanted the job, and he thought some of them were very good. There was a man who had been in the Colorado State School for the Deaf and Blind. L. E. Milligan was his name. He came out and took the job. He had a good deal of trouble, too, to start with because everybody was wanting a higher position. He was very tactful in many ways. He of course got into this political mess that was going around, and there was a good deal of ill feeling. Baum: Did the two teachers stay on--Miss Eastman and-- Perry: Yes, Miss Eastman stayed. And O'Donnell. That was a mess. Mr. Caldwell kept his position as head of the deaf department. He tried not to make much trouble. They were all very embarrassed because of the politicians. Baum: Who do you mean, politicians? Perry: Real politicians, members of the legislature, people who were friends of the governor. Baum: You mean this group that had been investigating? Perry: Yes. But Milligan kept them pretty quiet. Baum: Was Mr. Keith still working at the school? Perry: No, he left. When I got here, he was a man without a job. The row had spread to the Oakland Home for Adult Blind, and they investigated down there for a year or so too. The Home was run by a very capable blind man, Mr. Joseph Sanders, who became ill and died about that time. The Home was directed by a board. They came to see me to find out whom I would suggest as the new director. I recommended Mr. Keith and pointed out that he was a very capable man and that he had lost his job rather unfairly because of a political upset and [through] no fault of his own. They offered me the job instead, but I turned them down; there was nothing educational about it. So they appointed Mr. Keith, and he did a good job down there. When they were having their investigation, the alumni split. A few were in with the politicians, but the alumni that I had organized before I left in '98 upheld Mr. Keith. So when Milligan came, of course, he had to make up his mind whether he was going to be a friend of these alumni or of the ones that had been making the trouble. He didn't want to be an opponent of the governor, for, if it hadn't been for the governor, he wouldn't have gotten his job, so he joined the wrong party, the governor's party. But all the progressive blind, whom I had organized before, were friends of Keith, and, instead of the trouble dying out, it got worse and worse. When I got here, I tried to bring the two groups together, but I couldn't get anywhere. The other group were people with no education and no ability of any kind; they were nobodies. They had no ideas on how to improve the situation and I guess didn't particularly care. One of them, the leader, Mr. Don Darrow, wanted a job at the school. He was a man of no education beyond graduating from the school. No college. He was not esteemed by anybody. I guess Mr. Milligan would have been very glad to give him the job, but he was afraid because it would start the other blind people, my group, up in arms. The feeling between them was very intense. We got up a club and had both groups meeting together until Darrow's group made it impossible, and so we just gave up the attempt. We were trying to help the alumni get jobs and get started in business. I remember that once the alumni wanted to have some money to do something with, so I gave them a donation, I think $100. Then when we found the two groups of alumni couldn't get along, we dropped out and didn't do anything further with Darrow's group. Next thing I heard, they had taken the $100 that was to be spent on trying to help some of the fellows get started in business and used it to give themselves a picnic and ride around San Francisco Bay. Baum: That group didn't have any ambition for improvement! Perry: Oh no, they didn't have any ideas. The school had run down very much. The boys grew up and were rather rough and rude and had evidently not studied anything; they had very few textbooks. Baum: Was Mr. Milligan able to improve things? Perry: Well, he tried to, but he...you see, the children that had been there had been under the influence of the people who had been making the trouble. They still tried to associate with the children. That caused trouble. They were in opposition to anything that I wanted to do. Baum: Did Mr. Milligan stay on as principal? Perry: Yes, he stayed until he died, which was quite a while later. Baum: What did he think of your organization of alumni? Perry: I think he thought it was a very fine thing but that the organization did not support him very strongly. I believe a lot of them thought he wasn't overly fond of me. I don't think he had any feeling against me. He simply was a little afraid to be over-friendly because he was afraid of this other mob. Since the governor had removed Mr. Keith, it looked as if Darrow's crowd was the right crowd, so I can understand how he would think that he had to line up with that bunch of people. He made a mistake because all the progressive blind were on the other side. Baum: Was he progressive in his ideas? Perry: Well. (hesitates) He was no great champion of anything. He was just a man who wanted to run the school and get his salary. I never heard of his springing any new ideas on anybody. Baum: Was he aware of the problem of making a living that his students would have when they graduated? Perry: No, I don't think so. I don't think he ever thought about it. Separation of School for the Blind and School for the Deaf Baum: How did the separation of the school for the deaf and the school for the blind come about? Perry: My old organization, which still exists, got up a plan to see if it could do something to separate the blind school from the deaf school. So we started propagandizing for it. Also there was a movement to have the school taken away from the board that governed it and have it become a part of the public school organization, be under the superintendent of education. Baum: Did you favor that? Perry: Yes. We all did. And propagandized for it. And eventually got it through. Baum: How did you propagandize for it? Perry: We wrote articles in the newspapers advocating it, and eventually we had a plan to be put on the ballot if we could get enough signatures, and have it enacted. Baum: When did you start all this? Perry: 1912. The movement to do away with the board--that was passed by the legislature, so the old board withdrew. That didn't happen for two or three years. Then we worked on a plan to separate the two schools. The idea was to have the school up here where we have both of them now and build a new school for the deaf. The deaf are much more numerous than the blind. We wanted the blind to stay here. We advocated getting a big piece of land for the deaf where they could learn, in addition to academic subjects, trades and farming. It always struck me that farming was a thing that the deaf could do as well as anybody. There was nothing for them here that they couldn't get out in the country just as well. They used moving pictures; they could use them up in the country just as well. I wanted the blind to be near, where they could go to musical concerts and go to college. I thought Berkeley was an ideal place. I wanted the Deaf School to move to the country. Baum: You weren't able to accomplish that, were you? Perry: I got the act written, and then we had to get signatures. We had no money or any great number of people that agreed with us. Teachers at the school didn't want anything of that kind. They wanted things left alone. None of them understood what it meant, anyhow. A few young alumni, maybe eight, went out and tried to get signatures. Ernest Leslie and Leslie Schlingheyde were among them. I'd take them down to the crowded Tenth Street Produce Market in Oakland. Then I'd address the crowd, and they would be there with the petitions to be signed. On one Saturday we got more than 11,000 signatures. We did very well, but we had no statewide team and no money. We had to hire someone to look up every signature and find out what precinct the voter came from. I used up all my war stamp savings for that purpose, and it took me two years of monthly payments to pay off the printer's bill on our advertising. We didn't get enough signatures. We were 10,000 short of what we needed, but that was a very good showing. There was so much propagandizing along with it that a great many people had joined our idea. So I really was going to run it again, the year following, but I didn't have the time. I thought I'd let it go for a while. The legislature was finally convinced that they should be separated somewhat. Instead of following what we suggested, they kept the two schools here but separated them administratively. They are separate but on the same ground, which I don't think is really good for the deaf, and I don't believe there's enough ground allotted to the blind. But they were separated and have separate principals. Baum: I have a note that the separation was in 1921. Perry: Yes. Baum: Think that was largely due to the propagandizing of the Alumni Association? Perry: Yes. Baum: It sounds as if your alumni group was quite active. Perry: It became very active. Baum: Had they been active while you were in New York and Europe? Perry: No, they had gone to sleep. But, when they understood that Keith wanted me to come, they got very active. They went to the board then and insisted that it take Mr. Keith's recommendation and have me come. Baum: But ordinarily they didn't do anything unless you were right there keeping them moving? Perry: Well, not very much. You had to have someone around to drive them. Of course, now things are somewhat different. Some of those boys have gone to college and have training, they have jobs, they're lawyers. Now we have lots of blind people who are holding good positions, and they are all interested in the progress of the blind. And now it's been made a national movement instead of a local one. Baum: Now you have lots of leadership material. Perry: Yes. Now we have clubs for the blind. My Alumni Association for the Blind was the only club that existed for a long time. Then we formed the Council for the Blind in 1934, and we encouraged the creation of local clubs of the blind to be run by the blind entirely. That was a new idea. No one had ever thought of the blind running a campaign for themselves; they always waited for someone to direct them. Baum: Then you sort of trained the leadership that is available now? Perry: Oh yes, they're all my boys. Dr. tenBroek, Robert Campbell, George Fogarty, Ernest Crowley, Ernest Leslie, Leslie Schlingheyde were my boys. Baum: Is this mainly in California? Perry: I did a good deal of that sort of thing in New York when I was there too. That's what my reader bill was supposed to do. ---------- Consider a Charitable Gift Making a charitable gift can be one of the most satisfying experiences in life. Each year millions of people contribute their time, talent, and treasure to charitable organizations. When you plan for a gift to the National Federation of the Blind, you are not just making a donation; you are leaving a legacy that insures a future for blind people throughout the country. Special giving programs are available through the National Federation of the Blind (NFB). Points to Consider When Making a Gift to the National Federation of the Blind . Will my gift serve to advance the mission of the NFB? . Am I giving the most appropriate asset? . Have I selected the best way to make my gift? . Have I considered the tax consequences of my gift? . Have I sought counsel from a competent advisor? . Have I talked to the NFB planned giving officer about my gift? Benefits of Making a Gift to the NFB . Helping the NFB fulfill its mission . Receiving income tax savings through a charitable deduction . Making capital gain tax savings on contribution of some appreciated gifts . Providing retained payments for the life of a donor or other beneficiaries . Eliminating federal estate tax in certain situations . Reducing estate settlement cost Your Gift Will Help Us . Make the study of science and math a real possibility for blind children . Provide hope for seniors losing vision . Promote state and chapter programs and provide information that will educate blind people . Advance technology helpful to the blind . Create a state-of-the-art library on blindness . Train and inspire professionals working with the blind . Provide critical information to parents of blind children . Mentor blind people trying to find jobs Your gift makes you a part of the NFB dream! ---------- [PHOTO CAPTION: Robert L. Hunt (May 22, 1924, to July 20, 2012), stands at the podium during the 1971 convention of the National Federation of the Blind in Dallas. To his left are Isabelle Grant of California and internationally known Rienzi Alagiyawanna from Ceylon, who was then first vice president of the International Federation of the Blind.] Bob Hunt Dies From the Editor: We are indebted to Ed McDonald of West Virginia for this information about longtime Federationist Bob Hunt, who died on July 20, 2012. He was strong and independent at a time when blind people were expected to sit quietly and wait for someone to notice them. Ed McDonald has known and worked with everyone in the West Virginia affiliate for decades. Here are some of his memories of Bob Hunt: Bob Hunt lost the vision in one eye and three fingers on his left hand at the age of eleven in an accident with a dynamite cap. He lost his remaining sight two years later. He earned a master's degree from what is now Marshall University and did extensive work toward a doctorate at the University of West Virginia. As a young man fresh out of college, he earned his living as a merchant and cab dispatcher and even dabbled in the trucking business as a coal hauler. At the age of twenty-four he was elected to the first of two two-year terms in the West Virginia House of Delegates, representing his home county. Several years later he taught for two terms in the public schools of Lincoln County. Then in 1959 he joined the faculty of West Virginia Wesleyan College in Buckhannon, where he served as a professor of history for nearly thirty-five years. Bob joined the West Virginia Federation of the Blind (now the National Federation of the Blind of West Virginia) during the early 1960s. He was a leader of the newly formed Morgantown chapter while attending West Virginia University. He served as second vice president and then first vice president of the state affiliate before succeeding to the presidency upon the death of NFBWV pioneer Chris Cerone. He was then elected to the presidency in 1967 and held that position--except for one year--until 1979. Since then he has remained active in the organization as a member of the board of directors, president of the Members at Large Chapter, and member of the legislative and agency relations committees as well as in various other capacities. His pioneering spirit of independence and self- confidence as a blind person; his keen sense of universal justice, equality, and human dignity; his strength as a leader; and his commitment to lifelong learning are just some of the personal qualities that made him worthy of respect and recognition--not just by the National Federation of the Blind, but by anyone who had the good fortune to know him as a student, a colleague, or a friend. For example, consider the evolution of his spirit of independence and self-confidence as a blind person. At the time Bob lost his sight, the creation of a social action organization of blind Americans (the National Federation of the Blind) was still just a dream in the mind of a scholar and visionary named Jacobus tenBroek. Bob's parents had no National Organization of Parents of Blind Children to turn to for guidance about how to help their son who had suddenly become blind. The only blind person Bob himself had ever seen was a street musician with a tin cup attached to the neck of his instrument. Otherwise, during those pre-war depression days, opportunities for a blind person to live an independent and productive life- -especially in rural West Virginia--were virtually nonexistent. Neither of Bob's parents had even a high school diploma. Nevertheless, they recognized the importance of a good education and developing a strong sense of personal responsibility. They made sure their children did well in school and had chores to do at home. Even after the explosion had destroyed some of Bob's vision, they insisted that he remain in school and complete eighth grade. In addition, Bob's father, who worked as a coal miner, set a personal example of courage and determination by becoming involved in the labor union movement--an unpopular and sometimes even dangerous thing to do at that time. Even after his father died prematurely in 1939 at the age of thirty- seven, his mother insisted that Bob continue his education at the West Virginia School for the Blind in Romney, the only viable educational option available to him at that time. Despite the school's strong academic program, it was at the School for the Blind that Bob first encountered attitudes of low expectations and inferiority regarding blind people--even the unspoken but very real notion that totally blind people were somehow inferior to those with so-called partial vision. But he also learned from his fellow students the many things that blind people really could do, and he discovered new and effective ways to bolster his own self-confidence. One of those techniques for building self-confidence involved what he described as "breaking the rules of the institution," a technique that he occasionally employed in his adult life as well. Things like venturing off campus without the requisite sighted guide; finding ways to buy beer at a downtown restaurant; and daring to walk across the railroad trestle that spanned the South Branch River--these activities were strictly forbidden by school rules. Nevertheless, engaging in such activities--even at some risk to one's safety--was one way for a blind teenager to assert his independence and strengthen confidence in his own inherent abilities. Bob would be quick to remind us that behavior which others may regard as simply a display of self-assurance on the part of a sighted person may be interpreted as arrogance or conceit when displayed by a blind person. Nevertheless, this spirit of self-confidence--call it conceit if you want to--served him well after graduating from the School for the Blind. Pursuing a college education was not common among young blind people in those days, and the matter of starting a small business was even less common. But conducting a campaign, getting elected, and serving in the state legislature is still a pretty remarkable accomplishment for any young man in his early twenties--not to mention a young blind man in 1948. In 1959, when Bob joined the faculty of West Virginia Wesleyan College, blind people throughout the nation were still struggling to secure the fundamental right to organize. Dr. tenBroek and a few others had worked their way into academia, but teaching at the college level was not, by any means, a common profession for blind people. It is therefore a testament to his persistence and determination as well as his academic credentials that Bob was able to secure such a position and make it his life's work for more than three decades. He held his employer to the same standards of nondiscrimination that he would have expected from anyone else. Although he had not earned a PhD, he became eligible after fifteen years of teaching for advancement to the rank of full professor. Years passed, however, and he received no such advancement while colleagues in similar situations were becoming full professors. He recognized a blatant case of discrimination based on blindness and carefully considered how to respond. Finally--despite advice from friends and colleagues not to make waves, he decided to file a complaint with the West Virginia Human Rights Commission, a right that had been secured several years earlier through the efforts of the Federation. The Commission ruled in his favor, and the college complied. It was virtually inevitable that Bob would become involved in the work of the National Federation of the Blind. His father's example as a union miner taught him the value of collective action as a way to solve social and economic problems and bring about needed social change. His legislative experience taught him how to bring about change through the political system. What's more, that sense of independence and self-confidence assured him that the principles which the Federation fought for were indeed right. He led the organized blind movement well in West Virginia--expanding the membership and forming new chapters, raising the necessary funds to support the organization, raising public awareness of blindness issues and the accomplishments of blind people, and supporting the passage of vital legislation in such areas as basic human rights for blind West Virginians. One of his crowning moments occurred when he confronted Governor Arch Moore in a public forum. While Moore addressed a statewide gathering leading up to the White House Conference on Disability, Bob challenged the governor's alleged acts of political cronyism that had seriously weakened the state's Randolph-Sheppard vending program, a major source of employment for blind West Virginians. On a personal level, Bob and Ruth were successful in navigating the process of adopting two children. In the 1960's and even today, this is an area in which blind people often face unwarranted challenges and discrimination. Robert Hunt's life stands as both a positive example and an inspiration for blind people everywhere. It seems almost prophetic that the letter L, the middle initial in his name, stands for Loyal. Throughout his life he remained loyal to those fundamental principles of equality and justice that sustained him and gave him the strength and determination to achieve so much. ---------- Recipes This month's recipes come from members of the National Federation of the Blind of Iowa. Ham Balls by Sandra Ryan Sandra Ryan is the newly elected president of the Diabetes Action Network division in Iowa. In the Ryan household Thanksgiving is not about turkey and stuffing. Our family and guests (sometimes we serve twenty or more) love roast beef with carrots and potatoes and also the following two recipes. These two are the reasons my granddaughters, Shelby and Kaylee, love us. Ingredients: 3 pounds ham loaf mix (1 pound each ground beef, ground pork, and ground ham) 1 cup milk 2 eggs 1 1/2 sleeves saltine crackers, crushed Sauce Ingredients: 1 cup brown sugar 1/2 cup water 1/2 cup white cider vinegar 2 teaspoons prepared horseradish (not sauce) 1 teaspoon yellow mustard Method: Preheat oven to 350 degrees. Mix all ham ball ingredients thoroughly and form into twenty to twenty-four balls. Place in greased 9- inch by 13-inch baking pan. Cover with aluminum foil and bake forty-five minutes. While the ham balls are baking, prepare the sauce. Uncover pan and turn ham balls. Pour the sauce over them. To make sauce, mix sauce ingredients and cook, stirring constantly, over medium-high heat until sauce boils. Stop stirring and continue to boil sauce for one minute. Remove from heat and pour over partially baked ham balls. Return ham balls uncovered to oven and bake forty-five minutes more, basting occasionally with sauce. Yum! ---------- Easy Cheesy Potatoes by Sandra Ryan Ingredients: 2 pounds potatoes, peeled and cut in 1/2-inch cubes 1 10 3/4-ounce can condensed cheddar cheese soup 1 12-ounce can evaporated milk 2 tablespoons butter 1 teaspoon salt 2 cups shredded cheddar cheese, divided Method: Preheat oven to 350 degrees. Place cubed potatoes in the bottom of a greased 9-by-13-inch baking pan or dish. In a medium bowl mix together the remaining ingredients, using only one cup of the cheese. Pour mixture over potatoes and stir to mix well. Bake uncovered for about forty- five minutes, or until edges are brown and sauce is bubbly. Remove pan from oven and sprinkle with an additional cup cheddar cheese. Return to oven and bake until cheese melts. ---------- [PHOTO CAPTION: Peggy Chong] Asian Beef Slaw by Peggy Chong Peggy Chong is a longtime Federationist whose interest in Iowa history and particularly the history of blind Iowans is well-known. Ingredients for Steak Marinade: 1/4 cup soy sauce 2 tablespoons rice wine vinegar 1 tablespoon chili garlic sauce 1 tablespoon sesame oil 1 tablespoon brown sugar 1 pound top sirloin, cut into 1-1/2-inch cubes Sesame seeds for garnish Dressing Ingredients for Slaw: 1/4 cup rice wine vinegar 2 tablespoons sesame oil 1 tablespoon fresh ginger root, minced 1 tablespoon brown sugar 1 tablespoon chili garlic sauce Slaw Ingredients: 1 bag broccoli slaw mix 3 scallions, sliced Method: In small bowl combine marinade ingredients. In a large bowl cube the steak and toss with marinade. Let stand for twenty minutes. Combine dressing ingredients and pour over slaw mix and scallions, which you have tossed in a salad bowl. Before serving, drop the meat cubes into a hot pan coated with cooking spray. Cook meat till done. Remove from heat and sprinkle with sesame seeds. Add meat to the slaw and serve. ---------- Font Size: . A . A . A . Print Page . E-Mail Success! A link to Bacon Wrapped Asparagus Bundles was e-mailed Bacon-Wrapped Asparagus Bundles by Peggy Chong Ingredients: 1 1/2 pounds asparagus spears, trimmed 4 to 5 inches back from tips Extra-virgin olive oil, for drizzling A few grinds black pepper 4 slices thick-cut bacon Method: Preheat oven, if using, to 400 degrees. Lightly coat asparagus spears in extra-virgin olive oil. Season the asparagus with black pepper or lemon pepper. Take a quick count of the spear tips. Divide the total number by four. Gather that number of spears, and use a half slice of bacon to wrap the bundle, and keep those spears together. Repeat with remaining asparagus and bacon. To grill, place bundles on hot grill and cover. Cook ten to twelve minutes until bacon is crisp and asparagus bundles are tender. For oven preparation, place bundles on slotted broiler pan. Bake 12 minutes. Even Curtis eats these. ---------- Cheddar Potato Soup by Peggy Chong Ingredients: 4 or 5 potatoes, peeled and cubed 1 cup baby carrots, cut 1 tablespoon dried minced onions 1/2 teaspoon salt 1/2 cup butter 1/2 cup flour 2 cups milk 1 cup chicken broth 2 cups cheddar cheese, grated Pepper to taste Method: Place potatoes, carrots, onion, and salt in a large soup pot. Cover vegetables with water and bring to a boil. Simmer over medium heat about 20 minutes or until tender. Drain. In a separate pan melt butter and whisk in flour, making sure that lumps do not form. Then whisk in milk and chicken broth. Cook stirring over medium heat until liquid thickens. Pour into cooked vegetables. Over low heat stir in cheese and pepper. Serve hot. ---------- Impossible Pie by Dolores Reisinger Dolores Reisinger is a longtime Federationist from Cedar Rapids. She is responsible for conducting close to one-hundred Meet the Blind Month activities in her area in the past 6 years. She has also been a great fundraiser for the NFB Imagination Fund. Dolores says this pie makes a great Thanksgiving dessert. Ingredients: 2 cups milk A half-stick butter, melted 1/2 cup sugar 1 1/2 cups Bisquick 1 cup coconut 4 eggs 1 1/2 teaspoons vanilla extract Method: Mix together all ingredients well. Pour into a 9-inch pie plate. Bake at 350 degrees for fifty minutes or until knife inserted in center comes out clean. This pie is delicious! ---------- [PHOTO CAPTION: Michael Barber] Dad's Spaghetti Sauce by Michael Barber Michael Barber is president of the NFB of Iowa. He sends a favorite passed on to him by his father, Alex. Ingredients: 4 29-ounce cans tomato sauce 1 29-ounce can tomato puree 1 29-ounce can crushed D'Italia tomatoes 2 6-ounce cans tomato paste 1 pound ground chuck 1 pound Graziano sausage (or more) 1 large onion, chopped Salt to taste 2 or 3 handfuls of Italian seasoning from Graziano's Garlic powder to taste Sugar or Splenda (when I use Splenda, I use about 8 of the individual packages or more if needed.) Method: Saut? chopped onion with ground meat. Stir frequently until meat is browned. In a large pot combine all ingredients. Do not add mushrooms or peppers to this sauce; they alter the taste. Bring the sauce to a boil. Reduce heat and cover. Simmer it slowly most of the day. This sauce freezes well. ---------- [PHOTO CAPTION: April Enderton] Pumpkin Surprise by April Enderton April Enderton is the newly-elected first vice president of the National Federation of the Blind of Iowa and the president of the newly- formed At-Large Chapter of the Iowa Affiliate. April also runs a business called BRL, which sells print/Braille children's books. She is a strong advocate for Braille. Ingredients: 1 can pumpkin pie filling 1 package yellow cake mix 1 stick butter or margarine Chopped nuts, optional Method: Grease a 9-by-13-inch baking pan. Pour pumpkin pie filling into pan. Scatter cake mix over pie filling. Top with pats of butter. Bake at 350 degrees for an hour. When buying ingredients for this recipe, be sure to get pumpkin pie filling, not canned pumpkin. If you use the latter, you will have to add spices, eggs, and milk for this dessert to taste right. To make cherry cobbler, substitute cherry pie filling for the pumpkin pie filling. ---------- Monitor Miniatures News from the Federation Family National Federation of the Blind Scholarships Available: From the Editor: Patti Chang chairs the National Federation of the Blind's scholarship committee. Here is what she has to say about the 2013 scholarship program: Are you a student in need of money? If so, you should visit soon. The National Federation of the Blind annually awards thirty scholarships based on merit. Applications can be submitted anytime after October 31 and will be accepted until March 31. Last year we awarded more than $122,000 in academic scholarships to blind students across the country. You can't win if you don't apply. Elected: The National Federation of the Blind of Iowa held its annual convention September 28 to 30. The following people were elected: president, Michael D. Barber; first vice president, April Enderton; second vice president, Darrel Kirby; secretary, Scott Van Gorp; treasurer, Curtis Chong; and board members, Tai Blas, Ted Hart, Miranda Morse, and Donna Prime. The affiliate also formed a Diabetes Action Network division and elected the following: president, Sandra Ryan; vice president, Michael Stout; secretary, Janice Borgwardt; treasurer, Mary L. McGeek; and board members, Bitrus Gwamna and Heidi Van Gorp. Earn a Graduate Degree: The Institute on Blindness in Ruston, Louisiana, is looking for people seeking a meaningful and rewarding career in the blindness field. We are offering a limited number of scholarships to qualified applicants for the master of arts in industrial/organizational psychology with concentration in orientation and mobility (O&M), the master of arts in teaching blind students (TBS), and the master of education in teaching blind students. Louisiana Tech University offers the only programs in the country founded on a philosophy of personal empowerment from the perspective of blind people. We invite all qualified candidates with positive attitudes about blindness who would like to teach cane travel or Braille to blind children or adults to apply for our programs. We are also interested in speaking with anyone who may want to pursue a career teaching in the blindness field in any capacity. The Institute on Blindness does not discriminate against any applicants and actively recruits people who are blind, sighted, and of diverse backgrounds. Contact us today to find out more about earning your master's degree. The Professional Development and Research Institute on Blindness can be contacted at (318) 257-4554; email us at , or visit our website at . You can change what it means to be blind. Adult Braille Readers Are Leaders Contest Begins: It's time to start reading. The reading period for the annual Braille Readers Are Leaders contest for adults begins November 1. Registration for the contest is now open. You can register at now through the end of the contest, January 4, 2013. The contest is for adults who read Braille. There are categories for all levels of Braille readers, from beginners to experts. Participants read for prizes, practice, and pleasure. Whether you love the competition or are spurred on simply because it's a great way to promote and refine your Braille skills, this contest is for you. For more information check the website, . There you will find all the forms and reading logs you will need to participate. If you still have questions, contact the Braille Readers Are Leaders team at (410) 659-9314, extension 2312, or email us at . Put your fingers to the paper and start recording what you are reading today. Braille rocks! In Brief Notices and information in this section may be of interest to Monitor readers. We are not responsible for the accuracy of the information; we have edited only for space and clarity. Hadley Diploma or Credit Transfers from Hadley: Each year students who would not have been able to graduate from high school otherwise receive high school diplomas from the Hadley School for the Blind. Students as young as eighteen and those well into their seventies have received diplomas through our school. Frustration with local schools' not offering quality vision services or accessible course formats, difficulties passing the state-required exit exam for graduation, inability to travel long distances, or simply losing interest in high school are some of the reasons our students have given for pursuing the Hadley diploma. Our diploma program allows these students to accomplish their lifelong goal of earning a diploma at home at their own pace. What about students currently enrolled in local schools? What do we offer to help keep them in school and on track with their sighted peers? We offer visually impaired teenagers who want to graduate from their home schools the ability to transfer high school credits to a local high school. This little-known program has helped many blind and visually impaired teens graduate with their peers. Here are three ways that blind and visually impaired teens have used our high school courses to help them cross that home-school stage at graduation: * Transfer Credits--The local school considers many factors when allowing a transfer of credit from another school. The local school typically selects courses that are not available through its curriculum. In addition it considers the student's abilities and disabilities and his or her individual schedule for completion. It carefully considers how students can use their time productively to reach their graduation goals, such as during the summer months when some courses may not be available. The Hadley High School Program works well for these students since Hadley enrollment is open year round. The local school is required to approve the course(s) taken prior to submitting the Hadley enrollment application to apply. Courses in the areas of history, math, science, and electives are all taken by these students, and they are counted for credit at the local school. * Preparatory Work--Students who need to brush up on some skills or want to learn the basics can take courses such as basic English skills 1 and 2, prealgebra, or technology courses. Those who want to improve their communication skills may take Braille, keyboarding, or effective listening. Most students take these courses during the summer. This way, when they start a similar course in the fall, they already know the basics and are able to excel. Some even take these courses during the school year while attending their local school. They may transfer these credits if the local school approves the course. Sometimes this allows students to take more advanced courses at their home schools after taking a basic course with us. * Home School Opportunities--Many parents choose to homeschool their children. They may want some help teaching some of the high school curriculum or wish to provide a variety of learning experiences. The student who is blind or visually impaired may choose to take a self-paced course with Hadley. Parents and the Hadley instructors strive to ensure that high school students have the opportunity to learn, comprehend, and master the tools they need to succeed. We are very proud of our high school courses and the graduates who have taken advantage of them. The courses meet the DETC and NCA accreditation standards, are self-paced, and are taught by our well-credentialed instructors. Courses are available on DTB, online, in large print, or in Braille. All high school courses are tuition- free and are open to anyone who is age fourteen or over and legally blind. For more information or to enroll, visit or contact Hadley High School Coordinator and Director of Student Services Karen Woodfork at or (800) 323-4238. Braille Magazines Needed: The director of the rehabilitation center for the blind in Sofia, Bulgaria, Jordan Mladenov, has contacted us with the following request. "We are organizing English language courses for our blind and partially sighted customers. We have textbooks and teaching materials in Braille, but we need some Braille magazines in English so that our advanced students will have access to more Braille literature. We invite your readers to send us magazines they don't need any more. We are very interested in reading National Geographic, Readers Digest, and other magazines. We would be very happy if you could help us solve this problem." Braille magazines can be sent to Jordan Mladenov, Center for Social Rehabilitation and Integration for Visually Impaired People, Ul. "Tsar Simeon" 110, 1202, Sofia, Bulgaria. For more information contact him at email , or Skype reh_center_sofia. Remote and In-Person Assistive Technology Training Available: Blind Access Training supplies quality training to individuals, state agencies, and other institutions for PC-based assistive technology, web design, and Apple products. Our main office is in Washington state. We also have satellite offices and team members in other locations around the world. Along with providing assistive technology, web design, and Apple products training, Blind Access Training also provides guidance and mentoring for blind and visually impaired individuals. All of our team members are blind or visually impaired and have faced a variety of challenges as a result of their disabilities. They have worked hard to become respected members of their communities and are eager to share their knowledge by mentoring other blind people. We hope to become the leading resource to the blindness community as well as to professionals serving the blind in assistive technology. If you would like more information or would like to sign up for training, call us at (877) 774-7670 and press option 1. To read more about us, visit our home page at . Monitor Mart The notices in this section have been edited for clarity, but we can pass along only the information we were given. We are not responsible for the accuracy of the statements made or the quality of the products for sale. Brailler for Sale: Perkins Brailler, standard, brand new condition, in original packaging. Includes dust cover and manual. This Brailler has been used four times. It is in excellent condition. I thought I would use it, but I found that I don't really need it. It retails for $750. I'm asking only $550. PayPal? available. Call Deanne at (619) 600-2501, or email . ---------- NFB Pledge I pledge to participate actively in the efforts of the National Federation of the Blind to achieve equality, opportunity, and security for the blind; to support the policies and programs of the Federation; and to abide by its constitution. From buhrow at lothlorien.nfbcal.org Wed Dec 5 22:21:11 2012 From: buhrow at lothlorien.nfbcal.org (Brian Buhrow) Date: Wed, 5 Dec 2012 22:21:11 -0800 Subject: [Brl-monitor] The Braille Monitor, december 2012 Message-ID: <201212060621.qB66LB1G017054@lothlorien.nfbcal.org> BRAILLE MONITOR Vol. 55, No. 11 December 2012 Gary Wunder, Editor Distributed by email, in inkprint, in Braille, and on USB flash drive (see reverse side) by THE NATIONAL FEDERATION OF THE BLIND Marc Maurer, President telephone: (410) 659-9314 email address: nfb at nfb.org website address: http://www.nfb.org NFBnet.org: http://www.nfbnet.org NFB-NEWSLINE? information: (866) 504-7300 Letters to the president, address changes, subscription requests, and orders for NFB literature should be sent to the national office. Articles for the Monitor and letters to the editor may also be sent to the national office or may be emailed to gwunder at nfb.org. Monitor subscriptions cost the Federation about forty dollars per year. Members are invited, and nonmembers are requested, to cover the subscription cost. Donations should be made payable to National Federation of the Blind and sent to: National Federation of the Blind 200 East Wells Street at Jernigan Place Baltimore, Maryland 21230-4998 THE NATIONAL FEDERATION OF THE BLIND IS NOT AN ORGANIZATION SPEAKING FOR THE BLIND--IT IS THE BLIND SPEAKING FOR THEMSELVES. ISSN 0006-8829 ? 2012 by the National Federation of the Blind Each issue is recorded on a thumb drive (also called a memory stick or USB flash drive). You can read this audio edition using a computer or a National Library Service digital player. The NLS machine has two slots--the familiar book-cartridge slot just above the retractable carrying handle and a second slot located on the right side near the headphone jack. This smaller slot is used to play thumb drives. Remove the protective rubber pad covering this slot and insert the thumb drive. It will insert only in one position. If you encounter resistance, flip the drive over and try again. (Note: If the cartridge slot is not empty when you insert the thumb drive, the digital player will ignore the thumb drive.) Once the thumb drive is inserted, the player buttons will function as usual for reading digital materials. If you remove the thumb drive to use the player for cartridges, when you insert it again, reading should resume at the point you stopped. You can transfer the recording of each issue from the thumb drive to your computer or preserve it on the thumb drive. However, because thumb drives can be used hundreds of times, we would appreciate their return in order to stretch our funding. Please use the return label enclosed with the drive when you return the device. Vol. 55, No. 11 December 2012 Contents Illustration: Holiday Party Photo Correction by Gary Wunder Convention Bulletin 2013 Minimum Wage, Backlash, Shame, and Determination by Marc Maurer Louder and Prouder Still: Four More States Join the BELL Choir by Eric Guillory, Jackie Otwell, Casey West, Carlton Walker, and Meleah Jensen Chapter Building, Program Innovation, and Finance by Marc Maurer A Monument to a Man and Our Movement Yet One More Honor for Kenneth Jernigan by Jim Omvig Outside the Box by Jerry Whittle NFB Philosophy, a White Cane, and a Determined Old Street-Dog by Pat Munson Distinguished Educator of Blind Children Award for 2013 by Cathy Jackson Newel Perry and the California Council for the Blind: An Interview Conducted by Willa Baum The 2013 Blind Educator of the Year Award by David Ticchi Blind Woman Files Complaint against Election Commission Automark's Voting Machine Wasn't Ready for Early Voters by Ryan Luby The Dr. Jacob Bolotin Awards by James Gashel National Convention from a Distance by Raquel Aguirre Social Security, SSI, and Medicare Facts for 2013 by Lauren McLarney Recipes Monitor Miniatures Holiday Party Photo The holiday season is a special time, and each year we rejoice and celebrate it at the NFB Jernigan Institute with an annual holiday staff party. Last year Jessica Bachicha-Ewell, a project coordinator in the department of education at the Institute, generously shared her soloist voice with an appreciative audience. She is pictured here in the dining room next to the Christmas tree singing "O Holy Night" and "It Came upon a Midnight Clear." Not visible here is her piano accompanist Chris Danielsen. Jessica also read from the Christmas Story according to Luke, while Chris played an instrumental arrangement they wrote together for the occasion. ---------- Correction by Gary Wunder In the October, 2012, issue we carried an article by Kevin Carey entitled Democratizing Braille: A World View. In it he talks about the need to lower the cost of Braille displays and says that the goal to lower the cost to $2,500 is admirable but that it must drop to $300. We mistakenly added an extra zero, meaning $300 was incorrectly written as $3,000. We regret the error. Three popular Braille displays: [PHOTO/CAPTION: APH Refreshabraille 18, $1,695] [PHOTO/CAPTION: HumanWare Brailliant 32 Second Generation, $2,595] [PHOTO/CAPTION: HIMS Braille Edge 40, $2,995] ---------- [PHOTO CAPTION: Palm trees and fountains mark the entrance to the twenty- four-story Rosen Centre Hotel] Convention Bulletin 2013 Rosen Centre Hotel It is time to begin planning for the 2013 convention of the National Federation of the Blind. We are returning to Orlando for our first stay at the beautiful Rosen Centre Hotel this year, July 1 through 6. Once again our hotel rates are the envy of all. For the 2013 convention they are singles and doubles, $79; and for triples and quads, $85. In addition to the room rates there will be a tax, which at present is 13.5 percent. No charge will be made for children under seventeen in the room with parents as long as no extra bed is requested. Please note that the hotel is a no- smoking facility. For 2013 convention room reservations you should write directly to the Rosen Centre Hotel, 9840 International Drive, Orlando, Florida 32819. You can call the hotel at (800) 204-7234 after January 1. The hotel will want a deposit of $90 for each room and will want a credit card number or a personal check. If you use a credit card, the deposit will be charged against your card immediately, just as would be the case with a $90 check. If a reservation is cancelled before May 28, 2013, half of the deposit will be returned. Otherwise refunds will not be made. Guest-room amenities include cable television; in-room safe; coffee maker; hairdryer; and, for a fee, high-speed Internet access. Guests can also enjoy a swimming pool, fitness center, and on-site spa. The Rosen Centre Hotel offers fine-dining at Executive Chef Michael Rumplik's award- winning Everglades Restaurant. In addition, there is an array of dining options from sushi to tapas to a 24-hour deli. See later issues of the Monitor for details and information about other attractions in the Greater Orlando area. The 2013 convention of the National Federation of the Blind will be a truly exciting and memorable event, with an unparalleled program and rededication to the goals and work of our movement. Make plans now to be a part of it. Preconvention seminars for parents of blind children and other groups and set-up of the exhibit hall will take place on Monday, July 1, and adjournment will be Saturday, July 6, following the banquet. Convention registration and registration packet pick-up for those who preregistered will begin on Tuesday, July 2, and both Tuesday and Wednesday will be filled with meetings of divisions and committees, including the Wednesday morning annual meeting, open to all, of the board of directors of the National Federation of the Blind. General convention sessions will begin on Thursday, July 4, and continue through the banquet on Saturday, July 6. Note that Friday, July 5, will include both morning and afternoon convention sessions. Sunday, July 7, will be available for tours for those who enjoy getting to know something about our convention city. To assure yourself a room in the headquarters hotel at convention rates, you must make reservations early. The hotel will be ready to take your call or deal with your written request by January 1. Remember that as usual we need door prizes from state affiliates, local chapters, and individuals. Once again prizes should be small in size but large in value. Cash, of course, is always appropriate and welcome. As a general rule we ask that prizes of all kinds have a value of at least $25 and not include alcohol. Drawings will occur steadily throughout the convention sessions, and you can anticipate a grand prize of truly impressive proportions to be drawn at the banquet. Prizes should be sent to Dan Hicks, President, National Federation of the Blind of Florida, 504 South Armenia Ave., 1319 B, Tampa, FL 33609. The best collection of exhibits featuring new technology; meetings of our special interest groups, committees, and divisions; memorable tours suggested by the host affiliate; the most stimulating and provocative program items of any meeting of the blind in the world; the chance to renew friendships in our Federation family; and the unparalleled opportunity to be where the real action is and where decisions are being made-all of these mean you will not want to miss being a part of the 2013 national convention. We'll see you in Orlando in July. ---------- [PHOTO CAPTION: Marc Maurer] Minimum Wage, Backlash, Shame, and Determination by Marc Maurer Our policy in the National Federation of the Blind is to change the law to eliminate subminimum wages. The law that authorizes subminimum wage payments discriminates against the blind and otherwise disabled. I believe that legalized discrimination is worse than the unlawful sort because it uses the power of the state to say that discrimination is justified. Section 14(c) of the Fair Labor Standards Act authorizes subminimum wage payments to disabled workers. We have been opposing the continued authority of Section 14(c) for as long as I can remember. Our first president, Dr. Jacobus tenBroek, was writing to members of Congress about it in the 1940s. Today, more than seven decades after the founding of the Federation, Congress is considering a bill, H.R. 3086, that would eliminate the Section 14(c) authorization to pay disabled workers subminimum wages. This bill has come into being as a result of the work of the National Federation of the Blind. I believe it is fair to say that most Americans do not know that disabled people may legally be paid subminimum wages. The system can exist only because members of the public are unaware of it. Whenever we take steps to bring it to the attention of the public, we are met with incredulity that the system exists at all. With this in mind we decided to conduct a number of public demonstrations in front of Goodwill establishments because Goodwill is probably the largest entity in the United States that pays workers subminimum wages. We have tried to initiate substantive conversations with Goodwill about its policy to pay subminimum wages, but the president of Goodwill has consistently refused to discuss the matter. Consequently, it came as something of a surprise to me that the board of directors of one of our state affiliates and at least one of our chapters felt that the public protest against Goodwill's policy should not take place in their localities. The reason behind the objection was that the local Goodwill did not follow the policy authorizing it to pay disabled workers less than the minimum wage. Some of our members thought that, if the local Goodwill store was paying at least the federal minimum wage, it should not be subjected to the ignominy of a national demonstration. Why does the argument about local conditions appeal strongly to some? If the Goodwill store in my town is not paying subminimum wages, is it reasonable for me to challenge a Goodwill policy in my town that creates subminimum wage payments someplace else? Is it fair for me to demand of a local representative that equal treatment be established for all as a national policy? The national policy to pay subminimum wages to disabled workers is in place at Goodwill, and the affiliates of Goodwill help to make the national presence of the organization what it is. Consequently, even though some good people participate in the Goodwill programs, the National Federation of the Blind has led a public demonstration that objects to a scandalous policy of discrimination against disabled people. We have met a number of people in the halls of Congress who are trying to assure that our proposed legislation to eliminate the subminimum wage payments does not pass. Some of these people tell us that they represent Goodwill Industries. Goodwill Industries is a billion-dollar business with well over one hundred locations. It uses its name and its economic power to exploit disabled Americans, including the blind. It has a national policy that authorizes subminimum wage payments, and it uses the money it collects to pay the most expensive lobbyists to keep the exploitation system in place. This is why the protests have occurred. This is also why the conditions that apply to one Goodwill operation also affect all of the others. When I shared these thoughts with some of my colleagues, they urged me to believe that I had missed something. Some people, they said, have multiple disabilities or intellectual disabilities which prevent them from being productive. "Do you not believe," they asked me, "that it is fundamentally unfair to demand that an employer pay the minimum wage or above to people who are unable to be productive?" I have several reactions to this question. First, Goodwill Industries makes money on disabled workers. It would not invite disabled workers to work in its places of business if it did not. Second, implicit in the question is the assumption that disability indicates unproductiveness. I do not believe that there has ever been a demonstration that these are the same. I have met many people who thought, quite uncritically, that they are the same. Some of these people have been potential employers. Sometimes I've tried to get a job from some of them, discovering only that they could not imagine how I as a blind person might serve productively in their enterprises. My experience causes me to reject the question as it is propounded because it states quite unequivocally that those with multiple or intellectual disabilities are essentially unproductive. If this assumption is accepted at the outset, the conclusion is implied, and the disabled people do not work or do not get the protection to which others are entitled. It is not reasonable for employers to be required to employ the unproductive, but disability and unproductivity are not the same thing and should not be confused with each other. Third, the system that employs disabled people implies that the task of demonstrating productivity is primarily placed upon the individual hired by the employer. However, the employment system has both managers and employees in it, and the tools that determine the nature of the employment are almost exclusively within the control of management. It is the task of the employees to be productive, and it is the task of the management to conduct the business in a way that permits employees to be productive. Because management has control of the business, if the individual workers are not productive, it is at least as likely that management has failed as that the workers have. How many systems employed in business expect individuals to use their vision? Many of these systems do not need to require blind people to use vision, but they are built to require it. When blind people are unable to be productive using these systems, it is not the fault of the blind person. Management is expected to manage in a way that uses the talents of the workers productively. A failure in the system is very likely the fault of management, not a reflection of the productive capacity of the worker. All workers should be treated with respect. Part of the respect is to treat all workers as a single class-not to divide workers into those who have legal protection and those who have none. It is arguable that those who possess disabilities are in greater need of legal protection than those who are without them because the capacity of disabled people is very frequently misunderstood. In the struggle to obtain employment, it is likely that disabled people are more vulnerable than others. Although the arguments contained in this summation demonstrate good reasons for taking the position that we have in the National Federation of the Blind, they do not address the uneasiness of some of our members about conducting public demonstrations. As I pondered what we are doing, it occurred to me that blind people are strongly encouraged to "fit in" and are discouraged from being "conspicuous." A constant demand exists that blind people conform to a standard of acceptable, normal behavior established by somebody else. I find the constant barrage of instructions about my behavior to be annoying. Some people tell me that I should wait; others tell me that I should do certain things (and avoid other things) for my own safety; and still others advise me to be satisfied with my "lot in life" and not to seek to change it. I have long ago concluded that I will not accept the decisions of others about what I will do and what I will be. However, I have also come to know that being conspicuous can be uncomfortable. This leads me to an observation. We in the National Federation of the Blind must be prepared to set the standard of behavior for ourselves. We must not let somebody else determine the standards that will govern our lives. If we believe that a destructive national policy must be challenged, we must have the wit and the courage to take the steps required to challenge it. We must do so even if others think us conspicuous. We must do so even if others object to our right to express our own beliefs. We must not let a false sense of shame keep us from standing up for what we know is right. This reflection tells me once again why we have created the National Federation of the Blind. ---------- [PHOTO/CAPTION: Eric Guillory (left front) with BELL students and teachers.] [PHOTO/CAPTION: Louisiana BELL students frost cupcakes for a snack.] Louder and Prouder Still: Four More States Join the BELL Choir by Eric Guillory, Jackie Otwell, Casey West, Carlton Walker, and Meleah Jensen From the Editor: The National Federation of the Blind is committed to Braille because we know how important it is to be literate. Although many state and federal laws clearly say that Braille should be the presumed reading medium for blind students, we know that implementation of the law too often falls short and that, if blind children are to learn Braille from people who really use and believe in it, we must do some of the training ourselves. The BELL (Braille Enrichment for Literacy and Learning) Program is one way we introduce school-age children to the way blind people read and write. Here is a report from the most recent states to join the program: Our NFB BELL Choir continues to grow. During the summer of 2012 Louisiana, Idaho, Nebraska, and Massachusetts all held Braille Enrichment for Literacy and Learning (BELL) Programs for the first time. These four new states were joined by our seven veteran states, several of which had programs that grew. Utah and North Carolina each held one program; Colorado, Virginia, Maryland, and Georgia each held two; and Texas held four. In all eighteen programs took place in eleven states. What follows are snapshots of the programs held by the four new additions to our NFB BELL choir: Louisiana Eric Guillory, who serves as director of youth services at the Louisiana Center for the Blind, is no stranger to planning and running youth programs. Even with all of his years of experience, he says he still felt a bit of trepidation. However, any nervousness he felt was eased by knowing that he was leading a great team of teachers and volunteers. Louisiana got the bells ringing in Ruston in early June. Rather than using the more traditional two-week day-school model, Louisiana's program opted to employ the residential capacity of the Louisiana Center for the Blind in order to serve more students from around the state. In addition to the LCB, the NFBL also had help from the Professional Development and Research Institute on Blindness at Louisiana Tech University. Students enrolled in the Institute's teacher of blind students program were a tremendous asset to this endeavor-serving as wonderfully knowledgeable and caring instructors. In addition to the intensive instruction in the literary Braille code, students learned nonvisual techniques for cooking and basic cane travel skills. These skills were reinforced around the campus and when on community outings. Other vital components of the program were the social and role modeling opportunities provided for students. While skill development is critical, positive attitudes about blindness are equally so. And for some students the chance to interact with peers was one of the most memorable aspects of the program. Here is what one grandmother had to say about the program: "Being around the other kids and participating in such excellent activities has been tremendous for Baylee. She has enjoyed herself so much, as have I. Taking a tour of the Louisiana Center and interacting with the teachers and other mentors this past week has been very enlightening for me, and I look forward to Baylee's involvement next year." Idaho Ramona Walhof, a longtime Federationist and past president of the NFB of Idaho, serves as the BELL coordinator for the state. She says, "I wanted BELL in Idaho because so many kids are not learning Braille or not learning it thoroughly." The sound of the BELL is still reverberating throughout Idaho. Ramona says that she was told by parents of a couple of participants who attended an ice cream social that their children are still talking about the BELL Program. Not only did the kids learn Braille, but their attitudes about blindness were changed during these two weeks. The students proclaimed that BELL is "blind friendly." Carlton Walker served as Idaho's core teacher. Below is her story of the Idaho BELL Program: Spirits were as high as the peaks that overlook the Idaho capital of Boise as the Idaho BELL Program came to life on July 23, 2012. Full-time blind mentors Ramona Walhof and Susan Ford took the lead in teaching Braille-reading and Braille-writing classes. These sisters live their love of Braille in their instruction, and their students made great gains in a short two weeks. Students also benefited from the expertise of a certified cane travel instructor, a teacher of blind students, and blind role models. These three ladies used a variety of activities, including hide-and-seek games with school lockers and having the students use a Braille-labeled microwave to make breakfast and snacks. Other activities included a rocking birthday party for Louis Braille on opening day. In addition to traditional birthday fare (decorated cookies and balloons), BELL students engaged in some serious decorating activities. Using patterned duct tape, tactile stickers, and different ribbons, BELL students individualized their canes, their BELL notebook binders, and even their sleepshades. As terrific as the facilities and instruction were at St. Joe's, BELL could not be contained in one building. Field trips included an afternoon trip to the pool at the Boise YMCA and a hands-on, ears-open trip to the Discovery Center of Idaho. On the penultimate day of BELL, we all traveled to the heart of downtown Boise to explore above-ground parking garages, elevators, escalators, busy traffic intersections, and ice cream. Nebraska When the Nebraska affiliate began to explore the possibility of bringing the BELL Program to its state, affiliate president Amy Buresh sent out an email in which she illustrated Nebraska's need for BELL by citing a phone call from the parent of a three-year-old who had come to the NFBN for help getting Braille for her child. She ended her message with an enthusiastic "let's do this thing!" Although the excitement of the team was evident, several challenges and obstacles threatened to silence Nebraska's BELL. Fortunately, in true Federation spirit, each of the obstacles was surmounted, and the Nebraska BELL Program was a success. Casey Robertson traveled to Nebraska to serve as the core teacher. Here is what she has to say: Let's Play Ball. Nebraska's very first BELL Program was a grand slam hit. On the second day of the program BELL's very own student Rachel Rockemann threw out the opening pitch for the Nebraska Storm Chasers minor league baseball team. That was just the start of the excitement for the six students who participated in Nebraska's BELL Program. Each day was filled with entertaining ways of learning Braille such as Braille beach ball, Braille twister, and Braille baseball. They enjoyed activities such as making bird feeders and learning to cook using nonvisual skills. Students also enjoyed interacting with blind role models who dropped in to help with various activities or to share story time. By the third day of the program students decided to remove the word "can't" from their vocabulary. They decided that "blindness" and "can't" should not be in the same sentence. Participants spent a lot of time encouraging one another to push beyond what they originally thought possible. By the end of the two weeks the students had accumulated over 150 BELL ringers or accomplishments to show off to their families on the closing day. One student decided by the second week that he wanted to try Braille again at school because "it can be fun and I can read with it." Another student wanted to teach her friends about her cane and why she needs it. Each student developed more than just Braille over those two weeks; they each developed a sense of being okay with their blindness. They felt better about themselves and believed they could do anything they wanted to do in their lives. Massachusetts Kristina Constant is a student working on a degree to teach blind students. As a future teacher and as a life-long Braille reader, she understands the necessity for blind students to have access to quality Braille instruction. Although Massachusetts had the smallest BELL Program, make no mistake--their BELL was ringing just as loud and just as proud as the BELLs in our other new states. Jackie Otwell was the core teacher for the Massachusetts BELL Program. Here is what she has to say: Although Springfield, Massachusetts, had a small cohort, consisting of two marvelous middle school students, each one walked away having increased Braille knowledge, nonvisual techniques, and daily interactions with positive blind role models. These teens also became well-rehearsed in the kitchen as well, making fudge, cookies, and Cheerios treats. Zahra learned how to Braille the entire alphabet. Brandon increased his knowledge of contractions. For example, he learned the saying "Drop it like it's hot" for the contractions i-n and e-n, and that a-r is the pirate contraction. Although such crutches are corny, middle school students liked them, and we had a lot of laughs. Zahra and Brandon had the opportunity to take the knowledge they acquired from the "Money! Money! Money!" lesson at a local Royal Farms store. The pair used cane techniques to cross a busy intersection to get to their goal of candy. The team also learned how to play and refine goalball skills from expert Nancy Bazanchuk, director of CHD Disability Resources. Brandon, familiar with goalball, showed off his throwing skills, and Zahra caught on to the basics quickly. Kudos to Christina Constant for taking on this new BELL Program! Interested in joining the NFB BELL Choir? We are looking for three new host states for the summer of 2013. If your affiliate is interested in enriching the lives of blind youth through increased access to Braille instruction, contact Meleah Jensen at or visit . ---------- Chapter Building, Program Innovation, and Finance by Marc Maurer I have been told that money is power, and I have wondered whether it would be fair to reverse the statement to say that power is money. I cannot believe that money and power are equivalent, but I do think that money effectively spent can be very powerful. Some years ago I wrote an article which appeared in the Braille Monitor called "Cabbage, Bread, and Dough." In that article I observed that a powerful country will have a powerful currency. Whether the power of the country comes from its currency or the power of the currency comes from the country is irrelevant. A powerful country and a powerful currency exist together. In the last five years financial receipts for the National Federation of the Blind have been consistently above $20 million. Some of the income has been specified for particular purposes, but a good deal of it has been available to support discretionary programs of the Federation. This has meant that we could undertake unusual efforts that others have not tried. For example, we have conducted biennial Youth Slam science programs even though the cost has been in the neighborhood of half a million dollars. The ambitious character of these programs has helped to change the educational system for blind students in the United States because we have dreamed of experimental models that expand possibilities beyond those previously known. In some places these models have been adopted. In addition we have conducted programs to alter the way blind people get visual information. One of these has been the Blind Driver Challenge, which permitted a blind person to drive independently using a nonvisual interface adapted for the purpose. In addition to these programs, we have invested heavily in the K-NFB Reading Technology company, which has devised a portable reading machine that is a computer program running on a cell phone. K-NFB Reading has also built Blio, a digital book reader that is useful for the sighted and accessible to the blind. This latter effort is of enormous importance because presentation of books and other printed information is quickly becoming almost entirely digital. In the National Federation of the Blind we have been spending enormous amounts of energy and a great deal of money in an attempt to cause digital information to be presented in accessible formats. The primary purpose of the National Federation of the Blind is to offer blind people an opportunity to come together to share ideas and to combine efforts to make change that is positive for blind people. The National Federation of the Blind is a mechanism blind people can use collectively to determine the nature of blindness in the future. In order for this mechanism to operate effectively, our members must participate in the organization, express their feelings about which parts of the outfit are working and which are not, and imagine what changes might be achievable if we combine our energy and resources in single-minded ways. The money we get is important because it permits us to fund efforts that could not exist without it. However, of even greater importance is our membership. Without the individual experiences that blind people bring to the imaginative work we do, without the passion that personal knowledge can give to the arguments we create, we would not be the driving force that characterizes the National Federation of the Blind. When I contemplate the assets we have as an organization, our membership is first. The spirit of independence that characterizes what we are (this spirit is often known as NFB philosophy) is a vital part of the organized blind movement, but it gets its inspiration from the people who live it. Then comes the money that we spend on program. In the summer of 2012 I observed that the fundraising efforts of the Federation were not generating as much revenue as they had in the past. The trend continued into the fall, and at the time of this writing I estimate that there is likely to be a substantial shortfall in revenue over expenses for 2012. Furthermore, unless changes are made, the shortfall is likely to continue and likely to be significant in 2013. With this in mind we are undertaking certain new efforts, and a number of changes involving expenses have been made. Two significant expenses that we have are costs for legal actions and costs for staff members. Both of these expenditures are being cut in an attempt to bring our expenses into line with income. Undoubtedly other expenses of the organization can be reduced, but it is important that the fundamental parts of the operation continue. In addition to the reductions in expenditures, we are creating programs to stimulate growth in membership, to develop opportunities previously unexplored, and to raise additional funds. Our members provide passion for the programs of the Federation and inspiration to develop new efforts. To take maximum advantage of this asset, we must build our chapters as we build our treasury. Among the most inspiring of our new programs in the last few years has been the Braille Enrichment for Literacy and Learning (BELL) Program. Beginning in one community and expanding now to twenty of them, this program takes advantage of the efforts of chapter and affiliate members. Do we need more Braille training? If we do, what is the most likely method of getting it? Do we need more attention to accessibility of websites? If so, how can we achieve this desirable outcome? Do we need the electronic systems in taxicabs to be usable by the blind? If this is so, how can we get the public service commissions or the offices of the mayors who control such things to address the urgency for equal access? Sometimes the work that we have done has been planned and conducted primarily through our central office, but much of the inspiration and labor that we have available to us is located in our affiliates and chapters. We must depend on our own efforts to take advantage of what we are as an organization and of what we can become. Ramona Walhof has suggested that we create the cash and caring committee. She has noted that we have at least one significant event in each of our affiliates every year, our state convention. She has surmised that we might have additional significant events each year. She believes that it is possible to add a fundraising element to each of these events. The cash and caring committee intends to coordinate efforts to get this done. If the prime objective of the committee were merely to raise funds, it would be likely to be less effective than it could be by raising funds and building program at the same time. When we do this, we imagine activities that might not have occurred without these combined efforts, and we glorify the work we do in demonstrating its value to others. In the meantime there are many ways to support the Federation with energy, imagination, and funds. Join the PAC Plan; make contributions to the SUN Program; pursue an activity to support the Kenneth Jernigan Fund; participate in your local chapter or start one if none exists. Bring people to the Federation, and help them share the joy that we create together. Sell candy; help with the raffle; join in the nut sale; or take action to help promote some other chapter activity. Share your ideas with friends from throughout the country, and let us bring the vibrant spirit of Federationists into the forefront of every part of our magnificent movement. ---------- [PHOTO CAPTION: Jim Witte, Dorothy Kirsner, and Jim Omvig] A Monument to a Man and Our Movement Yet One More Honor for Kenneth Jernigan by Jim Omvig From the Editor: Jim Omvig is well known to readers of the Braille Monitor for the many roles he has played in the civil rights struggles of the blind. In the following article his knowledge of the history of the blind of Iowa takes center stage. He brings to the story the perspective not only of one who has studied our history but of one who participated in it. He served with Dr. Jernigan at the Iowa Commission for the Blind and was featured prominently in the film We Know Who We Are, which was produced in 1977. He is now a commissioner overseeing the programs of the Iowa Department for the Blind. Here is what he has to say about an event commemorating the one-hundredth anniversary of the building where Dr. Jernigan transformed rehabilitation for the blind: In the magnificently rich history of the National Federation of the Blind, five street addresses stand out: 2652 Shasta Road, Berkeley, California; 524 Fourth Street, Des Moines, Iowa; 4206 Euclid Avenue, Baltimore, Maryland; 1800 Johnson Street, Baltimore, Maryland; and now 200 East Wells at Jernigan Place, Baltimore, Maryland. On Thursday afternoon, September 13, 2012, the 524 Fourth Street address in Des Moines, formerly known as the Iowa Commission for the Blind building, was the scene of what will come to be heralded as one of the truly significant Jernigan events in our recent history. A beautiful bronze plaque was unveiled at the main entrance to the building to recognize the 100 years of its existence and the work done there by Dr. Jernigan. The recognition was given by the National Register of Historic Places, a program administered by the National Park Service, which in turn is a part of the United States Department of the Interior. As part of the dedication of the building and the unveiling of the plaque, I was asked to participate in the event at the Department for the Blind to speak about our history. It was only when I arrived that I learned- -to my grateful satisfaction--that it was not really the 100-year existence of the grand old building which some of us love so much that was being recognized. In fact the building itself is not necessarily majestic. It would not have been recognized at all by the federal government had it not been for the magnificent and life-changing work Kenneth Jernigan did there. Nor would it have been recognized had it not been for Ms. Shan Sasser of the Iowa Library, who worked for several years to complete the required federal paperwork. [PHOTO CAPTION: The plaque commemorating the one-hundredth anniversary of the building] The text of the plaque reads: The iowa commission for the blind building Has been listed in the national register of historic places by the united states department of the interior For the work of dr. Kenneth jernigan, director of the commission from 1959-1978, Who made significant and long-lasting contributions to the betterment of blind americans If newer readers haven't figured it out yet, 524 Fourth Street in Des Moines is the address of what was in Kenneth Jernigan's time known as the Iowa Commission for the Blind, now the Iowa Department for the Blind. It was the site of the Iowa experiment and the miracle of Iowa. It is where Dr. Kenneth Jernigan first worked his magic and proved once and for all the soundness and validity of the Federation's philosophy and our ideas about what proper training can and must be. Although the history of what is being recognized by the Department of the Interior is laid out in great detail in my book, The Blindness Revolution, Jernigan in his Own Words, I believe it would be helpful to review the history so that readers can have a true understanding of just what really happened in Des Moines on September 13. Many will have neither the time nor the inclination to wade through this highly detailed volume. Therefore I'll offer a simple review here which summarizes the many separate facts and circumstances which fell together and let the Iowa experiment happen: an unconnected set of facts and circumstances which I refer to as serendipity in revolution. First, just to tickle your fancy, hear this: In 1968, just ten years after Dr. Jernigan's arrival in Iowa, Harold Russell, the head of the President's Committee on the Employment of the Handicapped, presented a presidential citation to him from President Lyndon Baines Johnson and said, "If a person must be blind, it is better to be blind in Iowa than in any other place in the nation, or the world!" Now here is how it all happened. In 1940 a young Des Moines woman named Dorothy Kirsner became a certified Braillist. Sighted people, mostly women, learned and became expert in Braille writing using the Perkins Brailler. These volunteers were known as Braille transcribers, and their primary mission was to provide reading material to blind people who were in need of Braille. Imagine this: certified Braillists were considered at that time in our history to be so valuable that their certificates of capability were signed by the president of the United States. Mrs. Kirsner's, which she displays proudly, was signed by FDR. [PHOTO CAPTION: Dorothy Kirsner] Mrs. Kirsner was so passionate about her desire to help blind people that she gathered together several of her friends and organized a Braille transcribers group in Des Moines. They became known as the Temple B'Nai Jeshurun Sisterhood. In 1943 a young blind man by the name of Norman Kenneth Jernigan (he was born in 1926) graduated from the Tennessee School for the Blind. He immediately entered Tennessee Polytechnic Institute in Cookeville, Tennessee, and graduated from that institution in 1947. Also in 1947 he applied for a scholarship from the American Foundation for the Blind (AFB) based in New York City. Perhaps the most interesting and glowing recommendation of all for that AFB scholarship came from the dean of Tennessee Tech's College of Education and Psychology, and it is fun to reprint it here. It offers us an amazing introduction to Kenneth Jernigan-- the man. The dean wrote: "I am glad to reply to your letter concerning Mr. Norman Kenneth Jernigan of Route 1, Beech Grove, Tennessee, who is an applicant for a scholarship to assist him in his preparation for teaching. "Mr. Jernigan is the most remarkable young man whom I have ever taught. Although totally blind from birth, he is a brilliant student. He has a straight A record with the exception of two Bs which he made the first quarter of his freshman year when he was forced to enter six weeks late on account of an appendectomy. "Unlike most handicapped students whom I have known, he does not pity himself or appear different from normal students. On the other hand, he is one of the happiest and most cheerful students on the campus. He participates in many extra-curricular activities. He is a member of the Christian Association Cabinet; Parliamentarian of the Tennessee Tech Chapter, Future Teachers of America; a member of the local chapter of Pi Kappa Delta, national honorary forensic fraternity, with an outstanding record in public speaking and debating; he served for two quarters as president of the International Relations Club; and in a recent popularity election he was chosen by the student body as Prince of Personality for 1946-47. I understand that other campus honors are likely to come to him in the near future. "He is neat in appearance, always appropriately dressed, makes friends easily; he has the better qualities of both introvert and extrovert and is very ambitious for his professional career. Incidentally, he reads Braille with unusual facility and has read more widely than the great majority of our students. He takes voluminous notes in class and rarely forgets anything he hears or reads. I believe that he will make an excellent teacher. "In my opinion he is worthy in every way of any aid which he may receive. I know that he needs help and hope that you see fit to award him a scholarship." Of course Dr. Jernigan won the scholarship. As I said, he graduated from Tennessee Tech in 1947 and began immediately to plan for the master's which he would earn at Peabody College in Nashville. But he ran into a problem: He couldn't find the Braille materials he needed. In 1948 Jernigan and Kirsner met, but from a distance. Jernigan was in urgent need of Braille transcribers who could produce the tremendous amount of Braille the English and literature major would need, and he was unable to find anyone in Tennessee to do it. The record does not reveal how it happened, but he found Mrs. Kirsner and her enthusiastic Braille group in Des Moines, Iowa. They set to work, and over the next several years an astonishing amount of Braille was produced for the young scholar. Mrs. Kirsner tells me that the most ambitious and challenging project the dedicated group of women ever took on for Jernigan was an English anthology, which four women produced in three years. The result was a fifty- four-volume Braille book that Kenneth Jernigan prized for the rest of his life. Kirsner and Jernigan never met in person during this most productive period of both of their lives, but they became well acquainted through letters. Jernigan was very courteous and kind. He wrote frequently to thank the ladies for their relentless supply of Braille pages, and they truly became friends through letters. These friendships played a pivotal role in what was to come. The adult state/federal vocational rehabilitation (VR) program for Americans with disabilities had been adopted by the Congress in 1920, but it did not include the blind within its programs. Apparently the 1920 Congress assumed the blind could not be rehabilitated at all. But the VR law was amended to let us in in 1943. Even so, the fact is that the VR system for the blind was an abject failure, and in far too many instances the programs hurt rather than helped the blind. In 1940 the National Federation of the Blind was organized by Dr. Jacobus tenBroek and other blind leaders from California and six other states. One of the major reasons for the self-organization of the blind was the need for us to speak out concerning the nonexistence of VR services and to offer positive solutions. But the reaction of the professionals of the day was to reject our offers of assistance out of hand. As they put it, "We are the professionals! We know what is best for you. You are blind! What could you blind people possibly know or contribute?" In 1949 Kenneth Jernigan did not go on to work on his doctorate as he had planned. Instead he went back to the Tennessee School for the Blind, where he taught until 1953. While at the Tennessee School, however, he became active in the National Federation of the Blind for the first time and became the local chapter president. The 1952 NFB national convention was held in Nashville, and Kenneth Jernigan was key in its planning and execution. While they had corresponded by mail previously, this was the first time Kenneth Jernigan and Jacobus tenBroek met in person. Their affinity and mutual respect was immediate. Dr. tenBroek was so taken with Jernigan that he proposed that Jernigan be elected to the NFB's national board of directors at his very first convention. It is the only time in our history that an individual has been elected to our national board at his or her first national convention. Things began to move quickly in the blind civil rights movement and the work to improve VR programs for the blind of America. By 1953 it was decided that young Jernigan should leave Tennessee and move to California to work in the newly established California Orientation and Adjustment Center for the Adult Blind. This, of course, put Jernigan on the scene where he could begin to work directly with the NFB's giants: Dr. tenBroek, Dr. Newel Perry, Perry Sundquist, Lawrence Marcelino, and others. Within a short time these giants had clarified and begun to articulate what was coming to be described as the Federation philosophy. It can be summarized simply and straightforwardly in modern language as follows: . Blind people are nothing more than normal people who cannot see, and, given proper training and opportunity, the average blind person can do the average job in the average place of business and do it as well as his or her sighted neighbor. . The blind are a cross-section of society as a whole, a minority group, but individually we are as different as sighted people are. Therefore, contrary to popular myth, misconception, and superstition, we are not all alike. . The physical condition of blindness is nothing more than a normal human characteristic which is no different from all of the hundreds of other normal characteristics which, taken together, mold each of us into a unique person. The characteristic of blindness is precisely as defining as how old we are, how tall we are, what sex we are, how educated we are, or whether we are right handed or left handed. . The properly trained blind person uses alternative (nonvisual) techniques to perform efficiently without sight those tasks and functions which would be performed visually if he or she had ordinary eyesight. . Vision is not a requirement for true competence, success, or happiness for the properly trained blind person, and it is respectable to be blind. . To sum it all up, the blind person who desires a normal, full, and productive life must accept rather than deny his or her blindness and minority-group status and then learn to deal both with its social and physical aspects in order to become truly comfortable and agile with it and to take control of his or her life. But even though NFB members became excited about these newfound truths and what it meant to bring freedom, high expectations, normality, and equality into their lives, the so-called blindness professionals of the day did not. In fact, the more the NFB promoted and pushed these marvelous truths about the blind and what state services should be, the more the regressive professionals pushed and fought back. They began to say that Federationists were crazy, that we were radicals, that we were troublemakers, and that our ideas would ruin the VR system for the blind. Just think of it, what a terrible thing it was for the Federation to go to work with vigor all around the country to convince the blind that they were normal people! I'm not sure whose idea it was (I suppose Dr. tenBroek's), but in 1955 and 1956 several of our state affiliates convinced their state governors to embrace a plan to do something to improve the agencies. The governors would invite the Federation to come into their states to review and study the programs and activities of their VR agencies for the blind, and then the reviewers would make official findings and recommendations which would be submitted directly to the governors. These would contain proposed changes to improve the state agencies and make them useful to the blind. The young Kenneth Jernigan was sent to participate in some if not all of these studies. When you want some entertaining reading, dig out a copy of the report he wrote to then Governor Orville Faubus concerning the Arkansas program. As you might suspect, a little more hatred toward the blind was stirred up by these state studies. By the mid 1950s, some professionals in the blindness field had declared open war on the NFB. Many told their blind clients, "You stay away from that National Federation of the Blind, or you will receive no services at all from this agency!" This, of course, frightened many blind Americans away from the organized blind movement. Incredible as it now seems, the hatred for the members of the organized blind movement on the part of certain agencies was so profound during this black hole in American blindness history that some blind clients were physically beaten by agency staff members. This outrageous hostility toward the blind by some of the blindness professionals prompted us to take dramatic action. We contacted then United States Senator John F. Kennedy and got him to introduce and promote our "Right of the Blind to Organize" bill. With this background we come to the real significance of Kenneth Jernigan's coming to Iowa, what he did at 524 Fourth Street, and what was actually celebrated here on September 13, 2012. Now to wrap up all of the preliminary information that led to the Jernigan arrival in Iowa, look at 1957 and 1958. An amazing number of serendipitous facts and circumstances finally came together in one neat package: . In 1957 the federal vocational rehabilitation agency from Washington, D. C., declared that the Iowa Commission for the Blind was the worst state agency for the blind in America. . In early 1957 Dr. tenBroek held a history-making meeting with the young Kenneth Jernigan: "Ken," he said, "We have to conduct an experiment, and I'm convinced you're the man to do it." He told the young Jernigan, "We need to find a state where you can become director of the vocational rehabilitation program for the blind. You must integrate the Federation's philosophy into every aspect of the agency's services. We must prove that our philosophy is correct--or that it isn't--and that it works in an agency for the blind." . In June of 1957 Mrs. Kirsner was appointed by the governor of Iowa to be a member of the board of the Iowa Commission for the Blind. At her very first meeting her colleagues elected her chairman. . In July Dr. Jernigan wrote Kirsner congratulating her on her appointment and obviously rekindling their long-distance friendship. . In December of 1957 the then commission director, Malcom Jasper, announced that he was retiring his position because of poor health. . In January of 1958 Dr. Jernigan wrote Mrs. Kirsner to tell her he would be passing through Des Moines and would like to meet with her. Obviously he knew of the pending vacancy in the Commission directorship. She wrote back and invited him to dinner. The dinner was held, and within a few days Mrs. Kirsner had talked with and convinced the other two commissioners that Kenneth Jernigan was the man for the directorship in Iowa. The commission board conducted a nationwide search just to be certain, but, when it was completed, Dr. Jernigan was hired. . Kenneth Jernigan reported for duty in Des Moines on April 21, 1958; the tenBroek vision, the dream of making Kenneth Jernigan director of a state agency for the blind, had happened. What remained was for him to implement the plan and produce the proof that the Federation's ideas about blindness were correct and that proper training would produce the desired result. . Jernigan arrived in Iowa to an agency with three rooms in the basement of a condemned junior high school building. Then Iowans watched the work, love, and success of an amazing born leader. At the August 19 Commission meeting, he presented the board with plans for a new million-dollar building. Since the agency had no funds, he found an architect who would donate his work and design the building. . The bill asking for the million-dollar appropriation for the new Orientation and Adjustment Center and staff offices was introduced into the legislature in early 1959. . At the meeting of the Commission on April 10, 1959, the proposed building was discussed. But the minutes of the May 15 meeting (just thirty-five days later) are astonishing. The members of the Commission discussed "our new building." Jernigan had learned that the old YMCA building at 524 Fourth Street could be for sale, had persuaded YMCA officials to sell the building with all of its furnishings to the state of Iowa for the use of the blind for the sum of $300,000, had gotten the governor and legislature to buy into the project; had gotten a bill to do so through the legislature; had gotten the governor to sign the bill; and had gotten his architect friend to design the way the new building could best be used. It would include staff offices, a new residential adult orientation and adjustment center for the blind, and the new state library for the blind--still just a dream--but we certainly had the space. The Commission approved the plans for the new building as submitted by the director. Whew, thirty-five days! . The acquisition was ultimately not quite as easy as it had seemed. Certain Des Moines business interests had wanted the building for their own purposes, so they did all they could to block the purchase. Other state agencies wanted space and reasoned that the little commission with its three rooms couldn't possibly use a seven-story, quarter-of-a-square- block building right in downtown Des Moines. The battle was on. . The first new staff person employed by Jernigan was hired in early 1959. He was a former high school English teacher named Jim Witte. He was trained briefly in travel by Jernigan himself and then was sent to the California Orientation Center for additional training for six weeks and became the best travel teacher America had known at that time. He became a valuable part of the tenBroek vision and the Jernigan work. . Because others wanted the building, careful steps had to be taken. YMCA officials vacated the building in late January of 1960 and gave Jernigan the keys. Because he thought that squatter's rights might be helpful, he got permission from the proper state official to initiate phone service in the building. According to Jim Witte, armed with this authority, Jernigan hired trucks on February 1, 1960, and got Witte and another young, strong new staff member to load the Commission's possessions from the old space and move it into 524 Fourth Street. It was a fight, but squatter's rights prevailed, and he kept others out. The Iowa Adult Orientation and Adjustment Center for the Blind opened officially on July 1, 1960. The tenBroek instruction, "Ken, we must conduct an experiment," was drawing ever closer to fruition. Now it was up to Jernigan, the state director, to go the rest of the way and prove that the philosophy worked. Of course the rest is history. The validity of the National Federation of the Blind's philosophy and what it could do in a state agency for the blind was proven beyond anyone's wildest dreams. The elements of proper training, what later Dr. Alan Dodds of Great Britain called "structured- discovery learning," were validated. Before long, with our newfound philosophy of normality, blind Iowans were finding new areas of employment: newspaper reporter, electrical engineer, public school teacher, attorney, and many others. Because of the Jernigan success in Iowa, the lives of hundreds of thousands of blind people in America and all around the world have been changed forever. As a kind and loving side note, in 1966 the conference room adjacent to the director's office was formally named the Dorothy Kirsner Conference Room in order to recognize and memorialize the tremendous contributions she has made to the blind of Iowa, the nation, and the world. In April of 1968, just ten years after he arrived in Iowa with the weight of this momentous assignment resting on his shoulders, Dr. Kenneth Jernigan was given an award from the president of the United States. This presidential recognition helped solidify the understanding and recognition that Jernigan had been unquestionably successful in finishing the weighty tenBroek assignment. At a magnificent celebration at 524 Fourth Street the president's stand-in spoke those memorable words, "If a person must be blind, it is better to be blind in Iowa than in any other place in the nation, or the world!" Finally we return to September 13, 2012, and what this celebration actually memorializes. The fine new plaque on the grand old building declares that the building will stand as a monument to what Kenneth Jernigan did here, and, for what he did here, Dr. Kenneth Jernigan will stand forever as a hero to the blind. ---------- [Photo/Caption: Three students from the Louisiana Center for the Blind step off the bus and head toward the playing field.] Outside the Box by Jerry Whittle From the Editor: Jerry Whittle has recently retired after a long and distinguished career as the Braille instructor at the Louisiana Center for the Blind in Ruston. He is well known for the many plays he has written that have been performed by Center students for the benefit of those who attend the national convention. Here is what Jerry has to say about the blind as they do something many would consider beyond them-enjoying the rough and tumble of flag football: It is time for another NFB football game at the Louisiana Center for the Blind. The summer sun has finally given way to a cool, crisp October morning that finds the big Louisiana Center for the Blind bus rolling up to the Ruston recreational park. Students and staff begin pouring onto the field, some carrying big rolls of plastic mats and some hefting shoulder pads and helmets. It is boisterous and exhilarating as several players begin engaging in a little trash talking. Robert Wilkerson, a student from Panama City, Florida, starts the badinage by stating, "This is a man's game, man. Nobody should be playing unless you realize that." Someone else retorts, "Hey, man, we are out here to have some fun, not hurt somebody." The Center's computer instructor, Josh Boudreaux, and other helpers unroll the seventy-five-foot mats and spread them down the sidelines. The mats are fifty yards long and are placed fifteen yards apart. What is being constructed is a playing surface half the length of a regulation football field; A forty-five-foot rope is used to identify the width of the field. Next they place a mat across the field at the goal line and set a large radio at the back of the end zone. The Zack Brown Band is bellowing out a song about relaxing someplace or other. [Photo Caption: A football jersey and helmet on the ground prior to action] Students and staff members begin putting on their uniforms. All of them are wearing royal blue jerseys with black numerals on the back and a picture of a football across the chest. We affectionately call it our NFB football. The tricky part while suiting up is keeping the sleepshades on while the blue helmet is pulled on from the back of the skull. Chin straps are snapped, and the nervous anxiety and excitement are palpable. For some of the students this will be the first time to play football or wear a helmet and pads. One of the instructors walks up with the beeping football and a long chain, worn like a necklace, with a cow bell attached. "Here are the football and cowbell that the quarterback on each team wears, and here are the towel and bells that he wears in the center of his pants in the back. Listen for the sound and find the quarterback," he says. [Photo Caption: The coach works with six football players while Jerry Whittle looks on.] NFB football was designed for two five-person teams, but unfortunately only eight or nine people have wanted to play. Usually we play with two three-man teams. Each team has ten plays to score a touchdown from forty yards away. Each gets three chances to score a touchdown. Only the quarterback can run with the ball, and he or she moves toward the sound of the radio. The mats warn the player that he or she is about to go out of bounds. Before the snap the offense state their positions and cannot move, so they might say, "Blocker, blocker, quarterback." The referee announces, "Offense set." Then the defense set up, but they do not reveal where they are located. The referee asks, "Defense set?" The captain announces, "Defense set." Then no talking as the quarterback says simply, "Go." Bodies begin to move around, and the crackling sound of pads smashing together and much grunting and laughing ensue as the defensemen converge on the cowbell. Bodies fly, and a large pile of players fall on top of a student named Tarik Suber, the hapless quarterback. Tarik next tries an end sweep, but he is so excited that he fails to notice that his feet hit the mat, and he goes out of bounds with three defensemen in hot pursuit. Spectators yell, "Out of bounds," but his momentum carries him into a chain-link fence, and he comes to a stop. He decides to sit out a few plays, and someone else takes his place. The offense scores despite the efforts of Ernic Eyma, a six-foot-seven, two- hundred-sixty-pound defenseman, who almost yanks the towel out before Josh Bishop, a student from Alabama, scampers across the mat for a touchdown. The team opts for a two-point conversion from ten yards out, rather than the easier one point try from five yards away; they run right up the middle and score. The teams rest at the mid-point or half time, drinking much water and Gatorade to replenish and rejuvenate. Robert keeps up the banter. "Man, I haven't played football since high school in Florida; this is fun. I've got my number 25 again. I played safety and cornerback in high school, but I like quarterback; that draws all the lightning. Wish we had some more people to play." Lakeisha from Georgia overhears Robert from her spot on the sidelines, and she says, "I'll play next time; I just wanted to see what it was like." Robert retorts, "This is a man's game, Keish. You don't want to run into old Josh Boudreaux; he is like Troy Palamano out here. Man, he's all over the place. I thought I was gone for the TD one time, and somehow he found me and wrestled me to the ground." DuWayne, a student from Louisville, Kentucky, agrees, "Yeah, and old Bishop ain't bad either, but I haven't played quarterback yet. Different outcome when I run the ball. The students resume the struggle in the lush grass of the outfield at the baseball diamond. After three tries at a touchdown, the game depends on one series of downs. If Robert's team does not score, the game is over. They fail to score when the opposing team pushes them out of bounds on their tenth and last attempt at about the ten yard line, scattering sideline observers in several directions. As some of the students and staff members begin rolling up the mats and carrying the extra equipment to the waiting bus, Kelvin Smith, a student from Georgia, asks, "When are we gonna play again?" Robert excitedly responds, "How about next Saturday? I graduate in two weeks, and I want to play again. Listen, I just got an idea. We could play that morning and then come back to the activity center and have a cookout. We can't drive no cars, but we can still tailgate back at the apartments." "We have the chapter carwash next weekend," Josh Boudreaux reminds him. "Well shoot, I could come back from Florida. You just call me when you play again, and I will be back," Robert says emphatically. "We want some revenge now that we know how to play the game." After the game the students and staff members head for Griff's for some juicy double giant hamburgers and fries. Some even opt for the triple, affectionately known as the triple by-pass burger, and they wash it down with chocolate shakes. Still boisterous and excited about playing under the pads and surviving with only minor contusions and abrasions and plenty of memories, the students vow to have a rematch. We first tried playing NFB football without helmets and shoulder pads, but it quickly became apparent that we needed protection. Thanks to many fundraising efforts and the generosity of Dr. Maurer and the National Federation of the Blind, we were able to buy thirteen helmets and pads and many NFB jerseys. We would like to offer a challenge to any group of five players to come down and play us while the weather is cool. We will furnish everything to the team except your mouthpiece and the courage and temerity to take us on. No trash talking, but second place won't be too bad for your first try! ---------- [PHOTO CAPTION: Pat and Jack Munson walk in the March for Independence in Detroit in 2009.] NFB Philosophy, a White Cane, and a Determined Old Street-Dog by Pat Munson From the Editor: The following article first appeared in the summer/fall 2012 issue of the newly named Blind Senior Perspective, the publication of the NFB Seniors Division. Pat Munson, the newsletter editor, wrote it for a White Cane Day writing contest some years ago. Although the events described took place decades ago, they are still both instructive and inspiring. This is what Pat said: I yanked myself out of my chair and marched to the door. I grabbed my long white cane and opened that stupid door. At that moment I hated all my friends because one by one they had all told me that they were not going to drag me around one more time. They had seen other blind students on our college campus getting around just fine with a cane, and they said I could do the same. But those friends had not met my pals from the school for the blind who constantly made fun of blind people who used canes. They shuffled around as best they could but thought they were really cool without that dumb long white cane, which just told all the world that the user was blind. They had gained their spectacularly sad attitudes from their teachers and others at the school, and so had I. Everything was against me on that fateful day; no one was there to help me cross four streets and board the first of three buses that would get me to the school where I was to student teach. Even the weather was at its worst. I had not yet opened the door all the way when the wind grabbed my cane and almost whipped it out of my hand. The door slammed behind me and so did part of my negative attitudes about blindness. There at the door I made up my mind that I was going to make this trip by myself or die trying. My career as a teacher would never begin if I did not have the guts to get to that school and act like a competent blind adult. By the time the first bus arrived, my dress, shoes, long hair, and makeup had been ruined by the wind and rain, but what did that matter? My body was still intact, and that wonderful long white cane was doing what my friends used to do for me. It was providing me with a tool of independence. I remember finally climbing up those school steps and rejoicing that I had made it. I looked as if I had just climbed out of the shower, but my goal was to meet the faculty and my master teachers, and I had made it there to do just that. I took off my dripping coat in the office and hung it up. I rang out my long soggy hair and entered the faculty meeting. Later the teachers told me that they had never seen anyone with such a determined look on her face. They did not know about the NFB. I did complete that student teaching and got a job, but only because of the work of many in the National Federation of the Blind. Until a few years before, those in charge of teacher credentials had maintained that normal vision was required to teach in the public schools in the United States. NFB members knew this was simply wrong. Many, many members of the NFB introduced legislation in every state, eliminating the vision requirement, which took years. I was one of the first to take up that white cane and march by myself into a job in competitive employment in the public schools in the USA. As a member of the National Federation of the Blind I gained a job, blindness skills, and the philosophy to lead a normal life in the mainstream of society. Sometimes it is not easy to be a Federationist when sighted folks endlessly insist they know what is best for us, but I love being a part of the mainstream, so I do what I must to change people's attitudes about what it actually means to be blind. I am like a very determined old street-dog, but I have an NFB smile on my face! As Dr. Jernigan said many times, "We know who we are, and we will never go back." Now I wish I could thank all those NFB street-dogs who helped me become what I am. ---------- The Holiday Giving Book Contributions to the NFB through the Holiday Giving Book can be made by personal check, credit card payment, telephone, and online by visiting www.nfb.org/holiday-giving-book. Checks should be made payable to: National Federation of the Blind and sent to the following address: National Federation of the Blind Attn: Holiday Campaign 200 East Wells Street at Jernigan Place Baltimore, MD 21230 Credit card contributions can be made online by visiting www.nfb.org/holiday-giving-book or by mailing the following information to the address above: Name on card: Card number: Expiration date: Security code (three digit code found on the back of the card): Billing address: Billing city: Billing state: Billing zip: E-mail address: Telephone number: To make a credit card contribution over the phone, please call (410) 659- 9314, extension 2423. Please indicate if you would like to make your gift anonymously either in the memo line of the check or by including the statement, "I want to make my gift anonymously" when mailing your credit card information. If you are contributing online or over the phone, you will be asked to indicate your preference to give anonymously. If you have questions or would like more information, please call (410) 659- 9314, extension 2423. Thank you for supporting the NFB! ---------- [PHOTO CAPTION: Cathy Jackson] Distinguished Educator of Blind Children Award for 2013 by Cathy Jackson From the Editor: Cathy Jackson chairs the committee to select the Distinguished Educator of Blind Children for 2013. The National Federation of the Blind will recognize an outstanding teacher of blind children at our 2013 convention next July. The winner of this award will receive an expense-paid trip to the convention, a check for $1,000, an appropriate plaque, and an opportunity to make a presentation about the education of blind children to the National Organization of Parents of Blind Children. Anyone who is currently teaching or counseling blind students or administering a program for blind children is eligible to receive this award. It is not necessary to be a member of the National Federation of the Blind to apply. However, the winner must attend the national convention. Teachers may be nominated by colleagues, supervisors, or friends. The letter of nomination should explain why the teacher is being recommended for this award. The education of blind children is one of our most important concerns. Attendance at a National Federation of the Blind convention will enrich a teacher's experience by affording him or her the opportunity to take part in seminars and workshops on educational issues, to meet other teachers who work with blind children, to meet parents, and to meet blind adults who have had experiences in a variety of educational programs. Help us recognize a distinguished teacher by distributing this form and encouraging teachers to submit their credentials. We are pleased to offer this award and look forward to applications from many well-qualified educators. Please complete the application and attach the following: . A letter of nomination from someone (parent, coworker, supervisor, etc.) who knows your work; . A letter of recommendation from someone who knows you professionally and knows your philosophy of teaching; and . A letter from you discussing your beliefs and approach to teaching blind students. In your letter you may wish to discuss topics such as the following: o Your views about when and how students should use Braille, large print, digital recordings, readers, magnification devices, computers, electronic notetakers, and other technology. o Your method of deciding whether a child should use print, Braille, or both. o Your timetable for recommending that your students begin instruction in the use of a slate and stylus or a Braillewriter. o Your process for determining which students should learn cane travel (and when) and which should not. o When keyboarding should be introduced. o When a child should be expected to hand in print assignments independently. National Federation of the Blind Distinguished Educator of Blind Children Award 2013 Application Deadline: May 15, 2013 Name:_______________________________________________________ Home address:_________________________________________________ City, State, Zip:_________________________________________________ Phone: (H)____________________(W)____________________________ Email:______________________________________________________ School:______________________________________________________ Address:_____________________________________________________ City, State, Zip:_________________________________________________ Use a separate sheet of paper to answer the following: . List your degrees, the institutions from which they were received, and your major area or areas of study. . How long and in what programs have you worked with blind children? . In what setting do you currently work? . Briefly describe your current job and teaching responsibilities. . Describe your current caseload (e.g., number of students, ages, multiple disabilities, number of Braille-reading students). 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 15, 2013, to Cathy Jackson, Chairperson, Teacher Award Committee, or by mail to 210 Cambridge Drive, Louisville, Kentucky 40214-2809; (502) 366-2317. ---------- Newel Perry and the California Council for the Blind An Interview Conducted by Willa Baum From the Editor: This is the fourth and last in our serialization of an interview of Newel Perry conducted by Willa Baum. More about her and the project she headed can be found in the July 2012 issue of the Braille Monitor. In this final segment Dr. Perry discusses his work as a teacher at the California School for the Blind, his work in the organized blind movement, and the people whose hearts and minds he helped to shape. Included in the Braille Monitor audio edition is a recording of a speech given by Dr. Perry on the occasion of Kenneth Jernigan's leaving California to head the Iowa Commission for the Blind-a piece of audio that provides the voice to fill out our picture of Perry and which at the same time complements the tribute to Mr. Jernigan that appears earlier in this issue. In the three parts of this interview that were published in June, July, and October, 2012, we changed California Council for the Blind to California Council of the Blind, considering it an error by the interviewer. Research reveals that the Council used the word "for" from its founding in 1934 until sometime in 1956. One may speculate that the hosting of the national convention brought about the decision to change the name of the organization, but we have no way to be certain. We are able to say that the change occurred slowly, with stationery and other supplies being used until they were depleted. Now to the interview: Perry's Duties at the School Baum: What were your duties at the School in 1912? Perry: I was the head teacher of the blind. It was pretty difficult for awhile. Baum: Were you an actual teacher or an administrator? Perry: Both. Baum: Were you head teacher for the blind at the School all this time? Perry: I was the head teacher for the blind until I became very interested in advanced studies. From then on I mainly taught college preparatory classes. Mr. Chapman took over the administrative duties of the head teacher for the blind. Baum: When did you become director of advanced studies? Perry: Well I guess I was formally appointed director of advanced studies in about 1921 or 1922--Dr. French was superintendent then--but I was practically that already. I helped the boys to get through the high schools. We had to get money some way to help them get readers. Baum: When they were in the high school? Perry: Yes. When I first came there, I had a class of eight boys, and they struck me as bright boys, but none of them had the slightest thought of going to college. One day I asked them what they had been thinking about how they would make a living when they got out of school. They didn't have the slightest idea. They didn't believe they'd ever be able to make a living. Baum: It was just as bad as in the days when you were a student. Perry: It was a little worse. After I had been there a little while, I said to one of the teachers, "I've got eight boys in there, and every one of those boys should go to college." She waited awhile and then she said, "But Doctor, they're blind boys." Baum: She must have known you'd gone to college. Perry: I don't know how she figured that. But every one of those boys went to college. Three of those boys became attorneys and have done very well. They all became successful men. Baum: A big part of your job was guiding boys through the high school. Perry: Yes, and through college too. Baum: You had a reader bill in California by then. That was passed in 1913. Perry: When I first started sending students to college here, the boys who had been up here at the School said, "That would be fine. Get me a place to live. I'd like to live in the same house with so-and-so," another blind fellow. I'd always write back and say, "No, I don't want you to live in the same house with another blind boy. I want you to go out with the sighted people." It was quite a task to get them over that. It brings you back to the fact that sensitiveness is the greatest obstacle in the way of the blind. Some blind people are not sensitive at all about their blindness. They forget all about it; they don't talk about it much. I don't think I ever think about my blindness. But sighted people think blind people think about their blindness all the time. You see, the sighted man looks upon blindness with the thought, "How would I be if I went blind in the next two minutes?" There's nothing he can do for himself. It is that view that makes them so desperate. One day I was talking to the legislature about a bill for the blind, and they were rather unwilling to see the need of something I was trying to put over. I said, "Why, you fellows don't seem to understand. These people that go blind, they are really in a terrible state. If you want to know what he's thinking about, he's probably thinking about committing suicide." Well they were going to give me the ha-ha. I said to them, "Within a distance of less than a hundred miles from where you gentlemen are sitting now, the man who held perhaps the highest educational position in California just committed suicide two days ago. He was told he was going blind." He was president of the University of California. I didn't mention that, but they ought to have known who I meant. President Campbell, who was the head of the Lick Observatory for many years, a very distinguished astronomer, jumped out of the top floor thinking to kill himself, and he lived a few days after that. He said at the time, why the thought of his wife waiting on him--he couldn't do anything. Why bother other people; he'd be a nuisance to others, so the only fair thing would be to get out. If he'd known some other blind people at the time, he might not have felt that way, but he didn't. But most blind people are sensitive about their blindness. I had one boy, a Phi Beta Kappa here at college, a brilliant man. He studied law, started practicing with $1,000 worth of promissory notes to people who wanted to help him out. He now owns six buildings in Modesto, a lot of land that is being developed. A few days ago I said, "How much would it take for me to buy you out of everything you've got?" He said, "Oh, it would be between $50,000 and $60,000." He's very highly respected by all the attorneys in Modesto. Baum: What was the name of that attorney in Modesto? Perry: Leslie Schlingheyde. (Leslie Schlingheyde passed away March 1956.) This boy had this sensitive feeling. He was going to the Berkeley High School. I said to him, "When the school is over in the afternoon, what do you do?" He said, "I go home." I said, "Well, the other boys all go down there to the track, where they race. Why don't you go down there with them?" "No, no. What would they say?" I said, "I don't know. They'd talk to you like they talk to the other people," He would finally say that he'd try it once. In about two or three weeks he'd come down again and I'd ask him, "Well, have you gone down to the track?" No, he hadn't. And we'd have the argument again. That went on for months. He would promise to do it, he intended to do it, but he was afraid. Finally he came up one day and said, "Do you know what I did? I went down to the track." I said, "Did you have an embarrassing situation?" He said, "No, everybody came up and said, `Hello, Schling, ...' and they'd joke with him. He had a wonderful time. But he thought it would be very different. That sensitiveness makes blind people timid, and they don't want to go to a dance for fear they might do something wrong. It's too bad. If we could find some way of breaking the young blind of their sensitiveness, it would be a great boon and help them greatly. I don't know how to do it, except to go and take them with you, force it on them. Baum: Were most of your students at the School boys? Perry: There were more boys than girls. No, we had a good many girls who went to college, and we do still. The girls have positions. They become stenographers ... we've got to keep opening up opportunities for the blind to get positions. If you don't, you simply rob them of life. Baum: Do you think the blind girls have as good an opportunity to get a job as the blind boys have? Perry: Well...I think so. A girl could become a lawyer, I guess, become a writer, a typist. We have girls who are typists, wonderful typists. Baum: Did you have as many girls make a success as your boys? Some of your boys were pretty outstanding. Perry: Yes, I've done a better job with the boys than I have with the girls, in the long run. Girls, I don't think, have as many opportunities, but they are getting them now. We have girls employed as typists, working in X-ray darkrooms; we have a good many girls doing that. The great difficulty is that the blind need someone to get them a job. We have no one who does that. We have a state Bureau of Rehabilitation. They don't like to do placement work. The law calls for it, but they don't like it. It's hard work. It's much easier to sit around in the office and write notes and copy something off, go through the motions of doing something and get a good salary for it. Of course a placement officer could get jobs for a hundred sighted people with no more effort than he would expend getting a job for one blind person. Now it's getting a little easier getting a job for a blind person because we're getting the public somewhat educated to the idea. We need someone who is told by the Bureau of Rehabilitation that he is employed as a placement worker and instructed to confine himself to working for the placement of blind people in jobs. He can't do that by sitting in his office. He's got to go out and wear out his shoe leather going from one businessman to the next and keep it up. In a little while he'd get to know all these businessmen, and he could easily approach them. It would be slow and hard, but it would get easier and easier as time goes by. He would get to know all the employers and not have to wait to get in and see the boss. He walks in, calls him by his first name. If a man spent six hours a day walking around, his first three months he might only land one job, but inside of a year he'd very easily get jobs. In fact the employers would ring him up and say, "Have you got a blind man to do so and so? Send him around, and I'll give him a job." That's not how it starts, but it gets that way. That is the only solution. Aid to Needy Blind Bill, 1928 Baum: I understand you were instrumental in getting the Aid to Needy Blind bill? Perry: Yes, I wrote the bill to get pensions for the blind. It had to be voted on by the people because the legislature could not give money to an individual without a constitutional amendment. We got a senator to introduce the amendment I wrote giving the legislature the power to give financial aid to the blind. A lady assemblywoman from Berkeley did the same thing for the aged, put in a bill for the aged to have a pension, so we had two bills on the ballot, both amending the same section in the [California]constitution. Baum: One was for the blind and one was for the aged. What about the deaf? Perry: No, the deaf never had a bill. Mrs. Anna L. Saylor, the assemblywoman from Berkeley, wasn't particularly in favor of the act for the blind because I think she thought the public wasn't. She assumed we had a very small organization and took it as a joke. But she worked for the aged and the aged worked very hard too. Of course I only had a few blind boys to help me advertise, a few in college, and one in the high school. And I didn't have the time because I was teaching at the School all the time, but we did it. To the surprise of everybody, our measure passed way ahead of any measure ever proposed, so the joke was sort of on the other people. The bill for the aged passed too. That only gave the legislature the authority to grant us a pension. That was passed by the voters in November 1928. When the legislature met in January 1929, Mr. Crowley, who was one of my blind boys, an attorney, introduced the first bill for the pension for the blind. Baum: He was in the legislature by then? Perry: I think he was in the legislature a little before that. He was in the legislature for twenty-six years, until he died several years ago. We got the bill through without any trouble. The governor a few days after the election said, "Well, we certainly have to do something for the blind." He meant we had gotten such a deep vote that it was a mandate. Governor Young signed it without any trouble. Mrs. Saylor had been in the assembly. She and the governor were very good political friends, and he appointed her the head of the Department of Social Welfare. It was a political office then. She was a very popular lady, very much respected by everybody. She wanted her department to have all the power over the pensions. She was a little humiliated because here we blind people had put the pension for the blind over. She hadn't put in any bill for a pension for the blind. When we walked off with the big vote, it embarrassed her. We also had a blind boy, Ernest Leslie, run for the legislature against Mrs. Saylor, and he made a wonderful showing. She just got in by the skin of her teeth, and for a woman who had been so popular politically as she had, it was an awful blow. She only got 800 votes more than Leslie. It hurt her political prestige. Ernest Leslie had just gotten through college. While he was defeated, it was a great victory because he almost defeated the most popular member of the legislature. California Council for the Blind Baum: I want to ask you about the founding of the California Council for the Blind. How did that come about? Perry: The campaign for the pension showed us we needed more representation throughout the state. Through our propagandizing we naturally had gotten in touch with a great many more blind people than we had before. We thought we'd better have local clubs in different towns, and out of that grew the idea of the local organizations getting together to give a statewide expression to the blind of California so that we would be in a better position to influence the legislature. Mrs. Anna L. Saylor had been appointed director of the Department of Social Welfare and, like the officials in many states, she planned to form some dummy organizations of the blind. The blind people in Los Angeles formed the Southern California Organization for the Blind, and Mrs. Saylor took that over. In about 1929 a meeting was called in San Francisco. For some reason I couldn't go, but all my blind friends were there. (Dr. Perry telephoned Ernest Leslie during the interview to refresh his memory on this incident.) Mrs. Saylor came; Mr. Dodd of the rehabilitation bureau and his San Francisco assistant, Mr. Ballard, came. Mrs. Quinine of the San Francisco broom shop was there. Mrs. Saylor was simply going to take possession of the meeting. She got up and explained how she, in her position as head of the Department of Social Welfare, could do so much more for the blind than they could do for themselves. She wanted to be made president of the organization they formed, The Northern California Association for the Blind. Dr. Richard French, superintendent of the School for the Blind, was there with a big bouquet of flowers for the supposed president-to-be. Everyone listened carefully to what Mrs. Saylor had to say, and then they got up and nominated different officers, and they didn't nominate her at all. That hurt her feelings a good deal. She was taken completely by surprise. Ernest Leslie became the president. Baum: Dr. Perry, I read that the California Council was organized in 1934 at Fresno and that the meeting was called by Mrs. Mary Carroll Scott LaFer and Mrs. Kathleen Michael Smale. Perry: Mrs. Michael was the superintendent of Aid to the Needy Blind. (Mrs. Rheba Crawford Splivalo had replaced Mrs. Saylor as director of Social Welfare after Governor Rolph's election.) She planned to be president of our new statewide organization and Mrs. Carroll planned to be secretary. Mrs. Michael was quite a politician. In a patronizing way the ladies suggested we ought to make Mrs. Michael president of the Council because she could do so much more for us. I was very surprised when Mr. William Groshell, an osteopath from Los Angeles, (Groshell passed away in 1956) got up and argued and protested and wouldn't let the thing stop. He wasn't usually a leader or a man to say much, but he led the fight to make the Council a real blind man's club and not a tool of the social welfare ladies. They nominated me for president and I was elected; I don't remember if it was unanimous or not. All that puzzled Mrs. Michael a lot, but still that lady was always on very good terms with us. I know every once in a while she'd have some trouble up in Sacramento about some pensioners, and she'd often want me to come up and help her. She wasn't as cultured and able a woman as Mrs. Saylor. After Merriam became governor, I went up to talk to him and ask him to keep Mrs. Michael, but he let me know he wasn't going to. He appointed Mrs. E. Clair Overholtzer as supervisor of Aid to the Needy Blind; she was a nicer lady than Mrs. Michael. We propagandized around to get an organization started in San Francisco and one in Sacramento, and we tried to get one in Los Angeles, but they were a little slow about it. The people down there still don't seem to know what it's all about. But we organized, got to work on a constitution, got committees, and away we went. It's been growing; different clubs are organized in different places, and they apply to the Council to take them in as a member. We now have twenty-eight or thirty member clubs. Each member club sends a blind delegate to represent them, and these representatives make up the California Council for the Blind. Baum: One of the Council's first resolutions, Number 4, favored an assembly bill to grant blind persons and their guides reduced fares on streetcars. Perry: That was a bill I wrote. It's a law now. I have it here. First it forbids any common carrier issuing any free or reduced fares to passengers within the state except to blind residents of California. Then it says, "All blind residents of California may be granted free transportation on all streetcars and may be permitted to travel on all other common carriers within the state for one-half the current fare, and when any blind person is accompanied by a guide, the combined fares of such blind person and his guide may be fixed at not to exceed the current fare for an individual." Baum: When was that passed? Perry: 1935. An interesting question is whether an airplane is a common carrier as the word is used in the statute. There is a federal interstate provision also which grants reduced rates to blind persons. Did you notice that the word "may" was used instead of "shall"? Baum: Yes, I did. Perry: I had to change the word from "shall" to "may" to get the thing through. I thought if it went through with "may" the people would demand it be permitted. You always have to go to court when it says "may" to find out what it means. Baum: Didn't you have quite a bit of trouble with the Southern Pacific on that? Perry: A little, but they finally came around. They now don't bother us. Of course we can use the federal act, but this is a more liberal act than the federal one if the railroad will recognize it. Under the federal act you can be made to travel on certain trains, and they are apt to sell you a ticket for half-fare, but require that you take a slow train. When people travel, as a rule they are in a hurry. The buses now let us go for reduced fare. Baum: What was the idea behind this, that the blind have very little money? Perry: Well, they have very little money, but many of the blind travel with a guide, and they have to pay two fares and also pay their guide for his time. So, if a blind man is peddling, he is whipped before he's started. The provision about free streetcar transportation has never been used. The blind do not get free transportation on streetcars, except in San Francisco. Baum: You mean that the streetcars haven't permitted them to ride free? Perry: That's right. Well, we haven't tested it out. I've thought once or twice I'd like to have a case and take it to court, but to get a good case some blind man would have to get on the streetcar and, when they demanded his fare, refuse to pay it, quoting this rule, then try to get them to put him off the car. If they just scold and quarrel and don't put him off, we haven't got a case. If they put him off, he can sue them for not carrying him on the grounds of this ruling, and then the judge will have to decide about that "may." We might get away with it. There's only one way to find out, and that's take it to court, and I couldn't find anybody who was willing to take the brunt of the trouble. No one was willing to be put off the car. Baum: In looking through the Council resolutions I notice year after year that you had resolutions trying to get the different agencies to employ blind persons to work with the blind. Perry: Yes. We're still at it. Baum: Did you have much luck? Perry: They had some luck, yes. We created a bureau of home teachers for the blind who would travel around and visit in a certain district, to the homes of the blind people, and try to help adapt themselves, particularly the newly blind, to their new handicap. They used to sort of leave that to some sighted people to do. Now they put blind people on. I believe right now they have a staff of about twenty in different districts throughout the state. Baum: Twenty blind persons? Perry: Practically all blind. They help the blind, teach them how to get around by themselves, how to do a great many things that they did before they were blind. It's strange how a newly blind person thinks he can't do certain things when with a little instruction he finds he can go right ahead and do them. That's a good idea. Baum: For a job like that a blind person can do better than a sighted person? Perry: Yes. He can talk to the employers in placement work with more authority. In teaching these people in their homes, he can go right in and convince them right away by doing what he wants them to do. They say, "If you can do it, I guess I can." Baum: Was that your main reason for trying to get blind people into these jobs--because they could work better with other blind people? Or did you think that maybe the public would be willing to see a blind man work with another blind man when he wouldn't employ them in a job with sighted people? Perry: There are several reasons. One is that they would need that instruction for their living in their own home. A woman suddenly goes blind. Her husband, when he leaves in the morning, shows her to a chair and says, "Now you stay there till I come home. You might fall down the stairs if you walk around." All that kind of thing--horrible for her to sit and lose hope and be convinced that she can't go to the stove and cook dinner and keep house. Now, if a blind person comes in and says, "I'll do the cooking for you and show you how I do it," she's really not teaching the lady anything she doesn't know; the lady has been cooking all her life. But now her husband will come home one day, and she won't be sitting in her chair. She'll have dinner all ready. And it changes the atmosphere of the situation completely. She finds that she can do practically all the things that she did before. Baum: And you felt it was important that a blind person should teach her this? Perry: The sighted people wouldn't believe she could do it either. A sighted person wouldn't know how to teach her. The average sighted person would say to a blind person, "Don't go near the stove; don't turn on the gas; don't light a match; you'll burn your hair," and so on. Blind people can go ahead and take care of their homes, but you can't convince them by giving them a lecture. So, particularly for blind women who have to keep house, blind home teachers are a good idea. Baum: It sounds as if the California Council, and you in particular, has had a great deal to do with California legislation concerning the blind. Perry: Yes, and that was a bit of a problem for me because I was a state employee. I hesitated a great deal about taking the job because I was afraid all the agencies, the School for the Blind, the welfare people, would fight me, and they would have, I guess. In a sense they did, but they finally got more afraid of me than I was of them. I got the good will of the people in the legislature, but I was always running a risk. They could have fired me anytime, but they were afraid of the public reaction. They gave me opposition instead of cooperation in the hopes that we would die out in a little while. Instead of that the legislature cooperated with us very well. Baum: With the California Council? Perry: Yes. All those aid laws for the blind were written by the Council, most of them done personally by me. I went up to Sacramento and had the aid bill introduced by Ernest Crowley, and we got it through. A.B. 117 in 1929, if I remember correctly. The people in the administration object to individual people coming up and introducing bills because they want to set the policies. They at any time could have said that I had no business going up to the legislature, that I should be down at the School doing my school work and that I should be disciplined or fired. But they decided they'd better not. Baum: You had too many friends? Perry: They realized that, if they had done that, the Council would have gone out with a terrific attack, and we would have won. We could have easily shown the blind were in terrible need, and nobody was paying any attention to us. Administrators are all timid, you know. They want promotions, increases in salaries. Baum: How did you go about getting a bill passed? Perry: You have to get the good will of the legislators, which of course meant that I had to spend a lot of time in Sacramento. I've passed a lot of bills up there, pretty near a hundred of them by this time. Once in a while there's a real genuine argument, but a great deal of it is simply getting their good will and knowing them well enough so you won't call up your bill at the wrong time. If you have a man introduce your bill who's been in the legislature for some time, he knows all of these legislators and what their leanings are and how they feel about this, that, and the other thing. So, when his bill is called, he looks around the room, and he says, "I'll request you postpone mine until tomorrow," meaning that a lot of the people he knows are going to vote for him are not present, and a lot of the people who won't are present. So he puts it off. Of course a greenhorn doesn't know that. He doesn't know the man. So it's a very good idea to get a man who knows his fellow legislators well, and he knows when to call it up. By using judgment that way, he can sometimes get a bill that won't have any argument about it at all; he introduces it and one, two, three, it goes through. I had Ernest Crowley, a blind man in the legislature. One of the boys I had in school when I first came had become a lawyer, and then he got into the legislature, and he was there for twenty-six years, I think. He died a year or so ago. He was a great assistance to me. He was very popular in the legislature, and he was very devoted to me. Why, he'd get up when I'd be talking to the legislative committee and say, "That's my old teacher that's talking to you now." Aid to Partially Self-Supporting Blind Baum: I know you were largely responsible for the 1941 Aid to Partially Self-Supporting Blind bill. Could you tell me how you got that passed? Perry: Just like the others. I sat down and wrote the bill, that's all. Baum: Had you talked this over in the Council? Perry: No. Oh, I might have with some of them, but at that time the Council was not very strong. They were just sitting back waiting for me to do something. I had introduced the bill a year or so earlier. It was a revolutionary bill. Baum: Yes, it was. Perry: There was nothing like it anywhere else. The pension bill, like the old age pension bill, gave the blind some money because they were poor, but no one ever gave any thought to trying to encourage the blind to earn a living. That seems absurd to most people. I wrote this bill to encourage the blind to work themselves off of the pension and become independent. Baum: How did you get it through? The state didn't get federal aid on those aid payments. Perry: No, but the number of people who take advantage of the bill is very limited. We have had up to three or four hundred in the state under Chapter Three, Aid to Partially Self-Supporting Blind, at one time, and of course most of those work themselves off in a little while. I got the legislature to be in favor of Chapter Three. The argument I gave them was that, if you don't give these people an opportunity to work themselves into freedom economically, you are going to keep paying this pension for each one's lifetime. If you put them on Chapter Three, in from three to fifteen years they will have established themselves and will be off the pension. Under Chapter Three, after a person earns over $1,000 a year, which he keeps, he keeps half of what he earns and the rest is paid back into the state treasury. So every time he earns a dollar over $1,000, the state is 50? better off and he is too. It encourages him more to go on earning. The pension now is $95 a month or $1,140 a year, so, when a person earns $3,280, he has paid back his pension entirely. I remember going up there the last session of the legislature before adjournment, and the committee held a night session. They were not going to pass the bill, and I got excited and got up and made a speech. I don't remember what I said, but the boys can always tell me about it. I gave the legislature an awful stiff talk, and they switched and turned it out unanimously. Henri Bindt and Kingsley Price were there. Bindt is always talking about how I had him shedding tears when I made that speech. I had gotten to be friends with the legislature by that time, and it got so they would do almost anything for me. Baum: But you had a real battle that time? Perry: Yes, I did because there were two or three men in the senate who didn't know me very well. Oh, it is a wonderful law, but I rather think they are going to fight it this year. Baum: Who is? Perry: I'll give you an example. Last year the Assembly Interim Committee on Social Welfare had a committee consultant, Everett W. DuVall, who wanted to do away with Chapter Three. You see, the state gets matching funds from the federal government on Aid to Needy Blind, but not on Chapter Three payments. I told him it would be a terrible mistake. Then the committee held hearings around the state, and I guess they changed their minds and decided Chapter Three was pretty good. DuVall just wrote me that they want to strengthen Chapter Three now. Baum: How about the Department of Social Welfare? They administer aid payments to the blind. Perry: Well, I don't think the Welfare Department likes it. Baum: Do they make it hard for blind people to get onto Aid to Partially Self-Supporting Blind? Perry: They did when it started and, yes, many do still. Baum: They'd rather keep them on Aid to Needy Blind? Perry: Yes. And they have a new regulation too. A year or so ago the Welfare Department declared that a man earning over $1,500 a year would be taken off aid altogether, instead of keeping on with the 50? deal. Baum: Then that would tend to cause a man to earn almost up to $1,500 a year and then quit earning. Perry: Yes. It tends to discourage him. Baum: I believe the Aid to Needy Blind pension was raised from $90 to $95 a month this year. Perry: Yes, but I can't understand their position sometimes. Take a sighted man who is unemployed; he doesn't just get $90 a month. He gets around $150 a month unemployment compensation. Why wouldn't they assume a blind man gets just as hungry and needs as much as the sighted fellow, who can get employment easier too. Oh, they made a big fuss about raising the aid from $90 to $95 a month last year. Baum: The Department of Social Welfare? Perry: Yes, and the legislature too. Of course, they are influenced by the State Department of Finance, which wants to save money. But I should think they would give a blind man more than they give an unemployed sighted man, because the needs of the blind are much greater. A sighted man can do many things for himself and pick up money by little errands for his neighbors, things a blind man can't do as a rule. As for Chapter Three, that saves money for the state in the long run. Take tenBroek. He couldn't have gone to college without the pension and the reader bill, but now he is one of the leading members of the faculty, owns his own home, makes a good deal of money, raises his family very well, and does a tremendous amount of work for the blind also. That's an entirely different picture than the blind man who stands on the street corner trying to sell pencils. Do you see how Chapter Three saves money? Baum: Yes, I see that, but I don't see why the Department of Social Welfare doesn't see that. Perry: They do, but they don't give a darn. Baum: Is it that they want to save a little this year, even though they have to keep paying it out every year? Perry: Well, the Welfare is administered by the county governments and the boards of supervisors are elected people who like to brag about saving money for the state so as to get re-elected. Well, it really comes down to the point that they don't think blind people can make much money, and it's a waste of time trying all this. And it is very slow when you start out. But things are changing now; a blind man can get a job. Take Kingsley Price, a very popular and highly respected faculty member at Johns Hopkins. He was never out of a job from the time he graduated. He has been totally blind since he was five or six years old. His parents brought him out here from Colorado after they heard what we were doing about the education of the blind. National Federation of the Blind Baum: You were speaking about Dr. tenBroek. I know he's president of the National Federation. I was wondering, did you have anything to do with the formation of that? Did the California Council have anything to do with that? Perry: In a sense; our boys went to the meeting, and of course I propagandized for it and urged it, and so on and was the delegate to it from the Council for many years. But I'm sort of cutting that out a good deal now. Well, I guess I was at the last convention, too. Now we've gotten past the stage where one man has to do everything. We now have some able blind people around who are becoming interested themselves and are willing to give their time and work. TenBroek is one, but we have others. Baum: Mr. Archibald is the executive secretary, isn't he? Perry: Executive director of it. Baum: Is he one of your boys? Perry: Yes. And Kenneth Jernigan--do you know of him? Baum: Oh, I did meet him once. Perry: He's very enthusiastic, a very enthusiastic worker. Baum: For the Federation? Perry: Yes, he's on the board of the Federation. But he works for the blind generally. He is a very active member of the Council. Baum: Did you work on the National Federation business much, or were you so busy with the California Council? Perry: Well, I helped them and so forth, but I didn't want to give all my time to that, because it would weaken my work here, you see. My work here hadn't developed to the stage where I would have confidence enough in it to keep on running right without me. I thought I ought to devote my primary efforts here, and in fact it's a better idea, because you get a good law through in one place, you know, and then it's quite easy to duplicate it in another state. For instance, Washington State has our Chapter Three in its law. Baum: I noticed in the 1940 minutes of the Council that you had given a certain amount of money, $100, to the National Federation from the Council. Do you remember that? I think it was when the Federation was just founded. Perry: Yes. We wanted to get money to help the Federation. It wasn't '40, was it? Baum: 1940 was when the Federation was founded. Perry: Yes, but I don't know when we passed that ruling that we should contribute. We have a White Cane Week in which we make a public appeal for money, largely through mailing. Our agreement was that we should send half of what we collected, and we still do it. We spread this idea of the White Cane program so that practically all the states took it up and contributed half of what they collected to the Federation. But now the Federation has grown so that, while we contribute to them, they carry on this same propaganda every year for collecting money. I think they collected $75,000 last year. So they are quite independent. It used to be a very serious matter to send a man from the Federation to live in Washington, pay his hotel bills, secretary, and all those things; to propagandize to Congress takes lots of money. In the early days we had to do that, and largely we didn't have the money ourselves. Perhaps the man we sent paid a great deal of those expenses himself. It's gotten so now, I think, that we've passed that stage. Baum: I understand you were sent by the National Federation to investigate the Idaho State School for the Blind and the Deaf this spring. (1956) Could you tell me a little about that work? Perry: Yes. There had been many complaints by the parents of both the deaf children and the blind children in the school, and Frank Collins and his wife, of the Gem State Association of the Blind, and Don Pettingill of the Idaho Association of the Deaf, asked the National Federation to send a committee to investigate. Chick tenBroek appointed Mr. Durwood McDaniels, an attorney from Oklahoma City, chairman; Mr. Vernon Williams, an attorney from South Dakota; and myself. We went up there and found a committee from the American Foundation for the Blind already on the scene, composed of three sighted people: the superintendent of the newly established State School for the Deaf in Southern California; the superintendent of the College for the Deaf in Washington, D.C.; and a lady employee of the American Foundation. They looked over the school and issued a report that was more or less of a cover-up and very generous to the school and to the then-superintendent, whom they recommended be kept on since he had served so long. We thought there would be little value in going to the school, that they would not cooperate, so we talked mainly to alumni and parents of the children in there. The children were learning nothing, the teachers were not as well trained as they had to be in other schools, and they even had two totally deaf teachers to teach the blind children, a ridiculous situation. Some of the better teachers resigned in order to draw public attention to conditions there. The superintendent was a sick man; he couldn't handle the job. Baum: Were you able to get any changes? Perry: Not many yet. The State Board of Education was against doing anything and the governor was embarrassed and said all this agitation was not good for the children. But we stayed on and got a lot of favorable newspaper publicity, and we talked to the adult blind there and they can keep working on it. I think the Board of Education finally did publish the American Foundation report, and they removed the old superintendent and appointed a new young man who seems competent. They implied they would get some better teachers for the blind. So the struggle is still going on, but I think things will improve there. Baum: Did your committee publish a report? Perry: I don't know if it's written up yet. When it is, it will be turned in to the National Federation office, which is at Dr. tenBroek's home. They have lots of materials there, reports and minutes of the meetings and copies of speeches and all that sort of thing. Conclusion Baum: Dr. Perry, I'd like to ask you what effect you think the New Deal had on aid to the blind. Perry: What do you mean by the New Deal? Baum: I mean Democrats in the federal administration. Perry: Oh, they've done a good deal for the blind. Baum: Vocational rehabilitation came up then for the blind. Perry: Yes, and the others too. It's a modern idea. It will eventually do a good deal for the blind, I think. You're naturally up against the same thing that the blind are always up against. It's assumed that there isn't anything that you can do for them. Baum: You think the same thing is true in vocational rehabilitation? Perry: Yes. The sighted people there don't know what blind people can do. When they read these stories about what they can do, they seem impossible to them. Baum: You got the aid bill in California before the New Deal came in. Then you had a lot of trouble with the Social Security Administration. I wondered if you might think that things might have been better for the blind if the New Deal hadn't been elected? I mean, do you think they put things backward or forward as far as the blind were concerned? Perry: They progressed. World's going to progress. I don't care whether you put Republicans or Democrats in, eventually they're going to progress. They're going to progress for the blind people slower because people don't understand them. The pension is the only good idea they've come up with. Things are better than they were. When I was a kid, I knew of one blind man who had a job; I didn't know of any others. Now loads of my former pupils are making a living. Baum: Are you a Republican? Perry: I have no particular feelings. I really don't know the difference between a Republican and a Democrat. I can't tell them apart, except to take their word. I think our country unfortunately--we're not divided into different philosophies. If you talk to a Republican now, he gives you the same song and dance that a Democrat gives you. So far as I can see, the country is divided into two kinds of people. Some people have a job and some people don't. I don't know why. Of course, they can't give jobs to all of them. I was raised as a Republican, and everyone who knows me around here says I'm a Republican. They say I'm an autocrat in everything except towards the blind, and for the blind, I'm a Socialist or something. People laugh about it, think it's quite a joke. I never can see that there is anything to that criticism. Of course my aim in life has always been to create opportunities for the blind, opportunities for becoming self-supporting and independent. Baum: You think that is the key to everything? Perry: Well, that's the key to the important things. Baum: And you think college education is the best way for a blind person to fit himself for a job? Perry: Oh yes. He's at less of a disadvantage. He can talk, he can communicate. Now, when it comes to thinking, a blind man can think just as well as the other fellow. So, if blind people will educate themselves, they have opportunities to work. They have difficulty in getting appointments, but that's temporary. I think that will pass eventually. Baum: I imagine Miss Holt said that a lot of blind people don't have the ability to go to college, so handwork is better. Perry: That's true, and you have to try to do something else with them, try to do what you can. I think a great many of them have the ability to go to college though who don't go because they don't see their way clear to do it. They've assumed from their early life that they couldn't do these things, and they don't even try them. Baum: Someone told me that you had said that most of the work you did for the blind was not a part of your job, that you thought the most important things you did were things you weren't supposed to be doing. Perry: Well, that's true. Baum: What do you think was your most important work? Perry: Oh, my most important work was my dragging the blind out of their sleep, stirring them up, putting some ambition into them, and then helping them. To say "go to college," they couldn't without money or readers. The thought of going to the legislature for money for readers sounded ridiculous to them. None of the schools had men who were revolutionary at all; they weren't big enough men. Baum: Well, Dr. Perry, which would you think was the more important of your works, seeing that the blind student could go to college or organizing the blind into groups? Perry: Oh, I think sending them to college was perhaps the most important thing I've done. Baum: Why? Perry: Because it puts a boy into a position where he believes that he can do things, and so he goes out and becomes somebody. There you have the Perry interviews, and it is amazing to see how many of the programs we have today have sprung from what Newel Perry thought, did, and inspired in his students. He did not see his work as the be all and end all for the blind. He left the primary work of organizing and running the Federation to others and thought his biggest accomplishment was not the groups that he formed but enabling blind people to come to think of themselves as competent and assuming that the needed organization would come from their own initiative and good sense. ---------- [PHOTO CAPTION: David Ticchi] The 2013 Blind Educator of the Year Award by David Ticchi From the Editor: Dr. David Ticchi is an experienced educator in his own right. He was named Blind Educator of the Year in 1998. He chairs the 2013 Blind Educator of the Year Award selection committee. This is what he says: A number of years ago the Blind Educator of the Year Award was established by the National Organization of Blind Educators (the educators division of the National Federation of the Blind) to pay tribute to a blind teacher whose exceptional classroom performance, notable community service, and uncommon commitment to the NFB merit national recognition. Beginning with the 1991 presentation, this award became an honor bestowed by our entire movement. The change reflects our recognition of the importance of good teaching and the impact an outstanding blind teacher has on students, faculty, community, and all blind Americans. This award is presented in the spirit of the outstanding educators who founded and have continued to nurture the National Federation of the Blind and who, by example, have imparted knowledge of our strengths to us and raised our expectations. We have learned from Dr. Jacobus tenBroek, Dr. Kenneth Jernigan, and President Marc Maurer that a teacher not only provides a student with information but also provides guidance and advocacy. The recipient of the Blind Educator of the Year Award must exhibit all of these traits and must advance the cause of blind people in the spirit and philosophy of the National Federation of the Blind. The Blind Educator of the Year Award is presented at the annual convention of the National Federation of the Blind. Honorees must be present to receive an appropriately inscribed plaque and a check for $1,000. Nominations should be sent to Dr. David A. Ticchi, Newton North High School, 457 Walnut Street, Newtonville, MA 02460. Letters of nomination must be accompanied by a copy of the nominee's current r?sum? and supporting documentation of community and Federation activity. All nomination materials must be in the hands of the committee chairman by May 1, 2013, to be considered for this year's award. For further information contact David Ticchi at (617) 559-6253. ---------- [Photo Caption: Fatos Floyd] Blind Woman Files Complaint against Election Commission Automark's Voting Machine Wasn't Ready for Early Voters by Ryan Luby From the Editor: The following report was carried on television station KETV in Lincoln, Nebraska. At issue is the right of the blind to vote using a machine that ensures a secret ballot at the same time and at the same place as sighted voters have one. Here is the story that was carried on October 10, 2012, followed by a resolution passed by the Convention of the National Federation of the Blind of Nebraska: A blind woman has filed a complaint against the Lancaster County Election Commission. Fatos Floyd claimed that she was turned away from early voting on a machine that allows disabled people to vote without assistance. "They said, 'Well, the machine is not ready, and probably is not going to be ready for another ten days,'" Floyd told I-Team Investigator Ryan Luby. Floyd said she and a blind friend planned to use the Automark machine at the Lancaster County Election Commission on October 4. Early voting began on October 1. "I said I do have a right to vote like anybody else, when the voting started. So I said, `Who do I need to talk to?'" Floyd said she asked the election office's staff. She first turned to the Nebraska secretary of state, then Adam Morfeld, who founded the group called Nebraskans for Civic Reform. Morfeld advocates for equal voting rights. "I think that it's really important that people with disabilities, people who are blind, are able to exercise a right that's been afforded to them by the federal law--to vote independently and privately," Morfeld said. Morfeld pointed to the Help America Vote Act, part of which requires disabled voters to have private and independent access to voting machines such as the Automark machine. Regarding what happened to Floyd, Morfeld said it's a "clear violation of federal law." The KETV NewsWatch 7 I-Team reached out to Nebraska Secretary of State John Gale and Lancaster County Election Commissioner Dave Shively. Both declined to comment on-camera. However, Shively issued the following statement: "I have had the opportunity to review the complaint filed with the Nebraska secretary of state by Ms. Fatos Floyd. I certainly understand her concerns. I have done everything in my power to have the Automark available as quickly as possible for early voting. However, the logistics in making this happen, including very specific certification deadlines outlined in state law and the printing of ballots, which is required before all programming can be completed by our vendor, have made it impossible for us to have the Automark operational during the first several days of early voting." The I-Team learned Lancaster County joins every other Nebraska county-- except Douglas County--dealing with logistical problems for early disabled voters. Douglas County programs its own Automark machines. The I-Team also reached out to state senator Bill Avery, who said he and his staff are already looking at possible legislative changes. One option may be to require the secretary of state to certify ballots prior to mid-September, which is the current deadline. A second option may be to push back the start of early voting to the second week of October. Any possible changes are merely speculation at this time. Avery said this is the first time anyone has filed a complaint on this particular early-voting issue. Regardless of what changes occur, Morfeld said it should have happened long ago. "Well what concerns me the most is that it appears as though this has been an ongoing issue for the last eight or nine years," he said. That's troubling to Floyd too, who's a naturalized United States citizen originally from Turkey. She said she lost her vision when she was eighteen years old, after she suffered from complications associated with brain surgery. She said doctors had to remove a brain tumor. Floyd moved to the United States in the early 1980s and married her husband Mike, who is also blind. "Especially because I am a naturalized citizen, voting is really important to me," she said. "I never miss an election; I use that right." Given what happened to her last week, Floyd questioned the state's commitment to voting rights for blind people. "That we are not really an important group, that they wouldn't make the effort to make it so that we can vote at the same time [as everyone else]," she said. Floyd will have a hearing on the complaint she filed with the Nebraska Department of State in weeks to come. As of Tuesday morning the Automark machine at the Lancaster County Election Commission was available for disabled voters. Shively said his office received the proper programming from the county's third-party vendor. That is what KETV reported on its website. Here is what the blind of the state had to say: Resolution 2012-01 Regarding Accessible Voting WHEREAS, the federal government passed the Help America Vote Act in 2002; and WHEREAS, the state of Nebraska began the implementation and use of accessible electronic voting machines in 2004; and WHEREAS, on October 1, 2012, and following, the accessible Automark voting machine in the Lancaster County Election Commission office was not ready and available for use by blind and other qualified voters who required it for fair and equal early balloting along with their sighted peers: Now, therefore BE IT RESOLVED by the National Federation of the Blind of Nebraska in Convention assembled this thirteenth day of October, 2012, in the City of Kearney, Nebraska, that we call upon all elections officials in the state of Nebraska and its ninety-three counties to insure the full implementation of the Help America Vote Act, with accessible voting technology to be operational at all polling places available for early voting, as well as on election day; and BE IT FURTHER RESOLVED that this organization declare its firm intent to take all steps necessary (including pursuit of state legislation, if needed) to secure the rights of blind persons to use accessible voting technology in all elections held for public office at all levels within the state of Nebraska. ---------- [PHOTO CAPTION: James Gashel] The Dr. Jacob Bolotin Awards by James Gashel From the Editor: James Gashel is secretary of the National Federation of the Blind and chairs the Dr. Jacob Bolotin Awards committee. Here is his announcement about the 2013 Bolotin Awards program: The National Federation of the Blind is pleased to announce that applications are now being accepted for the Dr. Jacob Bolotin Awards. These prestigious awards, granted each year as funds permit, recognize individuals, corporations, organizations, or other entities for outstanding work of excellence on behalf of the blind in the United States. The public recognition ceremony will be held during the 2013 annual convention of the National Federation of the Blind in Orlando, Florida. Each recipient will be given a cash award in an amount determined by the Dr. Jacob Bolotin award committee and will also be honored with an engraved medallion and plaque. Dr. Bolotin was a pioneering blind physician who practiced in the early twentieth century, and the awards which now bear his name are made possible through the generosity of his late nephew and niece. Their bequest, the Alfred and Rosalind Perlman Trust, allows the National Federation of the Blind to recognize and support the most outstanding individuals and projects working to improve opportunities for blind people in the United States, consistent with Dr. Bolotin's pioneering example. As chronicled in his biography, The Blind Doctor by Rosalind Perlman, Bolotin fought ignorance and prejudice to gain entrance to medical school and the medical profession. He became one of the most respected physicians in Chicago during his career, which spanned the period from 1912 until his death in 1924. He was particularly known for his expertise in diseases of the heart and lungs. Bolotin used his many public speaking engagements to advocate for employment of the blind and their full integration into society. Interested in young people in general and blind youth in particular, Dr. Bolotin established the first Boy Scout troop consisting entirely of blind boys and served as its leader. Jacob Bolotin's wife Helen had a sister whose husband died suddenly, leaving her to raise a son, Alfred Perlman. The Perlmans moved in with the Bolotins when Alfred was eleven, and for four years (until Jacob Bolotin's untimely death at the age of thirty-six), "Uncle Jake" became Alfred's surrogate father. Alfred later married Rosalind, and the couple worked on a book about Dr. Bolotin's life. After Alfred's death in 2001, Rosalind dedicated the rest of her life to completing and publishing the book. Then upon her death and as part of her will, Rosalind left a bequest to the Santa Barbara Foundation and the National Federation of the Blind to produce Dr. Bolotin's biography and establish the Dr. Jacob Bolotin Award program. Her book, The Blind Doctor: The Jacob Bolotin Story, has been published by and is available from Blue Point Books . Award Description In 2013 the National Federation of the Blind will again recognize individuals and organizations that have distinguished themselves in accordance with the criteria established to receive the Dr. Jacob Bolotin Award. The committee will determine both the number of awards and the value of each award presented. The Federation determines the total amount to be distributed each year based on income received from the trust supporting the award program. The award categories for each year are blind individuals, sighted individuals, and organizations, corporations, or other entities. Individuals may apply on their own behalf or may submit a third party nomination, or the committee may also consider other individual or organizational candidates. Who Should Apply? Individuals: Only individuals over eighteen years of age may be considered for a Dr. Jacob Bolotin Award. Applicants must demonstrate that they have shown substantial initiative and leadership in improving the lives of the blind. Examples of such initiative include but are not limited to developing products, technologies, or techniques that increase the independence of the blind; directing quality programs or agencies for the blind; or mentoring other blind people. All individual applicants or third- party applicants nominating other individuals must demonstrate that the work to be recognized has been conducted within the twelve months preceding the application and/or that the work is continuing. Applications by or on behalf of individuals must include at least one letter of recommendation from a person familiar with or directly affected by the work to be recognized. Organizations: Organizations may apply for a Dr. Jacob Bolotin Award in order to further programs, services, technology, or techniques of unique and outstanding merit that have assisted and will continue to assist the blind. Applications from third parties nominating an organization will also be considered. The organization category includes corporations, nonprofit organizations, or other entities, such as a specific division within an organization. Organizations or third-party applicants must demonstrate that the programs or services to be recognized include substantial participation by blind people as developers, mentors, administrators, or executives, and not merely as clients, consumers, or beneficiaries. For example, an organization operating a program for blind youth might demonstrate that a substantial number of the counselors, teachers, or mentors involved in the program are blind. The organization or third-party applicant must demonstrate that it has substantially aided blind people within the twelve months prior to application and that an award would support efforts to build on previous successes. The application must also include at least one testimonial from a blind person who has benefited substantially from the programs or services. To qualify for an award both individuals and organizations must be headquartered in the United States of America, and their work must primarily benefit the blind of the United States. Procedures More information, including an online application, can be found on the National Federation of the Blind website at . Online submission of nominations, letters of support, and other relevant materials is strongly encouraged, but applications sent by mail and postmarked by the deadline will also be accepted. The 2013 deadline for application submission is March 31. Recipients chosen by the committee will be individually notified of their selection no later than May 15. Receipt of all complete applications will be acknowledged; only those applicants chosen to receive an award will be contacted by May 15. All decisions of the Dr. Jacob Bolotin Award committee are final. The awards will be presented in July during the annual convention of the National Federation of the Blind. Individuals selected to receive an award must appear in person, not send a representative. Organizations may send an individual representative, preferably their chief executive officer. Recipient candidates must confirm in writing that they will appear in person to accept the award at the National Federation of the Blind annual convention. Failure to confirm attendance for the award presentation by June 1 will result in forfeiture of the award. Ineligible Persons Those employed fulltime by the National Federation of the Blind may not apply for a Dr. Jacob Bolotin Award for work performed within the scope of their employment. Students may not apply for both a Dr. Jacob Bolotin Award and a National Federation of the Blind Scholarship in the same year. ---------- [PHOTO/CAPTION: Raquel Aguirre] National Convention from a Distance by Raquel Aguirre From the Editor: Raquel Aguirre is the treasurer of the West Mesa Chapter in New Mexico. She wrote this article, which was carried in the September 2012 issue of Que Pasa, the newsletter of the National Federation of the Blind of New Mexico: The first and only NFB national convention I attended was in the late 1990s. I worked during one summer for the Colorado Center for the Blind. As part of our summer job requirement, the NFB CCB sent me and other job coaches on a trip to the national convention to monitor our blind students. I knew nothing about the NFB back then. Since then I have become a little older and a bit more informed. This year I attended the NFB national convention through live streaming. I want to let our membership know that this was an awesome experience for me. Some might argue that actually being there, physically sitting in each scheduled session was more exciting, energizing, and informative for the over two-thousand attendees and does not compare with my experience. However, I truly believe I was just as excited, energized, and informed as the rest of the NFB family. Thank you, Tonia Trapp; had it not been for your national convention updates through email, I would never even have known live streaming existed. I appreciate the commitment of the national organization to make this possible for those of us who were unable to travel to Texas. My resolve to be a proud member of the Federation has been made stronger. Perhaps live streaming has been a part of national convention before, but, if so, this was the first time I had heard about it. All the speeches were inspiring, informative, and eye-opening. Each orator in one way or another helped me understand more about myself as a part of a whole that has only become better as time goes on. Each day of the convention I linked into the stream and turned up the volume. Summertime allows me to change hats from busy teacher to busy mom, with never-ending responsibilities here at home. For instance, I made breakfast for my kids as Adelmo Vigil, our state president, came to the microphone. As he spoke during his few minutes of cyber-fame during the roll call of states, I felt proud to be from New Mexico and felt a sense of joy to recognize the names of people he mentioned. When he listed those who were present and would be representing New Mexico, I thought to myself, "Adelmo and New Mexico rock!" As I was washing morning dishes, Brianne Kotschwar won a door prize. Of course I had to stop to text her with motherly advice: "Congrats on the door prize, spend it wisely." Almost immediately my cell phone buzzed with her response: "Thanks, I will." Later, as I was sweeping floors, I just had to stop and sing the National Anthem loud and proud. I was using the broom handle as a microphone stand, singing off key, and amusing my children in the process. After a while I just sat and listened, to show my respect for blind veterans from across our nation. I listened as each veteran introduced him- or herself and told what branch of the military they represented and the years they served. When Art Schreiber came to the microphone, my kids said, "Don't we know him?" I said, "Yes, we do" with tears rolling down my cheeks, pride just gushing to be an American and a Federationist. As more information was presented, I was able to compose myself and continued my day with the speaker volume turned up loud enough to hear around the house. Anyone who has ever met Jessica Bachicha knows that she has incredible talent and is an amazing role model for blind youth and adults around New Mexico. I am proud to say I had the privilege to work with her when we were a part of the New Mexico Association of Blind Students. As Dr. Maurer told her story from birth to PhD, I wondered how many other New Mexicans were thinking, "Jessica is one of our own. Yahoo!" Of course anyone who understands NFB knows things are done well and in a grand fashion, so I tuned in to the banquet, because, by the end of the convention, I could not get enough of this live streaming stuff. While Jessica sang, I know I was not the only person to have chills tingling down my spine. "Outstanding" is a word that doesn't even come close to describing her performance. When the question, "How was convention?" is asked, I will absolutely believe them when the response is a resounding "awesome!" My experience, even from a distance, confirms that it really was. I realize the importance of a clean house, but I know putting those responsibilities aside for a week won't hurt. One year soon I hope to sit with fellow New Mexicans during general sessions to listen to speeches that will excite, energize, and inform this NFB member even further. Until that day comes, I will plan to link into live streaming so I don't miss out. I urge those of you who can't attend to take advantage of this completely free and very accessible means to be a part of it all. Though it is from a distance, you will get the feeling you indeed are there and will know you belong to a great organization. ---------- [PHOTO CAPTION: Lauren McLarney] Social Security, SSI, and Medicare Facts for 2013 by Lauren McLarney From the Editor: Every December we publish the Social Security figures that have been announced for the coming year. Here is the 2013 information as prepared by Lauren McLarney of the NFB Governmental Affairs Department: A new year means many changes as well as annual adjustments to Social Security Disability Insurance (SSDI), Supplemental Security Income (SSI), and Medicare programs. The changes traditionally include new tax rates, higher exempt earnings amounts, and SSDI and SSI cost-of-living increases, as well as alterations to deductible and coinsurance requirements under Medicare. Below are the updated facts for 2013. The costs of Medicare for 2013 have not been released yet, but those numbers will be reported in the Monitor as soon as they are available. Tax Rates FICA and Self-Employment Tax Rates: The FICA tax rate for employees and their employers is a combination of payments to the Old Age, Survivors, and Disability Insurance (OASDI) Trust Fund, and the Hospital Insurance (HI) Trust Fund, from which payments under Medicare are made. For 2011 and 2012 the OASDI tax rate was temporarily reduced 2 percentage points for employees and for self-employed workers, resulting in a 4.2 percent effective tax rate for employees and a 10.4 percent effective tax rate for self-employed workers. Combined with the HI tax rates, the total tax rate for 2012 was 5.65 for employees and their employers and 13.3 for self- employed workers. These lower tax rates meant less tax revenue, and that difference was made up by transfers from the general fund of the Treasury to the OASI Trust Fund. Under current law this temporary reduction expires at the end of December 2012. If Congress does not decide to extend this reduction, the tax rate will go back to the original amount of 7.65% for employees and employers and 15.3% for self-employed workers. One thing is clear for 2013: an additional HI tax of 0.9 percent is assessed on earned income exceeding $200,000 for individuals and $250,000 for married couples filing jointly. Ceiling on Earnings Subject to Tax: During 2012 the ceiling on taxable earnings for contributions to the OASDI Trust Fund was $110,100. For 2013 the maximum amount of taxable earnings will be $113,700. All earnings are taxed for the HI Trust Fund. Social Security Disability Insurance Quarters of Coverage: Eligibility for Retirement, Survivors, and Disability Insurance (RSDI) benefits is partially based on the number of quarters of coverage earned by any individual during periods of work. Anyone may earn up to four quarters of coverage in a single year. During 2012 a Social Security quarter of coverage was credited for earnings of $1,130 in any calendar quarter. Anyone who earned $4,520 in 2012 (regardless of when the earnings occurred during the year) received four quarters of coverage. In 2013 a Social Security quarter of coverage will be credited for earnings of $1,160 during a calendar quarter. Four quarters will be earned with annual earnings of $4,640. Trial Work Period Limit: The amount of earnings required to use a trial work month is subject to annual increases based on changes in the national average wage index. In 2012 the amount was $720. This amount will increase to $750 in 2013. In cases of self-employment a trial work month can also be used if a person works more than eighty hours, and this limitation on hours worked will not change unless expressly adjusted. Exempt Earnings: The monthly earnings exemption referred to as Substantial Gainful Activity for blind people who receive disability insurance benefits was $1,690 of gross earned income during 2012. In 2013 earnings of $1,740 or more a month, before taxes, for a blind SSDI beneficiary will indicate Substantial Gainful Activity once any unearned (or subsidy) income is subtracted and all deductions for impairment-related work expenses are applied. Social Security Benefit Amounts: There will be a 1.7 percent cost-of- living adjustment (COLA) for beneficiaries in 2013. Increased payments to beneficiaries will begin in December of 2012 and will apply to everyone receiving benefits in 2013. Supplemental Security Income Standard SSI Benefit Increase: Beginning January 2013, the federal payment amounts for SSI individuals and couples are as follows: individuals, $710 a month; SSI couples, $1,066 a month. Student Earned Income Exclusion: In 2012 the monthly amount was $1,700, and the maximum yearly amount was $6,840. In 2013 the monthly amount is $1,730, and the maximum yearly amount is $6,960. The SSI program applies strict asset (resource) limits of $2,000 for individuals and $3,000 for SSI couples, which can be changed only by Congress. Medicare Medicare Deductibles and Coinsurance: Medicare Part A coverage provides hospital insurance to most Social Security beneficiaries. The coinsurance amount is the hospital charge to a Medicare beneficiary for any hospital stay. Medicare then pays the hospital charges above the beneficiary's coinsurance amount. The Part A coinsurance amount charged for hospital services within a benefit period of not longer than sixty days was $1,156 in 2012. From the sixty-first day through the ninetieth day, the daily coinsurance amount was $289 a day. Each Medicare beneficiary has sixty lifetime reserve days that may be used after a ninety-day benefit period has ended. Once used, these reserve days are no longer available after any benefit period. The coinsurance amount paid during each reserve day used in 2012 was $578. Part A of Medicare pays all covered charges for services in a skilled nursing facility for the first twenty days following a three-day in- hospital stay within a benefit period. From the twenty-first day through the one hundredth day in a benefit period, the Part A coinsurance amount for services received in a skilled nursing facility was $144.50 in 2012. Most Social Security beneficiaries have no monthly premium charge for Medicare Part A coverage. Those who become ineligible for SSDI cash benefits can continue to receive Medicare Part A coverage premium-free for at least ninety-three months after the end of a trial work period. After that time the individual may purchase Part A coverage. The premium rate for this coverage during 2012 was $451 a month. In 2012 the Medicare Part B (medical insurance) deductible was $140. This is an annual deductible amount. The Medicare Part B monthly premium rate charged to each new beneficiary or to those beneficiaries who directly pay their premiums quarterly for 2012 was $99.90 a month, although higher- income consumers may pay more. For those receiving Social Security benefits, this premium payment is deducted from your monthly benefit check. Individuals who remain eligible for Medicare, but are not receiving Social Security benefits because of working, must directly pay the Part B premium quarterly-one payment every three months. Like the Part A premiums mentioned above, Part B is also available for at least ninety-three months following the trial work period, assuming an individual wishes to have it and, when not receiving SSDI, continues to make quarterly premium payments. Programs That Help with Medicare Deductibles and Premiums: Low-income Medicare beneficiaries may qualify for help with payments. Assistance is available through two programs-the QMB (Qualified Medicare Beneficiary program) and the SLMB (Specified Low-Income Medicare Beneficiary program). To qualify for the QMB program in 2012, an individual's monthly income could not exceed $931 and a married couple's monthly income could not exceed $1,261. The 2013 limits have not been announced. Under the QMB program states are required to pay the Medicare Part A (Hospital Insurance) and Part B (Medical Insurance) premiums, deductibles, and coinsurance expenses for Medicare beneficiaries who meet the program's income and resource requirements. Under the SLMB program states pay only the full Medicare Part B monthly premium. Eligibility for the SLMB program may be retroactive for up to three calendar months. Both the QMB and SLMB programs are administered by the Centers for Medicare and Medicaid Services in conjunction with the states. The rules vary from state to state, but the following can be said: Resources, such as bank accounts or stocks, may not exceed $4,000 for one person or $6,000 for a family of two. Resources are generally things you own. However, not everything is counted. The house you live in, for example, doesn't count; and generally one car also doesn't count. If you qualify for assistance under the QMB program, you will not have to pay: . Medicare's hospital deductible amount, which was $1,156 per benefit period in 2012; . The daily coinsurance charges for extended hospital and skilled nursing facility stays; . The Medicare Medical Insurance (Part B) premium, which was $99.90 a month in 2012, unless you are currently receiving benefits from Social Security and the agency is automatically withholding your Part B premiums; . The 2012 $145 annual Part B deductible; . The 20 percent coinsurance for services covered by Medicare Part B, depending on which doctor you go to. If you qualify for assistance under the SLMB program, you will be responsible for the payment of all of the items listed above except for the monthly Part B premium, depending on your circumstances. If you think you qualify but you have not filed for Medicare Part A, contact Social Security to find out if you need to file an application. Further information about filing for Medicare is available from your local Social Security office or Social Security's toll-free number (800) 772- 1213. Remember that only your state can decide if you are eligible for help from the QMB or SLMB program and also that the income and resource levels listed here are general guidelines with some states choosing greater amounts. Therefore, if you are elderly or disabled, have low income and very limited assets, and are a Medicare beneficiary, contact your state or local Medicaid office (referred to in some states as the Public Aid Office or the Public Assistance Office) to apply. For more information about either program, call the Centers for Medicare and Medicaid Services (CMS) on its toll-free telephone number (800) 633-4227, or go online to . ---------- Recipes This month's recipes have been contributed by members of the National Federation of the Blind of Kansas. Scrambled Tofu by Meg Silkey Meg Silkey is the wife of the National Federation of the Blind of Kansas South-Central Chapter president. She has been a member of the NFB since moving to Kansas four years ago. Meg has been interested in the vegan and vegetarian life style for several years. Here are two of her favorite recipes. Ingredients: 1 pound tofu, mashed 1 teaspoon olive oil 1/2 teaspoon onion powder Pinch garlic powder 1 tablespoon nutritional yeast flakes Sprinkle of turmeric 1/4 teaspoon sage, rubbed 1/4 teaspoon thyme, ground 1/2 teaspoon chicken-style seasoning salt or to taste 1/2 cup onion, chopped 1/4 cup red bell pepper, diced 1/2 cup fresh mushrooms, sliced 1 teaspoon olive oil Method: In non-stick skillet heat oil. Add tofu and seasonings. Cover and simmer on low, stirring occasionally. Place tofu in bowl and set aside. In same skillet heat oil and saut? onions, mushrooms, and red pepper. Return tofu mixture to skillet. Combine and let simmer on low for a few more minutes. Serve hot. Serves four to six. Can serve with soy sauce or salsa. Be creative and add your own favorites. ---------- Cheesy Hash Brown Casserole by Meg Silkey Ingredients: 1 24-ounce package frozen hash brown potatoes 1 cup melty cheese 1/2 cup tofu sour cream 2 teaspoons chicken-style seasoning 1/2 teaspoon salt 3/4 cup soy milk 1 cup onion, chopped 1/2 cup green pepper, chopped 1 tablespoon olive oil Method: Thaw potatoes in large mixing bowl. Saut? onion and pepper in olive oil. Combine all ingredients with potatoes and place in a 9-by-13- inch glass casserole dish sprayed with oil or cooking spray. Bake 45 minutes at 350 degrees or until golden brown. ---------- Chocolate Mint Thumbprints by Susan Tabor Susan Tabor is the NFB of Kansas newsletter editor. She has also served as her chapter's secretary. She resides in Lawrence, Kansas, and is a member of the Jayhawk Chapter there. Cookie Ingredients: 1 cup plus 2 1/2 tablespoons all-purpose flour 1/4 cup Dutch-processed cocoa 3/4 cup unsalted butter, at room temperature 1/2 cup powdered sugar, sifted 1 1/2 teaspoons pure vanilla extract 1/4 teaspoon salt Filling Ingredients: 3/4 cup chopped semisweet chocolate pieces or chocolate chips 3 tablespoons unsalted butter, cut into 6 pieces 1/4 teaspoon pure peppermint extract Method: Make cookies by sifting flour and cocoa together into a medium bowl. With a hand mixer or a stand mixer fitted with the paddle attachment, cream butter and sugar on medium speed until light and fluffy, about two minutes. Add the vanilla and salt; continue beating until blended and smooth, about one minute more. Add the flour and cocoa mixture and beat in on low speed until a soft dough forms, about one minute. Chill dough in the refrigerator until firm enough to roll into balls, forty to sixty minutes or longer. Position a rack in the center of the oven and heat oven to 350 degrees. Line two cookie sheets with parchment or nonstick baking liners. Using palms, roll heaping teaspoonfuls of the dough into one-inch balls. Arrange cookies two inches apart on the lined sheets. With a lightly floured thumb or index fingertip press straight down into the middle of each ball almost to the cookie sheet to make a deep well, or use the end of a thick-handled wooden spoon. Bake cookies one sheet at a time until the tops look dry, eight to nine minutes. Gently redefine the indentations with the end of a wooden spoon. Let the cookies cool on the sheet for five minutes, then move them to racks to cool completely. Make the filling by putting the chocolate and butter in a heatproof bowl. Microwave in thirty-second bursts (stirring after each heating) until chocolate is melted and smooth. Stir in the mint extract. Let the filling cool, stirring occasionally, until slightly thickened and a bit warmer than room temperature, thirty to forty minutes. Spoon the filling into a small pastry bag fitted with a small, plain tip. (Or place filling in a small plastic bag and cut a tiny bit off a bottom corner to pipe the filling through.) Pipe the filling into the center of each cookie. Cool filled cookies completely before serving or storing. Tips: You can also use Andes bits or Nestle Chocolate Mint Swirl chips (in place of chocolate). The cookies will keep in an airtight container at room temperature for four to five days or freeze for several weeks. ---------- Susan's Homemade Kahlua by Susan Tabor Ingredients: 4 cups sugar 2 to 4 ounces instant coffee crystals (Taster's Choice is best; use the greater amount if you like your Kahlua with strong coffee overtones) 2 vanilla beans, cut into 1-inch pieces 1 additional vanilla bean for each bottle you've filled with Kahlua (for ripening) 6 cups water 1 pint brandy 1 fifth vodka Method: Bring one cup of water to the boil and dissolve instant coffee in it. Combine sugar and the rest of the water in a large pot and bring to a rolling boil. Add coffee and let cool. Then add brandy, vodka, and vanilla bean pieces. Pour into bottles. Add a whole vanilla bean to each bottle, seal tightly, and let ripen. Makes about a gallon. Age for one month in bottles before drinking or giving as gifts. The older it gets, the better it tastes. The vanilla beans really add nice tones to the flavor. If you wish, you can store the Kahlua in a single large, airtight container with the vanilla bean pieces and can hold off adding the whole vanilla bean to each bottle until you have strained out the pieces of vanilla bean and poured the Kahlua into bottles. After it has aged for several weeks, you can strain out the pieces of vanilla bean from the large container. Use a funnel to pour the Kahlua into bottles and to strain out the vanilla bean fragments. Be sure that you have placed a whole vanilla bean in each bottle before sealing it. ----------- [Photo Caption: Donna Wood] Taco Soup by Donna Wood Donna Wood is president of the National Federation of the Blind of Kansas. The following recipes came into her family when her mother married David Houck. Thank you David for so much more than a soup recipe. These recipes are submitted in loving memory of David, who passed away, May 19, 2010. Ingredients: 1 pound ground beef 1 onion, chopped 1 15-ounce can tomato sauce 1 8-ounce can tomato paste 1 15-ounce can diced tomatoes 1 can kidney beans 1 small package frozen corn 1 envelope taco seasoning Salt and pepper to taste Method: Saut? chopped onion in a small amount of cooking oil. Add ground beef and brown. Add package of taco seasoning to ground beef. Then add tomato sauce, tomato paste, diced tomatoes, beans, and corn. Stir and let simmer for approximately one hour. For a spicier version replace diced tomatoes with Rotel tomatoes. Corn bread is delicious with this soup. ---------- Corn Bread by Donna Wood Ingredients: 1 cup coarse corn meal 1/2 cup fine corn meal 2 teaspoons baking powder 1/2 teaspoon baking soda 1/2 tablespoon salt 2 tablespoons flour 1 egg 2 cups buttermilk 2 tablespoons olive oil Method: Mix all dry ingredients together. Whip egg, add egg and buttermilk to dry ingredients, and mix well. Add olive oil and mix again. Preheat oven to 475 degrees. A cast iron skillet works best. Coat skillet with olive oil. Dust greased skillet with coarse corn meal. Pour batter into skillet and cook for thirty minutes on oven rack placed in the top position. Serve immediately. ----------- Monitor Miniatures News from the Federation Family Elected: The Blackhawk Chapter of the NFB of Illinois held elections at its October 13, 2012, meeting. Elected were president, Lois Montgomery; vice president, Patrick Olson; treasurer, Jean Rauschenbach; secretary, John Tebockhorst; and board members Donna Miles, Bob Gardner, and Mark Claybourne. Hours of Operation in the Independence Market: Please note that due to staff changes in the NFB Independence Market we are able to accept calls only Monday through Friday from 1:00 to 5:00 Eastern Time. We welcome visitors to the Independence Market from 9:00 to 4:00 and encourage you to stop by in the mornings so that we may better serve our phone customers in the afternoons. Jessica Victoria Bachicha: Engaging Audiences through Song and Story: Jessica's album, Christmas Presence, offers reflections on Pope Benedict XVI's encyclical Spe Salvi and invites listeners to hear well- beloved and lesser-known Christmas carols on a deeper level. Through song and spoken word, begin to unwrap the great gift that is Christmas. Experience the wonder of its meaning, mystery, and mirth. To buy Christmas Presence, go to iTunes or Amazon.com. Elected: The NFB of Ohio conducted elections at its closing convention session on November 4, 2012. The following were elected to two-year terms: president, Eric Duffy; first vice president, Richard Payne; second vice president, Barbara Fohl; secretary, Shelbi Hindel; treasurer, Sherry Ruth; and board members, Bruce Peters and Crystal McClain. Barbara Pierce was elected to complete the final year of Richard Payne's board term. 2013 NFB Scholarships The National Federation of the Blind is now accepting applications to our national scholarship program, which recognizes achievement by blind scholars, for freshmen beginning college this fall on up through grad school level. Thirty top students will receive scholarships, ranging in value from $3,000 to $12,000, along with a trip to our national convention in Orlando this July! Applications must be received by March 31, 2013. To apply or learn more, please visit www.nfb.org/scholarships. ---------- In Brief Notices and information in this section may be of interest to Monitor readers. We are not responsible for the accuracy of the information; we have edited only for space and clarity. New Scholarship Offered by Oracle The Oracle Scholarship for Excellence in Computer Science -- Oracle seeks to hire the best and brightest talent to build our products, basing our employment decisions only on merit, experience, and potential. We offer an optimized and fully integrated stack of business hardware and software systems. With more than 390,000 customers-including 100 of the Fortune 100- and with deployments across a wide variety of industries in more than 145 countries around the globe, we recognize the significant impact that our products and technologies can have on people with disabilities. This scholarship for $3000 is for a student in the field of Computer Science, Computer Engineering, User Experience, or related field. It will be made available through the 2013 National Federation of the Blind Scholarship Program. For further information or to apply, go to www.nfb.org/scholarships. Global Explorers Applications Being Accepted: We are currently accepting applications for two leadership-focused, adventure-filled travel expeditions. This 2012-2013 season we will be uniting fifteen- to twenty-one-year-old students who are blind, visually impaired, and sighted on two incredible Leading the Way Program expeditions. The first is the Rim to River expedition, where students will take part in engaging service and cultural immersion and then have the unique opportunity of rafting the Colorado River through the majestic Grand Canyon. The second is the Peruvian Highlands expedition, where students will experience the magic of the Quechua culture and hike through the Andes exploring Inca ruins, ending at the infamous Machu Picchu. The Leading the Way Program was developed in partnership with world-renowned blind adventurer Erik Weihenmayer. For more information and to apply, visit: . Applications are due November 30, 2012. To nominate a student please visit: . Blind and Visually Impaired Runners Hit the Pavement at the California International Marathon: In partnership with VSP? Vision Care, the United States Association of Blind Athletes (USABA) is pleased to host the fourth annual USABA Marathon National Championship, which will be held in conjunction with the California International Marathon (CIM) on December 2, 2012, in Sacramento, California. Mark Lucas, USABA executive director, said, "The city of Sacramento and the race organizers exceeded all expectations of last year's race, ensuring that USABA had a quality competition and event. We look forward to another outstanding race." In 2007 a small group of passionate athletes and volunteers helped create the first USABA Marathon National Championship, and today this event has become one of the premier distance running destinations for runners who are blind and visually impaired. The course provides runners and their guides a very fast, point-to-point, net-downhill marathon with a spectacular finish in front of the California State Capitol. The California International Marathon is certified and sanctioned by USA Track & Field and is a Boston Marathon qualifier and an Olympic Marathon Trials qualifier. Currently USABA has seventeen blind or visually impaired runners from the United States and three runners from other countries signed up to finish a full marathon as well as five relay teams, including two military teams. These numbers far exceed past years and goals for this year's marathon, and in the years to come USABA and VSP Vision Care expect growing participation. Richard Hunter, Blinded USMC veteran stated, "The USABA Marathon National Championship, sponsored by VSP Vision Care, is the highlight of the year for many athletes. It is great to be able to get to know other runners with vision loss. With the assistance of over forty sighted guides, we are able to inspire, educate, and change the public's perception of those with vision loss." Athletes can expect a first-class experience and are afforded the opportunity to take part in a pre-race pasta banquet, logistics assistance, pre- and post-race support, and awards. Thanks to the support of VSP Vision Care and private donors, USABA is providing funding to offset expenses for USABA members. Funding will be made available to select North American runners as well as a limited number of international runners. USABA would like to thank VSP Vision Care for sponsoring the 2012 USABA Marathon National Championship as well as the following donors for their support: Schermer, Bechtold and Roger Eyecare, Rocky and Kim Camp, Every Man Jack, and Folsom Lake Lions Club. For more information about USABA please visit and for more information about VSP Vision Care visit . Attention Treasure Hunt Fans: Register ASAP for the DailyConnection first annual Treasure Hunt Contest by midnight, January 16, 2013. A very cool prize awaits the best trivia buff and riddle solving contestant who can figure out the final clue to win. Make sure to drop into the Welcome Room, #1, from noon to 6:00 p.m. Eastern to ask Sweet P or Katy about contest rules and details. Have you been looking to join a women's support group? Renee invites you to call DailyConnection at: (712) 432-6448 to join her in Room "Talk" or #8255 Tuesday nights starting at 9:00 p.m. Eastern, or sports fans can stop by Room #1 to talk sports or any hot topic of your choice with TJ evenings from 7:00 to 11:00 p.m. Drop into Room 3 and talk technology with Liz, or, if you are an insomniac, come to Room 5 to hang out with Jen and her Night Owls. Do you like playing trivia or audio games? Then you will definitely want to sign up for the upcoming Skunk Tournament, and don't forget our Treasure Hunt. If you have questions, call Daily Connection at (443) 732- 0341 or email . Visit us at . ---------- Monitor Mart The notices in this section have been edited for clarity, but we can pass along only the information we were given. We are not responsible for the accuracy of the statements made or the quality of the products for sale. Braille Embosser for Sale: I have a Basic S. Index Braille embosser for sale. It has been updated to work smoothly with Microsoft Office 2007. It includes Winbraille software. All this will work smoothly with Windows XP; however, operating it with a Windows 7 computer requires downloading a new driver from the Index website because Winbraille does not work with Windows 7. This machine embosses on one side of the page and uses continuous-feed paper. It works with paper which is either 8 1/2 by 11 or 11 by 11 1/2 inches. I am selling this printer/embosser for $1,500. Please call me at (540) 899-7747 or email me at . For Sale: I am selling a Freedom Scientific PAC Mate. The unit comes with two batteries but no charger. It came from the estate of a blind person, so I know nothing more about it. Freedom Scientific says that it can provide a charger for about $40. This unit has a Perkins-Brailler-style keyboard and only a couple other switches. I am asking $75 including shipping, or I would consider trading for something taking up space at your place. I am also selling a new Perkins Brailler. It's still shrink wrapped in its original box. This is the older steel machine, not the newer plastic model. I'm asking $500. For more information contact me at , or call (734) 658-2919. Textbook for Sale: I have a Braille text book for sale entitled A People and a Nation: A History of the United States, seventh edition, volume 2. The author is Mary Beth Norton. The book was published by Houghton Mifflin Company. The ISBN number is 0-618-39177-7. If interested in this thirty-volume book, you may reach Latrice at (336) 722-9018. Please do not call before 9:00 a.m. Laptop for Sale: I have an HP laptop computer with four gigabytes of memory that is one year old. It has Windows 7 and is in excellent condition. I paid $1,300 for it and am asking $200 plus shipping. Please call Donna Webb at (501) 313- 9408. For Sale: I have a barely used PAC Mate BX420 with a twenty-cell Braille display and GPS. I'm asking $900. The unit comes with two carrying cases, a power supply/charger, a socket WIFI card, and a USB cable. I am hard of hearing as well as low vision, so please contact me using email by writing to or by using the Video Relay Service by calling (858) 368-4194. Items for Sale: (1) Pac Mate Omni QX440 $2,900. The unit is one year old and in good condition. The price includes all accessories. (2) Eye-Pal $700. If interested in any of these products, please email or call (806) 886-1340. Pen Friends for Sale: My name is Jonathan, and I am offering two Pen Friends for sale. A Pen Friend is a device with which one records one's voice by placing the pen on a sticker that is required for playback, similar to a feature of the ID Mate. I wish to sell these for $175 each. One has never been used; all contents are still in their plastic box. The other I did try once or twice but is still in like-new condition with all contents in the original plastic box. Some stickers on the sheet have been used. I have no use for these and would like to help someone in need of one or both of these; they are beneficial for keeping track of prescriptions, seasonings, or spices, et cetera. If interested, contact me at . ---------- NFB Pledge I pledge to participate actively in the efforts of the National Federation of the Blind to achieve equality, opportunity, and security for the blind; to support the policies and programs of the Federation; and to abide by its constitution.