[Nfbf-l] nfb center in florida
Dan Hicks
danjhicks at yahoo.com
Sun Apr 3 23:59:58 UTC 2011
All resolutions must have an NFBF member to take ownership of them and speak
in the resolutions committee meeting and on the convention floor in their
behalf. If Craig is an NFBF member, he will be allowed to advocate for the
resolution, with your permission, RJ. He will become the "author" of the
resolution.
I have kept out of this topic, thinking it might not amount to much. We
welcome the resolution as much as we would welcome others, but I do not
favor it, nor do I expect it to pass.
I don't think we need a new center and I don't think we can support it. The
state of California is bigger than Florida, and they have not been able to
keep one going. Centers need clients -- for which we would be in competition
with every other NFB center and every non-NFB center -- and they need
funding. We are simply not likely to get the funding in this economic
climate. Even if we could present a need, I just don't see it's happening
for years, if ever.
Now, what are our alternatives? Carolyn Lapp runs a center in South Florida,
and she says she uses NFB principles to operate it. She receives some
clients and funding from DBS, but not nearly as many clients or as much
money as she would like. I can't speak with any authority about the center
-- Carolyn should be on this list to comment for herself -- but I have heard
some good things. I have made some referrals to her organization, when I
have been asked for advice.
If we are so very unhappy with the center in Daytona Beach that we feel it
needs to be totally reworked or possibly replaced, then we need to be able
to give specific complaints to Joyce Hildreth and Ed Hudson when they come
to speak at the convention -- and when I say specific, I mean just that. We
are going to be required to fix what we have before we can have any hope of
getting something new -- and then maybe the something new will not be
needed. It's just that simple.
RJ, if you feel this strongly about it, you need to reconsider your decision
not to come to the convention this year.
Dan Hicks
“To dare is to lose one's footing momentarily.
Not to dare is to lose oneself.”
— Soren Kierkegaard
> -----Original Message-----
> From: nfbf-l-bounces at nfbnet.org [mailto:nfbf-l-bounces at nfbnet.org] On
Behalf Of
> RJ Sandefur
> Sent: Sunday, April 03, 2011 4:29 PM
> To: NFB of Florida Internet Mailing List
> Subject: Re: [Nfbf-l] nfb center in florida
>
> I didn't know this. I designate Craig Kiser to present the resolution, as
I
> won't be able to make convention this year. RJ
> ----- Original Message -----
> From: "Gloria Hicks" <glorianfb at irescue-tax.com>
> To: "'NFB of Florida Internet Mailing List'" <nfbf-l at nfbnet.org>
> Sent: Sunday, April 03, 2011 4:22 PM
> Subject: Re: [Nfbf-l] nfb center in florida
>
>
> Dear RJ,
> I think that it is very nice that you are writing a resolution. Will you
be
> in St Petersburg at our state convention to present this resolution? As I
> understand the rules for resolutions, the author of the resolution must be
> present or some body he designates. Also, as the treasurer of NFBF I have
> not received your at large dues for this year, the presenter of the
> resolution must be a member of the NFBF.
> Actually, I have not received any at large dues this year; did every body
> join a chapter?
>
> Gloria Mills Hicks TR
> 3708 W. Bay To Bay Blvd.
> Tampa Florida 33629
> 813 837-1100
>
>
> -----Original Message-----
> From: nfbf-l-bounces at nfbnet.org [mailto:nfbf-l-bounces at nfbnet.org] On
Behalf
> Of RJ Sandefur
> Sent: Sunday, April 03, 2011 3:23 PM
> To: NFB of Florida Internet Mailing List
> Subject: [Nfbf-l] nfbcenter in florida
>
> Please read the following. This is for those who do not have MS word. Then
> please comment upon what you've read.
>
> National Federation of the Blind of Florida
>
>
>
> RESOLUTION 2006-3
>
>
>
> Concerning the Florida Orientation and Adjustment Center
>
>
>
>
>
> WHEREAS,
>
> The Orientation and Adjustment Center operated by the Florida Division of
> Blind Services is primarily for the purpose of assisting blind and
visually
> impaired Floridians to adjust their attitudes about blindness; and
>
>
>
> WHEREAS,
>
> There are centuries old myths, misconceptions and stereotypes about
> blindness and the blind which have become generally accepted by the public
> and by the blind themselves; and
>
>
>
> WHEREAS,
>
> These myths, misconceptions and stereotypes result in limited expectations
> by both the public and the blind themselves; and
>
>
>
> WHEREAS,
>
> The teaching of the various skills of blindness such as Braille, cane
> travel, assistive technology, etcetera are only a part of the training
> necessary to overcome these myths, misconceptions and stereotypes; and
>
>
>
> WHEREAS,
>
> The acquisition of blindness skills alone will not adequately prepare
blind
> Floridians to succeed in order to live a full and productive life as an
> active participant in society; and
>
>
>
> WHEREAS,
>
> It is essential to encourage blind Floridians to challenge the myths,
> misconceptions and stereotypes, gain confidence through activities that
> challenge their own beliefs and stretch their expectation; and
>
>
>
> WHEREAS,
>
> The Director of the Division of Blind Services, Craig Kaiser, has set
forth
> new policies for the operation of the Orientation and Adjustment Center
> designed to focus on the adjustment to blindness aspect of the residential
> rehabilitation experience
>
>
>
> Now therefore BE IT RESOLVED that
>
> the National Federation of the Blind of Florida assembled this 28th day of
> May, 2006, in the City of Orlando, Florida endorses and supports the
changes
> being implemented by Director Kiser as embodied in the DBS document quoted
> below:
>
>
>
>
>
> "Orientation and Adjustment Center
>
> May 1, 2006
>
>
>
> 1. Students enrolled in the Orientation and Adjustment Center
> (general Rehabilitation track) will be required to participate on a
fulltime
> basis for an average period of six to nine months. A six-month stay will
> represent the minimum period of time that any student will be expected to
> participate in this residential rehabilitation program.
>
>
>
> 2. Students enrolled in the Orientation and Adjustment Center
will
> participate in the full curriculum, and will not be permitted to customize
> their program by excluding specific courses in their Individualized Center
> Plan (ICP.) All students will take core courses in: Braille; Orientation
> and Mobility; Key Boarding and Adaptive Technology; Home Management;
> Personal Management, and Seminar Class. All students will be invited to
> select one optional course to take for their personal growth and training.
> These optional courses will include: Arts and Crafts, Horticulture,
> tailored Academic Instruction, or other course offerings that may be made
> available to students from time-to-time.
>
>
>
> 3. Consideration will be given to expanding periods of course
> instruction for classes in Orientation and Mobility and Home Management.
> These courses traditionally are better received with more time than the
> traditional 50-minute period.
>
>
>
> 4. Class instructors and all center staff will emphasize problem
> solving, self-sufficiency, and independence in all interactions with
> students. Students, when faced with a question or challenge, will be
> encouraged to engage in exploration and critical thinking to identify
> solutions to their situations. Use of the Socratic method and basic
> principles of Structured Discovery theory will be effective tools for
> facilitating this objective. In short, staff are not to immediately offer
> help when it is requested, but are to encourage students to seek answers
to
> their own questions.
>
>
>
> 5. All students in training at the Orientation and Adjustment
> Center are to carry the cane issued by the agency with them at all times
> during their residential rehabilitation program. This practice will
> positively contribute to their increased independent travel skills and may
> also be useful in helping students to acknowledge and cope with public
> identification as a blind person and emotional acceptance of their limited
> sight. Similarly, blind agency staff members are urged to carry a cane or
> use a dog when on duty. In addition to being necessary for safe travel,
it
> will serve as positive modeling for students who look to them for role
> guidance.
>
>
>
> 6. Students enrolled in the Orientation and Adjustment Center
who
> use a guide dog may keep and use their service animal during training, but
> will be expected to participate in cane travel during formal Orientation
and
> mobility classes. During these instances, the students guide dog will
need
> to be resting and not in use. Instructors at the Orientation and
Adjustment
> Center are not trained to offer travel instruction with a service animal,
> and it is the policy of this program that the foundations of independent
> mobility must first be mastered with a cane before students exercise their
> option to use a guide dog for traveling. Barring these qualifications,
> students with guide dogs will be welcome to attend the program with their
> service animal.
>
>
>
> 7. No student enrolled at the orientation and Adjustment Center
> may use Sighted Guide" technique for traveling, either on or off campus in
> relation to all formally sponsored instruction, once they have been issued
a
> cane and given a brief orientation to the training campus.
>
>
>
> 8. In an effort to foster greater student independence and
> initiative, the cafeteria at the Orientation and Adjustment Center will
only
> provide sandwich and salad bars every evening making it necessary that
> students wanting a full hot meal use their developing mobility skills to
> leave campus and acquire their evening meal. Students will be encouraged
to
> use this opportunity to practice bus or taxi travel, to function
> independently in a public restaurant, and to develop healthy relations by
> offering support to one another. Additional maintenance will be provided
to
> cover such costs. Staff will not provide shopping trips for students.
> Students will be provided information regarding public transportation and
> location of malls, stores, etc.
>
>
>
> 9. Extracurricular programs will be established within fiscal
> constraints to stretch and challenge enrolled students at the Orientation
> and Adjustment Center. Some of these programs may include camping,
skiing,
> or other spontaneous events that require students to practice their skills
> and build their self-confidence by performing tasks that they
traditionally
> believe a person cannot independently manage with non-visual techniques.
>
>
>
> 10. All students will participate in regularly scheduled seminar"
or
> "philosophy" classes calculated to stimulate student reflection and
> understanding of the emotional and social issues/barriers faced by blind
> people living in the everyday world. Such sessions, at a minimum, should
> occur once a week, but gradually the frequency of these classes should
> increase to at least two days per week.
>
>
>
> 11. All students with residual sight will participate in formal
> classes and organized extracurricular activities under Vision occluders.
> Outside of the scheduled class day (8:00 AM-4:30 PM) and occasionally
> planned extracurricular activities, students may function without their
> Vision occluders. This policy is designed to enable students of the
> Orientation and Adjustment Center to build confidence in performing daily
> activities using non-visual techniques. It is not a policy calculated to
> minimize the value of ones residual vision where such sight can be
> efficiently used, but is instead used in training to create an optimal
> environment for practicing one's non-visual skill development. Once it
has
> been determined that a particular student has thoroughly mastered use of
> non-visual techniques, students with useful residual vision may spend
their
> last several weeks in training without Vision occluders to practice
> low-vision techniques, e.g. use of Zoomtext, etc. Every effort will be
made
> to minimize student apprehension, which may arise when vision occluder use
> is originally introduced. Minor exceptions to this policy may be adopted
at
> the discretion of the Administrator of the Orientation and Adjustment
Center
> to accommodate students with unique circumstances. The intention, though,
> is that the vision occluder policy will be enforced with relative
uniformity
> and consistency. After an evaluation by the Administrator or his/her
> designee at the Orientation and Training Center, decisions will be reached
> as to the appropriate tool to use to achieve visual occlusion. During the
> initial student evaluation, students may be assessed without Vision
> occluders, but if it is determined that their vision is sufficiently poor
to
> remain in the program for training, these students will be advised of, and
> subject to, this vision occlusion policy. Following sufficient training,
> class instructors should teach under Vision occluders to demonstrate the
> efficacy of non-visual approaches where this will encourage their students
> to embrace this training practice.
>
>
>
> 12. In light of the extended enrollment obligation, eligible
> students will be afforded longer access to the four existing student
> apartments for practicing their independent living skills (e.g. cooking,
> cleaning, and other home management techniques) before graduating.
>
>
>
> 13. New staff employed to work at the Orientation and Adjustment
> Center will undergo training as a fully immersed student for a period of
at
> least three months before they commence their formal teaching
> responsibilities. These new hires will take all courses and participate
in
> training activities under the same terms and conditions required of all
> students, e.g. vision occlusion and cane usage. A procedure for an
> abbreviated training of this nature will also be developed for new hires
> throughout the agency that are not specifically assigned to work in the
> Orientation and Adjustment Center. Provision will also be made, on an
> on-going and staggered basis, to expose existing agency staff to such
> blindness orientation training. The Administrator of the Orientation and
> Adjustment Center will possess the discretion to amend or implement this
> policy to take account of any unanticipated operational exigencies."
>
> Now here are the changes which were made at the center.
>
>
>
>
> Introduction:
>
> The mission of the Rehabilitation Center for the Blind and Visually
> Impaired is to empower individuals with varying degrees of vision loss to
> achieve independence. Below is a description of our referral process, our
> residential program, our Independent Living Skills program and our current
> vocational programs. Included are contacts for the various categories.
We
> encourage you to call or email us with whatever questions you have. We
> attempt to provide as individualized a program as possible for each of
your
> clients and welcome your involvement in the process.
>
>
>
>
>
> REFERRALS
>
>
>
----------------------------------------------------------------------------
> ----
>
> To refer a client to any of our Center's programs, e-mail your referral
memo
> to the attention of Mary Dixon.
>
>
>
> The referral is to include student's name, program being referred, any
past
> rehab training, any medical problems we should be aware of, and any
> psychological history or current treatment.
>
>
>
> For all programs, the following is needed:
>
>
>
> 1. Referral memo
>
> 2. The following reports on AWARE: Client Application, Education
History,
> Eye Exam, and IPE with the following codes included:
>
>
>
> TRANSPORTATION
>
>
>
> Transportation is necessary regardless of the program, even if clients are
> coming only for a short assessment or if they plan to arrive/depart via
> private transportation. The reason the transportation code is needed is
> that they may have to take a taxi to/from Greyhound and other destinations
> while they are here .
>
> Common Carrier Transportation Code 071060 is what we use.
>
>
>
> MEDICAL
>
> The medical code is needed for all students regardless of the program or
the
> expected duration of their stay. We use their insurance whenever
possible,
> but unexpected situations can arise suddenly in a residential program and
we
> have to be prepared.
>
> We recommend Medical Incidental 98999 to cover any medical issue without a
> cost attached.
>
>
>
> MAINTENANCE
>
> All students who are here for more than an assessment are given
> $100.00/month. We ask the students to use this money to interact and
> recreate in the community. The referring VR counselor provides the first
> maintenance check and the Rehab Center provides the rest.
>
>
>
> Training Maintenance Code 061000 is needed to cover all maintenance.
>
>
>
> The following codes are often included, or can be added to the plan as
> needed. When you amend a plan for a client attending the center, we
review
> the amendments with your client, print off the last page of the plan from
> AWARE, have the client sign the new plan and mail you the hard copy.
>
>
>
> LOW VISION
>
> Low vision screening and evaluation are again being offered while your
> client is here. The Center will pay for the evaluation, but the codes
must
> be included in the plan. An advantage of having this screening done here
is
> that the staff can work with your clients in learning to use their low
> vision aides in a variety of settings. The first two codes that are
> necessary to have the evaluation are:
>
>
>
> Initial Exam 192370 $170.00
>
>
>
> Refraction 92015 $50.00
>
>
>
> If your student needs low vision aides, we will contact you with the
> recommendations. If you approve the recommendations, you can amend the
plan
> accordingly to include:
>
>
>
> Low vision Aids under $600.00 039920
>
>
>
> Low vision Aids over $600.00 039925
>
>
>
>
>
> VOCATIONAL ASSESSMENT
>
>
>
> For clients to receive a vocational assessment at the center, codes are
not
> needed. We do the assessment as part of the program. However, we
> anticipate vocational assessments will primarily be done in the home area.
> There may be times when it is better to do the assessments here such as if
> transportation in the home area is difficult. Also, if you have a client
> who needs a more comprehensive assessment, including observation of the
> client in a wider variety of settings, you may want us to provide the
> assessment.
>
>
>
> This is not all inclusive. These are the more frequently used codes.
Other
> situations and evaluations which call for additional codes can be worked
out
> with the client, the VR counselor and our case managers.
>
>
>
> When we receive your referral memo, we will send your client an inform
> packet which will contain a copy of the Center's Student Handbook, Medical
> Insurance Questionnaire Form and a stamped, self-addressed envelope for
the
> client to return the signed Handbook signature form and completed Medical
> Questionnaire. We also enclose the Center's Physician's Statement of
> Client's Health Form which the personal physician is requested to complete
> with medical information no more than one year old and fax to the number
> conveniently noted at the bottom of the form. Once the medical report is
> received, we will then send the entire file over to our medical staff for
> review.
>
> It should be emphasized that no referral is added to the waiting list
UNTIL
> the medical form is completed and sent to us. Referrals are generally put
> on the list in the order the medical is received, regardless of how long
it
> has been since you have referred the client.
>
>
>
> For specific questions, please contact Mary Dixon directly: 386.254.3838
>
>
>
> CASE MANAGEMENT
>
>
>
> Students are assigned to case managers based on the program. One case
> manager has responsibility for the Independent Living Skills (ILS)
program,
> the other for the Vocational programs
>
>
>
> The primary role of the case manager is to coordinate all aspects of the
> student's training, as well as to maintain involvement with the referring
> counselor.
>
>
>
> Clients are assigned a center case manager before they start the program.
> The case manager calls the student at home shortly after they are invited.
> The case manager talks with the student, gaining information about their
> background and center expectations. The information gathered is
distributed
> to staff who will be working with the student.
>
> On the first Monday the student is here, the case manager meets with him
or
> her to orient the student to what will happen during the first two weeks
and
> to complete a thorough social history.
>
>
>
> The case manager works with the student throughout their training program
to
> plan, link and monitor the delivery of services, to conduct and facilitate
> staff meetings with the student and referring counselor and to help direct
> the focus of the training so that everyone is working together to help the
> student reach his or her goals.
>
>
>
>
>
> For specific information, please contact Renea Keough 386.254.3843
>
>
>
>
>
> RESIDENTIAL FACILITY:
>
> The Residential Training Facility at the Rehabilitation Center for the
Blind
> and Visually Impaired is located at 1132 Willis Avenue, Daytona Beach FL
> 32114. The facility offers dormitory suite-style living and is offered to
> students who do not live in the Daytona Beach area and plan to attend the
> school for rehabilitation. The facility also serves as a training site for
> apartment living.
>
>
>
> The Residential Training Facility consists of three stories. The second
and
> third floors are student rooms/suites with the second floor designated for
> the ladies and the third floor designated for the men. There are 10 double
> occupancy rooms, 16 single occupancy rooms and 4 apartments. One single
> suite, as well as one apartment suite is designated as ADA. All suites
> include a bedroom, bathroom, living room and kitchenette area, but not set
> up for cooking. Also located on the second floor, are the training
> apartments which also include a bedroom, bathroom, living room and
> kitchenette area and are equipped with a fully functional oven/stove,
> microwave oven and a full size refrigerator for training purposes. Only
the
> Independent Living Skills students are eligible for the apartment program.
> Students are graduated into these apartments only after they have
> demonstrated the skills through their Home and Personal Management
classes.
> The instructors for these classes determine when the student is ready for
> apartment training. Once the student enters the apartment training
program,
> he/she will work with the instructor(s) on the overall experience, to
> include addressing any outstanding needs areas.
>
>
>
> The first floor includes staff administration and lobby areas, as well as
a
> student common area which offers: a theatre, fitness room (treadmill,
> stationary bike, elliptical, nautilus, and free weights), common/reading
> room, & small café which offer students continental breakfast on weekends
> and simple snacks 24 hours per day. In addition, there are soda and snack
> machines located in each elevator lobby on the second and third floors.
> Students are issued a key card which will gain them access to their
assigned
> room/suites, all campus gates and the main doors of the dormitory after
> hours. There is a smoking patio out behind the dormitory with picnic
tables
> throughout the area for student time off and recreation. Students have
> access to these areas 24 hours a day.
>
>
>
> Residential staff are available 24 hours a day, 7 days per week. A nurse
is
> available on-site for students Monday through Friday, 7a-11p with on-call
> coverage provided for overnight and weekend coverage. The purpose of the
> nurse is to provide assessment for the student and determine whether or
not
> the student requires emergency care. If the student requires emergency
> care, he/she is transported to Halifax Hospital Emergency Room which is
> located near the Center. The nurse will then follow up with the student's
> primary care physician, if applicable.
>
>
>
> The Dining Facility is located just North of the Dormitory and connected
by
> a covered walkway. All meals are served cafeteria style. There is a
beverage
> counter available which offers coffee, hot tea, iced tea, juice, ice and
> water. Students are offered three meals per day, Monday through Friday
with
> lunch and dinner service offered on Saturday and Sunday. Breakfast on
these
> days is served continental style in the Dormitory Café. Fruit and snacks
are
> available to students 24 hours per day with an additional snack time
nightly
> at 8:30p.
>
>
>
> Recreation and shopping trips are scheduled throughout the week with
> residential staff. A weekly trip to Wal-Mart is built into the schedule on
> Wednesday nights. This trip is provided, so that the student may purchase
> any personal need items. A trip to DeLeon Springs is scheduled twice per
> year usually in late May and early September where students can enjoy
> swimming in the springs, canoe and paddle boat rides. Other trips are
> scheduled as permitted.
>
>
>
>
>
>
>
>
>
> For specific information, please contact: Deb Dirmeir, Residential
> Supervisor 386.254.3860
>
>
>
> INDEPENDENT LIVING SKILLS (ILS):
>
>
> When a student comes to the center for ILS training, they first
participate
> in a two week evaluation in the core curriculum areas. When the two week
> evaluation is completed, center staff meet with the student to discuss
what
> we see as their needs to reach their goals. The student's agreement with
> the recommendations and estimated time in the program constitutes the
> Individualized Center Plan (ICP). The student does not have to return
home
> to wait for a start date. They begin their training on the following
> Monday. Progress staffings are held every six weeks after that to review
> the progress over the past six weeks, to make sure the goals are still
clear
> to all of us and to more closely estimate how long the student will be
here.
> An exit staffing is held at the end of the program to review progress and
to
> help direct the student toward their next step. Whenever possible, the
home
> counselor joins the staffings via telephone.
>
>
>
> The Independent Living Skills Program's core curriculum of classes include
> Home and Personal Management, Mobility, Employment Skills and Adaptive
> Technology. Classes including Braille, Crafts, Effective Communications,
> College Prep, Home Maintenance, Devices, Handwriting, Talking Calculator,
> and Life Skills are offered as electives; however, these classes may be
> recommended for students by instructors. As students complete areas, they
> are allowed an independent study hour. During that time, students may
> enroll in personal enrichment courses available through Hadley School for
> the Blind. These courses could involve students signing up for the Hadley
> High School Diploma program, or Adult Continuing Education program.
> Hadley's adult Continuing Education Program offers classes relevant to
> visually impaired and blind adults and their families.
>
>
>
> The Access Technology Program, also known as Adaptive Technology is
> two-fold: First, it is available to clients who either have immediate
> vocational or educational goals. Second, this program is available to
> clients/students interested in learning to use the computer (and adaptive
> software) for personal use or in preparation for a vocation. This class
> involves a full day of computer classes and with a time-frame of one week
to
> three months or above. This program requires a separate referral.
>
>
>
> For more details, please contact Doug Hall at 386.254.3846
>
>
>
>
>
> ADAPTIVE TECHNOLOGY or ACCESS TECHNOLOGY PROGRAM (AT)
>
>
>
> The approach to Adaptive Technology training at the center has been
modified
> to accommodate more individuals. When a student finishes their core
classes
> in the ILS Program, they can now stay for computer training. Also, a
client
> can be referred just for computer training. Please keep in mind the
> following priorities: The top priority is for a student who is currently
> working or in school. The second priority is for a student who has been
> promised a job or is accepted to school. The last priority is for
computer
> knowledge for personal enrichment.
>
>
>
> For more details, please call Cynthia Slater, supervisor of instruction
> 386.254.3833
>
>
>
> BUREAU OF BUSINESS ENTERPRISES PROGRAM (BBE)
>
>
>
> The BBE (Bureau of Business Enterprises) Program relies on field
counselors
> to identify likely candidates who have the interest, basic skills and
drive
> to independently manage a food service facility.
>
>
>
> Once the client, who is interested in becoming a successful Business
> Enterprise manager, completes the necessary documentation and one-week
work
> experience, the General Services Manager (GSM) in the BBE state office,
> approves referral to the Rehabilitation Center for the Blind and Visually
> Impaired in Daytona Beach for a two to three week assessment and
evaluation.
> Upon receipt of the referral from the GSM and/or Home Counselor, The
> Center's Rehabilitation Technician (RT) sends the candidate a packet of
> forms to complete and information about the Center. Once the completed
> forms are returned and reviewed, the Center's Referral Committee schedules
a
> start date and the candidate is invited by the RT.
>
>
>
> While at the Center, the candidate is given a battery of tests, including
> vocational interest, aptitude and psychological assessment, and the
person's
> independent living (Home and Personal Management), mobility,
communications
> and adaptive technology skills are assessed.
>
>
>
> At the end of the evaluation period, an exit/transfer staffing is held,
with
> the candidate, Center case manager, instructors and Home Counselor, to
> review and discuss needs and plans. This information is then provided to
> the Bureau of Business Enterprise which will make the final determination
on
> the candidate's request to enter the training program.
>
>
>
> If significant needs are indicated, the student may enroll in a program of
> remedial instruction, either at the Center or in his/her home area.
>
>
>
> BBE class:
>
>
>
> Generally, no more than five students are accepted and scheduled into each
> session of BBE training classes. The course consists of six modules
> (Vending Machines; Food Safety and Sanitation; Food Service and Cafeteria;
> Record Keeping and Business Forms; Business Start Up; and Business
> Management), Excel and Computer Instruction, and Business Math. At the end
> of each of the six modules, the student's knowledge and understanding is
> tested. (Note: the student has two tries to achieve a passing score, but
if
> he/she fails to obtain at least a 75, he/she is out of the program.) Once
> the client successfully completes the BBE coursework, he/she participates
in
> an on-the-job training to obtain advanced skills, prior to receiving a
food
> service license and applying for a food service facility.
>
>
>
> For more details, please contact Harry McEwen, MA, CVE, CRC at
386.254.3853
>
>
>
> CONTRACT MANAGEMENT (CM)
>
>
>
> Lighthouse Central Florida (LHCF) has received funding to establish a
> program to assess and provide basic training for candidates who wish to
> become Contract Managers. Counselors who have clients who wish to enroll
in
> this program, should contact Light House Central Florida (LHCF) with
> inquiries and referrals. If LHCF wishes, The Rehabilitation Center may
> provide an approximate two-week assessment and evaluation for candidates
for
> that project. Areas of assessment include vocational interest, aptitude
> and psychological testing, in addition to the Center's usual Adaptive
> Technology (computer skills), Orientation and Mobility, Communications and
> Independent Living (Personal and Home Management) Skills. At the end of
the
> two-week evaluation, an evaluation staffing is held to review the
student's
> performance in the necessary areas. Attending the staffing (in addition to
> the client) are Center staff, the client's home counselor and
> representatives from LHCF. The student may be accepted to advance to the
> next phase of the training at LHCF or be enrolled for additional training
at
> the Center to obtain necessary basic skills. When the student and
Center's
> instructors feel that the student has obtained sufficient skills, another
> staffing is held to acquaint LHCF with the progress.
>
>
>
> Conclusion:
>
>
>
> All our programs are designed to help the client become as independent as
> possible in their living, learning and working environments. To achieve
> this goal, we work with not only the client, but also with their available
> support, which includes their family whenever possible and always their
home
> or referring DBS counselor. If we can provide more information, please do
> not hesitate to contact us.
>
> Now, here's the resulution I am proposing.
>
>
>
>
>
>
>
> Resolution concerning the creation of an NFB center in
> Florida
>
> Where as in 2006, Craig Kiser, former director implemented
> positive changes at the rehabilitation center in Daytona beach in order to
> foster independence, and where as these policies have been discontinued by
> the corrent director, and where as the national federation of the blind
of
> Florida was not consulted concerning these proposed changes in policy by
the
> courent director, Now Therefor Be it resolved by the National federation
of
> the Blind of Florida That the President of this organization along with
> Craig Kiser former director of the Florida division of blind services
shall
> consult with the directors of the three NFB training centers concerning
the
> creation of an NFB center, and how to go about establishing an NFB center
in
> this state and be it further resolved, that Craig Kiser, shall be involved
> in all meetings concerning its creation.
>
> RJ
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