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APH News

Your monthly link to the latest information on the products, services, and training opportunities from the American Printing House for the Blind. **Please visit our October issue, now posted on our website: http://www.aph.org/advisory/2012adv10.html **This Month’s Headlines: The Extra Mile is Getting Closer! Enter the APH Facebook "Like Us" Contest! Win a $250 APH Gift Certificate! North Carolina - Home of our Newest Unforgettable APH Video Stars We Need Your Assistance! Treasures from the APH Libraries ·         Oldies but Goodies: The "Established" APH Product Series ·         APH Travel Calendar ·         New Products from APH ·         The Braille Book Corner and much, much more…
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Federal Quota Program Survey

Each year, the U.S. Department of Education seeks input from vision professionals on the effectiveness of products and services provided through the Federal Quota Program, which is administered by the American Printing House for the Blind (APH). We gather this feedback through a brief on-line survey available on the APH website. This survey includes one open-ended question designed to provide input for our staff in their product development planning. The 2012 survey is now available on the APH website, and you are encouraged to respond based on your experience with APH products provided through Federals Quota funds.  The brief, 11-question survey is available at http://www.aph.org/products/gpra.html through Thursday, September 21, 2012. Your honest input does make a difference. We DO listen! Feel free to contact me at  if you have questions or require assistance.
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Emerging Writing

I just listened to a presentation on emerging writing in children who are 3-5 years of age.  What I kept thinking to myself was “How can we support the participation of children with visual impairments in emergent writing activities?” Here is a definition of emergent writing and a link to the paper it came from: “The broad construct of emergent writing includes the physical marks that young children make on paper, the meanings that children attribute to these markings, and the social contexts in which the writing takes place (Clay, 1975; Rowe, 2008).”p.54 Preschool lab Ohio State University  Getting the physical marks on paper may be the hardest part for a child with a visual impairment.  In children with typical vision, these marks start out as scribbles and/or pictures. For some children with visual impairments, just providing high contrast markers, good lighting, using a light box as a writing surface, using...
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