[NFBMT] 2017 Resolutions

[Bruce&Joy Breslauer]

Anybody got any ideas?

 

If you do, either write them up as a resolution or send the ideas to me off
list, and the Resolutions Committee will write them up and present them to
the floor of the convention.  

 

Resolutions are one of the best ways to recognize a person or a group for
their accomplishment or advocacy on behalf of the blind of Montana, or to
address or advocate for a change that you wish to see come true on behalf of
the blind of Montana.  

 

Other resolutions we have passed have dealt with such various subjects as
Newsline, transportation, technology, accessibility, or Braille Literacy,
just to name a few.  If you have thought "there oughta be a law," or "I wish
this or that could be changed or recognized", now is your chance to be heard.
Come on now, you creative thinkers, or you malcontents, or you happy souls,
putting your ideas into the form of a resolution just might revolutionize the
way things are done here in Montana concerning the blind.

 

I would like to see resolutions or ideas for resolutions sent to me by no
later than August 31, 2017.  That way we will have time to whip them into
shape before presenting them to the convention for a vote.

 

We have a chance to create some history here.  Years hence, someone could be
sitting around a campfire with a cold beverage, appreciating along with their
friends the results of some forward-thinking resolution passed way back when,
and saying, "who woulda thunk it?"  and that someone who woulda thunk it
could be you.

 


These are for the year 2017 but they still are relevant.  Joy  


 


Attachment 1 


About the NFB BELL Academy


NFB BELL Academy


The NFB BELL Academy prepares blind and low vision children, ages four
through twelve, to grow into confident and independent blind people who will
live the lives they want. The program provides Braille and non-visual skills
instruction through fun, hands-on learning in a day program or residential
setting. In addition to Braille crafts, games, and other engaging projects,
children learn vital indepen­dent living skills, interact with blind adults
who serve as mentors, and enjoy field trips to sites related to the NFB BELL
Academy curriculum. Through these activities and interactions, the children
learn that blindness or low vision does not define them or their future.

 

An NFB BELL Academy is a two-week program with hours of operation similar to
that of a traditional school day. Some NFB BELL Academy sites offer an
intensive, residential one week program which provides instruction outside of
the classroom in activities of daily living before and after the formal
classroom instruction. In addition to the planned activities and other
engaging projects, the children also enjoy field trips to sites related to
the Braille and nonvisual skills instruction. A parent seminar should also
accompany the program wherein parents can learn strategies to support their
child in the learning and use of Braille and nonvisual skills. From this
seminar, parents can also gain valuable information to aid them in the
empowerment of their child as they interact with other parents of blind
children and successful blind adults.

 


Expectations


Expectations of Affiliates Wishing to Host a 2017 NFB BELL Academy


1.	Maintain a focus on Braille; spend the majority of formal
instructional time engaged in activities that teach Braille or incorporate
Braille.
2.	Actively engage members of the affiliate in the planning and
implementation of the NFB BELL Academy.
3.	Use the online student application process offered by the National
Federation of the Blind Jernigan Institute.
4.	Provide basic information to the NFB Jernigan Institute about your
affiliate's 2017 NFB BELL Academy site(s) no later than January 4, 2017. 

a.	The needed information includes: Number of NFB BELL Academy sites for
your affiliate, NFB BELL Academy dates, NFB BELL Academy location(s), site
coordinator contact information, and state coordinator contact information
(one for each affiliate). 
b.	Once this information is received, your affiliate's FAQ (frequently
asked questions) web page will be created. Any changes to your FAQ page may
be made by contacting your NFB BELL Academy team at  <mailto:BELL at nfb.org>
BELL at nfb.org. 
c.	NFB BELL Academy student applications will be open only for
affiliates which have an NFB BELL Academy FAQ page.

5.	Promote your NFB BELL Academy using NFB BELL Academy-branded
brochures and flyers provided by the NFB Jernigan Institute or
affiliate-created material that has been reviewed by the NFB Jernigan
Institute to ensure proper branding.
6.	Communicate with families:

a.	Contact applicants to your NFB BELL Academy within two weeks of
receiving the application.
b.	Confirm information in the application, particularly the student's
height, Braille experience, and allergy information.

7.	Incorporate blind adults as positive role models for students during
the NFB BELL Academy.
8.	Provide a parent education component, which could take the form of a
short evening seminar, a whole day seminar, a conference call, a Skype
session, a webinar, a one-to-one meeting, or another creative format that
meets the needs of the parents in your area.
9.	Send at least one representative to the annual NFB BELL Academy
Training Seminar. 
10.	Communicate regularly with your NFB BELL Academy team at the NFB
Jernigan Institute regarding your progress in planning the NFB BELL Academy
site(s) making sure to bring any major roadblocks or concerns to the
attention of the NFB Jernigan Institute so that any needed support or
resources may be promptly provided.
11.	If, for unforeseen circumstances, your NFB BELL Academy must be
canceled, alert the NFB Jernigan Institute of the change of plans immediately
via email at  <mailto:BELL at nfb.org> BELL at nfb.org. 
12.	Document the impact of the NFB BELL Academy through pictures, videos,
audio recordings, archived notes from parents and students, etc., and include
identifying information regarding the individuals and activities involved.
Submit these materials to the NFB Jernigan Institute as soon as possible, but
no later than September 15, 2017.
13.	Submit a final summary report to the NFB Jernigan Institute via the
online form provided by the NFB Jernigan Institute (at:
<https://nfb.org/nfb_bell_academy_final_summary>
https://nfb.org/nfb_bell_academy_final_summary) no later than August 31,
2017. 
14.	Submit written stories capturing your NFB BELL Academy to the NFB
Jernigan Institute in the manner provided by the NFB Jernigan Institute no
later than August 31, 2017.
15.	Submit a final financial report to the NFB Jernigan Institute using
the model reporting form no later than September 15, 2017. Information about
in-kind donations, including volunteer hours, must also be submitted.
16.	Distribute, promote, and facilitate the completion of the Post-NFB
BELL Academy Survey by parents/guardians of NFB BELL Academy students.
17.	Submit a narrative describing your NFB BELL Academy to Gary Wunder to
be considered for publication in the Braille Monitor no later than September
15, 2017.
18.	Follow up with the families of participants in your NFB BELL Academy
site(s) at least once in the year following your NFB BELL Academy.

 


The National Federation of the Blind Jernigan Institute agrees to:


1.	Maintain the NFB BELL Academy web pages including the student
applications and affiliate FAQ (frequently asked questions) pages.
2.	Disseminate data collected through the student application to
affiliates in a timely fashion.
3.	Produce and distribute a national NFB BELL Academy brochure to be
used for promotion of the NFB BELL Academy sites across the country.
4.	Promote all NFB BELL Academy sites through Twitter, Facebook,
newsletters, and other electronic outlets.
5.	Provide each affiliate with (1) one electronic copy of the 2017 NFB
BELL Academy Curriculum, (2) up to one Braille copy of the 2017 NFB BELL
Academy Curriculum, upon request, and (3) up to one print copy of the 2017
NFB BELL Academy Curriculum, upon request.
6.	Distribute a bi-weekly newsletter, NFB BELL Notes, containing
upcoming deadlines, new resources, and other relevant information.
7.	Offer monthly conference calls to any affiliate or groups of
affiliates, upon request.
8.	Hold quarterly informational conference calls for all NFB BELL
Academy affiliates to disseminate new resources and communicate upcoming
deadlines.
9.	Provide canes to students in all NFB BELL Academy sites through the
Free White Cane program, if provided the necessary information by the
affiliate at least three weeks before the start of the NFB BELL Academy.
10.	Provide a slate and stylus to all students in all NFB BELL Academy
sites through the Free Slate and Stylus program, if provided the necessary
information by the affiliate at least three weeks before the start of the NFB
BELL Academy.
11.	Provide a giveaway for each NFB BELL Academy student.
12.	Develop, distribute to affiliates, and make available electronically
an accessible Pre-NFB BELL Academy Survey and an accessible Post-NFB BELL
Academy Survey to be completed by parents/guardians of NFB BELL Academy
students.
13.	Be available as a resource to help problem solve and brainstorm at
any time throughout the planning and implementation of your NFB BELL Academy.
14.	Provide technical assistance and narrative information to assist in
presenting the NFB BELL Academy to potential funders in your state.

 


How Interested States Can Begin Their Own NFB BELL Academy 


Those interested in participating as one of the NFB Jernigan Institute's BELL
Academies, or in learning more about creating their own NFB BELL Academy,
should contact Carlton Walker, Manager of Braille Education Programs at the
NFB Jernigan Institute at (410) 659-9314, extension 2225 or visit the website
at  <https://nfb.org/bell-academy> https://nfb.org/bell-academy.

 

Attachment 2 
About the Curriculum


Our Curriculum


The NFB BELL Academy provides instructional models to meet students' needs in
multiple ways. The curriculum contains numerous opportunities for whole group
instruction, including first day activities, group curricular lessons, field
trips, Braille storybook reading time, and BELL Ringers (an end-of-the-day
activity where students share accomplishments of the day). These whole-group
activities provide our students something they rarely have in school: the
opportunity to learn Braille, cane travel, and non-visual skills with peers
who are learning the same skills non-visually.

 

The curriculum also contains many lessons geared toward small groups,
typically grouped based on skill level. This small group instruction provides
students with the opportunity to learn in concert with peers while retaining
the benefits of more individual attention. 

 

This curriculum provides suggestions, not prescriptions, or activities. The
lessons are not scripted. Please review the lessons and use your own
background and experiences to make your instruction comfortable and authentic
to you.

 


Differentiation


Students coming into an NFB BELL Academy will have a variety of skill levels
due to the wide age range and various service delivery models throughout the
country. We developed the NFB BELL Academy with the individual needs of the
students in mind. 

 

Each activity provides the instructor with ideas for differentiation for
students with more advanced or beginner skill levels. With differentiation it
should be feasible to concurrently instruct students at various levels. 

However, there may be a student for whom an activity is not appropriate. In
these cases, the instructor should replace that activity with an activity
more appropriate to the student's strengths and needs. Similarly, if a
student (or the group) requires more/less individual attention than planned,
please adjust instruction accordingly. 

 

The team of instructors should use their professional judgment to tailor the
program of instruction to the specific group of students involved in their
NFB BELL Academy. Please do not hesitate to contact veteran NFB BEL Academy
instructors or Carlton Walker, Manager of Braille Education Programs for the
NFB Jernigan Institute, at  <mailto:cwalker at nfb.org> cwalker at nfb.org or via
telephone at (410) 659-9314, extension 2225.

 


Nuts and Bolts of the Curriculum


We distribute the NFB BELL Academy Curriculum three ways: electronically (as
a zipped email attachment or a USB drive), in hard copy Braille, and/or in
hard copy enlarged print (14 point font). The electronic copies contain a
hyperlinked table of contents. This file will act as a tool for locating
other files in the curriculum. Each item in the table of contents is a
hyperlink to another file. Thus, clicking on the first hyper-linked item,
"Introduction," in the Table of Contents will cause the Introduction document
to open. 

 

Under the heading "Lesson Plans" you will find seventeen topics:

*	Academy theme
*	Administrative 
*	Reading
*	Writing
*	Writing and reading combo
*	Crafts 
*	Daily living skills
*	Food 
*	Games and recreation
*	Group-Braille
*	Group-Orientation and mobility skills (O&M)
*	Group-Self-advocacy
*	Money skills
*	Students as teachers
*	STEM―Math
*	STEM―Science
*	Tactile graphics

 

Each category contains a list of lesson plans. Several of the lesson plans
are leveled using the Common Core Grade-leveled Braille with Unified English
Braille (UEB) terminology, formatting, and tactile graphics (from Maryland
Frameworks). The level of the lesson, if any, will be in its name, e.g.
"0.1-Fishing." Lessons which do not require Braille or Nemeth Code knowledge
to participate will not have any number preceding the lesson title, e.g.
"Caterpillar Bookmark." This system provides a guideline for the order in
which the lessons may be taught, but, like everything in this program of
instruction, this sequence is flexible. Note: the Common Core State Standards
and levelling will be discussed later in these introductory materials.

 

Each lesson is written in the same format and is divided into at least six
sections. The Objectives section defines the purpose for the lesson and what
skills students are expected to acquire through the lesson. Prerequisite
skills are skills students should have in order to successfully participate
in the lesson. If a student has not yet mastered one of the prerequisite
skills, instructors should look at Differentiation for ideas on how to adapt
the lesson. Under the Materials section, you will find a list of everything
required to teach the lesson. Some of the materials are other documents
(i.e., Braille files) in the curriculum, in which case the items are
hyperlinks. The Procedures section contains step-by-step instructions for
implementing the lesson. The Differentiation section provides ideas for
adapting the level of difficulty of the lesson according to student needs.
The final section, Alignment to Common Core State Standards for English
Language Arts & Literacy (ELA) and the Expanded Core Curriculum for Blind and
Visually Impaired Children and Youths, sets forth the standards met when
executing the lesson. Please note that due to length the majority of the
alignment information will be found in the Appendix. Some of the lessons have
a seventh section-Teacher's Note-which provides additional information for
the instructor.


NFB BELL Academy Curriculum Lesson Topics


2017 Theme


*	Includes lessons tied to the theme of this year's curriculum. The
2017 NFB BELL Academy theme is "Growing Readers. Growing Leaders." Please
note that these lessons are also incorporated into the main NFB BELL Academy
Curriculum under appropriate topics in the Curriculum.


Administrative 


*	These lessons set forth suggested activities for the first days of
the NFB BELL Academy as well as suggestions for helping the students get to
know one another.
*	These lessons set the stage for your entire NFB BELL Academy. Early
and regular communication of expectations and the purpose of activities help
to provide students the firm foundation they need to take full benefit of the
instruction you provide.


Reading


*	Braille remains the essential focus of the NFB BELL Academy. The
curriculum contains dozens of Braille reading lessons, beginning at the very
earliest skills of tactile discrimination and tracking.
*	Please integrate incidental Braille reading exposure into lessons for
students with little to no Braille exposure. They should be exposed to
Braille in meaningful, authentic ways as much as possible, regardless of
their mastery of tracking and other such skills.


Writing


*	Braille writing lessons provide ideas for fun activities which
incorporate writing and incorporate Braille writing using the Perkins
Brailler as well as the slate and stylus. The instructor may differentiate
these lessons based on student mastery of writing. 
*	In addition to these, please engage the students in journaling each
day. If the student is not yet proficient, the student may dictate responses
to a scribe who will Braille them. The scribe can then involve the student in
the writing of the journal entry, either through word-by-word re-writing of
the dictated material or by assisting the student in Brailling keywords of
interest from the journal, including names of peers, mentors, and family
members.
*	Please integrate dot position throughout Braille writing lessons.
When using the Perkins Brailler, please reinforce proper finger location.
While using improper finger location can make Brailling easier in the early
days, it will greatly slow speed and impede accuracy in Braille writing.


Writing and Reading Combo


*	These lessons help students to bridge their understanding of the
Braille cell and dot locations into actual Braille reading. By making Braille
flash cards available in these lessons, the instructor provides students an
opportunity to connect their knowledge of dot positions with the tactual
shape of the Braille letter/contraction.
*	Please integrate letter formation and finger location when practicing
writing on the Perkins Brailler throughout these lessons. Also, please
encourage proper Braille reading mechanics (light touch, smooth tracking,
fingers perpendicular to the Braille line, two-handed reading, etc.)
throughout these lessons.


Crafts


*	These lessons focus on crafts and materials which students make
non-visually. Students not only have the opportunity to enjoy the end result,
they take pride in the fact that they completed the activity independently
(or at least with the minimum assistance needed).
*	Through materials lists and instructions, you will find it easy to
integrate Braille use and instruction into these activities, even for very
early Braille learners.


Daily Living Skills


*	These lessons focus on foundational skills needed to perform everyday
tasks age-appropriately. Additionally the skills learned in these lessons are
needed for other lessons, so it is helpful to make certain students have an
opportunity to engage in these lessons early in the NFB BELL Academy.


Food 


*	Food brings people together, but many blind and low-vision children
do not have the opportunity to learn food preparation skills because sighted
adults in their lives have not provided that instruction. Students feel very
proud of themselves when they know they can make their own sandwich for lunch
as well as desserts like ice cream and cake.
*	Development of non-visual cooking skills also helps parents
understand their student's growth in independence. While parents may not
understand the Braille code, they can easily experience their student's
improved skill and confidence in the kitchen.
*	Through materials lists and recipes, you will find it easy to
integrate Braille use and instruction into these activities, even for very
early Braille learners.


Games and Recreation


*	Games and recreation are important for the physical, intellectual,
and social development of all children. Unfortunately many of our students
have reduced exposure to games, even though many mainstream games are easily
made accessible.
*	Introducing students to a wide variety of games and recreational
opportunities can also be beneficial to your NFB BELL Academy team because
some students arrive early or stay late, and some need a mental break in the
middle of the day. Once you have taught your students several games, they can
play with one another, with mentors, or by themselves while you are busy
preparing for or cleaning up from the day's activities. 


Group-Braille


*	These are activities which teach and reinforce Braille knowledge in a
large group setting. Students with vastly varying mastery of the Braille code
may engage in these activities together.
*	This heterogeneous grouping allows less-skilled students to learn
from their more-experienced peers. It also provides the more-experienced peer
the opportunity to serve as an instructor to others, which often enriches and
deepens the understanding of the instructor.


Group-O&M


*	Through these lessons you may focus on cane travel skill development
through games and other fun activities. Many of these lessons also include
opportunities to integrate Braille use and instruction.


Group-Self-advocacy


*	Self-advocacy lessons teach the students how to be confident in
themselves and their abilities as blind people. The lessons focus on topics
central to NFB philosophy: cane travel, alternative techniques, the
definition of blindness, independence, and advocacy, through student-friendly
activities.


Money Skills


*	These lessons teach students how to identify money, both coins and
paper, non-visually. The foundational lessons do not require mathematical
ability, and instructors may easily support students with less strength in
mathematics through differentiation ideas set forth in the lessons.
*	These lessons can provide students the skills they will need on any
field trip involving the purchase of food or other items. We encourage you to
take the opportunity to teach these money skills and allow students to
practice them in real-life, authentic situations on your field trips.


Students as Teachers


*	Lessons in the Students as Teachers section lay out a format in which
NFB BELL Academy students may teach sighted volunteers and their parents
foundational skills in Braille. This opportunity to teach adults fosters
student understanding, independence, and self-confidence.


STEM-Math


*	STEM is an acronym for science, technology, engineering, and math.
*	This section contains lessons relating to numbers, beginning with
early mathematical concepts, teaching Brailled Nemeth Code and literary
numbers, and continuing on to Braille math signs of comparison and operations
in Nemeth Code.


STEM-Science


*	STEM is an acronym for science, technology, engineering, and math. 
*	In many traditional classrooms, STEM subjects are taught primarily
through visual means. This section sets forth fun, engaging, and educational
science experiments which are fully accessible to blind students.


Tactile Graphics


*	Tactile graphics lessons allow students to explore graphical
information with their fingers. By building confidence in this area, students
have whole new worlds of information open to them.

 

Through materials lists, instructions, and data reporting, you will find it
easy to integrate Braille reading and writing into these activities, even for
very early Braille learners.

 


Routine-based Programming 


Students thrive in instructional environments which have structure and are
based on routine. Many NFB BELL Academy sites find that students benefit from
a morning meeting time, where instructors share the plans for the day's
activities with the students. This is a good time to share information about
the day's Braille storybook reader, special group activities, as well as any
deviations from routine, such as field trips planned for the day.
Administrative lesson plans should support instructors and coordinators in
this area.

 

At the end of each day, students should engage in two activities: BELL
Ringers and journaling. 

 

During BELL Ringers, students take turns verbally sharing with the rest of
the group an accomplishment of the day. BELL Ringers vary from student to
student, and the entire group has the opportunity to celebrate each
individual's achievement with applause as the student rings a hand bell. A
dedicated scribe should record each of these BELL Ringers (in Braille, of
course). These may be reviewed at the following day's morning meeting, may be
shared on the last day at your closing/graduation ceremony, and may be copied
(both Braille and print) for distribution to each family at the program's
end.

 

Journaling allows students to record their adventures of the day and to
practice their Braille writing. Students who are not yet proficient in
Braille can be supported in various ways, including scribing by a proficient
Braille user coupled with mentoring the student in writing, even if it is
just Brailling one or two key words from the journal and the student's own
name. Just as with all activities at the NFB BELL Academy, journaling can
build both skills and self-confidence if mentors keep expectations high and
provide supportive encouragement of growth observed.

 


Learning Centers


Learning centers provide an excellent opportunity for small group instruction
of skills. Please consider incorporating three or four concurrent learning
centers each regular, non-field trip day. Typical learning centers include
centers focusing on Reading, Writing, and one or two centers focusing on
non-visual skill instruction (each of which may include one or more lessons
from these categories: Academy theme, Crafts, Daily living skills, Food,
Games and recreation, Money skills, Students as teachers, STEM―Math, and
STEM―Science).

 

Grouping of students may be by age, by grade level, or based on skill level.
Common skill level groupings include homogeneous (all group members are at
similar skill levels) and heterogeneous (students are at different skill
levels within the same group). You may also implement a "What I Need (WIN)"
learning center. The WIN learning center is an open slot used to fill in the
holes in a student's skills. For example if a student requires extra practice
in tracking, then the student may receive additional instruction and practice
in tracking during this time. 

 


Group Lessons


This curriculum includes sections geared toward group instruction of students
at different skills levels, such as Group-Braille, Group-O&M, and
Group-Self-advocacy. Additionally lessons found in the Games and recreation
and STEM-Science sections lend themselves well to large group instruction.
More advanced students can gain valuable self-confidence and mentoring skills
by working with and supporting less advanced students. All students will
benefit from developing social interaction with blind peers and adults in a
supportive environment with high expectations.

 

Attachment 3


Instructional Environment


Location of Your NFB BELL Academy


Determining where to hold your NFB BELL Academy involves many factors. Your
NFB affiliate president will guide your committee regarding this matter.
Population of blind students, population of NFB members, and availability of
resources (such as those from your state's blindness agency, non-profit
organizations, library for the blind, and/or school for the blind, etc.) may
weigh into your decision. Once the host city has been chosen, factors to
consider in choosing your host site include cost, ease of public
transportation, proximity to prospective students, and proximity to blind
volunteer base. Additional factors include whether you have access to
well-fitting furniture for small children, access to kitchen facilities, and
other day-to-day considerations. 

 


Learning Shade Use during Lessons


The NFB BELL Academy teaches Braille, cane travel, and other nonvisual
techniques. It is difficult, if not impossible, to perfect a nonvisual
technique when using residual vision. For this reason, all students should
always wear learning shades (also called "sleep shades" or "blindfolds")
during instruction at the NFB BELL Academy.

 

Many of our students have been taught that they must maximize their residual
vision, even when that vision use is inefficient or dangerous. At the NFB
BELL Academy, we know that alternative, nonvisual techniques will provide our
students with competencies which will last a lifetime and which are not
subject to lighting or other environmental conditions. Thus, learning shade
use is an integral part of instruction at the NFB BELL Academy.

 

NFB BELL Academy instructors should present learning shades in a very
positive, non-threatening way. (The "Administrative" section of Lesson Plans
includes an engaging, positive means with which to introduce students to the
NFB BELL Academy and Learning Shade use.)  Some NFB BELL Academy sites choose
to introduce the game of goalball, which requires learning shades to students
because it introduces students to learning shades to in a fun way, as the
whole point of the game is to play it without vision and to listen to where
you hear the ball. (Please contact a member of your local affiliate if you
need more information about rules and instruction of the sport of goal ball.)


 

Throughout your NFB BELL Academy, each instructor, mentor, and volunteer
should encourage students to wear learning shades during as many activities
as possible in order to help them fully learn the nonvisual skills being
taught. Other alternatives to using learning shades in certain activities
include conducting instruction in a very dark room with no external or
internal lighting, covering the student's hands with a file folder held above
the student's hands while he or she reads, or using a box which has hand
holes cut out of it and is then placed over the student's page and hands.
Also, students may be more willing to wear learning shades if their
instructors and mentors are wearing them, too. 

 

NFB BELL Academy coordinators and instructors should educate parents about
the importance of learning shades prior to the start of NFB BELL Academy. In
this manner, parents will have the opportunity to reinforce the importance of
using the shades to learn the nonvisual techniques, both at NFB BELL Academy
and at home after the Academy ends. 

 

It is important to stress that the purpose of learning shades is not to "make
everyone equally blind" or to say that "vision is bad." Rather, using the
shades helps a person really learn to master the skill without using their
vision so that they can become confident in that particular skill, no matter
what vision remains or what environmental conditions exist.

 

Students who are completely blind and have no light perception do not need to
wear learning shades for the same reasons that those with residual vision
need them. Nevertheless, many students find that wearing learning shades adds
to the comradery of the group. Additionally, it is not appropriate to leave
students out of activities based upon their levels of vision. Thus, please do
offer the learning shades to every student, regardless of reported vision
levels. 

 

Attachment 4


NFB Philosophy


We Believe


The National Federation of the Blind is the only organization that believes
in the full capacity of blind people, and has the power, influence,
diversity, and determination to help transform our dreams into reality. We
believe in blind people because we are blind people. 

 

We are bound together by our belief that the blind are capable of achieving
our dreams and living the lives we want, and by the love and respect we have
for one another and for all blind Americans. We support one another, act with
courage and determination when we encounter barriers or experience setbacks,
and engage in collective action to improve our lives.

 


NFB in NFB BELL Academy


The philosophy of the National Federation of the Blind should permeate and
fuel your NFB BELL Academy. Many traditional educators of blind and
low-vision students seek to maximize the student's use of residual vision.
NFB members know the real and permanent harm that can arise from overreliance
on poor and/or unstable vision. At the NFB BELL Academy, we seek to maximize
the student, not any particular sense or skill. We know that vision is not a
strength for students attending the NFB BELL Academy. Thus, we strive to
teach our students to maximize their potential through alternative, nonvisual
means.

 

Every NFB BELL Academy instructor, mentor, and volunteer should encourage
students to focus upon nonvisual skills, to explore their environments
tactually, and to engage in activities with the minimum level of assistance
needed. Many times instructors and mentors serve students best by providing
less instruction. We often learn best from mistakes and initial failures.
While it can be tempting to spare students from making mistakes, too much
help hinders opportunity for discovery and growth. Backing off and letting a
student go down a different path can lead them to deeper understanding and,
perhaps, help both of you discover new ways of solving a problem.

 


Hands On? Hands Off!


Full article in
<https://nfb.org/images/nfb/publications/fr/fr34/1/fr340101.htm> Future
Reflections, Winter 2015 by Carlton Anne Cook Walker

*	Uninvited touch is part of a blind person's daily experience
*	Hand-over-hand instruction

*	Is placing one's hand over the child's hand AND manipulating the
child's hand to perform a certain task
*	Is not placing one's hand over the child's hand lightly for the sole
purpose of knowing what the child is doing

*	Hand-over-hand instruction is rarely used with non-disabled, sighted
students 
*	Many blind children experience hand-over-hand instruction

*	At home
*	At school

*	Reasons for hand-over-hand instruction

*	Speed
*	"Success"

*	Result of hand-over-hand instruction

*	Skills NOT learned
*	Loss of self-determination
*	Behavior

*	Resistance
*	Learned helplessness

*	How much support to give

*	Is this contact tailored to the student's area of need?
*	Does this contact even minimally meet the student's area of need?
*	Can I increase the student's level of independence by reducing the
level of person-to-person contact?
*	What is the purpose of the task? 

*	To be completed quickly? 
*	To be completed with minimal mess? 
*	To be attempted or mastered by the student?

*	Hand-under-hand technique 

*	What is it?

*	Student's hand is on top
*	Student feels adult's hand perform the task

*	Benefits

*	Student may increase or decrease level of engagement
*	Teacher may easily decrease level of support provided
*	Learning occurs more quickly

*	Other possibilities

*	Side-by-side modeling 
*	Step-by-step tactual prompts or cues
*	Step-by-step verbal directions
*	Step-by-step verbal cues or questions such as "What's next?" 

*	Guiding principles

*	Slow down! 
*	Be flexible! 
*	Determine the real purpose of the activity. 
*	Determine how much assistance is truly needed for the activity. 
*	Begin by using the minimal level of support you believe is necessary.
*	Engage in constant assessment of the student's need for support.
*	Understand that support needs may vary. 

*	Needs may be different from day to day, during different days of the
week, and at different times of the day. 
*	Needs may vary from task to task, and even within a task,
particularly at the beginning of the task or when the student has reached a
saturation level for the activity. 

*	Preview the activity with the student verbally. 

*	Remember to engage with a running commentary. 
*	Preview any items with textures the student may dislike.

*	Honor the student's individuality. 

*	Allow the student to say no. 
*	Consequences are fine, but everyone has the right to say no.

*	Accept imperfection. 

*	All students need the opportunity to make mistakes. 
*	By learning what didn't work, they are in fact learning a great deal.

 

Attachment 5 


Preparing to host an NFB BELL Academy


 

As your affiliate considers hosting an NFB BELL Academy, please consider
these initial matters. Good and early planning allow for less stress and a
smoother program the following summer.

 


State Coordinator


A state coordinator must be able to handle all the preparations for the
program as well as be present during the weeks of implementation. For a new
NFB BELL Academy, your state coordinator and your program/local coordinator
should be the same individual. Please identify a state coordinator. It is
imperative that this individual has agreed to this responsibility before you
can submit your state's application. 

 


Facilities/Location


When deciding upon a location for your NFB BELL Academy, you may want to
consider a location that has kitchen facilities, a playground, and a large
work/activity space to accommodate the size of your intended program.
Additionally, consider issues such as proximity to public transportation (for
field trips) and proximity to potential students and potential NFB members.

 


Funding


*	The median out-of-pocket cost of putting on a two-week NFB BELL
Academy is six thousand to eight thousand dollars ($6,000-$8,000). This
figure generally includes expenditures for materials, food, location, student
transportation, staff/volunteer transportation, and staff expenses (most
staff members volunteer their time, but some affiliates pay a stipend to the
lead teacher, to the coordinator, or both).
*	Please determine how much you anticipate it will cost to facilitate a
program in your area. Consider whether you have an existing funding source to
assist you in the support of this program. Consider what funding sources you
can create or expand to support your NFB BELL Academy.

 


Other


*	Consider how you plan to engage members of the affiliate in the
planning and implementation of your NFB BELL Academy. 
*	Determine the strengths and weaknesses of your team as they relate to
planning and implementing an NFB BELL program. 
*	Determine whether you wish to have a certified teacher of blind
students serve as the lead teacher at your NFB BELL Academy, and determine
who the lead teacher should be.
*	Determine the number of students you plan to accommodate for your NFB
BELL Academy. We recommend between 4 and 15.
*	Consider what you believe is the largest barrier your affiliate will
face in facilitating your NFB BELL Academy and how you plan to address that
barrier. 

 

Joy Breslauer, President

National Federation of the Blind of Montana 

Web Site: http://www.nfbofmt.org <http://www.nfbofmt.org/> 

 

Live the life you want

 

The National Federation of the Blind knows that blindness is not the
characteristic that defines you or your future. Every day we raise the
expectations of blind people, because low expectations create obstacles
between blind people and our dreams. You can live the life you want;
blindness is not what holds you back.