ctevh spring 2005 - ctebvi · spring 2005 volume xlviii, no. 1 ... cath tendler-valencia joyce...

JOURNALThe official publication of the

California Transcribers and Educators of the Visually Handicapped

Spring 2005Volume XLVIII, No. 1

WHAT’S INSIDE:Call for Papers, Conference 2006

You Are The Future

Large Print for the MainstreamedVisually Impaired Student

For Those We Miss

Transcriber's Notes

THE CTEVH JOURNAL

Editor: Lisa Merriam

Print Proofreader: Julia Moyer

Braille Transcription: Joanne Call

Embossing: Sacramento Braille Transcribers Inc.

Tape Recording & Duplication: Volunteers of Vacaville

The CTEVH Journal is published four times a year by the California Transcribers andEducators of the Visually Handicapped, Inc., 741 North Vermont Avenue, Los Angeles,California 90029. ©2005 by California Transcribers and Educators of the VisuallyHandicapped, Inc. except where noted. All rights reserved. No part of this periodicalmay be reproduced without the consent of the publishers.

Editorial office for the CTEVH Journal and all other CTEVH publications is:

Lisa MerriamCTEVH Publications10061 Riverside Drive #88Toluca Lake, California 91602E-mail: [email protected]

Deadlines for submission of articles:

Summer Issue: Fall Issue: Winter Issue:July 1, 2005 September 15, 2005 January 5, 2006

Message from the EditorI want to give special thanks to all of the contributors to this issue of the CTEVHJournal. A very special thanks to Dr. Phil Hatlen, our 2005 Distinguished Member,for his inspiring words, as well as, Dr. Kathleen Huebner, The San Francisco Chronicle,The San Diego Union-Tribune and The American Foundation for the Blind for thereproduction of articles found in their publications honoring those we have recentlylost.

Table of Contents

CTEVH JOURNAL

Inside Story

President’s Message - Paula Lightfoot ...................................................................... 4CTEVH Membership Application.............................................................................. 5

Gifts & Tributes................................................................................................................. 6

News of Groups and Announcements ............................................................................. 8

Conference 2006 and Call for Papers ............................................................................. 10

For Those We Miss ........................................................................................................... 12

You Are The Future - Dr. Phil Hatlen ............................................................................... 20

Our Specialists Say...

Textbook Formats: “Transcriber's Notes” - Linda McGovern .................................... 30Pokadot - Len Dozier.................................................................................................... 36Music - Richard Taesch ................................................................................................ 37

“Reflections of a Blind Music Educator” - Alan Daniels ........................................ 42Mathematics: “Directions and Explanatory Material in Exercises” - Mary Denault 44Large Print: “Large Print for Mainstreamed Visually Impaired Students Part I”

- Joan Hudson-Miller .......................................................................................... 47Foreign Language: “Blanks to be Filled in: Suggestions” - Ann Kelt.......................... 50Education - Sheila Bonito.............................................................................................. 52Business: “Show Me the Money” - Bob Walling .......................................................... 53

Donna Coffee Scholarship Application ............................................................................. 56

Katie Sibert Scholarship Application............................................................................. 58

CTEVH Life Members.................................................................................................... 60

CTEVH Certificates of Appreciation............................................................................. 62

CTEVH Special Awards.................................................................................................. 63

CTEVH Service Recognition Pin Application............................................................... 64

CTEVH Specialists........................................................................................................... 65

CTEVH Executive Board................................................................................................ 66

CTEVH Board of Directors and Committee Chairs ..................................................... 67

Spring 2005 Volume XLVIII, No. 1

CTEVH Spring 2005 Volume XLVIII, No. 1

It’s time to start thinking about the end of the school year. Timedoes fly by!! The 2005 conference is history. What is your favoritething about conference? I always enjoy seeing the exhibits and thepeople I have gotten to know over the years.

Thank you to Steve Goodman and his committee for all their hardwork.

Jane Vogel & John Zamora are busy preparing for the 2006conference in Anaheim. The date will be March 10th-12th, 2006so mark your calendars.

The theme will be: FOCUS ON THE FUTURE PREPARINGFOR LIFE.

Remember to visit our web site at www.ctevh.org. We are postingnew items on a regular basis so this is the way to keep up oncurrent happenings.

Paula Lightfoot

PRESIDENT'S MESSAGE

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CTEVH membership dues are for the calendar year. Any dues received after October will be applied to the

following year. Membership includes the CTEVH Journal as well as annual conference materials.

CTEVH MEMBERSHIP DUES

Annual Dues $25 �� Renewal �� New Member ��

Life Membership $300 �� Foreign Membership $35 �� Institutional Membership $100 ��

Donation:

General Fund $_______________

Katie Sibert Memorial Fund $_______________

Donna Coffee Scholarship Fund $_______________

TOTAL AMOUNT ENCLOSED $_______________

Please make checks and money orders payable in US dollars to CTEVH and return payments with this form.

Transactions can also be processed on-line at www.ctevh.org.

Check for address change on renewals.

NAME ____________________________________________________________

ADDRESS _________________________________________________________

CITY____________________STATE _____ COUNTRY ___________ ZIP______________

TELEPHONE (optional) __________________________

E-MAIL _________________________________

Do you consider yourself primarily (circle one)

TRANSCRIBER EDUCATOR PARENT OTHER (specify) ____________

If you require specialized media, do you want CTEVH publications in: (circle one)

BRAILLE TAPE TAPE w/BRL Examples RTF FLOPPY DISK VIRTUAL

(e-mail required)

Return application and payment to:

CTEVH Membership Chair

741 North Vermont Ave

Los Angeles, CA 90029-3594

323-666-2211 (messages only)

CTEVH Membership Application

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Esthela BrewerStephanie Leong

Linda ClarkeMary GriffinLynn Carroll

Ken Smith in Memory of Dianne SmithCath Tendler-Valencia

Joyce DavieBillie Anna Zieke in Memory of Sally Zieke

Lynn LairdLiz BarclayJudy CarterJudith Yellen

Sheila Bonito in Memory of Sally MangoldWinnie ChanHazel Bolino

Billie Anna Zieke in Honor of Bernard KrebsBeach Cities Braille Guild in Honor of Bernard Krebs

GIFTS AND TRIBUTES

DONNA COFFEE FUNDSan Gabriel Valley Braille Guild

in Memory of Susannah MatthewsP. DonaldLiz BarclayMichael CavannaghCath Tendler-ValenciaJoyce DavieFrances DibbleVicki GarrettCheryl ThompsonSandy Staples

KATIE SIBERT FUNDSan Gabriel Valley Braille Guild

in Memory of Susannah MatthewsP. DonaldDebbie LiebermannCarol Morrison

in Memory of Mary GhosophRosalind RueLiz BarclayVicki GarrettLynn LaneyCath Tendler-ValenciaJoyce DavieFrances Dibble

GENERAL FUND

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Contributions to theContributions to theContributions to theContributions to theContributions to theCTEVH Gifts and Tributes FundCTEVH Gifts and Tributes FundCTEVH Gifts and Tributes FundCTEVH Gifts and Tributes FundCTEVH Gifts and Tributes Fund

will be used to improve services to persons who are visuallyimpaired.

Donor’s Name, Address, ZIP_____________________________________________________________________________________________

In honor of:______________________________________________________

In memory of:____________________________________________________

Name, Address, ZIP for acknowledgement:_________________________________________________________________________________________________________

___ Please direct contributions to THE CTEVH-KATIE SIBERTMEMORIAL SCHOLARSHIP FUND

___ Please direct contributions to THE DONNA COFFEE MEMORIALSCHOLARSHIP FUND

All contributions to CTEVH are tax deductible. FEID number availableupon request.

Make checks payable to CTEVH and mail them to:

CTEVH Gifts and TributesCTEVH Gifts and TributesCTEVH Gifts and TributesCTEVH Gifts and TributesCTEVH Gifts and TributesIona LukeIona LukeIona LukeIona LukeIona Luke

1301 Ashwood Court1301 Ashwood Court1301 Ashwood Court1301 Ashwood Court1301 Ashwood CourtSan Mateo, CA 94402San Mateo, CA 94402San Mateo, CA 94402San Mateo, CA 94402San Mateo, CA 94402

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NEWS OF GROUPSAND ANNOUNCEMENTS

Oakmont Visual Aids Workshop

Oakmont Visual Aids Workshop provideshandmade tactile aids free of charge to alleducators of the visually impaired. Theyhave now created a website to reach out toeducators of the visually and mentallyimpaired throughout the world.

Visit their new website at:www.teachersaidsforblindchildren.org

Sacramento Braille Transcribers,Inc.

Have a NEW email [email protected]

The Transcribing Mariners

Transcribing Mariners have a new certifiedtranscriber by the name of Mae Chinn.Mae is starting her first textbook now and isloving every minute of brailling!

The physical location of TranscribingMariners has changed they are now at:

10675 Harris RoadAuburn, CA 95603office phone is (530) 823-2209fax number is (530) 823-6063

The group’s home base is still San Rafael,CA and the officers remain the same. Theywill be looking for volunteers soon to helpwith binding the books, new transcribinghopefuls, computer people, etc.

Contra Costa Braille Transcribers

A Grand Project Completed

Contra Cost Braille Transcribers have fin-ished transcribing the 2003, FourthEdition of the Oxford French Dictionary.This was accomplished in only 6 monthsbecause of the cooperation of the publisherswho provided publisher files, SusanChristensen who manipulated those files intonearly perfect braille, and members and non-members of CCBT who proofread all 6118+braille pages. Our many thanks to those whotook on that work.

Although this project was at the request ofone French teacher, anyone can now benefitfrom it. The book is available from Transcrib-ing Mariners, PO Box 4232, San Rafael, CA94913. Please note: The book was edited toinclude only the actual French-English—English-French definitions, omitting thesections on verbs, sentence structure, etc. Fifty Volumes, over 6000 braille pages.

Ventura County BrailleTranscribers Association

AuraLee Stogsdill and Katrina Ostby bothreceived their literary certification. VCBTA iscurrently sponsoring two on-going literarybraille classes.

Their website is:www.venturacountybraille.com

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CONGRATULATIONSKATIE SIBERT

SCHOLARSHIP WINNERS!

The following educators and transcriberswere scholarship winners this year. Theywere presented with a check and certificateat the Friday general meeting and lun-cheon. The money was used for transcrib-ing programs and conference expenses.

Keith Christian, Teacher, AnaheimRosalind Rue, Teacher, Placentia-YorbaLinda Cheryl Hewlett, Transcriber, GrassValley Elizabeth Perea, Teacher, WhittierJudi Biller, Transcriber, OceansideKathryn Swanson, Transcriber, LemooreMelisa Liao, Transcriber, Los Angeles,Kelly Cokely, Transcriber, Orange

San Fernando CountyBraille Transcribers

Interesting Transcriptions:

Chasing Vermeerby Blue Balliettcopyright 2004, in 2 volumes.

The Lizard Womanby Frank Waterscopyright 1995, in 2 volumes

The Raymond Chandler Papers: selected lettersand non fiction, 1909-1059by Raymond Chandlercopyright 2000, in 3 volumes

Squire (Protector of the Small)by Tamora Piercecopyright 2001, in 5 volumes

The City of Emberby Jeanne DuPraucopyright 2002, in 2 volumes

The Plains Indiansby Paul H. Carlsoncopyright 1999, in 6 volumes

Alia’s Mission: Saving the Books of IraqBy Mark Alan Stamatycopyright 2004, in 1 volume

Tsunami’sby Samantha Bonercopyright 2002, in 1 volume

Made You Look: How Advertising Works andWhy You Should Knowby Sheri Graydoncopyright 2003, in 2 volumes

Dragonology:The Complete Book of Dragonsby Dr. Ernest Drakecopyright 2003, in 1 volume

For more information please contact Uni-versal Media Services at (323) 663-1111extension 1342 (formerly Braille InstitutePress Department)

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CONFERENCE 2006

FOCUS ON THE FUTURE PREPARING FOR LIFE

Join us in Anaheim, Orange County for the CTEVH 47th ConferenceMarch 10-12, 2006 with preconference on March 9, 2006

Join "The Team" for a "Beach Themed" celebration of all skills, talents, and knowledgeneeded to prepare young people who are blind or visually impaired for a successful life.

This is a conference for educators, transcribers, orientation and mobility specialists,vocational and transitional counselors, employers, employees, consumers, parents, stu-dents, friends, agencies, and lawmakers. Have we missed anyone?

This conference will have something for everybody. Top presenters in their field, newideas and best practices, creative solutions, and even more creative parties and fun events.

For more information: http://www.ctevh.org/conference.htmCo-Chairs:

Jane Vogel - [email protected] Zamora - [email protected]

Registrar: Kathy Goodspeed - [email protected]

EducatorsBeth Moore/ Mary Jane EstesEsperanza School25121 Pradera DriveMission Viejo, CA [email protected]@svusd.k12.ca.us(949) 598-3795

O&MTom Rotunno278 Bucknell RoadCosta Mesa, CA [email protected](714) 556-5741

TranscribersJana Hertz23385 Via San GabrielAliso Viejo, CA [email protected](949) 212-7556

Vocational/TransitionalJohn ZamoraBraille Institute537 North Dale AvenueAnaheim, CA [email protected](714) 821-5000 x2123

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CALL FOR PAPERS

47TH CTEVH CONFERENCE

MARCH 10-12, 2006 -- THE ANAHEIM MARRIOTT

Responses must be returned by October 1, 2005.

Name _____________________________________________

Title/Affiliation _____________________________________

Address ___________________ Phone _________________

Email: _____________________________________________

Title of Workshop ___________________________________

Description (less than 100 words) _______________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Panelists: ___________________________________________

Seating preferred Classroom � Theater �

AV equipment required (provide as much as you can) ________

___________________________________________________

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FOR THOSE WE MISS

Dr. BarbaraMacNeilReprinted with permission from the San DiegoUnion-Tribune

Barbara MacNeil, her zeal as teacherinspired many others

By Jack WilliamsUNION-TRIBUNE STAFF WRITER

January 17, 2005

To meet the needs of special-education students,Barbara MacNeil refused to put limits on her time,her talents or her tenacity.

Long workdays were the norm owing to hergrowing responsibilities as a special-educationadministrator for the San Diego Unified SchoolDistrict and her roles on local, state and nationaladvisory boards.

“Wherever she went, she recruited teachers or aides,anybody bright and unsure of what they wanted todo with their lives,” said MarySue Glynn, directorof special education for city schools. “She tried totalk them into being special educators.”

Yet, for all her time-consuming projects, Dr.MacNeil rarely failed to engage her lighter side. Onholidays, birthdays and special occasions, she wouldcompose lyrics to the melodies of popular tunesand sing them with characteristic panache as a giftto her colleagues.

For her retirement party planned for the end of thisschool year in June, Dr. MacNeil had composed atune patterned after the Cyndi Lauper hit “TimeAfter Time.”

Instead, it will be sung or read by others during acelebration of life for Dr. MacNeil scheduled for 1p.m. Jan. 29 at Francis Parker School.

Dr. MacNeil, who had undergone surgery Dec. 3for congestive heart failure, died Jan. 9 at ScrippsGreen Hospital. She was 59.

“Although she had a heart problem, nothing slowedher down – at work or at play,” Glynn said.“Everything she did, she did hard.”

Before being diagnosed in recent years withcongestive heart failure, Dr. MacNeil twiceovercame cancer – non-Hodgkins lymphoma in her20s and throat cancer in her late 40s, Glynn said.

“When you first met Barbara, you could beintimidated by her passion, her verbal skills and hercommitment,” Glynn said, “but if you neededanything on a personal level, she would be rightthere. She nurtured her friends and was the first oneto come to your side.”

Dr. MacNeil’s three decades with city schools beganin the special-education classroom as a studentteacher in 1974. It was apparent from her jobinterview that city schools had a gem in themaking.

“Intelligent, poised, realistic, energetic – overallrating superior,” wrote the administrator whointerviewed her.

In 1981, Dr. MacNeil joined the administrativeranks, gradually expanding her role in a field inwhich she would receive national recognition.

She reviewed program grants for the federalgovernment, edited and wrote for American Annalsof the Deaf and developed strategies for the nationalConference of Education Administrators of Schoolsand Programs for the Deaf.

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On the state level, she was co-chairwoman of theCalifornia Deaf and Hard-of-Hearing EducationAdvisory Task Force. In 1999, the 16-membergroup published a report recommending thatcounty offices of education should take the lead incoordinating statewide standards for such students.

As one who had overcome her own hearingimpairment, partially through her lip-reading skills,Dr. MacNeil’s compassion for special-educationstudents ran deep.

Her experience as a student, however, was inmainstream classrooms.

Born Barbara Lamb in San Diego, she excelledacademically and took music lessons as a youth.

After graduating 19th in her 800-student CrawfordHigh School class, she earned a bachelor’s degree inEnglish and a master’s in speech pathology andaudiology at San Diego State University.

In 1986, she added a doctorate in education at theUniversity of Southern California, with anemphasis on curriculum and instruction.

At city schools, her work ethic became legend, andshe expected staff members to keep up.

“I never worked harder in my life, but I’ve neverbeen prouder to work for somebody,” said StephenSanders, a program diagnostic-resource teacher.“She was able to instill in all of us what was best forthe kids, no matter what it took.”

Within the last year, Dr. MacNeil had beeninvolved in creating a pilot course in Braille forhigh schools, a preschool program for the visuallyimpaired and a low-vision clinic, Sanders said.

Through it all, she promoted a family atmospherein her ranks, which included nearly 300 teachersand teachers’ aides.

“We all felt we were part of a family,” Sanders said.“Anyone can be replaced, but I don’t think there’llbe another one like Barbara.”

Dr. Sally S.Mangold

Reprinted with permission from The AmericanFoundation for the Blind press release archiveshonoring the 2003 Migel Medal Honorees

For more than 40 years, Dr. Mangold hasdedicated her professional life to the field ofblindness and is recognized nationally andinternationally for her work. Through herextensive publications on braille instruction andteaching techniques, she has been a passionateproponent of braille literacy. Mangold has foundedand continues to work with Exceptional TeachingAids, Inc.—a company that publishes instructionalmaterials for blind and visually impairedindividuals of all ages, as well as for the populationthat serves them. Her highly regarded MangoldDevelopmental Program of Tactile Perception andBraille Letter Recognition—an instructionalmanual to assist teachers with beginning braillereaders—has been published in eight languages.Her work in developing the SAL (Speech AssistedLearning) System—a portable, interactivecomputer-based braille learning station—has thepotential to revolutionize the way blind andvisually impaired children and adults learn braille.With SAL, many blind teens and adults are able toteach themselves braille. Mangold graduated fromSan Francisco State University (SFSU), and earnedher Ph.D. in special education from the Universityof California Berkeley. She has been professoremerita at SFSU since 1995.

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The following is reprinted with permission from TheAmerican Foundation for the Blind "HALL ofFAME: Leaders and Legends of the Blindness Field".

Dr. Phil Hatlen recalls Sally Mangold

I received word on Saturday that Sally Mangolddied. The full weight of this news is beginning tosink in, and I wanted to write a few words now. Imet Sally (and her husband, Phil) in the Spring of1955. The three of us were students at SanFrancisco State, all wanting to be teachers of blindchildren. Sally and Phil were both blind themselves.For 50 years we have maintained a close friendshipthat only the three of us fully understood. I woulddo anything for them, and they for me. We lovedone another in a very special way. We had not onlygrown old together, we had shared a passion for ourprofession that was deep and nurturing.

A year ago I had the privilege of introducing Sallyat the Migel Award ceremonies in San Francisco.Several times during this past year, Sally would callto give me news about the SAL, her very specialproject. Then, I was privileged (along with a lot ofother people) to hear Sally keynote the APHconference last October. She and I had severalconversations in Louisville, times that I nowtreasure more than anyone can imagine. When Iheard that Sally was gravely ill, I called and talkedto her. In her usual manner, she was upbeat andcertain that her inclusion in a trial at the UCLAMedical Center would be the answer to her illness.And later I talked with Phil who was also upbeatabout Sally’s future.

And now she’s gone. And I’ve lost another peercolleague. It’s an entirely different feeling when amentor dies-they represent an earlier generation,and one assumes he will outlive his mentors. Nowit’s time that I recognize that my generation ofcolleagues are dying, and that is a very sobering andsad thought. My friend Karen called to give me the

news of Sally’s death. When we finished ourconversation, Karen said “I love you, and if I neverhave a chance to say it again, I’m glad I could do itnow”. I’m glad I told Sally that I love her the lasttime I talked with her.

For many years, there was an office at San FranciscoState University that housed Sally, Pete Wurzburger,and me. Tonight I called Pete, who already knewabout Sally’s death. Pete, who is 80 years old, hashis aches and pains, but he sounds strong and vital.I said “Pete, I love you” before I hung up, becausemaybe I won’t get another chance to tell him.

Below are my words about Sally when she receivedthe Migel Award from the American Foundationfor the Blind.

FOR MY FRIEND, SALLY MANGOLD

From Phil Hatlen

(To the tune of Daisy, Daisy)

Sally, Sally, give me your answer, doI’m half crazy, is it Grade 1 or 2?It won’t be a simple answerBut I know what you say will be trueBraille will prevailIt will not failAnd it’s all because of you...

There are so many dimensions of Sally Mangoldthat I hardly know where to begin, what to stress,and what to leave out. I think, Sally, my friend, thatI’ll talk for a few minutes about three aspects ofyou.

I wonder if all of you know that Sally, her husbandPhil, and I began in this profession at the sametime. The three of us were among the first teachersof visually impaired children in local schools, wewere a part of a tremendous evolution of servicesduring the second half of the 20th century, and we

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have remained close, loyal, and loving friends formany years.

Why does Sally deserve the Migel Medal? Well, firstof all, she was one of the most successful, inspiredteachers I have ever known. Throughout her yearsas a teacher in the Castro Valley Schools, Sallydeveloped a reputation that resulted in visitors fromall over the world coming to the programs that sheand Phil had developed in Castro Valley. Iremember talking to Sally at some point aboutsummer school. She told me that she was going toteach living skills that summer. I asked her what sheintended to teach. She said that she would beasking the parents of each child what skill inindependent living they would like their child tolearn, and that was what she would teach. Imaginethat? Asking parents what they wanted their childto learn-educators never did that!! But Sally did, forshe was always far ahead of others in her approachesto education.

Sally, the true master teacher of children, I saluteyou!!

Then there is Sally the Innovator. As a professor atSFSU, she was imaginative and creative in herapproaches to providing future teachers with notonly skills and knowledge, but with pride andpassion. It was hard for any student in heruniversity classes to resist the excitement Sally hadfor her profession, and to know that they owed it toSally to share their skills with blind and visuallyimpaired students. I’d venture to say that there is noone in the world who is better known for herknowledge and skill in teaching Braille than Sally.In the summer of 2002, I attended her session at aworld-wide conference in Holland, and watched aroomful of mesmerized teachers from dozens ofcountries who knew they were in the presence of agiant.

That brings up something else about Sally theInnovator. I suggest to you that Sally is the mostdynamic, inspirational, and knowledgeable speakerin our profession today. I have heard her givepresentations several times in recent years, and I stillfind myself challenged, invigorated, and upliftedevery time I hear her. Have any of you ever heardSally give a dull and uninteresting speech? She istruly amazing!!

A teacher, a professor, a motivator, and what else?There is not a teacher in the U.S., and maybe notone in the world, that doesn’t know aboutEducational Teaching Aids, the company that Sallyand Phil co-founded many years ago, that continuesto grow and flourish. Look at the catalog of thiscompany, and count the number of products thatSally and Phil themselves invented or developed. Iespecially enjoyed Phil’s publication entitled “ThePleasure of Eating”...

So, Sally, you are or have been a teacher, a professor,a motivator, and a business owner. But wait, there’sone more Sally I want you to know, the Sally that Itreasure the most-Sally the Friend.

As we grew up together in our profession, Sally,Phil, and I were never very far apart, eithergeographically or in our fondness for one another.Sally and Phil settled into a large, comfortablehouse in Castro Valley, the perfect house for quietgatherings and noisy parties with friends. I spentmany evenings with a few close friends at thishome, eating, drinking, and enjoying goodcompany. I also spent many wonderful times atnoisy, crowded parties at the home of Sally andPhil. Both of them are musicians, and nothingpleased them more than to arrange a small pick-upband and spend an evening making music. Theonly thing they let me play was the gut-bucket, andSally kept telling me not to play too loud!!

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SFSU students looked forward to end-of-yearparties with the Mangolds, and they were neverdisappointed! I looked forward to just being withthem, where love and friendship enriched my life.

Sally, you are being honored tonight for your manysignificant accomplishments in your profession. Youhave brought the beautiful world of literacy tocountless children, and your example as a teacherhas brought joy and fulfillment to many, manyblind and visually impaired persons. But I alsohonor you, my friend, for the joy and fulfillmentyou have added to my life. I treasure our friendship,and my life is so much richer for knowing you andPhil.

Nancy AkesonReprinted with permission from the San FranciscoChronicle

Nancy Akeson – helped blind childrenBy Michael Taylor, Chronicle Staff Writer

Wednesday, April 6, 2005

A memorial service will be held later this month forNancy Nell Akeson, a pioneer counselor in the areaof low vision and blindness in children.

Mrs. Akeson, who had lived in the Bay Area sincethe late 1940s, died of pancreatic cancer Feb. 25 atthe Coming Home Hospice in San Francisco. Shewas 79.

Born and raised in Portland, Ore., Mrs. Akesongraduated from Willamette University in Salem,Ore. When she was a student there, her sociologyclass required that she work for a spell at a stateinstitution. It turned out that positions at all theagencies except one — the Oregon State School forthe Blind in Salem — had been taken.

“She went there quite reluctantly,” her husband,Merle Akeson, said the other day. In fact, it was atthe school for the blind that she met Merle, whowas running the boys dormitory in exchange forroom and board.

Mrs. Akeson worked with Walter Dry, the superin-tendent of the school, who trained her in educatingthe blind by having her take the children out of theschool and into the community. “The kids taughtme everything about blind children,” she said later.

By 1949, the couple had married and moved to theBay Area while Merle Akeson pursued an advanceddegree in international development at StanfordUniversity’s school of education. Mrs. Akesonbecame a founding counselor for the Blind BabiesFoundation in San Francisco, her son-in-law,Jonathan Steiner, wrote in an e-mail. The founda-tion was founded in 1949 “in response to anepidemic of blindness among premature infants,”according to the foundation’s Web site,,www.blindbabies.org.

At the foundation, Mrs. Akeson helped pioneer thepractice of “providing home services to families ofinfants and preschoolers and setting a standard ofhome visiting best practices,” Steiner said.

Mrs. Akeson received numerous awards from blind-oriented and other service organizations for herwork.

Her tenure at the foundation was occasionallyinterrupted when she went overseas with herhusband for his job building schools and trainingteachers. The family lived in Pakistan, Liberia,Cambodia and Afghanistan, and Mrs. Akesonlearned how to speak French, Cambodian, Farsi andUrdu.

The family suggests contributions to the NancyAkeson Fund, Blind Babies Foundation, 5016Mission St., San Francisco, CA 94112.

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Alan KoenigReprinted with permission.

Some Thoughts from Dr. Kathleen Mary Huebner,as read at Alan Koenig’s Memorial Service at St.Mary’s Church in Mount Carmel, Illinois.

For Alan’s parents, family, colleagues and friends.

It was in the late 1970’s when I met Alan for the firsttime. He was a resource room teacher in Kankakee,Illinois and I was a doctoral student at the Universityof Pittsburgh. My research took me to see some of the“more progressive” teachers of children who are blindand visually impaired in Florida, California, Wiscon-sin, and Illinois. I remember very clearly three ofthose teachers, and two of the three were CayHolbrook and Alan Koenig. I have always thought itwas a bit of magic that these two outstanding teacherscame together and worked so closely in partnership forso many years. I only learned this morning, when Dr.Sam Ashcroft asked Cay, when she and Alan first met,that they met at a conference in Disney World,Florida. How fitting I thought, “They met in theMagic Kingdom!” They had a magical friendship andprofessional relationship. Magical in the sense thatthey found each other and produced materials andwork that finds the way into so many lives of teachersand families of children with visual impairments.

But, back to my first meeting with Alan. It waswinter, there was a lot of snow, and I got lost comingfrom DeKalb, Illinois to Kankakee, so of course I waslate, but Alan was there. He had waited for me, longafter his students were on their way home from school.He was in his resource room classroom. His classroomlooked like what every classroom should look like. Itwas immaculate, colorful, tasteful, and looked like awonderful place for children to be.

Alan was reserved, committed and dedicated to hisstudents and the ideals of teaching children who areblind and visually impaired. He was a new teacher, andthere was something very special about him. You couldsee his love of the field of blindness and the commit-ment to his students and profession were self-evident.There are some people in this world who have a perma-nent impression on you when you first meet them andAlan was among these for me. I can still rememberwhat he wore, and for me he never aged.

Alan brought to our field more than we can imagine.His work directly affects children who are blind andvisually impaired on a daily basis and throughout theworld, and will continue to do so for decades. Parentsof blind children have called since learning of hispassing and have said, “You have no idea the impact hehas had on my child’s life”. Several follow-up with thequestion, “I wonder if he had any idea?” KnowingAlan, he never gave it a thought. He was far toohumble to even consider his international impact.

His and Cay’s Learning Media Assessment has beenused countless times, to not only assure appropriatemedia are used in children’s learning, but it has beenused in courts cases to be sure children are in the mostappropriate learning situations and receiving neededservices. Their publications will live long after all of usare gone as the strategies, skills, and ideals they representare applied to children’s lives throughout the world,from remote villages in Thailand to the most urbancenters in Europe.

Alan was the model professional. His integrity andquiet demeanor were among his most powerful tools.When he spoke, we listened and we learned. We, hiscolleagues, are among the ones who admire him andemulate him. He has and will continue to teach us. Hewill be missed but most assuredly, not forgotten.

Kathleen Mary Huebner, Ph. D.Professor and Associate DeanPennsylvania College of Optometry

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WANTEDPERSONAL ANECDOTES ABOUT

BERNARD M. KREBS(known as “Mr. Braille Himself”)

Who was:

• Chairman of the former NationalBraille Authority

• Librarian and braille teacher of theJewish Guild for the Blind of NewYork City

• Founder of the National BrailleAssociation

• Inventor of many practical itemsboth connected and not connectedwith braille.

• Author of many important booksabout braille for both readers andtranscribers. **

Your anecdotes are to be used as interestingfootnotes to his Autobiography.

For instance, he modestly mentions his lifemembership in CTEVH. His membership wasactually started by one transcriber who thoughtit would be fun for all of us to get a chance tothank him for the Transcribers’ Guide, andespecially its Problem Word list, which wasavailable all over the state for about $1.00 apiece.

Another time, when he came to spend a week inCalifornia doing a problem word list workshop,his host group proudly showed off their newshopping mall that had special traffic signals for

the blind, that said “CHEEP CHEEP’ forEast-West street crossers, and “CUCKOOCUCKOO” for those crossing North-South.When proudly asked his opinion of this inven-tion, he replied: “This machine hasn’t even had achance to meet me formally, and already it’strying to decide whether I’m cheap or cuckoo!”

Any anecdote will be warmly welcomed and willbe acknowledged with your name, unless youspecifically ask not to.

Please send to either

CTEVH Editorial Office, 10061 RiversideDrive #88, Toluca Lake, CA 91602

e-mail [email protected]

Or Norma Schecter, 8432 Northport Dr.Huntington Beach, CA 92646

The Transcribes’ Guide to English Braille is stillbeing requested by some teachers, who say itsclear explanation of how braille works is stillvery valuable to their beginners who use thebook and its Problem Word List in conjunctionwith whatever manual they are using.

There are plans to reissue the last editionof this book that Mr. Krebs himself edited. Itwill be called the Transcribers’ Guide to ClassicEnglish Braille. An introduction will be added toexplain that this was before the creations ofBANA and the widespread use of computer-produced braille. Therefore the rules have beenchanged because of today’s method of produc-tion.

Those who need to know the mostrecent rules will be given an address to writedirectly to BANA for them.

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Editorial Note: The book BRAILLE 2000 isnot to be confused with the computer softwareprogram Braille2000 distributed by ComputerApplication Specialties Company.

BRAILLE 2000 ENHANCES LEARNING FOR THE VISUALLY

IMPAIRED

Blossom Kerman, a Certified Braillist fornearly fifty years, has learned the hard waywhat it’s like to be visually impaired.Kerman, an avid reader and expert puzzlesolver, had surgery for a detached retina.Her recovery has been slow and her sighthas been temporarily impaired. She nowknows what it’s like not to be able to read,watch television or do crossword puzzles.

Prior to surgery, Kerman taughtBraille to visually impaired middle schooland high school students. Kerman, frus-trated with the teaching manuals, developedher own Braille book, Braille 2000, toenable visually impaired students to readBraille. This book presents a simple andconcise approach to Braille. The studentscan easily grasp the language of Braille,incorporate it into their lives and gain anew sense of independence through read-ing. The earlier blind students learn to readBraille the more on track they will be withsighted students. With Braille 2000 blindstudents can have similar literacy rates tosighted students.Kerman says, “Talking books serve a needfor blind students, but they do not fosterindependence. I wanted to add another

dimension to reading for the visually im-paired. I have done it with Braille 2000.”

Kerman has written a simple bookthat has been missing from the educationalarena for the visually impaired. Educatorsagree that visually impaired students needtheir own book that is a practical guide tolearning Braille, not just some abstractteacher manual. Kerman says, “Each stu-dent now has their own book, that if stud-ied and applied consistently, will fosterindependence and lead blind students intomainstream education.”

Braille 2000 is special and unique.The visually impaired no longer have to beapart from their sighted counterparts.Braille 2000, based on the instructionmanual for Braille transcribing, teachesreading, writing and spelling. The bookcomes with drill exercises to reinforce thelearning.

Kerman, a dedicated and enthusiasticBraillist, has experienced great success usingBraille 2000 with her students and nowwants to disperse the book beyond theconfines of her own classrooms. She wantsto share this book with other visually im-paired students and their teachers. If youare a teacher of the visually impaired whowants a simple and proven method to teachstudents Braille that will foster self-esteem,confidence and independence then Kermanwants you to have Braille 2000 FREE OFCHARGE, with only a small fee forpostage.

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YOU ARE THE FUTURE

Phil Hatlen, SuperintendentTexas School for the Blind and

Visually Impaired

Introduction

You have no idea what it meansto me to look out at this audience andrealize that you are still my community,my neighbors, my colleagues, myfriends. It’s now been 15 years since Ileft the Bay Area, and I must tell youthat when I come here, I do feel like atourist, and that Austin, Texas, is myhome. But friendships and relation-ships have nothing to do with geogra-phy, time or distance. So, here I am,standing before a room full of friendsand loved ones, and I am so blessed byhaving every one of you in my life.Thank you for your unconditionalfriendship.

I was in the Bay Area two weeksago, and I had a chance to visit atlength with my oldest grandchild, 21-year-old Melissa, a beautiful young ladywho is a senior at St. Mary’s College.Melissa is very interested in socialconcerns, and wants to get her MA insome area of gender differences. Iencouraged her to learn about manyaspects of human service, that the most

rewarding dimension of life can beassisting others to explore their statusin society and in their culture. Melissathen asked me why I do what I do.Now, I’ve never had a child or a grand-child ask me that question, and I wassilent for a few seconds.

Then I said, “Melissa, I have avision. I’ve been carrying this visionaround with me for almost 50 years.It’s what drives me—what makes meget up in the morning, what inspiresme, what makes me passionate, why Iam a life-long learner. And this is myvision: I envision a day when equalityand dignity for all blind and visuallyimpaired persons is an accepted fact,not a conscious effort.” Melissa sighedand sadly said, “Opa, this is nevergoing to happen. There’s too muchhate in the world. People have toomany reasons to perpetuate a castesociety, because if they can’t believethey’re better than someone else, theybelieve they have nothing”. And shewasn’t done. Melissa went on to saysomething like this: “Opa, Jesus ex-plained the ideal world in such a simpleway. So many ‘religious’ people believethat being a Christian is really, reallyhard, requiring a life of sacrifice andtemptation and condemnation ofothers in this world so their place inheaven can be assured. But that isn’twhat Jesus said. He said ‘Love yourself,

Conference 2005

20


love God, and love your neighbor’.What a simple recipe for life. And ifwe all lived it, then your vision wouldvery quickly become a reality”. Howdid a 21-year-old girl become so wise??

Here we are in San Francisco, ameeting of perhaps the most respectedorganization serving blind and visuallyimpaired students in the country. Andwe are “Learning from the Past &Planning for the Future”. I will never,ever give up my vision. I now realizethat my job is to move the visionforward just a bit, but to know andaccept the fact that I’m not going tolive to see the day when it’s realized.Susan B. Anthony didn’t live to see theattainment of equal rights for women,but she certainly moved us forward.Martin Luther King, Jr., didn’t live tosee the day of equal rights for African-Americans. But consider what he didto move the vision forward!!

Learning from the Past

It warms my heart more than Ican express to look out at this audienceand see so many new, young faces. Youare the future of a profession that I sopassionately love. You are the future ofthe next generation of blind and visu-ally impaired children who need you sodesperately! Yet, I wonder how muchyou know about this profession you

have joined. Its history over the past50 years is a magnificent testimony toleaders who had vision. To know andrespect where we have come over thepast half-century is to better realizewhat you can accomplish.

When I think of where we’vebeen, and of where we’re going, I tendto think of three generations. The firstbecame apparent in the middle of the20th century, and included such giantsas Berthold Lowenfeld, Georgie LeeAbel, Josephine Taylor, and NatalieBarraga. Other giants that I’ll talkabout more later are people like BettyBrudno, Bob Dasteel, and thousands ofmoms and dads of RLF children. Andwhat did this first generation confront?

This was our profession in 1955:

♦ There was no orientation andmobility profession♦ Visually impaired children withadditional disabilities were deniededucational services♦ Legal definitions of blindnessand partial sight were used to deter-mine educational services♦ Legally blind children were alltaught Braille; “partially sighted” chil-dren were taught print♦ Educational programs for thesetwo populations were entirely

Keynote presentation delivered at the 2005 CTEVH Conference, Burlingame, California,Friday, March 4, 2005 at the General Session and Luncheon.

21


separate—in the East Bay, partiallysighted were served in Oakland, blindchildren in Berkeley♦ Inclusive education for blindand visually impaired students was justbeginning, but the fact that it wasbeginning meant that we were thepioneers in inclusive education♦ Volunteer transcribers were whatmade inclusive education work—wehad no technology other than therevolutionary Perkins Brailler♦ Schools for the blind werefighting to maintain their leadership inthe education of blind and visuallyimpaired students—a fight they weredestined to lose♦ No collaboration betweenschools for the blind and local schoolprograms—in fact, there was competi-tion, suspicion, and open hostility♦ Preparation of teachers for blindand visually impaired children wasavailable in only four universities♦ the prevailing philosophy wasthat visually impaired children had thesame needs as their sighted peers—nomore, no less. The teacher for thevisually impaired was a materials pro-vider and an academic tutor forchildren integrated into regular class-rooms. Blind children were describedas being the same as seeing children,except that they couldn’t see.♦ the successfully integrated blind

child was considered well-served by herclassroom teacher—the teacher for thevisually impaired was a support service.♦ optometrists were consideredpotentially dangerous because theywere not trained to diagnose medicalproblems. All parents of children withvisual impairments were referred toophthalmologists.♦ children were not provided withoptical aids until they were in adoles-cence.♦ it was believed that stimulationof low vision would lead to furthervision loss.♦ we were exclusively curriculumadapters, not curriculum developers.♦ we did not teach social skillsbecause we thought they would belearned by placing the child with avisual impairment in the presence ofsighted children.♦ we did not serve visuallyimpaired children with additionaldisabilities.

If this description of our profession in

the 1950s doesn’t shock you, you must

be on another planet!

Enter a generation of leaders:

Berthold Lowenfeld, the most prolific,prophetic writer about education of

22


blind children in the 20th century. Avocal champion for local school pro-grams while functioning as a superin-tendent of a residential school

Georgie Lee Abel, who as a consultantin education for the American Founda-tion for the Blind, almost single-handedly developed local school pro-grams at the outset of inclusion—thendeveloped the most effective teacherpreparation program in the country atSan Francisco State

Josephine Taylor, who developed themodel itinerant education program inNew Jersey, then went to Washingtonand revolutionized teacher preparationin the country

Natalie Barraga, the only pioneer ofthis generation still alive, who providedthe evidence that you don’t harm lowvision by using it, the result of whichcaused the demise of the use of thedefinition of legal blindness in deliver-ing educational services.

I could go on, for there were surelyother heroes within this generation.Their accomplishments are legendary,and whether you came into this profes-sion last week or 20 years ago, youneed to know the legacy that has been

left the Lowenfeld, Abel, Taylor, andBarraga.

This is the generation that brought us:

♦ the reality that vision cannot beharmed by using it. In fact, visionutilization can be increased by a care-fully designed program of vision stimu-lation.♦ the legal definition of blindnessis of limited use when determiningeducational services.♦ optometrists are among ourmost respected colleagues.♦ optical aids can and should beintroduced as soon as it is determinedby a low vision specialist and theteacher that they will be of assistance.♦ we have become a profession ofcurriculum developers.♦ we know how to provide essen-tial services to visually impairedchildren with additional disabilities.♦ a new profession called“Orientation and Mobility” was born♦ carefully planned educationalprograms in local public schools forblind and visually impaired childrencould be very successful if appropriatesupport services were available♦ a chronic shortage of teacherscould be partially solved by assisting anumber of universities in developingteacher preparation programs

23


There were other accomplishments inour profession in the second half of the20th century, and some day I may try toenumerate all of them. I think themost dramatic, child-centeredaccomplishments were services for lowvision children, orientation andmobility instruction, and providingquality educational services for childrenwith multiple disabilities.

I consider myself a part of the nextgeneration. Those in the previousgeneration were my mentors, and Ihave come to deeply respect andadmire the manner in which theyadvanced my “Vision”. I have a pictureon my desk, showing BertholdLowenfeld and me walking the Oregoncoastline. I am in the foreground,Berthold in the distant background.That picture has a lot of symbolism forme, as I became one of many leaders ofmy generation, with the blessings of allthose mentors of mine.

Who are or were my colleagues of thissecond generation of leaders? Some ofyou may disagree with me about whereto place such wonderful leaders such asAmanda Lueck, Sharon Sacks, AnneCorn, Sandy Lewis, Jane Erin, CarlAugusto, and others. I place them inthe third generation, primarily becausealmost all of these names were once

students of mine. Also, they’re all veryyoung and have many years left in theircareers.

I must admit that I get fuzzy regardingthe contributions of the second andthird generations. And so I’ll combinethem, for I was more a colleague toSharon, Anne, Sandy, and the othersthan a mentor. The causes wesupported, the passions we shared werevery similar. So, for the purposes ofthis presentation, I will combine theachievements of the second and thirdgenerations.

My generation includes RoseanneSilberman, Dean Tuttle, SallyMangold, Joy Efron, Dick Champion,Nancy Akeson, Fred Sinclair, and PeteWurzburger. And lots of others. Nowseems the time to say a few wordsabout the ache in my heart. Mygeneration is beginning to die. In fartoo short a time, I lost Sally Mangold,Nancy Akeson, and Alan Koenig froma diminishing list of dear friends. Whocan ever forget the beauty of Sally’ssmile, the support she always gaveothers and never seemed to needherself? But, more than anything, whocan ever forget Sally sitting next to avisually impaired child andencouraging him in the most gentle,kind way, to do his best? And who,

24


among us, hasn’t learned a lot moreabout living a full, beautiful lifethrough the example that Sally andPhil gave us?

So, what did these two generationsbring you and all blind and visuallyimpaired children?

♦ perfected local school programs,and went beyond the definitions ofresource room and itinerant services♦ re-defined schools for the blind,and assisted them in becoming part-ners in a true continuum of servicedelivery♦ defined and promoted theexpanded core curriculum♦ brought to teachers, parents,and students the National Agenda♦ promoted the use of effectivetechnology, both for children and foradults♦ entered a brave new world ofmultiple ways to prepare teachers♦ fought the “cookie-cutter”approach of inclusion zealots, and havebeen successful in promoting the bestservices for blind and visually impairedstudents♦ recognized that some “sacredcows” needed to go away, such as atotal commitment to contracted Braille♦ acknowledged that sometimescurriculum adapted from that which

sighted students use was not appropri-ate, and we became developers ofcurriculum

Once more my Vision is movedforward. Mother Teresa once said “Wecan do no great things; only smallthings with great love”. So, generationsone, two, and three did small thingswith great love, and moved us closer tomy Vision.

Most of you in this audience representthe fourth generation, and yourmentors are Sharon, Amanda, Anne,etc. They, in each their own way, areproviding you with the knowledge, thepassion, and the determination thatwill bring my Vision to the next level.Because I know the character andintegrity of persons attracted to thisprofession, I know you will do thiswith enormous personal andprofessional responsibility. Do I dareto share with you my dreams for yourgeneration? Yes, I do, and here theyare:

♦ further refine the use of educa-tional placements so that all childrenreceive services appropriate to theirneeds. We must not continue tosacrifice literacy for inclusion. Integ-rity, professional honesty, and ethicsmust always prevail over what may

25


seem politically correct♦ consider ways in which teachersand parents can impact the unaccept-ably high rate of unemploymentamong blind persons, and acknowledgethat education owns a part of theproblem♦ aggressively address the issues ofservices to blind children, ages 0-5, andof parent education and advocacy♦ apply national best practices ineducation to every individual state. Itis not acceptable that one state hashigh standards for instructional ser-vices, while a neighboring state has nostandards.♦ assure that every student beassessed, and receive instruction in allareas of the expanded core curriculum♦ solve the chronic problem ofteacher shortage. It is not acceptableto tell a parent that there is no teacherof the visually impaired, or no certifiedorientation and mobility specialist,available to meet the child’s needs.♦ bring the size of caseloads downto a reasonable level♦ continue to illustrate to the restof the educational world that we arethe most creative, child-centered,passionate professionals in all theworld.

You in the audience, in your first yearof teaching, are you ready to pick up

the challenge of meeting my Vision? Ihappen to believe that you are, for thisprofession draws a unique, specialgroup of people, and my observationsover the years is that all of you areready to receive the baton and moveforward.

Before I conclude, I want to add twothoughts. The first has to do with arevelation I had right before the winterholidays this last December.

As I write these words, it’s still twoweeks before our Winter Holiday atTSBVI. And, although you’ll be read-ing this after the holidays, I wanted toshare some thoughts with you.Santa Claus is everywhere right now.And I think about this image and whathe means, especially to children. Thatleads me to remember his originalname—Santa Nicholas. I wonder whyNicholas is a saint. Then, my con-stantly wandering mind began to thinkabout the “Saints” in my life. Withapologies to those of you who believethat sainthood is reserved strictly topeople whom organized religions givethis honor, I’d like to share with youmy saints (I’ll make the distinction bynot capitalizing the word).

My friend Tom is a saint. He beganteaching visually impaired students in

26


Berkeley, California, in 1959. Heretired around 1992. Tom is one of themost creative and dedicated profession-als I have ever known. His skills inworking with blind and visually im-paired children are legendary, and hewas often urged to return to school, geta doctoral degree and become a univer-sity professor. Even I, one of his closefriends, pleaded with him to move intoother endeavors in his professional life.But Tom would just smile and say,“No, I’m where I want to be, helpingyoung blind children learn and grow.”

And so this very talented man stayed inthe classroom, enriching the lives ofmany, many students, and, in turn,being enriched by them. I have somany memories of Tom with his stu-dents, and my life, too, has beendeeply enriched by him. Tom is a saint.

Betty Brudno was a Braille transcriberwhen I first met her in 1957. I neverknew what brought her to Braille, butshe was a saint. She was among theleaders who founded the CaliforniaTranscribers and Educators of theVisually Handicapped (CTEVH). Sheserved as its first president from 1957until 1959. Transcribers of Braille,large print, and audio recordings be-came an essential part of the success ofearly inclusion in California. They

agreed to almost impossible tasks withvery unreasonable deadlines and alwayscame through. In my memory, Bettywas “CTEVH.” She was the heart andsoul of Braille and large print transcrib-ing. Betty was a saint.

Bob Dasteel was a saint. He owned acompany called The AmericanThermoform Corporation. They builthuge, industrial-sized vacuum-formmachines, and they were highly suc-cessful. At one time in history, myteacher colleagues and I were tryingdesperately to develop a product thatwould produce short-run Braille. Weneeded two or three copies of a book,not 100 or 1,000. The American Print-ing House for the Blind couldn’t doshort-run books. I remember puttingthree pages of lightweight paper in aPerkins Brailler in order to producethree copies of the same material. Ifyou’ve ever transcribed, you can imag-ine the results. Then saint Dasteelcame along with the idea of making asmall vacuum-form machine thatwould reproduce plastic copies ofpaper Braille. Most of you know therest of the story—The ThermoformMachine revolutionized the productionof Braille and tactile graphics. Well,Bob Dasteel didn’t stop with the inven-tion. He exhibited at every conferenceI attended for many years. Bob was

27


always there in person, and gave freelyof his time to anyone working withblind students. Bob was a saint.

Margaret was a saint. She was theparent of a child blinded by “retrolen-tal fibroplasia” (now known as ROP).As soon as her son was diagnosed, shebegan reading anything she could findon blindness. She sought out experts inchild development and education andasked the right questions. She refusedto even entertain the thought that herson would be very different from anyother child. She convinced her localdistrict to begin an inclusive educationprogram, and soon there were 16 blindstudents attending an elementaryschool, among them her son. SaintMargaret knew what she wanted, knewwhat her son needed, and in a quiet,persuasive, and informed manner,managed to convince others of herson’s educational strengths and needs.Margaret was a saint.

I have many, many more saints. I amsurrounded by them at work. I am inthe presence of one whenever I meet aparent. I am surrounded by them inthis room. So, you see, Santa Nicho-las, you have a lot of company in mylife.

In recent years, both IDEA and ADA

have come under fire by those whomay not support the concept of equal-ity for people with disabilities.

Recently the attorney general of Texassued the federal government, wantingto change some of the requirements ofADA. When asked why, he said thatTexas cannot afford equal access forpeople with disabilities. Does thisscare you? It terrifies me.Recently, my Board President, two ofmy Board members, and I were havinga casual conversation in my office. ThePresident is a congenitally blindwoman, in her early 50s, a graduate ofthe Texas School for the Blind andVisually Impaired. Without any warn-ing, she burst into tears. We tried tocalm and comfort her, and her sobbingslowly waned. Finally, she said, “I havelived my entire life thankful for theequality in society I have had, encour-aged by continual increase in the dig-nity and equal opportunities providedto me, a blind woman, and very, veryhopeful for the future. But in recentyears I’ve become very frightened. I seethose opportunities for equality beingslowly, and almost stealthily, takenaway. I see a society not as interestedin equality among all people, and I’mso scared. We are living in very meantimes”. I didn’t know how to answer,so I was silent, as were the others

28


present. To hear these words from abright, cheerful, articulate personstopped us in our tracks. I’m sure wewere all thinking of examples of theseeming meanness of our society today.Are we becoming a society that doesn’tcare for all of its people anymore?

I’ve been haunted by that encounter formonths. I think of it every day. And Isee examples of erosion of equality,cracks in our caring for others too oftento ignore it. My friends, this tran-scends politics, this transcends liberal-ism and conservatism. What has madeour country so great and so unique isthat is has always wanted to movetoward a society that offers equality forall its citizens. We, you and I, ought tobe the strongest proponents for equal-ity and opportunity for persons withvisual impairment.

Do you sense this meanness? I do, andI see it coming at us in such innocentpackages at “No Child Left Behind”. Iwill not ask you the following question,but someone will, perhaps yourself,“Where was I when the rights andfreedoms of blind and visually impairedpersons were diminished or takenaway?”

Many years ago, a dear friend of minetaught me that perhaps the most pro-

found messages we have in our societyare in the words of songs. So I beganto listen differently to songs I liked,and I discovered that he was right. Ileave you today with the words of asong written by Bob Dylan:

May God bless and keep you alwaysMay your wishes all come trueMay you always do for othersand let others do for you.May you build a ladder to the starsand climb on every rung.

And may you stay forever young.

May you grow up to be righteousMay you grow up to be trueMay you always know the truthAnd see the light surrounding youMay you always be courageousStand upright and be strong.

And may you stay forever young.

May your hands always be busyMay your feet always be swiftMay you have a strong foundationWhen the winds of changes shiftMay your heart always be joyfulMay your song always be sung.

May you stay forever young.

End

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Braille Formats defines a transcriber’snote (TN) as any wording not shownin the print text that is inserted by thetranscriber in the braille edition. I amoften confused as to what to say in atranscriber’s note. Am I giving thereader enough information or toomuch? Braille Formats, in Rule 1Section 7b, says to use vocabularyappropriate to the grade level, and tobe as brief and concise as possible. Buthow brief and how concise? There isno hard and fast rule, but a good ruleof thumb is to use word and sentencestructure similar to that in the text, andto give just enough information so thereader knows what is in print.

Transcriber’s notes are NOT used inkindergarten and first grade texts. Aseparate print page of explanation forthe teacher should be inserted into thevolume following the print title page.From here on we will be presumingtexts for second grade and up.

There are many occasions when youwill need to include a transcriber’s note.Some of these may be on theTranscriber’s Note Page and somewithin the braille text. See the

explanations below for further com-ments on each item listed. Someexamples:

♦ Identifying special symbols to beexplained in the text rather thanon a Special Symbols page

♦ Omission of material from thebraille edition

♦ Use of braille notation fromanother code

♦ Change of format from print,other than minor changes,explained below

♦ A description of a picture orillustration that is necessary tothe understanding of the text.

♦ Continuation or resumption oftext that is interrupted by atleast one full page of non-textmaterials (charts, diagrams,tables, essays, etc.)

You do NOT need to include atranscriber’s note when there are onlyminor changes in wording of instruc-tions, or to note the omission of blanklines, boxes etc. that are to be filled inin print. Also, you do not need to usea TN to tell the reader of the use ofitalics for emphasis - underlined words,

Linda McGovernTextbook Format Committee

Textbook Formats

30


boldface etc - when all they need to know is that a word is emphasized. HOWEVER,if the instruction or other text refers to underlined words for instance, and there areadditional words in a sentence that are emphasized with italics, you would have to letthe reader know what you are doing to show the underlined word. See below forsome wording.

The transcriber’s note symbol �� (6, 3) appears unspaced at the beginning andend of transcriber’s notes in the text, which are brailled in paragraph form beginningin cell 7 with runovers in cell 5. No blank lines are left before or after a TN unlessrequired by another format, such as a centered heading. TNs may begin or end on anyline of a braille page, and they may be placed on any page of the braille edition excepton the title page. Transcriber note symbols are considered to be symbols of enclosure;therefore they must not be in contact with any whole-word lower-sign contraction.

Omission of material: When a special braille format or usage that requires explana-tion is used THROUGHOUT a braille volume, explain the usage on a Transcriber’sNotes page in the preliminary pages of the volume. So, if you omit all the maps in abook, for example, you would note this on the Transcriber’s Notes page and thus youwould not need to put it on each page a map occurs.

REMEMBER - NOTES ON A TRANSCRIBER’S NOTES PAGE DO NOT USETHE TRANSCRIBER’S NOTE SYMBOL!

And also remember that notes on the Transcriber’s Note page are brailled as standard3-1 paragraphs, each note starting a new paragraph.

��

BUT, if you omit a map here or there, then TN at the spot – Map of Spain omitted –in a 7-5 paragraph as described above with TN indicators.

��

31


Special Symbols: Similarly, if special symbols are used THROUGHOUT a braillevolume, you put those symbols on the Special Symbols page in the preliminary pages,and do not put them in as a transcriber’s note. BUT, if they are only used on one ortwo occasions, you would insert a TN prior to their use explaining what the specialsymbols are.

But what about those occasions where you must tell or explain to the reader what isgoing on at the point at which they are reading, and it’s not common throughout thetext. Below are some thoughts for these cases.

Change of format: Let’s tackle changing format from what is in print. If you changecolumn format significantly, you want to tell the student what you are doing. So, ifyou rearrange the material, switching horizontal and vertical columns, for instance,insert a TN before presenting the material saying Horizontal and vertical arrangementof items in print columns is interchanged in Braille. (See Rule 7 Columns for situationsthat require a TN.)

��

��

Or, if you need to use the stairstep method of presenting very wide columnedcharts or tables, insert the TN as noted in Formats Rule 7, 1f(3)(a) and Rule 8,9e(1)(c)

�� !�"

��# ��

��$ ��

�%�$ ��

Change of emphasis: Next, what about the case mentioned above where you need todistinguish words that are underlined from other emphasized words in a text? Yourformatter or you would decide whether to put the underlined words in parentheses, orboldface them, or the like, and the TN would say, for example, Underlined words arein parentheses.

32


��&�� '(� �� )*��

Interrupted Text: IF AND ONLY IF you have a full page or more of material thatinterrupts the print narrative text, you do a TN before the page break that says Textcontinued on page ____. Then, at the end of the interjected material, right after thepage change indicator and before the continuation of the narrative text, do thetranscriber note that says Continued from page ____.

��+� "� �� ,$-��

��"� �� ,��

Pictures vs. Captions: You or your formatter will decide whether or not pictures aregoing to be described.

If you are not going to describe pictures, whether they have captions or not, then aTN on the Transcriber’s Note page is used. Remember – TNs on the TranscriberNotes page are in paragraph form – start in cell 3 with runovers in cell 1, and do notuse the TN symbol..

�$��

For pictures with captions you need to decide first if you are going to include thecaptions – if the captions just repeat information given in the text, then they wouldnot be included. In this case an entry on the TN page will be sufficient.

��

If the decision is to include the caption, it would go after the word Picture: in cell 7with runovers in cell 5, with no transcriber’s note symbols.

��" �* �(�� .�� /��

��$) ��( �-��0� �.�� &� �

,��$ �� 1 $2%�

33


If you do describe the pictures that have captions, the captions are not in thetranscriber’s note. For example, if there is a picture of a man with a snake around hisneck, and the caption reads “John Doe, a witch doctor, in front of his home”, youwould braille the caption after the word Picture: in 7-5. You can braille the descrip-tion of the picture as a transcriber’s note, in 7-5, either before or after the caption,where it is most appropriate.

��" �-�� $�2 � (�� $��2

�� 1 ��

�� 3� ��4� (�� 5$ 1 ��4��

Describe pictures in a few words using clear sentences or phrases. Be sure to includeanything you know the text is asking the student to observe.

If you have no idea what the text/teacher is going to do with the picture, ask yourselfthese questions:

♦ Is it really necessary to describe the illustration?♦ Is it important to the understanding of the text?♦ Is it possible to write a clear and accurate description?

If you can answer these questions positively, then, beginning in cell 7, insert the TNsymbol BEFORE the appropriate word (Picture, Diagram etc.) followed by a colon.The description or explanation should follow on the same braille line with runovers incell 5.

��" �� -&� � ��6 �� 1

$��4 &(6 � 1 7��2 % 46 � .�� 6

8� � ��

If the picture is impossible to describe without writing an epistle or giving away theanswer, do the old favorite Picture omitted. Ask for help.

34


�� 4 � ��

Composing Transcriber’s Notes takes care and thoughtfulness on the part of the transcriber.A good idea is to let the note sit a while after you compose it, then reread it to be sure itclearly explains what you intended to explain and gives all the necessary information andnothing more. If you get confused when reading your TN, I can guarantee you the studentwill too. TNs are for clarity, not confusion. Ask your proofreaders to tell you if they under-stand what you are saying and to offer suggestions you may not have thought of.

Hopefully this will help a little. As with everything else in braille, we do our best to give theblind reader as much information as the sighted student – to the best of our abilities.

National Braille Association, Inc.NBA BRAILLE FORMATS COURSE

The National Braille Association is pleased to announce the introduction of the NBABraille Formats Course. The course is designed to meet the needs of certifiedtranscribers, teachers of the visually impaired, paraprofessional school employees whoprepare braille materials, and producers of print to braille transcription. It is a self-study course which succinctly presents the standardized formats required for thetranscription of educational materials as proposed in Braille Formats: Principles ofPrint to Braille Transcription, 1997. The cost of the course is $75.00.

Two texts are required in addition to the NBA Braille Formats Course:Braille Formats: Principles of Print to Braille Transcription, 1997American Printing House for the Blind; Catalog #7-09652-00, $30.00Website: www.aph.org

Quick Reference ManualNational Braille Association, Inc., $20.00 to NBA members; $40.00 to all others

Upon successful completion of the NBA Braille Formats Course (including passageof the final test, available for $125) the National Braille Association will award:

Certification in Braille Textbook Transcribing

35


Free Braille Transcribing Software

New Download Combines Pokadot, BrlProof, and Others

Some BrlProof users have had difficulty in getting the BrlProof program to find thefolder in which braille files produced by Pokadot are located. This problem has beenalleviated by providing a new single file folder on the Pokadot web site listed belowwhich includes subfolders which previously had to be downloaded separately. Sincethe structure of the subfolders is predetermined it permits more specific and moreeasily understood instructions for set up of the two programs. In addition the filesused to prepare an emergency boot disk for Pokadot are also included in thecombination download.

The top folder that combines all of these is now too large to record on a floppy diskbut can easily be recorded on a CD or flash drive for transfer to another computer oruser if desired. This CD is a good way for braille agencies to distribute both Pokadotand BrlProof to their volunteers.

A disadvantage of the single large folder is the longer time required for downloading.Two other downloads containing only Pokadot files will continue to be available onthe web site, since the time to download either of these is a great deal shorter than theabove combination download.

Help: I offer free personal help via e-mail at [email protected] or phone:(360) 574-6167 after 9 AM Pacific time

Source: Pokadot and BrlProof can be downloaded for free from the internet atwww.braille-pokadot.com. Both are also available from the National BrailleAssociation, 3 Townline Circle, Rochester, NY 14623-2513 for $5 each.

Pokadot

Len DozierCTEVH Pokadot Specialist

36


Braille literacy and musicbraille reading skills appear to

be increasing rapidly ..., but where are the teachers?Where are the advocates?

With the exciting momentum inbraille literacy, it is remarkable to thinkthat just over a decade ago the BrailleLiteracy Bill, SB. 701, had actuallybeen dropped due to "... a lack ofsupport and interest." It was thecombination of hearing those words ata meeting of braille transcribers, thenlater being told that a respected musicprogram of notable stature did notapprove of braille literacy for blindmusicians, that my life's work in musicteaching became dramatically altered.

Since that time much has changed, anddue to the needs and vigilance of manyblind and sighted supporters, historyhas taken a very different course. Orhas it? Those who have been fortunateenough to acquire the help of goodtranscribers and advocates have suc-ceeded in their pursuit of education,often achieving college diplomas as

competitive and literate musicians andteachers. Music degrees can also beconsidered very favorable in non-musicpositions such as computer program-ming. But we must keep in mind thata blind person who cannot "see" thelanguage of their musical craft as aprint reader does, has little hope ofcompeting in the corporate world witha music background.

So what has really changed? Shouldany family of a blind musical childwho is attending a school where com-petent resource and VI guidanceshould be advocating for them still besearching and begging for supportfrom music specialists often locatedthousands of miles from their home?This specialist has lost count of theheart-breaking letters from confusedand desperate parents of musicalchildren looking for help – familieswho are entitled to informed guidancewithin their schools – not outside ofthem. As I said to myself in 1994 whenbeginning my "new" career, "some-thing is very, very wrong with thispicture."

Why then are VI and resource teachers

Music in Education

Richard TaeschCTEVH Music Specialist

37


whose responsibilities may includeadvising blind children with musicalpropensities not better informed? It isso easy to blame them, and sadly, theyare sometimes blamed for unexplain-able defects that may show up in achild's IEP. But we must rememberthat – although it may come as asurprise to many – there exists nospecial procedure for pedagogicalexposure to music braille and musiceducation guidelines anywhere in thecredentialing of VI teachers. How toproperly expose a musical child tomusic braille literacy choices should bean education REQUIREMENT! Ifknowledge of other braille codes andformats is required, it would then seemthat ignoring the music code for achild who is studying music within theschool system could even be unlawful.

Who then is responsible? Here is avery deep-rooted deficit in our educa-tional system and, as one study haspointed out, may have answers hiddenbehind such notable writings as "WhyJohnny Can't Read."

So where do we turn? After all, it'smuch more fun when we have some-one or something to point a finger at.It's just not that simple. Moreover,with very few exceptions, educators inthe special education field are seriously

dedicated people, and always in searchof solutions and better ways to supporttheir students. If we as teachers arethen simply unaware of critically im-portant areas concerning the role ofarts in education, then we must simplyplead ignorance and look to makechanges where we can.

So the proverbial "finger" then comespointing right back to all of us! It's upto us – the transcribers and educators –to make the changes. Which nowbrings this music teacher to a morerecent experience quite similar to onethat began with "what's wrong withthis picture?" just over eleven years ago.

In this experience, I have found someresolve, and perhaps a few answers to avery disturbing reaction on my part toa social gathering at a recent VI confer-ence. This experience holds absolutelyno criticism towards anyone – it ispurely my own introspective reactionleading to a new way of understandingan old problem.

As each transcriber at the gatheringtook a turn at introducing him orherself, and explaining "what leadthem into this work," I became moreand more introverted and less willingto share my own experience. I couldnot have been among a more

38


distinguished group of professionals.These were people who have dedicatedtheir lives to literacy and making adifference in the lives of blind people.These were friends and colleagues thatI respect more than I could express tothem, and yet I felt uncomfortable andcompletely isolated from them. Why isthat?

As I waited for my turn, I rehearsed avery removed and non-committed"why I am in braille" introduction.Sadly, they never heard my real reason.Among all of their own unselfishstories, mine just didn't seem to fit –or so I thought. That was a greatmistake, as I now feel much different.

I stumbled around on an old story thatseemed safe enough, but behind it allwas my own soapbox realization of"Why Johnny Can't Read." Theirstories ranged from how good it feltdoing something for those who can'thelp themselves, to how cool it is to beable to work at home. These were thetranscribers whose only mission – as itseemed to me – was to create the bestproduct possible for their blind read-ers. My reason for being there wasdifferent, and I felt painfully out-of-place – my shortcoming, not theirs.

Essentially I am saying to all educators

and transcribers, stand up for yourpassion – your right to be wrong, andabove all, do not ever be ashamed atbeing an advocate even at the risk ofbeing seen as a trouble maker. Myreason for beginning to study andpursue braille as an adjunct to a musiccareer was not at all clear when Ibegan. Was I to tell them that? All Iknew was that I wanted to do some-thing to spite my nagging mother-in-law, who saw everything that I did asfrivolous and not producing enoughincome!

My reason was not clear until 15 yearsafter the study had begun – a studythat had no reason – that is, none thatI was able to explain in an earthlyfashion. My reason seemed to be aselfish one. I wanted to learn a specialskill, and that in doing so, I mightbring something unique, different,and revolutionary to my own field ofmusic teaching.

I later realized that I was far moremotivated by something that I'm suremany others have experienced. My firstsignificant encounter with a blindperson was that of a colleague who wasthen branch president of our MusicTeachers' Association of California(MTAC). He had earned his doctoratein piano performance while attending

39


college along with our own late BrailleMusic Advisor for NLS, Sandy Kelly.When I learned what they as blindstudents had to endure to complete amusic education, I was no less thanoutraged.

A crusade then began whether I knewit or not. It was strictly selfish –- Iwanted to prove that music was impor-tant in all education, and that blindpeople should be able to go to schoolas music majors, and not only be giventhe choice of special schools for theblind. It should be a place where musicwas taught the same to everyone, but itwould also be a place where musicbraille was spoken as a language just asbi-lingual opportunities are availablefor students of other cultures. TheBraille Music Division was born as aconcept at that time.

I have come to prefer working withblind students on a daily basis. Someof them have now become colleaguesand paid staff. I have learned that theyabsolutely loath the image of "poorblind person," or "how good it is to dosomething good for someone whocan't help themselves." I have come torespect them in ways I respect no one.

They are unique, musical, and viewour world in ways that I often envy.

What they see is real, and not tainted bysurface appearances. They give mereasons to know why I do this work. Itis not because they "need" my services,but because they "... know who theyare, and that they are unique andspecial – not in spite of the fact thatthey are blind, but often because of it!(MENVI News Journal, Issue 13, 2001)

Attitudes must change, and support formusic in education must become a partof every VI and resource teacher'spriorities. It is not enough to say "musicis a nice elective," or to accept eliminat-ing it when budgets are cut. Budget orno budget, make it a part of your ownadvocacy on behalf of your students oryour readers. Seek information on howto make yourself musically aware andask yourself, "what will I do should Ihave a musical child in my resourceroom?" Do you know where to go forinformation and help, and are youwilling to take just a little extra time forthem? Or as in one well-knownscenario, will you say something like,"Well, braille music is much too complex,and not very practical for blind musi-cians?"

It's up to you, whether educator ortranscriber. Advocates like BettyeKrolick – who devoted her life to show-ing VI teachers that they did not have to

40


learn a new code to help blind childrenparticipate in music – deserve no lessin return for their contributions thanyour full dedication to the real issue ofliteracy. Literacy is independence, andin a country whose legacy is so deeplyrooted in its arts culture, no educatorshould remain unaware of its intrinsicvalue. Colleges appear to support so-called "low-incidence" training foreducators, and yet resist placing musicbraille orientation and training forthem in required curriculum. Why?Look no further for what's wrong withthat picture.

Being blind is ok! It requires no moreor no less advocacy and passion on thepart of educators and transcribers asthat for sighted people. Look again foryour passion, and become advocatesfor yourselves and why you are here.You are NOT in a charitable field. Youare here to provide for, and to educateboth yourselves and your students. Bea rebel and support music for allchildren. Be selfish, enjoy your skills.And lastly, don't just provide thebraille without ever meeting yourreaders.

Encourage communication with them,and be willing to tutor them whenneeded. You as transcribers are theirprimary lifeline.

So then, what is the message here?

♦ Don't just braille – get involved.♦ Be willing to contribute shortarticles to your Journal or other peri-odicals like for the MENVI Network.You don't have to be a music person tocontribute. Education is education.We are all a part of it, and have valu-able experiences to share.♦ Ask the question why mosttranscribers seldom have verbal contactwith their readers.♦ If offered, would you be willingto take a short orientation in the roleof music, arts, and music braille ineducation?

Transcribers, you are a crucial interfaceand lifeline to your readers quest foracademic independence. Don't givethem kindness. Give them life itself!

41


The stir that was caused by one pianoteacher's reluctance to support herblind student's desire to teach,continues to draw attention on theMENVI Network. Following is a finearticle by a music educator directly inresponse to that issue.

Alan Daniels is a blind guitarist,and teaches other instruments as well.He is a member of the MENVI Net-work, and has prefaced his article withthe endearing words: "It is what I have to offer to peoplelike me."

REFLECTIONS OF ABLIND EDUCATOR

by Alan Daniels

I am a person now more orientedtoward music education for the blindas well as performance. As most educa-tors will agree, teaching precludes theteacher to be eternally "the student." Iam always learning new material,creating, performing, and teachingothers. As an undergrad I was a musicmajor, however, I was sighted and usedsighted materials up until I was four-teen years old. This meant that I didnot learn braille as a youth, and had topick it up as teenager and also make

the transition from using print musicto using braille music. Yes, braille music can be learnedlater on in life, but compared to astudent who learns braille when he orshe starts reading as a child, there is aworld of difference. If anything, theone thing that I have learned from theexperience is perseverance. I started onthe guitar as an instrument while I hadsome sight, so therefore, I had a knowl-edge of what print music looks like andhow it is structured. This also can bean added advantage when teachingblind students. For a time, I had little or no abilityto use either print or braille music,therefore, I used the time to developcreativity and write songs, words, andmusic. I proceeded little by little touse braille for writing down words,chords, and for eventually some melo-dies. Music on the undergrad leveltaught me theory, and I evolved intoreading braille music and analyzingworks that I could make into arrange-ments for the guitar. On the graduate level, I studiedother instruments, developing thoseespecially in the winds such as fluteand clarinet. At all levels I was encour-aged to use the keyboard, and found itto be an adequate workbench for anymusical venture. By no means am I avirtuoso performer on an instrument,

42


but I do have a number of well-rounded skills to perform and to teach. Quite similar to our friend in Indo-nesia, I too was advised from a teacher,"don't give up your day job!" Yes, thismay be a disheartening thing to hear,but perhaps it can encourage the mostvaluable characteristic of P-E-R-S-E-V-E-R-A-N-C-E (Reprinted with permission - MENVINews Journal, Issue 20).

Note: Alan Daniels resides andteaches in Branford, Connecticut. Hecan be contacted at 203-488-7348.

CTEVH Music Committee: Richard Taesch, CTEVH MusicSpecialist (661-254-0321) <[email protected]> Sam Flores, Opus Technologies(619-538-9401)<[email protected]> Grant Horrocks, SCCMConservatory & Piano Divisions/RACM Exams (818-998-8405)<[email protected]> Robert Smith, Retired Professor ofMusic (541-956-8900)<[email protected]> Carol Tavis, Elementary SchoolMusic/Special Learners (626-339-6979) <[email protected]>

Visit the MENVI Website at:www.menvi.org

HAPPY BIRTHDAY, LOUIS!JANUARY 4, 2009, WILL BE

LOUIS BRAILLE’S 200 TH

BIRTHDAY!

We’ve been informed by the StampDevelopment Manager’s office that LouisBraille’s name is still under considerationfor a United States commemorative postagestamp.

This year we have a shorter addressto write to in favor of such a stamp (seebelow).

If this should become a reality, someof us had an idea to have the stamp embed-ded in Plexiglas, to be made into costumejewelry to be sold as a fundraiser. What doyou think? And do you know of any firmswho could manufacture such an item?

–Please notify either me or oureditor, Lisa Merriam, if you have foundsuch a treasure of service.

DON’T FORGET TO WRITE! Send yourletter to:

Terrence W. McCaffreyManager

Stamp Development475 L’Enfant Plaza SW

Washington, D.C. 20260-0001

Norma Schecter

P.S. If you have any foreign friends orbraille pen-pals, ask if there is going to besimilar celebrations of the occasion. Pleaseask them if there might be an exchange ofsuch stamps between countries.

43


Nemeth Code

Mary DenaultCTEVH Mathematics Specialist

DIRECTIONS AND EXPLANATORY MATERIALIN EXERCISES

Examples for exercise directions and explanatory material are below. For moreinformation refer to The Nemeth Braille Code for Mathematics and ScienceNotation 1972 Revision, Section 191.

Directions:♦ Directions begin in cell 5, runovers in cell 3.♦ A blank line is required above directions unless they follow a page

separation line or begin a new page.♦ If there is a running head, a blank line is left between the running

head and the beginning of directions.♦ The last line of instructions and the first line of the related problems

must be on the same page.

Explanatory Text:♦ Explanatory material begins in cell 3, with runovers in cell 1. When

directions follow, a blank line must be left before directions.

Itemized Material:♦ Itemized material without subdivisions begins in cell 1 with runoversin cell 3.

44


�� ,2 ��(

�* �� 4�� 8* ��3 *

��+� &. �� ,�� 9 �5$�

�� +��5� 8�0�� :�252:3

,2;� �* �� + � ,9;�

,9;� �* $8�� + � ,9;�

,";� �* <��)� � �+ � ,9;�

,�;� �* ��$�� ,9 � �+;�

,);� ��(�� * �� + � �0;�

,8;� �* �� (�� + � �0;�

��+�� 0� :�252:3

,=;� ,"'"

,1;� ,)'"

, ;� ,1'9

C H A P T E R 1 R E V I E WC H A P T E R 1 R E V I E W

The numbers in brackets refer to the section(s) in the text where similar problems canbe found.

Translate each expression into symbols. [1.1]

1. The sum of x and 2. 2. The difference of x and 2.3. The quotient of x and 2. 4. The product of 2 and x.5. Twice the sum of x and y. 6. The sum of twice x and y.

Expand and multiply. [1.1]

7. 33 8. 53 9. 82

45


777777777777777777777777777777777777,��$

� ��+�� ,2279>� ��

�$�� #�� .�*� * ��

� � � �� * ��

��2 �� .0 ��

,22;� 5��>� >3� �2� 83� �� 793�

�7"� )3� �9� 72353

,29;� 5��2� 7)3� �9� 7"3� �72� 7"3�

�>� 93� �� "353

��6 ��2$

� ��+�� ,"27"8� �� * $��

� ��0�

,"2;� �)+'9&6"+7=36�9+'9&7"+7=3

,"9;� �9+'9&7=+6"36�)+'9&7"+6�3

In Exercises 31-36, perform the indicated operations and simplify.

31. (5x2+3x-7)+(2x2-3x-7) 32. (2x2-7x+3)+(5x2-3x+4)

The example below shows directions following a running head. A blank line is requiredbefore directions that follow a running head.

In Exercises 11-20, graph each set of ordered pairs and state whether the relation isor is not a function. If the relation is not a function, tell why not.

11. {(0, 0), (1, 6), (4, -2), (-3, 5) (2, -1)}12. {(1, -5), (2, -3), (-1, -3), (0, 2), (4, 3)}

The example below shows a new print page indicator within a page. Directions follow-ing a new print page do not require a blank line before directions.

46


LARGE PRINT for Mainstreamed Visually Impaired Students Part I

Large Print books are just one alternative media that should be available to visuallyimpaired students. In an educational setting a large print book is a learning tool,which can help visually impaired students access literacy. It is not meant to be usedby all students, at all times, for all occasions, or for the same duration throughout thelife of any visually impaired individual. When this alternative media is appropriate,either alone or in conjunction with another one, it is essential that the highest qualitylarge print is provided to the visually impaired and learning disabled individual nomatter what their age and educational level.

Determining factors for Large Print books for use by mainstreamed VI students

The following should always be considered when choosing a large print book for amainstreamed VI student. Taking these factors into consideration determines the typesize, book size, format and binding that will work best for your student and providesa large print book that the VI student can and will use.

1) Maintenance of integrity, content, pagination and format of every page in theoriginal text: For VI students in regular classrooms, it is a necessity that they havea book as much like the regular text as possible, especially with regard to the pagi-nation and individual page format. This means that when the teacher asks all thestudents to turn to page 6 and read the caption under the graph in the upper righthand corner of the page, the VI student will be able to look at the exact same con-figuration of text and illustrations on the same page as the other students.

2) Grade level and individual visual requirements for type size: Just because abook is called large print does not mean that it is appropriate for every VI student inevery situation. Ideally each book should have type size that matches each individualstudent’s needs; but if that is not possible the following guidelines can be used:

Large Print

Joan Hudson-MillerCTEVH Large Print Specialist

47


Grades 1-6: Minimum 20 point type size. (For beginner readers and elemen-tary level students bigger is definitely better, whether they are using the large printbook alone or in combination with other aids, i.e. optical, audio, or braille.

Grades 7-8: A minimum 18 point type size is the accepted standard; however20 point is even better if the overall book size can be kept to not more then 10'' by12''. 20 point type size is especially important for math texts to allow for adequateenlargement of fractions and exponents.

Grades 9-12 & post-secondary: A minimum 18 point type size is preferred;however some upper grade textbooks can only be enlarged to 16 point because of theextremely small point size and extra large page size of the original text.

3) Format, binding, and book size. How is the book going to be used and bywhom? Always take these factors into consideration when choosing a large printbook:

♦♦♦♦♦ The age and physical condition of the student.♦♦♦♦♦ The environmental setting (classroom or home) and type and wattage of

lighting.♦♦♦♦♦ How the book will be used, either on a reading board or stand, desk, or

table.♦♦♦♦♦ Will the student require the assistance of an aide to hold and/or turn the

pages.♦♦♦♦♦ Will the student have to carry the large print book(s) in a backpack.

A Final Note: Large Print offers more than just larger print

When we discuss large print for the visually impaired, we must remember that beyondthe obvious enlargement of text, this alternative format offers many other benefits forthe VI student, as well as the learning disabled, ESL and all struggling readers. Largeprint helps reduce anxiety and is soothing to impatient, easily distracted youthbecause:

48


♦♦♦♦♦ BIG TYPE looks easier.♦♦♦♦♦ Fewer words on a page lead to a greater feeling of accomplishment.♦♦♦♦♦ Extra spacing and wide margins provide a non-threatening

environment on each page.

As can be seen there are many factors to consider once the decision is made that largeprint is the appropriate media for a particular student. And the “one size fits all”concept must always be challenged, if we are to provide our visually impaired studentswith large print books they can and will use.

Submitted by: Joan Hudson-Miller CTEVH Large Print Specialist

LRS (Library Reproduction Service) 800-255-5002 x 101 [email protected]

Watch for Part II: LARGE PRINT for mainstreamed Visually Impaired Students –LARGE PRINT STANDARDS in the next issue of the CTEVH Journal.

National Braille Association

Professional Development Conferences and Workshops

phone (585) 427-8260 fax (585) 427-0263

e-mail: [email protected]

website:www.nationalbraille.org

October 20-22, 2005 Seattle, Washington

April 28-30, 2006 St. Louis, Missouri

November 2-4, 2006 Charlotte, North Carolina

49


Blanks to be filled in: Suggestions

Foreign Language

Ann KeltCTEVH Foreign Language Specialist

Blanks with numbers:No matter the print position of the number, in braille it precedes the double dashunspaced.

¿Ya no tienes (3) _______ pantalones en casa?

)�?@ AB CDEAEF =,G=7777 H@AC@IBAEF EA G@F@)

Blanks with answer choice:When there is a blank and it has an answer choice in parentheses that precedes, follows,is above or under the double dash, place it before the blank with no space between itand the blank. Retain the parentheses.

(1) _____ (that) camisa es de algodón, ¿no? Prefiero cosas de algodón. ¿Quépiensas de (2) _____ (these) pantalones?

=,@= =5C=7777 G@JDF@ EF KE @ILBK6A2 )AB)

�HMENDEMB GBF@F KE @ILBK6A� )�OP* HDEAF@F KE

=,Q= =5'*=7777 H@AC@IBAEF)

50


Blanks with an answer as well as an answer choice:When there is a blank with an answer choice and an answer, place the answer choiceunspaced before the double dash. Place the answer in italics unspaced after the doubledash.

Modelo (my) _________ abuela es vieja.

�JBKEIB

=5J?=77775�JD @QPEI@ EF RDES@�

If the answer choice precedes/follows the complete sentence, do not change. Followprint.

10. (his) ___________ hermana está enferma.

,�-� =5��=7777 ��

Mi

51


Another CTEVH conference has leftme with many more ideas on ways toteach my students as well as connect-ing me with many more wonderfulpeople! Not only did I have theopportunity to facilitate the yearlyItinerant Roundtable with a wonderfulpanel of colleagues and all of the ener-getic participants (itinerants HAVE tobe energetic – we are always getting inand out of our cars, our school sites,our students’ homes) but I also wasable to listen to my mentors as well asyoung, bright new professionals in ourfield. We all had the time to reflect onall that we have been given and taughtby those in our profession who havepassed away in recent months.

Some of the many ideas I broughthome with me:♦ A quote I found compelling:“Be an advocate of children, ratherthan an employee of a school district.”♦ We are encouraged to embracethe ‘expert role’ many of us are placedin due to the fact we are the only oneswho know about students with visualimpairments in the schools. We canbest serve the child by finding thechild as early as possible, supporting

the child and the parents as fully aspossible, making sure that every childis assessed as thoroughly as possiblewith the specialists necessary, and thenproviding the most completecontinuum of service models for allstudents – itinerant, special day (VHresource?), CSB – making sure thateach child has instruction in all areas ofthe expanded core curriculum.♦ Books I want to read:An Anthropologist on Mars, Island ofthe Color Blind, and The Man WhoMistook His Wife for a Hat by Dr.Oliver Sacks; and Fun Comes First forthe Blind Slow Learner by MildredHuffman♦ Itinerant teachers need to use asmany public relations skills as possibleto make our lives as palatable aspossible and as smooth as possible forour students.♦ WE are the mentors who arebeing looked up to by the newerteachers of visually impaired, by thenew transcribers, by the parents of ournew students, even by the neweradministrators who know little aboutstudents with special needs includingvisual impairments. If we can attemptto live up to the examples set for us by

Education

Sheila BonitoCTEVH Education Specialist

52


OUR mentors – Sally Mangold, AlanKoenig, Nancy Akeson and otherswho are no longer with us, as well asthose who are still with us such as PhilHatlen, Fred Sinclair, Jack Hazekamp,Natalie Baraga, Cay Holbrook, StuartWittenstein, Steve Goodman, JoyEfron, Karen Wolfe, Ann Kelt, KateByrnes, Liz Barclay, Sandy Rosen,Sharon Sacks and many, many others— see the CTEVH conference pre-senter and officer lists for many morenames! – then we can offer the nextgenerations of people with visual im-pairments the possibilities and hope wehave gleaned from our teachers andguides.

Business

Show me the Money!!!!

After a few phone calls and some soulsearching, we came to the opinionCTEVH was about due for a businesscolumn. There is no business like braillebusiness like no business I know.Catchy lyrics, but it is true. Thethought of actually paying transcribersis relatively new, around 1993. In thelast eleven years our career field hasundergone a major evolution. Fromvolunteers of the forties to paidtranscribers of the present. The question has changed from“what is a transcriber” to “what do youpay a transcriber?” I am writing this atthe Spring NBA Conference in Dallas,Texas. For the last two days the cost ofbraille and transcriber’s pay have beenthe center of several conversations. Let’s look at business. You start acompany. You need employees. Whatdo you pay them? The most commonway to answer this question is by theuse of “heuristics”. Heuristics is thepredictions of the future based on whathas happened in the past. Heuristics isthe basis for most “benchmarking”.

Business Columnby Bob Walling

As you read this, you may list manyother ideas you have been consideringsince the conference, or people you aregrateful to within our profession. Pleasewrite to me to share these thoughts andI will include them in the next article.

53


$1.00 a page you will make morethen minimum wage per hour. Butwho can live on $30 a Day? With apublisher file and a translationprogram you can even do morepages. This is closer to the truth thanbenchmarking, but not much.What about tactiles? What about aformatting nightmares? What aboutbad or missing publisher files? I told you all this to tell you thereis no simple solution. None of themanufacturing models of the pastwill help. So as an independentcontractor, what do you charge? Youwill need to learn to negotiate ornurture a partnership with a braillefacility. Here are a few things to thinkabout. This is by no means acomprehensive list. First, look atyourself, how much work do youhave in your hands right now? Areyou ahead of schedule or behind ongross receipts for the year? Do youhave more free time or money?Have you done a similar book in therecent past? Would you like to dothis book? Next, look at who isoffering the book. Have you workedfor them before? The first book isusually at an “introductory” price.The brailling house doesn’t want tobe burned too badly if you don’twork out. How many books have

Benchmarking is establishing marketvalue in a particular geographic region.The over simplification is find ten peoplethat perform similar activities, within a35-mile radius of the facility that havebeen on the job an average of 20 years.Add all their salaries together and divideby ten. Now you have the average wagepaid for that employee in that region. In 1994 a highly paid marketing groupbenchmarked braille transcribers in acentral region of Texas. To start with theycouldn’t find ten transcribers in any35-mile area so they expanded the searchto all of Texas. They found five transcrib-ers working in schools but they only had ayear or two of experience. To make upthe time difference they selected fivevolunteers that had been brailling over 20years. After adding the salaries (of the fivepaid transcribers) and making all thecomputations (dividing by ten), themarketing firm reported back that tran-scription was a minimum wage job. Thatdid not attract a lot of transcribers to thecareer field. For the most part, transcrib-ers in educational facilities are still consid-ered “support” staff and are classified asteachers’ aids. The way to solve the compensationissue is to become an independentcontractor. Sit at home and transcribe abook for one of the Brailling houses. Thenational average was ten braille pages perhour and 30 braille pages a day. Even at

Business

54


you done for them? Have youestablished a positive rapport orreputation with the decision maker atthe brailling house? Do they pay youon time? Try to judge their need. Byapplying the law of supply anddemand, if they can’t find someone elseto do the book, the price you chargegoes up. At this point I need tocaution you against getting greedy. It ishighly probable that the agency has aspending range they can’t exceed. Allyou are trying to find out is, “What isthe top of the range and how do I getit?” Remember it is better to get tenbooks at $2.00 per braille page thanone book at $3.00 per braille page. The average price per braille pagehas gone down over the last five years.This was caused by an increasedawareness of the cost of braille and adecrease in governmental spending.The result is the range of paymentdrops from the high of $3.50 - $5.00per braille page to the present $2.00 -$3.50 a page. That is the bad news.The good news is, now there is better,faster software and the publishers arecontracting with compositors thatmake better braille files. Because oftechnology the average number ofbraille pages has increased to 30 braillepages per hour. The net gain is thatmost transcribers are making more

braille pages and more money than inpast years. We are in a period of flux. Thebraille concept is relatively new in themind of the decision maker. In thepast they relied on volunteers for somematerials and used the non-availabilityof transcribing capacity to explain theabsence of all the rest of the requestedbraille materials. With the increase inthe number and skill of transcribers,now they have to struggle withbudgetary considerations. They stilldon’t have a clue what braille is, butthey know they need it, it can beavailable and it is expensive. What is the bottom line for thetranscriber? When asked to do a book,ask for an outrage price and then sayyou are willing to negotiate. The realityis, in the market place, the requestingagency will have to pay more than theyare offering and the transcribers willhave to take less than they want. Just remember this is a business so,“Show me the money!!!”

55


CTEVH Sponsors the Donna Coffee Youth Scholarship in honor of Donna's exceptionalservice to the organization and to visually impaired individuals in California. Thescholarship is for the use of the winner as specified in their application. Generally, it maybe used to promote the academic and social development of the student. An award up to$1000 will be given to the successful applicant. The Donna Coffee Youth ScholarshipCommittee will select the recipient based on the criteria approved by the Board.Applications for the 2006 scholarship must be received by January 15, 2006 and must besent to:

Stephen A. Goodman, Chair

CTEVH Coffee Youth Scholarship

500 Walnut Avenue

Fremont, CA 94536

[email protected]

(510) 794 3800

FAX (510) 794 3993

Electronic submission of the application is preferred but is not given any advantage

in determination of the winner. Use the following segments to guide you in

preparing an application.

DONNA COFFEE SCHOLARSHIP 2006 APPLICATION

TEACHER/TRANSCRIBER/ ORIENTATION & MOBILITY SPECIALIST

Name of Student:

Student's Address:

Telephone Number:

Student's Telephone Number:

Student's Date of Birth:

School/District

Grade Level of Student:

Student is a visually impaired or blind individual.

Name of Teacher/Transcriber/O&M Specialist:

Address:

Phone Number:

Email:

School/District:

The application and use of funds has been approved by the student's parent/guardian(attach signed statement of approval by parent/guardian): Please let us know why youbelieve the student will benefit from his/her proposed project/activity. Limit your commentsto two double-spaced typewritten pages.

DONNA COFFEE YOUTH SCHOLARSHIP APPLICATION

56


DONNA COFFEE YOUTH SCHOLARSHIP

2005 APPLICATION STUDENT FORM

Name:

Address:

Phone Number:

Email:

School:

School Address:

Teacher of the visually impaired:

Transcriber:

Parent(s) Name(s):

Address:

Phone Number:

Email:

Name of Teacher/Transcriber/Orientation & Mobility Specialist:

Tell us why you want the Donna Coffee Scholarship in an essay of no more then two

double-spaced typewritten pages. The Committee must receive your application no

later than January 15, 2005. Applications should be sent to: Stephen A. Goodman,

Chair (see facing page for contact information)

Donna Coffee Youth Scholarship Criteria

Award: The Donna Coffee Youth Scholarship will be awarded in the amount of $1000 peryear. One or more applicants may participate in the award. Award recipients shall have theirnames and the year of their award inscribed on the permanent plaque.

Process: Applications materials will be distributed through the JOURNAL and the website,www.ctevh.org. Applications are due to the committee no later than six weeks prior to theAnnual Conference. The winner will be selected by consensus of the Committee.

The inscribed plaque and cash award will be presented at the Conference.a. The award recipient and parents shall be invited as guests.b. Those who nominated the winner will take part in the presentation.c. The award will be presented at a general meeting selected by the Conference Chair.

Selection Criteria for selection will be based solely upon:

a. The submitted application of the nominations, letters of support, and the student'sapplication. (applications may be submitted in the media or medium the student chooses.)b. The consensus of the committee that the student created a plan that is complete andexecutable and will further her/his individual growth. Duties of Recipient: The recipient(s)shall report the outcome of their proposal at the succeeding Conference.

57


Name:___________________________________________________________Address:___________________________________________________________City:___________________________________________________________

State: ________________Zip ______________

Telephone: Day _________________________

Evening _______________________________

PLEASE RESPOND TO THE FOLLOWING:

1. List your affiliations with transcribing groups, agencies, or schoolsystems:

2. (Educators only) Please give the number of units to be completed forVH credential. If work has not begun, state "All."

3. Check the items below to show how you intend to use the scholarship. Ifappropriate, describe other expenditures not listed.

• Transportation to inservice training sessions (e.g., CTEVH Conference,other local/area workshops)• Lodging at inservice training sessions (e.g., CTEVH Conference)• Tuition/registration fees• Books, materials and equipment necessary for training.• Other (specify):

4. The amount of the scholarship may vary and might not completelycover the total costs. However, please indicate the TOTAL cost ofthe training you have described.

2006 APPLICATION2006 APPLICATION2006 APPLICATION2006 APPLICATION2006 APPLICATIONCTEVH KATIE SIBERT MEMORIAL SCHOLARSHIPCTEVH KATIE SIBERT MEMORIAL SCHOLARSHIPCTEVH KATIE SIBERT MEMORIAL SCHOLARSHIPCTEVH KATIE SIBERT MEMORIAL SCHOLARSHIPCTEVH KATIE SIBERT MEMORIAL SCHOLARSHIP

58


COVER LETTER:

Each applicant must include a cover letter. This letter should:• Briefly cover the applicant's qualifications and/or experience in transcribingor educating the visually impaired.• Describe how the scholarship will be used.

LETTERS OF RECOMMENDATION:

TRANSCRIBERS must have two letters of recommendation from their group oragency.EDUCATORS must have two letters of recommendation from the educationfield (i.e., principal, college professor, etc.). The letters should address thefollowing points, if applicable:

• Professional and/or volunteer experiences of the applicant including thosewith visually handicapped or other disabled persons.• Community involvement of the applicant.• Certificates or Credentials held by the applicant.• Personal interests, talents, or special skills of the applicant.• Honors or awards received by the applicant.

ALL ITEMS MUST BE POSTMARKED NO LATER THAN JANUARY 15,

2006. Send application to:

Stewart WittensteinKatie Sibert Committee500 Walmust AvenueFremont, CA 94536

FURTHER INFORMATION:

If applicants have questions, please direct them to Stewart Wittenstein,Chair of the Katie Sibert Scholarship Committee at (510) 794-3800 ext. 201.

59


John Acker Boulder CORede Acker Boulder COAlice Acker San Diego CAJoseph A. Aleppo Bradenton FLJoan Anderson Alameda CALois Anderson Palo Alto CAPamela Anderson Rio Vista CABarbara Angevine Longmont COAurora Ministries Inc. Bradenton FLJoanne Baldwin Tucker GAEstelle R. Barsis Boulder COConnie Batsford Vacaville CAJane Bente Fair Lawn NJDick Bente Fair Lawn NJJanet Sue Benter Seymour INBarbara Berglund Plymouth MASusan Bernay Fresno CALyndall E. Berry Scott Sonoma CAPatty Biasca Walnut Creek CAJim Bickford Portland ORPatricia Blum Honolulu HIDarleen Bogart Toronto ONAnn E. Bornstein Oakland CAJennifer M. Bost Carlsbad CAKaren Bowman La Mesa CABurt Boyer Louisville KYNancy J. Bray Mesa AZMichael M. Brown Castro Valley CAJeanne S. Brown El Dorado Hills CARhoda F. Bruett Davis CAMickie Bybee Anchorage AKCarolyn R. Card Mountain View CAEric Clegg Sacramento CADr. Aikin Connor San Francisco CAJane M. Corcoran Woodside CABianca Culbertson Carmichael CAChristy E. Cutting Boulder City NVFrances Mary D’Andrea Decatur GAMary Ann Damm Madison WIPatricia Davis Lodi CAEmelita De Jesus Burbank CAMaxine Dorf Lexington KYPamela Driscoll Hacienda Heights CAImke Durre Asheville NCAllison Ehresman Rio Linda CAEvelyn S. Falk Phoenix AZ

Robb Farrell Baltimore MDDenise M. Ferrin Angels Camp CAWarren Figueiredo Baton Rouge LALeslie Foley La Grande ORAnne Freitas Chesapeake VAJeffrey Friedlander Cincinnati OHTomiko Fumoto Huntington Beach CAPaul Furnas Davis CALillian Gardner North Hollywood CASimon Gardner North Hollywood CADale Gasteiger Torrance CAMaryanne Genova Hilo HIWilliam Gerrey San Francisco CAEdward R. Godfrey Seattle WAStephen A. Goodman Alamo CANettie Goodsmith Encinitas CARobert J. Gowan Lincoln CABrad Greenspan Patchogue NYGeorgia Griffith Lancaster OHColleen Heiden-Lines Vancouver WASarah M. Hering Lake Bluff ILJana Hertz Aliso Viejo CAJohn R. Hollinger Westminster CAPaula Holmberg Rialto CARenee B. Horowitz Scottsdale AZJoan Hudson-Miller Los Angeles CARuth J. Hughes Pasadena CASandra L. Hughes Costa Mesa CAJulie Jaeger Berkeley CACarol James San Francisco CAMadonna Janes Kitimat BCStacy Johnson Riverside CACheryl Kamei Huntington Beach CAJudie K. Kelly Escondido CAAnn Kelt Pleasant Hill CABlossom Kerman Van Nuys CATerry Keyson-Drown Camarillo CARussell W. Kirbey Glendale CATeal G. Knapp San Rafael CAPeter O. Koskinen Phoenix AZBernard Krebs Plantation FLBettye M. Krolick Fort Collins COLynne M. Laird Berkeley CATami Sue Levinson Phoenix AZEmily Leyenberger Derby NYNancy Lindsay Escondido CA

CTEVH LIFE MEMBERS

60


Amanda Hall Lueck Ph.D. Montara CAMarilyn Lundgren Columbus OHThanh-Nhan Lac Ly Santa Ana CAMary Lou Martin Chico CAJan Maxwell Sacramento CAAlice McGary Poway CALinda McGovern Huntington Beach CALoyce Danbacher McWee Mission Viejo CAAda L. Mention Newark DEJim Meyer Walnut Creek CAJoan Meyer Walnut Creek CALoupatti Miller Port Huron MIHelen J. Miller Buckley WASally Garlick Morgan Riverside CALeah Morris Encino CACarol Morrison North Hollywood CADiane M. Moshenrose Downey CAJo Ann Noble Sacramento CAJane V. O’Connor San Jose CALinda O’Neal Sacramento CACharlene Okamoto Oakland CADr. Stanley Olivier Sun Lakes AZJean Olmstead Littleriver CAKathy Olsen Chula Vista CABetty Jo Osborne Walnut Creek CAMilton M. Ota Honolulu HIMartha Pamperin Davis CAEllen Paxson Stockton CACarol Peet Escondido CAElizabeth E. Perea Whittier CAMary Beth Phillips Moraga CADebora Pierce Escondido CAFred Poon Vancouver BCTheresa Postello San Francisco CAMs. Charles Redfield Phoenix AZSusan Reilly Chula Vista CAJanine Robinson La Grande ORVictoria Rostron Sacramento CAM. C. Rothhaupt Antelope CABonnie Rothman Thousand Oaks CADr. Sandra K. Ruconich Salt Lake City UTBarbara Rudin Sacramento CASusan E. Salazar Anaheim CAStephen W. Sanders San Diego CADana Sanders San Diego CAElinor Savage Windsor CA

Beverly Scanlon Bakersfield CANorma Schecter Huntington Beach CAMargaret A. Schefflin PhD Carmichael CASheryl Schmidt Riverside CABetty Schriefer Sacramento CAKathleen C Shawl Sun City AZBarbara Sheperdigian Mt Pleasant MIVirginia H. Shibue Port Hueneme CAThomas Shiraki Honolulu HISophie Silfen Washington DCRichard L. Simonton Riverbank CAFred Sinclair Sacramento CAClo Ann Smith Placentia CAKen Smith Mountain View CADoris Soults Tulare CAAntone Sousa San Anselmo CASandra Staples Lodi CAMary Lou Stark Silver Spring MDBob Stepp Lincoln NELeslie Stocker Los Angeles CAJoyce Stroh Sacramento CAStephen D. Suderman-Talco Alameda CAFlorence Sumitani Sacramento CAMarsha Sutherland Concord CAJune Tate Vienna VACath Tendler-Valencia Seaside CAMary Tiesen Carlsbad CAJinger Valenzuela Glendale CASusan Van Dehey Waterford MEJoyce Van Tuyl Seattle WAEric Vasiliauskas Manhattan Beach CARasa Vasiliauskas Manhattan Beach CAEllen Voyles Moraga CABeth Wahba Rolling Hills Estates CADawn F. Werner Snyder NYCraig Werner Snyder NYFran M. Whipple Moraga CAMarian L. Wickham Daly City CAAnna E. Wiesman Omaha NEJohn E. Wilkinson Takoma Park MDDr. Stuart Wittenstein Fremont CADonna Kobrin Wittenstein Fremont CAEllennie Wong San Francisco CACarol Yakura Sechelt BCDiane M. Yetter Lomita CABillie A. Zieke Stanton CA

61


1974Volunteers of VacavilleBraille Institute of America

1975Esther FoxMarie Erich

1976Norma Schecter

1977Bob Dasteel

1978Mary DegarmoBetty BrudnoEvelyn Olgiati

1979Ruth S. Lowy

1980Ethel SchumanDiane Meyer

1981Carl Lappin

1982Barbara Blatt RubinBill BriggsMichael Landon

1983Aikin ConnorCarolyn “Chris” Mackay

1984Bernard M. KrebsJane O’Connor

1985Sylvia CassellElizabeth C. Smith

1986Sally MangoldElizabeth SchrieferJoyce Van Tuyl

1987John FloresElinor Savage

1988Ken & Diann SmithLou Ella & Norm BlessumBettye Krolick

1991Marian WickhamBob Calhoun

1993Nancy ChuLavon Johnson

1994Jane VogelBillie Anna Zieke

1995Sam ClemensDonna Coffee

CTEVH Certificates of Appreciation

1996Doris PontacDorothy Joe

1998Dr. Joy Efron

1999Harry FriedmanSan Francisco State

Program in VisualImpairments

2002Winifred Downing

2003Jack Hazekamp

2005Robert SchmitzFolsom Project for the

Visually Impaired

62


Special Recognition1985 Bob Dasteel

1987 Betty Brudno

Eleanor & Jack Scharlin

1989 Dr. Aikin Connor

1992 Russell W. Kirbey

1995 John Flores

1997 Jim Bliss

John Linville

1998 Frederick Schroeder

Distinguished Member1984 Fred L. Sinclair

1990 Jane O’Connor Verhage

1991 Jane Corcoran

1992 Norma L. Schecter

2001 Ann Kelt

2002 Sue Reilly

Joyce Van Tuyl

2003 Elinor Savage

2004 Dr. Joy Efron

2005 Dr. Phil Hatlen

Fred L. Sinclair Award1988 Fred L. Sinclair

1990 Winifred Downing

1991 Georgia Griffith

1993 Dr. Abraham Nemeth

1994 John Wilkinson

1995 Bernard Krebs

1997 Rose Resnick

2001 Sally Mangold

Honorary Life Membership2000 Donna Coffee

Wall of Tribute at

APH Hall of Fame2004 Fred L. Sinclair

CTEVH Past Presidents1957-59 Betty Brudno

1959-61 Irene Hawkinson

1961-63 Helen Patillo

1963-65 Claire Kirkpatrick

1965-67 Ethel Schuman

1967-69 Rose Kelber

1969-71 Elizabeth Schriefer

1971-73 Carolyn Card

1973-75 Jane O’Connor Verhage

1975-77 Fred L. Sinclair

1977-78 Joyce Van Tuyl

1978-80 Bill Briggs

1980-82 Cathy Rothhaupt

1982-84 Leah Morris

1984-86 Robert Dodge

1986-88 Jane Corcoran

1988-90 Bob Calhoun

1990-92 Ann Kelt

1992-94 Frank Ryan

1994-96 Sue Reilly

1996-98 Bob Gowan

1998-00 Joan Valencia

2000-02 Anna Lee Braunstein

2002-04 Carol Morrison

CTEVH JOURNAL

Past Editors(formerly The California Transcriber)

1959-63 Betty Brudno

1964 Ethel Schuman and Kathryn Allen

1965-69 Ruth S. Lowy

1970-75 Norma L. Schecter

1976-88 Dr. Aikin Connor

1989-00 Sue Reilly

2000-01 Joan Valencia

2001-02 Marilyn Westerman

CTEVH SPECIAL AWARDS

63


THE CTEVH SERVICE RECOGNITION PINA BADGE OF VOLUNTEER MERIT AND HONOR FOR YOURSELF,

A DESERVING FRIEND OR CO-WORKER

In recognition of volunteer service rendered, members of CTEVH may earn awards uponachievement of qualifications outlined below.

Name __________________________________________________Address ________________________________________________City/State/Zip ____________________________________________Guild or Affiliation ________________________________________

Current member of CTEVH: yes no

NOTE: Members whose dues have lapsed are not eligible for awards until dues for the currentyear have been paid. Only hours and/or pages completed during times of CTEVH membershipshall be counted.

BRAILLE (Library of Congress Certification required)

Literary braille pages __________________Nemeth braille pages___________________ times 5/4 equals _____________Music braille pages ____________________ times 5/4 equals _____________TOTAL braille pages (qualifying 5000 pages) __________________

TAPE RECORDING HOURS (qualifying 1000 hours) ______________

SPECIAL SERVICE HOURS (qualifying 1000 volunteer hours) ______________

Educators, Guild Administrators, Professional Transcribers, Large Print Producers, Binders,Duplicators, Proofreaders, Illustrators, et.al. Teachers of Braille Transcription shall receive 50hours credit for each student successfully completing a braille transcribing course, withproportionate hours credited for a student who does not complete a course.

Verifying signature of Group Chairperson or Administrator: __________________________Date: _______________________________

My check in the amount of $35, made payable to CTEVH, is enclosed for one gold-filled pin.

Send to: Jeanne Brown2127 Moonstone Circle

El Dorado Hills, CA 95762-4351

64


BRAILLE

Computer Assisted: JIM CARREON 510-794-3800 ext. 237500 Walnut, Fremont, CA 94536 [email protected]

Music: RICHARD TAESCH 661-254-032123500 The Old Road, 79, Newhall, CA 91321 [email protected]

Literary: NORMA L. SCHECTER 714-536-96668432 Northport Dr., Huntington Beach, CA 92646

Mathematics: MARY DENAULT 701-775-08691319 University Ave., Grand Forks, ND 58203 [email protected]

Pokadot: LEN DOZIER 360-574-61674400 NW 151st Street, Vancouver, WA 98685 [email protected]

Computer Generated RAFAEL CAMARENA 323-663-1111 ext 1384Tactile Illustration: 741 N. Vermont Ave., Los Angeles, CA 90029 [email protected]

Attn. Universal Media Services

Hand-Drawn ARTURO BENITEZ [email protected] Illustration: 5612 Rocky Ravine Ave., Las Vegas, NV 89131 702-656-6162

Textbook Format: PATTY BIASCA 925-937-94131139 Westmoreland Circle, Walnut Creek, CA [email protected]

Foreign Language: ANN KELT 925-682-4734514 Freya Way, Pleasant Hill, CA 94523 [email protected]

EDUCATORS

Itinerant/Resource Room/ SHEILA M. BONITO 209-257-5372Special Day Class: 217 Rex Ave., Jackson, CA 95642 [email protected]

Infant/Preschool: RUTH ROSNER [email protected] Poe Ave., Woodland Hills, CA 91364

Handicapped/ KATHY GOODSPEED 714-573-8888Multi-Handicapped/ 18542-B Vanderlip Ave. [email protected] Handicapped: Santa Ana, CA 92745

LARGE TYPE & ENLARGED DRAWING:

JOAN TREPTOW 775-353-594815440 Toll Road, Reno, NV 89521 [email protected]

JOAN HUDSON-MILLER 800-255-500214214 South Figueroa St. [email protected] Angeles, CA 90061

THE CTEVH SPECIALISTS

65


President: Paula Lightfoot 2006(3rd) 743 Harper St.,Simi Valley, CA 93065email: [email protected]

Vice President: Bonnie Grimm 2006(1st) 17336 Owen St.,Fontana, CA 92335email: [email protected]

Secretary: Stuart Wittenstein 2008(2nd) 500 Walnut Ave.,Fremont, CA 94536email: [email protected]

Treasurer: Sharon Anderson 2008(1st) 9401 Westminster Ave.,Garden Grove, CA 92844email: [email protected]

Member-at-Large Jeanne Brown 2007(2nd) 2127 Moonstone Circle,El Dorado Hills, CA 95762email: [email protected]

Member-at-Large Ann Hinshelwood 2007(1st) 400 Hoover Lane,Nevada City, CA 95959email: [email protected]

Executive Board 2005

Access Donna WittensteinAwards Jeanne BrownBANA Representative Sue ReillyConference Handbook Carole Ann DavisCSMT Representative Rod BrawleyLIDAC Representative Stewart WittensteinGifts and Tributes Iona LukeHistorian Cath Tendler-ValenciaJAC Representative Jane VogelJournal Lisa MerriamKatie Sibert Scholarship Stuart WittensteinMembership Christy CuttingNominating Carol MorrisonBylaws/Policies & Procedures Grant HorrocksSitefinding Steve Goodman (Northern)Specialists Bonnie GrimmWebsite Christy CuttingDonna Coffee Youth Scholarship Steve Goodman2006 Conference Chairs Jane Vogel and John Zamora

Committee Chairs 2005


Central Office: 741 North Vermont Avenue Los Angeles, CA 90029-3594

66


Liz Barclay 2006(1st) 500 Walnut Ave., Fremont, CA 94536email: [email protected]

Rod Brawley Ex officio P.O. Box 944272, Sacramento, CA 94244-2720email: [email protected]

Christy Cutting 2007(1st) 379 Claremont St., Boulder City, NV [email protected]

Theresa Duncan 2007(2nd) 1980 Sutter St. #205, San Francisco, CA 94115email: [email protected]

Steve Goodman 2 La Serena Ct., Alamo, CA 94507email: [email protected]@aol.com (yes, 3 o's)

Ann Hinshelwood 2007(1st) 400 Hover Lane, Nevada City, CA 95959email: [email protected]

Grant Horrocks 2007(1st) 7407 Quakertown Ave., Canoga Park, CA 91306email: [email protected]

Donna Wittenstein 2006(2nd) 10 Liberty Lane, Petaluma, CA 94952email: [email protected]

Iona Luke 1301 Ashwood Ct., San Mateo, CA 94402email: [email protected]

Carol Morrison 2005(2nd) 11922 Kling St. #203, North Hollywood, CA 91607email: [email protected]

Julia Moyer 2006(1st) 5971 Chula Vista Way Apt. #8, Los Angeles, CA 90068email: [email protected]

Sue Reilly 4100 Normal Street Annex 7, San Diego, CA 92103email: [email protected]: [email protected]

Lisa Merriam 2007(1st) 10061 Riverside Drive #88, Toluca Lake, CA 91602email: [email protected]

Peggy Schuetz 2008(1st) 10675 Harris Road, Auburn, CA 95603email: [email protected]

Fred Sinclair Emeritus 4271 Euclid Ave., Sacramento, CA 95822PV 22312-70, 435 Calle Mina, Puerto Vallarto, Jalisco, Mexico

Cath Tendler-Valencia 1036 Olympic Lane, Seaside, CA 93955email: [email protected]

Jane Vogel 35 Granada, Irvine, CA 92602email: [email protected]

Marilyn Westerman 2007(2nd) 719 Boyer Rd., Marysville, CA 95901email: [email protected]

John Zamora 527 North Dale Avenue, Anaheim, CA [email protected]

Board of Directors and Committee Chairs


Central Office: 741 North Vermont Avenue Los Angeles, CA 90029-3594

67

CTEVH Journal

California Transcribers and Educators

of the Visually Handicapped, Inc.

Editorial Office

10061 Riverside Drive #88

Toluca Lake, CA 91602

Non-Profit Org.

U.S. Postage

PAIDVan Nuys, CA

Permit No. 987

Moving? Please let us know!

ctevh spring 2005 - ctebvi · spring 2005 volume xlviii, no. 1 ... cath tendler-valencia joyce...

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