^RDC-meg16 LITERARYNTIIIIIUDNhiel0S>L3 NMajor HeadN11JBC21JMinor HeadN1KJNN11JBody textN00BN00Body textN00NN00Body textN00NN00Body textN00NN0007 1w51Last savevHeading level 1HOWE'S NOWBody textvel 1aHowe's Now is a publication of the Council of Schools for theBlind (COSB) that recognizes Dr. Samuel Gridley Howe. Samuel Howewas the first Director of Perkins School for the Blind in 1833.His ongoing efforts as an advocate for public school programs forblind children was instrumental in establishing a full continuumof placements and services.Listtextvel 1President, Herb MillerListtextvel 1President-Elect, Phil HatlenListtextvel 1!Secretary/Treasurer, Yvonne HowzeListtextvel 1Past President, Mike BinaListtextvel 1:Directors: Bernadette Kappen, Majorie Kaiser, Gene McMahonListtextvel 1#Consultant, Kathleen Megivern, J.D.Listtextvel 1Editor, Patty McFarlandListtextvel 1Listtextvel 1Direct correspondence to:Listtextvel 1.Texas School for the Blind & Visually ImpairedListtextvel 11100 West 45th StreetListtextvel 1Austin, TX 78756-3494Listtextvel 1Listtextvel 1!Contents of the April 1998 issue:Listtextvel 1*Schools for the Blind: The National AgendaListtextvel 1President's MessageListtextvel 1COSB ClipsListtextvel 1Australian Teacher EducationListtextvel 1 Being Visually Impaired in JapanListtextvel 1%Schools for the Blind in South AfricaListtextvel 1Stop Trying to Do the Job AloneListtextvel 1Let's Get TogetherListtextvel 1COSB Code of EthicsHeading level 2HHow will schools for the blind meet the challenge of theNational AgendaLeft flushel 2nPhil Hatlen, Superintendent Texas School for the Blind andVisually Impaired and Co-Chair, The National AgendaBody textel 2It was my pleasure and privilege to attend, along with othersuperintendents, the celebration of the 150th birthday party ofthe Mississippi School for the Blind (MSB). It was a wonderfulevent, full of pride, hope, and enthusiasm. Not only did wecelebrate MSB's birthday, but the occasion honored and celebratedthe history and accomplishments of all schools for the blind.Thank you, John Parrish, your staff, and your students for givingus this rare opportunity to stand tall and be counted among thosewho deeply value the past, present, and future of schools for theblind. I talked for the first time to fellow superintendentsabout what I believed our schools should be doing with theNational Agenda.Body textel 2ZRarely has any movement in the education of students withvisual impairments captured the imagination and the commitment ofparents, consumers, and professionals as has the EiNational Agendafor Blind and Visually Impaired Youths, Including Those withAdditional Disabilities\Ei. A kernel of an idea in 1993 has explodedinto a national movement, as national groups and individualstates work to achieve the eight goals. The effort that hundredsof parents and professionals are making to ensure the success ofthe National Agenda must include schools for the blind, if we areto walk our talk as being a viable option among other educationalplacements. I'd like to share with you the eight goals of theNational Agenda, and give you some suggestions as to how youmight assist in meeting these goals by using the resources ofyour school for the blind.Listtextel 21. Students and their families will be referred to an appropriateeducation program within 30 days of identification of asuspected visual impairment.Body textel 2The issue of timely referral from the medical profession hasbeen with us as long as I can remember. I ask you to considertoday whether the school for the blind should be a clearing housefor referrals of children throughout your state. Our role as a"hub" in the state might make us the logical place for doctors,social workers, and others to refer a newly diagnosed visuallyimpaired child. We could then direct the parents to a localschool district or agency that would provide direct service. Iftimely referral were not a lingering problem, it would not havebecome one of the eight goals. If local "search and serve"efforts are not working, perhaps it's time for us to provide somesolutions for early referral. One idea that I have entertained,but will have to wait for funding to implement, is listing theschool in the yellow pages of every telephone directory in thestate, under "Blind or Visually Impaired Child". The listingwould be an toll-free number that any parent could call forinformation about services for children who are visuallyimpaired. It also might be particularly valuable to the grief-stricken mother or father who has just learned that her/his babyis visually impaired.Listtextel 22. Policies and procedures will be implemented to ensure theright of all parents to full participation and equalpartnership in the education process.Body textel 2-It was surprising to me that this goal also rose top when wesurveyed the country to determine the final goals of the NationalAgenda. Obviously, many parents do not have a truly equal role inthe education of their children. I think that the primary role ofa school for the blind, with regard to this goal, is to assumeresponsibility for all parents in its region to become informedadvocates. There are a few examples of the wonderful giftsparents can bring to the IEP meeting, when they can really beequal planners of the education of their children.Body textel 2POne director of a school for the blind has suggested that theresult of effective parent education and advocacy training isthat parents learn about the full continuum of placement options.When they have thorough and accurate knowledge of the needs oftheir children, then we no longer need to be the primaryadvocates for our schools.Body textel 2Gene McMahon, who is conducting research on parents' knowledgeof placement options, tells us that a shockingly small number ofparents in his sample have been informed about placement optionsother than the one the local district recommends. The need forparent education is clear and overwhelming. The role of schoolsfor the blind in providing this service to parents is one thateach of us has to consider.Listtextel 23. Universities, with a minimum of one full-time faculty memberin the area of visual impairment, will prepare a sufficientnumber of educators of students with visual impairments to meetpersonnel needs throughout the country.Body textel 2There was a time when almost all teacher preparation programshad some sort of tie to a school for the blind. I don'tnecessarily think that's true any more. While I acknowledge thatmany rural areas in the U.S. have a very difficult timerecruiting teachers for blind and visually impaired students,schools for the blind also have a chronic and sometimes desperateneed for certified teachers.Body textel 2.So, what should we do about it? John Parrish brought theDistance Learning program from the University of Louisville toMississippi. As a result, perhaps Mississippi will be one of thefirst states to achieve Goal 3. In Texas, the School for theBlind and Visually Impaired has formed a coalition with the twouniversities that offer personnel preparation in visualimpairment and in orientation and mobility. This coalition hasrecently been funded by the Texas Education Agency. The outcomeshould be the elimination of a serious teacher shortage in Texas.Body textel 2#What about your state or region? Is your school activelyinvolved with ensuring that your entire state has enough teachersto meet the needs of blind and visually impaired students? If orwhen it is necessary, should schools for the blind take aleadership role in teacher preparation? I think we can do thiswhen it is necessary or expedient, and such a move should not beviewed as a threat to any university-based program. Just as weare allies with local school districts, so should we be allieswith university personnel-preparation programs.Listtextel 24. Service providers will determine caseloads based on the needsof students and will require ongoing professional developmentfor all teachers and orientation and mobility instructors.Body textel 2If a five-year-old, potential braille reader has only theservices of an itinerant teacher for one hour every two weeks,that child will grow up illiterate. In cases such as this, theschool for the blind has a responsibility to diplomatically andsensitively assist the local district to better understandnecessary services and work with them to find local solutions. Ifnecessary, suggest that placement in a school for the blind mightbe the best alternative.Body textel 2Our responsibility is to strongly support and advocate forappropriate caseloads. We must do this without any semblance ofrecruiting and with only the best interests of students and theirfamilies in mind. We must stand up and be counted wherevercaseloads are so large that services cannot be based on the needsof students, and whenever we know that students are not receivingthe education they require.Listtextel 2k5. Local education programs will ensure that all students haveaccess to a full array of placement options.Body textel 2Let's be honest-in most of the U.S., there are only two viableplacement options available: itinerant services and schools forthe blind. "A full array of placement options" will be hard todeliver, considering the low prevalence of blindness and visualimpairment. But one thing we can do is to not let the full arrayof settings disappear because of philosophical reasons. Where thepopulation warrants, we must be advocates for resource rooms,self-contained classrooms, and other settings. We at schools forthe blind need to be active participants in maintaining orcreating a broad array of placement options. If we are a "hub" inour state, we must work just as hard for placement options at thelocal level as we do for placement at our specialized schools.Listtextel 26. Assessment of students will be conducted, in collaborationwith parents, by personnel having expertise in the education ofstudents with visual impairments.Body textel 2How many of you have reviewed assessment information on a childand discovered that the only material available was a functionallow vision examination and the results of an achievement test?Sadly, this is often the case. Assessments must be comprehensiveor they are practically worthless. They must include, but are notlimited to: functional low vision; learning media; compensatoryskills; and all areas of the expanded core curriculum (see goal8).Body textel 2QWhere is it possible for a child to receive a comprehensiveassessment provided by qualified personnel? In large, urbandistricts? Probably. In suburban and rural districts? Probablynot. What is the role of the school for the blind in assessment?Some of our schools provide assessment services for all childrenin their states. Some provide it on campus, while others havetraveling assessment teams. Should schools for the blind offercomprehensive assessment services to all children in their stateof region? Are we the only place with the expertise to conduct acomprehensive assessment? Is this an appropriate role in theemerging future role of schools for the blind? There are morequestions than answers with regard to assessment and its role thefuture of schools for the blind. We must actively participate indecisions about this topic.Listtextel 2 7. Access to developmental and educational services will includean assurance that instructional materials are available tostudents in the appropriate media and at the same time as theirsighted peers.Body textel 20Who in your state monitors the timely delivery of instructionalmaterials and books to students throughout the state? If you havean Instructional Materials Center (IMC), then you may not need tobe involved. If you don't, or if you are the IMC, then timelydelivery might need to be your responsibility.Body textel 2-The national IMC group were the National Goal Leaders for thisgoal. Their data indicates a continuing, serious problem indelivery of books and materials to ensure that blind and visuallyimpaired students have access at the same time as sightedclassmates. Do you have a responsibility to look into thisproblem and offer to assist in solving it? What about the qualityof materials prepared for blind and visually impaired studentsWho monitors this. Should you?Listtextel 28. Educational and developmental goals, including instruction,will reflect the assessed needs of each student in all areas ofacademic and disability-specific core curricula.Body textel 2As all of you know, this goal deals with the curriculum topicthat has occupied much of my time for over 25 years. Our firstreal awareness of the disability-specific needs of blind andvisually impaired children began as the retrolental fibroplasia-blinded young people began to graduate from high school beginningaround 1969. Since that time, we have been aware of the need foran expanded core curriculum, as defined by the National Agenda.Body textel 2)What is, or will be, the role of schools for the blind inaddressing the expanded core curriculum? Surely, we have aresponsibility to disseminate information to all teachers in ourstate. These instructional areas in the expanded core curriculumare not electives to be offered as time permits. They must beassessed, often by a team from a school for the blind, and theymust be taught. Since these curricular areas are added onto thecore curriculum expected of all students, there may be no time inthe school day to teach the expanded core courses.Body textel 2UAlmost every referral received at the Texas School for theBlind and Visually Impaired suggests that the child needsinstruction in one or more of the areas of the expanded corecurriculum. Schools for the blind, then, are already being calledon to provide services to students when local districts lack theresources of time and personnel.Body textel 2For now, I believe that schools for the blind must assistteachers and parents to understand the urgency of assessing andteaching the expanded core curriculum. Then, on an individualbasis, determine where the instruction can best be provided. Wemust be open to the possibility that districts will call upon usto help them meet these needs for blind and visually impairedstudents.Body textel 2aSchools for the blind should be on the cutting edge of theNational Agenda movement. Our commitment to quality education forall children who are blind or visually impaired requires us tobecome active leaders in achieving the goals of the NationalAgenda. We should also be examples of how to partner with parentsso that children will thrive and grow.Body textel 2If schools for the blind are the hubs of expertise in theirstates, if they have a true leadership role in achieving theNational Agenda goals, then they first should be models ofimplementation of the National Agenda.Heading level 2Message from the PresidentBody textvel 2The history of educating blind and visually impaired peoplestarts in the 1800s. France became the cradle of educators of theblind. The first school for the blind was in France. In 1784,soon after we became a new nation, The Institution des JeunesAveugles (Institution for Blind Youth) was established. In 1791,the first School for the Blind opened in England. In 1829, NewEngland Asylum for the Blind and New York Institute for the Blindincorporated. In 1837, the first deafblind child was educated atPerkins. Of course, one of the most important events was in 1891,St. Joseph's School for the Blind was incorporated. It was one ofthe first schools for the blind to provide education to blind andvisually impaired students with additional disabilities.Body textvel 2GI am going to skip a number of years to just highlight someevents that have meaning to me and hopefully to you. PennsylvaniaInstitute Overbrook, the third school for the blind, started thefirst kindergarten classes for blind students. In 1900, theIllinois Schools for the Blind started the first day schoolclasses in Chicago. In 1904, The first deafblind person, HelenKeller, received a college degree from Perkins School for theBlind. In 1901, braille classes were organized in ClevelandPublic Schools. In 1911, New York State made it compulsory toeducate blind students. Body textvel 2The point I am making is our history is a long anddistinguished one. Samuel Howe, who after visiting EuropeanSchools for the blind, came home to the U.S. and shaped PerkinsSchool under the premise that each blind child must be consideredas an individual, to be educated according to his interest andabilities with added stress on music and crafts. Imagine thatidea-an individual-way before Special Education even thought ofthat concept. In the late 1850s, our founders knew that blindpeople must be trained to take their places in the social andeconomic life of their communities. Here we are ending the 1990s,and what Howe and his fellow superintendents found is just astrue and important today.Body textvel 2Many truths of our founders and many philosophies of educatingblind and visually impaired students still hold true after almost170 years. Our history through the years shows a history ofcaring, innovation, risk-taking, and inclusion into society. Andthat history is based on the premise of what Special Education isall about today-individualized programs using the experiences ofour students and teaching to their wants and needs.Body textvel 2The responsibility that our founders took-Howe, Blesdoe, HelenKeller, and Hall-was a responsibility for future successes ratherthan past misdeeds. Our founders laid out a direction to beinnovative; to use all our resources to the maximum; and toprovide services and programs that meet the individual needs ofblind and visually impaired people. It is a philosophy likeplanting seeds and watching the fruits of those seeds begin toripen. We must continue to evaluate ourselves, to question what,why, and how we do things.Body textvel 2*It is also a time to take stock in the strengths of ourschools. We have come a long way. We certainly have done someimportant things in the last several years. Our voice is strongand heard across the country. We have input on many committeesand task forces. We have provided leadership: Choices forChildren, CEC-DVI, OSEP's Policy Guidance position paper, thereauthorization of IDEA, testimony at OSEP's Regulations on IDEA,AFB's Task force on Specialized Services, and testimony atWisconsin and Nebraska Schools for the Blind. One indicator ofwhere we are going is what happened at our annual businessmeeting at APH last October. A meeting scheduled for two hourstook more than three hours with many organizations, schools, andagencies requesting to be on our agenda. Yes, we have come a longway.Body textvel 2iOver the course of my professional career, I have had theprivilege of working in special education and working withchildren. I have taught them in the classroom, and on the ballfields. I have been a teacher, principal, and now asuperintendent. I have dealt with the worst of children. I havedealt with the best of children. I have dealt with childrenbursting with health, and I have met children who were medicallyfragile. I have dealt with children I trusted with my life, and Ihave dealt with children on whom I would not turn my back. I havedealt in one way or another with them all. Throughout the years Ihave come to understand that there is hope for the future; thatalong with our fears, there is also courage and hope. I believein our students; I believe in our staff; I believe in ourmission; I believe in our future. Why...because through theyears, I have had the privilege to work and live with so manydedicated professionals who make up our present and who willcreate our future. The vast majority have filled me with joy andhope and have convinced me that tomorrow will be the best we canmake of it.Heading level 4Yours in COSB,Heading level 4Herb "Red Socks" MillerHeading level 2COSB ClipsLeft flushel 22Compiled and edited by Stuart H. Wittenstein, Ed.DLeft flushel 2/Superintendent, California School for the BlindBody textel 2AlabamaBody textel 2The employees at the AIDB believe in their work. So much, that96 percent gave to this year's Employee Campaign. "What afantastic response from our employees," chairperson Sharon Goodensaid. "Together, with everyone doing their part, we raised$37,472.14-outstanding!"Body textel 2ArizonaBody textel 2ASB is involved in a mentoring project with students from ourlocal community colleges. The college students receive credit fora class that includes classroom instruction on working with youngpeople and for mentoring a student five hours per week. They alsoreceive pay for the mentoring time. Mentors help with homework,serve as role models, and do fun activities. Students from bothASB and PCC have learned and grown a great deal.Body textel 2CaliforniaBody textel 2In February, to continue our commitment to literacy at CSB, weheld two very special events: our first annual Braille Bee andthe Braille Connection Day. At the Braille Bee, 28 studentsproved their knowledge of Grade 2 contractions in front of theirclassmates. One student said afterward, "I'm going to study allyear, so that I can do better in the next Braille Bee." TheBraille Connection Day featured a panel discussion by blind staffmembers at CSB about the uses of braille in the workplace and athome and a history of tactile reading from the superintendentStuart Wittenstein. Over 100 community members from severalblindness support organizations then viewed APH's "TactileWriting System Reproductions" and CSB's collection of antiquebraille writing machines.Body textel 2ColoradoBody textel 2CSDB will celebrate its 125th Anniversary 1998-99. The searchis on for lost CSDB alumni who are blind or visually impaired. Ifyou know the whereabouts of anyone matching this description,please ask them to contact us to have their names added to themost wanted list. A spot on the list entitles them to the veryearliest notification of events surrounding the School'scelebration. Contact Mike Witter at (719) 578-2248 or write himc/o CSDB, 33 N. Institute Street, Colorado Springs, CO 80903-3599.Body textel 2FloridaBody textel 2Busy year! Girls' and boys' Goalball teams: national highschool champions. Ski club: two trips to Colorado. Space Academyand Close Up. State High School Competency Test: 88 percent. Peercounseling; Chorus; Jazz Band; Enrichment Ensemble performances;Drama Club; Amateur Radio Club; Future Homemakers; Scouts;Animation Club; Herb Garden Club; Student Council; Careerpreparation; business partners; veterinary assisting; landscapeoperations; information processing; early childhood; foodproduction and services; teacher assisting; marketing/retail;summer programs; remedial academics; enrichment; technologyupgrade; facility renovation.Body textel 2GeorgiaBody textel 2There are exciting activities for students and employees. We'reall on the Net!! Georgia Academy for the Blind computers now haveInternet Access through MindSpring and PeachNet. It's going to bean E-lectronic year! We are also continuing our communicationconnections with Cellular One with Internet access, homeworkhotline, and telecommunications with parents and local schoolsstatewide. Cellular service is again sponsored by Palmer WirelessCommunications.Body textel 2IdahoBody textel 2"The Idaho School has had a great year. The winter camp was ahuge success, and we're looking forward to our summer experiencecamp on the campus in June for the 7-14 year olds. We are veryoptimistic that we will again be able to offer the two-weeksummer training for paraprofessionals working with visuallyimpaired and blind children in public schools. This wouldintroduce them to braille, orientation and mobility, technology,and self-help, to name just a few.Body textel 2IndianaBody textel 2Indiana, like many states throughout the country, haslegislatively passed high stakes testing in order for students tobe eligible for a high school diploma. Unlike may other states,however, Indiana has determined that all special educationstudents will take the high stakes test along with non-disabledstudents. Reasonable accommodations as determined by thestudents' IEP may be used during test administration. However, itappears that the exam that is currently being used is less thanreliable for many special education students. Staff members fromthe Indiana School for the Blind are actively working with CTBS-McGraw Hill to develop a test that will more accurately reflectthe skill levels of blind and visually impaired students.Currently, many of the test questions are omitted because of thevisual concepts and also portions of the test requiringapplications have been omitted due to the difficulty blind andvisually impaired students have with graphs and other applicationconcepts.Body textel 2IowaBody textel 2EiThe Des Moines Register\Ei, Iowa's leading newspaper, ran a frontpage story about three IBSSS wrestlers competing in the NCASVHConference wrestling championship tournament in Indianapolis inJanuary. The story featured Bre-Aun Elsey who finished first;Shaun Elsey who finished second; and John Patterson who finishedfourth. Many favorable comments from across the state were heardby staff and students alike. It gave Iowa Braille another reasonto be proud of our 146-year heritage serving blind students.Body textel 2KansasBody textel 2gKSSB is developing an integrated learning experience based uponthe Oregon Trail and the Westward Expansion. This summer,students will study the actual journals of those who traveled thetrail; visit museums dedicated to the subject; help build anoutdoor scale model (1"=1 mile) of the trail; and then travel upthe Oregon Trail camping and visiting key points of interest. Thetwo-week program will integrate historical research, literature,logistical planning, arts, and outdoor skills into one action-packed adventure. We are interested in future collaboration withother schools in the region of the trail.Body textel 2KentuckyBody textel 2\KSB is planning now for five summer enrichment programs tobegin in June. Two unique opportunities for students who areblind and visually impaired are the week-long art and computercamps. Art camp will cover architectural and landscape design,folk art, and the art of storytelling. Computer camp will explorea wide range of networking opportunities. In addition, KSB willrun a two-week camp for elementary students. Middle and highschool students can participate in a two-week enrichment program,and/or work programs throughout the community scheduled for twoweeks in June and two weeks in July.Body textel 2MarylandBody textel 2!MSB is excited about assistive technology, so much so that thisyear two of its staff have been assigned as assistive technologyspecialists. They both received Master's Degrees from JohnsHopkins University in Baltimore in Assistive Technology prior tobeing assigned to their current positions. They, along with ourcomputer specialist and President Lou Tutt, presented at theDC/MD AER Conference in Ocean City, MD last month. For moreinformation about MSB's Assistive Technology program, pleasecontact Karin Nord at 410-444-5000, ext. 224.Body textel 2 MinnesotaBody textel 2MSAB in partnership with State Services for the Blind and theResource Center: Blind/Visually Impaired has produced materialsto assist other states to implement a Family Transition Weekendin their own State. Materials include a video, handbook, andcomputer disk to guide program planners in replicating this veryunique family training program originally developed in Texas. Materials will be available soon by contacting Elaine Sveen atMSAB.Body textel 2MissouriBody textel 2If you want to make a difference in someone's life-volunteer.At MSB, we are partnered with one of the largest volunteeragencies committed to children, Big Brothers/Big Sisters, Inc.Our school will be collaborating on numerous projects with thisgroup included: "Teach One" matches adult men and women withchildren in a school setting; the "Mentoring Program" empowersyouth to develop a sense of self-worth and responsibility; andthrough a customized program, "Sports Day" enables youth toattend major sporting events in St. Louis with an opportunity tomeet famous sports celebrities. We plan to include many MSBstudents and staff in these programs.Body textel 2New JerseyBody textel 2St. Joseph's School for the Blind (SJSB) is providing in-service training and technical assistance to the Liberty ScienceCenter (LSC) in Jersey City. LSC is an innovative museum and isthe only hands-on science center in the New York Metropolitanarea. The center is hoping to make their exhibits moreaccessible to blind and visually impaired patrons. LSC isproviding evening programming to our residential students. SJSBhas also enrolled nine students in the "Learning for Life"program with the Boy Scouts of America. The program will focus onself-sufficiency and enhancing coping skills. Additional areas tobe covered include self-concept development, personal and socialskills, and life skills for independent living.Body textel 2New YorkBody textel 2gGoalball, wrestling and cheerleading were the focus of the EAABWinter Tournament 1998, and the Sports Team of NYISE were readyfor the competition. Skill, spirit, and success were the keywords as our cheerleaders cheered their way to first place, andour wrestling team pinned their way to second place. After aninitial setback, our goalball team reached an astonishing firstplace, first-time championship victory! Congratulations to ouraccomplished athletes and their dedicated coaches: Robert Tripodiand Luisa Iadeluca (Goalball), Jack Cuggy and Richard Baez(Wrestling), and Rosalind Wright (Cheerleading).Body textel 2North CarolinaBody textel 2hThe Governor Morehead School is in the eighth month of amandatory 12-month cycle of school improvement planning under theABC's Plan in NC. Following adoption of new Mission and Visionstatements, student outcome measures and process indicators werereviewed. Internal working groups will focus on identifieddeficits, and a strategic plan will be in place by July. Pilotprograms including alternate testing in reading and math will beinitiated in 1998-99 with state financial incentives andconsequences flowing from the gains, or lack thereof, based oncomparisons of 1999-2000 outcomes with those from 1998-99.Body textel 2 North DakotaBody textel 2Career Week has been such a popular event at the NDSB that thisyear we have provided two Career Weeks in addition to ourIndependent Living Week offered during the summer. During theseweeks, high school students from ND and MN job shadow and work atlocal businesses to gain vocational experiences and explore avariety of jobs to better prepare them for their future afterhigh school. They also have opportunities to speak withprofessors at the university or technical college, as well astour these facilities. The Comprehensive Vocational EvaluationSystem also serves as a valuable tool in determining a student'svocational future.Body textel 2OklahomaBody textel 2OSB recently received a grant that has provided funds fortransition of students with multiple disabilities. A job coachwas hired to provide employer contacts and develop job and marketanalyses to obtain jobs for our students in the community. Todate, we have one student working at a major department store andtwo working as assemblers in a local manufacturing facility. Fivestudents will be placed at another local assembly plantimmediately after our Spring Break.Body textel 2 PennsylvaniaBody textel 2The faculty at Western Pennsylvania School for the BlindChildren has written a monograph entitled the "100 Most CommonlyUsed Terms." This brief lexicon defines terms that are usedroutinely in dealing with families. The document has been writtenprimarily for families with the intention of helping parentsbetter understand the language of special education. A copy canbe obtained by calling Janet Simon at 412-621-0100.Body textel 2Overbrook School for the Blind in Philadelphia, Pennsylvania,received a Silver Place $10,000 award from Compaq. The award isfor the teacher training program the school is using as part ofthe Overbrook 2001 technology project. The second phase of ourcampus accessibility project is complete. We have a newclassroom, several accessible bathrooms, and an elevator thatgives access to the second floor in the main building.Body textel 2South CarolinaBody textel 2South Carolina is sprouting braille everywhere. Dr. SheilaBreitweiser is still on the go with many projects-two just aboutbraille. One is a Braille Literacy Seminar that the school co-hosted with NFB of SC. The seminar was a statewide effort withCommission for the Blind staff, Teachers of VI, State Departmentof Education staff, and School for the Blind staff in attendancewith Dr. M. Rydes and Dr. Deborah Hatton as guest speakers. Theother project is a start to having the SC Prison agencies brailletextbooks and materials needed by students in the state. If youhave any information that might assist us in starting thisproject please e-mail Dr. B at TCsbreitweiser@scsdb.k12.sc.us.\TCBody textel 2TexasBody textel 2For the past several years, TSBVI has surveyed its "customers"to determine their level of satisfaction with services receivedduring regular school year programs, summer programs, and throughOutreach services. Those surveyed each year are asked to ratetheir satisfaction: with progress in identified areas; withbenefits identified by the parent and school district for summerprograms; and with overall satisfaction of TSBVI's services andpersonnel.Body textel 2 The Outreach Program surveys parents, professionals, andparaprofessionals concerning the effectiveness of workshops andonsite visits as well as satisfaction with the statewideInstructional Materials Center. TSBVI is contacted several timeseach year to provide examples of its customer satisfactionsurveys to other schools for the blind or deaf and to other stateagencies. We use this valuable information to drive strategicplanning of our programs as well as to prove accountability tothe State Legislature and to the citizens of Texas.Body textel 2VirginiaBody textel 2SSpringtime greetings to you from the Shenandoah Valley ofVirginia (VSDB-Staunton)!Body textel 2XTEMP, The Extra Mile Program, our new short course program, isbeginning to take off! During each quarter of the 1998-99 schoolyear, we will offer an intensive two-week program in IndependentLiving Skills for students with a visual impairment who are notenrolled in our regular program. We are very excited with thisnew programming concept!Body textel 2WashingtonBody textel 2pThe Braille Access Center at the WA School for the Blind hasformed a partnership with the Women's Corrections Center ofWashington. Inmates are being trained in the use of Mega Dotsbraille translation software and will be working with the BrailleAccess Center and Washington Instructional Resource Center todevelop a system to increase quality capacity of braille.Heading level 2aEbFrom the land downunder-Take a look at Australian teachereducation in vision impairment\EbLeft flushel 2Dr. Michael SteerLeft flushel 2#Senior Lecturer, Vision Impairment.Body textel 2kThis brief article primarily results from the return visit ofDr. Phil Hatlen to Australia in early 1997 and provides anopportunity for its author to send greetings to COSB colleaguesand friends from Australia-the Land Downunder. It presentsinformation about EuRenwick College\Eu, a unique Australian programwhich prepares post-graduate educators of students with sensorydisabilities. The College is administered by the Royal Institutefor Deaf and Blind Children and is affiliated with the Universityof Newcastle. The program is in its fifth year of operation andis situated in North Rocks, a Sydney suburb.Heading level 3 IntroductionBody textvel 3_Australia, as will be well-known to some readers of Howe's Now,is a commonwealth with six states: New South Wales, Victoria,Queensland, South and Western Australia, Tasmania and two majorterritories; the Northern (NT) and the Australian CapitalTerritory (ACT). Our population is approximately 17,000, over 75percent of whom live along the eastern coast in large cities, forexample, Sydney with approximately 4.5 million people andMelbourne with approximately 3 million. Geographically, Australiais only slightly smaller than the continental USA. Perhaps wemight best be known to Howe's Now readers as the homeland ofDavid Blyth, recent World Blind Union President who was describedin the July 1996 issue of The World Blind, as "our tirelesscolleague, the sensitive and enterprising human being who hascentered his life around the most disadvantaged."Body textvel 3iThe availability of services in Australia to people withsensory disabilities, and particularly vision impairment, variesenormously. Historically, each State has had its ownorganizations for people who are blind or vision impaired. Inmany instances these agencies have (and some still do) operatedschools for blind children, workshops for sensorily disabledadults and, in some instances, have also provided accommodationservices. Over the past several decades in a majority of ourStates, these services have expanded to include family support,counseling and advocacy for those not otherwise receivingsupport.Body textvel 3Professional training is also not uniform across the States andmany Government-funded University programs were savagely cut inrecent budgets. Most often, staff training is of the in-servicevariety provided by one or other of the major specialistorganizations. Australia is not alone in this predicament.Reports from colleagues attending overseas conferences indicate asimilar response to training needs elsewhere.Body textvel 3LThe Royal Institute for Deaf and Blind Children is one ofAustralia's longest established community service organizations,having been founded in 1860. The Institute was incorporated underits own Act of Parliament in 1905 and was located in inner Sydneyuntil 1962, when the Deaf and Blind Children's Centre was openedat North Rocks, a suburb located to the north of Sydney's famousHarbour. More recently, the Institute has opened satelliteeducational centres in North Parramatta, Glenmore Park nearPenrith and Tingira Heights near Newcastle to the North ofSydney. The Institute is Australia's major independent providerof special education services, delivering a wide array ofeducational services, programs , and supports to children whohave significant vision and/or hearing loss, including childrenwho have additional disabilities.Body textvel 3EuRenwick College\Eu is the Institute's centre for research andprofessional studies in the education of children with sensorydisabilities. It is affiliated with the University of Newcastle.Situated in the extensive grounds of the Institute among severalschools and educational services, the College offers students aunique opportunity for observation and practical experience.Left flushel 3ProgramsBody textel 3]A variety of post-graduate studies may be completed through theCollege. All degrees are awards of the University of Newcastle.This University is Australia's pre-eminent regional university.It began life as a college of the New South Wales University ofTechnology (which later became the University of New South Wales)and became autonomous in 1965. The University, which has campusesat Newcastle and Ourimban on the State's Central Coast, hasapproximately 18,000 students in 11 faculties. The College wasestablished in 1992 and is named after the Honourable Sir ArthurRenwick who was the Institute's second President and served from1881 to 1908. A medical practitioner who entered politicsfollowing his election first as an Member of the LegislativeAssembly, our State parliament's Lower House then as an Member ofthe Legislative Council (State Senate), Sir Arthur was alsoMedical Superintendent of Sydney Hospital and for a period andalso Vice-Chancellor of Sydney University, our country's oldestand arguably its most prestigious university. His descendantsstill reside in the State. Renwick students enroll through theUniversity and must meet the University's criteria for admissionand progression. Appropriately qualified students (generallyqualified teachers with four years of successful undergraduateeducation) can apply for the following awards:Listtextel 30Master of Special Education (Sensory Disability)Listtextel 3Master of Educational StudiesListtextel 3Master of EducationListtextel 3Doctor of PhilosophyBody textel 3All courses focus upon the production of skilled post-graduatesin the areas of deafness and hearing impairment and blindness andvision impairment. There are currently plans to extend Collegeofferings into the area of multisensory disability and inparticular to offer intensive week-long 'Winter Schools' in dual-sensory impairment. (The Australian winter of course, coincideswith the Northern hemisphere's summer).Body textel 36In 1996 the College produced its first two Master ofEducational Studies graduates, while some 20 students workedtowards completion of their Masters of Special Education. In1997, 13 students have graduated, at the University's colorfulgraduation ceremony, with the Master of Special Education(Sensory Disability) degree and overall enrollment has climbed to31 full and part-time students, two of whom are working towardstheir doctorates in Special Education. It is anticipated that afurther three students will enroll in the Ph.D. program in theensuing year.Heading level 3ResearchBody textvel 3Research is conducted with funds provided through the Japan-Australia Friendship Fund and a Fellowship initiated by thephilanthropic Ratcliffe Endowment. During 1996, Professor TimHartshorne, Chair in the Department of Psychology at theUniversity of Michigan held the College's Visiting ResearchFellowship and during his tenure, completed a research projectwhich investigated ways in which the development of children withsensory disabilities is affected by the relationship betweenfamily and school. Also during 1996, Ms. Gillian Gale of theNorthern Territory's Department of Education held the RatcliffeFellowship. In collaboration with Dr. Pat Kelly, at that time theInstitute's Lecturer in the education of children with visionimpairments, Ms Gale commenced compilation of Australia's firsttextbook on the education of children with impaired vision. Thetext will be published by the Institute in mid-late 1997.Body textvel 3^During 1996, the College commenced a significant researchproject aimed at development of a CD-ROM version of the AuslanDictionary which had been earlier authored by Dr. TrevorJohnston. Dr. Johnston was appointed a Visiting Research Fellow,with Adam Schembri and Robert Adam as Research Associates. TheCD-ROM version of the Dictionary will have the great advantage ofpresenting on a video screen, a videoclip of each Auslan sign.This is a significant advance on the limitations imposed by theprinted sign language dictionary. The project will also see thepublication of a new print version of the dictionary with agreatly expanded the range of signs. In recognition of hisimportant contribution, Dr. Johnston was recently awarded anHonorary Doctorate of Letters from Macquarie University, aprestigious university located in Sydney's Northern suburbs.Body textvel 3The College, at the instigation of the Institute is currentlycollaborating with the Royal Blind Society, the State's majorservice provider to blind and vision impaired adults, on a majorneeds analysis of service provision to children who are blind orvision impaired. In addition to specially funded projects andresearch undertaken as part of post-graduate studies, a number offellowships and scholarships are periodically available forstudy, research or applied projects.Body textvel 3MIn addition to its award and non-award courses, the Collegeoffers an extensive Continuing Education Program of conferences,seminars and workshops for teachers, therapists, relatedprofessionals and family members concerned with the education ofchildren with sensory disabilities. The program features leadingnational and international authorities in the field. A notableevent during October 1996 was the second annual conference forItinerant Teachers of the Deaf. The conference was held at theCollege and drew over 120 teachers and associated professionalsfrom all over Australia.Body textvel 3Typically, Continuing Education programs are independent of theCollege's award-bearing courses. However, it is possible for non-award students to enroll in single subjects within the Master ofSpecial Education (Sensory Disability) course as part of theContinuing Education program.Heading level 3Library facilitiesBody textvel 3The College Library is a highly specialized and purpose-builtresource centre which provides an efficient information serviceto support the Institute's needs as well as the College'sBody textvel 3research and post-graduate teaching programs. The Library islinked to the University of Newcastle system and accesses a rangeof on-line services including AARNet (INTERNET for researchstudents), such statistical packages as SAS and SPSS, indexes andabstracts as well as research data bases. On-site resourcesinclude CD-ROM data bases, audio visuals, specializedperiodicals, newsletters and monographs as well as computerterminals for individual use. The results of research and otherprojects are available through the Renwick College MonographSeries, Occasional Papers and a range of other publicationsproduced by North Rocks Press. There is a commitment to providinga high-quality client-centered service to all registered resourcecentre users.Heading level 3Computing servicesBody textvel 3AThe College makes extensive use of computers for research,teaching and the production of alternative format publications.Almost all personal computers located in the College areconnected to a local area network (LAN), which is in turnconnected to the University Information Network (UIN) via an IDSNlink. The University information service is in turn connected tothe Australian Academic and Research Network (AARNet) and throughthat to worldwide internet (WWW). There are more than 20 workstations within the College and more than 2000 work stations onthe UIN network.Heading level 3Student accommodationBody textvel 3King House, the Institute's residential wing, offers a limitednumber of well-equipped rooms for student use during their courseof study at the College. Facilities include a laundry, fullyequipped kitchen and comfortable living areas. The Instituteoccupies a 40 acre site in a quiet well-established suburbansetting close to a major shopping centre. It is situatedapproximately 35 minutes drive from Sydney's city centre withinspacious grounds with playing fields, tennis courts and aswimming pool.Heading level 3SummaryBody textvel 3)In partnership with the University of Newcastle, RenwickCollege is committed to the continuous review and improvement ofhigh quality teaching, learning opportunities, research andprofessionally-related community service in the area of SpecialEducation for students with sensory disabilities. It is basic toCollege philosophy that all individuals in Australia have aninherent right of access to appropriate and high qualityeducational programs, services and supports. It is the aim ofboth Institute and College to strongly contribute to an assuranceof high quality educational opportunity for people with sensorydisabilities. The College is particularly interested at this timein expanding its offerings into the field of teacher preparationin the area of multi-sensory and dual-sensory disability.Listtextvel 31Contact: Phone (02) 9872 0303 Fax (02) 9873 1614Listtextvel 3(email: TCrcms@cc.newcastle.edu.au\TCHeading level 2IEbThe Japanese have blind Ping-Pong and stoplights that playmusic\EbLeft flushel 2<Attending the Seventh Annual Japan/America Grassroots SummitLeft flushel 29by Dave Farrell, Principal, Colorado School for the BlindBody textel 2Recently I had the pleasure of traveling to Japan for ten dayswith two CSDB upperclassmen, Robert Harding and George McDermith,and a recent graduate, Robin Barnes. We traveled as part of a160-person contingent from Colorado attending the 7th AnnualGrassroots Summit sponsored by the Manjiro Society. The ManjiroCenter for International Exchange was formed to encourage thesame kind of grass roots exchange that accidentally occurred over125 years ago when a young Japanese fisherman named Manjiro wasrescued at sea by a Captain Whitfield from Fairhaven,Massachusetts. That meeting led to a fruitful exchange betweenthose two men that continues today between their families andtheir countrymen.Body textel 2nThe summit alternates years between the U.S. and Japan. Lastyear, a group of Japanese people who are deaf visited ColoradoSprings, Colorado for the sixth summit. That was the first timethat people with disabilities were included in the conference.CSDB staff members served as host families for that visit.Responding to an invitation from the conference planningBody textel 2committee, CSDB staff member Mary Beth Herens coordinated theinvolvement of four deaf and blind students, and their parentsand teachers in this year's summit. A group of adults from theLongmont Chapter of the ACB were also members of our blindnessinterest group.Body textel 2During our ten-day visit to Japan, our subgroup visitedstudents and faculties at Schools for the Blind in Tokyo and inYamagata Prefecture. Yamagata is a rural area that provided astrong contrast with Tokyo. We met with several groups ofJapanese adults who were blind to learn about their lives. And wehad the chance to enjoy two, three-day homestays with Japanesefamilies. Our group was completely humbled and overwhelmed by thekindness we were shown throughout the trip. It was a tremendousexperience personally and professionally.Body textel 2'I believe we all became committed to the value of this kind ofexchange. The conference cost is underwritten by contributionsfrom major Japanese and American corporations. This makes it veryaffordable to attend. We hope to have another group of studentsattend the next conference in Japan in 1999. In 1998, theconference will be in Atlanta, Georgia. If anyone would likefurther information on the conference or help finding email penpals in Japan, please contact me: Dave Farrell at 719-578-2201 oremail TC.\TCBody textel 2hBefore we left on the trip many teachers asked me to getinformation on the state of blindness in Japan. To respond tothose questions I would like to share with you a portion of atalk given to us by Mr. Nobuo Otomo of the Japanese Associationof the Blind. I felt that you might enjoy Mr. Otomo's eloquentfirst-hand account. My few comments are in brackets.Heading level 2KEYNOTE REPORTLeft flushel 2Bby Nobuo Otomo, President of the Japanese Association of theBlindHeading level 5PopulationBody textvel 5The population of Japan is about 125 million. From among this,the number of the disabled is about 4,900,000; there are2,950,000 physically disabled and 1,950,000 mentally handicappedpeople living in the society. Among the physically disabled, thenumbers are divided by the disability, such as arm and legdisabilities, internal function disorder, hearing and speechdefects, and visual defects. The number of the blind and visuallyimpaired is about 350,000 and divided into six stages by itsdegrees. Grade 1 and 2 are considered as the severe visuallyimpaired and have some privilege under the taxation system.Japan's population is also aging year by year, and the blind andvisually impaired over 60 years old accounts for 57 percent ofthe whole.Heading level 5EmploymentBody textvel 5In Japan, according to the law about the employment promotionof the handicapped, private enterprises, governments, and localpublic organizations have an obligation to hire the handicappedmore than the set rate. The employment rate depends on the typesof occupation; however, it must be said that the benefit whichthe visually handicapped have received is extremely low becauseof their inability to read or write freely.Heading level 5OccupationBody textvel 5:There are many problems in Japan concerning the occupationalindependence of the blind and visually impaired. Among thoseimpaired, there are people called "the Elite" who are lawyers,programmers, musicians or government employees, but thoseoccupations are not common. The employment rate of the blind andvisually impaired reaches only 28 percent, lower than any otherhandicapped people. The typical kinds of occupation of the thoseimpaired in Japan are acupuncturators, persons who give moxatreatment and massagers. Some people take those licenses andstart a business in their houses, or the others are employed athospitals, clinics, or companies. Recently by the spread ofscience therapists, getting a job into public hospitals for theblind and visually impaired is becoming more difficult. Thereforethe idea newly thought out is employment into companies as "ahealth keeper" who maintains workers health. About 100 blind andvisually impaired massagers have been actively working at middle-sized companies now. The Labor Minister is positively encouragingthis idea.Heading level 5Braille LibraryBody textvel 52There are 68 braille libraries throughout the nation, with atleast one braille library in each prefecture. But now the blindand visually impaired who are able to read braille aredecreasing, and the aged and disabled are increasing, so there isa great demand for recording books rather than braille. So, theBraille Library has come to be called Facilities of OfferingInformation for the Blind and Visually Impaired. However, sobraille translation and transliteration cannot possibly behandled only by the library staff, those are greatly indebted tovolunteers. In addition, by diversifying of the blind andvisually impaired needs, braille on private services likecommercial pamphlets or transport timetables are more emphasizednowadays. Also with the progress on network of libraries, eventhe books which the closest library do not have can be borrowedeasily by ordering from other Libraries. Most of the lendingservices use the mail system, but in city libraries there aresome places where the one-on-one private readings have beenalready put into practice.Heading level 5Transportation by FootBody textvel 5There are three main ways for us to get by on foot. The firstis by use of a cane, the second is with a seeing eye dog, and thethird is with the help of a sighted guide. Folding white canes ofvarious materials and shapes are sold in specialty stores for theblind. At present, there are eight seeing-eye dog trainingcenters throughout the nation and about 850 seeing-eye dogs inJapan. Unfortunately some feel it's too hard to care for thedogs, or that the four-week training seminar required is toolong; therefore, there are few requests for the assistance of thedogs. Also there are many inns, restaurants, and taxis thatrefuse entrance to the dogs. [Mr. Otomo noted that larger storesand businesses are more accepting. The Japanese people valuecourtesy, and consideration of the group verses the individual.One example of this courtesy is seen in coats covering the torsoof guide dogs to contain any hair they may shed.] In large townsand cities, there is a Sighted Guide Dispatch System thatprovides guides with public funds. However this system is limitedto those needing medical assistance or for public gatherings.Also those at higher income levels are required to pay a portionof the fee.Heading level 5Japanese RoadsBody textvel 5LJapan is a country with a large population on a small area.Even in the large cities, there are many side roads and backroads with no walkways. In spite of the narrow roads, there arean incredible number of cars. Also, there are some peoplereluctant to lend a hand to the physically impaired. Thereforemany blind and visually impaired must find ways to navigate theroads by themselves. To aid in this, there are comparatively manyroads paved with raised blocks (the raised blocks indicate theflow of travel and mark intersections) and stoplights that playmusic when the light changes. Also train stations are required tohave raised blocks on all train platforms. Recently, there is anincrease in local residents' complaints about the noise. fromstoplights. As a result, there are new lights equipped to playthe music, on demand whenBody textvel 5there is a visually impaired or elderly person, with plans toincrease their numbers. There are also new "melody guides" thatplay music to indicate entrances to buildings, etc. At night,many use reflective strips on their clothing to reflect the lightfrom cars and warn the drivers.Heading level 5 Computer UseBody textvel 5Computers and other technical devices are widely used by thevisually impaired. Translation to braille is gradually changingfrom slates and braille writers to personal computers. Up untilnow, the blind were unable to write documents that included kanji(Japanese characters derived from Chinese characters), butalthough the prices are still a little high, they can now easilywrite with all three Japanese writing characters using wordprocessors. The Optacon developed in the US is not very wellsuited to reading Japanese characters. Instead, recently there isa device that reads sentences through a scanner, and by using aWindows 95 program, reproduces it to sound. However due to itshigh price and imperfections, its use is not widespread among thegeneral population. Dictionaries using CD-ROM are available butits use is usually limited to a few in the student population.There is large increase in the number of blind or visuallyimpaired who use Internet through voice translation software.Heading level 5SportsBody textvel 5For outside sports, the most popular group game is blindbaseball. Using a handball, the rules are similar to softball.Thus it is often called ground softball. As for winter sports,there is skiing. There is a handicapped skiing club that holdscompetitions twice a year. Jogging and long distance running arepopular, and with a partner runner, many participate in all kindsof competitions. Because tandem bikes are limited by law tospecial cycling roads, it is not very widespread. Inside sportsinclude floor volleyball, very popular among women group sports.Individual sports include blind Ping-Pong, judo, swimming, etc.[We were able to participate in Ping-Pong adapted for the blindand brought back audible balls to allow us to play it here.] InJapan, a National Sports competition is held every year in adifferent prefecture. The events included are track and field,swimming, Ping-Pong, ground softball, etc. However with theexception of group competitions, the individual is only allowedto compete once in his/herBody textvel 5 lifetime.Heading level 2EEbIndiana teacher visits schools for the blind in South Africa\EbLeft flushel 2by Patrick SojaLeft flushel 2GOrientation and Mobility Specialist and Low Vision ServicesCoordinatorLeft flushel 2Indiana School for the BlindBody textel 2)Seeing a cheetah just after it chased an animal and visitingtwo South African schools for the blind were three of thehighlights of a recent trip to that beautiful country. But, whilethe memory of the cheetah will fade, the memories of the schoolswill continue to inspire. Teaching staff and administrators,working under difficult circumstances, were observed doing theirbest for their students. While working hard, they graciouslyshared information on their achievements and problems. Many ofthe problems will sound familiar to American readers.Body textel 2The schools visited were the Prinshof School for the VisuallyHandicapped in Pretoria, founded in 1963, and the Institute forthe Blind in Worcester near Cape Town, founded in 1881. Bothschools have between 330 and 340 students and are supported byprivate and federal funds. Mrs. Cora Zanvuuren, a psychologist,and Mr. J. L. Barnard, the headmaster, and teachers wereinterviewed at the Prinshof School. Dr. Johan van der Poel, theExecutive Director, was interviewed at the Institute. Theinterview with Dr. van der Poel was especially appreciated,because it occurred about ten minutes after I learned that wewere going to "drive by" a school for the blind.Body textel 2The Prinshof School is proud of the 20 classrooms that are setup for low vision students. The classrooms have closed-circuittelevision systems that have a camera on the teacher's desk andtelevision monitors between every two students' desks. Theteacher can write on a slate, and the students can see on themonitors what was written. This system works well in mathematicsand science classes. The classrooms also have desks with lampsattached for students who need more light and desks with hoodsfor students who are sensitive to light.Body textel 2Both schools are proud that they adapted to the increasedenrollments that came with the ending of the apartheid system in1991. Minority students were successfully integrated into theschools after racially segregated schools were closed.Body textel 2_The Prinshof School is located behind the zoo in Pretoria. Thisproximity provides significant opportunities for the students andsome problems. The zoo works closely with the school to help thestudents understand the animals. The problems arise because boththe school and zoo are in an urban environment, and the urbancrime wave is affecting both.Body textel 2As is true for schools for the visually impaired worldwide, thetwo schools have some problems. The most serious concern isfinancial support for the schools. The government has eliminatedcost-of-living adjustments. This, exacerbated by an inflationrate of from 10 to 13 percent, has decreased governmental supportof the Prinshof School by 30 to 40 percent of the budget,according to Mr. Bernard. Dr. van der Poel said that up to 12teaching positions may have to be terminated because of budgetreductions. Foreign exchange decreases between the rand and otherforeign currencies has intensified the problems. One importeditem that has gone up in price recently, because of foreignexchange fluctuations, is the Perkins brailler.Body textel 2Inclusion is being studied in South Africa, as in America(EiAfrica News\Ei, Volume 3' Number 1, June 1997, p.4). The "educationof learners with special needs" is being investigated by acommission, that uses the acronym ELSEN as its name. Meetingswere recently held countrywide with stakeholders andrepresentatives from disability organizations to discuss manyissues. Two important issues are: Can necessary support servicesbe put in place before the concept is implemented? And, caninclusion provide an adequate learning environment for moststudents? Dr. van der Poel has doubts about the country's abilityto answer these and other questions positively before the policyis put into effect.Body textel 2kBoth schools charge school and residential fees. At thePrinshof School and the Institute for the Blind, the fees wereR500 and R1 500 respectively, approximately $109.00 and $326.00annually. The fees are subsidized by the state if the parentscannot afford to pay the fees, but there are some indicationsthat the government may reduce funding for this program.Body textel 2Teachers are handling multiple teaching responsibilities. Atboth schools the occupational therapists are the orientation andmobility specialists. At the Prinshoff School, the twoorientation and mobility specialists look after the low visionneeds of the students.Body textel 2After the hospitable reception I received, I can only wish allthe people I talked to good luck and prosperity for South Africaand their schools.Heading level 2(EbStop trying to do the job alone\EbLeft flushel 2!by Dean Stenehjem, SuperintendentLeft flushel 2%Washington State School for the BlindBody textel 2 A few weeks before the COSB Institute, I got a voice mail fromPhil Hatlen asking me if I would be a discussion leader for thefollowing topic: I thought he said "Working in a HospitalEnvironment." I called him back and said I guess I could do this,but I really didn't know to much about it. I told him I felt likea duck out of water. I figured what the heck. My wife is a nurse,I can talk to her, I can do this! It wasn't until I received hisfaxed information, that I got the topic right-"Working in orThriving in a Hostile Environment!"Body textel 2I've worked in this type of environment a number of years ago,and I'm happy to say that we are now working in a verystimulating environment, which can also we very challenging.Body textel 2 The lead in for the discussion group was directed to"Environmental Factors" that can have an effect on workingconditions. These environmental factors were broken down into:Internal Factors and External Factors. The internal factorswediscussed were: philosophical issues, politics, attitudes,unions, employees, budgetary issues, and parents/students. Theexternal factors discussed were: philosophical issues, politics,legislative issues, organizations, news media, nonfactualinformation, and educational community.Body textel 2]The above environmental factors are not a complete list butwere a list to stimulate discussion. Many problems can revolvearound each of these factors, but also many opportunities exist.Some are within our control, while others are not. How we dealwith these factors, may determine whether we end up "Working in aHostile Environment." Are we, or can we work as a team inreaching resolution to many of these issues? I'm not sure thereis a correct answer, and hindsight is always 20/20. I do believethat as leaders of schools we must always try to bringstakeholders together on issues. It doesn't mean that everyonewill always agree, but the different groups that form bothinternal and external environmental factors must feel confidentthat as a leader of a school we are willing to listen and respondto issues and concerns. We can't do the job alone.Body textel 2I would like to leave you with a little humorous story thatforms a good parable about the importance of working as a teamand including various stakeholders from various environmentalfactors in working together and not trying to do the job alone.The name of thisstory is: Doing the Job Alone.A bricklayer hadrecently been injured on the job and had filed an insuranceclaim. The insurance company wrote to request more informationon the circumstances and to clarify the cause of his injuries.Left flushel 2 Dear Sir:Body textel 2 I am writing in response to your request for more informationconcerning block #11 on the insurance form which asked for "causeof injuries" wherein I put "trying to do the job alone." Yousaid you needed more information so I trust the following will besufficient.Body textel 2iI am a bricklayer by trade and on the date of injuries I wasworking alone laying brick around the top of a four-storybuilding when I realized that I had about 500 pounds of brickleft over. Rather than carry the bricks down by hand, I decidedto put them into a barrel and lower them by a pulley which wasfastened to the top of the building. I secured the end of therope at ground level and went up to the top of the building andloaded the bricks into the barrel and swung the barrel out withthe bricks in it. I then went down and untied the rope, holdingit securely to ensure the slow descent of the barrel. Body textel 2As you will note on block #6 of the insurance form, I weigh 165pounds. Due to my shock at being jerked off the ground soswiftly, I lost my presence of mind and forgot to let go of therope. Between the second and third floors I met the barrelcoming down. This accounts for the bruises and lacerations on myupper body. Regaining my presence of mind, I held tightly to therope and proceeded rapidly up the side of the building, notstopping until my right hand was jammed in the pulley. Thisaccounts for the broken thumb. Body textel 2Despite the pain, I retained my presence of mind and heldtightly to the rope. At approximately the same time, however,the barrel of bricks hit the ground and the bottom fell out ofthe barrel. Devoid of the weight of the bricks, the barrel nowweighed about 50 pounds. I again refer you to block #6 and myweight. As you would guess, I began a rapid descent. In thevicinity of the second floor I met the barrel coming up. Thisexplains the injuries to my legs and lower body. Slowed onlyslightly, I continued my descent, landing on the pile of bricks.Fortunately, my back was only sprained, and the internal injurieswere minimal.Body textel 2I am sorry to report, however, that at this point, I finallylost my presence of mind and let go of the rope, and as youimagine, the empty barrel crashed down on me. I trust thisanswers your concern. Please know that I am finished "trying todo the job alone!"Heading level 2Let's get togetherLeft flushel 2 by Louis TuttLeft flushel 2(President, Maryland School for the BlindLeft flushel 2]From his remarks at the 150th Anniversary Celebration of theMississippi School for the BlindBody textel 2"Let's Get Together" is the topic Dr. Parrish has asked me totalk a little bit about this afternoon, and let me start with aquote from Dr. John Parrish from his article published in theJanuary 1998 issue of Howe's Now: "It's time for parentsBody textel 2]and residential school educators to join in a common purpose:the shared responsibility for achieving educational excellence inall schools serving blind and visually impaired children.Opportunities must be provided for parents and professionals toexchange ideas on how this vital relationship can be strengthenedin an atmosphere of cooperation."Body textel 2"Let's Get Together" means teamwork and I don't want you totake that word "teamwork" lightly. A team is comprised of a groupof people, not just one person. It took a group of people, a teamworking with John to plan, organize and carry out thisconference. Teaming is about customer focus; it's also aboutcollaboration and mutual respect; and teaming is about continuousimprovement.Body textel 2Who are our customers? Our customers are parents and children.When parents send their children to us, those children becomestudents. Those parents expect us, and rightly so, to providequality programs for their children. So when these studentsBody textel 2ireturn home to their parents, these parents should besatisfied. And that's called customer satisfaction.Body textel 2What does it mean to collaborate? First of all, collaborationis more than just cooperation. Collaboration is the workingtogether of people who have mutual respect for one another asthey work toward a win-win result. Collaboration means workingthrough disagreements without personal attacks and biases thatcan, ultimately, cause collaboration to turn into altercation.Where there is true respect for the person, no matter who he/sheis or where he/she comes from, then the efforts made towardcollaboration will grow, and all the members of the team willfeel each has made a significant contribution to the outcomedesired. "Let's Get Together"Body textel 2[And what about continuous improvement? Peter Drucker, anAmerican management consultant, has said, "The best way topredict your future is to create it." One hundred-fifty yearsago, someone in Mississippi said we need a specialized school forblind children... and the Mississippi School for the Blind wascreated. Someone in Maryland said it . . . and someone at yourspecialized school said it, too. And thus, our schools werecreated. And often down through the years, these schoolsappointed superintendents, and those superintendents had tocontinually improve upon the work of their predecessors.Body textel 2oAnd so we here today, those of us who are superintendents orheads of schools, must be about continuous improvement If we aregoing to keep our doors open and challenge those who wouldthreaten to shut our doors and take away that part of thecontinuum that many blind and visually impaired children,including those with multiple disabilities, so drastically need.It means that we as schools for the blind, state departments ofeducation, and local school Systems need to get together andimprove the education, regardless of placement, of blind andvisually impaired children, including those with multipledisabilities.Body textel 2WThese three quality principles-customer, collaboration, andcontinuous improvement-will not only help us "get together" butalso will help us "stay together" in our individual schools andin our Council of Schools for the Blind as well. BenjaminFranklin said, "An investment in knowledge always pays the bestinterest." And that's what blind and visually impaired studentsought to receive no matter where their educational placementhappens to be. It does take teamwork... Mrs. Clinton says that ittakes a village; I say, it takes a team. T.E.A.M. equalsEi TogetherEveryone Achieves More\Ei.Body textel 2I also think that we superintendents need to do three things:remember, redo and remain. We need to remember when we first cameinto the field, how exciting it was and how enthusiastic we wereabout these new opportunities we had before us. It's not sounlike dating and marriage. Dating is exciting and scary. Afteryears of marriage couples begin to take one another for granted.They must stop and remember the exciting years of dating and thefirst years of marriage. We, too, superintendents, in a day whenthere is so much negative for us to deal with, remember thoseearly years when we came into the field of vision. I started outin 1970 as a motor skills teacher of deafblind children at theMichigan School for the Blind. It was a new beginning, anexciting time.Body textel 2BAfter we remember, let's re-do. Re-do some of those things wedid with kids, teachers, and parents. Let's tell the world howturned on we are about what we do. Let's talk about "gettingtogether." Let's talk about leading. Good leaders are goodfollowers. After all, all of us here are role models in one wayor the other.Body textel 27After remembering, we must remain - remain steadfast in ourcommitments as leaders. Be a rock when the bureaucratic stormscome our way. Be ready, willing, and able to stand up for andwith those who are blind or visually impaired, including thosewith multiple disabilities for their right to a qualityeducation. Jim Ryan, the great former Kansas athlete, said,"Motivation is what gets you started. Habit is what keeps yougoing." Are we in the habit? I believe we are. And if we are not,then we had better be when we leave here this weekend. "Let's GetTogether"Body textel 2I'll close with some sage advice about fighting, prudence, andlaughter. Never get into fights with ugly people, because theyhave nothing to lose. Never insult an alligator until you'vecrossed the river. And, if you lose the power to laugh, you losethe power to think.Heading level 2EbCode of EthicsLeft flushel 2,Council of Schools for the Blind (COSB)\EbBody textel 2EuPrimary Objective: \EuIt is the primary duty of COSB members toprovide the highest quality programs and service to blind andvisually impaired children, and provide leadership and directionin the continued improvements of these services.Body textel 2Be independent and impartial in the exercise of our duties,avoiding actions that create even the appearance of using ourpositions for personal gain or private benefit.Body textel 2 Strengthen public confidence in the integrity of specialschools and services they provide to blind and visually impairedchildren by demonstrating the highest standards of personal andcorporate integrity, fairness, honesty, and compliance with boththe spirit and the letter of the law.Body textel 2Create a work environment that is free from all forms ofdiscrimination and/or harassment and promotes Euone\Eu Euthat is\Eu builton respect and dignity for all.Body textel 2Manage human and fiscal resources in a manner which promotesthe improvement of programs and services to blind and visuallyimpaired children both now and in the future.Body textel 2nConduct public business as openly as possible and consistentwith existing law to the fullest extent possible.Body textel 2YProvide public accountability to our boards, consumers,employees and the general public.Body textel 2Serve the public with respect, concern, courtesy andresponsiveness, recognizing that service to the public is ourprimary mission.Body textel 2dPromote an environment of public trust free from fraud, abuseof authority, and misuse of resources.Body textel 2Protect the integrity of the decision making process byrecognizing and avoiding conflicts between public duties andprivate interests or activities.Body textel 2Respect the rights and opinions of others in helping to buildstronger comprehensive services for blind and visually impairedchildren.Body textel 2MHOWE'S NOW is a quarterly newsletter of the Council of Schoolsfor the Blind.Body textel 2KCirculation is approximately 500. Annual subscription rate is$10. An issue is published in the month of January, April, July,and October. The deadline for receipt of articles andadvertisements is EbJune 20 \Ebfor the July issue. Send articles andadvertisements submitted by e-mail to: TCmcfarland_p@tsb1.tsbvi.edu\TCListtextel 2JSend articles and advertisements submitted in hard copy or ondiskette to:Listtextel 2<(Please identify the application used and whether PC or Mac)Listtextel 2Dr. Phil HatlenListtextel 20Texas School for the Blind and Visually ImpairedListtextel 21100 West 45th StreetListtextel 2Austin, TX 78756-9434Body textel 2PAdvertisements with copy may be submitted in camera-readyformat or on diskette.Body textel 2Ad fees: full-page ad (8 1/2" x 11") is $250; half-page ad is$150; quarter-page ad is $100. Payment must accompany alladvertisements. Make check or money order payable to COSB. Forquestions:Listtextel 2Dr. Phil Hatlen (512) 206-9133Listtextel 2Fax (512) 206-9453Listtextel 2'TCE-mail hatlen_p@tsb1.tsbvi.edu\TC