[NAGDU] Guide dogs in school districts

Danielle Ledet singingmywayin at gmail.com
Fri Feb 10 19:17:25 UTC 2017


I do too. I have not heard from her since she left the list.

On 2/10/17, Matt Hackert via NAGDU <nagdu at nfbnet.org> wrote:
> Hi Danielle,
> I was in class at TSE with Megan back in '05!  Please give her my regards, I
> hope she's doing well.
>
> Kind regards,
> Matt
>
>
> -----Original Message-----
> From: NAGDU [mailto:nagdu-bounces at nfbnet.org] On Behalf Of Danielle Ledet
> via NAGDU
> Sent: Friday, February 10, 2017 12:40 PM
> To: NAGDU Mailing List, the National Association of Guide Dog Users
> <nagdu at nfbnet.org>
> Cc: Danielle Ledet <singingmywayin at gmail.com>
> Subject: Re: [NAGDU] Guide dogs in school districts
>
> The other person who got there dog in high school is Meghan Whalen.
> She is a grad of both TSE and GDD. She is not currently on the list, I do
> not think. Let me know if Ann you or the student would like her email
> address. I am sure she wouldn't mind chatting about her experience if she
> has the time.
>
> On 2/10/17, Raul A. Gallegos via NAGDU <nagdu at nfbnet.org> wrote:
>> Danielle, not sure if your message was specifically directed at me. So
>> here goes either way. In my case specifically, I thought I was mature
>> enough at the time when I have my first dog, but in retrospect I was
>> not. It was definitely not a wasted effort and I don't feel that I
>> shouldn't have gotten a dog. However I do feel that perhaps I got the
>> dog a bit too early for my personal maturity level. Had someone asked
>> me this at the time, I would of course said that I was perfectly ready
>> able and mature to handle anything.
>> In fact, it has been that sort of drive which has helped me mature
>> over the years. I don't know that I could have successfully advocated
>> for myself in a situation like what has been described for high school
>> students. This is mainly because when I was 17, 18, and 19, I wasn't
>> yet fully excepting of my blindness. This is because I slowly went
>> blind throughout high school, from the age of 14 on until 17. In some
>> ways, I got the first dog because I felt that it would enhance or make
>> my mobility better. Now that I look back at things, that is not the
>> reason why I have my new dog. I have my new dog to have a different
>> kind of mobility, not necessarily better. Also at the time, my cane
>> skills were not as good as they are now. Again, having to do with my
>> acceptance of blindness. I was one of those handlers who would often
>> get frustrated with the dog for not finding a certain thing yet I was the
>> one who didn't know where I was in the first place to help direct him
>> correctly.
>> So my experiences from before, plus my maturity over the years, plus
>> the new training styles of today, I think will all work in a positive
>> way for me to be a much better dog handler with my new one now. As of
>> today, I still am technically not allowed to go into a lot of details
>> of the new dog because of the home training I am receiving. However
>> what I can say is that things are going well and I can't wait to brag
>> about the new addition to the team.
>>
>> Thanks!
>>
>> --
>> Raul A. Gallegos
>> Assistive Technology Trainer - RGA Tech Solutions
>>
>> Mobile: 832.554.7285
>> Work: 832.639.4477
>> Personal Email: raul at raulgallegos.com
>> Work Email: training at rgats.com
>>
>> “Any teacher that can be replaced with a computer, deserves to be.” –
>> David Thornburg
>>
>>
>>> On Feb 10, 2017, at 10:16 AM, Danielle Sykora via NAGDU
>>> <nagdu at nfbnet.org>
>>> wrote:
>>>
>>> I received my dog 2.5 years ago, between my junior and senior years
>>> of high school. I definitely do not regret that decision, and the dog
>>> was overall an extremely positive experience in my life. That's not
>>> to say I never had any issues. For example, I had a bus driver try to
>>> require me to sit in a specific seat, needed to prompt disciplinary
>>> action against students who repeatedly barked at my dog, and a
>>> teacher repeatedly asking to pet the dog after being told she
>>> couldn't. Really though, I had no more problems in high school than I
>>> do now in college or out in public. If anything, I've had more access
>>> issues and lack of knowledge of service dog law at my university than
>>> I did in high school.
>>>
>>> Here's how I handled it: **this will probably be long** I told my
>>> case manager I was applying for a dog, and let her know when I
>>> received a class date. I gave her the contact information for GDF's
>>> consumer services office if she had any questions I could not yet
>>> answer, but did not provide any documentation/"certification" for the
>>> dog. I'm pretty sure my IEP just said I had a service dog as an
>>> accommodation.
>>>
>>> I arranged for someone to meet me at a side door during lunch time so
>>> they could let me back in after I took my dog out to relieve.
>>> Generally Thai relieved without an issue during this time, but if
>>> not, I would leave class a minute or two early/show up a minute or
>>> two late if I needed to take him out between periods. It was never an
>>> official accommodation that I would be allowed to do this, but I
>>> would strategically pick classes that were close together with
>>> teachers who I had a good relationship with, and there were never any
>>> problems. I never left class early to travel to the next class. If
>>> anything, it was much easier to navigate the hallways with a dog
>>> compared to the cane. The same goes for fire drills. Thai was
>>> genuinely thrilled with fire alarms, because it meant going outside.
>>> GDF of course knew I was a high school student, so they specifically
>>> matched me with a dog who could handle dense crowds, was not people
>>> distracted, and could handle all of my extracurricular activities.
>>>
>>> GDF put me in contact with an advocacy organization for individuals
>>> under the age of 18 who use service dogs, called Canines for Disabled
>>> Kids. They sent someone to give a presentation at the faculty meeting
>>> before the beginning of the year, and again to the students on the
>>> first day of school. She gave a general overview of service dog
>>> tasks, the relationship between dog and handler, the ADA,  and
>>> service dog ettiquet. I would have given this presentation myself if
>>> necessary of course, but I feel it was more influential having someone
>>> that:
>>> 1. Had worked extensively with minors with service dogs in the past.
>>> and 2. Used a service dog herself, who was a seasoned three-year-old
>>> dog and not a ridiculous puppy at times like my brand new dog was
>>> bound to be.
>>>
>>> I think the administration put out a phone call or something saying
>>> there would be a service dog in the school, and to contact them with
>>> any allergy concerns so they could switch classes or what ever they
>>> needed to do ahead of time. There were never any allergy or fear
>>> issues though.
>>>
>>> I definitely don't think guide dogs are for most high school
>>> students, but with the right individual and dog it can be a very
>>> successful relationship. I believe the education and advocacy should
>>> be primarily the responsibility of the handler, with the
>>> administration/TVI/whatever else more as a back up. I personally had
>>> a horrible relationship with my TVI who made it a point to tell me
>>> over and over I would never get a dog in high school, so naturally I
>>> did not want her involved at all.
>>>
>>> I never felt like I would be disrespectful to a teacher or
>>> administrator by advocating for myself or my dog. Likewise, teachers
>>> were generally very good about approaching me with any
>>> questions/concerns they might have. Most students were respectful of
>>> my dog. Of course, people tried to pet/talk to/whistle at Thai, but
>>> they were the exception not the rule.
>>>
>>> Danielle and Thai
>>>
>>>> On 2/10/17, Jimmy via NAGDU <nagdu at nfbnet.org> wrote:
>>>> Dear friends,
>>>> I believe many of you are correct that it can be quite a challenge
>>>> to have a guide dog in a high school setting. It can be challenging
>>>> just in a university setting! And of course, every individual
>>>> matures at different
>>>> levels. School districts are an interesting subject.   Our TAGDU learned
>>>> a
>>>> couple of years ago that several school districts had not updated
>>>> their school district policies in years. The policies required
>>>> unnecessary and discriminatory requirements on both students or even
>>>> employees of service animals or guide dogs. Some included requiring
>>>> the user to acquire a permit from the city, to send in a request ,
>>>> witl at least a month's notice, for permission to bring the guide on
>>>> campus, or even stating  any guide dog or service animal was not
>>>> permitted on school buses or other district transportation
>>>> vehicles. It took some advocating indeed! However, we persisted and
>>>> received support from Senator Massey, an advocate and strong
>>>> supporter of our TN organization. Between  Senator Massey and the
>>>> media's collaboration to expose these policies, we were able to get
>>>> multiple districts to change their policies. If anyone has any
>>>> questions about that experience, I would be glad to speak with you
>>>> further. It took hard work, but our amazing board worked together
>>>> and it paid off in the end. Not only did we create change, but we
>>>> also developed great relationships with important people in our
>>>> state, as well as bring awareness and education about the state and
>>>> federal laws!  Safe travels everyone!
>>>>
>>>>
>>>> James Alan Boehm
>>>> Phone: 901-483-1515
>>>> Personal Email: jimmydagerman80 at gmail.com Refer NFB correspondences
>>>> to:
>>>> secretary at nfb-tn.org
>>>>
>>>> "Blindness never limits- Low expectations do! Live the life you want!"
>>>>
>>>>> On Feb 9, 2017, at 4:00 PM, Marianne Denning
>>>>> <marianne at denningweb.com>
>>>>> wrote:
>>>>>
>>>>> I know of 2 students who had guide dogs in high school and they
>>>>> were both positive experiences. I worked in schools with my guide
>>>>> dog. I did have to retire one when I first began working in schools
>>>>> because children made him extremely nervous. The school considered
>>>>> the working conditions when I trained with the next dog. I don't
>>>>> think any special information needs to be in the IEP. If the
>>>>> student is mature enough to have a guide dog then he/she should be
>>>>> mature enough to advocate for herself if any situations come up.
>>>>>
>>>>> On Thu, Feb 9, 2017 at 4:43 PM, Matt Hackert via NAGDU
>>>>> <nagdu at nfbnet.org>
>>>>> wrote:
>>>>>
>>>>>> Thank you for speaking out on these issues, Michael; I had the
>>>>>> same reaction, but was a little reticent about replying, although
>>>>>> I really had no need to be.
>>>>>>
>>>>>> I also have some misgivings about the idea of getting a guide dog
>>>>>> while still in high school, although it's hard to state that as
>>>>>> more than just a matter of personal opinion.  Definitely, strong
>>>>>> cane skills should be a prerequisite, and it takes a lot of
>>>>>> maturity to handle the general public's reaction to a guide dog,
>>>>>> and I would have to imagine that it's even more challenging to
>>>>>> deal with one's peers in high school.  I found it difficult enough
>>>>>> while an undergraduate.
>>>>>>
>>>>>> But, it does sounds like the decision has already been made, and
>>>>>> this may be a moot point.  But do others on the list have thoughts
>>>>>> as to how appropriate it is to work a guide dog while still in
>>>>>> high school?  I'm definitely interested in others' opinions and
>>>>>> would enjoy the discussion.
>>>>>>
>>>>>> Kind regards,
>>>>>> Matt
>>>>>>
>>>>>> Matt.hackert at gmail.com
>>>>>>
>>>>>>
>>>>>> -----Original Message-----
>>>>>> From: NAGDU [mailto:nagdu-bounces at nfbnet.org] On Behalf Of Michael
>>>>>> Hingson via NAGDU
>>>>>> Sent: Thursday, February 09, 2017 1:52 PM
>>>>>> To: 'NAGDU Mailing List, the National Association of Guide Dog Users'
>>>>>> <nagdu at nfbnet.org>
>>>>>> Cc: Michael Hingson <mike at michaelhingson.com>; 'Ann Edie'
>>>>>> <Annedie at nycap.rr.com>
>>>>>> Subject: Re: [NAGDU] Guide dogs in school districts
>>>>>>
>>>>>> Hi Ann,
>>>>>>
>>>>>> Not Marion, but I'm contributing a bit anyway. I just want to
>>>>>> comment on emergencies and special accommodations. I think the TVI
>>>>>> demonstrates full well why they need better training. The whole
>>>>>> point of a fire drill is to teach everyone involved how to react
>>>>>> in the case of an emergency. We do not get advanced warnings of
>>>>>> unexpected things that happen to us. As you well know how the dog
>>>>>> reacts in such situations depends on how the handler reacts.
>>>>>> Advanced warning to a student seems not only to be
>>>>>> counterproductive, but it is philosophically inappropriate. Blind
>>>>>> students, using dogs or canes or other devices, should not get
>>>>>> advanced warning.
>>>>>> The
>>>>>> idea is not to make life easier, but to teach where to go and what
>>>>>> to do.
>>>>>> If
>>>>>> the student should be doing anything it should be to help make
>>>>>> certain that teachers and staff know how to ensure that the blind
>>>>>> student has the necessary information to react and function
>>>>>> efficiently during an emergency or whatever condition occurs.
>>>>>>
>>>>>> Also, leaving class early to make certain that the student gets to
>>>>>> the next class on time is not appropriate. School needs to help
>>>>>> teach any student of their responsibilities in life. The student
>>>>>> should learn how to get to class in the allotted time just as any
>>>>>> other student needs to do. The whole point of using a guide dog or
>>>>>> cane is to help students travel around in our environments. The
>>>>>> student, if he or she does not know how to get around campus,
>>>>>> should take time with teachers and parents outside class hours to
>>>>>> learn how to get around. Unfortunately, learning shortcuts and
>>>>>> such are things we memorize rather than just seeing how others go,
>>>>>> but even so traveling with other students will most likely help
>>>>>> the blind student learn ways they might not learn otherwise. No
>>>>>> matter what, we must take the extra time outside class to make
>>>>>> sure that we know how to get around in a timely manner.
>>>>>>
>>>>>> There is no good excuse for taking extra time to get to class if
>>>>>> we are dealing with a mobile student who can walk in a typical
>>>>>> manner. If and only if the student has some other mobility
>>>>>> disability should any extra time be considered. We all have
>>>>>> learned through personal experience that if we want to be held to
>>>>>> the same standards as others and if we want to be successful in
>>>>>> the eyes of society then we must first hold ourselves to at least
>>>>>> as high a standard.
>>>>>>
>>>>>> Of course you know all this. Feel free to pass this along if it
>>>>>> will help.
>>>>>>
>>>>>>
>>>>>> Best Regards,
>>>>>>
>>>>>>
>>>>>> Michael Hingson
>>>>>>
>>>>>> The Michael Hingson Group, INC.
>>>>>> "Speaking with Vision"
>>>>>> Michael Hingson, President
>>>>>> (415) 827-4084
>>>>>> info at michaelhingson.com
>>>>>> To order Michael Hingson's new book, Running With Roselle, and
>>>>>> check on Michael Hingson's speaking availability for your next
>>>>>> event please
>>>>>> visit:
>>>>>> www.michaelhingson.com
>>>>>>
>>>>>> To purchase your own portrait of Roselle painted by the world's
>>>>>> foremost animal artist, Ron Burns, please visit
>>>>>> http://www.ronburns.com/roselle
>>>>>>
>>>>>> -----Original Message-----
>>>>>> From: NAGDU [mailto:nagdu-bounces at nfbnet.org] On Behalf Of Ann
>>>>>> Edie via NAGDU
>>>>>> Sent: Thursday, February 09, 2017 11:15 AM
>>>>>> To: 'NAGDU Mailing List, the National Association of Guide Dog Users'
>>>>>> <nagdu at nfbnet.org>
>>>>>> Cc: Ann Edie <Annedie at nycap.rr.com>
>>>>>> Subject: Re: [NAGDU] Guide dogs in school districts
>>>>>>
>>>>>> Hi, Marion,
>>>>>>
>>>>>> Since the guide dog user in question is seeking employment within
>>>>>> a school district, wouldn't that case be covered under the
>>>>>> anti-discrimination provisions of the Rehabilitation Act? Or would
>>>>>> both the ADA and the Rehabilitation Act apply?
>>>>>>
>>>>>> While we're on the topic of guide dog use in schools-- I have
>>>>>> recently been approached by a TVI about planning for a high school
>>>>>> student who will be going for guide dog training this summer and
>>>>>> returning to high school next year. The TVI wants to know what
>>>>>> provisions to put in the student's IEP concerning use of the guide
>>>>>> dog in school. She is thinking of putting in such stipulations as
>>>>>> the following: 1) The student will be permitted to leave classes
>>>>>> to travel to the next class 5 minutes early; 2) the guide dog
>>>>>> shall accompany the student during all activities and locations
>>>>>> during the school day, including lunch, physical education, and
>>>>>> after-school activities; and the student will have notice of times
>>>>>> of the first few fire/emergency drills so that they can practice
>>>>>> procedures with the guide dog. My first reaction to this  is to
>>>>>> suggest to the TVI that she think of the guide dog in the same way
>>>>>> that she would think of a mobility-impaired student's wheelchair,
>>>>>> That it is assumed that the device will be used everywhere within
>>>>>> the school setting, and that if any special arrangements need to
>>>>>> be made, that the user should be the one to initiate/request them
>>>>>> after they receive instruction in the use and care of the guide
>>>>>> dog from the training program. My suggestion would be for the
>>>>>> student to make a presentation to the teachers/administration of
>>>>>> the school after receiving training, at or before the start of the
>>>>>> new school year, explaining how the guide dog will be used and
>>>>>> making it clear that the guide dog user is fully responsible for
>>>>>> the dog and its behavior. The student should emphasize that
>>>>>> everyone else, students and staff, is to ignore the guide dog and
>>>>>> not interfere with its use. If any alterations of procedure are
>>>>>> required, such as leaving class early or special provisions during
>>>>>> fire drills, that it is the student who should initiate discussion
>>>>>> of these needs and possible solutions. The student and/or
>>>>>> administrators may want to make presentations to groups of
>>>>>> students--the student's classmates or larger groups--to explain
>>>>>> guide dog etiquette at the beginning of the school year.
>>>>>> I believe that the school administrators' responsibility is to
>>>>>> enforce the rule that others ignore the dog and not interfere with
>>>>>> its use, and to otherwise facilitate the student's independent
>>>>>> travel and responsibility with respect to the guide dog. If anyone
>>>>>> is experiencing a problem with respect to the behavior or use of
>>>>>> the guide dog, such as the guide dog sniffing or licking other
>>>>>> students who may be allergic or fearful of dogs, that these issues
>>>>>> should be brought directly to the attention of the guide dog user
>>>>>> and solutions found through discussion among the guide dog user,
>>>>>> the affected persons, and school staff. I think the guide dog
>>>>>> training program may provide the student with some educational
>>>>>> materials on how guide dogs are used within schools for the
>>>>>> student to share upon their return to school. Do you know of any
>>>>>> Q/A pamphlets or on-line materials that explain school district
>>>>>> roles and responsibilities with regard to guide dog use by
>>>>>> students under the ADA, Rehabilitation Act, and IDEA? I know that
>>>>>> school districts often bring up issues of liability and possible
>>>>>> allergy issues of other students or staff. Is there case law or
>>>>>> other official information about how these issues should be
>>>>>> handled?
>>>>>>
>>>>>> Sorry for all the questions, but I want to give this teacher the
>>>>>> best possible information to help the student be successful and
>>>>>> make the experience a positive one for the school community.
>>>>>>
>>>>>> Ann
>>>>>>
>>>>>> -----Original Message-----
>>>>>> From: NAGDU [mailto:nagdu-bounces at nfbnet.org] On Behalf Of NAGDU
>>>>>> President via NAGDU
>>>>>> Sent: Thursday, February 09, 2017 8:05 AM
>>>>>> To: 'NAGDU Mailing List, the National Association of Guide Dog Users'
>>>>>> Cc: NAGDU President
>>>>>> Subject: Re: [NAGDU] Guide dogs in school districts
>>>>>>
>>>>>> Nancy,
>>>>>>
>>>>>>       The short answer to your question is that public schools are
>>>>>> Title II entities. Title II of the Americans with Disabilities Act
>>>>>> requires entities to modify their policies, practices, and
>>>>>> procedures to allow an individual with a disability the right to
>>>>>> be accompanied by a service dog unless doing so creates a direct
>>>>>> threat, defined as a significant risk to the health or safety of
>>>>>> others that cannot be eliminated by a modification of policies,
>>>>>> practices, or procedures, if the dog is not housebroken, or if the
>>>>>> dog is out of control and the handler does not take immediate,
>>>>>> effective measures to correct the behavior. . The argument that
>>>>>> the presence of the dog is a liability issue would need to be
>>>>>> demonstrated by objective evidence; it cannot be assumed to be so.
>>>>>>
>>>>>>       I would be happy to discuss this issue with the person
>>>>>> involved to offer guidance on how to advocate for themself and, if
>>>>>> needed, to intervene as anadvocate for them. My contact
>>>>>> information is below my signature, if you or the person wishes to
>>>>>> discuss this further.
>>>>>>
>>>>>> Fraternally yours,
>>>>>>
>>>>>> Marion Gwizdala, President
>>>>>> National Association of Guide Dog Users Inc. (NAGDU) National
>>>>>> Federation of the Blind
>>>>>> (813) 626-2789
>>>>>> President at NAGDU.ORG
>>>>>>
>>>>>>
>>>>>> The National Federation of the Blind knows that blindness is not
>>>>>> the characteristic that defines you or your future. Every day we
>>>>>> raise expectations because low expectations create barriers
>>>>>> between blind people and our dreams. You can live the life you
>>>>>> want! Blindness is not what holds you back.
>>>>>>
>>>>>>
>>>>>> -----Original Message-----
>>>>>> From: NAGDU [mailto:nagdu-bounces at nfbnet.org] On Behalf Of Nancy
>>>>>> VanderBrink via NAGDU
>>>>>> Sent: Thursday, February 9, 2017 8:10 AM
>>>>>> To: Nancy VanderBrink via Nagdu
>>>>>> Cc: Nancy VanderBrink
>>>>>> Subject: [NAGDU] Guide dogs in school districts
>>>>>>
>>>>>> Good morning all,
>>>>>>
>>>>>> I come before your collective wisdom to put before you a question
>>>>>> of access versus liability.
>>>>>>
>>>>>> A friend of mine is working on getting her bachelors degree in
>>>>>> special education and wants to eventually move into my states TVI
>>>>>> preparation program.  What is interesting is that rather than her
>>>>>> being able to do her student teaching in a  school that is on a
>>>>>> bus line and that is also relatively close to her university has
>>>>>> nothing to do with the fact that other students from her class are
>>>>>> in these schools, as we thought.
>>>>>> Rather, it has to do with the fact that the superintendent of the
>>>>>> school district said that he did not want a guide dog in his
>>>>>> school district.
>>>>>> What is interesting to me is that I am a service provider working
>>>>>> with a contractor that provides services in the school district. I
>>>>>> serve students in this district twice a month. I have had no
>>>>>> problems with administration or staff or students.
>>>>>> So, I am thinking that this comes down to a matter of liability
>>>>>> and that it is different because I do not work for the school
>>>>>> district.  I am not an independent contractor, rather I work for
>>>>>> an agency that contracts with the school district-and I just so
>>>>>> happen to have a guide dog.
>>>>>>
>>>>>> So what I am thinking is that they, meaning the district, could
>>>>>> say to a potential employee 'we do not want you here because you
>>>>>> have a guide dog'
>>>>>> but they cannot say that to me because I work for the agency they
>>>>>> contracts with and they cannot say to them that they do not want
>>>>>> me as an employee of that other agency in their school district.
>>>>>>
>>>>>> So, essentially what I am getting down to is that this sounds like
>>>>>> a violation of this university students right to access. What I am
>>>>>> wondering is are they able to get away with this legally because
>>>>>> they are dealing with the premise of liability and the potential
>>>>>> liability for the district if that students dog were to bite a
>>>>>> child.
>>>>>>
>>>>>> I believe I have heard other stories on this list of people that
>>>>>> have had similar issues but I wondered if your collective wisdom
>>>>>> knew of anything that I could pass along to the student.
>>>>>>
>>>>>> Thanks,
>>>>>> Nancy
>>>>>>
>>>>>> Sent from my iPhone
>>>>>> _______________________________________________
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>>>>>>
>>>>>>
>>>>>> _______________________________________________
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>>>>>>
>>>>>>
>>>>>> _______________________________________________
>>>>>> NAGDU mailing list
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>>>>>> 40michaelhingson.com
>>>>>>
>>>>>>
>>>>>> _______________________________________________
>>>>>> NAGDU mailing list
>>>>>> NAGDU at nfbnet.org
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>>>>>> NAGDU:
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>>>>>> hackert%40gmail.com
>>>>>>
>>>>>>
>>>>>> _______________________________________________
>>>>>> NAGDU mailing list
>>>>>> NAGDU at nfbnet.org
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>>>>>> marianne%40denningweb.com
>>>>>>
>>>>>
>>>>>
>>>>>
>>>>> --
>>>>> Marianne Denning, TVI, MA
>>>>> Teacher of students who are blind or visually impaired
>>>>> (513) 607-6053
>>>>>
>>>>
>>>> _______________________________________________
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>
>
> --
> How far you go in life depends on your being tender with the young,
> compassionate with the aged, sympathetic with the striving and tolerant of
> the weak and strong. Because someday in your life you will have been all of
> these.
> George Washington Carver
> Email: singingmywayin at gmail.com
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-- 
How far you go in life depends on your being tender with the young,
compassionate with the aged, sympathetic with the striving and
tolerant of the weak and strong. Because someday in your life you will
have been all of these.
George Washington Carver
Email: singingmywayin at gmail.com




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