Education Update - Careers in physical education from Hunter College, he was ready to work. So, when hisprofessor suggested that he use his skills to teach people who are blind to http://www.educationupdate.com/sept01/pages/careers_otmteacher.html
Extractions: By M.C. Cohen When they first start to move independently, without the aid of a person to guide them, says Filan, in his 28 th year with The Jewish Guild for the Blind, its especially fearful and challenging. Filan, a Brooklyn native, had not planned on spending almost his entire working life working with children who are blind. But, after watching Filan work, it only takes seconds to see that he doesnt doubt that his career choice is a winner. At the outset I was hooked, says Filan, who originally started out to be a general physical education teacher. It takes a very sensitive, hard working person to motivate children who are visually impaired and multiply disabled to be independent travelers. That is the single most important thing we can do for them. As it turned out, the best thing that could have happened to Filan was that in the early 1970s, thanks to the citys budgetary woes, there were no public school gym teaching jobs available. And, having just gotten his degree in physical education from Hunter College, he was ready to work. So, when his professor suggested that he use his skills to teach people who are blind to travel around Filan was eager to give it a try.
Preparing Students For Higher Education Most blind students only learning basic keystrokes to complete the school can developan education plan that They teach the basic keystrokes and hope that will http://www.accesstechnologyinstitute.com/articles/gld.html
Extractions: Cathy Anne Murtha Listen to this Article in mp3 Format Blind and low-vision students are finding their way in ever-increasing numbers to the halls of higher education. They are seeking new opportunities and pushing themselves further, setting their goals higher and looking to the universities and colleges to help them achieve their goals. Goals that, as little as a decade ago, may have seemed impossible have now become attainable through the use of powerful technology that allows blind and low-vision students to compete effectively in the classroom. Everyone sees this as a positive change and educators are looking to the professionals in the field of services for blind consumers to help them rise to the challenge as students encounter difficulty accessing the intranets, websites, software and computer technology into which so much time, energy, and funding have been devoted. While more high-tech centers are created specifically with the needs of the blind and visually-impaired in mind and there are ample students who desire to take advantage of the facilities, there is one thing that has been overlooked by a vast majority of those who are serving this new breed of students the training necessary for students to access this new and dynamic technology. A students inability to access a computer may be interpreted as a problem on the part of the campus providing the technology. In reality, the problem is not the software or hardware that has been provided by the college or university - what some consider inaccessible is, in reality, a lack of knowledge or training in the use of adaptive equipment
National Organization Of Blind Educators education. Subscribers to the list work in all levels of education. Somepeople teach blind students, and some teach sighted students. http://www.accesstechnologyinstitute.com/lists/nfbnet/nobe.html
Extractions: The National Organization of Blind Educators sponsors NOBE-L, a mailing list for blind people working in or aspiring to work in the profession of education. Subscribers to the list work in all levels of education. Some people teach blind students, and some teach sighted students. NOBE-L provides a forum for all blind educators to discuss strategies, techniques, and experiences related to the profession of education. To subscribe to the regular list:
Core Curriculum For Blind And Visually Impaired Students content of the curricula needed by blind and visually impaired learners that wouldequalize education by neutralizing They require time to teach, and the need http://www.tsbvi.edu/Education/corecurric.htm
Extractions: Home Site TOC Site Search Education The Core Curriculum for Blind and Visually Impaired Students, Including those with Additional Disabilities* prepared by Phil Hatlen, Co-Chair National Agenda Advisory Board Revised January 10, 1996 (*The term "including those with additional disabilities" will not be repeated, as it should be assumed under the definition of "blind and visually impaired students.") Contents of this page: Go to top of page Some years ago, a reporter asked a prominent blind woman, "What is it that blind people would want from society?" The woman replied, "The opportunity to be equal and the right to be different." As Lowenfeld so graphically portrayed in The Changing Status of the Blind: From Separation to Integration (Charles C. Thomas, Springfield, 1975), opportunities for equality grew tremendously in the 20th Century. "In the field of education then the move from separation to integration is evident. Educational provisions for blind children, the administration of these educational provisions, and teacher preparation, all moved from special or separated arrangements to integrated ones. This move has been consistently spearheaded and supported by legislation...". (Lowenfeld, 1975, p. 117.)
Math Education And Nemeth Code Learn a little about math education and the Nemeth Code. has no experience in dealingwith blind students I teach secondary mathematics at the Texas School for http://www.tsbvi.edu/Outreach/seehear/fall97/math.htm
Extractions: from Fall 97 issue Editor's Note: Ever wonder what it would be like to visit the TSBVI Website? Here's a taste of that experience, even if your modem is shut down for the day. Learn a little about math education and the Nemeth Code. If after reading this article you would like to know more simply log on to http://www.tsbvi.edu A parent writes I have been working with my daughter on math, and I know math reasonably, but it is visual in nature and a challenge to know the best way to present it. My daughter is not exactly "resisting" Nemeth, but rather until last year, she was able to pretty much do everything in a print medium, but lost more of her vision making that impossible. She went to a residential school for the blind where she learned Braille reasonably efficiently, and she knows Nemeth to "read" it, but writing it is often slow and she makes occasional mistakes which, of course, makes it difficult. The school she is in now is a "regular" school that has no experience in dealing with blind students. They have provided the math text (as well as her other textbooks) in braille. The problem comes in attending classes, where blackboard work to the class is effectively useless, and taking tests, etc. where translating back and forth between braille and print to have effective communication between her and the teacher is proving very difficult. She has traditionally done everything in her head in math (she can do amazingly complex calculations in her head) but obviously, at some point that is an unworkable strategy.
Teachers.Net Meeting - Special Education evening everyone welcome to this Special education Chat Paulie too Paulie neverhad any legally blind kids tho Grey what grade do you teach welcome brazilnow http://teachers.net/archive/sp_ed020503.html
Teach-At-Home - Disabilities Fact Sheets. org/ National Library Service for the blind and Physically policies of the Departmentof education, nor does * teachAt-Home Your Homeschool Resource Center http://www.teach-at-home.com/FastFacts/disabilities/FactSheet.asp?A=14
Family Education Program This course is designed to help you teach your blind or visually Partners in education. Thiscourse is recommended if your blind or visually impaired child is http://www.hadley-school.org/Web_Site/2_c_family_ed_program.asp
Extractions: OL = online The Family Education Program focuses on independent living, technology, advocacy and adjustment to blindness issues. While some of the courses were written for adults who are blind or severely visually impaired, they also contain important information for a family member. Other courses have been developed specifically for family members. Family Education Program students may select from the following offerings. (Eligibility requirements can be found on "Who Can Enroll" ) Please note that the first five courses are listed in a recommended sequence for parents of young children. The remaining courses may be of interest to all Family Education Program students. Reach Out and Teach Learning, Play and Toys Child Development: Early Childhood Early Independence ... Raising Responsible Children Introduction to Braille Braille Reading for Family Members Abacus 1 Abacus 2 Accessing Local Sports and Recreation Programs College Bound: Supporting Your Child's Transition to the American University ... You, Your Eyes and Diabetes
Theological Education: Healing The Blind Beggar society and institutions, wittingly or not, that define people as beggars and thatrender them blind. In short, theological education must teach students to http://www.religion-online.org/cgi-bin/relsearchd.dll/showarticle?item_id=993
Certification Programs The Special education Certificate qualifies students to teach exceptional learnersat blind/Partially Seeing Vision Impairments, Sharon Wyland, (815) 753 http://www3.niu.edu/teachers/certification_programs.htm
Extractions: Northern Illinois University has 27 initial teacher certification programs that are approved by the Illinois State Board of Education (ISBE) and which, upon successful completion, entitle a student to an Illinois Teaching Certificate. The following initial teacher certification programs offered at NIU are listed by type of certificate. The name of the program and academic department administering the program is listed. Early Childhood Certificate (IL Type 04) The School of Family, Consumer and Nutrition Sciences (FCNS) offers a program leading to a Bachelor's of Science degree (B.S.) with a major in early childhood studies including the Type 04 Certification. This program will prepare personnel for professional roles serving children from birth through eight years of age and their families. Graduates qualify for Illinois early Childhood Teacher Certification enabling them to teach children from birth through grade three in Illinois public schools. Students in the 04 certification emphasis are prepared to teach a diverse student population in inclusive classrooms. The Department of Teaching and Learning (TLRN) offers a program leading to a Bachelor's of Science in Education (B.S.) degree including the Type 04 Certificate and the Preschool Special Education Approval (Birth - Age 6).
Exceptionalities And Special Education Association for the blind and Visually Impaired Chronic Health Impairments I use inmy Exceptional Learners class (education 105) to teach college students http://www.cloudnet.com/~edrbsass/edexc.htm
Extractions: Lesson Plans and Resources This page contains links to lesson plans and resources for special education as well as lesson plans for students who are gifted and talented. It also contains lesson plans about individuals with disabilities ( Helen Keller or FDR, for instance). Click on one of the topics in the site index to find what you need. If you are looking for lesson plans and resources for creativity, critical thinking, or problem solving, click here. All links on this page were checked and updated 12-19-02.
Jain Education In The Digital Age This kind of blind following perpetuates ignorance and a necessary step in continuingJain education for generations We must teach the next generation of Jains http://www.anekant.org/jain_education_in_the_digital_age.htm
Extractions: Home Up Are we on the Right Path? What you believe... you can achieve ... Paradoxical Commandments [ Jain Education in the Digital Age ] Any tradition, value or religion withers away if not put into practice in day-to-day life. I believe that these traditions, values and religious beliefs must be examined from time to time, through evaluation and analysis. We most certainly should avoid dogma, blind faith and absolutism especially in the name of GOD. Recent world events emphasize more than ever the applicability and significance of Jain principles of Ahinsa (non violence), Anekant (non absolutism) and Aparigraha (non attachment) in achieving world peace. However, less than 1% of world population even knows about Jainism! Even among Jains, limited knowledge has led to faulty interpretations and misconceptions that have led to blind following of mere rituals. This creates a special challenge for educators involved in teaching Jainism to the digital generation. Some one may question why should there be any difference in teaching Jainism today; Jainism has been taught and practiced for many generations so why change anything now? We can hide our head in sand and say everything we know about Jainism is based on 'Jinvani' given to us by a 'kevelgnyani' hence it is perfect and can not be modified". This kind of blind following perpetuates ignorance and hence falls under the definition of violence. In my opinion, this kind of dogmatic thinking is the cause of decline in Jain practice as well as in proper understanding of Jain philosophy. As a result, we have achieved gross conduct but zero discipline of mind!
Compassion Education - Animal Friends COMPASSION education Animal Friends. Erica was raising Odette as a guide dogfor the blind. Erica would have to give her lots of love and teach her many http://www.familycares.org/familycares/parents/ed_animalfriends.shtml
Document: Services For Children Who Are Blind Or Visually Impaired who are not qualified to teach critical skills residential and special schools forblind and visually are educated in regular education classrooms, unnecessary http://www.afb.org/htm_asp/DocumentID=1243/info_document_view.htm
Extractions: fulfilling Helen Keller's vision Information Center My AFB New! Site Search About Us ... Information Center Visual impairments change the way children obtain information about the world in which they grow and function, and limit opportunities to learn through observation of visual elements in the school curriculum and the people around them. This means that, in addition to their regular classroom studies, children who are blind or visually impaired need to learn specialized skills from teachers and others who are specially trained to teach these skills, such as certified teachers of visually impaired children and orientation and mobility specialists. The specialized skills visually impaired children must learn include: Technology and computer proficiency using computer and telecommunication equipment and software adapted for blind or visually impaired people. Literacy reading and writing with braille, large print, optical devices, or training in effective use of available vision.
Extractions: fulfilling Helen Keller's vision Information Center My AFB New! Site Search About Us ... Information Center Every seven minutes, someone in America will permanently lose their eyesight. Specialized services enable blind people to: Specialized services are the key to dignity, productivity, and independence for people who are blind or visually impaired. In an age of cost cutting and budget slashing, blind and visually impaired people are increasingly concerned that the services that best serve their needs will be eliminated, and that the only option will be large all-purpose disability and health service organizationswhere some blind people have already fallen through the cracks. [A photo appears in the published print version: A walk/don't walk traffic signal not fully visible because of a large white area, simulating macular degeneration. Caption: Specialized services teach people with macular degeneration the proper techniques that will enable them to cross this busy intersection while safely avoiding that five-ton cement truck that is quickly approaching.]
IBS Parent/Child Activities how to introduce cooking equipment and how to teach child to routines, an area oftenofflimits to a blind child. 14 p. Parent Early Childhood education Series http://www.iowa-braille.k12.ia.us/parent_child.html
Education Of The Blind schools in other commonwealths; and the successful education of blind deaf weaknessas is most common among the blind, and also to teach such occupations http://www.sensato.com/1921/02blind.htm
Extractions: A book emphasizing the duty of the people to educate the blind was published in both Italian and French as early as 1646. However, until the education of the deaf had been proved feasible, efforts in behalf of the blind met with slight encouragement, although Rousseau and others had endeavored to stimulate interest in the subject. But in 1784 Valentin Hauy opened a school for the blind in Paris. In 1791 a similar school was opened in England. Within a few years Europe had a total of 20, and the results were both encouraging and astounding. Among American institutions of this character, the New England Asylum, chartered in 1829 and opened at Boston in 1832, was the first incorporated. The New York Institution for the Blind, chartered in 1831, was the first to open its doors; while a Society of Friends opened the Philadelphia institution in 1833. It was greatly to the advantage of the New England Asylum that Dr. Samuel G. Howe, who was chosen director, had already supplemented his medical training, received at Harvard, by broadening experiences and professional studies in Europe. Moreover, immediately after his selection for the peculiarly exacting duties of this new field, he had gone again to Europe for such knowledge as personal inspection alone could give concerning the best of their institution for the blind. Like the first American school for the deaf, in Connecticut, this Massachusetts school received state aid from the first. Like the Connecticut institution also, it for some time received numerous pupils supported by legislative appropriations of other states. Under the able direction of Dr. Howe, which continued for 45 years, the New England Asylum, now long known as the Perkins Institution for the Blind, became the greatest school of its character in the world. The public exhibitions given by its pupils, and particularly those given before some 17 state Legislatures, did much to stimulate the establishment of similar schools in other commonwealths; and the successful education of blind deaf-mutes, such as Laura Bridgman and Helen Keller, by its methods, has given the Institution world-wide fame.
Guide Dogs For The Blind, Inc. - TOR_youth Education Release Who we are Guide Dogs for the blind is a national nonprofit providing Youth education toschools throughout the United States and Canada to teach youth about http://www.guidedogs.com/media-TOR_youth education.html
Www.nfbark.org/resolutions/2001.txt AER has been successful in convincing some state education and rehabilitation andthat does emphasize the capabilities of the blind to teach the blind so http://www.nfbark.org/resolutions/2001.txt
Extractions: Education of Blind Children Resolution 2001-01 WHEREAS the foundations of success in adulthood are found in the quality of education received during childhood; and WHEREAS many blind children in Arkansas are having difficulty in gaining proper Braille instruction and orientation and mobility training on a consistent and meaningful basis; and WHEREAS the functional literacy skills of high school graduates who are blind are atrociously low across the nation and here in the State of Arkansas; and WHEREAS current state and federal laws, including he Individuals with Disabilities Education Act (IDEA) guarantee a free and appropriate education to all blind children; and WHEREAS the early and proper instruction in the alternative techniques of blindness are vital to the success of a blind student in later life: Now, therefore, BE IT RESOLVED by the National Federation of the Blind of Arkansas in convention assembled this thirteenth day of October, 2001, in the city of Jonesboro, Arkansas, that we strongly encourage the department of education and the school districts to implement the preexisting laws to give adequate instruction in Braille literacy and orientation and mobility to the blind children in the state of Arkansas; and BE IT FURTHER RESOLVED that this organization urges the department of education and the local school districts to fulfill the educational needs of the blind children through experienced instructors, using private contracts or the addition of experienced teachers aids if other resources are not available or appropriate; and BE IT FURTHER RESOLVED that this organization urges the department of education and the state legislature to take the proper and equal education of blind children seriously, providing the needed amounts of funding and personnel, including the immediate filling of the position of compliance officer. Orientation and Mobility Certification Resolution 2001-02 WHEREAS, work with the blind in Arkansas is in urgent need of high quality blindness specialists who can inspire and empower all blind people, a need graphically demonstrated by the fact that between 70 and 80 percent of working age blind Americans are unemployed; and WHEREAS, certification of blindness specialists by AER (the Association for Education and Rehabilitation of the Blind and Visually Impaired) has been the only certification program available to blindness specialists throughout the United States; and WHEREAS, the certification function conducted by AER has been shifted to the Academy for Certification of Vision Rehabilitation and Education Professionals (the Academy), which has replaced AER certification in name but not in substance, being nothing more than AER warmed over; and WHEREAS, regardless of the name of the certifying body, the oppressive nature it represents has had a long history of practicing blatant discrimination against qualified blind O and M instructors- until recently, AER refused outright to certify any blind person as an O and M specialist, and most of those so far considered for certification still primarily rely upon visual methods for instruction, making the Academy a meaningless certification for aspiring blind teachers who personally use the alternative techniques of blindness and would teach those techniques to their students; and WHEREAS, since AER was the only certifying body in work with the blind for many years, it must accept the responsibility (as it would surely take the credit if the numbers were different) for the high unemployment rate among the blind since, if its certification truly signaled high quality outcomes, the unemployment rate for blind people would be considerably lower; and WHEREAS, despite the undistinguished record chalked up by AER certification and its equally long record of discrimination against the blind, AER has been successful in convincing some state education and rehabilitation agencies to require certification by AER and now the academy as a condition of employment; and WHEREAS, a need has long been felt in work with the blind for certification that does not have a record of discrimination and that does emphasize the capabilities of the blind to teach the blind so that they can be employed tat the same rate as their sighted piers; and WHEREAS, to offer a positive and progressive alternative to AER/Academy certification, a new certifying body, The National Blindness Professional Certification Board (NBPCB), has been established and will be begin by certifying O and M specialists who have passed a performance based certification examination, including two additional exams designed to demonstrate the candidates positive philosophy of blindness and grasp of the professional body of knowledge in the field of O and M; and WHEREAS, high quality specialists with National Orientation and Mobility Certification (NOMC) will automatically be barred from employment in programs which specify AER/Academy certification as the only acceptable certification; Now, therefore, BE IT RESOLVED by the National Federation of the Blind of Arkansas in convention assembled this thirteenth day of October, 2001, in the city of Jonesboro, Arkansas, that this organization continue its long-standing support for professionals in the field of work with the blind who have a commitment to excellence in outcomes, regardless whether these professionals are certified; and BE IT FURTHER RESOLVED that this organization urge all state education and rehabilitation agencies that rely upon nationally recognized certification to accept the principle that high quality service to blind people demands acceptance of all nationally recognized certifying authorities, particularly the performance based NBPCB, rather than continuing to rely exclusively on the AER/Academy process, which has distinguished itself by a dismal record of accomplishment for which its certified professionals are accountable. Blind Students in Higher Education Resolution 2001-03 WHEREAS, history demonstrates that blind students in higher education achieve success through self-reliance and mastery of the alternative skills and techniques of blindness; and WHEREAS, the Americans with disabilities act (ADA) passed in 1990 has been misinterpreted to overemphasize the universally accessible learning environment; and WHEREAS, many blind students are continuing to lose their ability to manage those providing personal services, such as readers and note takers, by the policies of institutions: Now, therefore, BE IT RESOLVED by the National Federation of the Blind of Arkansas in convention assembled this thirteenth day of October, 2001, in the city of Jonesboro, Arkansas, that this organization urges the disability services at Arkansas colleges and universities to promote success and personal responsibility in blind students by not providing services to blind students that they can adequately provide for themselves; and BE IT FURTHE RESOLVED that this organization strongly encourages educational institutions to work in collaboration with individual blind students to determine what services should be provided by the institution of higher learning; and FURTHER BE IT RESOLVED that this organization strongly encourage institutions of higher learning to allow blind students to have control over the hiring, management, and possible dismissal of those providing personal services.
Teachers, Special Education Special Schools for the Deaf, blind or Neurologically gov California Department ofeducation Special education Division 515 or (904) 4521151 teach for America http://www.calmis.cahwnet.gov/file/occguide/teachspe.htm
