accomplishedtv

SEE/HEARSEE/HEARaquarterlynewsletterABOUTvisualimpairmentSanddeafblindnessforfamiliesandprofessionalsAcollaborativeeffortoftheTexasSchoolfortheBlindandVisuallyImpairedandTexasCommissionfortheBlindFall2001Volume6,No.
4TableofContentsFAMILYTheStoryofTheseChocolateChipCookies.
2AcceptingHelp.
3SharingYourGifts.
4AbrahamHasaFriend.
5TheSmallestofGesturesCanDeclareIndependence.
5MyExperiencesintheTSBVISummerPrograms.
6WhatDoYouDoWhen.
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YouNeedHelpButDon'tLiveinUtopia7ThinkingaboutEmploymentIssuesforOurChildrenWhoareBlindorHaveVisionImpairments9PROGRAMMINGLookingatSelf-StimulationinthePursuitofLeisureorI'mOkay,YouHaveaMannerism.
10PlanningandSupportingaMoreActiveLifeatHome.
15APersonalJourneytoLiteracy.
20WhateverWorks.
24NewTechnologyforBlindandVisuallyImpairedStudents.
25SYNDROMES/CONDITIONSOtosclerosis:TheSilentThief.
26Cytomegalovirus-ParenttoParentSupport.
28NEWS&VIEWSUpdateonShortClassesatTSBVI.
28WhatDoesThisSBOE(StateBoardofEducation)RuleMean29LessonsfromGeese.
30WhenNeedandOpportunityMeet.
31LegislativeUpdate.
32Deaf-BlindMultipleDisabilitiesMedicaidWaiverUpdate.
33Classified.
36Kate'sCornerWhatabusy,funfallwehavehadhereinTSBVIOutreach.
Twoeventsthatwereespeciallyenergizingformewerethe揚owerofTouch"workshopandatrainingbyDr.
JanvanDijkonchild-guidedstrategiesforassessingchildrenwhoaredeafblind.
InSeptember,sixfamiliesandtheirchildrenwithdeafblindnesscametoTSBVIforadifferentkindofworkshop.
Theintentofthetrainingwastoteachthefamiliesaboutthecriticalrolethattouchplaysforthechildwithdeafblindness.
Thisrelatestoboththetypeoftouchthechildreceivesfromthosearoundhimandthewayheusestouchprimarilythroughhishandsaseyes,ears,avoiceandastools.
GigiNewtonfromTexasDeafblindOutreachtaughtparentshowtousemassagewithchildrenandthebenefitsofaregularmassageroutine.
BarbaraMiles,co-authorwithMarianneRiggioofthebookRemarkableConversations,presentedinformationonwhydevelopingtheuseofhandsissoimportant.
Shealsotaughtspecificstrategiesforimprovinginteractionswiththechildthroughtouch.
Bothpresentersusedvideotapesthefamiliesmadepriortotheworkshop,andindividualconsultationswiththefamiliesduringtheworkshop,topersonalizetheinformationrelatedtoeachchild.
GigiandBarbaraalsohadparentspracticeskillswiththeirchildrenimmediatelyaftertheyhadbeendiscussedanddemonstrated.
ThisworkshopoccurredjustdaysaftertheattacksontheWorldTradeCenterandthePentagon.
Perhapsittookonspecialmeaningforallofuswhowereinvolved,becausewewereallremindedofhowpreciouslifeis,especiallyourchildren'slives.
Thesechildrenhavemuchtotellusandtoteachusifwecanlearntobereceptivetothem,toslowourpaceandtojustfocustogetherwithouthurryingthroughthesmallthingsinthisworld.
EquallypowerfulwasthepresentationbyDr.
vanDijk,incollaborationwithmembersoftheTSBVIstaffandtheparentsofayounggirlwhoisdeafblind.
Overatwo-dayperiodtheyconductedanarenaassessmentthatalargergroupofobserverswasabletowatchfromanotherlocation,throughthemiracleofvideoconferencing.
Dr.
vanDijkutilizedanassessmentprocessdescribedinanewCD-romproducthedevelopedwithCatherineNelsonfromtheUniversityofUtah,titled揅hild-GuidedStrategiesforAssessingChildrenwhoareDeafblindorhaveMultipleDisabilities.
"InthenextissueofSEE/HEAR,Dr.
vanDijkwillwriteaboutthisassessment.
Inthemeantime,ifyouareinterestedinpurchasingacopyoftheCD-rom,senda$50checkormoneyorderto:Dr.
JanvanDijk,c/oJoeFranken,4619SpyglassDrive,Dallas,Texas75287.
揚aytotheorderof"JoeFranken.
AfterhistimeinAustin,Dr.
vanDijktraveledtoLubbockandpresentedattheDistinguishedLecturerSeriessponsoredbyTheSowellCenterofTexasTechUniversity.
WelearnsomucheachtimewehavetheprivilegetohearDr.
vanDijkspeakandwatchthewayheinteractswithchildren.
We'realwaysgratefulforthetimeheiswillingtogiveusthattakeshimsofarawayfromhome.
Finally,ImustmentionafamilythatIhaveknownforquiteanumberofyearsandanhonortheyreceivedinthebeginningofthesummer.
LeeAnnBryanandherfamily,wholiveinAmarillo,weretherecipientsofthe2001SelfHelpforHardofHearingPeople(SHHH)FamilyInvolvementAward.
AllofuswhoareluckyenoughtoknowtheBryansagreethatthisfamilyismostdeservingofthishonor.
WeareveryproudofyouJackie,EverettandLeeAnn!
TheBryanswillbefeaturedinafutureissueofHearingLoss,themagazinepublishedbySHHH.
TheStoryofTheseChocolateChipCookiesByEllenOestreich,Parent,Humble,TexasEditor'snote:KateMosswasrecentlyinvitedtoparticipateinawonderfulparentsupportmeetinginHumble,Texas,nearHouston.
Whenshearrivedattheschoolwheretheeventwastotakeplace,shewasgivenabasketofgoodies.
Amongthegoodieswasacanisterofcookiesandthislittlestory.
Shefeltthatthestorywasworthsharingwithourreaders;sohereitis.
Thecookieswereworthsharingaswell,butshedidn'tseeminclinedtowanttosharethem.
Asisusuallythecaseinourlives,wegothomealittlelaterthanIplanned.
Aftertheday'sactivities,Iwaslookingforwardtobakingcookieswithmydaughter.
WearrivedhometoaHOThouse.
Wequicklychangedintoour揵akingattire"andbeganmeasuring,pouringandmixing.
InanefforttospeeduptheprocessIthrewthebutterintothemicrowaveandbeganto揘UKE"ituntilitwasfullymelted.
(WhatIhadforgottenwasthatitwouldhavemeltedinmeresecondsjustsittingonthecounteroftheHOTkitchen.
)Wecheerfullyaddedthedryingredients.
Flour,sugar,brownsugar,salt,etc.
Littlegrainsofingredientswereflyingeverywhereandcreatingsmiles.
Mixingtookplacenextandthenaddingtheeggsandvanilla.
Thefinalandkeyingredient.
.
.
thechips.
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.
wentinlast.
Aswestirredandmunchedonthefewremainingchipsinthebagsomethingwashappeningtothedough.
HMMM.
.
.
itismuchdarkerthanusual!
Asyoumayhaveguessedbynowthecovetedchipsweremeltingandgivingthischocolatechipcookiedoughalookallitsown.
Ohwell.
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cookiesarecookiestothisfamily,sowebakedandwatchedandbakedsomemore.
Afterlickingthebowlweenjoyedaglassofmilkwithourfreshbakedtreat.
Whiletheylookeddifferentandwerenotquitewhatwasexpected,theynonethelesshitthespotandprovidedsmilesforthismomandherdaughter.
IdecidedthiscookieexperiencewasGod'swayofremindingmethattheunexpectedcanbringlifeandlaughtertoanyday.
Itisallintheperspective!
WhileIwasplanningforatypicallydevelopingchocolatechipcookie,somethingspecialhappenedtothemix.
Thelookandtexturewasdifferent,buttheenjoymentofawarmcookieandaglassofmilksharedwithapreciouschildwasthesame.
Nochocolatechunkstobiteinto,butthewonderfulchocolateflavorspreadthroughoutthewholecookie.
Our揷hocolatemelt"cookieswereyummy!
NowrealizingIhadcommittedtobakingcookiesforvisitors,IwhippedupanotherbatchafterCaitlynwasasleep.
Thenewbatchwasfilledwith搕ypicallydeveloping"chocolatechipcookies.
TheylookedlikethecookiesIhavealwaysbaked.
TheysmelledlikethecookiesIhavealwaysbaked,and,yes,theytastedlikethecookiesIhavealwaysbaked.
WhatwasmissingwiththesecookiesIhadnopartnerincrime.
ImissedthesmileandpeaceIfeltwhenIwatchedCaitlyngrinningandeatingandevendroolingachocolatedrool.
Itdidnotmattertoherhowthecookieslooked,onlythattheywerecookiesandshecouldenjoythembeforebed.
Isupposethisisalotlikelife.
Itiseasytogetcaughtupinstandardexpectationsandforgetthatsometimesthebestthingscomefromtheunexpected.
Therewillbesomepeopleinthislifewhocannotdealwiththeunexpected.
Therewillbesomepeoplewhodealwithitbutwillbeuncomfortable.
Therewillbesomepeoplewhoacceptitandlookatitasagoldenopportunity.
Eachandeveryoneofushastherighttobewhoweareanddealwiththingsthebestwecan.
IhopethatIcanlearnfrommychildhowtoappreciatetheunexpected.
IfIcanspendmoreofmytimelookingfortheunexpected,notwodayswillbethesame,andlifewillneverbedullorboring.
Onthatnote,therearebothvarietiesofcookiestoenjoy.
Remember:theyarebothcookies;theywerebothmadewiththesameingredientsandlove;andtheybothtastegreatwithaglassofmilkandafavoritepartnerincrime!
Ourhopeforyouisthatyouwillbethebestyoucanbetodayandthatyourlifeisrichandfullofordinaryandextraordinary.
Peace,EllenandCaitlynAcceptingHelpByGinaMeadorsOrtiz,Parent,Bryan,TexasAftertwelveyearsofmarriage,ourlittleangel,Gabriela,wasborn.
Soonourjoyturnedtodisbeliefandaseaofunansweredquestions.
Whilemostparentswerebeamingwithprideateachnewmilestone,weweredealingwithdiagnosessuchas搒everedevelopmentaldelay,"搇egallyblind,"搈entallyretarded,"and搒eizuredisorder.
"Thefirstyearsofachild'slifeshouldbefullofbeautifulmemories.
Forourfamily,allwerememberaretheseizures,thedoctors,andtheunansweredquestions.
Insteadofplaygroups,wehadsessionswithphysicaltherapists,occupationaltherapists,visiontherapistsandspeechtherapists.
Inthebeginning,Icriedalot.
ThenrealizingIhadto揵estrongforGabriela,"Iquitcryingandthrewmyselfintothejobathand.
Thefirsttwoyearswentbyveryfast.
IthoughtIwasincontrolofmyemotions.
Afterall,Inolongercriedeverytimemylittledarlinghadaseizure.
OnedayBettye,ourcaseworkerfortheTexasCommissionfortheBlind,stoppedbyforahomevisit.
Imusthavelookedamess!
Iknowmyhousewasdirty.
Icouldn'trememberthelasttimeIhadvacuumed.
ThoughIforcedmyselftocookforGabriela,everyoneelsefixedsandwichesiftheywantedtoeat.
IguessyoucouldsayIwasdepressed.
BettyerecognizedIwasintrouble.
Notgivingmetimetodecline,anappointmentwithacounselorwassetforthenextday.
Ihadbeenraisedto揻ixyourownproblems.
"Talkingaboutyourproblemswasawasteoftimeanddidnothingtosolveit.
Ifsomethingiswrong,dosomethingaboutit.
Butthisdidnotincludetalkingtoastranger!
Mycounselor,Lois,waswonderful.
Iopeneduptoher.
ItoldhersecretsIhadtoldnoone.
Thoughmyfeelingofdepressionwasbasedonmydaughter'sdisabilities,Ididnotrealizehowmypastyearsstillaffectedme.
Throughthehoursoftearsandsoulsearching,Ilearnedmuchaboutmyself.
Ilearnedtoacceptmydaughterassheis.
Ialsolearnedtotaketimeoutformyself.
Atleasteveryonceinawhile!
Openinguptoastrangerisdifficult.
Youknowwhatyousayisconfidential,butit'safeelingofvulnerabilitytoopenyourlifeforexamination.
KeepaboxofKleenexnearby;you'llneedthem!
Withthehelpofcounseling,Ihavegrowninsomanyways.
NolongeramIintimidatedbystaringstrangers.
NolongerdoIstandbywhileyoungcollegekidsuseGrandma'shandicappedstickerparkinoneofthefewhandicappedparkingspaces.
(Iguesstheirdisabilityiswearingthree-inchheels!
)Acounselorcannot揻ixit"foryou.
Theylisten.
Believeitornot,theanswerlieswithinyourself!
Wejustneedhelpingettingtotheanswers.
Ilovemydaughterwithallmyheart.
Ifyouonlylookedatthediagnoses,youwouldmissthebeautifulblue-greeneyesthatarefullofexpression.
Youwouldmissthecuddlylittlegirlwhomeveryonefallsinlovewith.
Youwouldmissthelittlegirlwholovestobeheldandhatestobeleftbyherself.
Ifyoulookbeyondthediagnoses,youwillseealittlegirl,fouryearsold,whoenjoysgoingtoschool,ridinghorsesandthefeelingofwindinherface.
Youwillseealittlegirlwhoistheappleofherdaddy'seye!
SharingYourGiftsByPaigeParrish,Parent,Tyler,TexasMydaughterAlexandriaislosinghervisionduetoararecongenitalretinaldisease.
Sheisasociallyawarenine-year-oldwhoisinquisitivebeyondheryears.
Shepossessestheabilitytopushpastthesocietalboundariesfrequentlyimposedontheblind.
HerpassionforAfricabeganthroughseveralfriendswho,duetobusinessormedicalmissions,livedinAfrica.
Whilevisitingtheirhomes,shetactuallyexploredagenuinetribalmaskandzebraskins.
Shealsowasintriguedbyalife-sizebronzeAfricandancerwhowasintheexactballetposition,損osse,"thatshewastryingtomasterinherballetclass.
Alexandria'sloveforAfricawascultivatedduringavisittoourlocalzoo.
Thiswasnoordinarydayatthezoo,forIhadcontactedthezooowner,HayesCaldwell,toinquireabouta揾ands-on"experience.
Hegraciouslyacceptedmyunusualrequest.
ThisexperiencewouldshapeandforeverchangeAlexandria.
Asshescaledagiraffe'sneckshehadamomentofabsoluteclarity-aconceptthatwouldbeforeveringrainedinhervisualmemory.
(See揙utoftheMouthsofBabes"SEE/HEAR,Summer2001.
)Uponreturninghomefromouradventure,AlexandriawantedtofindouteverythingshecouldaboutAfricaanditsinhabitantsviatheInternet.
Withmyassistance,ourfirstinquiryaboutblindAfricansledustoanemotionalphotoessay.
Thefirstphototoappearonthescreenwasthatofablindvillagerwhohadbeenrobbedofhisocularfunctionbyhavingaparasiticworminhissystem.
Hewasusingwhatappearedtobeagnarledbranchforamobilitycane.
Alexandriawasbroughttotearsasshepressedhernosetothemagnifiedimageofsomeonenotsodifferentfromherself.
Shedidnotunderstandwhyhedidnothavetheproperequipmenttonavigatearoundinhisenvironmentasshedid.
Thenextphototoemergewasofyetanothermanwhowasblind,andhewaswanderingaimlesslyaroundhisvillagewithhisshirtonwrong-side-outandbackwards.
Noonewouldassisthimingettingwhereheneededtogo.
Furtherreadingbroughtoutdisturbingfindings-thiscultureviewsblindnessasacurse.
ItisbelievedthatpeopleofAfricaarestrickenblindfortheirwickeddeeds;therefore,theyarediscardedbysociety.
Thechildrenofblindparentslosetheirchildhoodandanyopportunityforaneducationbecausetheybecomesightedguidesfortheirblindparent.
Alexandriaquicklybegantodeviseaplantorelinquishheroutgrownmobilitycanesandgetthemintomoreneedyhands.
Asamother,youcanimaginethatIamburstingattheseamswithpride.
ThenextstepwastofollowalinktoHelenKellerInternational,andtheyweremorethanwillingtoassistuswithourdesiretohelp.
Asweweregettingreadytoshipthecanes,AlexandriadecidedtoaddaBraillelabelinSwahili.
Thelabelread,揅hecheshakwaitikadawalamandhari.
"Thismeans,揥alkbyfaithandnotbysight.
"ThisBibleversehasbecomeherwayoflife.
TheshipmentisonitswaytoHelenKellerInternationalinNewYorkandthecaneswillbedisbursedinvariouspartsofAfricaaccordingtoneed,asdeterminedbyafieldofficer.
Andso,asIwatchmydaughter'svisiondiminish,Iamseeingitreplacedbyaspiritualandworldvisionthatis20/20.
IfyouareinterestedinhelpingAlexandriainherquest,youcanpurchaseanewcanefor$10.
ContactAngelawithMaxi-Aids,at(800)522-6234.
SheiscoordinatingcanesdonatedinAlexandria'sname.
ThesegiftswillbeincludedinHelenKeller'sannualreport.
AbrahamHasaFriendByOliviaCruz,Parent,Houston,TexasAbrahamstartedschoollastyearattheTexasSchoolfortheBlindandVisuallyImpaired.
Aftersearchingfordifferentprogramsandoptions,wemadethedecisiontosendhimtoAustin.
HehassofewcommunicationskillsandsoIwasafraidforhimtobeallalonewithstrangers.
Who,andhowquickly,wouldsomeonebeabletounderstandmyson'sneedsIaskedmyselfthosequestionsalot.
AbrahamandIhavelivedtogetherallhislife.
IthoughtIwastheonlyonewhounderstoodeverylittlegestureorsoundmysonmade.
Iknewwhenhewassick,happyorsad.
IwassoworriedthatIhardlysleptforweeks.
But,Abrahamadjustedtohisnewlifeandlearnedhisroutines.
Afterafewweekseveryonestartednoticingthepositivechangesinhim.
JaredMcGee,Abraham'sroommate,hasthesameabilitiesasAbraham,butmorecommunicationskills.
JaredlearnedtosayAbraham'snameandcalledhisnameallthetime,evenwhenhewenthomeontheweekends.
Theschoolyearendedsoonerthatweexpected.
OnthelastdayofschoolItookapictureofAbrahamandJaredformymemorybook.
ThiswastohelpusrememberAbraham'sfirstroommate.
AswepackedAbraham'sthings,wesaidgoodbyesandwishedeachotherthebest.
AbrahamhuggedJaredandsaid,揂dios.
"ThisisAbraham'swayofsayinggoodbye.
AbrahamandIlefttohaveabusysummer,andbeforeyouknewwhathappened,itwastimetogobacktoschool.
Aftertenweeksofsummervacation,therewewereattheregistrationarea.
Itwascrowdedwithstudents,parentsandstaff.
JaredwalkintotheareaandcalledAbraham'sname.
AsAbrahamheardhisname,heliftedhisheadandhisfacelitupasherecognizedJared'svoice.
WithabigsmileonhisfaceAbrahamsaid,揂AAH!
"Jaredcalledhimagain,andAbrahamanswered,揂AAH!
"ItoldhimtogoandfindJared.
Abrahamwalkedwithnoproblemabout12feet,straighttoJaredwhowasinthemiddleofthatcrowedroom.
Withabigscreamandabighugtheybothwelcomedeachothertoanewyearofschool.
Thescenewasbeautiful.
ThatwasthemomentwhenIrealizethatallthosesleeplessnightsandtearshadpaidoff.
Abrahamhadafriend!
Abrahamhadmadeafriendallbyhimself,withoutmom'sintervention.
Abrahamsurprisedmeonemoretime.
Iamsohappy!
Mysonhasafriend!
TheSmallestofGesturesCanDeclareIndependenceBySarahBarnes,Parent,Austin,TexasReprintedwithpermissionfromtheAustinAmerican-Statesman,July30,2001Editor'snote:SarahBarneswritesoccasionallyintheLife&Artssectionaboutthejoysandchallengesofraisingachildwithspecialneeds.
Youmaycontactherbye-mailat.
ThefirsttimeItookmydaughterMeredithtoRosedaleSchool,itquiteliterallytookmybreathaway.
ThemoreIlookedaround,themoredifficultyIhadbreathing.
Iwasjustbarelywillingtoacceptthenewsthatmybabydaughterwouldbedevelopmentallydelayed,soIcertainlywasn'treadyforthisspecialschool.
AsIwalkedin,anemptypinkwheelchairbelongingtoalittlegirlnotmucholderthanminesatinthehallway.
Largetherapyballsandspecialchairswithextrastrapsseemedtofillthecornersofeveryroom.
Attheschool'sentrance,abulletinboarddisplayedmorethanadozenmemorialstostudentswhohaddied.
BythetimeIgottoMeredith'sclassroom,Iwasbreathlesswithanxiety.
Nomatterhowcompassionatetheteachers,Isimplycouldn'tgetgroundedinthepossibilitythatthiswouldbemydaughter'sworld.
Thatwas3andahalfyearsago.
WehavesincegraduatedfromRosedale,butMeredithcomesbackforsummerschool.
Istillnoticethetherapyequipment,butonlybecauseitishelpingMeredithlearnhowtowalkandtalk.
Thewheelchairsdon'tstandouttomeanymorebecauseI'mfocusingonthechildreninthemwhoarefriendswithMeredith.
Here,I'velearned,progressismeasuredonecentimeteratatime.
Thiswasnevermoreapparenttomethanattheschool'srecentFourthofJulyparade.
NormallyanunassuminglittlebuildingonWest49thStreet,RosedalewastransformedintoYankeeDoodleheadquarters,includingaparadeleaderdressedinfullpatriotattire.
Followinghimaroundtheschool'scircledrivewerestaffandstudentswavingflagsandglitterysigns.
EvenApril,thetherapydog,wasdoingherbesttolookstoicinabasketonwheels,hatcockedtooneside.
Mostofthestudentsjoinedtheparadeusingtheirwheelchairs,whileotherswerepulledalonginredwagons,includingmydaughter.
Thoughfewcouldmarch,thisdidn'tchangethespirit.
AtRosedale,ifthereisadayforcelebration,itisseized.
Asthemusicstarted,myeyesfollowedMereditharoundthecircletoseehowwellshewasinteractingwitheveryone.
Ithoughtaboutherfirstyearintheparadeandhowshecouldn'tsitupverywellinthewagonandcouldn'tspotmeinthecrowd.
Shelookedsodifferentnow.
Thisyear,Iwashopingshewouldwave.
Whenherwagon,gotcloser,Ishoutedinmybestsoccermomvoice,揥ave,Meredith!
"Shelookedatme,smiled,butultimatelywastoooverwhelmed.
Shecamearoundagainandherteacher,Robinsaid,揕ookatyourmama,Meredith.
Wave.
"Shebeamed,butnowave.
Bynoweveryonewasstartingtosweat,andevenAprillookedhot.
Theymarchedon.
Thenexttime,asherwagonneared,Imovedtotheveryedgeofthecurb,toeshangingoff.
Ididn'tsayanythingbecauseMeredithlookedasifshewastoobusytryingtoprocessthechaosofthemusic,sparklingcolorsandcrowd.
But,inmyheart,Ireallywantedhertogetthewavingpart.
Shewasalmostpastme.
Then,atthelastpossibleminute,hereyesfoundme.
Iwaved.
Andherlittlearmveryslowlystartedtoriseandshemanagedasmallflutterywavebackatme.
MyheartflippedasIputmysunglassesbackon,notreallywantingpeopletoknowIwasgettingteary-eyedoversomethingsosilly.
Nearby,friendlydriverswerehonkingatthecolorfulparadeandIwantedtoyelltothemthatthelittlegirlinthefrontwagonwasmydaughterandshejustwaved.
Afterthefifthorsixthgo-round,theparadebegantowrapup.
Weallfiledbackintotheschool,pastthesignthatreads揑ndependenceTaughtHere.
"Inside,Ihadthatoldfeelingofbreathlessnessagain.
Butthistimeitwasn'tfromanyanxietyattack.
Itwasfrommyall-too-happyheartthatcouldseeMeredithisfiguringoutherworldoneIndependenceDayatatime.
MyExperiencesintheTSBVISummerProgramsBySamBarnes,Student,Houston,TexasMynamesisSamBarnes,andIlivewithmyparents,TheresaandBillBarnes,intheHoustonarea.
ThisfallIwillbegoinginto9thgradeatCypressCreekHighSchool.
Ilikevideogames,speechanddebate,chess,computers,andphotography.
IamaLifeScout(therankbeforeEagle)intheBoyScoutsofAmerica.
IplantobeameteorologistafterIgetoutofcollege.
Ihavealottolearnbetweennowandthen.
IhavelearnedmuchbycomingtotheIntroductiontoWorkprogramattheTexasSchoolfortheBlindandVisuallyImpairedduringtheirsummerschool.
Ithinklearningtofilloutanapplicationforajobhasreallyhelpedme.
Inowknowmoreabouthowtogetajobandhowtosurviveintheworkworld.
Overall,thisprogramhaspreparedmeforworkbothinhighschoolandlaterinlife.
Ireallyenjoythesummerprogramshere.
Iapplyeveryyear.
Iwentonlotsoftripsbothwiththedormresidentsafterclassesandduringtheschoolday.
Ialsodidalotofcoolstuffoncampus.
In1994,Icontributedajournaltoatimecapsule,whichisnowburiedacrossfromthemainbuilding.
ItcontainedthingslikewhatIwantedtobewhenIgrewupandmyfavoriteactivities.
Later,duringthe1996elementarysummerprogram,IwenttoNaturalBridgeCavernsinSanAntonio.
Ihadalotoffunlookingatalloftherockformations.
Ialsodidlotsofartprojectssuchaspaintinganddrawing.
NowthatIamintheIntroductiontoWorkprogram,IamworkingintheTechnologyServicesdepartment.
Iamlearninghowtowritewebsites.
Iamgettingalotoutofthisprogram.
AftertwoyearsofregularschoolatTSBVI,aswellasfouryearsinvarioussummerprogramsthere,IcantellyouthatIgainedknowledgebycomingtoTSBVI.
IalsohavealotofhappymemoriesofmytimeinAustin.
WhatDoYouDoWhen.
.
.
YouNeedHelpButDon'tLiveinUtopiaByWinifredDowning,SanFrancisco,CaliforniaReprintedwithpermissionfromDialogue,Summer2000publishedbyBlindskills,Inc.
Donation/Subscriptioninformationcanbeobtainedat(800)860-4224andatUtopiaformostblindandvisuallyimpairedpersonswouldbeaplacewheretheycouldfindareadysupplyofvolunteerstohelpthemwithallsortsofshopping,providetransportationtodoctors'officesandopportunitiesforrecreation,readanyamountofmaterial,andgenerallyperformallthetasksthataredifficult,ifnotimpossible,forustodoforourselves.
Isuspectthattheindividualswhofindthemselvesinthisfortunatesituationareuniqueinanumberofways.
Theyprobablyliveincommunitiesofaslightlyslowerpacethanthatinlargeurbanareas,arewellknownbytheirparticipationinnews-makinganddramaticevents,havethewherewithaltobewelldressedandattractiveinappearance,perhapshaveanappealinghomeoftheirown,andineverywayprovidevolunteerswitharealsenseofstatusbecauseoftheirefforts.
Thatsuchasituationexistsisnocriticismeitheroftheluckypeoplewhosoeasilygetthehelptheyneedoroftheindividualswhogladlyprovidethatassistance.
Whatthatsituationdoes,though,istoexplainwhysimilaropportunitiesarenotavailabletomostmembersoftheblindnesscommunity.
Sightedpersonsinbustlingurbanareasarecalledupontoparticipateincountlessvolunteeractivitiesinconnectionwiththeirstudentlife,employment,theschoolstheirchildrenattend,theirchurches,andmanyphilanthropicactivities.
TheblindorvisuallyimpairedpersonmaybeanSSIrecipientwholivesinasmallapartmentinacongestedareawhereparkingisfoundtobedifficultorimpossiblebyawould-bevolunteer.
Theneedyindividualmayalsobelikethe85-year-oldwomanwhocalledlastweekneedinghelpwithjustabouteverythingbutsotraumatizedbyhernewexperiencewithvisionloss,plusthenormalproblemsofaging,thatshewouldbealmostfrighteningtosomeonenottrainedinassistingsuchpersons.
Theordinaryindividualwhofindshimselfcalleduponforthatkindofaidwould,infact,probablybeterrifiedattherealizationthehehimselfmightfacesimilardifficultiesinhisownlateryearsandmightinstinctivelyavoidgettinginvolvedjustforthatreason.
Nocommunityaccoladesarebestowedonpeoplewhosnatchacoupleofhoursaweektohelpsomeoneshopforordinarygroceries,readthroughahalfcartonofjunkmail,ordeliversomeonetoalonglineinaclinic.
Therearealsowidedifferencesinhowonefeelsabouthelp.
Ihavereadarticlesbyblindpersonswhomaintainthattheycanflytoabusyairport,deplaneandfindtheirownwaytotheluggagearea,pickuptheirownbaggagebytouchingtheluggageasitgoesaroundonthecarousel,findthecourtesyphonethemselves,andleavefortheareaofpick-upoutside.
NowIdon'tbelievethesestories,butthethirstforindependenceandself-sufficiencybreedsthem.
Thesearethetypesofindividualswhomaintainthatblindnessisnothingmorethananuisance.
Askingforassistance,particularlyforpeoplewhohavebeenabletomeettheirownneedsalltheirlivesuntiltheirvisualproblemsoccurrisoftenadevastatingexperience.
AneffortwasmadeinachurchgroupIbelongedtosomeyearsagotoforcetheparticipants(allyoungandphysicallycapable)tolearntoaskforandaccepthelpfromothers.
Eachwasrequiredtorequestsomekindofassistanceinthenexttwoweeksandreportonwhathappened.
Formostpersons,itwasahumblingexperiencethattheyhadahardtimeaccepting.
How,then,shouldweapproachthisdifficultnecessityThefirsttaskistodecidewhathelpisreallynecessary.
Inspiteofthefactthatsomethingsmightbealoteasierwithsightedassistancethantheyarewithoutit,itseemstomethatweshoulddoforourselvesallthatwecanjustbecausewehaveotherareasinwhichwecan'tfunctionalone.
Weneedtoexpendthenecessaryefforttoorganizeourownclothing,groceries,mail,phonenumbers,andotherdetailsoflifeandtodevelopthenecessarymobilityskillstotravelalonewhenappropriate,sothatwedon'tneedtouselesslybotherotherpeople.
Thatmeansattendingorientationcenters,classesindailylivingskillsorchaptermeetingsofblindpersonswhohavehadavarietyofexperiences;takingcoursesfromaplaceliketheHadleyCorrespondenceSchool;andreadingbooksonrelatedsubjects.
Itmeansfamiliarizingourselveswithwhatevercommunityresourcesareavailablesuchasservicesfortheaging,paratransitopportunities,andprogramsofferedbyagenciesservingdisabledpeople.
Whenalltheseavenueshavebeenaccessed,though,westillmayneedassistancethatjustisn'tavailableintheareainwhichweliveorinsufficientsupplytomeettheneedsofthosewhowishtohaveit.
Sourcesforadvertisingarelocalhighschools,seniorcitizenscenters,andthebulletinboardsatchurches,communitycenters,andYMCAs.
Ifyoucanoffersomemonetaryincentive,yourchancesare,ofcourse,enhanced.
Itisabsolutelynecessary,inmyview,toreimburseforgasolineandtollschargedbybridgesandhighways.
Ifthevolunteeriscomingtoyourhome,especiallyifyoulivealone,afairlyextensivetelephoneinterviewisasafetynecessity.
Inaddition,thepresenceofafamilymemberorfriendatthetimeofthefirstvisitprovidesgreatassuranceifitcanbeaccomplished.
Retainingavolunteeronceoneisfoundrequiresconsideration.
Don'taskhimtodosomethingotherthanthetasksforwhichheorshevolunteered.
Ifshoppingisthegoal,don'tintroducereadingthemail.
Juststicktotheoriginalsubjectunlessyouhaveanopportunitytoasktheindividualaboutanaddedtask.
Don'texceedthetimeperiodforwhichtheindividualapplied,andhaveeverythinginreadinesssothatmaximumusecanbemadeofthetimeallotted.
Havetheshoppinglistathandandthegrocerybagsassembled,themailtogetherinoneplaceandalreadyopened,thedirectionsclearlyinmindforreachingthedoctor'soffice,etc.
Lastly,maketheoccasionasrewardingforthevolunteeraspossiblebytakinganinterestinthatperson'slife,identifyingwithhisorherproblemsandjoys,rememberingoccasionsofimportancetothatperson,andgivingsmallgiftswhenthatispossible-maybesomethingyouhavebakedorwritten,loanofaCDthatmightbeofinterest,oraphonecalltocheckonhealthortheresultofanimportantinterview.
Toooftenwearesoinvolvedwithtryingtogetourownneedsmetthatweforgetthoseofthepeopleinourlives.
SoUtopiaisnotavailabletomanyofus.
Buttherearewaysoutofourproblemsthatnotonlysolvethembutalsoprovideuswithopportunitiesformeetingsomewonderfulpeople,thusenrichingbothourlivesandtheirs.
ThinkingAboutEmploymentIssuesforOurChildrenWhoareBlindorHaveVisionImpairmentsByKrisKiley,Region2NAPVIRepresentative,VirginiaReprintedwithpermissionfromtheSpring2000issueofAwarenessNationalAssociationforParentsofChildrenwithVisualImpairments(NAPVI)MysonPatrickturned15lastFebruaryandhisthoughtsturnedtohowhewouldspendthesummer.
Hehadgonetocampformanyyears,buthefeltheneededsomethingdifferentthisyear.
Heprobablywouldhavebenefitedfromanacademicprogramtoboosthisskills,buthehadworkedexceptionallyhardduringtheschoolyearandfeltlikeheneededabreakfromtheclassroom.
Patrickwasluckyenoughtobeinvitedtoamissionprojectwithhischurchyouthgroup.
TheJeremiahProjectinruralVirginiateamsupteenagerswithanabundanceofenergyandpromisewithpeoplewhoneedprojectsdonearoundthehouse.
Theypaintedhomesforelderlyresidents,builtwheelchairaccessramps,andstackedfirewood.
Theyalsovisitedwithpeoplewhoenjoyedhearingaboutthelivesofyoungpeopleandwantedtosharestoriesoftheirownlives.
Therewerealsospiritualcomponentsandsingingaswellastimespentwithdevotedyouthgroupleaders.
Thiswasaprojectfortypicallydevelopingteenagers,andPatrickwastheonlystudentwithavisionimpairment.
AspartofPatrick'stransitionplanforschool,westartedthinkingaboutlifegoalsandhowtopreparefortheworkforce.
At15,hehasacoupleofgeneralclustersofgoalsinmind.
Heisinterestedinfoodserviceandbuilding.
Duringtheschoolyear,hehadtheopportunityto搒hadow"acatererforaday.
Hehelpedpreparesoupandbakebreadandworkintherestaurant-sizekitchen.
Helovedtheatmosphereaswellastheactualwork.
OverspringbreakwecontactedalocalrestauranttoseeiftheywouldletPatrickvolunteerthereforseveralweeksduringthesummer.
Alocalseafoodrestaurant,TheRiver'sInn,inGloucesterPoint,Virginia,waskindenoughtogivePatrickhisfirstopportunityinsubsidizedemployment.
Patrickwas揾ired"tobeabusboy.
Hisresponsibilitiesincludedsettingandclearingtables,fillingwaterpitchers,anddoinganyothertaskrequestedbythecustomersorservers.
Heseemedtolearnquicklyandlovedwaitingoncustomersandmakingthemfeelcomfortable.
Mostofall,helovedfeelinglikepartofateamofpeoplewhowereworkingtogethertokeepthecustomershappyandwellfed.
Therestauranthasanexcellentreputation,andPatrickfeltlikehehadtoworkhardnottoletdowntheowners,chefs,hostesses,andserversintheirmissiontoprovideawarmatmosphereandwonderfulmeal.
ThejobalsoprovidedtheopportunityforPatricktoincreasehisself-esteem.
WhenwetoldfriendsandrelativesthathewasworkingatTheRiver'sInn,theywereveryimpressedandexpressedadmirationforTheRiver'sInnfortakingachanceonPatrickandonPatrickforstretchinghimselfbyworkingthere.
Wedidfacesomebarriers.
Wehadtolocateabusinessthatwascloseby,sothatPatrick'sdadandIcouldgethimbackandforthtowork.
Notbeingabletodriveisoneofthebiggesthardshipsfacedbypeoplewithlowvision.
Atthispoint,wedon'tknowifPatrickwillbeabletodrive.
Ifhecangetalicense,itwillbewithbiopticlensesandrestrictedtodaylighthours.
So,locationisimportant.
Patrickneededafewaccommodations.
Hewasnotabletocarrythetray搘aiterstyle,"usingonehand,andholdingitoverhishead.
Hehadtocarryitinfrontofhim,usingtwohands,andthatisnotthepreferredwaytocarryatrayinarestaurant.
Healsohadsomedifficultyhearingandfollowingverbaldirectionsinthebackgroundnoiseofclangingeatingutensilsandnoiseofthebusykitchen.
Hiscoworkersandcustomersseemedveryunderstanding.
Manypeoplehaveafriendorfamilymemberwhohasspecialneeds,andthepublicseemsveryunderstandingofayoungpersonwhoismakingeveryefforttobecomeataxpayer.
Ourchildrenwholivewithdisabilitiesneedtofeelthesatisfactionofcontributingtosocietyandbecomingproductivecitizens.
Theyhaveindividualneedsaswellasabilities.
Perhapsyouarenotabletoenvisionyoursonordaughter(orgrandchild)inasituationlikePatrick's,buthelpthemfindtheirowndreamsandthenmakeaplanandbegintheprocessofreachingtheirgoals.
Bylettingyourchildknowthatyouthinkthispossible,itwillhelpthemcreatetheirowndreams.
Ididnotsaythisfirst,butIsayitoften:揊irstwegivethemroots,thenwegivethemwings.
"Wedon'thavetimetowaitforagenciestotakethison卼hestudentsareonlyteenagersonce,andweneedtomakethebestuseofthetimewecan.
Agenciescanhelpyouintheprocess,buttakinganactiveroleisjustanotheraspectofparenting.
Sometimesanagencycanhelpfindajobandsometimestheycanprovideastipend.
IwassuccessfulbyaskingifthebusinesscouldtakePatrickasavolunteer,andsecuredthefundinglater.
WeareveryappreciativeofTheRiver'sInnforgoingoutonalimbandgivingPatricktheopportunitytowork.
TheVirginiaDepartmentoftheVisuallyHandicappedandtheJTPA(JobTrainingPartnershipAct)providedastipendandsupportforPatrick.
Heusedthemoneyheearnedtoputtowardthelaptopcomputerwepurchasedtoassisthiminmainstreamclassesashestartedninthgrade.
Ifeellikeitwasawin-winsituationallaround.
Patrickhadagoodexperience,grewbothemotionallyandintangibleemploymentskills,andearnedsomemoneythatheputtogooduse.
TheCommonwealthofVirginiahashelpedacitizenbecomealittleclosertoindependence,andtheemployergottheservicesofabusboyandwasabletocontributetothesuccessofafuturetaxpayer.
Editor'snote:TheTransitionProgramoftheTexasCommissionfortheBlindofferssimilarassistanceforteensandtheirfamilies.
LookingatSelf-StimulationinthePursuitofLeisureorI'mOkay,YouHaveaMannerismByKateMoss,FamilySpecialistandRobbieBlaha,TeacherTrainerTSBVI,TexasDeafblindOutreachThisarticlefirstappearedintheJuly1993editionofP.
S.
NEWS!
!
!
Editor'snote:Thisarticlehasbeenreprintedonce,butareneweddiscussiononthetopicseemsimportant.
Inlightofthemanyquestionswehavehadfromparentsandprofessionalsaboutself-stimulatorybehavior,wefeltthatitwastimetoreprintthisarticleagain.
IwouldliketothankJimDurkel,CraigAxelrod,GigiNewton,DavidWileyandStacyShaferfortakingtheirtimetodiscussthetopicsofleisureandself-stimulationwithRobbieandmewhenwefirstsetouttowriteit.
Ibeganwiththeintentionofwritingasimplearticleonleisure.
IhadnoideaIwouldendwithanarticleonself-stimulation.
Ihopethisarticleshowssomeoftheprejudicethatseemstoexistinourthinkingaboutthistopic.
Wehavetounderstandwhatanormalhumanactivityself-stimulationisandaddressthesebehaviorsaccordingly.
BecausethistopicissocomplexIhopetoprovidemoreinformationaboutself-stimulationinafutureedition.
IwouldalsoliketothankGretchenStone,AnnSilverrain,andBarbaraBellemo-Eduseifortheircontributionstothiswork.
Thesewomen,alongwithRobbie,formedastudygroupbackin1985afterattendingaconferenceinTallahasseeconductedbyDr.
JanvanDijk.
ChallengedbyboththeinformationandthevaluesconveyedbyvanDijkindiscussingchildrenwithdeafblindness,theyworkedtodigestrathercomplexinformationaboutthehumanbrain,thenervoussystem,andtheimplicationsthisinformationhasinteachingchildrenwithdeafblindness.
Theirdiscussions,andthepapersgeneratedasaresultofthisstudygroup,wereinvaluabletomeinbeginningtounderstandingtheeffectsofsensorydeprivationonthecentralnervoussystemandhowitrelatestothewaychildrenwithdeafblindnessrespondtotheworld.
Leisuretime,thetimefreefromworkorduties,isimportanttoallhumanbeings.
Leisuretimeisthetimefordoingsomethingthatwillrelaxusorenergizeus,sothatwecanrenewourselvestofacethedemandsofourlives.
Itissomethingwerequireasmuchasfoodorsleeptostayhealthyandsane.
Weallhavedifferentwaysofspendingourleisuretime.
Whatmightbealeisureactivityforme(readingamystery)mightnotbeleisuretoyou.
Weknowandacceptthisabouteachother.
Whenconsidering搇eisureskills"forchildrenwithdeafblindness,however,weoftenfocusonactivitieswhichdonotrelaxorpositivelyenergizethem.
Wespendtheirtimegettingthemtoparticipatein損laywork"asoneyoungmanwithdeafblindnesstermsit.
Learningtoplaygames,participateinartsandsportsactivities,orotherpursuitsasapartoftheireducationalprogrammingmaybebeneficialforchildreninmanyways,buttheseactivitiesdon'tnecessarilymeettheirneedsfor搇eisure".
Thetypeofactivitiesthatoftendoproviderelaxationoramusementfortheseindividualsincludesbehaviorsthatwefindunacceptable:flickingyourhandinfrontofyoureyes,pullingthreadsoutofyourclothes,makingrepetitivesounds,etc.
Thesebehaviorsareconsideredself-stimulation,andassuch,areoftenperceivednegativelybecausetheydonotlook搉ormal,"mayinterferewithlearningandcanoftenbecomeself-injurious.
Yetthesebehaviorsserveapositivepurposefortheseindividualsaswell.
Changingourperceptionoftheseself-stimulationbehaviorsmaybethemostreasonablecoursetotakeinaddressingthisissue,especiallyifthischangeofperceptionalsohelpsusfindwaystogivemoreinformationtothechildwhoisdeafblindandconsequentlyreducehisneedtofindstimulationonhisown.
Thesebehaviorsmayalsoholdthekeytoinformationabouthis/herpersonalpreferences,whichwemaytapintotoselectmoreappropriatechoicesfortypicalleisureoptions.
StimulatingExperiencesMostofour搇eisureactivities"arenothingmorethanself-stimulationbehaviorsthathavebecomehighlyritualizedovertimeandmadesociallyacceptable.
Thereisnothingintrinsicallyvaluableorreasonableaboutleisurepursuitssuchasbungeejumping,playingcards,dancing,playingvideogames,listeningtomusic,smoking,etc.
Peopleparticipateinthesedifferentactivitiesbecausetheyfindthemtobepleasurableandbecausetheactivitiesaltertheirphysicalstate.
Eachactivityprovidesuswithaparticulartypeofsensoryinput(Chart-page12).
Thereisnotnecessarilyagreatdifferenceinso-calledself-stimulationbehaviorsandsomeoftheseactivities,beyondthefactthatsomearemoresociallyacceptableand搉ormal"inappearancethanothers.
Forexample,whatisreallysodifferentaboutbangingatableandbangingadrum,rockingtomusicandrockingtosilence,makingrepetitivesoundsandimitatingbirdcalls,spinningfornoapparentreasonandspinninginarideattheamusementparkChart-Ourbrainseeksoutstimulationthroughthechannelsofoursenses.
Eachofusseeksoutthisstimulationinavarietyofways.
Societyacceptssomeofthesebehaviorswithoutquestion,yetfeelsverydifferentlyaboutothers.
Insomecasesthisacceptanceseemstobearbitrary.
Thechartshowsexamplesofhowindividualstypicallyfulfillthiscravingforstimulationandhowsomeself-stimulationbehaviorsofchildrenwithdeafblindnessparallelthesebehaviors.
SensoryChannelsTactile:Informationreceivedbytouch(throughoutbodysurface)includessensitivitytolighttouch,pressure,pain,andtemperature.
Proprioceptive:Informationabouttherelativepositionsofpartsofthebody.
Thisinformationcomesthroughsensationsarisinginthemuscles,joints,ligaments,andreceptorsassociatedwiththebones.
Visual:Informationreceivedthroughtheeyes/seeing.
Auditory:Informationreceivedthroughtheear/hearing.
Olfactory:Informationreceivedthroughthenose/smelling.
Gustatory:Informationreceivedthroughthetongue/lips,tasting.
Closelytiedtothesenseofsmell.
Vestibular:Informationreceivedthroughreceptorsintheinnerearwhichenablesustodetectmotion,especiallyaccelerationanddeceleration.
Closelytiedtothevisualsystemwhichprovidesinformationtothevestibulelocatedintheinnerear.
MissManners'GuidetoAppropriateSelf-StimulationTwirlinghair,drummingfingers,playingwithcondensationonadrinkingglass,fingeringfabrics,rubbingeyes,pullingonbeardSnugglinginquilts,crackingknuckles,jiggling/crossinglegs,sittingonyourlegGazingatyourfingernails,handsandrings,watchingtelevisionwithoutthesound,windowshopping,flippingthroughmagazines,eyepressingHumming/whistling,tappingapencilonasurface,playingbackgroundmusicWearingperfume,sniffingmagicmarkers,scratchandsniffstickers,burningincenseChewingflavoredtoothpicks,suckingonmints/hardcandy,smoking,chewingonhair,suckingonpens/jewelryRockinginchairsorrockingbody,amusementparkrides,dancing,twistingonbarstools,skating,slidingCreativeVariationsWhichMayPlugYouIntoaWrittenBehaviorPlanPullinghair,lyinginfrontoftheairvent,slappingface/ear,playingwithspit,rubbingheadBurrowingintofurniture,wrappingarmsinsidetee-shirts,wristflappingFlickinghandinfrontofeyes,flippingpagesofbooks,lightgazing,playingwithtransparentorshinyobjects,eyepokingVocalizingormakingsounds,bangingonobjects,tappingobjectstogethernexttoearRubbingfecesonthebodyandsmelling,smellingotherpeoples'handsorshoesMouthingobjects,chewingonhair,suckingonfingers,lickingobjectsRockingbody,spinning,twirlinginswings,headrockingEachday,agoodportionofourenergyisspentinself-stimulation.
Justlookatthepeoplearoundyou.
Youareinaroomwithyourfamilywatchingtelevisionoratameetingwithagroupofco-workers.
Althoughyouareseeminglyengagedinthesameactivity,yourdaughterorcolleagueisplayingwithherhair.
Yoursonoryouroffice-mateisshakinghislegandtappingoutrhythmsonthearmofthechair.
Yourhusbandisflippingchannelswiththeremoteoryourbossisflippingpapers.
Ifyouaskthemwhattheyweredoing,theywouldlikelyreplythattheyarewatchingtelevisionorhavinganimportantmeeting.
Theywouldbelesslikelytosaytheywerechannelsurfing,twirlingtheirhair,practicingthedrumpartfor揥ipeOut,"orfanningtheirpapers.
Eachofus,eventhoseofuswithmoreintactcentralnervoussystems,toleratesdifferingdegreesofstimulation.
Lookatthedifferenceinthepreferredmusicaltastes(andintensitylevels)betweentheteenagerandtheforty-year-old.
Althoughmostteenagersenjoymegawattrockconcertwithallthetrimmings,mostadultsaremoreinclinedtoseekoutsoftermusicorsilenceinadimlylitroom.
Inthesameway,childrenwithdeafblindnessvaryintheamountandintensityofstimulationtheyneed.
Ifwecometoacceptthatself-stimulationisanimportantandvalidactivityforindividualswithoutdisabilities,thenwemustbegintoreviseourthinkingaboutaddressingself-stimulatorybehaviorsinindividualswithdeafblindness.
CanthisbehaviorbestoppedInlookingfortheanswertothisquestion,firsttakealookatyourself.
Trythislittleexercise.
Identifyoneofyourowndeeplycherishedself-stimulatorybehaviorssuchascrackingyourknuckles,humming,slidingacharmonyournecklace,etc.
Trytokeeptrackofhowmanytimesduringthecourseofa24hourperiodyouengageinthisbehavior.
Thenspendthenext24hoursrefrainingfromthisbehavior.
Ifyousucceed,thentrytoextinguishthatparticularbehaviorforayear.
Stopthisbehaviorunderallkindsofcircumstances:timesofstress,timesofidleness,etc.
Onceyouhavecompletedthisexercise,answerthequestionforyourself.
Youranswerwilleitherbearesounding搉o"ora搈aybe,if"dependingonyourparticularsuccessincompletingtheexercise.
Childrenwithdeafblindness(justlikeyouandme)participateinself-stimulatorybehaviortocalm,toenergize,togetfeedback,etc.
Mostofthetimeyoucan'tcompletelyextinguishthebehavior,andperhapsyoushouldn't,becauseitdoesserveapurpose.
CanthisbehaviorberedirectedMostparentsfindthattheirchildismorelikelytoparticipateinself-stimulatorybehaviorswhenhe/sheisidleorstressed.
Interactingwithyourchildinsomewaymaybreakuptheself-stimulation.
Ifthebehaviorappearsinresponsetostress,findingwaystohelphimrelax(e.
g.
,massage,beingwrappedupinaquilt,etc.
)mayreducetheamountoftimespentinthebehavioryoufindinappropriateorharmful.
Ifyourchildisleftalone,however,itislikelyhe/shewillre-engageinthisactivityassoonastheopportunitypresentsitself.
Canthisbehaviorbe揷ontained"byallowingitincertainlocationsoratcertaintimesSomebehaviorsmaypresentproblemsbecausetheyareconsideredsociallyinappropriate.
Thoseofuswhoaresmokershavelearnedtorefrainfromourfavoriteself-stimulationbehavioronflights,butweallknowexactlywheretogointheairportforthatlastcigarettebeforetheflightleaves.
Withsomeeffort,manychildrencanlearntoremovethemselvestotheirbedroomoraprivateplacewhenengaginginself-stimulationthatisnotconsideredsociallyacceptable.
Usingcalendarsymbolstorepresentthisfavoredactivityandschedulingtheactivityaspartofthechild'sdaymayhelpthechildrefrainfromthisparticularself-stimulationbehaviorforincreasinglylongerperiodsoftimeandstayinvolvedinotherkindsofactivities.
Canthisbehaviorbemodifiedorexpandedintomore搒ociallyacceptable"self-stimulatorybehaviorsSelf-stimulatorybehaviorsarevaluablebecausetheytellyouhowyourchildtakesininformation.
Ifyourchildlikestoburrowdowninsidethecushionsofthecouch,beheldorhuggedalot,enjoysmassage,etc.
,youcanassumethatheismotivatedbyinformationhereceivesproprioceptively.
Ifyourchildlikestovocalize,listentomusic,orbangthingstogethernexttohisear,youcanassumeheismotivatedbyinformationhereceivesauditorially.
Thesebehaviorscanbeusedasawaytoexploretheindividual'spreferredsensorychannelsforreceivinginformationfromtheworld.
Withthisinformationwemayidentifypreferredsensoryexperiencesaroundwhichwecandevelopmore搈ainstream"leisureactivitiesthatourchildrenwillalsocometoviewas搇eisure.
"Forexample,ifachildenjoysthevisualsensationoflightswecanfindage-appropriatetoysthatmightbemotivatingtohim.
InadditiontofamiliartoyssuchasLite-Brite,considerlavalamps,continuouswavemachines,lighteddraftingtablesfordrawing,andevensomeNintendo-typegames.
Youmightalsoconsiderextracurriculareventssuchasvisitingarcades,decoratingwithlightsforappropriateholidaysorlyinginahammockunderatreewatchingtheplayoflightthroughtheleaves.
Taketimetoobservethetypesofself-stimulationthatyourchildparticipatesinandwhenthisbehavioroccurs.
Watchhim/herandmakenotesaboutwhatyouseeandwhenyouseeit.
Thentrytoseeifthereisanypatterntothesebehaviorsthatwouldgiveyouinsighttothetypeortypesofstimulationhe/sheprefersandthepurposeitserves.
Atthesametimenotewhattypesofactivitieshe/shefindsaversive.
Whenyouhaveagoodunderstandingabouthis/herpreferences,begintobrainstormwaysthatyoucanofferotherstimulatoryactivities,modifyorexpandonthepreferredself-stimulation.
Askforhelpfromyourchild'steacher,physicaltherapist,occupationaltherapist,andothers.
Lookatchildrenofthesameage,andtrytofindtoysoractivitiesthatmaymaketheself-stimulatorybehaviorappearmore搉ormal.
"Sometimesyourchild'sfavoriteself-stimulationactivitycanbemodifiedorexpandedinawaythatwillmakeitmoresociallyacceptable.
Forexample,everyoneknowsthe搉ail-biters,"butdoyourecognizethemwhentheybecome搕hemanicurists"Severalofmyfriendssubstitutethemoreacceptablebehaviorofnailcarefortheirfavoriteactivityofnailbiting.
Theycarryacompletemanicuresetwiththematalltimesandcanoftenbeseeninmeetingsquietlyfilingorclippinganail.
Theybuff,cream,andpolish.
Theyexaminetheirnailsforchips,snags,splits.
Theyarerewardedbyotherswhoadmiretheireffortsinsteadofbeingheldinlowesteemasnervousnail-bitertypes.
Youshouldrealize,however,thatgenerallyyourchildwillneedsupportfromyoutoseekoutthesemoreacceptablebehaviors.
Theirfirstpreferencewillusuallybeforthebehaviortheyhavedevelopedontheirown.
Cantheenvironmentbeengineeredtomakethisbehaviorsaferifthebehaviorisdetrimentaltothechildorthosearoundhim/herPeoplewholiketojumpoffthingsaregreatexamplesofengineeringtheenvironmenttomakeadangerousself-stimulationbehaviorsafer.
Thesefolks(skate-boarders,skydivers,skiers,etc.
)havedevelopedelaboratewaysofplacingthemselvesinextremelydangerousactivitiesandsurviving.
Wehaveindustriesbasedonprotectiveclothingandequipmentthatwillallowthemtohurlthemselvesthroughspaceandmakeasafelanding.
Frequently,thebestyoucandoisprovideprotectionforchildrenwhoputthemselvesindangerofbodilyharmbyparticipatinginself-stimulationactivitiesthatareexcessivetothepointofcreatingphysicaldangertothemselvesorothers.
Splints,helmetsandotherdevicessometimesmustbeusedtemporarilytoprotectthechildandothersaroundhim/her.
Inadditiontoprovidingprotectionfromtheeffectsofthebehavior,itisimportanttolookatthecauseofthebehavior.
Oftentimesthesebehaviorseruptinresponsetorealphysicalproblemsthatthechildisnotcapableofcommunicatingtoyou.
Thesebehaviorsmightindicatepainordecreaseofsensation,asinthecaseofretinadetachmentorearinfections.
It'sveryimportanttothehealthandsafetyofthechildtoseekoutappropriatemedicalexaminationswhenthistypeofbehavioremergesorescalates.
Emotionalandenvironmentalconditionsmayalsoprovokeincreasesinself-injuriousbehaviors.
OneindividualIknewexhibitedadramaticincreaseinself-stimulatorybehaviorafterthedeathofherfather.
Theamountandintensityofthebehaviorposedconcernsforhersafetyandthesafetyofothers.
Sincetherewasnophysiologicalbasisforherbehavior,thefamilyspentalotoftimewithherlookingatpicturesofherdad,goingtothecemetery,andtryingtoparticipateinactivitiesthatwereassociatedwithherfather.
Afteraperiodoftime,thebehaviorsdecreasedtolevelsthatwerecomparablewiththeperiodbeforeherfather'sdeath.
Changesinschedules,movestonewenvironments,andsoforth,canalsobringaboutincreasesinself-stimulatorybehavior.
Helpingthechildanticipatethesechanges,andprovidingasmuchconsistencyaspossiblethroughfamiliarroutinesduringtimesofchange,mayhelpreducethistypeofbehavior.
ConclusionLikeyouandI,childrenwithdeafblindnesshaveaneedtoparticipateinself-stimulatoryactivities.
Becausetheirbehaviorsappearverydifferentfromourownandcaninterferewithlearningorbecomedangerous,theyareviewednegativelybymanypeople.
Changingourperceptionaboutthesebehaviorsmayhelpusrespondtotheminabetterway.
Thereareanumberofwaystointervene.
Keepthechildinvolvedwithothersduringthecourseoftheday.
Helphim/hercontainthebehavior,orengineertheenvironmenttomakethebehaviorsafer.
Scheduletimesinthedayforyourchildtoengageinthepreferredactivity.
Lookatwaysthebehaviorcanbeadapted,soitwillappearmore搉ormal.
"Usetheinformationthesebehaviorstellyouaboutyourchild'spreferredchannelsofsensoryinput,todeveloprecreationalandsocialpursuitsthatmaybeenjoyableforhim/her,eveniftheseactivitieswillnotentirelymeethis/her搇eisure"needs.
Finally,acceptthatyouwillprobablynevercompletelyextinguishthebehaviorwithouthavingitreplacedbyanotherself-stimulatorybehavior.
Self-stimulationiscommontoallhumansandservesanimportantpurpose.
ResourcesandAdditionalReadingLevack,Nancyetal.
LowVision:AResourceGuidewithAdaptationsforStudentswithVisualImpairments,TSBVI,1991.
Kotulak,Ronald.
Unlockingthemysteriesofthebrain.
AustinAmericanStatesman,Sunday,June6,1993,pG1andG4-6.
Restak,Richard,M.
D.
TheBrain,BantamBooks,1984.
Romanczyk,R.
G.
,Kistner,J.
A.
,andPlienis,A.
Self-stimulatoryandself-injuriousbehavior:etiologyandtreatment,pps.
189-254inAutismandSeverePsychopathology,AdvancesinChildBehavioralAnalysisandTherapy,Vol.
2.
Rojahn,J.
andSisson,L.
A.
Stereotypedbehavior,pps.
181-223inHandbookofBehaviorModificationwiththeMentallyRetarded,2ndEd.
,1990.
Stone,Gretchen.
Self-stimulationandlearningbehavior,1987.
Silverrain,Ann.
Aninformalpaper:teachingtheprofoundlyhandicappedchild,1991.
vanDijk,Jan.
Movementandcommunicationwithrubellachildren,1968.
Wiley,David.
It'smorethanagame:acquiringskillsforleisuretime,VISIONS,TSBVI,OutreachDepartment,May1993.
PlanningandSupportingaMoreActiveLifeatHomeByDavidWiley,TransitionSpecialist,TSBVI,TexasDeafblindOutreachEditor'snote:WhileDavid'sarticleiswrittenaboutpeoplewithdeafblindness,theideashediscussesarerelevantforamuchwiderpopulation.
Helpingayoungpersonwithdeafblindnessdevelopanactivelifestyleisoneoftheimportantissuestoconsiderwhenplanningforthefuture.
Peoplewithdeafblindness,especiallythosewithadditionaldisabilities,maydeveloparoutineofremainingpassiveanduninvolvedwithbasiclifeactivitiesaroundthehome,andexperienceanunsatisfyinguseoffreetime.
Families,educators,andanyotherswhoworkwithayoungperson,allhavearoleinplanningandsupportingamoreactivelifeathome.
WhyanactivelifeisimportantItisimportantthatkidsdeveloptheexpectationofbeingactivelyinvolvedinhomelife.
Withoutthisexpectation,childrenareatriskofdevelopinga搇earnedhelplessness"thatcancontinuethroughouttheadultyears.
Mostpeoplefeelthatbeingactivelyinvolvedineverydayactivitiesleadstoahigherqualityoflife.
Apersonwhoisactivelyinvolvedincommondailyactivities,suchastakingcareofthehomeandpersonalcare,hasseveraladvantages:1.
Activeparticipationallowsapersontoavoidboredomandinactivity.
2.
Activeparticipationallowsapersontogainasenseofcompetenceandaccomplishment.
3.
Activeparticipationallowsapersontohaveagreatersenseofcontroloverthecircumstancesofhisorherlifeandmoreinfluenceoverthewaythingsaredone.
4.
Activeparticipationallowsapersontohavemoreopportunitiesformakingchoicesandexpressingpreferences.
5.
Activeparticipationallowsapersontohaveabetterunderstandingofhoweverydaythingshappen(e.
g.
howlongittakesformealstobeprepared,orhowcleanlaundrygetsbackintodrawers).
6.
Activeparticipationsupportscommunicationdevelopmentbyprovidingapersonwithmoretopicstouseininteractionswithothers.
CreatingopportunitiesformoreparticipationWhenindividualsareabletocompleteactivitiesaroundthehomeindependentlyorwithminimalsupervision,theyshouldbegivenopportunitiesandsupporttodothem.
Thismayinvolve:1.
Givinghimorherresponsibilitiesandchancestousecurrentskillsinregularhouseholdactivities.
2.
Teachingnewskillssoheorshecantakeresponsibilityforregularhouseholdactivities.
3.
Creatingnewhouseholdroutinesasopportunitiesforthepersontousehisorherskills(e.
g.
createagarden,getafishtank,orstartrecycling).
Partialparticipationinactivitiesisawaytoencourageamoreactivelifeforindividualswhoarenotveryindependent.
Evenwhenapersonisnotabletofullycompleteanactivity,heorsheshouldbegiventheopportunitytoparticipateatalevelinkeepingwithhisorhercapabilities.
Nooneshouldbeleftout.
Partialparticipationcaninvolveselectingthosestepswithinanactivityroutinethatapersonisabletoaccomplishindependently,andprovidingachanceforhimorhertocompletethosestepswhilesomeoneelsecompletestherest.
Activityroutinesshouldbe搕askanalyzed,"bybreakingthemintosmallstepsandidentifyingthosestepsthepersoncancomplete.
Whenstepscannotbecompletedindependently,peopleshouldbeallowedtoparticipateinawidevarietyofactivitieswiththesupportofpromptsorphysicalassistancefromanotherperson.
Onceapersonisactivelyinvolvedinaroutine,thelevelofparticipationandindependencecanbeincreasedovertime,byreducingprompts,addingmoresteps,orfadingthelevelofsupport.
Adaptingmaterialsandtheenvironmentcanallowagreaterlevelofparticipation.
Adaptedmaterialsmayincludethingssuchastactilemarkersonappliancedials,anon-skidsurfaceonacountertop,anelectricrazor,orafoodprocessortocutandstir.
Adaptationstotheenvironmentincludethingssuchasstoringmaterialsinconsistentlocations,reducingclutter,anddefiningworkspacesclearly.
CreatingnewexpectationsItisnotunusualforsomeonetoinitiallyprotestwhenaskedtojoininnewactivities.
Becausedailyroutinesarefamiliar,anypersonmightbecomeupsetwhentheseroutinesaredisrupted.
Peoplemayhaveasenseofuneasinesswhentheyskiptheirmorningcoffee,misstheeveningnews,oraltersomeotherroutineactivity.
Thedifficultyofstartingnewroutinesisveryevidenttosomeonewhoattemptstochangediets,stopsmoking,orbeginanexerciseprogram.
Beingaccustomedtoaroutineofinactivitymaycauseayoungpersonwithdeafblindnesstoinitiallyresistmoreactiveparticipation.
Thisistobeexpected,evenwhenthenewactivitiesareenjoyable,aswouldbethecaseifanyroutineisreplacedbyanother.
Onceanindividualbecomesfamiliarandcomfortablewithnewexpectationsandopportunitiestobemoreactive,however,thenewroutineswillgraduallytaketheplaceofinactivity.
Whenthathappens,thepersonwillmoreeasilygrowtoacceptandenjoynewchancestoparticipate.
Ofcourse,ifsomeonecontinuestoresistaparticularactivityoveraperiodoftime,therecomesapointwhenthismustbeacceptedandhonoredasthecommunicationofapreference.
Beforegivingup,however,thepersonmusthavehadenoughopportunitiestoparticipateandfullyunderstandtheactivity.
FreetimecanpresentachallengeAsignificantportionofeveryperson'stimeathomeisspentwithself-directedleisure.
Leisurecanbedefinedasunobligatedtimeinwhichpeopleperceivethemselvestobefreetochooseactivitiestheyfindmeaningful,enjoyable,andintrinsicallymotivating.
Duringfreetime,apersonmaybegiventheopportunityto揹oanythingheorshewantstodo.
"Butwhatdoesitmeanto揹oanythingyouwant"Therearemanystepsthatmustbesuccessfullycompletedbeforeapersoncaninitiatealeisureactivity:1.
Thepersonmustknowhowtodoanumberofactivitiesfromwhichheorshecanchoose.
2.
Thepersonmustunderstandtheconceptoffreetime,andknowthatitrepresentsatimetochooseforoneself.
3.
Thepersonmustknowhowtomakeachoice.
4.
Thepersonmustbeabletothinkof,orhaveareminderof,theactivitiesheorsheisabletodo,andfromwhichheorsheisabletochoose.
5.
Thepersonmustknowwhenthefreetimewillend,andhowitfitsinwithotherdailyactivitiesandevents,aswellaswhatactivitiesareappropriatewithinthattimeframe.
6.
Thepersonmustbeabletolocateandgetthematerialsneededtoparticipateinanactivity.
Ifanyofthesestepscauseaproblem,thepersonneedsmoresupportduringfreetime,justasduringself-careorothertasks.
Whengivennosupport,manypeoplewithdeafblindnessmaybeunabletosuccessfullyinitiatealeisureactivity.
Thiscanberecognizedwhensomeoneconsistentlychoosessleeping,sittingidly,orengaginginproblembehaviorsduringfreetime.
HowdeafblindnessaffectsthelevelofactivitySomeproblemsexperiencedduringleisuretimearedirectlyrelatedtodeafblindness.
Forexample:1.
Peoplewhoaredeafblindwithmultipledisabilitiesareoftenunabletoenjoymany搊ldstandbys"-simple,commonleisureactivitiesthatpeopleoftenfallbackon(e.
g.
TV,music,books,conversation,sight-seeingandboardgames)2.
Mostpeoplearemotivatedtotrynewactivitiestheyhearaboutorseeothersdoing,andconsequentlybuildarepertoireofleisurechoices.
Peoplewithdeafblindnessoftenreceivelessinformationthroughmodelingandothersourcesintheenvironment.
Asaresult,theymaynothavemanyleisureoptionsfromwhichtochoose.
3.
Peoplewithdeafblindnessreceivefewernaturalenvironmentalcuesthatpromptself-initiationandindependentparticipation.
Mostpeopleobservethesecuesandareremindedoftheactivitiestheymightwanttoselectwhentheyhavefreetime.
4.
Peoplewhoarenotstrongcommunicatorsmaybeunaccustomedtomakingchoices,andunabletoeasilycommunicatepreferences.
Theymaynotbegoodself-advocateseither.
5.
Sensorystimulationoftentakesongreatimportance.
Activitiesthatdonotprovidesensorystimulationmaynotbeasmotivating.
HowtohelpsomeonehaveamoreactivelifeEnhancingparticipationandincreasingself-initiationisbeneficialforahigherqualityoflife.
Thesestepscanhelpayoungpersonbecomemoreactive:1.
Createandpracticeconsistentroutinesthatincreaseparticipationaroundthehouse.
2.
Developandcommunicateadailyschedule,sothepersonwillhaveexpectationsofwhatwillhappen.
(Includeboth揷hores"andleisureactivities.
)3.
揕abel"theconceptoffreetimeandsupportconcretechoice-making.
4.
Supportthepersoninlearningaboutself-determinationandself-advocacy.
5.
Arrangeasystemthatremindsthepersonaboutpossibleleisureactivities.
6.
Assesstheperson'sinterests,andplannewexperiencesforhimorhertotry.
AssessingandplanningnewexperiencesInassessinginterestsandplanningnewexperiences,considerthefollowing:1.
Theperson'spastexperiences.
2.
Theperson'spreferencesandattitudes.
3.
Theexpectationsandinterestsoffriendsandfamily.
4.
Opportunitiesavailableintheperson'shome.
Aftergatheringthisinformation,supportthepersontobecomemoreactive.
Enjoyableandfamiliarpreferredactivitiesshouldbebalancedwithnewthingsapersoncanlearnmoreabout.
Honortheperson'schoiceswhenpossible.
Whenitisnotpracticaltoacceptaperson'spreference,becauseitisinappropriateforsomesituations,frustratingtotheperson,orpotentiallyharmful,helpthepersonbyadaptingthesepreferredactivitiestomakethemmoreappropriate.
Newskillsshouldalsobetaughtforspecificactivities,toincreasethenumberofoptionsthepersonhas,andtoprovidealargerarrayofopportunitiestochoosefrom.
TheActivityPlanningSheet(page20)canbeusedto揵rainstorm"newactivityideas.
Byknowingtheyoungperson'spreferencesandabilities,andworkingtogethertoencourageamoreactivelifeathome,everyoneinvolvedcanhelpayoungpersonwithdeafblindnesshaveamoreproductiveandsatisfyinglifestyle,nowandinthefuture.
TheProcessofPlanningandSupportingaMoreActiveHomeLifeTeacher'sRole1.
Talktothefamilyandworkasateamtodeterminewhatroutinesmightworkwellathomeforthestudent.
2.
Workonsimilarroutinesatschool,andcommunicatewiththefamilytocreateasmuchconsistencyaspossible.
3.
MakesuredailylivingandindependentleisureactivitiesareroutinelydiscussedduringIEPandITPdevelopment.
4.
Inordertoplaneffectively,findoutabouttheactivitylevelandtypicalsupportavailabletoadultswithdeafblindnessintheirhomes.
5.
Documentbothproficiencyandpreference,andmakealistofactivitiesthestudenthastriedinthepast.
Documentationcanbewrittenand/orvideotaped.
6.
Rememberthatthefamilyhasobligationsinadditiontosupportingthestudent'sactivehomelife.
Work,doctorappointments,otherchildren,homemaintenance,mealpreparationandrelaxationareonlyafewofthecompetingprioritiesfamiliesface.
Family'sRole1.
Makeyourchild'sactiveparticipationaregularandexpectedpartoffamilylife.
Trytobeasconsistentaspossible.
2.
Giveyourchildchores,orfindwaystoincludeyourchildinhouseholdduties,evenifonlyinasmallway.
3.
Consideralltheregularroutinesthatinvolveyourchild,anddiscoversomeactiveroleforyourchildineach.
4.
Useacalendarorotherwaytoletyourchildknowwhatisexpectedeveryday.
5.
Helpyourchildmakesatisfyingandproductivechoicesduringfreetime.
6.
Developnewideaswithyourchild'steacherorcareproviders,andbeconsistentacrossdifferentsettings.
7.
Rememberyourotherfamilyobligations,andfindawaytosupportyourchildconsistentlywithoutplacingtoomuchstressonotheraspectsoffamilylife.
OtherCaregiver'sRole(GroupHomeStaff,Member,RespiteCareWorker,etc.
)1.
Workwiththeindividualandfamilyasateamtodeterminewhatroutinesmightworkwellathome.
2.
Makeactiveparticipationaregularandexpectedpartoftheyoungperson'slife.
Beconsistent.
3.
Dothingswith,notfor,thepersonyouaresupporting.
4.
Duringfreetime,helphim/hermakechoicesandparticipateinsatisfying,productiveactivities.
5.
Whennecessary,scheduleactivitieswithorfortheperson.
Keepinmindtheappropriatelevelofsupportandhis/herpreferences.
6.
Useacalendarorotherwaytolethim/herknowandanticipatewhattoexpectthroughouttheday.
7.
Documentbothproficiencyandpreferenceinmakingalistofactivitiesthestudenthastriedinthepast.
Documentationcanbewrittenand/orvideotaped.
ActivityPlanningSheetDevelopingandAdaptingActivitiestoImproveorExpandOptionsatHome1.
Whatdoesthepersoncurrentlyenjoydoingorshowaninterestin2.
Whatmightbemotivatingaboutthisactivity3.
DoesthisactivitycurrentlycreatesuchaproblemthatitneedstobechangedIfnot,skipaheadtoQuestion5.
4.
Ifso,answerthefollowingthreequestions:Ifthisactivity'slocationcreatestheproblem,howcouldchangingthesettingmaketheactivitybetterIfthematerialsusedinthisactivitycreatetheproblem,howcouldchangingthematerialsmaketheactivitybetterIftheperson'sinabilitytofinishthisactivitycompletelyorcorrectlycreatestheproblem,howcouldchangingtheexpectationsorlevelofsupportmaketheactivitybetter5.
Whatarefivenewactivitiesthatcouldbemotivatingorinterestingtotheperson,basedonthequalitieslistedinQuestion2Planning&SupportingaMoreActiveLifeatHomeDavidWiley,TexasDeafblindOutreachAPersonalJourneytoLiteracyByJeffMoyer,HighlandHeights,OhioEditor'snote:JeffMoyerisatruerenaissanceman-songwriter,author,passionatepublicspeaker,publisher,andchampionofthedignityofallpeople.
Hisuniqueblendofhumor,music,andpowerfulideashasbeenheardbyaudiencesin46states,inAustralia,throughoutCanada,andintheVirginIslands.
Moyer'spublishedbooksofclassroomactivitiesandhisnewmusicalHowBigIsYourCircleareatworkinschoolsandcommunitiesworldwide,promotingacceptanceofdifference,genuinecommunity,andovercomingexclusion,ridicule,andviolence.
Jeff'ssixalbumsofrecordedoriginalmusicspanmanystyles,themes,andforms,butsharethecommonattributeofliftinghighthedignityofthehumanspiritandshowcasingthethought,depth,andheartofthistalentedandversatilemusician.
Hisentertaining,moving,andupliftingkeynotesmakehimapopularandsought-afterconferencepresenterfordiverseaudiencesatbothnationalandinternationalmeetings.
TexansmayrememberJeffasthekeynotespeakeratlastspring'sTAERconference,orfromtheFutureHorizonsfamilyworkshopinGalveston.
OutreachspokewithJeffatTAERabouthisexperienceswithdifferentmediaandhisdefinitionofliteracy.
IfyouwouldliketoknowmoreaboutJeff,visithiswebsiteat.
1.
Tellusaboutyourtransitionsintodifferentlearningmediaandwhatyouusenow.
IhadfullvisionuntilIwasfiveyearsold.
IrememberstudyingprintwhereverIsawit,andIeagerlyawaitedthedaywhenIcouldmastertheeaseandwonderofreading.
Whenthedaycametoenterkindergarten,Ibrimmedwithexcitement.
Throughouttheschooltherewasprintingonbulletinboards,classroomblackboardsandbookswereeverywhere.
Byfirstgrade,whenprintreadingandwritingwasintroduced,however,theearlydeteriorationofmyretinaswasbeginningtoimpactmyabilitytoseedetail.
IrememberbeingunabletoseetheprintinthegiantDickandJanereaderthatsatonthetableinthefrontoftheclassroom,andthenecessityofholdingmyreadercloserthananyoneelseinordertoread.
Whenmyparentsobserved,afteralife_threateningboutofmeasles,thatIwasnotseeingnormally,theyweretoldbyanoptometristthatIwantedtowearglasses,andthattherewasnothingwrongwithmyvision.
MyfatherinsistedthatInotpretend,andIwouldsnapthefunniestonormalreadingdistancewhenheenteredtheroom.
Insecondgrade,Iwastakentoanexcellentophthalmologistwhobeganseeingmetwiceayear.
Thegrimmarchofvisionlosscontinuedwithdevastatingresultsonmyabilitytoreadnormallyoreasily.
Throughoutelementaryschool,thetwinforcesofincreasinglysmallerprintandgreatervolumeofreading,andmyslowlyerodingvisionmadeschoolworkdifficult,frustratinganddisheartening.
Mydadboughteverydrugstoremagnifierhecouldfind,Iwasprescribedbifocalsthatdidverylittlegood,andIfeltlikeadrowningswimmer.
Theperplexedophthalmologistscratchedhisheadaboutthecause,butvalidatedanddocumentedthedeathofmyretinas.
Atage11,Ihadcrossedthemagicthresholdoflegalblindnessandtwopowerfulthingsoccurred.
First,IwasseenatalowvisionclinicwhereIpickedoutapowerfulmagnifierforbooksandatelescopewithwhichIcouldreadtheblackboard.
ThesetoolswerewonderfulandIremembermyelationsittinginthecliniclearningtousethem.
Butusingdevicesthatlookstrangeandarenotunderstoodbyotherstudentskeptmefromusingthemunderanythingbutrequiredcircumstances.
IcanstillfeeltheflushofembarrassmentasIpulledtheopera_glassmonocularoutofmygymbagtoreadtheboardfromthefrontroworreadatestwithmythickmagnifier.
Myreadingwasnowpossiblebutslow,fatiguingandevenpainful,andIrealizedthatcreepingalongwithmymagnifierwasnotgoingtogetmethroughthevolumeofreadingaheadofme.
Mymothersteppedinandbegantoreadtome:averywelcomerelief.
Atthesametime,IwasenrolledintheTalkingBookprogram,andtheworldofeasy,effortless,andboundlessreadingopenedtomelikeaprairie.
IwouldspendSundayafternoonsandmanyeveningsreadingbookafterbook,andIrelaxedandreadandread.
Thatsameyear,Iwaspulledoutofmylocalelementaryschoolandplacedinanotherdistrictwitharesourceroomandaspecialeducationteacher.
Braillewasintroduced,andIremembertheshameandpainthataccompaniedthatyear.
Nocounselingorsupportwasofferedconcerningthetraumaandgriefoflosingvision,andmyfearofblindnesskeptBrailleatbaywithsteelcablesofcompleteresistance.
DespitethebesteffortsofdearoldMissStone,myBrailleteacher,Irefusedtogenuinelyapplymyselftotheworkunderhand.
ThejudgmentofMissStone,asocialworkerandmyparentswasthatIwasnot搑eady"forBraille.
Inretrospect,therealitywasthattherewouldneveragainbetheopportunitytolearnBrailleundertheinstructionofateacherandwithtimecommittedtosurmountthelearningitself.
Theschooldidhavelargeprintbooks,whichIdespised.
Thebookswereoversized,andIreadsmashedtomymagnifierflatonthepage.
Itwasimpossibletomaintainacomfortableposturewhilereadingthewideandlongpagesofthebooks.
Readingwithmymagnifieralwayscausedneckandbackpainandultimatelychronicposturalstrain.
MissStonedidteachmetotype,andItooktotheoldRoyalmechanicaltypewriterlikeaseriousstudentofoldMasterQWERTY.
Afterthatoneyearinsixthgrade,Ineverreadalargeprintbookagain,butIsurestartedtypingandneverlookedback.
Itypedonmylargeprinttypewriterandfounditbetterthansmallprint.
Readingapageorsooftypingwasjustanotherslowandglacialreadingtask.
Inanycase,IthinkwegotridofthatoldbeautywhenIwasinhighschool,andItradedthelargeprintmachineforatrimportablemanualwithregulartype.
Iwouldcheckmyplaceandmakecorrectionswithahighpowermagnifierwhichwasneeded,inanycase,toreadlargeprint.
Iwasreturnedtopublicschoolandfellowstudentswerepaidtoreadtomeatschoolandathome,andtheaccommodationofhavingcertaintestsreadaloudtomeathomeorinateacher'soffice.
Actually,Iusereadersatleastsomeofthetimetothisday.
Bytenthgradeareel_to_reeltaperecordersatonmydeskinmyroomandIlistenedtoallmytextbooks,readbytheNationalBraillePress.
Strongerandsmallermagnifiersallowedmetoreadforshortperiods,andIeventooktimedtests,butnotverysuccessfullywithoutaccommodation.
Duringmycollegecareer,cassettesbecameapartofmyreadingworldandhavestayedaconstantcompanion,initiallysupplementing,andthenreplacing,reelsoftapeandrecords.
IbeganusingCCTVsintheearlyseventies,andwasblownaway.
Icouldseeeasilytoreadandwrite,althoughnotforbulkreading.
Ihadhopedthatthoseamazingdeviceswouldfreemetojumpontoprintandfinallyreadeffortlessly.
IevenconvincedtheStateofCaliforniaDepartmentofRehabilitationtobuymeasystemforcollege.
Ipresentedacost/benefitanalysisshowinghowmuchmoneywouldbesavedoverreaderservice.
Alas,withthemagicboxIwasstillnotabletoreadvolumesoftext,butIwasabletoreadmynoteswithouteffortandstudywithoutposturalstrainanddiscomfort.
Afterschool,IcontinuedtouseCCTVsonthejob,includingtwocamerasystemsformonitoringtypingandreadingsimultaneously.
IworkedforseveralyearsatTelesensorySystemsInc.
,andwhilethereIbecameoneofthefirstindividualstouseacomputerthatgeneratedenlargedcharacters.
TheengineeringdepartmentwhereIworkeddoinghumanfactorstudiesonnewtechnologyusedamassivedevelopmentcomputer,thatincludedprogramsforwordprocessingandanintriguingcomputergamecalledDungeonsandDragons.
Afriendwroteaprogramthat損ainted"thescreenwithgreatlyenlargedcharacters.
Thisgavemeaccesstowritingandeventotheaddictiveadventuregame.
Ididn'tknowtheprogramcode,somywritingwasnoteditable,butIcertainlydidusethecapacity.
Iwouldgivetheprintcommandtothecomputerandprinterinanotherroomandthengoandretrievethegrants,reports,teachingmaterialsorwhateverIwasworkingon,tearoffthesheets,andgivethemtomysecretarytore_typeonanelectrictypewriter.
Talkaboutrepetition!
In1984IobtainedanewportablecomputercalledTheViewscan.
Itwasawonderfulsystem,witharighttoleftscrollingorangeonblackcomputerscreen.
Manypresentationswerewrittenandreadusingthatmagicbox.
Butmyretinaswerelosingthebattleagainstslowdeathandwithinafewyearsthesystembecameunusable.
IstillkeptaCCTVonmydeskandwoulduseitforstrainingtoseeverylimitedtext,butmydesktopcomputerusehadmorphedintovoiceoutput,augmentedbyenlargedcharacters.
In1988IobtainedaKeynote,ahighlyportablewordprocessorwithvoiceoutput.
Forthefirsttime,Icouldwriteandreadmyworkwithouteffort.
Iamasongwriterandpoet.
AtthetimeIwasalsowritingmanygrants,articlesforpublication,andtheothersortsofbusinesscommunicationrequiredofanambitiousyoungadministrator.
Bookswereminethroughcassettesandtheelegantlittleplayersthathadevolved.
Butforme,readingisasmuchaboutreadingmyownwritingasitisreadingbooks.
Socomputersthatgavemetheabilitytofreelywriteandedit,reviewandrefine,wereadramaticboosttomyoverallliteracy.
Thetechnologyhaschangedforme,butIstillusevoiceoutputcomputersexclusivelyandlovethefreedomandpowertheyprovide.
TenyearsagoIseverelydamagedmyhandsthroughoveruse,typing,guitarplaying,andcarryingmyportablecomputerbackandforthfromwork.
Repetitivestraininjuryistheleadingworkplaceinjurythesedays,andIfoundmyselfwithverypainful,limitedhands.
Ican'ttypeonaregularkeyboard,liftasuitcase,shakehands,clap,ordoanythingelsethatrequiresmuchfingergripandarticulation.
ImovedtoaBraille'nSpeakandnowaVoicenoteduetotheBraillekeyboardsthatrequirelessfingertorqueandrangeofmotion.
Technologysavedmeonceagain.
SeveralyearsagoIbeganusingtheKurzwielVoiceforinputintomydesktopcomputer.
Thishasproventobeanexcellent,albeittedious,methodforinputanddataretrieval,andisagreatstepforwardwhenpairedwithascreenreaderandvoicesynthesizer.
2.
DoyouconsideraudioinputasaliteracymediaAbsolutely.
Oneneedstoknowhowtowrite,spell,thinkcritically,digest,andabsorbthewrittenword,butIhavebeenreadingthroughlisteningforover40years.
Fromsixthgradethroughgraduateschoolandthroughoutmybusyandvariedcareeractivities,livereaders,tapes,computersandscannershavebeenmykeytothewondrousworldofideasandcommunication.
Ihavelistened/readavidlysincechildhoodandhavebeenawriterofonesortoranotherthroughoutmylife.
ThefactthatmyBrailleskillsarelimitedtoGradeOneinputandthelabelingofitemsinshort,simplenotesisbesidethepoint.
Literacyshouldincludetheabilitytoreadandwrite.
Thankstotechnology,thoseofuswhodidnothaveasolideducationthatincludedBrailleinstructioncanstillcompeteandshareinthediscoursebetweenpeople.
Acrosstime,thatisthehallmarkofliteracy.
Idobelievethatchildrenneedtobetaughtaliteracymediathatisportableandefficient.
Today'stechnologicaltoolshaveprovidedthemeansthroughwhichwecannoweasilywriteandreadusingsmallportablesystemsthatgeneraterefreshableBraille,syntheticspeechorenlargedcharacters.
Aslongasoneiscompetitive,activelylearningandgainingindependenceandlearningskills,doesitmatterifatoolisusedSomemightarguethatrelianceontechnologyisnotliteracy.
IsrelianceonawheelchairnotmobilityBrailleandprintrelyonliteracythroughthefingersandeyes.
Iamahighlyliterateperson,relyingonliteracythroughtheears.
I'mReadingwithmyEarsI'mreadingwithmyearsyouknow,I'mreadingwhatIhearThewordsIreadfulfillmyneed.
TheymakeideasclearI'mgratefulforthefacultycommunicationhere,I'mreadingwhatI'mhearing,yesI'mreadingwithmyears.
I'mlisteningwithmyeyesyouknow,I'mhearingwhatIseeThesignsandfacesofmyfriendsmakeitquitecleartomeI'mlisteningwithmyeyestoallthelanguagethatIseeI'mlisteningwithmyeyes,yourhandsarespeakingrighttome.
I'mlookingwithmyhandsyouknow,I'mseeingwhatIfeelWhenIcantouchitmeanssomuch,itmakesconceptscomereal.
I'mseeingwithmyhands_allthatItouchIreallyseeIdeasrush.
Itmakessensetotouch.
Itmakesitcleartome.
I'mlivingmyownlife.
Youknow,I'mlivingmyownwayThedifferencesinhowIdodon'tneedgetintheway.
TheonlyblocksIfacearethosewithinsomepeople'smindsI'mlivingfreeinsideofme.
I'veleftmyfearbehind.
(c)JeffMoyer1996WhateverWorksByPeggyBriscoandJeriCleveland,SpecialProgramsTeachersTexasSchoolfortheBlindandVisuallyImpairedEditors'note:WeaskedPeggyBriscoandJeriCleveland,SpecialProgramsteachers,togivetheirdefinitionofliteracy.
TheyhavebeenclassroomteachersatTSBVI,andnowaretheteacherswhoworkwithstudentswhocomefromdistrictsacrossTexastoattendone-weekshort-termprograms.
OneaspectoftheconventionalviewofliteracyisthatreadersandwritersmustbeabletodirectlyaccessprintorBraillewitheyesorfingers.
Thistraditionalperspectivealsodefinesparametersforspelling,grammar,rateandgradelevel.
Ouropinionshaveevolvedoverthepasttwenty-fiveyearsofcombinedexperienceteachingchildrenwithvisualimpairments.
Wenowbelievethattheestablishedviewofliteracyisfartooconstraining.
Bylimitingthemediaandthesensesemployed,weignorethefactthatalargepartofliteracyistheabilitytocreate,manipulateandsynthesizesymboliclanguage.
Alsoimplicitaretheideasthatpeoplewhocannotuseprintorbraillearelessintelligentandthatfunctionalliteracyactivitiesarelessvaluablethanmoreacademicones.
Thisnarrowfocusdoesnothonororfacilitatetheassociationsamonglanguage,literacy,intelligenceandfunctionality.
Workingwithstudentswhostrugglewithliteracylearning,wediscoveredthatconcentratingonfunctionaltasksandacceptingauditoryinputandoutputasaliteracymediumwerethemostsuccessfulstrategies.
Wewereabletogivestudentscreditfortheintelligenceandvocabularytocreateandunderstandwritteninformation,evenwhentheycouldn'taccessitintraditionalways.
Theterm揻unctionalliteracy"carriesaloadofnegativestereotypesthatneedtobedropped.
Wetendtoseeitasthelastresortineducation,andthisimpliesthattheparents,teachersandstudentshavefailed.
Educatorstendtofocusexclusivelyonacademicliteracyandleavestudentstofigureouthowtousetheskillstodofunctionaltasksontheirown.
Actually,functionalliteracyisthebasisofallliteracy.
Whenwemakeitthecoreofliteracyinstruction,therearesomeveryusefulnaturaloutcomes.
Chiefamongtheseoutcomesisthatstudentsmakeconnectionsbetweenliteracyandeverydaylife.
Whenthoseconnectionsareinplace,studentscanoftenprogressfartherandfasterinliteracylearning.
Wehavefoundthatwhenstudentsbecomefunctionallyliterateandlearntovaluethoseskills,theyareoftenabletomovemoresuccessfullyintoacademicliteracy.
Wehaveobservedthesepositiveoutcomesrepeatedlyamongourstudents.
Oneyoungmancametousattheageoftwelve,knowinghowtotypeBraillelettersusingabrailler.
Hehadnotmadetheconnectionbetweensoundandsymbols,norcouldheidentifythelettershetyped.
Hefeltthathehadfailedinliteracylearning,andhedetestedanyandallliteracyactivities.
Inotherwaysthisyoungmanwasanavidlearner,fullofcuriosityandquestions.
WeintroducedthisyoungmantoaBraille'nSpeakclassic,averysimpleportablewordprocessorwithvoiceoutput.
Intheinteractivemode,thisdevicewillspeakthewordstypedwhenthespacebarispressed.
Forthefirsttimethisstudentwasabletounderstandtheconnectionbetweenthesymbols(hefelthewasbeing搕ortured"tolearn)andwords.
Hebecameanexcellentinventivespeller.
InaveryshorttimewiththeaidoftheBraille'nSpeak's搑eadbyline"function,thisstudentgraspedthatwrittenwordscouldactuallybeputtotogetherintoideas.
Afterthistherewasliterallynostoppinghim.
Bywinterbreakhehadindependentlywrittenashortstorythathewasdownloadingintothedevicesofotherstudents.
HewasalsousinghisBraille'nSpeaktoaccesstheInternetforinformationande-mail.
HesoonfoundthatphoneticspellingwasnotadequatefordoingInternetsearches,andthatiswhenherecognizedtheneedtolearnstandardizedspelling.
Suddenlytheworldofinformationtechnologywasopentothisstudentandhewasabletoindependentlysatisfyhiscuriosity.
Thisalsohelpedimprovehissocialacceptance,becausehewasnolongerconstantlyaskingquestionsofthepeoplearoundhim.
Yearslaterthisstudentisstillabletoreadjustafewbraillesightwordswithhisfingers.
Yet,withhisabilitiestoaccessandrelayinformationusingthewrittenword,canwereallyclassifythisyoungmanasilliterateAmoreinclusivedefinitionofliteracyincorporatesthefollowingideas:Print,braille,recordedmaterials,adaptivetechnologyandtactile,visualandauditorysymbolsareallvalidliteracymedia.
Literatepeopleusethesemediaatavarietyoflevelsofabstractionandfluency.
Literacyinvolvestheabilitytousespecializedskillsandtoolstoaccessandrelayinformation,andtocommunicatewithoneselforothers.
Literacyfacilitatesourabilitytoperformnecessarytasksofdailylifeandparticipateinrecreationalactivities(includingreadingandwritingforpleasure).
Manypeopleareusingtechnologyandrecordedtextstoaccomplishliteracytasksatbothfunctionalandadvancedacademiclevels.
Clearly,JeffMoyerisaliterateperson,whousesapersonalizedcombinationofmediaandtoolstoperformawiderangeofliteracytasks(seepreviousarticle).
Choicesofmediaandtoolsarehighlyindividualandwillprobablychangewithtime,settingandactivity.
Itistheeducator'sjobtohelpstudentsreachthehighestdegreeofliteracypossible,andfindtheoptimalcombinationsoftoolsandmedia.
Thisinvolvesagreatdealofcreativity,experimentationandflexibilityonthepartofbothteacherandstudent.
Adoptingabroaderviewofliteracyfacilitates,ratherthanthreatens,thedevelopmentofliteracyskills.
Acquiringliteracyinvolvesacontinuumofskillsthatrangefromthefundamentalconnectionoflanguageandsymbolstofluentreadingandwriting.
Morethanbeingahierarchyofskills,webelievethiscontinuumcontainsanimportantarrayofliteracytoolsandmediathatremainusefulacrosstimeandcircumstance.
Thisarrayofliteracyoptionsisakintoamenuthatwemakeselectionsfrom,dependingonthetaskathand.
Afluentreadercontinuestousebasicsymbolsandlabelstomarkappliances,organizethepantry,identifypersonalpossessions,etc.
Ifyoustopandthinkaboutit,mostoftheliteracytasksthatadultsdointhecourseofadayaresimple,functionalactivitieslikelists,labels,shortmemostoselfandothers,recipes,directions,schedules,calendars,andsoon.
Byexpandingthedefinitionofliteracywegiveeducatorsandlearnerspermissiontouseallavailabletools,methods,skillsandabilities.
Wealsoacknowledgethevalueofallliteracyskills,atwhateverlevelstudentsareabletomasterthem.
NewTechnologyforBlindandVisuallyImpairedStudentsByHollyCooper,TechnologyConsultant,TSBVI,OutreachOneofthethingswedohereatOutreachislearnaboutnewtechnologyproducts,andtrytosharethatinformationwithparentsandprofessionals.
Therearecurrentlysomenewnotetakers,CCTVsandsoftwareavailableonthemarketwethoughtmightbeofinteresttoourreaders.
Mostofthesenewdevicesaredesignedforacademicstudents.
Thereis,however,onesoftwareproductthatisalsousefulforstudentswithadditionalandmoreseveredisabilities.
BrailleNote:Therehasbeenanexplosionofnewdevicesandnewrevisionsofexistingdevicesintheworldofnotetakers.
ThenewestofthenotetakersisacompletelynewfamilyofproductsavailablefromPulseDataInternational.
TheseincludeBrailleNoteQT,BrailleNoteBT,VoiceNoteBTandVoiceNoteQT.
AllofthesedevicesarebuiltontheWindowsCEoperatingsystem,andincludeabuilt-爚inmodem,standardcomputerports,typeIIPCMCIAslot,supportforstandardPOP3e-mailservices,andActiveSynch.
Forthefirsttime,studentscansendandreceivee-mail(includingMSWordattachments)withtheirnotetaker.
AnothernotablefeatureisActiveSynch,whichallowstheusertoeasilysharefilesbetweennotetakersandcomputers.
Formoreinformation,see.
Blazie:SignificantrevisionstoexistingBlazieproductsarenowonthemarket.
Thesenotetakerscontinuetosupportfamiliarfeaturessuchasspellcheckandwordprocessing.
Theynow,however,alsoincludeabuilt-inmodemforPOP3e-mailandinternetaccess,programmablescrollingwheels,andabackspaceandenterkey.
Theprogrammablescrollingwheelsaredesignedtoallowtheusertoscrollbyline,sentenceorparagraph.
BoththeBrailleLiteMillennium20and40nowcomewithsoftwarecalledConnectOutloud.
ConnectOutloudisaproductofHenter-Joyce(themanufacturerofJAWS)whichallowsInternetaccessusingMSInternetExplorerande-mail.
ConnectOutloudworkswiththebuiltinMicrosoftOutlookExpresse-mailclient.
Thesoftwarealsohasabuiltinwordprocessor.
AllofthesefeaturesincludetheEloquencespeechsynthesizerusuallyfoundinJFW(JAWS).
Formoreinfo,see.
Flipper:TheFlipper,manufacturedbyEnhancedVisionSystems,isasmallCCTVwithacamerasizeofabout2by3inchesandasmall,lightedmicroscope-likestand.
Ithastheabilitytofocusonbothadesktopandchalkboardwiththeflipofthecamera.
TheFlippercanbehookeduptoanyTVmonitor,butrequiresanadaptorforconnectiontoacomputermonitor,whichentailsadditionalcost.
Foraphotographandadditionalinformation,see.
Clarity:TheClarityClassmateCCTVisacomparablesmallCCTVmadebyClaritySolutions.
Connectingthecameratothestandismoredifficultwiththisdevice,andaspeciallensmustbeslidoverthecameratochangefromneartodistanceviewing.
TheClarity,however,doesnotrequireaspecialinterfacetoconnectwithacomputermonitor.
Foradditionalinformationandphotographs,see.
Clicker4:Clicker4isasoftwareproductdevelopedforthegeneraleducationpopulationthatisalsoveryusefulforsingle-switchblindandlowvisionstudents.
Thesoftwareisadvertisedasamultimediawordprocessor,anditissimilartoanonscreenversionofIntellitools.
Clicker4canbeusedinanauditoryscanningmodewithasingleswitchuser.
Usingteacher-madeandparent-made揼rids,"thestudentcanwritestories,accesstalkingbooks,andwritee-mail.
Itcanbeusedasasimple,computer-basedaugmentativecommunicationdevice.
Thisproductisveryexciting,andithaspotentialforusewithVIstudentswhohaveadditionalmultipledisabilities.
TSBVIOutreachwillbeofferingtrainingtointerestednewusers.
Clicker4isavailableinMacandWindowsversions.
See.
ConnectOutloud:ConnectOutloudbyHenter-JoyceisasimplifiedversionofJAWS.
ItcanspeakinEnglishorSpanish.
ItworksonlywithMSInternetExplorer,MSOutlookExpress(e-mail),andbuiltinwordprocessors.
Themostexcitingthingsaboutthisprogramareitssimpletouseinterface,inexpensiveprice,anditssimilaritytoJAWS.
Thisallowsforeaseoftransferofskills,asstudent'seducationalneedschange.
See.
Otosclerosis:TheSilentThiefJuanitaFletcher,Children'sCaseworkerTexasCommissionfortheBlind,Victoria,TexasEditor'snote:IwouldliketothankJuanitaforsendingusthisarticle.
Althoughthisdiseasedoesnotusuallyoccurinchildren,wefeltitmightbeofinteresttoourreaders.
Typicalageofonsetofthehearinglossassociatedwithotosclerosisisbetween30-50yearsofage,accordingtoBobbyAlfordwiththeDepartmentofOtorhinolaryngologyandCommunicativeSciencesontheBaylorCollegeofMedicinewebsite.
Ihaveotosclerosis.
OttowhatLikemostpeople,Ihadneverheardofthisnastybutverycommonlittledisease.
IdidknowthatIhadterribleearachesforyears,butwhenI'dgotothedoctor,theywouldsaytherewasnothingwrong.
IalsoknewIlostmybalanceeasily,felloffladders,andsometimesseemedtoswayorstumblewhenIwalked.
Ihadunexplaineddizzyspells.
PeoplesaidIdidn'tlisten.
ButhowcouldIlisten,whenIcouldn'thearThey'dlaughatmewhenImispronouncedwordsandridiculemyincrediblypoorspelling.
HowcouldIpronounceandspellwordsproperlywhenIcouldn'thearpartofthesoundsInterestingly,allofthesesupposedlyunrelatedproblemsarecausedbythesamenastydisease-otosclerosis.
Otosclerosisdoesalotofdamageinanumberofdifferentways.
Cochlearotosclerosiscausesthetinyfilamentsinthecochleathattransmitsoundtotheauditorynervetohardenanddie.
Stapedialotosclerosiscausesaspongy,bonygrowthtotakeovertheearcavitiesthuslockingoneorallofthethreetinybonesthatvibratetoproducesoundwaves-thestapes,incus,andmalus.
Unfortunately,evenwhenthegrowthsaresurgicallyremoved,theycancomeback.
Otosclerosissneaksuponyoubecausethehearinglossissogradual.
Likealotofpeoplewhohaveotosclerosis,butdon'tknowit,Ilearnedtoinformallylip-readandusefacialexpressionsandcontexttohelpmefigureoutwhatpeopleweresaying.
Ididprettywellaslongasthepersonwasspeakinginamoderatelynormaltoneofvoiceanddirectlytome.
If,however,theytalkedsoftly,turnedawayortalkedbehindmyback,Iheardnothingbutrandomsound.
Unfortunately,justasglassescannotcorrectcolobomasorseverevisualfieldloss,hearingaidscan'tcompletelycorrectallhearinglossescausedbyotosclerosis.
Justasnoamountofmagnificationwillprovidesightinthosegapscausedbyavisualfieldloss,amplificationwon'tenablepeoplelikemetohearallofthesoundslosttocochlearotosclerosis.
Hearingaidsdohelpbut,likeglasses,theyarenotperfect.
Togiveyouanideaofwhatitisliketobehearingimpaired,hereiswhatImighthearifasoft-spokenpersonsaidthissentence,orsaiditbehindmyback:揟ugioeidaovwatitizlktobeerinimpard,erizwatImiterivaoft-okenperonertoaytizentnzerwrtuayitbhndmibak.
"Becauseotosclerosiscanstrikeatanyage,it'simportanttorecognizethewarningsignsandgettreatmentassoonaspossible.
Childrenandadultswhocomplainoffrequentearinfectionswhennoneareapparent,maywellhaveotosclerosis.
Balanceproblemsorunexplaineddizzinessareotherindicatorsofthedisease.
Andsurprisingly,thoseterrible,rudepeoplewhojustdon'tlisten,andkidswhodisrupttheclassroomwhenthey'resittinginthebackandyou'retalkingtothemfromthefront,maynotberudeorterribleafterall.
Theyjustmightnotbeabletohearbecausethisnastyspongystuffisgrowingintheirears.
Earlydiagnosisandtreatmentiscrucial.
Fluoridecanretardorslowthedamagedonebycochlearotosclerosis.
Surgerycanremovethegrowths.
Theincus,malus,andstapescanberepositionedorreplaced.
Hearingaids,phoneamplifiers,andotherdevicescanhelprestoresomehearing.
OrganizationsliketheTexasCommissionfortheDeafandHardofHearing,andSelfHelpfortheHardofHearing,provideawealthofinformationaboutresourcesandsupport.
Themostimportantthingistoknowisthatthisnastylittlediseaseexists.
Whenadoctortellsyouthereisnoreasonforyourearaches,yourbalanceproblemsoryourminorhearingloss,insistthathe/shefindareasonorfindanotherdoctor.
HadIdonesoyearsago,I'dlikelyhavealotmorehearingthanIdo.
Cytomegalovirus-ParenttoParentSupportByKateMoss,FamilySpecialist,TSBVI,TexasDeafblindOutreachInlookingatthe2001TexasDeafblindCensus,Ibecameawarethattwenty-seven(27)childrenontheCensuswereidentifiedashavingbecomedeafblindasaresultofCongenitalCytomegalovirusorCMV.
Thisoftenbenigninfectionwhichresultsinmildflu-likesymptomsformostindividuals,canhavedevastatingconsequencesforthechildwhocontractsthediseaseinutero.
IrecentlybecameawareofagreatwebsiteprovidedbytheNationalCongenitalCMVDiseaseRegistryinHouston.
Thiswebsitecanbefoundat.
OneofthefeaturesofthiswebsiteandorganizationisaParenttoParentconnectionservice.
Thiscontactismeanttohelpparentsbyfacilitatinginformationexchangeandgeneralsupport.
Anyonewhoisinterestedmayjointhisgroupofparents.
Yousimplyneedtovisitthewebsiteandcompletetheinformationrequestform,oryoumaywriteto:NationalCongenitalCMVDiseaseRegistryFeiginCenter,Suite11501102BatesStreet,MC3-2371Houston,Texas77030-2399TheNationalCongenitalCMVDiseaseRegistryalsoprovidesavarietyofotherservicesfamiliesmightwanttoknowabout,suchasfactsheetsandinterestingarticlesonCMV,questionsandanswers,anewsletter,linkstootherresourcesandinformationoncurrentresearch.
IfyourchildhasbeendisabledbycongenitalCMVinfection,youmaywanttoconnectwiththisorganization.
IfyouareaprofessionalworkingwithchildrenwhohaveCMVinfection,visitthewebsitetolearnmoreaboutthisdisease.
UpdateonShortClassesatTSBVIByDr.
LaurenNewton,PrincipalofSpecialPrograms,TSBVIShortClassesatTSBVIareofftoarunningstartthisyear.
Theseone-weekclassesaredesignedforacademic,visuallyimpairedstudentswhoattendschoolintheirhomedistrict,butwouldbenefitfromintensive,individualizedinstructiononcertainIEPobjectives.
TSBVIstaffprovideone-to-oneinstructioninanyarearelatedtotheexpandedcorecurriculumforthevisuallyimpaired.
Tutoringonhomeworkisprovidedtopreventstudentsfromfallingbehindwhileattendingclasses.
Duetolargeenrollmentduringourfirstyear,theTexaslegislatureprovidedfundingtoaddathirdteacher,ateacheraide,andadditionalprogramfunds.
Theclassesforthecurrentschoolyeararelistedbelow.
Wefilltheclassesonafirstcome,firstservedbasis,beginningasearlyasthespringofthepriorschoolyear.
Pleasecallmeat(512)206-9119todiscussprogrammingforyourstudent.
1.
Disability-specificworkshopswithapre-determinedcurriculumIndependentLivingSkillsTwoprograms-eachscheduledfortwo3-dayweekendsHighSchoolStudents(ages16-22)MiddleSchoolStudents(ages12-15)September6-9March21-24October4-7April25-28TechnologyWeeks(secondarystudents)EachprogramisoneweekinlengthFall:November11-16Braille'nSpeakSpring:February3-8JAWSMathWeek(studentsgoingintoalgebraorgeometry)November25-30IssuesinLowVision(describedbelow)May1-52.
InstructiononStudent'sIEPobjectives,selectedbyLEA&TSBVISeptember16-21HighSchoolOctober21-26MiddleSchoolDecember9-14ElementarySchoolJanuary13-18HighSchoolFebruary24-Mar1MiddleSchoolApril7-12ElementarySchoolNewClassinLowVision:Ifwecangetenoughstudents,wewouldliketoaddanewclassfromMay1-5forsecondarystudentswithlowvision.
Thisclasswasinspiredbylastsummer'sTexasFocusconference,whichaddressedthespecialneedsofstudentswithlowvision.
Theclasswilladdressissuessuchas:self-advocacy,classroommodifications,choicesinlowvisionaids,issuesregardingreadingmedium,uniquemobilityissues,drivingissues,understandingandexplainingyourvision,andsocial-emotionalissues.
Ifyouareinterested,pleasecallassoonaspossible,sowewillknowifwehaveenoughstudentstodevelopthisclass.
WhatDoesThisSBOE(StateBoardofEducation)RuleMeanByJeanRobinson,FamilySpecialist,TSBVI,VIOutreach89.
1096.
ProvisionofServicesforStudentsPlacedbytheirParentsinPrivateSchoolsorFacilities(d)Parentsofaneligiblestudentages3or4shallhavetherightto揹ualenroll"theirstudentinboththepublicschoolandtheprivateschoolbeginningonthestudent'sthirdbirthdayandcontinuinguntiltheendoftheschoolyearinwhichthestudentturnsfive,subjecttothefollowing.
(1)Thestudent'sARDcommitteeshalldevelopanindividualizededucationprogram(IEP)designedtoprovidethestudentwithaFAPEintheleastrestrictiveenvironmentappropriateforthestudent.
(2)FromtheIEP,theparentandthedistrictshalldeterminewhichspecialeducationand/orrelatedserviceswillbeprovidedtothestudentandthelocationwherethoseserviceswillbeprovided,basedontherequirementsconcerningplacementintheleastrestrictiveenvironmentsetforthin34CFR,Ё300.
550-300.
553,andthepoliciesandproceduresofthedistrict.
(3)Forstudentsservedundertheprovisionsofthissubsection,theschooldistrictshallberesponsiblefortheemploymentandsupervisionofthepersonnelprovidingtheservice,providingtheneededinstructionalmaterials,andmaintainingpupilaccountingrecords.
Materialsandservicesprovidedshallbeconsistentwiththoseprovidedforstudentsenrolledonlyinthepublicschoolandshallremainthepropertyoftheschooldistrict.
Theseprovisionsstatethatwhentwo-year-oldsleaveECIprograms,theirparentsandschooldistrictshavetheoptionofconsideringalternativesettingstothePreschoolProgramsforChildrenwithDisabilities(PPCD)classrooms.
Typically,yourchild'speersdon'tattendaPPCDclassunlesstheyhaveadevelopmentaldelay.
Therefore,thenaturalenvironmentforyourchildmaybeaParent'sDayOutatyourchurch,aHeadStartorEarlyHeadStartprogram,aprivatenurseryschool,orachildcarefacility.
Yourchildcanreceivevisionservices,alongwithotherspecialeducationservices,inthisalternativesetting.
Yourchilddoesnothavetoattendaschoolsettingfivedaysaweek,butyoucanconsideracombinationofPPCDandprivatechildcare.
Manytoddlerswithlowvisionorblindnessbenefitfromplayingwiththeirtypicallydevelopingpeers.
Thechildcarestaffcanreceivedisability-specifictrainingandmaterialsifneeded.
CCMS(ChildCareManagementSystem)providesfundsforlow-incomefamiliesifaparentisactivelyworking,intraining,orattendingschool.
Thiscommunity-basedprogramisfundedbytheTexasWorkforceCommission.
YoumustcontactyourlocalchildcarefacilityorlocalTexasWorkforceCommissionofficetoapplyforCCMSfunds.
LessonsfromGeeseByTerryMurphy,ExecutiveDirector,TexasCommissionfortheBlindItwas103degrees搘arm"inAustinyesterdayinmybackyard.
I'mreadyforAugusttoend,soI'mtakingtodaytowritemyfallarticleforSEE/HEAR.
Justthethoughtoffallmakesmefeelcooler.
Fallisatimeofrefreshingchangeandmovement.
Bythetimethisgetspublished,classeswillbefullofnewfaces,parentswillbejugglingtheirworkscheduleswithschoolactivities,naturewillbepreparingitselfforwinter,andTCBwillhavelauncheditselfintoitsnewfiscalyearplans.
Whilelookingaroundforsomeinspirationforaplanningmeetingawhileback,Icameacrossanarticleacolleaguesentmeentitled揕essonsfromGeese"-whichI'veborrowedformyownusetoday.
It'sashortarticlethatmadeitsroundsinleadershipdevelopmentcirclesinrecentyears.
MostsourcesattributetheworktoMiltonOlson.
Inspiredbymigratinggeeselateonefall,Olsonsaysthathumanscanlearnalotbystudyingourfeatheredfriends'interrelationshipsduringtheirannualpilgrimage.
Thearticleincludesalistoffactsaboutgeeseandlessonsforus.
FactOneanditscoupledlessonaremyfavorite:FactOne-Aseachbirdflapsitswings,itcreatesan搖plift"forthebirdfollowing.
Byflyingina揤"formation,thewholeflockadds71%greaterflyingrangethanifthebirdflewalone.
Lesson-Peoplewhoshareacommondirectionandsenseofcommunitycangetwheretheyaregoingquickerandeasierbecausetheyaretravelingonthethrustofoneanother.
ThatlastphrasecouldbeanactionmottofortheTexasCommissionfortheBlindandourpartnersandalliesinthefieldofrehabilitationandblindness.
揟ravelingonthethrustofoneanother"issuchavivid,accuratewaytodescribethevalueoftheserelationships.
Caseinpoint:TheCommissionandtheTexasSchoolfortheBlindandVisuallyImpairedarepreparingto揻ly"togetheronanimportantprojectsoon.
Weplantoinitiateajointprogramtoprovideeducationalandvocationaltrainingforthoseblindhighschoolgraduateswhostillneedintensiveremediationinordertocultivatetheskills,attitudesandopportunitiesnecessarytomeetthedemandsofadultliving.
InourAugustboardmeeting,Dr.
PhilHatlen,TSBVISuperintendent,spoketoTCB'sBoardmembersabouttheprogramfromTSBVI'sviewpoint.
Dr.
Hatlenstatedthatanestimated500blindorvisuallyimpairedstudentsgraduatefromhighschoolacrossTexaseachyear.
Forvaryingreasons,someofthesegraduatingstudentshavenothadtheopportunitytoreceiveanexpandedcorecurriculumthatincludedsocial,independentlivingandvocationalskills.
Inaddition,forsomestudents,academicsmaynothavebeenstressedasintenselyastheyshouldhavebeen.
Theprogramwilltargetthesestudentswhoneedtobebetterprepared,bothacademicallyandexperientially,inordertobesuccessfulwhenventuringoutintotheworldofworkandthecommunity.
Fromourviewpoint,studieshaveshownforyearsthatstudentswithvisualimpairmentshavetraditionallybeenatriskforfailureinsecuringemploymentrightoutofhighschool.
OnestudyIreadacoupleofyearsbackreportedthedismalstatisticthatonly30%ofgraduatingstudentswereworkinginatwo-yearperiodfollowingschool.
Togettheprogramofftheground,theCommissionisworkingoutthefinaldetailsforsellingsomepropertywearenolongerusingforconsumersbecauseofitsageandupkeepcosts.
FundsreceivedfromthesalewouldallowfourapartmentstobebuiltonpropertyownedbyTSBVIon49thStreetinAustin.
Thedualgoalsoftheprogramaretoprovidestudentswithtraininginthespecializedskillsofblindnessandtoremediateacademicdeficiencies.
Skillstrainingwillfocusonareassuchastravel,communication,independentliving,personaladjustment,careerdevelopmentandtheacquisitionofsupportsystems.
Thesecomponentsreflecttheminimumexpectationofcompetencyheldforallparticipants,andarenecessarytoconfidentlymeetthechallengesofadultliving.
Studentswillbeexpectedtohavetheopportunitytoliveindependently,managetheirbudget,dotheirownshopping,andaccessneededcommunityresources-allwithinasupportiveenvironmentwhichfacilitatesandencouragesselfdeterminationandteamwork.
Individualizedgoalswillbedevelopedthroughassessment,exploration,andexperienceswhichincorporateeachstudent'sindividualstrengths,interests,andabilities.
Overall,thisprogrambelievesinthepotentialofstudentswhoareblind,andwiththepropertraining,philosophyandexpectation,dreamsareconceived,achievedandbelieved.
TheproposedprogramreceivedunanimoussupportfromTCB'sBoardinAugust,andwe'relookingforwardtotheflightwithTSBVI.
LookfordetailsinfutureSEE/HEARarticles.
WhenNeedandOpportunityMeetByPhilHatlen,Superintendent,TexasSchoolfortheBlindandVisuallyImpairedSomanytimesinourlives,aneedexists,butthereislittleornoopportunitytomeetthatneed.
Atothertimes,theopportunitytodosomethingisthere,butthereisnoapparentneed.
Theseare,atbest,frustratingexperiences!
Wenowhaveasituationinwhichaneedhasbeenidentified,andtheopportunitytodosomethingaboutitexists.
Prettyexciting,isn'titTheTexasCommissionfortheBlind(TCB)andtheTexasSchoolfortheBlindandVisuallyImpaired(TSBVI)havebegunseriousdiscussionsregardingtheinitiationofapost-secondaryprogramforblindyoungadults.
Theseyoungpeople,betweentheagesof18and22,areoftenill-preparedtomovefromschoolandfamilytocommunity,independence,andemployment.
Oftentheyareinneedofremedialacademiceducation,ofadditionalorientationandmobilityinstruction,ofindependentlivingskills,ofsocialskills,andofvocationalpreparation.
AuniquemarriageoftheskillsavailablefromTCBandTSBVIseemsaperfectmatchforthepotentialneedsoftheseyoungadults.
ThisisadreamthatIhavecarriedfromCaliforniatoAustin.
Manyyearsago,mycolleaguesandIinCalifornianotedthatmanyblindandvisuallyimpairedyoungpeoplewhoweregraduatingfromhighschooldidnotseemtobeabletomakethemovefromparent'shomeintothecommunity.
Further,theyseemedtolackskillsindailylivingandsocialinteractionthatwerebasictoassimilationintothecommunity.
I'llneverforgetsittingatatableinarestaurantinBerkeley,California,in1969,withtwocolleagues.
Wewereallwonderingwhythebrightandcapableblindstudents,graduatingfromlocalhighschoolsinrecordnumbers,werenotmovingoutintothecommunity,makingsocialcontacts,becomingemployed.
Itdidn'ttakeuslongtofigureoutthattheearlylocalschoolprogramsdidagoodjobinmostacademiclearning,butgenerallyneglectedthedisability-specificneedsoftheseyoungpeople.
Theywerenotcapableoflivingindependently,theyhadnojobknowledge,norskills,andwhiletheiracademicskillsweresometimesgood,theydidn'tknowhowtoapplyacademiclearningtoreallife.
So,theysatathome,waitingforthenextagencytosavethem.
In1972theLivingSkillsCenterfortheVisuallyImpairedopenedinSanPablo,asuburboftheSanFranciscoBayArea.
Recenthighschoolgraduateswhowereblindmovedintoapartmentsandbeganatransitionprogrambeforetheword搕ransition"washeardinspecialeducation.
Theyreceivedacademicinstructionwhenneeded,livingskills,orientationandmobility,socialskills,andvocationalinstructioninareal-lifesetting.
Sufficeittosaythatthisprogramhasbeenatremendoussuccessovertheyears,andisstillofferingoneofthemosteffective,uniquepost-secondaryprogramsinthecountry.
AtlastwehaveanopportunitytobringasimilarprogramtoTexas.
FundsfromTCBandfromTSBVIarebeingusedtobuildafour-unitapartmentbuildingatthebackoftheTSBVIproperty.
Acommitteewithrepresentativesfrombothorganizationsiscurrentlymeetingtodevelopprogramandcurriculum.
TheBoardsofbothorganizationshaveenthusiasticallyendorsedthisnewendeavor.
Atlastthenewlygraduatedblindyoungpersonwillhavesomeplacetogothatwilladdressher/hisuniqueneedsasacongenitallyblindperson.
Atlastthisyoungpersonwillhavetheskillsandconfidencetomoveintothecommunity,andtheself-esteemtobecomeapartofthesocialandeconomicstructurewhereshe/helives.
Thereismuchworktobedoneontheprogramandonafundingpattern.
Weexpectground-breakingontheapartmentbuildinginearlyOctober,withacompletiondateintheSpring.
WemaybereadyforthefirstparticipantsinlateSpringorSummer.
Itfinallylookslikeopportunityandneedaremeeting,andblindyoungpeoplewillbethebeneficiaries.
LegislativeUpdateByCyralMiller,DirectorofOutreach,TexasSchoolfortheBlind&VisuallyImpairedEverytwoyears,theTexasLegislaturecreatesnewlawsandmodifiesoldones.
Althoughseveralbillsgeneratepubliccommentandpublicity,themajorityarepassedwithoutfanfare.
Belowisasamplingofafewlegislativeinitiativesyoumaynothaveheardabout,withimplicationsforpersonswithdisabilities.
Ifyouwouldlikemoreinformation,agreatsourceistheTexasLegislatureOnline,onthewebat.
You'llfindinformationthereonlegislators,legislativeactioningeneral,theentiretextofeachbill,ananalysisofitsmeaningandmanyrelatedresourcesandlinks.
Muchoftheinformationforthisarticlecamefromthissource,aswellastheTexasGovernor'sCommitteeonPeoplewithDisabilitieswebsiteat.
SB1196addressesschooldisciplineandhasnewlanguageaboutenforcementofbehaviorplansandspecialeducationstudents.
ThisbillamendstheEducationCode,toprohibitplacingstudentsaloneforanyperiodoftimeinaconfinedareawithouttheabilitytoleave.
SB1735alsoamendstheEducationCode,toensurethatdisciplinaryactionsforstudentswithdisabilitiesinvolvingchangeofplacementreceivereviewbytheARDcommittee,andareinlinewithfederallawandregulationsforstudentsinspecialeducation.
Sec.
29.
017ofthisbilladdressesthetransferofparentalrightstostudentswithdisabilitieswhoare18yearsoldorolder.
Thesestudentshavethesamerighttomakeeducationaldecisionsasastudentwithoutadisability,exceptthattheschooldistrictisrequiredtoprovidenoticestoboththestudentandtheparents.
HB1144establishnewrulesregardingthestateeducationalaccountabilitysystem,andestablishesanewmastermathematicsteachercertificationprogram,tobecreatednotlaterthanJanuary1,2003.
ThebillrequirestheCommissionerofEducationtodevelopandmakeavailableprofessionaldevelopmentresourcestoassistmathematicsteachers.
ThebillalsoaddressesendofcourseassessmentinstrumentsforAlgebra1.
TheAdmission,Review,andDismissalcommitteeofastudentinaspecialeducationprogrammustdeterminewhetherallowablemodificationsarenecessaryforthestudenttotaketheassessment,orwhetherthestudentshouldbeexempted.
HB477establishesapilotprogramforcoordinatingcasemanagementservices.
Thereisaconcernthatrecentchanges,requiringtime-limitedbenefitsalongwithworkrequirements,havehelpedthosewithminimalbarriersintowork,butleftthosewithmoresignificantneedsbehind.
ThebillrequirestheTexasDepartmentofHumanServicesandtheTexasWorkforceCommissiontodevelopaplanforclientswithhigherlevelsofbarrierstoemploymentandprovidethemwithcoordinatedservices.
HB2510andSB1456bothaddressthegrowingincidenceofdiabetesinournation.
TheycreateanewDiabetesResearchCenterattheTexasTechUniversitycampusinElPaso,andaPediatricDiabetesResearchWorkingGroupintheDepartmentofHealth.
HB2345modifiesprovisionsregardingtheprogramrunbytheTexasCommissionfortheDeafandHardofHearingthatprovidesvouchersforspecializedtelecommunicationsequipment,andremovesthe$35feethatisrequiredforanindividualtoreceiveavoucher.
Deaf-BlindMultipleDisabilitiesMedicaidWaiverUpdateByStephenSchoen,ProgramConsultantDeaf-BlindMultipleDisabilitiesMedicaidWaiverProgramTexasistheonlystateintheU.
S.
tohaveaMedicaidWaiverProgramspecificallyforpersonswhoaredeaf-blindwithmultipledisabilities.
Thewaiverprogramhaditsrootsinadeaf-blindprogramthatbeganin1984asaresultofself-advocacybyparentsofchildrenwhoweredeaf-blindwithmultipledisabilitiesduetoRubellaSyndrome.
Astheirchildrengraduatedfrompublicspecialeducation,parentsrealizedtherewouldbenospecificprogramthatcouldservetheirgrownchildren.
TheparentsadvocatedtotheLegislatureforthedevelopmentofaresidentialprogramtailoredtomeettheneedsofadultswithdeafblindness.
TheTexasCommissionfortheDeafandHardofHearingfirstadministeredtheprograminthreegrouphomeslocatedinHouston,SanAntonio,andDallas.
Afteroneyear,theTexasRehabilitationCommission(TRC)tookoveradministrationduties.
UnderTRC'sdirection,theprogramexpandedserviceareatomanymoreareasofthestate.
In1995,TRCconvertedtheprogramintotheDeaf-BlindMultipleDisabilitiesMedicaidWaiverprogram,whichexpandedthenumberofpeopleservedandthetypesofservicesdelivered.
In1999,theLegislaturemovedtheprogramtotheTexasDepartmentofHumanServices(TDHS).
Theprogramiscurrentlyserving110individualsandbytheendofAugust,planstoserve145individuals.
FrequentlyAskedQuestions1)WhatisaMedicaidWaiverAMedicaidWaiverisalong-termcareprogram,whichprovidesservicesinordertopreventpeoplefrombeinginstitutionalized.
2)WhichwaivershouldIchooseformysonordaughterThereare4majorwaiversoperatedbytheTexasDepartmentofHumanServices(DHS)and3waiversoperatedbyTexasMentalHealthandMentalRetardation(MHMR).
TheDHSwaiversareCommunityBasedAssistance(CBA),whichisforadultseligiblefornursinghomecare;MedicallyDependentChildren'sWaiverProgram(MDCP),forchildreneligiblefornursinghomecare;CommunityLivingAssistance&SupportServices(CLASS),forpeopleofallageswhohavedevelopmentaldisabilitiesotherthanmentalretardation;andtheDB-MDwaiverforpeoplewhoaredeaf-blindwithmultipledisabilities.
TheHome&CommunitySupport(HCS),MentalRetardationLocalAuthority(MRLA),andHome&CommunitySupportOBRA(HCS-O)WaiversoperatedbyMHMRallservepeoplewhohavementalretardation.
A揅onsolidatedWaiver"combiningalloftheabove-mentionedwaiverswillbepilotedintheSanAntonioareaintheverynearfuture.
Frequently,peoplewhoareeligiblefortheDB-MDWaiverarealsoeligibleforsomeoftheseotherwaivers.
Factorsinmakingachoiceinclude:yournumberonthewaitinglist,privateproviderchoiceinyourgeographicarea,andservicesavailablefromeachwaiver.
Onethingisclear:Mostpeoplearebetteroffwithwaiverservicesthanwithout.
Iwouldadvisepeopletogetonallinterestlistsforwhichtheymaybeeligible.
Beforemakingachoiceofwaiver,Iwouldtalktoprofessionalsfromschool,publicagencies,advocacygroupssuchastheDeaf-BlindMultihandicappedAssociationofTexas(DBMAT),andotherparents.
3)WhoiseligiblefortheDB-MDWaiverConsumersmustbeage18oroverandhaveadisabilityofdeafblindnesswithathirddevelopmentaldisabilitysuchasmentalretardationorautism.
Thisdisabilitymustresultinaneedforlong-termcaretopreventinstitutionalization.
4)HowareservicesprovidedintheDB-MDWaiverServicesareprovidedbyprivatevendorswhocontractwiththeDepartmentofHumanServicestoprovideallservicesfromamenuofservices.
5)WhatchoicesareavailableWithintheDB-MDWaiver,individualshaveachoiceofprivateproviders,typeofresidence,typeofsupportservicereceived,andlocationofdeliveredservice.
ProvidersareavailableinallmajorTexasmetropolitanareasandinmanyruralareas.
6)WhatservicesareavailableintheDB-MDWaiverServicesinclude:assistedliving(24hourcare);residentialhabilitation(supporttohelpindividualsdoactivitiesforthemselves);intervenor(apersonwhoassiststheindividualinrelatingtootherpeopleandthecommunity);orientationandmobility(trainingtonavigatemoreindependently);therapies(includingoccupationaltherapy,physicaltherapyandspeechtherapy);andbehaviorcommunicationspecialist(consultationwithspecialistsinthefieldofdeafblindness).
7)WherearetheindividualsservedIndividualscanbeservedinthehomeoftheirparentsorguardians,anapartment,oragrouphomewithsixorlesspeople.
8)ArethereotherservicesprovidedbytheDB-MDWaiverTheDB-MDProgramprovidesanannualsummerweek-longcampingexperienceforpeoplewhoaredeaf-blind.
ItalsopartnerswiththeDBMATandotherTexasstateagenciestoconductanannualfamilyconference,whichisusuallyheldinearlyOctober.
9)HowlongmayapersonreceiveservicesfromtheDB-MDWaiverServicesfromtheDB-MDWaiverprogrammaylastforaperson'slifetime.
10)WhenshouldapersonapplyfortheDB-MDWaiverApersonshouldputtheirnameontheDB-MDInterestListimmediately.
Eventhoughthewaiveronlyservesindividualswhoare18yearsoldandover,weencouragechildrenwhoareyoungertobeontheInterestListsowecanplanforfutureservices.
11)HowlongwillIneedtowaitifIputmynameontheInterestListAtthismoment,theDB-MDWaiverhascontactedallindividualsontheInterestListwhoareoverage18toofferthemservices.
Ifapersonoverage18appliestoday,theywouldbeabletobeginservicesassoonaseligibilityisestablished.
Whenthenumberofservedindividualsreaches145,newreferralswillagainneedtowaitforservices.
12)I'malreadyinanotherMedicaidWaiver(orIntermediateCare[ICF]grouphome).
CantheDB-MDWaiveralsoprovideservicesNo.
AllMedicaidWaiverorICFservicesaredeliveredusingthesametypeofMedicaidLongTermCarefunding.
Apersoncanonlyreceiveoneofthesetypesofprogramsatanytime.
Apersoncanswitchfromonewaivertoanotheraslongasheiseligible.
But,hemustrealizethathewillbesubjecttoalongwaitinglistifhetriestoswitchback.
13)MychildreceivesservicesfromTexasCommissionfortheBlind(TCB),and/ortheschoolsystem.
CanshealsoreceiveservicesfromtheDB-MDWaiverYes.
ProgramsfromtheTCBandtheDB-MDWaivercansupplementeachothertothebenefitofconsumers.
Forexample,jobplacementandsupportedemploymentmaybeprovidedbyTCBwhilelong-termsupportisprovidedbytheDB-MDWaiver.
14)HowdoIapplyfororgetmoreinformationabouttheDB-MDWaiverCallme,SteveSchoen,theProgramConsultantfortheDB-MDMedicaidWaiver,at(512)438-2622orsendane-mailto.
IwillsendyouabrochureandInterestListSurveyForm.
OnceIreceiveyourcompletedsurveyform,yournamewillbeplacedontheDB-MDInterestList.
Kate'sCornerWhatabusy,funfallwehavehadhereinTSBVIOutreach.
Twoeventsthatwereespeciallyenergizingformewerethe揚owerofTouch"workshopandatrainingbyDr.
JanvanDijkonchild-guidedstrategiesforassessingchildrenwhoaredeafblind.
InSeptember,sixfamiliesandtheirchildrenwithdeafblindnesscametoTSBVIforadifferentkindofworkshop.
Theintentofthetrainingwastoteachthefamiliesaboutthecriticalrolethattouchplaysforthechildwithdeafblindness.
Thisrelatestoboththetypeoftouchthechildreceivesfromthosearoundhimandthewayheusestouchprimarilythroughhishandsaseyes,ears,avoiceandastools.
GigiNewtonfromTexasDeafblindOutreachtaughtparentshowtousemassagewithchildrenandthebenefitsofaregularmassageroutine.
BarbaraMiles,co-authorwithMarianneRiggioofthebookRemarkableConversations,presentedinformationonwhydevelopingtheuseofhandsKate'sCorner-continuedonpage35Kate'sCorner-continuedfrompage1issoimportant.
Shealsotaughtspecificstrategiesforimprovinginteractionswiththechildthroughtouch.
Bothpresentersusedvideotapesthefamiliesmadepriortotheworkshop,andindividualconsultationswiththefamiliesduringtheworkshop,topersonalizetheinformationrelatedtoeachchild.
GigiandBarbaraalsohadparentspracticeskillswiththeirchildrenimmediatelyaftertheyhadbeendiscussedanddemonstrated.
ThisworkshopoccurredjustdaysaftertheattacksontheWorldTradeCenterandthePentagon.
Perhapsittookonspecialmeaningforallofuswhowereinvolved,becausewewereallremindedofhowpreciouslifeis,especiallyourchildren'slives.
Thesechildrenhavemuchtotellusandtoteachusifwecanlearntobereceptivetothem,toslowourpaceandtojustfocustogetherwithouthurryingthroughthesmallthingsinthisworld.
EquallypowerfulwasthepresentationbyDr.
vanDijk,incollaborationwithmembersoftheTSBVIstaffandtheparentsofayounggirlwhoisdeafblind.
Overatwo-dayperiodtheyconductedanarenaassessmentthatalargergroupofobserverswasabletowatchfromanotherlocation,throughthemiracleofvideoconferencing.
Dr.
vanDijkutilizedanassessmentprocessdescribedinanewCD-romproducthedevelopedwithCatherineNelsonfromtheUniversityofUtah,titled揅hild-GuidedStrategiesforAssessingChildrenwhoareDeafblindorhaveMultipleDisabilities.
"InthenextissueofSEE/HEAR,Dr.
vanDijkwillwriteaboutthisassessment.
Inthemeantime,ifyouareinterestedinpurchasingacopyoftheCD-rom,senda$50checkormoneyorderto:Dr.
JanvanDijk,c/oJoeFranken,4619SpyglassDrive,Dallas,Texas75287.
揚aytotheorderof"JoeFranken.
AfterhistimeinAustin,Dr.
vanDijktraveledtoLubbockandpresentedattheDistinguishedLecturerSeriessponsoredbyTheSowellCenterofTexasTechUniversity.
WelearnsomucheachtimewehavetheprivilegetohearDr.
vanDijkspeakandwatchthewayheinteractswithchildren.
We'realwaysgratefulforthetimeheiswillingtogiveusthattakeshimsofarawayfromhome.
Finally,ImustmentionafamilythatIhaveknownforquiteanumberofyearsandanhonortheyreceivedinthebeginningofthesummer.
LeeAnnBryanandherfamily,wholiveinAmarillo,weretherecipientsofthe2001SelfHelpforHardofHearingPeople(SHHH)FamilyInvolvementAward.
AllofuswhoareluckyenoughtoknowtheBryansagreethatthisfamilyismostdeservingofthishonor.
WeareveryproudofyouJackie,EverettandLeeAnn!
TheBryanswillbefeaturedinafutureissueofHearingLoss,themagazinepublishedbySHHH.
classifiedMailore-mailyournewclassifiedstoJimDurkelat:TSBVIOutreach,1100West45thSt.
,Austin,TX78756,orJimDurkel@tsbvi.
edu.
Anup-to-dateStatewideStaffDevelopmentCalendarispostedonTSBVI'swebsiteat.
November27,2001MakingaDifferenceintheLivesofStudentswiththeMostSevereDisabilitiesTheworkshopfocusesonthebestpracticesforstudentswithprofoundimpairments.
Participantswilllearntoidentifyarangeofarousalstatesandwillpracticeusinganobservationalassessmentprocedureforidentifyingdesirablestatesandtechniquesformodifyingundesirablestates.
Therelationshipofarousalstatestolearningandinstructionwillbeemphasized.
RegionXVIIIESC,Midland,TexasContact:FredMartinez,(915)563-2380November29,2001CommunicationandCognitiveDevelopment:AssessmentandInterventionforChildrenwithMultipleDisabilitiesThisisaprogramofcomprehensiveinstructionforprofessionalsworkingwithnonverbalchildrenwhohavecomplexormultipledisabilities,includingseverecognitivelimitations,deafblindnessandautismspectrumdisorders.
Theworkshopincludesbothinstructionandpracticalexercisesthatwillhelpparticipantslearnhowtohelpthesestudentsinteractwiththeirsocialandphysicalenvironments.
RegionXXESC,SanAntonio,TexasContact:BrittGreen,(210)370-5431E-mail:britt.
green@esc20.
netNovember28,2001SEEK:SuccessfullyEducatingExceptionalKidsSEEKisaprogramforstudentswithautismorpervasivedevelopmentaldisorders.
Thisworkshopwillfocusonhowtousestructuredteachingactivitiesforstudentswithautism.
Othertopicswillincludeassessment,sensoryintegration,thepictureexchangecommunicationsystem(PECS),andthegriefprocess.
RegionVIESC,Huntsville,TexasContact:AnissaBarton,(936)435-2155November30,2001SpeechTherapySeries:SpeechDiagnosisandTreatmentofStudentsWhoAreDeafandHardofHearingThissessionprovidesopportunitiestoexploretheassessment,IEPdevelopment,andinterventionprocessesnecessarytosuccessfullysupportstudentswhoaredeafandhardofhearing.
Participantswillexaminegenerallanguageinterventionstrategies,modelsforteacherprompting,andprinciplesof揻ocusedstimulation.
"Thesessionwillincludethesharingofgameideasandcommercialresources.
RegionXXESC,SanAntonio,TexasContact:JohnL.
Bond,(210)370-5418(v/tty)E-mail:john.
bond@esc20.
netDecember3,2001CorrelatingO&MGoalsandObjectiveswiththeTexasEssentialKnowledgeandSkillO&MSpecialistswillbeguidedthroughcorrelatingtheirgoalsandobjectiveswiththestatecurriculum-TexasEssentialKnowledgeandSkills.
ThepresenterswillfacilitatethegroupthroughtheTEKSforalignmentandimplementationofstrategiesinorientationandmobility.
ParticipantswillgainadeeperunderstandingoftheconnectionsbetweenTEKSandorientationandmobilitystrategiestoimprovestudentperformance.
DesigningCurriculumforDivergentLearnersThereauthorizationoftheIndividualswithDisabilitiesEducationActof1997callsforprovidingaccesstothegeneraleducationcurriculumasameansforimprovingeducationforstudentswithdisabilities.
SkipStahlwillfocusonhowtoredesignthegeneralcurriculumtomeettheneedsofstudentswithphysical,emotional,sensory,andcognitivedisabilities.
Hewillalsopresentthelatestresearchdataoneffectivepracticesforincreasingaccesstothegeneralcurriculum.
RegionXIESC,FortWorth,TexasContactforbothworkshops:OlgaUriegas,(817)740-3619December4,2001TrainingwithLowVisionDevicesThispresentationwilldemystifylowvisiondevicesbydefiningcategories,describingidiosyncrasiesanddemonstratingtheappropriateusesofthesedevices.
Basicoptics,astheyrelatetotheuseandunderstandingofreadinglensesandtelescopes,willbepresented.
RegionVIESC,Huntsville,TexasContact:GwynneReeves,(936)435-2155December4,2001TreatmentandEducationofAutisticandCommunicationHandicappedChildrenThisisanoverviewoftheTEACCHprogram.
TEACCHcannotbereducedtoatechnique,asetoftechniques,orevenamethod.
Itisacompleteprogramofservicesforpeoplewithautismandotherseverecommunicationdisorders,whichmakesuseofseveraltechniques,dependingontheindividual'sneedsandemergingcapabilities.
ThemaingoalofTEACCHistohelpstudentsattainmaximumautonomyasadults.
Thisincludeshelpingthemunderstandtheworldthatsurroundsthem,acquiringcommunicationskillsthatwillenablethemtorelatetootherpeopleandgivingthemthecompetencetomakechoicesconcerningtheirlives.
Themajorthrustistowardimprovingcommunicationskills.
ThissessionisnotforparticipantswhowillattendTEACCHteamtrainingonDecember5and6.
RegionXVIIESC,Lubbock,TexasContact:JillWatkins(806)792-5468,ext.
870E-mail:jwatkins@esc17.
netDecember5,2001F.
A.
C.
E.
S.
-FunctionalAcademicCurriculumforExceptionalStudentsInthissecondofatwo-daytraining,discoverthevalueofF.
A.
C.
E.
S.
-FunctionalAcademicCurriculumforExceptionalStudents,acurricularframeworkalignedwiththeTEKS.
ThiscurriculumcoversMath,Science,SocialStudies,PhysicalHealthandVocationalskills(elementarytohighschool)forstudentswithmoderatetoseveredisabilities.
RegionVIESC,Huntsville,TexasContact:NoydaThornton,(936)435-2195November29,2001IntelliTalkIIPresenter:PattiReaIndependentConsultant-Celina,TexasDecember7,2001WritingAlternativesandATConsideration:ADecisionMakingProcessPresenter:DeniseDeCosteIndependentConsultant-Potomac,MarylandJanuary30-31,2002EvaluatingTechnologyNeedsofStudentswithVisualImpairmentsPresenter:IkePresleyAmericanFoundationfortheBlind-Atlanta,GeorgiaRegionIVESC,Houston,TexasContact:KarenCrone,(713)744-6324December7,2001DiscreteTrialTrainingforStudentswithSpecialNeedsParticipantswillbecomefamiliarwiththefundamentalaspectsofDiscreteTrialTraining.
Thistechniquebreaksdownaskillintosmalltasksthattheeducatorteachesinparts,or搕rials"tothestudent.
Eachtrialconsistsofaninstruction,aprompt,aresponse,andfeedback.
Participantswillbeabletodefinewhatdiscretetrialsareandwhattheyarenot,includingtherelationshipofAppliedBehaviorAnalysis(ABA)anddiscretetrial.
Behaviorconceptssuchasshaping,chaining,andmodelingwillbedemonstrated.
ParticipantswillalsolearnhowtoconstructandconducttrialsandhowtocollectdataforIEPdocumentationandbehaviorplandocumentation.
RegionVIESC,Huntsville,TexasContact:AnissaBarton,(936)435-2155December13,2001Communication&CalendarSystemsforStudentswithSevereCognitiveDisabilitiesParticipantswilllearnabouttheimportanceofroutinesasanorganizationalapproachforteachingthispopulationofstudentsandwillpracticetheroutine-developmentprocess.
Participantswillexamineacommunicationmodelthatdrawsfromseveralmethodologies,includingDr.
JanvanDijk's,andincorporatestheuseofindividualcalendarsystems.
RegionXXESC,SanAntonio,TexasContact:DeborahThompson(210)370-5433E-mail:deborah.
thompson@esc20.
netJanuary24,2002AugmentativeCommunication,Technology,andSpecialDevicesfortheClassroomParticipantswillbeshownhowtosetupaclassroomforcommunicationandaccessibility,usingsimplespeechdevices,picturecommunicationsymbols,adaptivekeyboardsandswitches.
Overlayswillbemadeforthedevicesandprogrammedforuseinmanydifferentclassroomsandsettings.
Participantswillhavehandsonexperienceinadaptingbatteryoperateddevicesforswitchaccessibility.
(Participantswillbeprovidedwithonebatteryoperateddevice,suchasataperecorderortoy.
)Avarietyofeasilyaccessiblesoftwareintheareasoftellingtime,causeandeffect,artandconcretemathmanipulativeswillbedemonstrated.
RegionVIESC,Huntsville,TexasContact:NodyaThornton,(936)435-2155TSBVIOutreachVideoConferencesSharonNicholsandHollyCooperofTSBVIOutreachwillbeofferinganumberofvideoconferenceworkshopsforthe2001-2002schoolyear.
Allbroadcastswillbeheldfrom8:30-10:30a.
m.
(CST).
From10:30-11:00a.
m.
,participantswillbeabletoaskquestionsaboutthespecifictechnologydiscussedthatday,aswellasanyquestionsaboutanypieceoftechnology.
Ifpossible,participantsshouldbringtothetrainingthepieceoftechnologybeingdiscussed.
TheseworkshopscanbeaccessedbyanyonewhoispartoftheTxED(formerlyknownasESCONETT)networkanduptofivesitesthatarenotpartofthatnetwork.
Togetconnected,pleasecontactScottWimpressatScottWimpress@tsbvi.
edu.
Videotapesofthesessionwillbeavailable.
AnyotherquestionscanbesenttoSharonNichols@tsbvi.
edu,HollyCooper@tsbvi.
eduorJimDurkel@tsbvi.
edu.
December12,2001JAWSandInternetAccessJanuary16,2002ZoomTextXtra!
DocumentReaderMarch20,2002BrailleLite,Braille'nSpeakandType'nSpeakApril10,2002HomePageReaderandInternetAccessMay9,2002MatchingTechnologytotheStudentApril3-7,2002CouncilforExceptionalChildren'sAnnualConventionandExpositionNewYork,NewYorkContact:DivisiononVisualImpairments,TheCouncilforExceptionalChildren,(888)232-7733orApril4-6,2002ConferenceforTAER(TexasChapteroftheAssociationforEducationandRehabilitationoftheBlindandVisuallyImpaired)HarveyHotel,Richardson,TexasContact:NevaFairchild,(214)688-7007ornevaf@tcb.
state.
tx.
usApril8,2002AutismintheVisuallyImpairedChildPresenters:TeresePawletko&LorraineRociassanoRegionXESC,Richardson,TexasContact:KitraGray,(972)348-1580orgrayk@esc10.
netHandoutsfromthesepresenters'sessionatAER2000canbefoundontheTSBVIwebsiteat.
TexasSchoolfortheBlindandVisuallyImpairedispleasedtoannounceanewproduct:ElementaryConceptsforStudentswithVisualImpairmentsbyBrendaO'Sail,NancyLevack,LindaDonovanandDebraSewellThiscurriculumiswrittenforstudentsyoungerthantwelveyearsofagewhohavevisualimpairmentsandarenotyetreading,writing,ordoingmathatafirstgradelevel.
Itisbasedonathematicapproachtoteaching.
Specificunitsofstudyhavebeenincludedandunitactivitiesincludeconceptdevelopment,mathreadiness,readingandwritingreadiness,musicandgames,arts,cookingandeating,pretendplay,storytime,andextendeddiscussionoractivities.
Infusedskillsincognition,communication,sensoryandmotorskills,readiness,workskills,andmusicskillsaretaughtthroughthethemes.
ElementaryConcepts,Order#59435ECC,sellsfor$105.
00,andmaybeorderedbycontactingTrudyRossat(512)206-9215,orTrudyRoss@tsbvi.
edu.
SEE/HEARpublishedquarterly:February,May,August,andNovemberAvailableinSpanishandEnglishonTSBVI'swebsiteatContributionstothenewslettercanbemailedore-mailedtosectioneditorsat:TSBVIOutreach1100West45thSt.
Austin,TX78756DeadlinesforArticlesDecember1stfortheWintereditionMarch1stfortheSpringeditionJune1stfortheSummereditionSeptember1stfortheFalleditionProductionStaffEditor-in-Chief-KateMoss(512)206-9224;KateMoss@tsbvi.
eduLayoutEditor-CraigAxelrod(512)206-9435;CraigAxelrod@tsbvi.
eduTCBEditor-EdgenieBellah(512)377-0578;Edgenie.
Bellah@tcb.
state.
tx.
usWebsiteEditor-JimAllan(512)206-9315;JimAllan@tsbvi.
eduProductionAssistant-JeannieLaCrosse-Mojica(512)206-9268;JeannieLaCrosse@tsbvi.
eduTCBBrailleTranscriber-B.
J.
Cepeda(512)377-0665;BJ.
Cepeda@tcb.
state.
tx.
usSectionEditorsFamily-JeanRobinson(512)206-9418;JeanRobinson@tsbvi.
eduProgramming-AnnAdkins(512)206-9301;AnnAdkins@tsbvi.
eduandJennyLace(512)206-9389;JennyLace@tsbvi.
eduSyndromes/Conditions-KateMoss(512)206-9224;KateMoss@tsbvi.
eduNewsandViews-EdgenieBellah(512)377-0578;Edgenie.
Bellah@tcb.
state.
tx.
usClassified-JimDurkel(512)206-9270;JimDurkel@tsbvi.
eduTheaudioversionofSEE/HEARisprovidedbyRecordingfortheBlindandDyslexic,Austin,TX.
Ifyounolongerwishtoreceivethisnewsletter,pleasecallBethReesat(512)206-9103ore-mailheratBethRees@tsbvi.
edu.
ThisprojectissupportedbytheU.
S.
DepartmentofEducation,OfficeofSpecialEducationPrograms(OSEP).
OpinionsexpressedhereinarethoseoftheauthorsanddonotnecessarilyrepresentthepositionoftheU.
S.
DepartmentofEducation.
TheOutreachProgramsarefundedinpartbyIDEA-BFormula,andIDEA-DDeaf-BlindFederalgrants.
FederalfundsareadministeredthroughtheTexasEducationAgency,DivisionofSpecialEducation,totheTexasSchoolfortheBlindandVisuallyImpaired.
TexasSchoolfortheBlindandVisuallyImpaireddoesnotdiscriminateonthebasisofrace,color,nationalorigin,sex,religion,ageordisabilityinemploymentortheprovisionofservices.