[blindkid] Print Music

[Moses Whitaker Jr]

Hi Holly,Contact Dr. Dalia Sakas (Coordinator of the Comprehensive Music Program for Young People), at The Filomen M. D’Agostino Greenberg Music School at Lighthouse International.  It's one of the schools Matthew attends every Saturday.  They teach blind/visually impaired students music.  I'm sure she can help...tell her that we asked you to call her.  They are very good people.  Dalia's # is 212-821-9368
> From: blindkid-request at nfbnet.org
> Subject: blindkid Digest, Vol 87, Issue 26
> To: blindkid at nfbnet.org
> Date: Fri, 29 Jul 2011 12:00:15 -0500
> 
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> 
> Today's Topics:
> 
>    1. Re: how do you teach a child to say yes? (Barbara Hammel)
>    2. Re: Large Print music (Doreen Franklin)
>    3. Re: Large Print music (Holly Baker Miller)
>    4. Re: Large Print music (Kayleigh Joiner)
>    5. Re: Large Print music (Doreen Frappier)
>    6. Re: art class: Danger! (insert irony here) (Joy Orton)
>    7. Re: art class: Danger! (insert irony here) (Dr. S. Merchant)
>    8. Re: art class: Danger! (insert irony here) (Penny Duffy)
>    9. Re: "Its not safe...." (Debbie Gabe)
>   10. Re: Independence Check Lists (Debbie Gabe)
>   11. Re: Independence Check Lists (DrV)
>   12. Re: Independence Check Lists (Debbie Gabe)
> 
> 
> ----------------------------------------------------------------------
> 
> Message: 1
> Date: Thu, 28 Jul 2011 12:07:17 -0500
> From: "Barbara Hammel" <poetlori8 at msn.com>
> To: <rholloway at gopbc.org>, "NFBnet Blind Kid Mailing List,	\(for
> 	parents of blind children\)" <blindkid at nfbnet.org>
> Subject: Re: [blindkid] how do you teach a child to say yes?
> Message-ID: <SNT139-ds642E3F4A2514AEC989D0BEB340 at phx.gbl>
> Content-Type: text/plain; format=flowed; charset="utf-8";
> 	reply-type=original
> 
> Yeah, I'm familiar with the term.  Twins are 9 and on the autism spectrum.
> Barbara
> 
> 
> 
> 
> Let every nation know whether it wishes us well or ill, that we shall pay 
> any price, bear any burden, meet any hardship, support any friend, oppose 
> any foe, in order to assure the survival and the success of liberty.--John 
> F. Kennedy
> -----Original Message----- 
> From: rholloway at gopbc.org
> Sent: Wednesday, July 27, 2011 9:51 PM
> To: NFBnet Blind Kid Mailing List,(for parents of blind children)
> Subject: Re: [blindkid] how do you teach a child to say yes?
> 
> Sounds like something called "echolalia" which is really common with blind 
> kids. Before you begin to worry about some new diagnosis, it is a behavior 
> that is generally outgrown.
> 
> My best guess is it happens so much with blind kids because they may be 
> getting words very clearly, but attaching the words to actual physical 
> things and concepts comes more slowly, especially at first, because it takes 
> time to fill in the gaps caused by missing visual information as compared to 
> the knowledge base and timeline for typically sighted kids.
> 
> If you're not familiar with it, definitely google that term and see if it 
> sounds familiar. Again, no need to panic over this one, it happens a lot.
> Sent on the Sprint? Now Network from my BlackBerry?
> 
> -----Original Message-----
> From: "Barbara Hammel" <poetlori8 at msn.com>
> Sender: blindkid-bounces at nfbnet.org
> Date: Wed, 27 Jul 2011 21:21:28
> To: <blindkid at nfbnet.org>
> Reply-To: "NFBnet Blind Kid Mailing List,
> \(for parents of blind children\)" <blindkid at nfbnet.org>
> Subject: [blindkid] how do you teach a child to say yes?
> 
> Our semiverbal twin has ?no thank you please? down pat.  He uses it very 
> appropriately but if he wants the thing we?re asking him about he?ll just 
> repeat the name of the thing.
> I?m just wondering if anyone has ideas about how to choose between yes and 
> no.  For example ?do you want a beef stick??  The inferred choices are yes 
> and no but he doesn?t know what to do with that kind of question.  So far, I?ve 
> asked if he wants something and if he repeats it, I tell him we?re going to 
> try again and I want you to say yes.  I repeat the question and say the y 
> sound to prompt him before he has a chance to think of copying the requested 
> item?s name.
> I forgot the name of those books that nonverbal people use that has all the 
> pictures of things and if you choose say the hurt picture, you?d turn to the 
> correct page to point out a body part.  He needs to know how to say yes or 
> no to be able to do the book with his teachers.
> Would you say I?m on the right track, or do you have other tips for teaching 
> this skill?
> Barbara
> 
> Let every nation know whether it wishes us well or ill, that we shall pay 
> any price, bear any burden, meet any hardship, support any friend, oppose 
> any foe, in order to assure the survival and the success of liberty.--John 
> F. Kennedy
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> 
> 
> 
> 
> ------------------------------
> 
> Message: 2
> Date: Thu, 28 Jul 2011 10:08:16 -0700 (PDT)
> From: Doreen Franklin <doreenproverbs3 at bellsouth.net>
> To: "NFBnet Blind Kid Mailing List,	\(for parents of blind children\)"
> 	<blindkid at nfbnet.org>
> Subject: Re: [blindkid] Large Print music
> Message-ID:
> 	<1311872896.64493.YahooMailRC at web180202.mail.gq1.yahoo.com>
> Content-Type: text/plain; charset=iso-8859-1
> 
> Holly
> just thought of something .... collect your own data .... take a video camera 
> into?Hanks next lesson and tape how he is reading/straining to see?... you know 
> ... then after the lesson?- while teacher is still there, have teacher come over 
> and ask Hank "how do you think you did ... how was the music on the stand - 
> could you see it easily, what can "I" as teacher?do to help you?" -- kind of 
> another way to build your case .... that way, it's not PROMPTED from MOM but 
> from the teacher. Don't tell?Hank about questions so that he is answering off 
> the cuff .... just some random thoughts to help. 
> 
> 
> I would start to video tape EVERYTHING and download to?cds that can be "given" 
> to whoever ... another way to collect your data and document everything! 
> 
> 
> Let me know how it goes .... 
> ?Doreen 
> 
> 
> 
> 
> ________________________________
> From: Holly Baker Miller <hollym12 at gmail.com>
> To: "NFBnet Blind Kid Mailing List, (for parents of blind children)" 
> <blindkid at nfbnet.org>
> Sent: Thu, July 28, 2011 11:37:21 AM
> Subject: [blindkid] Large Print music
> 
> We have a budding drummer on our hands and are running into sheet music
> issues.
> Hank (going into 5th) normally needs 20-ish point font when he reads and
> will hold that 6-8 inches from his face to read.? The music teacher made
> enlarged copies of the pages onto 11x17 paper, laminated it to give it some
> body and put a spiral binding at the top.? Problem is once it's on a music
> stand it's too far for him to see and I think the lamination is creating
> glare that doesn't help the situation. Add to that it's a photo copy so not
> the greatest contrast.
> Today I watched his lesson and he was leaning way over the drum and
> squinting hard just to see some very basic beats.
> 
> Any thoughts on how to better format sheet music for him?? I'm thinking
> maybe landscape pages would be easier to put on a music stand but copying
> from the book puts it in portrait.? Can large print blank music sheets be
> bought or printed somewhere?? I'm wondering if I can bribe my older drummer
> son to hand transcribe the music with a 20/20 marker to get bolder print.
> I have zero musical talent myself so all of this is confusing to begin with!
> 
> Braille is not an option at this point unfortunately as we are still in
> dispute with the district about him learning/using braille (long story, we
> do have a lawyer)
> 
> Thanks!
> Holly
> 
> -- 
> We are raising funds for the National Federation of the Blind
> http://www.raceforindependence.org/goto/hankspage
> _______________________________________________
> blindkid mailing list
> blindkid at nfbnet.org
> http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> To unsubscribe, change your list options or get your account info for blindkid:
> http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/doreenproverbs3%40bellsouth.net
> 
> ------------------------------
> 
> Message: 3
> Date: Thu, 28 Jul 2011 15:08:11 -0400
> From: Holly Baker Miller <hollym12 at gmail.com>
> To: "NFBnet Blind Kid Mailing List,	(for parents of blind children)"
> 	<blindkid at nfbnet.org>
> Subject: Re: [blindkid] Large Print music
> Message-ID:
> 	<CA+Xp9po14bscAK=Z+6iBtODQMrJYVgncfi9wbhAh=i46r0iztg at mail.gmail.com>
> Content-Type: text/plain; charset=ISO-8859-1
> 
> I appreciate the thought but unfortunately today was the last day of lessons
> until school start, it was just a short summer intro.
> 
> To be fair, the music teacher is great and she wants to be helpful, she just
> doesn't know a better way to do things.  I'm sure she'll be receptive to any
> ideas I can come up with :-)
> 
> Holly
> 
> On Thu, Jul 28, 2011 at 1:08 PM, Doreen Franklin <
> doreenproverbs3 at bellsouth.net> wrote:
> 
> > Holly
> > just thought of something .... collect your own data .... take a video
> > camera
> > into Hanks next lesson and tape how he is reading/straining to see ... you
> > know
> > ... then after the lesson - while teacher is still there, have teacher come
> > over
> > and ask Hank "how do you think you did ... how was the music on the stand -
> > could you see it easily, what can "I" as teacher do to help you " -- kind
> > of
> > another way to build your case .... that way, it's not PROMPTED from MOM
> > but
> > from the teacher. Don't tell Hank about questions so that he is answering
> > off
> > the cuff .... just some random thoughts to help.
> >
> >
> > I would start to video tape EVERYTHING and download to cds that can be
> > "given"
> > to whoever ... another way to collect your data and document everything!
> >
> >
> > Let me know how it goes ....
> >  Doreen
> >
> >
> >
> >
> > ________________________________
> > From: Holly Baker Miller <hollym12 at gmail.com>
> > To: "NFBnet Blind Kid Mailing List, (for parents of blind children)"
> > <blindkid at nfbnet.org>
> > Sent: Thu, July 28, 2011 11:37:21 AM
> > Subject: [blindkid] Large Print music
> >
> > We have a budding drummer on our hands and are running into sheet music
> > issues.
> > Hank (going into 5th) normally needs 20-ish point font when he reads and
> > will hold that 6-8 inches from his face to read.  The music teacher made
> > enlarged copies of the pages onto 11x17 paper, laminated it to give it some
> > body and put a spiral binding at the top.  Problem is once it's on a music
> > stand it's too far for him to see and I think the lamination is creating
> > glare that doesn't help the situation. Add to that it's a photo copy so not
> > the greatest contrast.
> > Today I watched his lesson and he was leaning way over the drum and
> > squinting hard just to see some very basic beats.
> >
> > Any thoughts on how to better format sheet music for him?  I'm thinking
> > maybe landscape pages would be easier to put on a music stand but copying
> > from the book puts it in portrait.  Can large print blank music sheets be
> > bought or printed somewhere?  I'm wondering if I can bribe my older drummer
> > son to hand transcribe the music with a 20/20 marker to get bolder print.
> > I have zero musical talent myself so all of this is confusing to begin
> > with!
> >
> > Braille is not an option at this point unfortunately as we are still in
> > dispute with the district about him learning/using braille (long story, we
> > do have a lawyer)
> >
> > Thanks!
> > Holly
> >
> > --
> > We are raising funds for the National Federation of the Blind
> > http://www.raceforindependence.org/goto/hankspage
> > _______________________________________________
> > blindkid mailing list
> > blindkid at nfbnet.org
> > http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> > To unsubscribe, change your list options or get your account info for
> > blindkid:
> >
> > http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/doreenproverbs3%40bellsouth.net
> > _______________________________________________
> > blindkid mailing list
> > blindkid at nfbnet.org
> > http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> > To unsubscribe, change your list options or get your account info for
> > blindkid:
> >
> > http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/hollym12%40gmail.com
> >
> 
> 
> 
> -- 
> We are raising funds for the National Federation of the Blind
> http://www.raceforindependence.org/goto/hankspage
> 
> 
> ------------------------------
> 
> Message: 4
> Date: Thu, 28 Jul 2011 14:10:41 -0500
> From: Kayleigh Joiner <kayleigh281 at yahoo.com>
> To: "NFBnet Blind Kid Mailing List,	(for parents of blind children)"
> 	<blindkid at nfbnet.org>
> Subject: Re: [blindkid] Large Print music
> Message-ID:
> 	<CAAQMvFAC7ECbKdukEoThfQ9rZCQz+=KQnCXtKzebRMSb-Dih0Q at mail.gmail.com>
> Content-Type: text/plain; charset=ISO-8859-1
> 
> Here is the link to a product called Lime Lighter that Dancing Dots just
> came out with. http://www.dancingdots.com//limelighter/limelightermain.htm
> This might be able to help.
> Kayleigh
> 
> On Thu, Jul 28, 2011 at 12:08 PM, Doreen Franklin <
> doreenproverbs3 at bellsouth.net> wrote:
> 
> > Holly
> > just thought of something .... collect your own data .... take a video
> > camera
> > into Hanks next lesson and tape how he is reading/straining to see ... you
> > know
> > ... then after the lesson - while teacher is still there, have teacher come
> > over
> > and ask Hank "how do you think you did ... how was the music on the stand -
> > could you see it easily, what can "I" as teacher do to help you " -- kind
> > of
> > another way to build your case .... that way, it's not PROMPTED from MOM
> > but
> > from the teacher. Don't tell Hank about questions so that he is answering
> > off
> > the cuff .... just some random thoughts to help.
> >
> >
> > I would start to video tape EVERYTHING and download to cds that can be
> > "given"
> > to whoever ... another way to collect your data and document everything!
> >
> >
> > Let me know how it goes ....
> >  Doreen
> >
> >
> >
> >
> > ________________________________
> > From: Holly Baker Miller <hollym12 at gmail.com>
> > To: "NFBnet Blind Kid Mailing List, (for parents of blind children)"
> > <blindkid at nfbnet.org>
> > Sent: Thu, July 28, 2011 11:37:21 AM
> > Subject: [blindkid] Large Print music
> >
> > We have a budding drummer on our hands and are running into sheet music
> > issues.
> > Hank (going into 5th) normally needs 20-ish point font when he reads and
> > will hold that 6-8 inches from his face to read.  The music teacher made
> > enlarged copies of the pages onto 11x17 paper, laminated it to give it some
> > body and put a spiral binding at the top.  Problem is once it's on a music
> > stand it's too far for him to see and I think the lamination is creating
> > glare that doesn't help the situation. Add to that it's a photo copy so not
> > the greatest contrast.
> > Today I watched his lesson and he was leaning way over the drum and
> > squinting hard just to see some very basic beats.
> >
> > Any thoughts on how to better format sheet music for him?  I'm thinking
> > maybe landscape pages would be easier to put on a music stand but copying
> > from the book puts it in portrait.  Can large print blank music sheets be
> > bought or printed somewhere?  I'm wondering if I can bribe my older drummer
> > son to hand transcribe the music with a 20/20 marker to get bolder print.
> > I have zero musical talent myself so all of this is confusing to begin
> > with!
> >
> > Braille is not an option at this point unfortunately as we are still in
> > dispute with the district about him learning/using braille (long story, we
> > do have a lawyer)
> >
> > Thanks!
> > Holly
> >
> > --
> > We are raising funds for the National Federation of the Blind
> > http://www.raceforindependence.org/goto/hankspage
> > _______________________________________________
> > blindkid mailing list
> > blindkid at nfbnet.org
> > http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> > To unsubscribe, change your list options or get your account info for
> > blindkid:
> >
> > http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/doreenproverbs3%40bellsouth.net
> > _______________________________________________
> > blindkid mailing list
> > blindkid at nfbnet.org
> > http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> > To unsubscribe, change your list options or get your account info for
> > blindkid:
> >
> > http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/kayleigh281%40yahoo.com
> >
> 
> 
> ------------------------------
> 
> Message: 5
> Date: Thu, 28 Jul 2011 12:21:41 -0700 (PDT)
> From: Doreen Frappier <dcfrappier at yahoo.com>
> To: " \(for parents of blind children\)NFBnet Blind Kid Mailing List"
> 	<blindkid at nfbnet.org>
> Subject: Re: [blindkid] Large Print music
> Message-ID:
> 	<1311880901.97844.YahooMailClassic at web35603.mail.mud.yahoo.com>
> Content-Type: text/plain; charset=iso-8859-1
> 
> Hi Holly,
> My VI twins took sax and clarinet in school. They had their music books printed in large print through American Printing House for the Blind???? http://www.aph.org/
> The VI teacher had the books enlarged just like any other school book. The pages are in landscape on 8.5 x 14 in paper. The books are spiral bound. One is taking guitar lessons right now, not associated with the school. I spoke with the state rehabilitation services for the blind and they had the lesson book printed free of charge. It took a little while to get this done, so I scanned the first few pages into the computer, and then enlarged the print. Then I printed that landscape style onto the paper.? Hope this helps.
> 
> The other Doreen
> 
> --- On Thu, 7/28/11, Holly Baker Miller <hollym12 at gmail.com> wrote:
> 
> From: Holly Baker Miller <hollym12 at gmail.com>
> Subject: [blindkid] Large Print music
> To: "NFBnet Blind Kid Mailing List, (for parents of blind children)" <blindkid at nfbnet.org>
> Date: Thursday, July 28, 2011, 10:37 AM
> 
> We have a budding drummer on our hands and are running into sheet music
> issues.
> Hank (going into 5th) normally needs 20-ish point font when he reads and
> will hold that 6-8 inches from his face to read.? The music teacher made
> enlarged copies of the pages onto 11x17 paper, laminated it to give it some
> body and put a spiral binding at the top.? Problem is once it's on a music
> stand it's too far for him to see and I think the lamination is creating
> glare that doesn't help the situation. Add to that it's a photo copy so not
> the greatest contrast.
>  Today I watched his lesson and he was leaning way over the drum and
> squinting hard just to see some very basic beats.
> 
> Any thoughts on how to better format sheet music for him?? I'm thinking
> maybe landscape pages would be easier to put on a music stand but copying
> from the book puts it in portrait.? Can large print blank music sheets be
> bought or printed somewhere?? I'm wondering if I can bribe my older drummer
> son to hand transcribe the music with a 20/20 marker to get bolder print.
> I have zero musical talent myself so all of this is confusing to begin with!
> 
> Braille is not an option at this point unfortunately as we are still in
> dispute with the district about him learning/using braille (long story, we
> do have a lawyer)
> 
> Thanks!
> Holly
> 
> -- 
> We are raising funds for the National Federation of the Blind
> http://www.raceforindependence.org/goto/hankspage
> _______________________________________________
> blindkid mailing list
> blindkid at nfbnet.org
> http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> To unsubscribe, change your list options or get your account info for blindkid:
> http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/dcfrappier%40yahoo.com
> 
> 
> ------------------------------
> 
> Message: 6
> Date: Thu, 28 Jul 2011 14:48:33 -0500
> From: Joy Orton <ortonsmom at gmail.com>
> To: blindkid at nfbnet.org
> Subject: Re: [blindkid] art class: Danger! (insert irony here)
> Message-ID:
> 	<CANYJZ-d6QPQUELFcqRUTB4PhaAMk7YyKKpe+KabMCgfd908kgA at mail.gmail.com>
> Content-Type: text/plain; charset=ISO-8859-1
> 
> Dear Penny,
> Ouch! It does hurt our hearts as parents when someone makes such a
> broad statement, denying access for our children!
> 
> One response would be to write a letter to the park director,
> outlining the facts of your interaction with the artist-in-residence.
> (If you are still emotional, try letting the letter sit for a couple
> of days before you send it.) Put it on paper, not email, if you can,
> and hand-write the address on the envelope. Possibly it would be more
> likely to be read. Notice I said outlining the facts. Facts are, I
> said this, she said that, I felt this. More facts you can include are
> "the law says this."
> 
> You might want to take it as just a note to the park director, telling
> him or her that you KNOW that it is not park policy to discriminate
> against people with disabilities, and so you just KNOW that the artist
> in residence was not aware or informed of the policy. This is an
> opportunity for the director to train his staff about dealing with all
> kinds of people, eh?
> 
> It sounds like the person you talked to didn't even know how to sign
> up for the class or whether it was full or empty, so try to realize
> that she was just as uninformed about the appropriate audience for the
> class. Art class is dangerous? Really? Also try to keep your sense of
> humor. I know, easier said than done.
> 
> Good job on not making it an issue on a day that was supposed to be
> about your son.
> 
> Hope this helps.
> 
> Joy
> 
> 
> Penny wrote:
> I really don't feel this artist was projecting official national park policy
> but she is still an employee of the park so she should have just not said
> anything.   ...
> 
> I feel I should say something.  I just don't know what is a proper response
> and what is me over reacting.
> 
> 
> 
> ------------------------------
> 
> Message: 7
> Date: Thu, 28 Jul 2011 17:19:53 -0500
> From: "Dr. S. Merchant" <smerchant at vetmed.lsu.edu>
> To: "'NFBnet Blind Kid Mailing List,	\(for parents of blind
> 	children\)'" <blindkid at nfbnet.org>
> Subject: Re: [blindkid] art class: Danger! (insert irony here)
> Message-ID: <00df01cc4d74$79766890$6c6339b0$@lsu.edu>
> Content-Type: text/plain;	charset="us-ascii"
> 
> Just to add to the misinformed bordering on ridiculous things that people
> say about the blind, we visited Epcot while at the national Convention this
> year.  My 18 year old 6 foot 2 inch blind son and my family went to the
> entrance of an exhibit.  It was one that  had a tunnel or walkway to walk
> through and wait in until the main area was reached.  A female employee at
> the entrance to this exhibit said that it would be better to use the side
> handicapped entrance because the tunnel/walkway was DARK and may be trouble
> for Michael to navigate.  Really????  We all had a good laugh
> 
> -----Original Message-----
> From: blindkid-bounces at nfbnet.org [mailto:blindkid-bounces at nfbnet.org] On
> Behalf Of Joy Orton
> Sent: Thursday, July 28, 2011 2:49 PM
> To: blindkid at nfbnet.org
> Subject: Re: [blindkid] art class: Danger! (insert irony here)
> 
> Dear Penny,
> Ouch! It does hurt our hearts as parents when someone makes such a
> broad statement, denying access for our children!
> 
> One response would be to write a letter to the park director,
> outlining the facts of your interaction with the artist-in-residence.
> (If you are still emotional, try letting the letter sit for a couple
> of days before you send it.) Put it on paper, not email, if you can,
> and hand-write the address on the envelope. Possibly it would be more
> likely to be read. Notice I said outlining the facts. Facts are, I
> said this, she said that, I felt this. More facts you can include are
> "the law says this."
> 
> You might want to take it as just a note to the park director, telling
> him or her that you KNOW that it is not park policy to discriminate
> against people with disabilities, and so you just KNOW that the artist
> in residence was not aware or informed of the policy. This is an
> opportunity for the director to train his staff about dealing with all
> kinds of people, eh?
> 
> It sounds like the person you talked to didn't even know how to sign
> up for the class or whether it was full or empty, so try to realize
> that she was just as uninformed about the appropriate audience for the
> class. Art class is dangerous? Really? Also try to keep your sense of
> humor. I know, easier said than done.
> 
> Good job on not making it an issue on a day that was supposed to be
> about your son.
> 
> Hope this helps.
> 
> Joy
> 
> 
> Penny wrote:
> I really don't feel this artist was projecting official national park policy
> but she is still an employee of the park so she should have just not said
> anything.   ...
> 
> I feel I should say something.  I just don't know what is a proper response
> and what is me over reacting.
> 
> _______________________________________________
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> blindkid at nfbnet.org
> http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
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> blindkid:
> http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/smerchant%40vetmed
> .lsu.edu
> 
> 
> 
> ------------------------------
> 
> Message: 8
> Date: Thu, 28 Jul 2011 22:03:44 -0400
> From: Penny Duffy <pennyduffy at gmail.com>
> To: "NFBnet Blind Kid Mailing List,	(for parents of blind children)"
> 	<blindkid at nfbnet.org>
> Subject: Re: [blindkid] art class: Danger! (insert irony here)
> Message-ID:
> 	<CABb_=QfJ=c=NfOUJj3-R14=NBK_PM=tAw0cnhO-on-iYF36+rg at mail.gmail.com>
> Content-Type: text/plain; charset=ISO-8859-1
> 
> Ok Joy you rename of my subject is making me giggle so much.  I like your
> idea about a letter. I wonder if I should cc someone higher up in the
> National Park service then just the park its self.  I think sometimes being
> reminded about issues is never a bad thing.
> 
> I walked out of the studio and I had  this horrible horrible  knot in my
> gut.  I am so glad I remember to talk with Sam about it.  After we talked in
> the car he asked me about an hour later "I don't understand why she said
> Abby couldn't take that class"  That mean he thought about it and he saw it
> as wrong and in the end of the day that is an important lesson.
> 
> I am a pretty reasonable person.
> 
> If anyone is wondering we visited Saint-Gaudens Historic Site  Its really
> a beautiful historic place about an artist that many people don't know
> anymore.   I was reading the accessibility section and they will  let
> blind/VI visitor touch some of the artwork with special gloves.  We are
> thinking about going back with Abby on Sunday and it would offer
> an interesting thing to share her actual experience at the Park.
> 
> 
> On Thu, Jul 28, 2011 at 3:48 PM, Joy Orton <ortonsmom at gmail.com> wrote:
> 
> > Dear Penny,
> > Ouch! It does hurt our hearts as parents when someone makes such a
> > broad statement, denying access for our children!
> >
> > One response would be to write a letter to the park director,
> > outlining the facts of your interaction with the artist-in-residence.
> > (If you are still emotional, try letting the letter sit for a couple
> > of days before you send it.) Put it on paper, not email, if you can,
> > and hand-write the address on the envelope. Possibly it would be more
> > likely to be read. Notice I said outlining the facts. Facts are, I
> > said this, she said that, I felt this. More facts you can include are
> > "the law says this."
> >
> > You might want to take it as just a note to the park director, telling
> > him or her that you KNOW that it is not park policy to discriminate
> > against people with disabilities, and so you just KNOW that the artist
> > in residence was not aware or informed of the policy. This is an
> > opportunity for the director to train his staff about dealing with all
> > kinds of people, eh?
> >
> > It sounds like the person you talked to didn't even know how to sign
> > up for the class or whether it was full or empty, so try to realize
> > that she was just as uninformed about the appropriate audience for the
> > class. Art class is dangerous? Really? Also try to keep your sense of
> > humor. I know, easier said than done.
> >
> > Good job on not making it an issue on a day that was supposed to be
> > about your son.
> >
> > Hope this helps.
> >
> > Joy
> >
> >
> > Penny wrote:
> > I really don't feel this artist was projecting official national park
> > policy
> > but she is still an employee of the park so she should have just not said
> > anything.   ...
> >
> > I feel I should say something.  I just don't know what is a proper response
> > and what is me over reacting.
> >
> > _______________________________________________
> > blindkid mailing list
> > blindkid at nfbnet.org
> > http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> > To unsubscribe, change your list options or get your account info for
> > blindkid:
> >
> > http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/pennyduffy%40gmail.com
> >
> 
> 
> 
> -- 
> --Penny
> ----------
> Adventures with Abby - visionfora.blogspot.com
> 
> 
> ------------------------------
> 
> Message: 9
> Date: Thu, 28 Jul 2011 20:04:11 -0700
> From: "Debbie Gabe" <gabe808 at hawaiiantel.net>
> To: "'NFBnet Blind Kid Mailing List,	\(for parents of blind
> 	children\)'" <blindkid at nfbnet.org>
> Subject: Re: [blindkid] "Its not safe...."
> Message-ID: <002a01cc4d9c$31e267e0$95a737a0$@net>
> Content-Type: text/plain;	charset="us-ascii"
> 
> Unfortunately, many sighted people do not understand anything about
> blindness, other than their own fears.
> The word "safety" andfolks. "liability" usually come up in classes such as
> this, job applications, volunteer work, etc, for us blind people.
> My suggestion is, depending on the age of your daughter, is to discuss the
> situation and ask her what did she think about that and what could you or
> she do the next time she runs into this problem. She needs to become aware
> of thse prejudices early and start learning how to handle them with class
> and dignity yet still be assertive. Because I guarantee it will happen again
> and again hundreds of times during her life, as it has happened to all of us
> blind
> 
> -----Original Message-----
> From: blindkid-bounces at nfbnet.org [mailto:blindkid-bounces at nfbnet.org] On
> Behalf Of Penny Duffy
> Sent: Thursday, July 28, 2011 7:26 AM
> To: NFBnet Blind Kid Mailing List, (for parents of blind children)
> Subject: [blindkid] "Its not safe...."
> 
> I posted this on the wrong list serv (blind talk) last night oops LOL.  Here
> is my original message.  I wanted to follow up and say the reason I even
> threw in there and mentioned Abby's blindness was I was I saw  the class as
> great way for her to non-visually learn something. I was more sharing
> my excitement not asking permission. I think that is what made the
> whole situation so upsetting.   I realize these things will happen again I
> just wasn't prepared for it to happen yesterday for that activity or
> prepared for it to happen to us.
> 
> 
> ------
> 
> 
> I am still very upset over this but I want to know what a good response
> would be.
> 
> Today I had a wonderful visit to an historic site that is part of the
> National Park service with my son Sam.  My daughter Abby who is blind is
> away this week at the Perkins School.   There was an artist in residence
> there.  She was a little odd but i heard her mention that they where having
> a class there for children .  the children would make casts of their hands.
>  It seemed like a great activity for Abby.
> 
> The artist didn't know if there was space or if they where even having the
> class (due to no enrollment) really she didn't know anything (there is a
> number you call to make reservations)  When I mentioned my daughter who is
> blind would really love to go to this class she told me she would NOT
> recommend it.  That it was unsafe for blind person and said but your son is
> welcome to take part if there is space and its sill going on.  I should have
> responded right away  I should have went right to visitor center and
> complained.  I was shocked. I am still shocked.  The only reason I didn't
> talk to someone there is the day was about my son Sam and having an "Abby
> Free" day.  That and honestly I was so taken back by what happened. I spoke
> with Sam in the car so he understood that what  was said was WRONG.
> 
> I really don't feel this artist was projecting official national park policy
> but she is still an employee of the park so she should have just not said
> anything.   I would never have mentioned Abby's blindness when making
> reservations because I would have seen it has irrelevant.  If its safe for a
> sighted child 6 to 11 then it would be safe to a blind child 6 to 11. We are
> talking about an art class not driving a car over a single lane bridge over
> glass.
> 
> We are not really interested in the class anymore (we have a lot of stuff
> going on) I am just really upset over comments by this artist.  I have never
> had any one say Abby couldn't do anything.  I know there was people who
> thought that but no one ever pretty much implied "Your child is not welcome"
>   Mind you I am only been dealing with Abby being blind for a year.
> 
> I feel I should say something.  I just don't know what is a proper response
> and what is me over reacting.
> 
> -- 
> --Penny
> ----------
> Adventures with Abby - visionfora.blogspot.com
> _______________________________________________
> blindkid mailing list
> blindkid at nfbnet.org
> http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> To unsubscribe, change your list options or get your account info for
> blindkid:
> http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/gabe808%40hawaiian
> tel.net
> 
> 
> 
> 
> ------------------------------
> 
> Message: 10
> Date: Thu, 28 Jul 2011 20:31:35 -0700
> From: "Debbie Gabe" <gabe808 at hawaiiantel.net>
> To: "'NFBnet Blind Kid Mailing List,	\(for parents of blind
> 	children\)'" <blindkid at nfbnet.org>
> Subject: Re: [blindkid] Independence Check Lists
> Message-ID: <002b01cc4da0$054a8e20$0fdfaa60$@net>
> Content-Type: text/plain;	charset="UTF-8"
> 
> Well, these are the million dollar questions.....
> 
> I would begin with the basics. I don't know how old your child is or what he or she can and cannot do, but....
> Just thinking back to when my kids were in school, there were always kids from the class who went to the office to deliver things, counted the lunch money, delivered messages to the library or school nurse, etc. So if your kid needs help with mobility, I would expect him/her to be included in the rotation to take on any and all classroom chores, as any other kid would do. 
> If he's learning about money and food, he should learn how to count money, about decimals, identifying coins, how to fold money, how to shop with customer service, the layout of most grocery stores, etc. Don't let the teacher teach him how to use wallets with a bunch of different zippered pockets. Make sure he learns how to fold his currency. So it all depends on what his curriculum is. ADL and mobility skills can be fitted in in a lot of places in different subjects. 
> A trip to the grocery store includes mobility, money, math, percentages for sale prices, use of talking calculators, , besides nutrition, classifying fruits, vegetables, etc., learning to read nutrition labels, math again (percentage of calories from fat, etc), cchemical names of ingredients or vitamins and minerals, geography (where is the food grown, packaged, bottled, etc), ecology (how did the food get to your store, how long did it have to travel, how did it travel, what kind of energy was used to transport it, what kind of carbon "footprint" does it leave). 
> 
> And whatever lessons were being done at school, I would try to do them at home as well.  I think a lot of ADL tasks can be taught just as part of living. If school is working on math at the store, take the kid with you and talk about figuring out costs with the 20% off sale or how much you saved at the market when you used your store awards card, what percentage does that equal, or what is the family budget for groceries for the week and did you make it or overspend, and what happens when you overspend or have money left over for the week?  Let him ask for customer service for help shopping for, at first, just one or two items, and then increase the number. Have him help you unpack the groceries at home, identify them, put them away, discuss what they will be used for in what recipes, which foods support goodhealth and which are special treat items, which are grown locally and which are imported, etc.  Is there a nearby store you can walk to so he can get used to that, as well as carrying packages home after shopping? Does he know how to listen for parallel and perpendicular traffic at street corners and listening to the flow of traffic as the lights change?
> 
> This is where a good blind mentor might be able to help you.
> 
> Don't know if any of that helps.
> 
> 
> 
> 
> I appreciate your enthusiasm & passion, & also agree with much of what you
> say, but as far as ADLs, what would you suggest adding to a child's IEP
> that would actually accomplish something of significance?
> How would you phrase goals?
> Young adults may catch on quickly, but many kids require lots of practice
> & repetition to really master ADLs independently.
> Beyond the "lack of time" issue that I hear oh too often in TVI forums,
> the unspoken, but very real reality is that many, likely most, VI teachers
> don't have the experience and training to teach ADLs any better than a
> parent. They also don't have the experience and training to explain to a
> parent how to teach these activities at home. ADLs are a huge deficiency
> gap in their training.
> Respectfully,
> Eric V
> 
> 
> On 7/25/11 8:29 PM, "Debbie Gabe" <gabe808 at hawaiiantel.net> wrote:
> 
> >Hi, 
> >I work with your kids when they get out of high school. I am a personal
> >and
> >home management instructor at an adult blind orientation center in
> >Honolulu.
> >And I'm also partially blind myself.
> >
> >I hope that no one takes what I will say the wrong way. But my primary
> >concern is for the blind kid. My center is built on the belief that
> >blindness can be reduced to a mere inconvenience with the proper training,
> >and we have high expectations for all of our students. We encourage them
> >to
> >problem solve as often as possible in all sorts of situations. We
> >encourage
> >them to strive for independence and self confidence. So what I have to say
> >comes from those thoughts and intentions, not to put anyone down. Because
> >I
> >am also a parent, and I know how hard raising kids is.
> >
> >It's really a struggle for those kids who grew up blind and have been
> >overprotected. They often do not know how to explore. And moving their
> >bodies to explore a countertop or cabinet or floor is really crucial to
> >learning how to sweep, clean, wipe counters, mop, look for items in a
> >closet
> >or cabinet or refrigerator, clean a stove, etc, etc. It's even crucial
> >when
> >trying to teach them how to stir fry, saut?, turn over hamburgers they
> >have
> >placed on a grill, scrambling eggs, ironing.
> >
> >Please, please let them, teach them how to explore, encourage them to
> >move,
> >let them try anything their sighted peers or siblings would try (within
> >reason, of course, like not driving).  Encourage them, no expect them, to
> >do
> >their chores (or face the consequences), to help out around the house,
> >setting the table, clearning the table, cleaning dishes, scrubbing the
> >toilet and tub, loading and starting the washer. Teach them how to label
> >their clothes so they can separate their own clothes for laundry loads.
> >They
> >will need to know how to do this when they go off to college anyway.  Let
> >them help you in the kitchen: chopping, using real chef knives even,
> >stirring, frying, baking, grilling, lighting birthday cake candles. Yes,
> >there are ways to do these things safely. If you are worried about fires,
> >teach them simple first aid and by all means, please teach them how to
> >use a
> >fire extinguisher and let them find out where your are. Speaking of that,
> >teach them how to change the batteries in the smoke alarms and how to
> >check
> >the batteries once a month.  Let them help you mark the microwave and oven
> >controls, washer and dryer controls, iron controls, etc so that they can
> >use
> >these independently after learning how.
> >
> >Believe me, you are hindering your child by not allowing and expecting
> >him/her to learn how to do these simple household/family activities.
> >And if you just don't know how to teach some of these things, or don't
> >have
> >the time, ask to have some of these things put on their IEPs. I have had
> >several school teachers of the blind contact me for suggestions and
> >tip-sharing for teaching these activities.
> >But the most important thing to teach is how to be inquisitive and to
> >explore anything and everything!
> >
> >Sorry to go on so long, but I had to add my 2 cents.
> >Good luck to you all.
> >Debbie
> >
> >-----Original Message-----
> >From: blindkid-bounces at nfbnet.org [mailto:blindkid-bounces at nfbnet.org] On
> >Behalf Of Bonnie Lucas
> >Sent: Monday, July 25, 2011 4:09 PM
> >To: 'NFBnet Blind Kid Mailing List, (for parents of blind children)'
> >Subject: Re: [blindkid] Independence Check Lists
> >
> >That is so cool. I know he won't regret learning these things while he is
> >young. He will be able to truly fit in with his peers.
> >Bonnie
> >
> >-----Original Message-----
> >From: DrV [mailto:icdx at earthlink.net]
> >Sent: Monday, July 25, 2011 6:40 AM
> >To: NFBnet Blind Kid Mailing List, (for parents of blind children)
> >Subject: [blindkid] Independence Check Lists
> >
> >Hi All,
> >I'm sure most, if not all, of the parents on this listserv can relate to
> >the
> >sentiment of "there is just not enough time to teach my son or daughter
> >everything". While I don't have "the answer", I wanted to share an
> >approach
> >that seems to be working out well for us.
> >As my older son is about to start his freshman year at high school, I keep
> >asking myself "Where has all the time gone? How could it possibly have
> >slipped by so quickly?" In 4 short years collage tuition will be due.
> >It is also becoming increasingly clear that there is still a lot to cover
> >on
> >the non-academic side in order for him (& us) to feel comfortable with him
> >living & getting around on his own, potentially in a new city. There is
> >shopping, laundry, & a host of other stuff he will need to be able to do
> >on
> >his own.
> >My older son really wants be ready on a social level for high school.
> >Those
> >that know him are quite aware he is very talkative & social, but it is all
> >the other skills that need work (independent mobility, organization, more
> >advanced technology awareness, more appropriate table manners &
> >independence
> >so he can confidently, comfortably go out to eat & party with friends,
> >maintain a neat room & bathroom for when friends come over, etc). There
> >is a
> >lot that still needs to be covered - these are things that for many blind
> >kids end up not really getting covered to a truly adequate degree at
> >school.
> >I'm sure some of you have heard of the "Expanded Core Curriculum for Blind
> >and VI Children and Youths" ? it?s supposed to be part of every IEP? As
> >someone who is slowly becoming a more seasoned veteran (as a parent), I
> >hope
> >no one is holding his or her breath for the educational system to address
> >everything.
> >For years we have been approaching this is in "baby steps" you might say;
> >we
> >sit down several times a year & list out a finite number of things that we
> >want to specifically address with our boys for the next few months (the
> >number varies with what is on the list). If we don't go through that
> >process, then the time just seems to slip by without really actively
> >addressing all but the most pressing issues. In recent years we have had
> >the
> >boys contribute their wishes to that process ? figuring everyone has
> >different priorities & because they will likely put more effort into what
> >they perceive to be most important. We try to when possible make it fun ?
> >walking to the local minimart to buy a Sunday newspaper involves O&M as
> >well
> >as manipulation of money (& it is amazing what comes up on conversation
> >during those walks where we are not focused on other things). Some things
> >turn in to expected chores ? the list gradually expands over time. It is
> >never too early to start. Some things like learning to zip a vest or
> >organize a backpack or tie shoes just have to be barreled through. & yes,
> >we
> >too can relate to toothpaste challenges.
> >This summer my younger son is out of town with my wife due to his recent
> >eye
> >surgery; the older one is too old for the Buddy Program & not old enough
> >for
> >the next level up. Since he is motivated & this is an important transition
> >year before high school, we decide to make the most of this summer & our
> >focus is to tackle a longer list of things to address.
> >At the beginning of the summer I asked my older son to generate a list of
> >things he wanted to & he felt he needed work on. I asked him to think big
> >&
> >to be ambitious. That he did!
> >We were pleasantly surprised to get his list ? much of what was on there
> >were things that my wife & I too felt needed to be addressed, but
> >importantly, it is his list. We sat down & categorized the items on the
> >list
> >& are working through those. He is now downloading books on his own,
> >working
> >on his laptop skills (getting a handle on iTunes & Bookshare are both
> >motivating & empowering). He has been making his own breakfast everyday,
> >working on other meals, & even cleaning off the table. (He did share with
> >me
> >that he is now consciously trying to eat neater, so that there is less to
> >wipe off the table - & it has been totally clean even before he wiped it
> >off
> >a number of times now). ?Kitchen O&M? is a great experience & he now is
> >beginning to realize how much effort is takes to prepare for meals (with
> >my
> >wife out of town, he & I have to go buy everything as well). He has really
> >taken ownership for his list & is enthusiastically pursuing things that my
> >otherwise have been taxing.
> >An unanticipated "side-effect" of being apart for a few weeks is that when
> >the boys talk to each other on the phone, they each are somewhat envious
> >of
> >what the other is doing or learning & now are asking to try things on the
> >other is working on!  :-)
> >We still have about a month to go before the start of the upcoming school
> >year. Both boys will have accomplished & learned a lot of skills by that
> >time. We are making nice progress through the list, taking on items on as
> >seems most natural throughout the course of this summer. They will have
> >mastered some, but not all. We will however at least address each item
> >more
> >than just superficially - to a level that will be their solid foundation
> >for
> >this next year when they can follow through & practice until they reach
> >proficiency.
> >Honestly, the sense of pride & confidence that emanates from each of them
> >the first time they do the task totally on their own is precious. It is
> >very
> >gratifying to see how with time & further practice they refine each new
> >skill until it becomes commonplace. What once provoked anxiety or unease
> >has
> >been transformed into their routine. They actually seem to enjoy coming up
> >with goals to work on.
> >It?s never too early to start working on things in a more focused fashion.
> >Time flies by oh so fast?
> >Eric V
> > 
> > 
> >
> >
> >
> >
> >
> >_______________________________________________
> >blindkid mailing list
> >blindkid at nfbnet.org
> >http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> >To unsubscribe, change your list options or get your account info for
> >blindkid:
> >http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/gabe808%40hawaii
> >an
> >tel.net
> >
> >
> >_______________________________________________
> >blindkid mailing list
> >blindkid at nfbnet.org
> >http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> >To unsubscribe, change your list options or get your account info for
> >blindkid:
> >http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/icdx%40earthlink
> >.net
> 
> 
> 
> _______________________________________________
> blindkid mailing list
> blindkid at nfbnet.org
> http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> To unsubscribe, change your list options or get your account info for blindkid:
> http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/gabe808%40hawaiiantel.net
> 
> 
> 
> 
> ------------------------------
> 
> Message: 11
> Date: Thu, 28 Jul 2011 22:34:53 -0700
> From: DrV <icdx at earthlink.net>
> To: "NFBnet Blind Kid Mailing List, (for parents of blind children)"
> 	<blindkid at nfbnet.org>
> Subject: Re: [blindkid] Independence Check Lists
> Message-ID: <CA578528.6BB9%icdx at earthlink.net>
> Content-Type: text/plain;	charset="UTF-8"
> 
> Hi Debbie,
> Thanks for elaborating & for the thoughtful response. It is great to have
> you as a resource.
> I agree that those are important things to think about & to learn.
> Perhaps our definitions of what constitutes ADLs (activities of daily
> living) differs a bit.
> While learning is certainly intertwined, & while mobility is critical for
> independence, my understanding is that in the ECC, ADLs are separated out
> from O&M.
> The Expanded Core Curriculum is broken down into 9 categories
> (www.afb.org/Section.asp?SectionID=44&TopicID=189&SubTopicID=4&DocumentID=2
> 117):
> My opinion of the ECC & who really addresses the components hasn't changed
> much over time.
> Here's my take on this:
> 1. Compensatory or functional academic skills, including communication
> modes -> something that the whole IEP Team works on.
> 2. Orientation and mobility -> Hopefully O&M Instructor addresses this,
> though by the time many students graduate they still don t really have the
> independent travel skills they need. Too often the childhood O&M
> instructors don't cover all that needs to be covered to be truly
> independent & essentially pass the buck to rehab. The educational systems
> largely overlooks the reality that many kids will have traveled in far
> more environments & will have covered many more miles with their parents
> than with a formally trained O&M instructor.
> 3. Social interaction skills -> Addressed be parents & hopefully by the
> school.
> 4. Independent living skills -> I still am of the belief that the bulk of
> this rests on the parents & summer programs like the Buddy Program (If
> this were appropriately addressed, fewer young adults would need to take
> 6-9 months or so off work on these skills in post-high school programs).
> In the school setting an OT is probably better trained to address these
> skills than the average VI teacher.
> 5. Recreation and leisure skills -> This one is mostly the up to the
> parents.
> 6. Career education -> Parents & rehab.
> 7. Use of assistive technology -> TVI though often only because of the
> persistence of the parents - unfortunately many TVIs struggle with
> technology, especially the newer stuff, but often even the basics.
> 8. Sensory efficiency skills (unless one includes echolocation as part of
> this skill set, short of a hearing aide or special magnification devises,
> I'm not clear to me how often or formally this one is addressed)
> 9. Self-determination -> This one is again mostly the parents & youth
> programs like those put on by the NFB that both role model & foster this.
> Obviously the buy-in & attitude of the student is critical, for they are
> the most important component, but the reality is that most TVIs don't
> really have the time or experience to cover all the components of the ECC.
> Given the current caseloads & the limited time: 45-60 minutes with a TVI 2
> or 3 times a week, or even daily & 45-90 minutes with an O&M instructor a
> week, it is no great surprise that this is not adequately covered. Beyond
> that, many (perhaps most) General Ed administrators & teachers have never
> heard of the ECC.
> A number of the components of The Expanded Core Curriculum are covered
> indirectly & superficially, if at all, by the formal IEP process & the ECC
> is rarely covered with the same vigor & level of high expectations as the
> General Education Curriculum.
> 
> 
> I couldn't agree with you more that the input of good blind mentors &
> blind peers are an amazing asset for a blind child & their families -
> unfortunately I don't know of many IEP teams that actively incorporate or
> encourage blind mentors.
> I wish things were different, but such is my perspective.
> Eric
> 
> On 7/28/11 8:31 PM, "Debbie Gabe" <gabe808 at hawaiiantel.net> wrote:
> 
> >Well, these are the million dollar questions.....
> >
> >I would begin with the basics. I don't know how old your child is or what
> >he or she can and cannot do, but....
> >Just thinking back to when my kids were in school, there were always kids
> >from the class who went to the office to deliver things, counted the
> >lunch money, delivered messages to the library or school nurse, etc. So
> >if your kid needs help with mobility, I would expect him/her to be
> >included in the rotation to take on any and all classroom chores, as any
> >other kid would do.
> >If he's learning about money and food, he should learn how to count
> >money, about decimals, identifying coins, how to fold money, how to shop
> >with customer service, the layout of most grocery stores, etc. Don't let
> >the teacher teach him how to use wallets with a bunch of different
> >zippered pockets. Make sure he learns how to fold his currency. So it all
> >depends on what his curriculum is. ADL and mobility skills can be fitted
> >in in a lot of places in different subjects.
> >A trip to the grocery store includes mobility, money, math, percentages
> >for sale prices, use of talking calculators, , besides nutrition,
> >classifying fruits, vegetables, etc., learning to read nutrition labels,
> >math again (percentage of calories from fat, etc), cchemical names of
> >ingredients or vitamins and minerals, geography (where is the food grown,
> >packaged, bottled, etc), ecology (how did the food get to your store, how
> >long did it have to travel, how did it travel, what kind of energy was
> >used to transport it, what kind of carbon "footprint" does it leave).
> >
> >And whatever lessons were being done at school, I would try to do them at
> >home as well.  I think a lot of ADL tasks can be taught just as part of
> >living. If school is working on math at the store, take the kid with you
> >and talk about figuring out costs with the 20% off sale or how much you
> >saved at the market when you used your store awards card, what percentage
> >does that equal, or what is the family budget for groceries for the week
> >and did you make it or overspend, and what happens when you overspend or
> >have money left over for the week?  Let him ask for customer service for
> >help shopping for, at first, just one or two items, and then increase the
> >number. Have him help you unpack the groceries at home, identify them,
> >put them away, discuss what they will be used for in what recipes, which
> >foods support goodhealth and which are special treat items, which are
> >grown locally and which are imported, etc.  Is there a nearby store you
> >can walk to so he can get used to that, as well as carrying packages home
> >after shopping? Does he know how to listen for parallel and perpendicular
> >traffic at street corners and listening to the flow of traffic as the
> >lights change?
> >
> >This is where a good blind mentor might be able to help you.
> >
> >Don't know if any of that helps.
> >
> >
> >
> >
> >I appreciate your enthusiasm & passion, & also agree with much of what you
> >say, but as far as ADLs, what would you suggest adding to a child's IEP
> >that would actually accomplish something of significance?
> >How would you phrase goals?
> >Young adults may catch on quickly, but many kids require lots of practice
> >& repetition to really master ADLs independently.
> >Beyond the "lack of time" issue that I hear oh too often in TVI forums,
> >the unspoken, but very real reality is that many, likely most, VI teachers
> >don't have the experience and training to teach ADLs any better than a
> >parent. They also don't have the experience and training to explain to a
> >parent how to teach these activities at home. ADLs are a huge deficiency
> >gap in their training.
> >Respectfully,
> >Eric V
> >
> >
> >On 7/25/11 8:29 PM, "Debbie Gabe" <gabe808 at hawaiiantel.net> wrote:
> >
> >>Hi, 
> >>I work with your kids when they get out of high school. I am a personal
> >>and
> >>home management instructor at an adult blind orientation center in
> >>Honolulu.
> >>And I'm also partially blind myself.
> >>
> >>I hope that no one takes what I will say the wrong way. But my primary
> >>concern is for the blind kid. My center is built on the belief that
> >>blindness can be reduced to a mere inconvenience with the proper
> >>training,
> >>and we have high expectations for all of our students. We encourage them
> >>to
> >>problem solve as often as possible in all sorts of situations. We
> >>encourage
> >>them to strive for independence and self confidence. So what I have to
> >>say
> >>comes from those thoughts and intentions, not to put anyone down. Because
> >>I
> >>am also a parent, and I know how hard raising kids is.
> >>
> >>It's really a struggle for those kids who grew up blind and have been
> >>overprotected. They often do not know how to explore. And moving their
> >>bodies to explore a countertop or cabinet or floor is really crucial to
> >>learning how to sweep, clean, wipe counters, mop, look for items in a
> >>closet
> >>or cabinet or refrigerator, clean a stove, etc, etc. It's even crucial
> >>when
> >>trying to teach them how to stir fry, saut?, turn over hamburgers they
> >>have
> >>placed on a grill, scrambling eggs, ironing.
> >>
> >>Please, please let them, teach them how to explore, encourage them to
> >>move,
> >>let them try anything their sighted peers or siblings would try (within
> >>reason, of course, like not driving).  Encourage them, no expect them, to
> >>do
> >>their chores (or face the consequences), to help out around the house,
> >>setting the table, clearning the table, cleaning dishes, scrubbing the
> >>toilet and tub, loading and starting the washer. Teach them how to label
> >>their clothes so they can separate their own clothes for laundry loads.
> >>They
> >>will need to know how to do this when they go off to college anyway.  Let
> >>them help you in the kitchen: chopping, using real chef knives even,
> >>stirring, frying, baking, grilling, lighting birthday cake candles. Yes,
> >>there are ways to do these things safely. If you are worried about fires,
> >>teach them simple first aid and by all means, please teach them how to
> >>use a
> >>fire extinguisher and let them find out where your are. Speaking of that,
> >>teach them how to change the batteries in the smoke alarms and how to
> >>check
> >>the batteries once a month.  Let them help you mark the microwave and
> >>oven
> >>controls, washer and dryer controls, iron controls, etc so that they can
> >>use
> >>these independently after learning how.
> >>
> >>Believe me, you are hindering your child by not allowing and expecting
> >>him/her to learn how to do these simple household/family activities.
> >>And if you just don't know how to teach some of these things, or don't
> >>have
> >>the time, ask to have some of these things put on their IEPs. I have had
> >>several school teachers of the blind contact me for suggestions and
> >>tip-sharing for teaching these activities.
> >>But the most important thing to teach is how to be inquisitive and to
> >>explore anything and everything!
> >>
> >>Sorry to go on so long, but I had to add my 2 cents.
> >>Good luck to you all.
> >>Debbie
> >>
> >>-----Original Message-----
> >>From: blindkid-bounces at nfbnet.org [mailto:blindkid-bounces at nfbnet.org] On
> >>Behalf Of Bonnie Lucas
> >>Sent: Monday, July 25, 2011 4:09 PM
> >>To: 'NFBnet Blind Kid Mailing List, (for parents of blind children)'
> >>Subject: Re: [blindkid] Independence Check Lists
> >>
> >>That is so cool. I know he won't regret learning these things while he is
> >>young. He will be able to truly fit in with his peers.
> >>Bonnie
> >>
> >>-----Original Message-----
> >>From: DrV [mailto:icdx at earthlink.net]
> >>Sent: Monday, July 25, 2011 6:40 AM
> >>To: NFBnet Blind Kid Mailing List, (for parents of blind children)
> >>Subject: [blindkid] Independence Check Lists
> >>
> >>Hi All,
> >>I'm sure most, if not all, of the parents on this listserv can relate to
> >>the
> >>sentiment of "there is just not enough time to teach my son or daughter
> >>everything". While I don't have "the answer", I wanted to share an
> >>approach
> >>that seems to be working out well for us.
> >>As my older son is about to start his freshman year at high school, I
> >>keep
> >>asking myself "Where has all the time gone? How could it possibly have
> >>slipped by so quickly?" In 4 short years collage tuition will be due.
> >>It is also becoming increasingly clear that there is still a lot to cover
> >>on
> >>the non-academic side in order for him (& us) to feel comfortable with
> >>him
> >>living & getting around on his own, potentially in a new city. There is
> >>shopping, laundry, & a host of other stuff he will need to be able to do
> >>on
> >>his own.
> >>My older son really wants be ready on a social level for high school.
> >>Those
> >>that know him are quite aware he is very talkative & social, but it is
> >>all
> >>the other skills that need work (independent mobility, organization, more
> >>advanced technology awareness, more appropriate table manners &
> >>independence
> >>so he can confidently, comfortably go out to eat & party with friends,
> >>maintain a neat room & bathroom for when friends come over, etc). There
> >>is a
> >>lot that still needs to be covered - these are things that for many blind
> >>kids end up not really getting covered to a truly adequate degree at
> >>school.
> >>I'm sure some of you have heard of the "Expanded Core Curriculum for
> >>Blind
> >>and VI Children and Youths" ? it?s supposed to be part of every IEP? As
> >>someone who is slowly becoming a more seasoned veteran (as a parent), I
> >>hope
> >>no one is holding his or her breath for the educational system to address
> >>everything.
> >>For years we have been approaching this is in "baby steps" you might say;
> >>we
> >>sit down several times a year & list out a finite number of things that
> >>we
> >>want to specifically address with our boys for the next few months (the
> >>number varies with what is on the list). If we don't go through that
> >>process, then the time just seems to slip by without really actively
> >>addressing all but the most pressing issues. In recent years we have had
> >>the
> >>boys contribute their wishes to that process ? figuring everyone has
> >>different priorities & because they will likely put more effort into what
> >>they perceive to be most important. We try to when possible make it fun ?
> >>walking to the local minimart to buy a Sunday newspaper involves O&M as
> >>well
> >>as manipulation of money (& it is amazing what comes up on conversation
> >>during those walks where we are not focused on other things). Some things
> >>turn in to expected chores ? the list gradually expands over time. It is
> >>never too early to start. Some things like learning to zip a vest or
> >>organize a backpack or tie shoes just have to be barreled through. & yes,
> >>we
> >>too can relate to toothpaste challenges.
> >>This summer my younger son is out of town with my wife due to his recent
> >>eye
> >>surgery; the older one is too old for the Buddy Program & not old enough
> >>for
> >>the next level up. Since he is motivated & this is an important
> >>transition
> >>year before high school, we decide to make the most of this summer & our
> >>focus is to tackle a longer list of things to address.
> >>At the beginning of the summer I asked my older son to generate a list of
> >>things he wanted to & he felt he needed work on. I asked him to think big
> >>&
> >>to be ambitious. That he did!
> >>We were pleasantly surprised to get his list ? much of what was on there
> >>were things that my wife & I too felt needed to be addressed, but
> >>importantly, it is his list. We sat down & categorized the items on the
> >>list
> >>& are working through those. He is now downloading books on his own,
> >>working
> >>on his laptop skills (getting a handle on iTunes & Bookshare are both
> >>motivating & empowering). He has been making his own breakfast everyday,
> >>working on other meals, & even cleaning off the table. (He did share with
> >>me
> >>that he is now consciously trying to eat neater, so that there is less to
> >>wipe off the table - & it has been totally clean even before he wiped it
> >>off
> >>a number of times now). ?Kitchen O&M? is a great experience & he now is
> >>beginning to realize how much effort is takes to prepare for meals (with
> >>my
> >>wife out of town, he & I have to go buy everything as well). He has
> >>really
> >>taken ownership for his list & is enthusiastically pursuing things that
> >>my
> >>otherwise have been taxing.
> >>An unanticipated "side-effect" of being apart for a few weeks is that
> >>when
> >>the boys talk to each other on the phone, they each are somewhat envious
> >>of
> >>what the other is doing or learning & now are asking to try things on the
> >>other is working on!  :-)
> >>We still have about a month to go before the start of the upcoming school
> >>year. Both boys will have accomplished & learned a lot of skills by that
> >>time. We are making nice progress through the list, taking on items on as
> >>seems most natural throughout the course of this summer. They will have
> >>mastered some, but not all. We will however at least address each item
> >>more
> >>than just superficially - to a level that will be their solid foundation
> >>for
> >>this next year when they can follow through & practice until they reach
> >>proficiency.
> >>Honestly, the sense of pride & confidence that emanates from each of them
> >>the first time they do the task totally on their own is precious. It is
> >>very
> >>gratifying to see how with time & further practice they refine each new
> >>skill until it becomes commonplace. What once provoked anxiety or unease
> >>has
> >>been transformed into their routine. They actually seem to enjoy coming
> >>up
> >>with goals to work on.
> >>It?s never too early to start working on things in a more focused
> >>fashion.
> >>Time flies by oh so fast?
> >>Eric V
> >> 
> >> 
> >>
> >>
> >>
> >>
> >>
> >>_______________________________________________
> >>blindkid mailing list
> >>blindkid at nfbnet.org
> >>http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> >>To unsubscribe, change your list options or get your account info for
> >>blindkid:
> >>http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/gabe808%40hawai
> >>i
> >>an
> >>tel.net
> >>
> >>
> >>_______________________________________________
> >>blindkid mailing list
> >>blindkid at nfbnet.org
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> >>To unsubscribe, change your list options or get your account info for
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> >>k
> >>.net
> >
> >
> >
> >_______________________________________________
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> >blindkid at nfbnet.org
> >http://www.nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
> >To unsubscribe, change your list options or get your account info for
> >blindkid:
> >http://www.nfbnet.org/mailman/options/blindkid_nfbnet.org/gabe808%40hawaii
> >antel.net
> >
> >
> >_______________________________________________
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> >blindkid at nfbnet.org
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> >.net
> 
> 
> 
> 
> 
> ------------------------------
> 
> Message: 12
> Date: Thu, 28 Jul 2011 23:51:08 -0700
> From: "Debbie Gabe" <gabe808 at hawaiiantel.net>
> To: "'NFBnet Blind Kid Mailing List,	\(for parents of blind
> 	children\)'" <blindkid at nfbnet.org>
> Subject: Re: [blindkid] Independence Check Lists
> Message-ID: <000a01cc4dbb$e5ff5200$b1fdf600$@net>
> Content-Type: text/plain;	charset="utf-8"
> 
> Hi Eric,
> Is there a local NFB chapter in your area? I would contact them and ask for help, in the form of either a blind mentor for the family and an advocate for the IEP meetings. 
> 
> I've never been part of the school system, always been outside of it, and I've always seen school systems as a big mystery. 
> I know that in the schools, the OT is probably the best professional to deal with certail ADL tasks, but OTs as a rule have low expectations for blind people and no little about blindness. Believe, I used to work with some very good OTs, and they knew nothing about blindness and what blind people were capable of.
> 
> If I was in your boat, I'd try to make friends with some blind adults and pick their brains and invite them on family outings and over for dinners as a friend and as a role model for your child and as a resource for you.
> 
> I do know that here in Hawaii, we did have a few high school students attend our adult orientation center on a part time basis during their senior years. All different schedules: one was 2 days a week, one was every afternoon, and one was 2 mornings and 3 afternoons. It got into their IEPs, thanks to someone from the local NFB chapter who went to IEP meetings along with a VR counselor from our center.
> But it's great for your kid that at least you are connected with the NFB and their parents division. It's a great division - I've attended a few of their meetings at national conventions. So you are doing more for your kid just from that that many parents are  I'm talking about the parents who don't get their kid or themselves involved with NFB type activities. Good for you! 
> Being a parent of anyone is a challenge, regardless of whether they are sighted or blind!
> debs
> 
> -----Original Message-----
> From: blindkid-bounces at nfbnet.org [mailto:blindkid-bounces at nfbnet.org] On Behalf Of DrV
> Sent: Thursday, July 28, 2011 10:35 PM
> To: NFBnet Blind Kid Mailing List, (for parents of blind children)
> Subject: Re: [blindkid] Independence Check Lists
> 
> Hi Debbie,
> Thanks for elaborating & for the thoughtful response. It is great to have
> you as a resource.
> I agree that those are important things to think about & to learn.
> Perhaps our definitions of what constitutes ADLs (activities of daily
> living) differs a bit.
> While learning is certainly intertwined, & while mobility is critical for
> independence, my understanding is that in the ECC, ADLs are separated out
> from O&M.
> The Expanded Core Curriculum is broken down into 9 categories
> (www.afb.org/Section.asp?SectionID=44&TopicID=189&SubTopicID=4&DocumentID=2
> 117):
> My opinion of the ECC & who really addresses the components hasn't changed
> much over time.
> Here's my take on this:
> 1. Compensatory or functional academic skills, including communication
> modes -> something that the whole IEP Team works on.
> 2. Orientation and mobility -> Hopefully O&M Instructor addresses this,
> though by the time many students graduate they still don t really have the
> independent travel skills they need. Too often the childhood O&M
> instructors don't cover all that needs to be covered to be truly
> independent & essentially pass the buck to rehab. The educational systems
> largely overlooks the reality that many kids will have traveled in far
> more environments & will have covered many more miles with their parents
> than with a formally trained O&M instructor.
> 3. Social interaction skills -> Addressed be parents & hopefully by the
> school.
> 4. Independent living skills -> I still am of the belief that the bulk of
> this rests on the parents & summer programs like the Buddy Program (If
> this were appropriately addressed, fewer young adults would need to take
> 6-9 months or so off work on these skills in post-high school programs).
> In the school setting an OT is probably better trained to address these
> skills than the average VI teacher.
> 5. Recreation and leisure skills -> This one is mostly the up to the
> parents.
> 6. Career education -> Parents & rehab.
> 7. Use of assistive technology -> TVI though often only because of the
> persistence of the parents - unfortunately many TVIs struggle with
> technology, especially the newer stuff, but often even the basics.
> 8. Sensory efficiency skills (unless one includes echolocation as part of
> this skill set, short of a hearing aide or special magnification devises,
> I'm not clear to me how often or formally this one is addressed)
> 9. Self-determination -> This one is again mostly the parents & youth
> programs like those put on by the NFB that both role model & foster this.
> Obviously the buy-in & attitude of the student is critical, for they are
> the most important component, but the reality is that most TVIs don't
> really have the time or experience to cover all the components of the ECC.
> Given the current caseloads & the limited time: 45-60 minutes with a TVI 2
> or 3 times a week, or even daily & 45-90 minutes with an O&M instructor a
> week, it is no great surprise that this is not adequately covered. Beyond
> that, many (perhaps most) General Ed administrators & teachers have never
> heard of the ECC.
> A number of the components of The Expanded Core Curriculum are covered
> indirectly & superficially, if at all, by the formal IEP process & the ECC
> is rarely covered with the same vigor & level of high expectations as the
> General Education Curriculum.
> 
> 
> I couldn't agree with you more that the input of good blind mentors &
> blind peers are an amazing asset for a blind child & their families -
> unfortunately I don't know of many IEP teams that actively incorporate or
> encourage blind mentors.
> I wish things were different, but such is my perspective.
> Eric
> 
> On 7/28/11 8:31 PM, "Debbie Gabe" <gabe808 at hawaiiantel.net> wrote:
> 
> >Well, these are the million dollar questions.....
> >
> >I would begin with the basics. I don't know how old your child is or what
> >he or she can and cannot do, but....
> >Just thinking back to when my kids were in school, there were always kids
> >from the class who went to the office to deliver things, counted the
> >lunch money, delivered messages to the library or school nurse, etc. So
> >if your kid needs help with mobility, I would expect him/her to be
> >included in the rotation to take on any and all classroom chores, as any
> >other kid would do.
> >If he's learning about money and food, he should learn how to count
> >money, about decimals, identifying coins, how to fold money, how to shop
> >with customer service, the layout of most grocery stores, etc. Don't let
> >the teacher teach him how to use wallets with a bunch of different
> >zippered pockets. Make sure he learns how to fold his currency. So it all
> >depends on what his curriculum is. ADL and mobility skills can be fitted
> >in in a lot of places in different subjects.
> >A trip to the grocery store includes mobility, money, math, percentages
> >for sale prices, use of talking calculators, , besides nutrition,
> >classifying fruits, vegetables, etc., learning to read nutrition labels,
> >math again (percentage of calories from fat, etc), cchemical names of
> >ingredients or vitamins and minerals, geography (where is the food grown,
> >packaged, bottled, etc), ecology (how did the food get to your store, how
> >long did it have to travel, how did it travel, what kind of energy was
> >used to transport it, what kind of carbon "footprint" does it leave).
> >
> >And whatever lessons were being done at school, I would try to do them at
> >home as well.  I think a lot of ADL tasks can be taught just as part of
> >living. If school is working on math at the store, take the kid with you
> >and talk about figuring out costs with the 20% off sale or how much you
> >saved at the market when you used your store awards card, what percentage
> >does that equal, or what is the family budget for groceries for the week
> >and did you make it or overspend, and what happens when you overspend or
> >have money left over for the week?  Let him ask for customer service for
> >help shopping for, at first, just one or two items, and then increase the
> >number. Have him help you unpack the groceries at home, identify them,
> >put them away, discuss what they will be used for in what recipes, which
> >foods support goodhealth and which are special treat items, which are
> >grown locally and which are imported, etc.  Is there a nearby store you
> >can walk to so he can get used to that, as well as carrying packages home
> >after shopping? Does he know how to listen for parallel and perpendicular
> >traffic at street corners and listening to the flow of traffic as the
> >lights change?
> >
> >This is where a good blind mentor might be able to help you.
> >
> >Don't know if any of that helps.
> >
> >
> >
> >
> >I appreciate your enthusiasm & passion, & also agree with much of what you
> >say, but as far as ADLs, what would you suggest adding to a child's IEP
> >that would actually accomplish something of significance?
> >How would you phrase goals?
> >Young adults may catch on quickly, but many kids require lots of practice
> >& repetition to really master ADLs independently.
> >Beyond the "lack of time" issue that I hear oh too often in TVI forums,
> >the unspoken, but very real reality is that many, likely most, VI teachers
> >don't have the experience and training to teach ADLs any better than a
> >parent. They also don't have the experience and training to explain to a
> >parent how to teach these activities at home. ADLs are a huge deficiency
> >gap in their training.
> >Respectfully,
> >Eric V
> >
> >
> >On 7/25/11 8:29 PM, "Debbie Gabe" <gabe808 at hawaiiantel.net> wrote:
> >
> >>Hi, 
> >>I work with your kids when they get out of high school. I am a personal
> >>and
> >>home management instructor at an adult blind orientation center in
> >>Honolulu.
> >>And I'm also partially blind myself.
> >>
> >>I hope that no one takes what I will say the wrong way. But my primary
> >>concern is for the blind kid. My center is built on the belief that
> >>blindness can be reduced to a mere inconvenience with the proper
> >>training,
> >>and we have high expectations for all of our students. We encourage them
> >>to
> >>problem solve as often as possible in all sorts of situations. We
> >>encourage
> >>them to strive for independence and self confidence. So what I have to
> >>say
> >>comes from those thoughts and intentions, not to put anyone down. Because
> >>I
> >>am also a parent, and I know how hard raising kids is.
> >>
> >>It's really a struggle for those kids who grew up blind and have been
> >>overprotected. They often do not know how to explore. And moving their
> >>bodies to explore a countertop or cabinet or floor is really crucial to
> >>learning how to sweep, clean, wipe counters, mop, look for items in a
> >>closet
> >>or cabinet or refrigerator, clean a stove, etc, etc. It's even crucial
> >>when
> >>trying to teach them how to stir fry, saut?, turn over hamburgers they
> >>have
> >>placed on a grill, scrambling eggs, ironing.
> >>
> >>Please, please let them, teach them how to explore, encourage them to
> >>move,
> >>let them try anything their sighted peers or siblings would try (within
> >>reason, of course, like not driving).  Encourage them, no expect them, to
> >>do
> >>their chores (or face the consequences), to help out around the house,
> >>setting the table, clearning the table, cleaning dishes, scrubbing the
> >>toilet and tub, loading and starting the washer. Teach them how to label
> >>their clothes so they can separate their own clothes for laundry loads.
> >>They
> >>will need to know how to do this when they go off to college anyway.  Let
> >>them help you in the kitchen: chopping, using real chef knives even,
> >>stirring, frying, baking, grilling, lighting birthday cake candles. Yes,
> >>there are ways to do these things safely. If you are worried about fires,
> >>teach them simple first aid and by all means, please teach them how to
> >>use a
> >>fire extinguisher and let them find out where your are. Speaking of that,
> >>teach them how to change the batteries in the smoke alarms and how to
> >>check
> >>the batteries once a month.  Let them help you mark the microwave and
> >>oven
> >>controls, washer and dryer controls, iron controls, etc so that they can
> >>use
> >>these independently after learning how.
> >>
> >>Believe me, you are hindering your child by not allowing and expecting
> >>him/her to learn how to do these simple household/family activities.
> >>And if you just don't know how to teach some of these things, or don't
> >>have
> >>the time, ask to have some of these things put on their IEPs. I have had
> >>several school teachers of the blind contact me for suggestions and
> >>tip-sharing for teaching these activities.
> >>But the most important thing to teach is how to be inquisitive and to
> >>explore anything and everything!
> >>
> >>Sorry to go on so long, but I had to add my 2 cents.
> >>Good luck to you all.
> >>Debbie
> >>
> >>-----Original Message-----
> >>From: blindkid-bounces at nfbnet.org [mailto:blindkid-bounces at nfbnet.org] On
> >>Behalf Of Bonnie Lucas
> >>Sent: Monday, July 25, 2011 4:09 PM
> >>To: 'NFBnet Blind Kid Mailing List, (for parents of blind children)'
> >>Subject: Re: [blindkid] Independence Check Lists
> >>
> >>That is so cool. I know he won't regret learning these things while he is
> >>young. He will be able to truly fit in with his peers.
> >>Bonnie
> >>
> >>-----Original Message-----
> >>From: DrV [mailto:icdx at earthlink.net]
> >>Sent: Monday, July 25, 2011 6:40 AM
> >>To: NFBnet Blind Kid Mailing List, (for parents of blind children)
> >>Subject: [blindkid] Independence Check Lists
> >>
> >>Hi All,
> >>I'm sure most, if not all, of the parents on this listserv can relate to
> >>the
> >>sentiment of "there is just not enough time to teach my son or daughter
> >>everything". While I don't have "the answer", I wanted to share an
> >>approach
> >>that seems to be working out well for us.
> >>As my older son is about to start his freshman year at high school, I
> >>keep
> >>asking myself "Where has all the time gone? How could it possibly have
> >>slipped by so quickly?" In 4 short years collage tuition will be due.
> >>It is also becoming increasingly clear that there is still a lot to cover
> >>on
> >>the non-academic side in order for him (& us) to feel comfortable with
> >>him
> >>living & getting around on his own, potentially in a new city. There is
> >>shopping, laundry, & a host of other stuff he will need to be able to do
> >>on
> >>his own.
> >>My older son really wants be ready on a social level for high school.
> >>Those
> >>that know him are quite aware he is very talkative & social, but it is
> >>all
> >>the other skills that need work (independent mobility, organization, more
> >>advanced technology awareness, more appropriate table manners &
> >>independence
> >>so he can confidently, comfortably go out to eat & party with friends,
> >>maintain a neat room & bathroom for when friends come over, etc). There
> >>is a
> >>lot that still needs to be covered - these are things that for many blind
> >>kids end up not really getting covered to a truly adequate degree at
> >>school.
> >>I'm sure some of you have heard of the "Expanded Core Curriculum for
> >>Blind
> >>and VI Children and Youths" ? it?s supposed to be part of every IEP? As
> >>someone who is slowly becoming a more seasoned veteran (as a parent), I
> >>hope
> >>no one is holding his or her breath for the educational system to address
> >>everything.
> >>For years we have been approaching this is in "baby steps" you might say;
> >>we
> >>sit down several times a year & list out a finite number of things that
> >>we
> >>want to specifically address with our boys for the next few months (the
> >>number varies with what is on the list). If we don't go through that
> >>process, then the time just seems to slip by without really actively
> >>addressing all but the most pressing issues. In recent years we have had
> >>the
> >>boys contribute their wishes to that process ? figuring everyone has
> >>different priorities & because they will likely put more effort into what
> >>they perceive to be most important. We try to when possible make it fun ?
> >>walking to the local minimart to buy a Sunday newspaper involves O&M as
> >>well
> >>as manipulation of money (& it is amazing what comes up on conversation
> >>during those walks where we are not focused on other things). Some things
> >>turn in to expected chores ? the list gradually expands over time. It is
> >>never too early to start. Some things like learning to zip a vest or
> >>organize a backpack or tie shoes just have to be barreled through. & yes,
> >>we
> >>too can relate to toothpaste challenges.
> >>This summer my younger son is out of town with my wife due to his recent
> >>eye
> >>surgery; the older one is too old for the Buddy Program & not old enough
> >>for
> >>the next level up. Since he is motivated & this is an important
> >>transition
> >>year before high school, we decide to make the most of this summer & our
> >>focus is to tackle a longer list of things to address.
> >>At the beginning of the summer I asked my older son to generate a list of
> >>things he wanted to & he felt he needed work on. I asked him to think big
> >>&
> >>to be ambitious. That he did!
> >>We were pleasantly surprised to get his list ? much of what was on there
> >>were things that my wife & I too felt needed to be addressed, but
> >>importantly, it is his list. We sat down & categorized the items on the
> >>list
> >>& are working through those. He is now downloading books on his own,
> >>working
> >>on his laptop skills (getting a handle on iTunes & Bookshare are both
> >>motivating & empowering). He has been making his own breakfast everyday,
> >>working on other meals, & even cleaning off the table. (He did share with
> >>me
> >>that he is now consciously trying to eat neater, so that there is less to
> >>wipe off the table - & it has been totally clean even before he wiped it
> >>off
> >>a number of times now). ?Kitchen O&M? is a great experience & he now is
> >>beginning to realize how much effort is takes to prepare for meals (with
> >>my
> >>wife out of town, he & I have to go buy everything as well). He has
> >>really
> >>taken ownership for his list & is enthusiastically pursuing things that
> >>my
> >>otherwise have been taxing.
> >>An unanticipated "side-effect" of being apart for a few weeks is that
> >>when
> >>the boys talk to each other on the phone, they each are somewhat envious
> >>of
> >>what the other is doing or learning & now are asking to try things on the
> >>other is working on!  :-)
> >>We still have about a month to go before the start of the upcoming school
> >>year. Both boys will have accomplished & learned a lot of skills by that
> >>time. We are making nice progress through the list, taking on items on as
> >>seems most natural throughout the course of this summer. They will have
> >>mastered some, but not all. We will however at least address each item
> >>more
> >>than just superficially - to a level that will be their solid foundation
> >>for
> >>this next year when they can follow through & practice until they reach
> >>proficiency.
> >>Honestly, the sense of pride & confidence that emanates from each of them
> >>the first time they do the task totally on their own is precious. It is
> >>very
> >>gratifying to see how with time & further practice they refine each new
> >>skill until it becomes commonplace. What once provoked anxiety or unease
> >>has
> >>been transformed into their routine. They actually seem to enjoy coming
> >>up
> >>with goals to work on.
> >>It?s never too early to start working on things in a more focused
> >>fashion.
> >>Time flies by oh so fast?
> >>Eric V
> >> 
> >> 
> >>
> >>
> >>
> >>
> >>
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> End of blindkid Digest, Vol 87, Issue 26
> ****************************************