[NFBNJ] NFB: [Brl-monitor] The Braille Monitor, June 2019
Brian Mackey
bmackey88 at gmail.com
Wed Jun 5 23:59:46 UTC 2019
>From the desk of NFBNJ President Joe Ruffalo.
Received from Brian Burrow, NFB of California.
Please read and share the following publication.
BRAILLE MONITOR
Vol. 62, No. 6 June 2019
Gary Wunder, Editor
Distributed by email, in inkprint, in Braille, and on USB flash
drive, by the
NATIONAL FEDERATION OF THE BLIND
Mark Riccobono, President
telephone: 410-659-9314
email address: nfb at nfb.org
website address: http://www.nfb.org
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subscription cost. Donations should be made payable to National Federation
of the Blind and sent to:
National Federation of the Blind
200 East Wells Street at Jernigan Place
Baltimore, Maryland 21230-4998
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. THE NATIONAL FEDERATION OF THE BLIND
IS NOT AN ORGANIZATION SPEAKING FOR THE BLIND-IT IS THE BLIND SPEAKING FOR
OURSELVES.
ISSN 0006-8829
) 2019 by the National Federation of the Blind
Each issue is recorded on a thumb drive (also called a memory stick
or USB flash drive). You can read this audio edition using a computer or a
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familiar book-cartridge slot just above the retractable carrying handle and
a second slot located on the right side near the headphone jack. This
smaller slot is used to play thumb drives. Remove the protective rubber pad
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(Note: If the cartridge slot is not empty when you insert the thumb drive,
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You can transfer the recording of each issue from the thumb drive to
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[PHOTO/CAPTION: Mandalay Bay Resort]
Las Vegas Site of 2019 NFB Convention
The 2019 convention of the National Federation of the Blind will take
place in Las Vegas, Nevada, July 7 to July 12, at the Mandalay Bay Resort
and Casino, 3950 South Las Vegas Blvd, Las Vegas, Nevada 89119. Make your
room reservation as soon as possible with the Mandalay Bay Resort staff
only. Call 877-632-7800.
The 2019 room rate of $99 per night applies to singles and doubles as
well as triples and quads. Hotel and sales taxes are 13.38 percent and 8.25
percent, respectively. The resort fee (normally $37 a night) will be waived
for NFB convention attendees. However, fees for internet access, local and
toll-free calls, and fitness center access may apply. The hotel will take a
deposit of the first night's room rate for each room and will require a
credit card or a personal check. If you use a credit card, the deposit will
be charged against your card immediately. If a reservation is cancelled
before Friday, June 1, 2019, half of the deposit will be returned.
Otherwise refunds will not be made.
Rooms will be available on a first-come, first-served basis.
Reservations may be made assuming that rooms are still available. After
that time the hotel will not hold our room block for the convention. In
other words, you should get your reservation in soon.
Among its features is an aquatic playground called Mandalay Bay Beach
which has real sand, a wave pool, and a lazy river. The hotel is also home
to an aquarium with more than 2,000 animals including sharks, green sea
turtles, and a Komodo dragon. Plus, it offers top-notch entertainment
including Michael Jackson ONE by Cirque du Soleil.
The schedule for the 2019 convention is:
Sunday, July 7 Seminar Day
Monday, July 8 Registration and Resolutions Day
Tuesday, July 9 Board Meeting and Division Day
Wednesday, July 10 Opening Session
Thursday, July 11 Business Session
Friday, July 12 Banquet Day and Adjournment
Vol. 62, No. 6 June
2019
Contents
Illustration: Paws for Celebration
Correction
Let Us Play Us: Starting Down the Road to Equality on Stage and Screen
by Julie McGinnity
How Do You Get Around? There's No One Strategy to Get There
by Sheri Wells-Jensen
How People Who Get It Done Get It Done
by Gary Wunder
The Changing Landscape of Accessible Voting at the Polls
by Lou Ann Blake
Regarding the Colorado Center for the Blind and My Experience
by Luc Gandarias
Social Butterflies at Convention
by the Communications Team
Blindness, Dual Disabilities, and Aira
by Eric Duffy
A Blind Man Whose Business Was Doing Business
by Peggy Chong
Can I Have an Able Account if I am Forty-Fifty-Sixty Years Old?
by Albert Elia
Botany: Growing Plants, Growing Strategies, and Growing People
by James Beck
Recipes
Monitor Miniatures
[PHOTO CAPTION: Maryanne Cooney Melley marches with her guide dog at the
Let Us Play Us protest]
[PHOTO CAPTION: Nani Fife loves on her guide dog]
[PHOTO CAPTION: Stephanie Flint and her guide dog at Capitol Hill with John
Pari and Ohio Congressman Tim Ryan regarding new funding for the National
Library Service for the Blind]
[PHOTO CAPTION: Ashley Alvey stands by the road with her guide dog]
Paws for Celebration
As a blind person, learning how to travel can be one of the most
empowering skills one ever gets. For some of us freedom of movement is
achieved through using a guide dog. Some of us use a cane. A goodly number
use both a dog and a cane and let the situation determine which they will
use.
In recognition of the important role guide dogs play in the travel of
many blind people, the last Wednesday in April is celebrated as
International Guide Dog Day. This year it fell on April 24, and we
participated in the celebration by highlighting it on that day. We continue
to act as strong advocates through our legal advocacy, our rideshare
testing, and our active National Association of Guide Dog Users and its
many programs. Moving is essential to a movement, and we proudly recognize
our brothers and sisters who travel with their loyal and dedicated guide
dogs.
Correction
In the May issue of the Braille Monitor we ran an article entitled
"Facts About Blindness" by Joe Orozco. In the editor's note we credited the
article to the Vigilant, but mistakenly referred to it as the newsletter of
the National Federation of the Blind of West Virginia. In fact it is the
newsletter of the National Federation of the Blind of Virginia. We regret
the error, but we very much appreciate all of the letters from Virginia.
----------
[PHOTO CAPTION: Julie McGinnity]
Let Us Play Us: Starting Down the Road to Equality on Stage and Screen
by Julie McGinnity
From the Editor: Julie McGinnity is a program specialist who works at
the Jernigan Institute. But as many of us do, she holds different jobs in
the organization, and in this article she speaks primarily in her role as
the president of the Performing Arts Division.
I remember the first time I was denied a role in a production because
of my blindness. In fifth grade we performed a children's version of A
Christmas Carol, and I longed for one of the leading roles. Now, elementary
school isn't Broadway. In order to earn a leading role, a student had to
read, speak, learn, and communicate well. He or she also had to be
comfortable performing in front of an audience. Since some of the roles
were divided among the students, there was plenty of stardom to go around.
And yet, I did not receive one, despite being at the top of my class
academically, being clear and perhaps even loud with my verbal
communication and having been in voice lessons for the last year. I knew I
could sing as well as act up to their standards, and looking back, I know
my confidence at the time was not misplaced. However, the music teacher
didn't give me a chance because he would not produce the script in Braille,
and he believed that I could not navigate the stage independently. I
remember parroting lines that were read to me, one line at a time, rather
than reading lines and engaging in the dialogue on the script like my
peers. One stand-alone line was given to me that I could deliver standing
in a group of other students so that I wouldn't be walking by myself on the
stage. I was hurt that no one would let me audition for a role I really
wanted. The opportunity was denied me, and even worse, I didn't have the
language to fight it and advocate for myself.
When I began thinking about the roots of the Let Us Play Us campaign,
that recollection came to mind. So many of you can probably relate to my
story because it is not unique. It speaks to a pattern that continues to
occur in the world of the performing arts. That pattern rests on the low
expectations of blind performers and is perpetuated by a lack of
opportunity that persists on stage and in the film industry. Let's dig a
little deeper into the Let Us Play Us campaign and what we can do about
this problem. Then I hope you will join me in working hard together to
break this pattern and open up opportunities for blind performers.
We protested on April 4 in New York City outside CBS headquarters
with two immediate goals in mind: We wanted the show In the Dark to be
canceled until a blind actress could replace the current choice, who is not
blind. We also wanted CBS to consult with us about the show and any future
decisions it makes regarding its portrayal of blindness.
But that's not why I protested. I protested because I, like many
Federationists, have had enough.
My voice deserves to be heard, and my experience as a performer should
grant me a spot at the table. I am tired of the current narrative
surrounding blind performers, and I would like to lead the charge as we
speak out. It's time to turn performers' dreams into reality and work
together as a federation to be heard by the entertainment industry. We
would like to develop relationships with those in the industry so that we
can work together to create a landscape of equality for blind performers at
all skill levels.
Allow me to point out one important fact: Blind people are and can be
successful in the performing arts. There are accomplished, professional
blind musicians, opera singers, actors, dancers, and more. Although the
successful blind performers I've met have faced discrimination, they have
also been given chances to learn and prove themselves. So, before I begin
writing about what we should work to accomplish in this industry, I want
you to know that it can be done. My story above was not my end as a
performer. The actress, Marilee Talkington, who spoke at our 2018 national
convention, did not meet the end of her career when she was discouraged
either. But so many blind performers are kept off the stage and away from
the film sets. We are questioned, challenged, swept aside, and denied
access to learning more on a regular basis. We have received stories from a
range of blind performers, from those who could never gain experience on
the stage as a child, to those who perform professionally as a career. All
of them have one thing in common. They experienced unequal treatment in
their performing endeavors.
Blind performers seek equality, opportunity, and full integration in
the entertainment industry-lofty goals, I've been told. The Let Us Play Us
campaign, after all, is a first step. How can we expect full integration
when we can't even play blind characters on TV?
This is nonsense and does not represent the goals and aspirations of
the Federation I know and love. The National Federation of the Blind
believes in the capabilities of blind people. We believe in each other and
live out that belief through our high expectations. We won't accomplish
everything right away. But if we only look at this as one protest, one
opportunity for a blind actor to play a blind character, we are doing our
blind performers a disservice.
We must consider first how we plan to change attitudes. What
attitudes need correcting as we continue this process after Let Us Play Us?
After all, nearly all unequal treatment stems from negative attitudes about
blindness.
We must begin by rejecting the inspirational model. You've all seen
them, those inspirational stories written about blind performers who have
overcome their blindness. Inspiration may seem uplifting and harmless, but
it does not promote an atmosphere of respect for the performer's talent,
education, and skill. The inspirational model defines blind performers by
their blindness and does not give them credit for actual accomplishments.
In grad school, after a performance of opera scenes in which I played
several solo roles, a professor told me I was inspirational. I replied that
I didn't want to be inspirational; I wanted a job. Blind performers are
looking for work, and too often, we are not taken seriously. How can our
talents and accomplishments be fairly evaluated and appreciated when we are
praised for simply walking on the stage?
While we invest ourselves in overturning harmful attitudes about
blind performers, we must also work to open up opportunities for future
blind actors. Acting classes, improv groups, and university programs should
know that they can come to the National Federation of the Blind when a
blind student seeks to join their ranks. I have heard far too many stories
about blind hopefuls being turned away from acting classes because the
teachers believe it would be too difficult to accommodate a blind student.
I have also heard stories, though fewer, involving the success of a blind
participant in an acting or theater class. Blind people must learn
gesturing and facial expressions differently from our sighted peers, but we
can and do learn them. If we allow ourselves to build relationships with
these institutions of learning, we can dispel the misconceptions about what
it takes for a blind person to learn to act on stage or screen.
Finally, let's use our organizational platforms to lift up those
blind performers who have experienced full integration on stage or in film.
Many of us have played a variety of roles that do not involve blindness. If
a blind performer has the opportunity to play a blind character, and they
are able to make this portrayal authentic to a true blind experience, we
should celebrate this as well. I caution us not to wait for this to occur.
Blind characters may be appearing more frequently lately, but they are
still few and far between when we consider the sheer number of characters
that should be open to us in plays and films.
Even as we have undertaken this campaign, I have received questions.
Can blind people play sighted characters? Should a blind person act out a
role that is specifically meant for a sighted person? Can a blind person
really learn to act as though they live in a sighted body? Those are good
questions. I would answer them, however, by proudly proclaiming that this
has been done before, particularly on stage. I am not the only one who has
played a variety of characters in stage productions. The script does not
tell us that the nun, the queen, the sassy house maid, or the god of love
must be sighted. These are all characters I have played with varying
degrees of accommodations as a blind opera singer. On stage the blindness
matters less and can be deemed unimportant as the actor fulfills his/her
role in the story. It is my understanding that the film world has not
gotten to this point, so I urge us to discuss how we will find our place as
ordinary characters on TV and in the movies. Let's begin by highlighting
those who have had those experiences and discussing how we will make them
work on film as well.
All of these goals can also be accomplished by forming relationships
in Hollywood. There are agencies dedicated to diversity and increasing
minority representation in film. We should reach out to them as well as to
casting agencies, writers' guilds, and organizations of producers and
directors. Staying silent isn't an option any longer. If we want
representation, we must build the relationships and firmly demand that
blind people are represented in stories and casts.
In order to accomplish these goals, we need your help. We need your
ideas, perspectives, experiences (for those who have them in this area),
and your talents. We cannot achieve the representation we seek if only a
few of us are fighting for it. Although we have a good start, we are also
exploring uncharted waters. We have not yet explored the limits of blind
actors and performers. Let's join together to raise our expectations and
achieve the dreams of blind performers.
----------
[PHOTO CAPTION: Dr. Sheri Wells-Jensen stands in the street surrounded by
bright green trees, bedraggled and soaking wet after the rain. She clutches
her briefcase, phone, keys, and cane but is beaming regardless.]
How Do You Get Around? There's No One Strategy to Get There
by Sheri Wells-Jensen
From the Editor: Sheri Wells-Jensen is an associate professor at
Bowling Green State University in the College of Arts and Sciences. She
specializes in linguistics, where she does teaching and research. In this
piece she observes that traveling as a blind person is much more than route
travel. It is an ongoing exploration. Sheri shows that what we do doesn't
have to be or look perfect; the important thing is that it gets done. Here
is what she says:
Like just about everybody who doesn't drive but needs to get places,
I have a lot of interactions with cab drivers. I mean ... a lot. Mostly,
these involve the basics: exchange of greetings, exchange of information,
exchange of cash, and mission accomplished. But there are always those
extra exchanges that stick with a person.
"How do you get around?" This particular driver wanted to know,
asking just as I was opening the door to exit the cab.
After sitting in companionable silence all the way across town, I was
startled by the question. With the door open and one foot on the curb, I
didn't have time to say much. Even by that minimal standard, though, my
answer felt inadequate.
"I just ... go around," I said vaguely, distracted. "Like anybody. I
take cabs, like this one ... or I sometimes walk ... you know."
This piece of brilliant elocution accomplished, I finished
extricating myself from his cab, closed the door on his answer, and headed
on my inarticulate way across the parking lot and up to my office.
I don't consider it my job to educate every abled person about
blindness or any other disability, but when people aren't overtly rude, I
do at least try to be reasonably congenial and moderately informative most
of the time. The poor fellow had probably deserved a little more of my
attention, but his question, I realized, juggling phone and keys and cane
and computer bag in the elevator, was hard to respond to. He'd wanted there
to be a simple answer: the one magic thing that disabled people do to solve
the problem. The one "right" way we all pour water, or match our clothes,
or pick cat hair off a jacket-the silver bullet that "makes it all
possible." What could I have told him that both would have been true and
would have fit into the approximately five seconds I'd been given?
As an experiment, I put the question to the next student who stopped
by my office: "How do you get around?" I asked her, pretending this was a
normal question one human being might ask another.
I was secretly pleased when her answer was about as inarticulate as
mine had been. "What do you mean?" she wanted to know. "Like ... on campus?
I just ... walk mostly, or I take the shuttle sometimes."
"But what if you don't really know where you're going?" I pressed.
"What if you had to go to ..." I searched for a moderately obscure building
I'd had to find, "... Eppler South?"
She hesitated. "That's by the Union, isn't it? I'd just like, go over
there and look around until I found it, I guess."
Fair enough. Neither of us was being very clear. She "goes over
there" and "looks around." And she doesn't think about it.
Despite my inarticulate interaction that morning, I do think about
it. And while as a sighted person she has just one primary, half-conscious
way of finding a building she needs, I have a basket full of interconnected
strategies ready to employ whenever I want to go somewhere-especially
somewhere new to me.
Let's take that example of Eppler South-a building that is, I agree,
somewhere over by the Student Union. It is vaguely northwest from my
office. I confess that I still don't know where exactly it is, but the
English department faculty, for some reason, had decided to hold a mid-
morning meeting over there just a few weeks back.
If I were sighted, I suppose I, too, would wander in that direction
and look around until I saw the sign, and then go on in and check room
numbers and find the meeting, and that'd be that. You could call that Plan
A if you like.
Plan A doesn't work in the same way for me. So that morning, knowing
I had to find this new building, I started with Plan B. It went something
like this: About two hours before the meeting, I text a pal of mine who I
know is probably going to the same meeting: "hey kimberly u going 2 the
department mtg?"
I don't ask her to go out of her way. If she's going, I'll meet up
with her somewhere. There's time. She's going to use Plan A, and I could
follow along.
She replies in under a minute. "mtg? nooooo! going 2 b late!"
We text back and forth for a bit, griping about faculty meetings, and
I say finally: "c u there"
Plan C: I try another contact. "Hey [NAME-REDACTED] r u going 2 the
mtg?"
[NAME-REDACTED] takes over ten minutes to answer, during which I
become a little more alert to the passage of time.
My phone buzzes. "r u kidding? no freaking way!" He adds a few
pertinent emoji, including my favorite, the "smiling pile of poo."
I sympathize. But I do have to go.
An hour and a half later, I take my usual cab to campus, which drops
me off near my own office. Things are getting tighter.
Plan D: I stop on the curb and text another pal. "hey chad? r u
walking over 2 the mtg?"
Chad replies almost instantly. "already here! 26 minutes early! where
r u????"
I choose a sarcastic emoji or two in response and proceed with plan
E. I walk over to my building, reasoning that other colleagues will be
coming out of there, and I could follow somebody over.
No luck. Either they've already left, or like Kimberly they are
planning to be late ... or maybe they're on the [NAME-REDACTED] plan-lucky
dogs.
The time comes when I can't wait any longer or I won't have time for
plan F, which I start inventing fast!
So ... Plan F: I turn around and head northwest. It's worth
mentioning at this point that it's raining ... that dreary, uncompromising,
insistent kind of Midwest rain that likes to last all day just to make you
miserable. I get what I figure is about halfway there and pull out my phone
again.
I have several GPS apps, some of which work well on campus and some
of which don't. My favorite is Over There by Dmitrijs Prohorenkovs, which
grew out of Smith-Kettlewell's virtual talking signs project. You hold the
phone flat like a remote control and point it around, and it identifies
landmarks. Trying to keep the rainwater off the screen as best I can, I
scan for the building. But it isn't there. I mean, it literally isn't
there. It's as if the rain had washed it completely off the map. Fail.
Plan G. It's time to stop a passerby and get information the old-
fashioned way. But the rain has apparently washed all the people off the
map too, and I hear nobody near me.
Plan H: Are we really on plan H already? I have just under ten
minutes now. Returning to Over There, I do find an entry on the map for
"BGSU Something-Something Gymnastics" (I can't hear well through the
increasingly heavy rain), and I remember that the building I'm looking for
was a gym once, or still is maybe? If anything near me had anything to do
with gymnastics, Eppler South might be it. And it's kind of in the right
direction.
I re-adjust course, choose a sidewalk that seems to trend that way,
and step up the pace, sploshing through some pretty impressive puddles I
don't have time to avoid.
The wind is picking up, and I don't think I'm that close. Plans I
through L form in my mind. I could just keep going, which will probably
eventually work if I'm right about the gymnastics thing. I could go inside
whatever classroom building is nearest (I hear one looming off to my left)
and find somebody to ask, or I could re-text one of my pals and ask them to
come out to meet me, or I could turn around-which is sounding pretty nice
right about now-and take my soggy self back to my office. Maybe [NAME-
REDACTED] is there, and we could commiserate.
Plan M presents itself in the form of a colleague of mine walking up
behind me with an umbrella and asking if I'm going to the meeting ... and
if I'd like to go with him because I'm looking a little drowned. And off we
go.
Now, if the meeting had been a particularly important one, I would
have arranged things more securely ahead of time. Working through my
possibilities, I would have come up with three or four totally different
plans, each of which could have served as a backup for the others. I could
have learned the route ahead of time, or made arrangements to help set up
the meeting and accompany someone there, found out if a cab could go
directly to Eppler South instead of to my usual drop-off place, or asked
around until I found someone else who was definitely going and met up ahead
of time, maybe for coffee-making it a win-win situation, especially
considering the rain. I would not have been relying on chance or the casual
good will of strangers.
And that's just the thing ... my ability to "get around" is much more
a set of contingencies than a single, easily articulated method. It grew
out of years of cane practice and persistent trial-and-error. It grew from
countless times when I got lost, re-found my way, got lost again, and
realized that getting lost is neither permanent nor disgraceful. And, most
of all, it grew out of the realization that there is no one right way to do
anything-that all success is a patchwork of tactics we employ when they are
needed.
We start out, reappraise, continue, evaluate, adjust, invent
alternatives, actively strategize, and make endless micro-decisions as
information flows in. We are improvisational artists, juggling options like
plates spinning high above our heads, deftly selecting this strategy or
that as we proceed. I wouldn't say that it's difficult, but it can be
intricate. In any case, it's definitely too much to describe in five
seconds with one foot on the curb and the other still inside a taxi, no
matter how articulate you believe yourself to be.
----------
[PHOTO CAPTION: Gary Wunder]
How People Who Get It Done Get It Done
by Gary Wunder
In writing an editor's note for "There's No One Way to Get There" by
Sheri Wells-Jensen, I realized I could not put into it all the things I
think must be said about how we get where we are going. The first step to
getting things done is realizing that they can be done, even if doing them
may be more challenging than we would wish. Most answers to questions are
in the affirmative: I do this, this, and this. But in the case of blind
people and challenges, what we don't do seems every bit as important. Let
me see if I can make something positive out of statements about what people
who get along in the world don't do:
People who get things done don't just say, "It shouldn't be this
hard." They may think it, but they know that complaining about what
shouldn't be is less effective than working within the system to create
something closer to what should be.
People who get things done don't just say, "I deserve better than
this" when confronted with stressful or anxiety-producing situations. Sure
they feel it, but feeling it and letting it immobilize them are two
different things. Stress is a normal part of life. So too is some level of
anxiety. Some things will always be hard; other things are hard but get
easier as we repeatedly do them. But the stumbling block that keeps things
hard, creates anger and frustration, and keeps us feeling like victims is
the idea that we deserve better. One of my friends said that he has started
asking himself how his problems compare to people who live in more
difficult places in the world. I have to find a building. I don't know
where it is. So how does my need to problem-solve my way to a solution
compare with the girl who spends three hours each day going to get water
for her family? How does it compare to the unfortunate refugee whose life
has been torn apart by a war he didn't start and didn't want? He reminds
himself that the issue he is dealing with is smaller, and within his
ability to change. It's hard, and it's frustrating to have to deal with,
but unlike war or physical distance from potable water, he can overcome it
for himself.
One message we must find a way to share with blind people so they can
live the lives they want is that stress, failing, and wishing things could
be easier is a part of everyone's life. I get tired of making routine
corrections to text we publish, but I bet my father got tired of moving
levers on the machine that dug basements, and my mother tired of sweeping
floors that were clean yesterday but were dirtied by foot traffic from all
of us who failed to appreciate how much work went into her keeping things
clean.
We need to look at the world without thinking of ourselves as
disadvantaged or permanently hobbled. We have challenges. Considered
together they can seem daunting, but one at a time they are manageable.
Whether they are our curses or our salvation we can decide, and helping
people see that there really is a decision is part of why the National
Federation of the Blind exists. We are here to eliminate barriers, but we
are also here to say that we are just as capable of dealing with them as
others. We are not frail; we do not consider ourselves entitled to a stress-
free world. We will live as best we can, invoking the prayer that has been
the salvation of so many: God, grant me the serenity to accept those things
I cannot change, courage to change the things I can, and the wisdom to know
the difference.
----------
[PHOTO CAPTION: Lou Ann Blake]
The Changing Landscape of Accessible Voting at the Polls
by Lou Ann Blake
From the Editor: Lou Ann Blake is a very busy woman. She is our go-to
person for voting issues, and she is also the deputy executive director for
blindness initiatives in the Jernigan Institute. Here is some history about
the passage of the Help America Vote Act and what has happened since.
With the passage of the Help America Vote Act (HAVA), blind, low-
vision, and other voters with print disabilities have been able to cast a
private and independent ballot at the polls. However, the type of
accessible voting system used and how it is implemented has changed over
the past sixteen years, due in large part to a lack of federal funding once
the initial HAVA funds were spent, and increased security concerns
surrounding elections in the United States. This article will discuss the
transition from a direct recording electronic (DRE) voting system to a
paper ballot and optical scan system that the majority of state and local
governments have undertaken and the impact this change in voting systems
has had on voters with print disabilities. It will also discuss the secrecy
of their ballots.
Voting Rights for People with Disabilities
Prior to 2002, when HAVA was signed into law, there was no legal
requirement that mandated the right of blind, low-vision, and other people
with print disabilities to vote independently. Consequently, before HAVA,
voting systems were inaccessible and most voters who were blind or had
other print disabilities had to tell their choices to a sighted person and
trust that person to mark their ballot as instructed.
HAVA was enacted as a response to the problems that occurred with old
mechanical-lever voting machines during the 2000 presidential election.
Advocacy efforts led by the National Federation of the Blind (NFB) resulted
in HAVA's requirement that at least one accessible voting machine be
available in all polling places for federal elections. For the first time
in our nation's history, the right of blind and other voters with
disabilities to vote privately and independently was guaranteed. However,
HAVA only applies to federal elections, and, as a result, there are
currently some states that do not provide an accessible voting system for
state and local elections. In addition, HAVA does not provide a voter with
a disability a right to file a lawsuit when her right to vote privately and
independently in a federal election is violated; instead, the US Department
of Justice is assigned the authority to enforce HAVA.
Recent changes in US Department of Justice regulations have resulted
in the successful application of the Americans with Disabilities Act (ADA)
in voting discrimination cases. These regulations extend to state and local
elections the rights guaranteed by HAVA to voters with disabilities during
federal elections by requiring election officials to provide voters with
disabilities an opportunity to exercise their right to vote privately and
independently that is equal to the opportunity provided to voters without
disabilities. In addition, the ADA provides people with disabilities a
private right of action when they have been discriminated against.
Therefore, when blind voters in California were not able to vote privately
and independently at their polling places because of malfunctioning
accessible voting machines, and when blind voters in Maryland were not able
to vote absentee privately and independently because of an inaccessible
paper ballot, federal courts found that they had been discriminated against
under Title II of the ADA.
The First Generation of Accessible Voting Systems
HAVA authorized the Election Assistance Commission (EAC) to
administer $3.9 billion in grants to the states so they could replace
outdated lever voting machines by January 1, 2006, with either direct-
recording electronic (DRE) touch screen voting machines or an optical scan
system that included an accessible ballot-marking device. These first-
generation accessible voting systems included the Diebold AccuVote,
Election Systems & Software (ES&S) AutoMARK, and the Sequoia Edge.
The advantage of the DRE touch screen voting machine was that all
voters used the same system. To make this type of system accessible to a
blind voter, poll workers simply had to attach headphones and the user
interface keypad. Most DRE systems do not produce a paper ballot but record
an image of the voter's ballot on an external drive. Unlike the DRE voting
system, an optical scan system uses paper ballots that are marked by hand
or an accessible ballot marking device (BMD) and then inserted into the
optical scan tabulator.
The Move to Paper Ballots and the Second Generation of Accessible Voting
Systems
In 2003, shortly after many states had begun implementing voting
systems based on a DRE voting machine, computer security experts at Johns
Hopkins University performed a security analysis of DRE voting systems that
revealed security vulnerabilities. This analysis was followed by others
that also raised security concerns, and nervous state legislators started
following the lead of the Nevada legislature, which passed a law in 2004
requiring a voting system that produced a voter-verifiable paper record.
The future of voting was all electronic when HAVA was passed in 2002.
However, by 2019 that future has changed, with virtually all of the states
requiring a paper ballot or voter verifiable paper record in response to
the security concerns surrounding DREs. The security concerns and shift
away from electronic ballots by election officials has resulted in the
discontinuation of the development and manufacture of DRE voting systems by
election technology vendors. Consequently, the second generation of
accessible voting systems available to state and local election officials
consists only of optical scan tabulators and accessible ballot marking
devices. Xx These systems include the ExpressVote BMD from Election Systems
& Software, the ImageCast Tablet BMD from Dominion Voting Solutions, the
Verity Touch Writer BMD from Hart InterCivic, and the Unity Voting System.
Election technology vendors promote BMDs as universal voting systems
because they include a touchscreen, as well as accessibility features that
enable the majority of voters with disabilities to vote privately and
independently. All BMDs include a headphone jack and a user interface
keypad so that blind and other print disabled voters can navigate through
an audio ballot and privately and independently mark and print their
ballot. In addition, the touch screen font size and contrast can be changed
to make the ballot marking process easier for voters with low vision.
Devices such as sip and puff and jelly switches can also be used with BMDs
to make them accessible to voters with dexterity disabilities. In addition
to accessibility features, another important feature of BMDs is that they
eliminate the problems of stray marks and over-voting that are frequently
encountered with hand-marked ballots.
>From a Universal System for all Voters to a Segregated System for the Blind
At the time that many states were abandoning a universal DRE voting
system because of security concerns, there was no federal money available
to purchase the replacement optical scan systems. Consequently, the
replacement system that was implemented by most states and local
governments relied on the majority of voters hand-marking their ballot and
provided only one accessible ballot marking system per polling place. In
addition, the fear that a BMD could be hacked through the computer used by
election officials to design the ballot and program the software that are
loaded onto the BMD has also prevented BMDs from being deployed as a
universal voting system. However, these fears may not justify limiting the
use of BMDs to voters with disabilities because the US Department of
Homeland Security has developed many tools and services to assist state and
local election officials and election technology vendors with managing risk
to our election infrastructure.
Limiting the use of BMDs to voters with disabilities creates a
separate, unequal system for those voters and jeopardizes the secrecy of
their ballots. As shown by the blind and low-vision voter surveys conducted
by the National Federation of the Blind, the likelihood that the accessible
voting system would be set up and running when a blind voter arrived at her
polling place has decreased from 87 percent in 2008 to 66 percent in 2016
and 2018, and the likelihood that poll workers had problems setting-up or
activating the system increased from 19 percent in 2008 to 33 percent in
2016 and 2018. This forces blind and low-vision voters to wait while poll
workers attempt to figure out how to set-up or activate the accessible
ballot marking systems. It too often means voters with disabilities are
deprived of their right to vote privately and independently and instead
must vote with assistance because of poorly trained poll workers. This does
not meet the ADA's mandate to provide people with disabilities an
opportunity to exercise their right to vote privately and independently
that is equal to the opportunity provided to voters without disabilities.
If the accessible ballot marking device was used as a universal voting
system for use by all voters, it would be far more likely that the BMD
would be set-up and running when a voter with a disability arrived at her
polling place and that the poll workers would know how to operate the
system.
Finally, the secrecy of the ballots cast by voters with disabilities
may be jeopardized when the use of the BMD is limited to disabled voters.
The ability to cast a secret ballot is vital to our democracy since it
enables a voter to vote for the candidate of her choice without fear.
However, many of the BMDs currently in use do not enable a voter with a
disability to cast a secret ballot because they produce a paper ballot that
is different in size from the hand-marked paper ballot. In addition, many
of the BMD paper ballots only list the candidates selected by the voter, as
compared to the hand-marked paper ballot, which lists all of the candidates
for each contest. When a contest is too close to call at the end of
Election Day, the ballots are removed from the ballot box for a recount.
When the ballot produced by a BMD is different in size and content from the
hand-marked ballot, and its use is limited to voters with disabilities,
election workers performing the recount will know that a BMD ballot was
cast by a voter with a disability. This is not a secret ballot. The mandate
of the ADA to provide voters with disabilities an opportunity to exercise
their right to vote that is equal to the opportunity that is provided to
voters without disabilities has not been met.
Legislative Efforts to Mandate a Segregated Voting System for Voters with
Disabilities
The Protecting American Votes and Elections (PAVE) Act, HR 6093, was
first introduced into the House of Representatives on June 13, 2018, and
while the bill was never voted out of committee, efforts are currently
underway to revive it in the Senate. This bill will amend HAVA to require a
paper ballot. In addition, it will not allow funds provided under the PAVE
Act to be used to purchase BMDs unless they are to be used by voters with
disabilities. States will be provided only enough funds under the PAVE Act
to purchase one accessible BMD per polling place. Any legislative effort
that mandates a paper ballot and a segregated system for voters with
disabilities must be vigorously opposed because it fails to provide blind
and low-vision voters with an opportunity to exercise their right to vote
that is equal to the opportunity provided to nondisabled voters as required
by Title II of the ADA.
Surveys of the Blind and Low-Vision Voter Experience
There is no data available that quantifies the specific impact that a
segregated, paper-based voting system has on the voting experience of blind
and low-vision voters. Similarly, there is no data available that focuses
specifically on the issues experienced by voters with disabilities on
Election Day in 2018 in the twenty states that were using DREs that were
more than a decade old and had outlived their useful life. However,
national surveys of blind and low-vision voters conducted by the National
Federation of the Blind following the elections in November 2008, 2012,
2014, 2016, and 2018 provide insight on the general experience of blind and
low-vision voters during these elections. Trends revealed by the 2016 and
2018 surveys may reveal the impact that the changing landscape of
accessible voting has had on voters with disabilities.
Data from the 2018 survey indicates that the percentage of blind
voters who voted at the polls (85 percent) was consistent with the data
from 2012 through 2016. However, the number of blind voters who voted at
the polls and who requested or were offered an accessible voting machine
declined significantly from 2016 (92 percent) to 2018 (81 percent) as
compared to a steady increase reflected in all prior surveys (63 percent in
2008, 79 percent in 2012, and 88 percent in 2014). The percentage of blind
voters surveyed who reported that they were able to cast private and
independent ballots decreased from 79 percent in 2016 to 68 percent in
2018, and the percentage of voters who cast their ballots with assistance
increased from 17 percent to 29 percent.
For blind voters who cast their ballots on accessible voting
machines, the majority of voters surveyed indicate mixed results,
especially when compared with 2008. As noted earlier in this article, only
66 percent of the blind voters surveyed in 2016 and 2018 who used an
accessible voting system said that it was up and running when they arrived
at their polling place, as compared to 87 percent in 2008, 63 percent in
2012, and 74 percent in 2014. The percentage of voters who used accessible
voting systems and reported that poll workers had problems setting up or
activating the machines remained high in 2016 and 2018, at 33 percent. This
compared to 19 percent in 2008, 29 percent in 2014, and 33 percent in 2012.
In 2018, 21 percent of blind voters who cast ballots on accessible machines
said that poll workers did not provide them with clear instructions on how
to use the machines, similar to the results from 2016 (20 percent), but a
significant increase from 10 percent in 2014. However, 54 percent of
respondents said they did not need such instructions in 2016 and 2018. Only
59 percent of blind voters were able to cast their ballots on accessible
machines with no problems in 2018, compared to 87 percent in 2008, 62
percent in 2012, 60 percent in 2014, and 66 percent in 2016. The percentage
of blind voters who were able to cast their ballots privately and
independently using an accessible voting machine declined to 75 percent in
2018, compared to 86 percent in 2008, 75 percent in 2012, 83 percent in
2014, and 85 percent in 2016.
In 2018, 75 percent of blind voters surveyed indicated that they were
somewhat to very satisfied with their voting experience, as compared to 89
percent in 2008, 75 percent in 2012, 78 percent in 2014, and 80 percent in
2016. The percentage of blind voters who were somewhat or very dissatisfied
with their voting experience has increased from 11 percent in 2008 to 20
percent in 2018 (compared with 19 percent in 2012, 15 percent in 2014, and
17 percent in 2016). The percentage of surveyed blind voters who said their
voting experience was better than their previous experience also declined.
The 2018 percentage was 28 percent, compared to 35 percent in 2016 (33
percent in 2008, 27 percent in 2012, and 21 percent in 2014). However, the
percentage of blind voters surveyed who said that their experience was
worse than their previous experience was higher than all previous surveys
at 20 percent, continuing the trend of results from 2012, 2014, and 2016
surveys (17 percent, 15 percent, and 15 percent respectively). This
compares with only 7 percent in the 2008 survey results. Finally, the
percentage of surveyed blind voters who said they would vote again remained
high at 98.8 percent.
When asked what would improve their voting experience, only 15
percent of the blind and low-vision voters who responded to this question
in 2018 said it did not need to be improved, as compared to 20 percent in
2016. Thirteen percent of the 2016 responses said that poll workers needed
better training on the operation of their accessible voting machines, while
6 percent of the responses said that poll workers needed better training on
how to interact properly with a blind voter. In 2018, 21 percent said that
better training of poll workers on the accessible voting machine and on how
to interact with blind voters would improve their voting experience. In
2016 the need to correct machine breakdowns and malfunctions was noted in 9
percent of responses, while a new machine, better machine, or a machine
that worked was mentioned in 11 percent of the 2018 responses.
The data from the 2018 survey highlight several issues that should be
of concern to blind and low-vision voters. The percentage of all blind
voters surveyed who reported that they were able to cast private and
independent ballots decreased from 79 percent in 2016 to 68 percent in
2018. In addition, the number of blind voters who were able to cast a
private and independent ballot using an accessible voting machine decreased
from 85 percent in 2016 to 75 percent in 2018. In both categories these
numbers reverse a trend of steady improvement from 2008 to 2016. The same
trend reversal is reflected in the percentage of voters who cast their
ballots with assistance, which increased significantly to 29 percent in
2018 from a low of 17 percent in 2016. In 2018 the percentage of voters who
were able to cast their vote using an accessible voting machine without any
problems was only 59 percent. This continues the steady decline in this
category from 2008, when a high of 87 percent experienced no problems when
they cast their vote using an accessible voting machine. These trend
reversals may reflect the unfamiliarity of poll workers--and to some extent
of voters with disabilities with the new accessible BMDs that are now in
use in most states. Also, the continued use in some states of DREs that are
more than a decade old may also be reflected. As poll workers and voters
become more familiar with BMDs, and as the remaining DREs are replaced with
BMDs, it will be important to note if data from future surveys reflects a
reversal of these trends. To read the entire 2018 Blind and Low-Vision
Voter Experience report, visit https://nfb.org/programs-services/center-
excellence-nonvisual-access/national-center-nonvisual-election-3.
Conclusion
The move by the majority of states to require a paper ballot or some
form of paper record has resulted in the loss of a universal voting system,
and the resulting segregated system for voters with disabilities has meant
the loss of a secret ballot for many blind, low-vision, and other print
disabled voters. In 1954 the United States Supreme Court found the separate
but equal doctrine unconstitutional in Brown v. Board of Education. Clearly
there is inequality when voters with disabilities do not have a secret
ballot because their ballot is different in size and content from the hand-
marked ballot. Inequality also exists when only 75 percent of blind voters
who used an accessible voting system were able to mark their ballots
privately and independently because one-third of poll workers do not know
how to setup or operate the system or when the system malfunctions because
it is old technology. Restoring a universal voting system will help to
resolve these inequities because all ballots will be the same size and have
the same content, and the necessity for poll workers to know how to operate
the accessible voting system will be stronger because everyone will use the
same machine. Finally, a universal BMD system will also prevent the over-
voting and stray marks associated with the hand-marking of ballots.
It is vital that all blind and low-vision Americans join in
opposition to the unequal treatment we currently experience in the exercise
of our right to vote. Let your state and local election officials and state
and federal legislators know that you oppose a segregated voting system
because separate is not equal. As first-class citizens, we deserve nothing
less!
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[PHOTO CAPTION: Luc Gandarias]
Regarding the Colorado Center for the Blind and My Experience
by Luc Gandarias
From the Editor: Luc Gandarias made a wonderful presentation at the
convention of the National Federation of the Blind of Washington, and he
writes with a flavor that is seldom seen from someone who will be turning
sixteen as you read this. Gary and Denise Mackenstadt were the people who
were primarily responsible for recruiting him into the Federation. Luc's
writing displays a wonderful sense of humor and brings quite a lot of
wisdom to his subject. I hope that this is but the first of many articles
he will write for us.
He has taken his advanced placement biology test using Braille and
audio, and he loves math and science. He wants to go to a good university
and become an astrophysicist. Luc participates in cross country and in
track. He uses a human guide, but does not compete in the disabled
category. He loves to bike, and in addition to all the physical outdoor
things he does, he loves computer nerdy stuff. He will soon attend the NFB
EQ, a week-long engineering program, and he has been accepted to
participate in the Microsoft Ninja Camp program later this Summer. Here is
what he has to say about his initial reaction to attending the Colorado
Center for the Blind and his subsequent reflections on the experience:
Good afternoon fellow Federationists. I am glad to return to the
Washington affiliate convention after a year break due to my aunt's
wedding, which was inconveniently scheduled over convention weekend. At any
rate, I am here to speak to you today about my summer at the Colorado
Center for the Blind (CCB). Before I can talk about the main points, it is
important that I give some background. I first learned of CCB while I was
at national convention three years ago. My mother and I were returning to
our hotel room after a lengthy general session to change and prepare for
the banquet when she noticed the CCB table. Immediately she strode over to
it with me in tow and began cheerfully firing questions at the CCB rep
behind it. I listened in curiously until I heard it mentioned that it was
an eight-week program all the way in Colorado, from which point I tuned out
the conversation. Clearly having her voracious appetite for answers
satiated, mother turned to me and said "Excellent! Guess where you're going
after freshman year." I, for one, was vehemently opposed to this idea. I
was twelve and entering seventh grade at the time. I was certainly opposed
to anything that impinged upon my summer pastimes of alternately hanging
out with my friends and playing Minecraft. I clearly wasn't seeing the
wisdom in going to such a program, though it would provide the skills
training I needed to realize my goals in the professional workspace.
As time wore on, I grew considerably warmer about the idea of going
to CCB. I talked with many of my closest Federation family members, who all
thought that the Colorado Center was a perfect fit for me. They said the
experience would give me a taste of what college living might be like.
Another factor that contributed to my newfound desire to attend the program
was the additional activities they offered, such as outdoor rock climbing,
whitewater rafting, and a 5K run. These activities were all under
sleepshades, which I was understandably underwhelmed about. However, what I
didn't realize is that once you're under sleepshades for eight hours a day
anyway, it isn't a problem to put them on for recreational activities as
well.
Eventually the time came for me to attend the program, so my mother
and I made the journey down to Littleton to get situated in the apartments.
It was then that I met my counselor, a college student in Georgia, and also
the president of NABS in that state, named Justin Heard. This is also when
I met a fellow student named Brett Camen. I would soon grow quite close to
both of these people. After the three-day period of rest while everyone got
to know one another, the program came on hard and fast. The home management
segment of the program held no real difficulties for me since I have always
been expected to cook and help out with the chores at home like any other
kid. However, even in the first week, I saw enormous growth in other
students at the program as their counselors instructed them on how to
complete a basic cooking or cleaning task and then turned them loose to try
it themselves. By the end of the program, several students who came to CCB
scared to open an oven were making entire meals unsupervised, and that is
the power of Structured Discovery.
Though the physical tasks of cooking and cleaning weren't difficult
for me, the aspect of living with three other people was. It was
exceedingly hard to keep my possessions separate from those of others.
There were even several instances when I went on a mad rampage around the
apartment looking for one of my dress shirts that had inexplicably
dematerialized from the hanger. To make matters even more convoluted, my
counselor and I both wore the same size clothing and had pairs of khakis
that were identical. This experience greatly improved my organizational
skills, which desperately needed help anyway.
Probably the class that challenged me the most and incited the most
growth in my skills was travel. I was a competent cane user before coming
to the program, and I had experience using sleepshades, but my skills under
them were mediocre at best. This changed quickly, however. CCB mandated
that all students were to have their sleepshades on from announcements at
the beginning of the day until the bell at the end. This was initially
quite difficult for me, and I was caught several times peeking, but I
adapted reasonably quickly. After about the second week I didn't mind not
being able to use my sight, but I did mind very much the sticky, itchy,
uncomfortable nature of the sleepshades. The temperature was in the high
90s in Littleton after all. However, I slowly grew accustomed to this too.
The first few days of travel class were slow going and mainly
consisted of basic cane techniques, but we quickly progressed to lessons
navigating different intersections in the neighborhood surrounding the
center. When I asked when we would work on traveling to specific locations,
I was informed that they would start doing such lessons the following week.
This was too long for me to wait, so I planned a trip with one of my
friends to go to the Microsoft store in Park Meadows on Thursday of the
second week of the program. This store was fifty miles from the apartments,
all the way on the other side of Denver, and it involved three train
transfers and two busses to get to. Michael and I actually had no real
reason to go to this store, because we neither needed nor had the money to
purchase anything. The trip was meant to challenge our problem-solving
skills and to prove our abilities to the counselors so we could do other
such expeditions in the future. This played out well for me since the
travel instructors were quite willing to let me go on independent routes or
to go with another student. They even permitted me to go to Wells Fargo to
resolve an issue with my bank account during center hours-alone of course.
Perhaps the most beloved part of each week at CCB was the Sunday
shopping spree and cleaning extravaganza. Students would loudly complain to
one another about how long shopping took and how much they didn't want to
clean. I never found cleaning particularly grueling; in fact, it usually
took me about a half hour to clean the apartment, which went rather
quickly. However, I am in full agreement with the other students regarding
the laborious task of shopping for the week. It was mind-numbing and took
hours. The shopper's assistants were slow and rarely acquired the correct
items. A list of twenty-five items took nearly two hours to locate,
acquire, and check out. At home, I know the layout of all the local stores
and can easily find almost any item. A shopping trip like the one described
above would take my family and me about twenty minutes total. In spite of
this, I feel that it was beneficial to do this on a regular basis. I may
have a more efficient method for shopping in my area, but the experience at
the center allowed me to see what shopping will be like when I am in
college or living on my own. Additionally, creating a weekly budget to
provide meals for various eating styles in my apartment was a challenge and
a necessary skill to develop. I learned a lot about budget and compromise.
Also, I learned how expensive my favorite summer meal of Greek pasta salad
is to make when not shopping at Trader Joes.
Truly the most highly anticipated and fun part of the program was the
NFB national convention. All eighty-nine students from all three programs
were flown to Florida to experience the magic of a national convention. Our
trip was excellent. Like normal, we were required to wear our sleepshades
from eight in the morning until five in the evening unless we were sitting
in a meeting. This amounted to very little time actually wearing the shades
since meetings comprised most of the day, but navigating around the hotel
under shades was torture. The place was cavernous and echoing in one area,
which was difficult to navigate, but not too bad. The lower hall was a
different story altogether. It was carpeted and lined with tables that made
shorelining impossible. The only way to navigate this hallway was to make
an educated guess where the walls were and walk as straight as possible
toward the escorts at the end of the hall. This gave me all kinds of
mobility practice in a vast and unknown area. It was good experience for my
fellow CCB students and me.
General sessions were long but never boring. I have had the good
fortune to attend convention three times before this summer, so I knew what
to expect. This was not the case for many of my peers, and they were
overcome by the sheer number of blind people in one place. Something I
noticed among all students during the convention was the desire for
involvement in this great organization. Even those most depressed by their
condition before coming to the convention were fired up by the NFB
philosophy by the end. Interacting with people who share ideas, adventures,
and prospects for the future was a new experience for many of us.
All that I learned at CCB can't be contained in this speech, but one
thing I would like to mention before I close is that I will never be a
dishwasher. Though my plan has been all along to go to college and study to
become a physicist, I am doubly convinced that this will be my path now. At
the end of the program, students were assigned to an internship at various
local establishments, and my job was a dishwasher at a local restaurant. On
the first day, the supervisor told my friend and I that he hoped this
internship made sure that we never worked in the restaurant industry, and
that set the tone for the rest of the week. On the upside, we were provided
free food and anything we wanted to drink the entire time we worked there.
I also enjoyed the commute in the morning. It was rather long since we
worked in Golden. This commute was made without supervision after the first
two days, when we were deemed to have sufficient travel skills to find our
own way.
Eight weeks at CCB seemed daunting at the beginning of the summer,
and I thought I would lose all my vacation. In the end, I am so happy I
went to CCB and came to know the amazing friends that I met. I have people
I can call all across the country now. I have lifelong friends, and I got a
glimpse of what skills I need beyond my regular school day. Thankfully, my
NFB family and early TVI, Denise Mackenstadt, set me on a good path. I only
hope that attendance at CCB will be an option for more Washington state
students. This is not just a live-in program but a real-life program.
----------
Leave a Legacy
For more than seventy-five years the National Federation of the Blind
has worked to transform the dreams of hundreds of thousands of blind people
into reality, and with your support we will continue to do so for decades
to come. We sincerely hope you will plan to be a part of our enduring
movement by adding the National Federation of the Blind as a partial
beneficiary in your will. A gift to the National Federation of the Blind in
your will is more than just a charitable, tax-deductible donation. It is a
way to join in the work to help blind people live the lives they want that
leaves a lasting imprint on the lives of thousands of blind children and
adults.
With your help, the NFB will continue to:
. Give blind children the gift of literacy through Braille;
. Promote the independent travel of the blind by providing free, long
white canes to blind people in need;
. Develop dynamic educational projects and programs that show blind
youth that science and math are within their reach;
. Deliver hundreds of accessible newspapers and magazines to provide
blind people the essential information necessary to be actively
involved in their communities;
. Offer aids and appliances that help seniors losing vision maintain
their independence; and
. Fund scholarship programs so that blind people can achieve their
dreams.
Plan to Leave a Legacy
Creating a will gives you the final say in what happens to your
possessions and is the only way to be sure that your remaining assets are
distributed according to your passions and beliefs. Many people fear
creating a will or believe it's not necessary until they are much older.
Others think that it's expensive and confusing. However, it is one of the
most important things you will do, and with new online legal programs it is
easier and cheaper than ever before. If you do decide to create or revise
your will, consider the National Federation of the Blind as a partial
beneficiary. Visit <www.nfb.org/planned-giving> or call 410-659-9314,
extension 2422, for more information. Together with love, hope,
determination, and your support, we will continue to transform dreams into
reality.
Invest in Opportunity
The National Federation of the Blind knows that blindness is not the
characteristic that defines you or your future. You can live the life you
want; blindness is not what holds you back. A donation to the National
Federation of the Blind allows you to invest in a movement that removes the
fear from blindness. Your investment is your vote of confidence in the
value and capacity of blind people and reflects the high expectations we
have for all blind Americans, combating the low expectations that create
obstacles between blind people and our dreams.
In 2018 the NFB:
. Distributed over seven thousand canes to blind people across the
United States, empowering them to travel safely and independently
throughout their communities.
. Hosted forty-eight NFB BELL Academy programs, which served more than
three-hundred-and-fifty blind students throughout the United States.
. Provided over one hundred thousand dollars in scholarships to blind
students, making a post-secondary education affordable and attainable.
. Delivered audio newspaper and magazine services to 118,900
subscribers, providing free access to over four hundred local,
national, and international publications.
. In the third year of the program, over three hundred fifty Braille-
writing slates and styluses were given free of charge to blind users.
Just imagine what we'll do next year, and, with your help, what can
be accomplished for years to come. Below are just a few of the many
diverse, tax-deductible ways you can lend your support to the National
Federation of the Blind.
Vehicle Donation Program
The NFB now accepts donated vehicles, including cars, trucks, boats,
motorcycles, or recreational vehicles. Just call 855-659-9314 toll-free,
and a representative can make arrangements to pick up your donation-it
doesn't have to be working. We can also answer any questions you have.
General Donation
General donations help support the ongoing programs of the NFB and
the work to help blind people live the lives they want. Donate online with
a credit card or through the mail with check or money order. Visit
<www.nfb.org/make-gift> for more information.
Bequests
Even if you can't afford a gift right now, including the National
Federation of the Blind in your will enables you to contribute by
expressing your commitment to the organization and promises support for
future generations of blind people across the country. Visit
<www.nfb.org/planned-giving> or call 410-659-9314, extension 2422, for more
information.
Pre-Authorized Contribution
Through the Pre-Authorized Contribution (PAC) program, supporters
sustain the efforts of the National Federation of the Blind by making
recurring monthly donations by direct withdraw of funds from a checking
account or a charge to a credit card. To enroll, visit <www.nfb.org/make-
gift>, and complete the Pre-Authorized Contribution form, and return it to
the address listed on the form.
----------
Social Butterflies at National Convention
by the Communications Team
From the Editor: The Communications Team is headed by Stephanie
Cascone, and serving with her on that team are our web guru, Alyssa Vetro;
our director of public relations, Chris Danielsen; and our director of
social media, Karen Anderson. I have the pleasure of getting to sit in on
and contribute to the deliberations of the committee, which I value as a
way to know more about what's going on and a way to get good ideas for the
Braille Monitor. Here is what the team has to say about participating on
social media during our 2019 National Convention:
Whether or not you consider yourself to be a social butterfly,
national convention is one of the best opportunities for in-person
engagement and connection with your Federation family. However, there is
another way to also amplify the experience. If you're attending national
convention or unable to attend this year, connect with members, other
attendees, and the session topics online through social media. Let's leave
the cocoon and explore the many blossoming platforms that you can land on
to engage with us during convention.
Social media allows for our voices to be heard on digital public
forums, although most can be also set to private, and it's a way to have
conversations with each other anywhere from a smartphone or desktop
computer. Similar to butterflies, we can glide back and forth from
different platforms as much or as little as we would like. Here is some
general information about the various social media platforms:
Twitter
The idea behind Twitter is to say what you are thinking or doing very
concisely, in 280 characters or less. When you sign up for Twitter, you'll
create a username or handle. This is what people will associate with you
along with the name you list. For example, our National Federation of the
Blind username is NFB_Voice. In your profile, you'll be able to edit a
little more information about yourself such as a brief bio, your picture,
and your location. When you create a tweet, which is what posts are called
on Twitter, it will be listed under your profile. By placing the @ symbol
in front of a username, you can tag, or mention, another user in your
tweet.
. A follower is someone who follows you on Twitter and sees your updates
on their home feed, and you can follow people back to see their tweets
in your home feed.
. Your home timeline displays a stream of tweets from accounts you have
chosen to follow on Twitter.
. Retweet (RT) is a way for someone to share a tweet from another user's
account.
. Hashtag is the act of using the # symbol in front of any word or
phrase to tag your tweets. When someone clicks that hashtag, they see
your tweet along with everyone else's tweets using that same exact
term.
. Alt-text for images-be sure to turn on the feature to compose image
descriptions that can be found in settings. If you create a post with
an image, a field will then populate to include the description.
. If you are using Twitter on your iPhone or Android, the Twitter app is
fairly accessible. On iOS, Twitterrific is another popular app that
has taken accessibility very seriously. On your desktop computer, you
can use Twitter by going to the website twitter.com. You can also
choose to download a client such as OpenTween or Chicken Nugget.
Because of Twitter's decisions about what to allow outside apps to
access, these clients are not always up to date with your direct
messages, but they do provide an ad-free and easy-to-access way of
reading and writing tweets.
It is worth noting that we will be live-tweeting much of the 2019
National Convention, so make sure to follow us.
Facebook
Facebook is arguably the most popular social media platform. On it
you can "friend" people you know and keep up with what they are doing, join
groups related to things you are interested in, and follow the "pages" of
companies and organizations you are interested in. For example, you can
find us on Facebook by searching for "National Federation of the Blind."
If you are using an iOS or Android device to interact with Facebook,
you should download the Facebook app. If you are using your desktop or
laptop computer for Facebook, you use the website facebook.com.
Alternatively, you can use m.facebook.com for a "lighter" experience. By
lighter we mean fewer options as the downside but easier screens and more
obvious options on the upside.
During the convention, there may be various times in which we
Facebook Live. This is a video that is streaming on the platform that
allows you to watch and comment. We'll be sure to post the expected times
prior to, so those at home or work can be ready.
Facebook has recently added the ability to add alt text to photos
using the mobile app. To do this, create the post and share it. Once you
have done that, find the post in your newsfeed and double tap on it. Double
tap on the picture, and then double tap on "more." In that menu you should
find the option to edit alt text.
Instagram and LinkedIn
The newest flowers that we in the NFB are pollinating are Instagram
(IG) and LinkedIn.
Instagram is a primarily picture-based social media platform. While
this doesn't sound like something that will interest many blind people, the
ability to add alt text to pictures was recently added, and this makes IG a
much more enjoyable experience. There are also Instagram videos which can
be enjoyable, so make sure to follow us @NFB_Voice.
LinkedIn is a great social media tool if you are looking for a job or
if you are an employer looking to hire someone. The goal of LinkedIn is to
connect people and to show off your resumi and experience.
You can currently add alt text on LinkedIn only by using the desktop
site. Once you have uploaded your image, click on "add description" to add
alt text.
You can find us on LinkedIn by searching for National Federation of
the Blind.
Flying Away
In conclusion, it would be great to connect on social media. If
you're new to it, it's ok to give it a taste and see what you enjoy.
Whether you choose one platform or all of them, social media can add value
to your convention experience and might even help you meet people you had
not met before. We look forward to strengthening connections and creating
new ones through these various platforms.
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[PHOTO CAPTION: Eric Duffy]
Blindness, Dual Disabilities, the Federation, and Aira
by Eric Duffy
From the Editor: Eric Duffy lives in Ohio, and he is well-known in
the Federation for his service as the president of the Ohio affiliate, his
work at the Jernigan Institute as the director of technology, and the
kindness and enthusiasm he brings to everything he does. This first
appeared in the spring issue of the Buckeye Bulletin and has been updated
as a result of recent discussions ongoing at Aira. Here is what he has to
say about functioning with dual disabilities.
Neither of my parents graduated from high school, but they both had
more than a healthy dose of common sense. I was born at least two months
early in 1963. I was quickly placed in an incubator, which of course saved
my life, but it also left me blind. I don't know how old I was when my mom
took me to the doctor and said to him, "This baby is blind."
The doctor said, "Lady, there is nothing wrong with this baby."
My mom said, "He doesn't look around, and he doesn't turn his head
until he hears a sound." She said, "I've had enough children to know what
I'm talking about."
After a little more convincing by my mom, the doctor performed some
tests and told her she was right. He said, "Your son is blind, and the best
you can do is to take him home, keep him clean, and take good care of him.
Someone will have to care for him for the rest of his life." That is the
story my mom told me more than once many years later.
Of course my parents were devastated. They knew nothing about
blindness. They had just been told that their youngest son was going to
have to be cared for for the rest of his life. But their troubles weren't
over yet.
My mom soon noticed that I wasn't reaching some of the appropriate
milestones for movement, such as sitting up, crawling, and walking. The
doctors eventually told her that I had cerebral palsy. They wanted her to
put braces on my legs at night and get me into physical therapy.
I remember the braces and the physical therapy all too well. The
braces were heavy, they felt tight on my legs, and if they thought it was
hard for me to walk before, what were they thinking the braces were going
to do? So naturally I fought the braces and the therapy.
When I was still very young, I remember having two surgeries on my
legs to lengthen muscles. For some little time I walked on my tiptoes. I
remember being in casts for months. And of course there was more physical
therapy.
When most kids my age were starting kindergarten and first grade, I
was dealing with leg surgeries and their aftermath. I wasn't thinking about
school, and neither were my parents. I had to walk better before I could go
to school, so I started school at a later age than most kids.
I have a younger sister, and of course she was walking, running,
jumping, and doing a lot of physical activities long before I was. So at
some point in my life I learned that I was different from everyone else in
my family. I was told that I was blind. I was told that I couldn't walk
like everyone else. I don't know when I heard the term "cerebral palsy" for
the first time, but I do remember being told that I couldn't do certain
things until I learned to walk better.
I was also told that I was going to go to the school for the blind
and that I was going to have to stay there during the week and come home on
the weekends. I wanted no part of that. When the day came for me to go to
the school for testing, I told my mom that I wasn't going to do it. She
could take me there, but I wasn't going to talk to them.
Well, I did what I said I wasn't going to do, and they got the
testing done. I don't remember how that happened. But they told my mom that
I wasn't going to be able to read and write Braille. They said that my
hands weren't strong enough. I heard my mom telling other people this. By
that time, I wanted to learn to read and write Braille. I was placed in the
classroom of first grade teacher Mary Butler. She started teaching me to
read and write Braille. I started school in April, and by June I could read
and write Braille as well as anyone in my class. In fact, one evening, when
my dad came to pick me up, they called him into the office and asked him
who was teaching me Braille at home. He said that no one was. No one in my
family knew Braille. They told him they couldn't believe how fast I was
learning to read and write.
Their concerns about my physical strength were put to rest also. I
played on the playground, took physical education, and did the same things
that the rest of the kids did. To their credit, that is exactly what the
teachers and staff at the school encouraged me to do. I soon figured out
that I couldn't run, jump, and do some of the things that the others in my
class could do. I also didn't take long to figure out that, if I could use
my upper body to compensate in any way for the leg strength that I didn't
have, I would have a great equalizer. I started to do things to build my
upper body strength. While everyone else was running around, I was hanging
on the monkey bars and the jungle gym. I knew that I could build my hand
and arm strength and that doing so was going to be to my advantage. I don't
remember anyone telling me to do this. It just made sense.
As most boys do, my friends and I liked to wrestle, and yes,
occasionally we got into fights. Word soon had it that whatever you do you
can't let Duffy get his hands on you. If he gets his hands on you, it's all
over. You're done.
I wrestled in elementary school and made the high school varsity
team. Balance and leg strength just weren't a big issue anymore. I
completed all of my physical education requirements, from which I could
have gotten an exemption. At some point I got smart enough to realize the
long-term value of physical therapy, and I actually volunteered for it. So
it went throughout my time at the school for the blind until it came to
orientation and mobility.
I was given basic cane travel instruction. In fact, I had permission
to leave the campus alone and travel to nearby locations. As I continued to
work with instructors, however, they became concerned with the fact that I
fell occasionally. For me it was not a big deal. I fell, got up, and kept
going. But the school decided that they were no longer going to give me
orientation and mobility instruction. When I asked what I was supposed to
do when I started college, I was told, "You're smart enough to figure it
out."
Figure it out I did. I taught myself to use the bus system in
Columbus. I was soon traveling wherever I wanted to go. I then began to
question why so many people were nervous about traveling in new places
alone. Why did we have to have these highly educated professionals teaching
travel? It just didn't seem to be a big deal.
As I began spending time around other Federationists, I learned that
there were others who didn't spend a lot of time thinking about how to get
from one point to another. Like me, they thought traveling as a blind
person just wasn't something to spend a whole lot of time thinking and
worrying about. I got a lot of good tips from Barbara Pierce and Bob
Eschbach.
There came a time when I was elected to the board of directors of the
National Federation of the Blind of Ohio. This meant that I was also
traveling on behalf of the organization. Sometimes during that travel I
would fall. No one made a big deal of those falls. One time, as I was
walking through a gas station with a glass Coke bottle in my hand, my foot
hit a pump island. I went down. The bottle broke, and my hand was cut. The
cut seemed bad, so I went to a nearby fire station and from there to an
urgent care center. I went from the urgent care center to an emergency
room, where they told me I needed stitches. I won't take up space here
describing everything I said to try to convince the doctors that I didn't
need stitches. Let's just say that they weren't amused when I started
talking about what I had learned about stitches in medical school.
Long before that point I had come to understand that society tends to
judge all blind people on interactions with just one or two blind people. I
was proud of the work that the Federation was doing and that I was
beginning to be a part of the leadership in Ohio. But I also knew I had
balance problems. I did not want people to judge our work and our
organization based on my falls. I called Barbara Pierce and told her what
had happened. I also told her that, if she thought I should, I was prepared
to resign from the board.
She said she wouldn't hear of it. She said, "You didn't fall because
you're blind." After that point I had no more questions. It was a
refreshing change to go from a school where I was told that I wasn't good
enough for its orientation and mobility program to an organization that
embraced me.
I have often heard people criticize the Federation by saying that we
are not accepting of people with multiple disabilities. When it is pointed
out that I have a disability other than blindness and that I am a leader in
the Ohio affiliate, the critics don't know how to respond. I was once
walking with Jim Gashel and other Federationists at a rather fast pace
while Jim was still employed as the director of strategic initiatives for
the Federation. We were walking on some narrow and rather uneven sidewalks.
Jim asked if I would like to take his arm. I did, and I began to explain
about the cerebral palsy. Jim simply said, "I know," and we didn't discuss
it any further.
John Pari has always been good about pointing out ramps and asking
whether or not I need assistance when steps were the best way to go.
President Riccobono has done the same thing when we have walked together.
All of this is part of the reason I say the Federation is an accepting
family that I'm proud to be a part of.
In 2016 I began to use what was then a new service called Aira. When
signing up for the service, I created an online profile. I was asked if
there were health issues or medical concerns that I wanted Aira to know
about. I did not mention the cerebral palsy. I said nothing about balance
concerns.
While taking my first walk using the Aira glasses, I hit my foot on
the bottom of a construction fence. The Aira agent had told me the fence
was there, and I touched it with my cane. Nevertheless, as I walked along
the fence, my foot hit one of the supports that were sticking out, and I
went down. I popped up quickly and went on walking. Of course the agent
asked me if I was ok, and I said I was fine. I continued my walk to the
Walgreen's store. When I reached into my pocket to get my wallet, I noticed
there was a problem with the little finger on my left hand. Actually, I
thought I had broken it. That night I spent several hours in the emergency
room only to find out that it was a sprain. I never told anyone at Aira
until about eighteen months later when I had lunch with the agent with whom
I had been working when the fall happened.
In late July of 2017 I was walking to a barbershop in Baltimore. The
Aira agent told me I was approaching construction ahead. She suggested that
I turn around, walk back to the corner, cross the street, get past the
construction, and cross the street again. I said no, that sounded way too
time-consuming. I said I would step out into the street and get around the
construction that way. Wouldn't you know it, my foot hit a traffic cone,
and I went down. A very concerned Aira agent asked if I was ok, and I told
her that I was. I could hear the concern in her voice, and I tried to
reassure her. I continued my walk to the barbershop, got my haircut, and
walked back to the Jernigan Institute.
Later that evening I received a call from an Aira team lead. He and I
had developed a good rapport. He said he was calling out of personal
concern and because the Aira agent had reported my fall and that she was
very concerned. I assured him that I was fine and that there was no further
need for worry.
I knew then, however, that something had to change. I then called my
friend Amy who is still a vice president at Aira. I explained what had
happened, and of course she was already aware of my fall. I told her about
the cerebral palsy. I told her that it is something I have dealt with all
of my life. I explained that I know how to fall without getting hurt. I
also said that, if I needed medical assistance after a fall while I was
working with an Aira agent, I would let the agent know. I told Amy that I
understand that the agents will be concerned when I fall and that in fact I
appreciate the concern. But I said that I am always going to fall.
Sometimes I will fall while working with an Aira agent. But somehow, you
have to help me deliver the message to the agents that, if I fall and tell
them that I'm ok, I am ok. We should go on as normal. I can't have agents
panic every time I fall.
Much to Amy's credit and to that of Aira, the message has gotten
through. New agents get it as well. My falling is not a big deal to me, to
the Federation, or to Aira, and that is how it should be.
I believe Aira has saved me from many falls. They can spot uneven
terrain ahead and warn me of it in advance. They point out rough or cracked
sidewalks. As I get older, falling takes a bigger toll on my arms and
shoulders, so I appreciate it when an Aira agent or anyone else for that
matter helps me avoid a fall.
Aira has a policy that requires agents to remain silent while an
explorer is crossing the street. At first glance this policy makes sense.
However, many people want to know when they are veering into the parallel
traffic. This kind of information can be extremely helpful to those with
hearing loss. I would like to know when I am veering, and I would also like
to be directed to the curb cut. An agent giving direction while I am
crossing can help me avoid a fall. I am one of Aira's biggest champions,
and I have been since the first time I used it on that walk to Walgreen's
when I sprained my finger. I will continue to champion Aira, but I am
making a simple request. Let me check a box, sign a waiver, or do something
to indicate that I understand the company's street-crossing policy, but I
am waiving liability in order to get the information I need.
Many of us have been in ongoing discussions with Aira about this
policy for more than a year. They tell us they are listening. They hear our
concerns. I believe them, and I believe they will be responsive. I know
many of the people in the administration of Aira. They are good people, and
I believe they want to provide the best service possible while protecting
the best interests of the company.
I do not know how the revised policy Aira is working on will turn
out, but I am an optimist, and I believe the change will be acceptable to
all concerned. Whether or not it turns out to my liking, I will continue to
use Aira just as much as I always have. I will continue to champion the
service as much as I always have. But I am intelligent enough to ask for
the information I need and use it in a responsible and appropriate way, and
I trust Aira to know this and to act accordingly.
----------
[PHOTO CAPTION: Peggy Chong]
A Blind Man Whose Business Was Doing Business
by Peggy Chong
From the Editor: Peggy Chong is an exceedingly active member of the
National Federation of the Blind, and she makes frequent valuable
contributions to the Braille Monitor. In addition, each month she sends out
an email to her growing list of subscribers, with the topic of the month
from The Blind History Lady. Below is her April email. If you would like to
subscribe to The Blind History Lady's email, send a note to
theblindhistorylady at gmail.com.
Happy Spring to my Blind History Lady fans. This time of year cures
my cabin fever. I like to get out and find new places to go. My story this
month is about a man who got out and tried varied careers and modes of
transportation in the late 1800s. If not for a few newspaper articles,
William would go unnoticed to the world. He thought of himself as just an
average guy working at whatever he could to support his family. I am sure
he loved spring as well.
He had little education and many hard breaks in life. In some ways,
his hard breaks are what made him a relatively successful businessman,
father, and husband. May I introduce to you William Branch.
William Nicols Branch was born in July of 1852 to William H. and Mary
Branch in Hamilton County, Ohio. Soon after his birth, his parents moved to
the Ramsey County area of Minnesota. Father William and an older brother
also named William H. were carpenters and bricklayers, a good profession
for the new state and its growing communities. The Branch family had six
children in total, William being the third.
It is believed that William became blind at a young age. In about
1865, the school for the blind in Faribault knew of him but had not been
able to convince his family to enroll him as a student at that time. The
institution was new. The first class did not begin until 1866, and many
parents labored under the false impression that the school was also an
asylum-a place where one might put a family member away who was feeble-
minded; a place where people went in but did not come out; a place to get
sick or stay for the rest of one's life. They certainly did not think it
was a school.
In 1867 at the age of 15, William was finally enrolled by his parents
at the school for the blind. At that time the school for the blind and the
school for the deaf were housed in the same buildings. There were far more
deaf students than blind students, and there was only one instructor for
blind children for the first few years of the program.
While at school William learned to play music for a trade. He played
the piano, organ, violin, base, and flute in the school presentations,
musical reviews, and annual concerts. During his time at the school, there
was not a class in piano tuning. Indeed, the only occupational training
that was available for blind students was that of a cooper (barrel
builder).
After leaving the school in 1873, he moved back to the St. Paul area
near family. He is not listed as a graduate, most likely because he was an
older student who was focusing on employment. William's father had died on
New Year's Eve of 1872. Because there was little support for a widow,
William could not rely on his mother or family to support a blind child; he
had to make it on his own.
For a time he tried being a milkman, delivering milk door-to-door on
a horse for the rural neighborhood. His horse worked something like a guide
dog. William listened for fences, groves of trees, or other landmarks to
indicate a drive. William tugged the reigns to tell the horse what
direction to turn. The job was short lived.
You may wonder how he even thought about riding a horse by himself.
When he was a young boy, William showed off his horse-riding skills at the
Dan Rice Circus one night. It was late after dark-a disadvantage to many of
the boys and young men who wished to ride the trick mule pony of the
circus. There was little lamplight for the sighted boys, but being blind
and having little usable vision, the lack of light did not bother young
William. He accepted the challenge of trying to stay on the bucking mule.
He did stay on and won the five-dollar prize that night for his
accomplishments. When he got home later that night and told his family that
he won the money, he got a "licking" from his father for trying such a
stunt.
Next, he took a job in a piano factory in St. Paul where pianos were
built, repaired, and tuned. He worked in the tuning room with other blind
and sighted piano tuners. Here is where he learned the profession most
thought of as possible for the blind. According to William, the blind
employees were the best at the shop because they paid attention to the
little details. He befriended the blind men and eagerly learned their
craft.
Music helped him to earn money. William played the piano, violin,
cornet, flute, and clarinet. All of these he played with better-than-
average skill. Knowing how to play several instruments meant that he could
also get jobs playing music for many occasions. He could sit in for another
musician in another band at short notice. He would travel by streetcar or
walk to most of his engagements just as he did in getting to the piano
factory.
In 1876 William married Nellie, a woman five years his junior, who
immigrated from Sweden in 1869. The couple had four children. Sadly, their
two boys died at very young ages. James was born in 1877 and George in
1879. Neither boy made it to his fifth birthday. The couple later had
daughter Sara, born in 1888, and Lillian, born in 1898.
In 1890 William worked out of his home that he purchased that year at
981 Margaret Street in St. Paul. Few blind people could afford to purchase
a home, so even though one of his businesses did not succeed, the
combination of all his efforts provided for his family. Besides piano
tuning he also advertised as an acupuncturist out of their home. This
particular business was not very successful, and after a few years he no
longer advertised the service. No records show where he received training
for this profession.
Some tuners hired children to lead them around or had their own
children do so. In William's case, there is no indication that he used a
sighted guide at all. His sons died before being able to do so. His
daughters were born much later. There is no mention of William's wife in
news articles, leading me to believe that she did not act as his guide
either.
To get to his various piano-tuning jobs, William rode a bicycle
through St. Paul for many years. A blind man riding a bike? Yes, it was not
as unusual as you would think in the Twin Cities. Once one piano tuner
tried it and succeeded, others did the same. The ruts in the road from the
wagons left a deep trail to follow and helped keep the wheels of the bike
inside of the wagon rut. By listening and noting the changes in ruts, he
recognized intersections and large alleys or driveways. He noted the change
in the air. A sudden breeze could mean an alley or a taller building.
William rode a horse through town if he could rent one. Of course, it
was important for him to know where he was going when riding. A horse does
not want to injure itself and avoids obstacles that the blind rider might
not notice; this made it even more difficult for William to know where he
was and where he intended to go.
Walking alone on the streets of St. Paul, William often was offered
help. Sometimes he needed the assistance; most times he did not. Sometimes
he would ask for assistance or directions. Once in a while he would walk
with a fellow citizen to his next destination or to a street he was looking
for. This proved to be a great opportunity to educate the public about
blindness and also allowed him to drum up a little business as a piano
tuner and musician.
William passed away on May 26, 1907, in St. Paul. He was fifty-five
and left his widow with one young child. In 1910 Nellie still lived in the
house and had enough funds to support her young daughter without working.
Daughter Sara, "Sadie" lived with her mother and was a piano teacher, a
skill she had learned from her father. William left enough behind to keep
his wife until her death decades later.
You can read my books at www.theblindhistorylady.com.
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[PHOTO CAPTION: Albert Elia]
Can I Have an ABLE Account if I am Forty-Fifty-Sixty Years Old?
by Albert Elia
From the Editor: This informative article was taken from the Spring
2019 issue of the Braille Spectator, the newsletter of the National
Federation of the Blind of Maryland. Here is the way it was introduced:
Editor's Note: Recently, Congress enacted legislation that permitted
the blind, and others with disabilities, to establish ABLE savings accounts
that will largely not affect their eligibility for Supplemental Security
Income (SSI), Medicaid, and other public benefits. Albert Elia, an ABLE
expert, an attorney with TRE Legal, and a member of the National Federation
of the Blind, gave the following presentation at the 2018 Annual Convention
of the National Federation of the Blind of Maryland.
An ABLE account is kind of like a 529 college savings plan, only it's
for people who have disabilities. If you're familiar with a ROTH IRA, an
ABLE account works very much like that. You can invest money in an ABLE
account and do not pay taxes on any growth that you get in the account;
thus you can put money into it and use it like a savings account. The
interest is tax-free, or there are investment options just like a typical
retirement account and those, too, grow tax-free.
Now, it's important to know whether you qualify to get an ABLE
account. It is only for people with disabilities, and you must have had a
qualifying disability-blindness is a qualifying disability-before the age
of twenty-six. So if you are currently blind and are under the age of
twenty-six, you need to have an ABLE account. For example: you win an NFB
scholarship, and you have all this money that you got from the NFB, and you
deposit it into your bank account. Then all of a sudden your Supplemental
Security Income (SSI) benefit goes away because you have too much money in
your bank account. That won't happen with ABLE.
One of the main purposes of ABLE is to ensure that all of the means-
tested government benefits, like Medicaid and SSI, are not affected if you
have money saved in an ABLE account. As in the earlier example, say you are
a student; you have scholarship money, all the money you get from your
relatives to go to college and to pay for expenses, and anything that you
earn from a college job. You put all of that in the ABLE account, and it
does not impact your SSI.
Second, you can use it for any disability-related quality-of-life
expense. This can basically mean anything that is legal. So no buying
drugs, but otherwise you can pretty much use ABLE for anything that you
want. You can use it to buy the self-driving car or to pay for an Uber. You
can use it to pay for health care, or housing, or tuition. You can use it
to pay for pretty much anything, as long as it is a thing that increases
your quality of life.
Now, for everyone here who is not currently under the age of twenty-
six, if you were disabled prior to the age of twenty-six you can still open
an ABLE account. For instance, I am currently forty-four years old, and I
became legally blind at the age of seventeen. Last year I was allowed to
open an ABLE account because I was legally blind, I was disabled, and this
disability occurred prior to the age of twenty-six. So if you were disabled-
you were legally blind or had another qualifying disability-prior to the
age of twenty-six, then no matter what your current age is, you can open an
ABLE account that will, basically, allow you to save money tax-free for
disability-related expenses or for retirement. However, you can use that
money before retirement if necessary; it is basically like free money that
can't be taxed. And let's face it, we need more free money that can't be
taxed so that we can support NFB, and then give NFB some of the money,
right?
For those of you who don't have an ABLE account, I want to give you
two websites. One is www.ablenrc.org, and the second one, since we are here
in Maryland, is www.marylandable.org. You can use either of these to sign
up for an ABLE account.
In addition to a tax benefit for not having to pay taxes on the
growth of funds, if you live in Maryland, you are a Maryland taxpayer, and
you open a Maryland ABLE account through that marylandable.org website,
then you actually qualify for a deduction on your state income taxes-up to
$2,500 per year for the money that you put into your own or another
person's ABLE account. So, again you are going to save $2,500 on your
taxes; save the money, donate money to the NFB, or keep more of your money
for yourself.
It does not matter what age you are, if you had a qualifying
disability, like blindness, prior to the age of twenty-six, you qualify to
open an ABLE account, and you should all do so. I opened one. I am using it
as an alternative to a retirement account because I work for a small
employer, and we don't have a retirement plan. But if you want to use it to
simply save up money for that self-driving car when it comes out, or so you
can pay for the Aira service, put the money in ABLE.
You can put up to $15,000 per year in an ABLE account. Or if you are
working and contributing some of your earned income, you can contribute
your earned income up to an additional $12,000. So basically, if you are
working, you can contribute up to about $27,000 per year. I would love to
be able to contribute $27,000 per year; that would be a great problem to
have to hit that limit. In the meantime, even without the extra earned
income, the $15,000 is still three times what you can contribute to an IRA.
It is a really, really valuable financial tool for people like us who have
disabilities. I urge you all to do it, and, like I said, especially you
students out there. You really need one because the last thing you want is
to have to deal with SSI, having your benefits terminated, and having to go
through the reapplication process. Just put it in an ABLE account, and you
don't have to worry about it.
There is not a means test for ABLE. The goal of ABLE is to avoid a
means test for benefits like SSI and Medicaid, which require means testing
generally. This creates a way to avoid the means test without being
penalized. However, ABLE does not reduce your income for purposes of income
testing under the Social Security Disability Insurance (SSDI) Program and
other income-tested programs. This is because ABLE accounts are exempted
from means testing but not income testing.
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[PHOTO CAPTION: James Beck]
Botany: Growing Plants, Growing Strategies, and Growing People
by James Beck
From the Editor: These remarks were presented to the National
Federation of the Blind of Kansas annual meeting on November 3, 2018. Dr.
James Beck teaches in the department of biology at Wichita State
University. It is always encouraging to find a teacher willing to go above
and beyond in helping his or her blind students achieve. It is even more
encouraging when one is listening to Dr. Beck, who is not only a teacher
willing to but actually eager and enthusiastic about the time and effort
involved to blaze a trail and create the best ways to teach advanced botany
concepts to a blind student. Whether this has been done before we do not
know, but when he and his student couldn't find others who had done it,
they worked to invent techniques and to share them. Here is what he has to
say:
I'd like to thank Emily Schlenker and all of you for the invitation
to speak here today. This is a new experience for me, not just because I've
never spoken to a mainly blind audience before, but also because I'm not
accustomed to speaking about my teaching. I've given many presentations
about my research, which is in the field of plant systematics. Systematics
is simply the discipline of biology, where we attempt to document how many
species there are on earth and how they are related to one another
evolutionarily. In other words, my job is to help figure out plant
biodiversity and plant evolution. I've been at Wichita State since 2013,
and I have an active research lab in which both master's and undergraduate
students participate.
My teaching at WSU includes courses in ecology, evolution, botany,
and general biology. My first experience with a student who is blind was
with Emily when she took my general biology course last Spring. I team-
taught that course with another professor-Mary Liz Jameson, and since Mary
Liz had the first half of the semester, she really got the ball rolling,
establishing one-on-one study sessions with Emily and working with the
Disability Services office to produce tactile diagrams and Brailled
lectures. There were delays at times with getting Emily's Brailled/tactile
materials, but as long as these were in place, that class went smoothly.
Looking back I think we had already identified the four key ingredients for
a successful class:
1. Materials prepared in advance: Brailled lectures, screen readable
versions of the textbook, and tactile versions of key diagrams are
fundamental. It's critical that these are available to the student well
before the material is presented in lecture, and this requires a lot of
communication between the professor and the media resources folks that
prepare these specialized documents. If these are in place, it gives the
student time to read ahead a bit and (perhaps most importantly) helps
minimize that feeling of the unknown that all good students have. Good
students worry that really difficult material is just around the corner,
even if they have the entire text at their disposal. I would assume that
this anxious feeling is even more pronounced for a blind student,
particularly if he/she has minimal opportunity to read materials ahead of
lecture.
2. One-on-one instruction: In my experience Emily does two things
during class: makes use of the tactile diagrams when we get to them, and
listens. In particular, she seems to prioritize listening to and
understanding what I'm saying, and for this and practical reasons she can't
make detailed notes, specifically drawings. There are also limits to what
can be conveyed in a tactile figure, and there are many figures that simply
can't be made tactile. Some images, especially photos of complex
structures, are simply too busy to be comprehended in tactile form. For
that reason we decided from the start to have standing meeting times for
one-on-one instruction. These typically lasted one to two hours, in which
we'd go over any topics from the most recent lectures that were confusing,
paying particular attention to topics conveyed in tactile diagrams. Having
a standing meeting is good for both student and professor. The student can
count on that extra instruction each week which reduces anxiety, and it
allows the professor to reliably set aside that time and keep other blocks
of time free for research and other activities.
3. Creativity: There are of course limits to what can be presented
simultaneously to both sighted and blind students and limits to the ways a
blind student's knowledge can be tested on an exam. In these instances the
instructor needs to come up with alternative but equally rigorous ways to
present material and test a student who is blind. In general biology there
were really very few of these limits because the exams were multiple-choice-
based, but in my next course creativity was a daily task.
4. Student attitude: There's no getting around the fact that these
three key ingredients I've just mentioned require a major time investment
on the part of the instructor. However, in my experience this is totally
worth it if the student is eager to learn and adapt when things don't work
out perfectly. But this would be a nightmare scenario for a professor if
all this work went toward a student who was not willing to put in the time,
was hostile, entitled, or even if they were simply the kind of passive
personality so common in many of my students. It's hard to overstate the
importance of student attitude-teaching someone who wants to learn can be a
genuine joy even if it is a ton of work.
Late in the Spring semester Emily told me that she was going to take
two upper-division biology courses in the fall, one of which being my
Vascular Plants course (Biolog 502). The idea of a botany course may
conjure up images of students happily gazing at flowers, but this is a
dense, technical course where we discuss the evolution and diversity of all
green plants-that's everything from green algae to redwood trees. To do
this we cover a wide variety of topics, including how to reconstruct
evolutionary history from DNA sequence data, basic descriptive
morphological terms for plants, major evolutionary transitions along the
green plant phylogeny, and detailed discussions of numerous plant families.
Students find this course difficult; in fact the last time I taught it in
2016, 47 percent of students either dropped the course or failed it. So
this is considerably more difficult relative to general biology.
We're also adding many activities that require creative solutions.
For instance, how does one relate the key information from a very busy
image under a microscope? How does one describe plant structure that is too
small to be tactile? And how does one test a blind student over this
material? Luckily we already had a game plan. As with the previous course,
we knew it would take a lot of advance preparation of materials, devoted
one-on-one study time, creativity, and a positive student attitude. And I
think this approach is working.
First the materials. A real eye-opener for me was the almost complete
lack of Brailled and tactile materials for botany, a fact that I strongly
believe extends to most upper division science coursework. One of the first
things I did was put the word out on professional listservs and social
media: does anyone have experience teaching botany to a student who is
blind, and/or do you know of any relevant materials? Absolute radio
silence. The only responses came from people who wanted me to contact them
if I came across anything. This was alarming but also pretty exhilarating-
it became clear that we were among the first people to attempt this kind of
instruction, and it's exciting to do something new. So we knew that we'd
have to develop our own materials, and my saving grace were the folks at
the WSU's Media Resources Center, specifically Jay Castor in the Academic
Accessibility and Accommodations unit. These folks have been able to make
essentially any tactile/Brailled materials I need, but they also pushed me
to prepare as much in advance as I could. This was critical, particularly
since each of my PowerPoint lectures needed to be modified to make it
accessible. This involved adding alt text to all images, making sure all
slide text was in text boxes, adding titles to all slides, and choosing
slides to convert to tactile diagrams. This takes several hours per
lecture, and the MRC folks got me trained and going with this early in the
Summer. If they hadn't been proactive, this semester would have been a
train wreck.
They also identified an elegant, versatile solution for making
tactile materials-the "Pictures in a Flash" (PIAF) system. PIAF allows most
anything that can be photocopied to be made tactile. The MRC folks could
adapt figures from my botany textbook, print them on the special PIAF
paper, and then run them through a heater which causes the printed portion
to swell and become tactile. They've made many such figures for my class in
this way. The same system also made it possible for me to draw figures and
make them tactile. Again, all I had to do was make an original image, copy
it onto the PIAF paper, and heat it to make it tactile. This is how I
relate complex images and plant structure to Emily, by making my own drawn
versions of these images tactile. Emily and I then review these images, and
she adds titles to them with Brailled adhesive labels. PIAF was a lifesaver
and has been easily the most important technical approach we've taken.
Emily and I also established and stuck to a schedule for one-on-one
instruction. The botany course meets on Tuesday and Thursday evenings, so
we have a study session on Wednesday and Friday mornings. This gives me
enough time to prepare a few custom-drawn tactile materials that fill gaps
in the previous evening's lecture, which Emily and I discuss along with any
other topics she found confusing. This typically takes around an hour per
session.
I mentioned creativity before, and this course has required a number
of creative solutions. One came from my colleague Melanie Link-Perez
(Oregon State), who suggested that when we discuss flower structure I could
have all students make flowers that matched various technical
specifications or were representative of a particular plant family. The key
here is that the sighted students learn by doing, and the flowers they make
become instant tactile teaching material for Emily. I've already mentioned
the use of PIAF to reproduce figures from the text and also make custom
ones. These have been useful on exams because I can ask the sighted
students to identify portions of an image of a slide, and then make a
tactile version of that same image and ask Emily to identify the same
things. Some exam questions also require dissections, and when these are
needed we do an interactive dissection. Emily tells me exactly what/how to
dissect and what to look for; then based on my feedback, she answers
questions about the given structure.
I think the most creative (and maybe the most fun) solution for an
exam question involved a phylogeny (evolutionary tree). The question listed
eighteen items-these were either "tips" on a phylogenetic tree or names for
internal branches, and the students had to draw a tree connecting and
including all these items. Sighted students typically find this question
quite difficult but are not physically limited; they can simply draw the
phylogeny. For Emily I decided to provide a set of cut poster board strips
of various sizes along with Brailled versions of the items. Using these
materials Emily had to construct a tactile version of the same phylogeny on
a large table. That worked quite well.
That exam question and countless other moments in this course have
required the positive student attitude I mentioned before. Emily is
genuinely interested in the material, views learning as a reward unto
itself, and takes both praise and criticism seriously. That attitude has
made it not only possible, but also enjoyable for me and the folks at the
MRC to provide this instruction.
----------
Recipes
Recipes this month were provided by the National Federation of the
Blind of Nebraska.
[PHOTO CAPTION: Audra Kramer]
Artichoke Spinach Dip
by Audra Kramer
Audra has been the treasurer of the Lincoln chapter for twenty years
now. She is employed by the Nebraska Department of Labor as a statistical
clerk. She lives in Lincoln.
Ingredients:
1 14-ounce can artichoke hearts, drained and finely chopped
1 10-ounce package frozen chopped spinach, thawed and drained
1-1/2 cups of parmesan cheese
1-1/2 cups shredded monterey jack cheese, divided
4 ounces cream cheese, softened
2/3 cup sour cream
1/3 cup mayonnaise
2 garlic cloves, finely minced
Paprika, to taste (optional)
Method: Preheat the oven to 350 degrees. Press the excess moisture
from the spinach. Combine the artichokes, spinach, 1-1/4 cups of parmesan
cheese, 1-1/4 cups of monterey jack cheese, cream cheese, sour cream,
mayonnaise, and garlic in a bowl and mix well. Spoon the artichoke mixture
into a 1-1/2 quart baking dish. Sprinkle the remaining monterey jack and
parmesan cheeses on top, and then sprinkle with paprika, if desired. Bake
for thirty minutes. Serve warm with tortilla or pita chips, crackers, or
vegetables.
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[PHOTO CAPTION: Christine Boone]
Napa Salad
by Christine Boone
Christine has been a long-time active leader in the Federation. She
currently serves as the NFB of Nebraska legislative chair.
Ingredients:
1 head napa cabbage (I have used regular cabbage in a pinch, but napa is a
lovely green color and much fluffier than ordinary cabbage, so it's great
if you can get it.)
1 bunch green onions
1/4 cup butter
1/2 cup sliced almonds
1 package ramen noodles without the sauce packet
3 tablespoons sesame seeds
1/2 cup sugar
1/4 cup tarragon vinegar (you can substitute 1/4 cup apple cider vinegar
plus 1/2 teaspoon tarragon leaves)
3/4 cup olive oil
2 to 3 tablespoons soy sauce
Method: You will need a very large bowl, a small bowl, a small
saucepan and a nine-by-thirteen-inch glass pan or similarly sized dish. You
will begin by making the topping and then the dressing, as both will need
to cool before use.
In a small bowl combine the sliced almonds, ramen noodles crunched
very fine, and the sesame seeds. Melt the butter in a heavy saucepan, being
sure not to let it get too brown. Add the nut and noodle mixture and brown
in butter for about five minutes. You will want to stir constantly, and it
will smell wonderfully toasty when brown. Return the toasted mixture to the
bowl and set aside to cool.
In the same saucepan combine sugar, vinegar, tarragon, oil, and soy
sauce. Stir to dissolve the sugar and heat to boiling. Let boil for about
two minutes, remove from heat and set aside to cool.
Shred the cabbage by hand or chop with a good knife and place in a
large bowl. Slice the green onions, being sure to remove any limp ends, and
combine with the cabbage. Mix these greens well. Coat the greens with
cooled sauce and place in the nine-by-thirteen pan. Then stir in about half
the nut and noodle mixture. Refrigerate for two hours before serving. You
can retain the rest of the nut and noodle mixture to use on your next
salad, or if your family is like mine, you will want to add it as a topping
immediately before serving this salad.
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[PHOTO CAPTION: Nancy Oltman]
Red Hots Applesauce Salad
by Nancy Oltman
Nancy Oltman has been a long-time Federation leader in Nebraska. She
has served on the board of directors in years past and currently is a
member of the board of directors for our senior division. She has won
numerous ribbons and awards for her cooking throughout the state and can
always be counted on to bring delicious items that bring us lots of money
during our auction held at our annual convention. She says about this
recipe: "My family has been making this recipe since I was a little girl,
many, many years ago, and it is still a favorite of mine."
Ingredients:
1 large package of cherry Jell-O
2 cups boiling water
1 package Red Hots Cinnamon Candies
1 24-ounce jar of applesauce
Topping:
1 8-ounce package cream cheese
1/2 cup mayonnaise
1/2 cup sour cream
3/4 cup coarsely chopped celery
3/4 cup coarsely chopped nuts (generally I use pecans, but other nuts work)
Method: In a large kettle, bring water to a boil. Add the boiling
water to Red Hots and over low to medium heat continue stirring until candy
has dissolved. Turn off heat, add Jell-O, and stir until Jell-O is
dissolved. Add the applesauce. Pour into a nine-by-thirteen-inch glass pan.
Place in refrigerator to let the mixture set up totally. Note: The
applesauce takes the place of the usually added cold water. Beat cream
cheese until smooth; then beat in mayonnaise and add sour cream. Stir in
celery and nuts. Spread mixture over Jell-O mixture and refrigerate until
ready to serve.
----------
Italian Sausage Soup
by Christine Boone
Christine says, "I love this recipe because it is so easy and makes a
wonderful, big potful. It tastes like you worked all day."
Ingredients:
2 pounds sweet or mild Italian sausage
3 carrots, peeled and chopped
1 small onion, peeled and chopped
3 cloves garlic, peeled and chopped
2 quarts chicken stock
2 14.5-ounce cans diced tomatoes with Italian seasoning
2 14.5-ounce cannellini beans (white kidney beans)
1-1/2 tablespoons basil
1 cup small shell pasta
Method: Brown the sausage in a frying pan, drain, and place in a
large soup pot. Add carrot, onion, garlic, tomatoes, beans, and broth and
bring to a boil. Add the basil and simmer for about thirty minutes. Add
small shell pasta and continue boiling gently until the pasta is tender,
about fifteen minutes. Serve with crusty Italian bread and salad for an
elegant meal.
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[PHOTO CAPTION: Deb and Jeff Altman]
Bierock (Runza) Casserole
by Deb and Jeff Altman
Jeff serves as the first vice president of the Nebraska affiliate. He
teaches travel at the Nebraska Center for the Blind and serves on the
National Blindness Professional Certification Board. He lives with his wife
Deb in Lincoln.
Ingredients
1 pound hamburger
2 cups shredded cabbage
1/4 cup chopped onion
1 can cream of celery soup
2 tubes Pillsbury Dough Sheets
3/4 cup shredded cheddar cheese
3/4 cup shredded mozzarella cheese
Method: Brown hamburger; drain. Add cabbage and onions. Simmer for
ten minutes to cook cabbage down. Add cream of celery soup; mix well. Place
one dough sheet in the bottom of a nine-by-thirteen-inch pan to form bottom
crust. Spread the hamburger mixture on top of the dough sheet. Sprinkle the
cheese over the hamburger mixture. Place the second dough sheet on top of
the hamburger and cheese mixture to form top crust. Bake at 350 degrees for
fifteen to twenty minutes or until crust is brown.
Note: You can also make this with colby-jack, swiss, or any other
cheese you prefer. Crescent rolls may be used for the crust instead of the
dough sheets. Just unroll the crescents, but do not separate them.
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[PHOTO CAPTION: Mike Hansen]
Taco Soup (Fritos Pies)
by Mike Hansen
Mike is the second vice president of the Nebraska affiliate and also
serves as our webmaster. He is employed by the University of Nebraska in
the telecommunications department. He lives with his wife and daughter in
Lincoln. This soup is a family favorite.
Ingredients:
2 pounds hamburger
2 cans RO-TEL
2 cans stewed tomatoes
2 cans pinto beans
2 cans chili without beans
1 large block Velveeta cheese
2 bags Fritos corn chips
Method: Brown hamburger and drain. Drain RO-TEL, tomatoes, and beans.
In a crock pot combine hamburger, RO-TEL, tomatoes, beans, and chili. Cut
cheese into small chunks for easier melting, add into crock pot. Cook on
high stirring occasionally until cheese is completely melted. To serve, put
a handful of Fritos in a bowl and ladle some taco soup on top.
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[PHOTO CAPTION: Bryan Baldwin]
Pork Wellington
by Bryan Baldwin
Bryan served as the president of the Nebraska Association of Blind
Students and NFB Newsline. coordinator until he was recently hired to work
as an orientation and mobility instructor with the Colorado Center for the
Blind. He and his wife Steph (a leader in our movement in her own right)
are making the move from Lincoln to Denver.
Ingredients:
1 egg
1 tablespoon water
1 pork tenderloin
1 pack of prosciutto
1 ounce dried apples
1/4 teaspoon salt
1/4 teaspoon pepper
1 teaspoon fresh thyme
1 teaspoon all-purpose flour
1 tablespoon mustard seed
1 sheet of fully thawed puff pastry
Method: Put oven rack in upper third of oven and preheat oven to 400
degrees. Whisk one egg and one tablespoon water and set aside. Cut pork
tenderloin longways down the center and flip one the opposite way so the
thickness of the ends match. Lay out the prosciutto on top of parchment
paper, overlapping each piece until they are the length of the pork
tenderloin. Make sure to overlap the long sides of the prosciutto. Sprinkle
the salt, pepper, and thyme over the prosciutto. Place pork tenderloin
pieces together in the center of the prosciutto. Put the dried apples in a
food processer and blend until they are medium diced. Then place in between
the tenderloin slices and push them together. Using the parchment paper to
help, roll the prosciutto and tenderloin into a meat roll of
sorts. Sprinkle flour on a flat surface and roll out the thawed puff pastry
to twelve-by-fourteen inches. Sprinkle mustard seed across the center of
the puff pastry and place the meat roll on top of that in the center. Fold
over the puff pastry and roll. Pinch the ends and tuck them. Brush the
whole pastry with the egg wash. Place on parchment-paper-lined baking sheet
and bake for twenty-five to thirty minutes. Let cool for ten minutes after.
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[PHOTO CAPTION: Bridgit Kuenning-Pollpeter]
Cowboy Dinner
by Bridgit Kuenning-Pollpeter
Bridgit is the president of the Omaha Chapter and also serves on the
board of directors for the state affiliate. She and her husband live in
Omaha with their two energetic young boys. Her recipe makes six to eight
servings, and while it is a vegan recipe, you can substitute animal-based
products instead where desired.
Ingredients
Beef Mixture:
2 pounds Gardein meatless crumble
1 medium yellow onion, diced
1 teaspoon salt
1/2 teaspoon black pepper
1 cup frozen corn kernels
8 ounces plant-based sour cream
1-1/2 cups salsa (jarred or homemade)
1 can (15-ounce) black beans, rinsed and drained
1 cup Daiya non-dairy cheddar cheese, shredded
Cornbread Topping:
1/2 cup cornmeal
1-1/2 cups flour
1/3 cup sugar
1 tablespoon baking powder
1/2 teaspoon salt
1/3 cup coconut or avocado oil
2 tablespoons chia seeds, mixed in 6 tablespoons water
1-1/4 cups almond milk or plant-based milk of choice
Method: Preheat the oven to 375. Lightly grease a nine-by-thirteen-
inch pan and set aside. In a large twelve-inch skillet, cook the onion,
adding the salt and pepper, over medium-high heat for about two minutes.
Add the ground crumble and cook an additional three to four minutes. Remove
from heat. Stir in the corn, salsa, and beans. Pour the mixture into the
prepared nine-by-thirteen-inch baking pan and set aside.
For the cornbread, combine the cornmeal, flour, sugar, baking powder,
and salt in a medium bowl. Make a well in the center and add the oil,
combined chia seeds and water and milk. Whisk together until just moistened
and no dry spots remain. Sprinkle the cheese over the crumble mixture and
pour the cornbread batter over the cheese and crumble mixture. Gently
spread the cornbread to the edges of the pan, evening it out over the top
of the casserole. Bake for forty to forty-five minutes until the edges are
bubbly and a toothpick inserted into the center of the cornbread comes out
clean or with a few moist crumbs. Let the casserole stand for ten minutes
before serving.
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[PHOTO CAPTION: Kimberly Scherbarth]
Spinach and Mushroom Lasagna with Creamy Butter Garlic Sauce
by Kimberly Scherbarth
Kimberly currently serves as the president of the At-Large Chapter
and a member of the affiliate board of directors. In addition, she is an
active participant in the Nebraska Career Mentoring Program and the new
Nebraska NFB-NEWSLINE. coordinator. She says that this recipe has become a
Christmas tradition for her family.
Ingredients:
1/2 cup butter
2 to 3 tablespoons minced garlic
1-1/2 cups half & half
1 cup shredded, fresh parmesan cheese
Salt and white pepper to taste
1 teaspoon Italian seasoning
12 ounces part skim ricotta cheese
10 ounces spinach (if frozen, thaw and drain completely)
2 cups chopped mushrooms
One medium onion, finely chopped
2-1/2 cups cooked and shredded chicken
2 cups shredded mozzarella cheese
16 ounces uncooked lasagna noodles
Method: Preheat oven to 350 degrees. In a medium saucepan melt butter
on medium low heat. Add garlic and simmer one to two minutes. Whisk in half
& half and parmesan cheese. Heat to a simmer, about three to five minutes
on medium low heat, until bubbly and smooth. Whisk in oregano, salt, and
pepper. Remove from heat; stir in ricotta.
In a greased lasagna pan spread a thin layer of sauce. Set aside. Add
spinach, mushrooms, onion, and shredded chicken to remaining sauce in
saucepan. Stir well. Spread a layer of chicken, vegetables, and sauce
mixture over lasagna noodles. Sprinkle one-third of the mozzarella cheese
over this layer. Add another layer of uncooked noodles, sauce mixture, and
mozzarella. Repeat for the third layer.
Cover lasagna with aluminum foil, being careful to keep the foil from
touching the top of the lasagna. I make a foil tent, so that the cheese
does not stick to the foil. Bake covered for forty-five minutes.
Remove from the oven and increase oven temperature to 375 degrees.
Remove foil and return to oven for fifteen to twenty minutes, or until
cheese is toasted and browned. Remove from oven, and let it rest for ten
minutes before cutting the lasagna.
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[PHOTO CAPTION: Amy Buresh]
Peanut Butter Dessert
by Amy Buresh
Amy is a member of the national board of directors and the president
of the Nebraska affiliate. She lives in Lincoln with her husband Shane, (a
Federation leader in his own right) and their children Noah and Sarah.
First Layer:
1-1/2 cups graham cracker crumbs
1/2 cup brown sugar
1/2 cup crunchy peanut butter
1/4 cup melted butter
Mix all ingredients together and press into a thirteen-by-nine-inch
pan. Chill.
Second Layer:
1 8-ounce package cream cheese
1 cup powdered sugar
1/2 cup crunchy peanut butter
1 cup Cool Whip
Mix cream cheese, sugar, and peanut butter together. Mix in the Cool
Whip. Pour this over the mixture in the bottom of the pan. Chill.
Third Layer:
2 3-ounce packages instant chocolate pudding
1 teaspoon vanilla
3 cups milk
Mix all ingredients together and pour over the second layer. Chill.
Fourth Layer:
3 cups Cool Whip
1/2 cup salted peanuts.
Top with the Cool Whip. Sprinkle nuts over all. Chill.
----------
Revel Bars
by Nancy Oltman
Nancy says about this recipe, "It is a bit more complicated than some
recipes; but in my opinion it is worth the effort for the delicious fudgy
center. The filling on its own also makes the best hot fudge ice cream
topping ever."
Ingredients:
1 cup butter or margarine, softened
2 cups brown sugar, packed
2 eggs
2 teaspoons vanilla
2-1/2 cups all-purpose flour
1 teaspoon baking soda
1 teaspoon salt
3 cups quick-cooking oatmeal
Filling:
1 15-ounce can sweetened condensed milk
1 12-ounce package (2 cups) semisweet chocolate pieces
2 tablespoons butter or margarine
1/2 teaspoon salt
2 teaspoons vanilla
1 cup chopped walnuts
Note: Things have changed a bit for this recipe. Sweetened condensed
milk is now a 14.5-ounce can, and most chocolate chips come in an 11-ounce
package. The canned sweetened condensed milk still works fine, but make
sure you use two cups of chocolate chips.
Method: In large mixing bowl, cream together butter or margarine and
brown sugar. Beat in eggs and vanilla. Mix together flour, soda, and salt
in a large bowl. Stir in oats. Mix dry ingredients into creamed mixture
until blended. Pat two-thirds of mixture into a greased ten-by-fifteen-inch
jelly roll pan. Set aside remaining dough.
In heavy saucepan over low heat, melt together sweetened condensed
milk, chocolate pieces, butter or margarine, and salt, stirring until
smooth. Stir in vanilla and nuts. Note: you can melt milk and chocolate
pieces together in microwave if you would prefer.
Spread chocolate mixture over dough. Dot with remaining oat mixture.
Remaining dough will not totally cover the chocolate mixture. As stated,
dot dough over chocolate and use fingers to spread it out a bit, but it
still will not totally cover chocolate, which is okay. Bake twenty-five to
thirty minutes at 350 degrees. Cool, then cut into two-inch-by-one-inch
bars. Yields about seventy-five bars.
----------
Monitor Miniatures
News from the Federation Family
Krafter's Division Craft Sale:
The Krafter's Division is offering an opportunity for crafters to
sell their products during the 2019 NFB Convention. If interested, go to
https://www.krafterskorner.org/convention/. There is a link here where you
can use PayPal to pay the $50 registration fee for a table.
Note: The Krafter's Division is not responsible for your products or
manning your table. We just provide the opportunity for you to sell at the
convention.
If you have further questions, please contact Tammy Freitag,
Krafter's Division president at krafters.division.president at gmail.com
Elected:
The South Dakota affiliate held elections at our annual convention
with the following results: president, Kenneth Rollman; first vice
president, James Konechne; second vice president, Mike Klimisch; secretary,
Beth Albury Konechne; one-year board position, Cheri Knispel; and two-year
board position, Pam Fisher.
Governor Northam Vetoes Legislation to Change Virginians with Disabilities
Act:
On May 3, 2019, Governor Northam vetoed House Bill 2296, which would
change the Virginians with Disabilities Act (VDA) by requiring a claimant
to provide at least 120 days of notification to financial entities prior to
the commencement of a lawsuit regarding web accessibility. The Governor's
full veto statement is below.
May 3, 2019
Pursuant to Article V, Section 6, of the Constitution of Virginia, I
veto House Bill 2296. This legislation changes the Virginians with
Disabilities Act (VDA) by requiring a claimant to notify financial entities
including banks, trusts, savings institutions, and credit unions, at least
120 days prior to commencement of a lawsuit regarding web accessibility.
This legislation recognizes that as more banking services move
online, it is essential that websites are accessible for all Virginians,
especially individuals with disabilities. The legislation takes a positive
step in ensuring accessibility by establishing web content accessibility
guidelines. However, the legislation also creates arbitrary delays in the
administration of justice for individuals with disabilities. It creates
onerous preconditions for the initiation of a lawsuit and shifts the burden
of identifying VDA violations from covered entities to people with
disabilities. Additionally, the bill will make it more difficult for people
with disabilities to obtain legal representation to aid them in protecting
their rights under the VDA. Finally, House Bill 2296 does not address the
issue that it seeks to remedy. While the bill makes changes to the VDA, it
does not and cannot override the federal Americans with Disabilities Act.
With this in mind, I encourage stakeholders to work together to find a
solution.
Accordingly, I veto this bill.
Sincerely,
Ralph S. Northam
In Brief
Notices and information in this section may be of interest to Monitor
readers. We are not responsible for the accuracy of the information; we
have edited only for space and clarity.
Announcements from Seedlings:
For teachers:
To celebrate our thirty-fifth anniversary in 2019, Seedlings Braille
Books for Children is offering all certified US teachers of the visually
impaired four one-volume books of their choosing for FREE this year!
. Order online at http://www.seedlings.org/order.php and use the code
TVIP19 as your Purchase Order number so you won't be asked to pay.
. In the Check Out Information, include your school name and address.
You may enter a different address in the 'Send to' information if you
wish.
. Understand that by ordering these free books, you are agreeing to be
on our email list for our quarterly newsletters and other updates.
. Please be patient. We will produce and pack free book orders when we
are not busy with paid orders.
. Teachers are eligible to sign up for this program one time only during
2019.
. For more information about this and Seedlings' other free book
programs, go to http://www.seedlings.org/special.php
For kids:
Children ages zero to twenty-one in the US and Canada who are blind
or visually impaired are eligible to receive three FREE Braille books a
year from Seedlings through our Book Angel Program. But they must be re-
registered every calendar year. Sign up is easy!
. Go to http://www.seedlings.org/bkangel2009.php
. List four books from our online catalog
http://www.seedlings.org/order.php and we will send three of them (as
time and materials allow).
. If you have questions or if you would like us to mail you a printed
catalog, please call Seedlings at 734-427-8552 or 800-777-8552 or
email us at info at seedlings.org. These offers are good throughout 2019,
but why delay? Order/Register today!
The Hunger Games, Book One added to Seedlings' list of 475 UEB titles:
The Hunger Games, Book One is now available in Unified English
Braille from Seedlings Braille Books for Children. The Hunger Games is one
of ten books recently added to Seedlings' UEB collection for independent
readers, bringing the total to 165!
The other nine are Boxcar Children #47: Mystery of the Hot Air
Balloon; Magic Tree House #3: Mummies in the Morning; Percy Jackson & the
Olympians, Book One: The Lightning Thief; Sharks: The Perfect Predators;
Ramona and Her Mother; Rosa Parks: My Story; Hana's Suitcase; A Little
House Chapter Book: School Days; and Who Was Steve Jobs?
This brings to 165 the number of books Seedlings offers in contracted
UEB for older children! Order today at goo.gl/oHp4X9 Check back often as we
are regularly adding titles.
All of Seedlings' 310 print-and-Braille books for younger readers are
already in UEB. See our entire catalog at
http://www.seedlings.org/order.php
Get Stevie Wonder, Mary Poppins, and 480 more titles in UEB from Seedlings:
Seedlings Braille Books for Children just added five more books to
its Unified English Braille collection for independent readers! One is a
brand-new title, Who is Stevie Wonder? The others were converted from the
old Braille code: Mary Poppins; Catching Fire, Book 2 of The Hunger Games;
My Father's Dragon, a Newbery Honor Book; and Boxcar Children #3: The
Yellow House Mystery. This brings to 170 the number of books Seedlings
offers in contracted UEB for older children! Order today at goo.gl/oHp4X9
Check back often as we are regularly adding titles. All of Seedlings'
310 print-and-Braille books for younger readers are already in UEB. See our
entire catalog at http://www.seedlings.org/order.php #braille4kids
National Inventors Hall of Fame Announces 2019 Inductees at CES:
On January 8, 2019, nineteen innovation pioneers were announced today
as the 2019 Class of the National Inventors Hall of Fame. (NIHF) on the
main stage at CES..
These innovators, whose inventions range from the UNIX operating
system to fluoride toothpaste, will be celebrated as the newest Class of
Inductees during the NIHF Induction Ceremony. In partnership with the
United States Patent and Trademark Office (USPTO), NIHF will honor these
Inductees in Washington, DC, on May 1-2 at one of the innovation industry's
most highly anticipated events-"The Greatest Celebration of American
Innovation."
"I am honored to be inducted into the National Inventors Hall of
Fame," said 2019 Inductee Bill Warner, pioneer of digital nonlinear editing
for video. "I love how inventions can change the world for the better, and
I am thrilled to join this year's Class."
Of the nineteen inductees, Monitor readers may be most interested in
Chieko Asakawa, who was inducted for her web browser for the blind and
visually impaired. Asakawa invented the Home Page Reader (HPR), the first
practical voice browser to provide effective internet access for blind and
visually impaired computer users. Designed to enable users to surf the
internet and navigate web pages through a computer's numeric keypad instead
of a mouse, HPR debuted in 1997; by 2003, it was widely used around the
world. For full biographies of each Inductee, visit
http://www.invent.org/honor/inductees/.
The Class of 2019 will be honored at "The Greatest Celebration of
American Innovation," a two-day event held in our nation's capital. Danica
McKellar-star of the TV show The Wonder Years, Hallmark Channel regular,
mathematician, and author-will serve as master of ceremonies.
The Illumination Ceremony at the National Inventors Hall of Fame
Museum at the USPTO Headquarters in Alexandria, Virginia, where new
Inductees will place illuminated hexagons displaying their names in the
Gallery of Icons will take place on May 1, 2019. On May 2, the Forty-
Seventh Annual National Inventors Hall of Fame Induction Ceremony will be
held at the National Building Museum in Washington, DC, where the new
Inductee class will be honored for their contributions to society during an
evening including a black-tie dinner, ceremony, and after-party. To learn
more about the event, visit http://www.invent.org/honor/inductees/induction-
ceremony/.
"The National Inventors Hall of Fame honors the innovation game-
changers who have transformed our world," said NIHF CEO Michael Oister.
"Through inventions as diverse as life-saving medicines and web browsers
for the visually impaired, these superhero innovators have made significant
advances in our daily lives and well-being."
About the National Inventors Hall of Fame
The National Inventors Hall of Fame (NIHF) is the premier nonprofit
organization in America dedicated to recognizing inventors and invention,
promoting creativity, and advancing the spirit of innovation and
entrepreneurship. Founded in 1973 in partnership with the United States
Patent and Trademark Office, NIHF is committed to not only honoring the
individuals whose inventions have made the world a better place, but to
ensuring American ingenuity continues to thrive in the hands of coming
generations through its national, hands-on educational programming and
collegiate competitions focused on the exploration of science, technology,
engineering, and mathematics. The National Inventors Hall of Fame Museum is
a Smithsonian Affiliate. For more information, visit http://www.invent.org.
To nominate an inventor for Induction, visit
http://www.invent.org/nominate.
Xavier Society for the Blind Goes Digital:
Xavier Society for the Blind is pleased to announce that our
conversion to digital talking book format is now complete, and we have
added some popular titles on cartridge to our library! These books can be
played on the talking book machines provided by the National Library
Service. With an existing catalog of over 1,500 Braille and audio titles,
Xavier Society for the Blind provides inspirational, spiritual, and
religious reading materials in Braille and audio to the blind and visually
impaired community of the faithful free of charge. One of our primary
objectives is to choose new titles which will appeal to a larger audience,
and we hope that the combination of more appealing titles and the digital
talking book format will allow us to reach many more people. Adding titles
in Spanish is a key objective as well. For more information, including how
to register for our materials, please visit our website
http://www.xaviersocietyfortheblind.org or call us at 800-637-9193. We look
forward to serving many more patrons in new and innovative ways!
State Resource Handbooks Available for Purchase:
I have created forty-four screen-reader-friendly resource handbooks
containing resources pertaining to the blind and visually impaired for use
by consumers and professionals. This handbook is for the residents of
specific states and includes the many organizations for the blind and
visually impaired covering areas such as employment, housing,
transportation, and more. The handbooks include contact information on the
local, regional, and national level.
Currently the handbooks are for Alabama, Alaska, Arizona, Arkansas,
California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii,
Illinois, Indiana, Idaho, Kansas, Kentucky, Louisiana, Maine, Maryland,
Michigan, Mississippi, Missouri, Massachusetts, New Jersey, New York,
Texas, Oregon, Ohio, Nevada, Pennsylvania, South Dakota, North Dakota,
North Carolina, South Carolina, Utah, Wisconsin, Minnesota, Tennessee New
Hampshire, Nebraska, Vermont, Wyoming, Montana, Washington, and Iowa.
The Resource Handbooks are available in the following electronic
formats: Microsoft Word, PDF, HTML Microsoft Word, and Rich Text. Since
these are electronic formats it will be sent to you by email with an
attachment.
If a large-print hard copy is desired, please contact me at
insightfulpub at gmail.com.
When contacting me regarding large print hard copy, please let me know
what state resource handbook you desire so I can give you the correct
pricing information.
For more information on pricing and formats please contact Insightful
Publications by email at insightfulpub at gmail.com or by phone at 808-747-
1006.
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NFB Pledge
I pledge to participate actively in the efforts of the National
Federation of the Blind to achieve equality, opportunity, and security for
the blind; to support the policies and programs of the Federation; and to
abide by its constitution.
More information about the NFBNJ
mailing list