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<DIV><FONT size=2 face=Arial>I, too, have research dreams... several topics have
been in partial-undress sitting on the side of my desk for too many years.
Collaboration might be a wonderful adventure... </FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Sheila</FONT></DIV>
<DIV style="FONT: 10pt Tahoma">
<DIV><BR></DIV>
<DIV style="BACKGROUND: #f5f5f5">
<DIV style="font-color: black"><B>From:</B> <A
title="mailto:dmehlenbacher@yahoo.com
CTRL + Click to follow link"
href="mailto:dmehlenbacher@yahoo.com">Dr. Denise M. Robinson</A> </DIV>
<DIV><B>Sent:</B> Tuesday, June 08, 2010 12:24 PM</DIV>
<DIV><B>To:</B> <A
title="mailto:pibe-division@nfbnet.org
CTRL + Click to follow link"
href="mailto:pibe-division@nfbnet.org">Professionals in Blindness Education
Division List</A> </DIV>
<DIV><B>Subject:</B> Re: [Pibe-division] Comment</DIV></DIV></DIV>
<DIV><BR></DIV>
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<DIV>Arielle,</DIV>
<DIV>I so agree. Maybe you and I can work with a university to do this
research. I have thought about it a long time, but the overwhelming
responsiblity of my job ---- 80+ work hours a week, has prevented me from
doing so. I am changing jobs next year so hope to further research in the
field on subjects such as this.<BR><BR></DIV>
<DIV><SPAN
style="FONT-FAMILY: 'Brush Script MT'; COLOR: black; FONT-SIZE: 18pt"><FONT
color=#4040ff> Denise
</FONT></SPAN></DIV>
<DIV><SPAN
style="FONT-FAMILY: 'Brush Script MT'; COLOR: black; FONT-SIZE: 18pt"></SPAN> </DIV>
<DIV>Denise M. Robinson, TVI, Ph.D. <BR>Coordinator for Blind/VI students
at ESD105<BR>Teacher of the Blind & Visually
Impaired<BR>509-969-3622</DIV><BR><BR>--- On <B>Tue, 6/8/10, Allison
Hilliker (NFBA) <I><nfbarizona@gmail.com></I></B> wrote:<BR>
<BLOCKQUOTE
style="BORDER-LEFT: rgb(16,16,255) 2px solid; PADDING-LEFT: 5px; MARGIN-LEFT: 5px"><BR>From:
Allison Hilliker (NFBA) <nfbarizona@gmail.com><BR>Subject: Re:
[Pibe-division] Comment<BR>To: "Professionals in Blindness Education
Division List" <pibe-division@nfbnet.org><BR>Date: Tuesday, June
8, 2010, 6:22 AM<BR><BR>
<DIV class=plainMail><BR>All,<BR><BR>I think that Arielle has a good
point in her message below. Since some<BR>educators are heavily
focused on research and quantatative proof, , maybe<BR>that's what we
should give them. I agree that research shouldn't be
a<BR>replacement for common sense, but since common sense is clearly
lacking,<BR>we may have to resort to research. ?And why not?
It can't hurt to have<BR>some studies and stats to back us up when
we advocate for our students. I<BR>know that some folks have an
inate distrust of research, but if its<BR>conducted with an underlying
positive philosophy and belief in high<BR>expectations, I think we will
be happy with the results.<BR><BR>Allison<BR><BR><BR><BR><BR><BR>----
Original Message ----- <BR>From: "Arielle Silverman" <<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=nabs.president@gmail.com"
ymailto="mailto:nabs.president@gmail.com">nabs.president@gmail.com</A>><BR>To:
"Professionals in Blindness Education Division List"<BR><<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=pibe-division@nfbnet.org"
ymailto="mailto:pibe-division@nfbnet.org">pibe-division@nfbnet.org</A>><BR>Sent:
Monday, June 07, 2010 9:40 PM<BR>Subject: Re: [Pibe-division]
Comment<BR><BR><BR>> Hi all,<BR>><BR>> Let me first say that I
echo the outrage and frustration that others<BR>> have voiced at the
utter lack of common sense that is employed when<BR>> developing
teaching methods for blind kids. Of course teachers who are<BR>>
competent in Braille are going to have more successful teaching<BR>>
outcomes than those who are not. As someone who has been blind all
my<BR>> life I am all too familiar with the general lack of basic
logic that<BR>> is so often used when designing policies or
strategies for working<BR>> with blind people, and I am aware that
unjustified negative attitudes<BR>> can motivate many of these
departures from common sense.<BR>><BR>> However, I am equally
outraged and frustrated by the fact that solid<BR>> data linking
teaching competence to good learning outcomes are still<BR>>
nonexistent, and are allowed to remain nonexistent. I am a
graduate<BR>> student pursuing my doctorate in experimental social
psychology, a<BR>> discipline heavily dependent on quantitative data
collection. While I<BR>> know I still have a lot to learn about
empirical research, I don't see<BR>> any good reason why these data
can't be collected and these results<BR>> can't be written up,
reviewed and published in a rigorous manner.<BR>> There are plenty of
instruments out there to assess educational<BR>> outcomes in blind
children, and plenty of ways to quantify teacher<BR>> competency as
well. It's true that perhaps only the better teachers<BR>> would be
willing to participate in this research, to an extent, but<BR>> still
there is going to be variability in teachers' level of Braille<BR>>
proficiency as well as variability in students' success and one
can<BR>> easily measure the correlation between these two factors,
and how<BR>> teachers' competencies affect student progress over
time, perhaps over<BR>> many years. It's true that we can't randomly
assign kids to get either<BR>> good or bad teachers and then measure
their outcomes, for obvious<BR>> reasons. But today's statistical
methods permit us to control for<BR>> extraneous factors and evaluate
change over time, and to test the<BR>> effectiveness of specific
interventions. I am confident that if<BR>> researchers ask the right
questions and use the right tools, we can<BR>> acquire data that will
lend undeniable support to the truth we already<BR>> know. I am
disappointed that the lack of data is being used by<BR>> proponents
of the status quo as a reason for stagnation, while those<BR>> of us
who are progressive-minded struggle to dismiss the value of the<BR>>
data instead of going out and collecting it ourselves. Without data
we<BR>> are stuck in a battle of rhetoric which neither side can
conclusively<BR>> win, and our students and future students are
paying the price.<BR>><BR>> I intend to become part of the
solution to this problem, although I<BR>> haven't figured out exactly
how to go about it at this point. I would<BR>> be curious to hear the
responses of those of you who have experience<BR>> working in the
field. Perhaps these studies have already been<BR>> conducted? If
not, how can we change that?<BR>><BR>> Arielle<BR>><BR>> On
6/8/10, Sheila Amato <<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=brltrans@verizon.net"
ymailto="mailto:brltrans@verizon.net">brltrans@verizon.net</A>>
wrote:<BR>>> Hi, Denise - In such a situation, my first
(knee-jerk) response would be<BR>>> to<BR>>> try to find out
WHY the kid is struggling. There are many factors that<BR>>>
could<BR>>> come into play, such as a learning disability, not
enough instructional<BR>>> time<BR>>> in the expanded core
curriculum, the need for PT or OT, etc. I would like<BR>>>
to<BR>>> see a functional vision assessment done, and a learning
media assessment<BR>>> done. I would request an assistive
technology assessment. I would use the<BR>>> Michigan Severity
Rating Scale to document the services that should be<BR>>>
provided. I would bring all the data generated by these assessments to
a<BR>>> team meeting and lay it out and say that this is what the
kid needs in<BR>>> the<BR>>> way of materials and in
instruction. Now, who can provide this for the<BR>>>
child?<BR>>><BR>>> As a TVI, I have said outright to
administrators that I am not the best<BR>>> qualified person to
teach a specific piece of (brand new) technology... I<BR>>> had
never used it before. So, I asked for - and received - training
in<BR>>> how<BR>>> to use it... and mentorship support.
True, I had to do the legwork and<BR>>> find<BR>>> my own
trainer (after all, this is my world, and I hope I have more<BR>>>
networks<BR>>> than a public school administrator in the blindness
world), but they were<BR>>> willing to support my need... so I
could support my student's.<BR>>><BR>>> As a TVI in the
trenches (for another 3 weeks... and then I'm a retired<BR>>>
TVI<BR>>> after 38 years of teaching), it's not my place to
evaluate the skills (or<BR>>> lack thereof) of my colleagues. That
is where the administration and the<BR>>> parents need to step up
to the plate. Yes, sigh, I've seen and heard<BR>>>
stories<BR>>> of too many incompetent teachers - just as you have.
I think I'm always<BR>>> going to be the eternal optimist and try
to find a way to fix a situation<BR>>> through mentorship and
networking. If they're there in the teaching<BR>>> position, I'm
going to try to help them get better each day. We don't<BR>>>
have<BR>>> any other pool to draw from.<BR>>><BR>>> Do
you know of any more recent data than this... there are about
40<BR>>> teacher-training programs in the country. Collectively,
they graduate<BR>>> about<BR>>> 250 TVIs a year. I would
guess this data is about 8-10 years old, but<BR>>>
based<BR>>> on the number of graduate students in my braille
courses, I get 7 or 8 or<BR>>> 9<BR>>> a year. In the past
few years, I've run approximately a 50% failure rate<BR>>>
in<BR>>> my university braille courses (I teach 5 of them). So, I
guess that<BR>>> sparks<BR>>> more questions than it does
answers. I probably had 15 students pass<BR>>> braille<BR>>>
this past year out of 30 something who enrolled.<BR>>><BR>>>
I'm really enjoying this dialogue...<BR>>><BR>>>
Sheila<BR>>><BR>>><BR>>><BR>>><BR>>> From:
Dr. Denise M. Robinson<BR>>> Sent: Monday, June 07, 2010 8:03
PM<BR>>> To: Professionals in Blindness Education Division
List<BR>>> Subject: Re: [Pibe-division]
Comment<BR>>><BR>>><BR>>>
Sheila<BR>>><BR>>>
I am not sure you would use these arguments if you had
a blind<BR>>> child<BR>>> who was at the bottom of the
class, struggling and unable to meet his<BR>>> potential due to
the poor instructional skills of his
TVI<BR>>><BR>>><BR>>>
Denise<BR>>><BR>>>
Denise M. Robinson, TVI, Ph.D.<BR>>>
Coordinator for Blind/VI students at
ESD105<BR>>> Teacher of the Blind
& Visually Impaired<BR>>>
509-969-3622<BR>>><BR>>><BR>>>
--- On Mon, 6/7/10, Sheila Amato <<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=brltrans@verizon.net"
ymailto="mailto:brltrans@verizon.net">brltrans@verizon.net</A>>
wrote:<BR>>><BR>>><BR>>>
From: Sheila Amato <<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=brltrans@verizon.net"
ymailto="mailto:brltrans@verizon.net">brltrans@verizon.net</A>><BR>>>
Subject: Re: [Pibe-division]
Comment<BR>>> To:
"Professionals in Blindness Education Division List"<BR>>> <<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=pibe-division@nfbnet.org"
ymailto="mailto:pibe-division@nfbnet.org">pibe-division@nfbnet.org</A>><BR>>>
Date: Monday, June 7, 2010, 10:42
PM<BR>>><BR>>><BR>>>
Hi, Denise - ay, we can be bad in so many
ways...<BR>>><BR>>> We
can have poor communication skills and not accurately convey<BR>>>
the<BR>>> scope of our - or our students' needs.<BR>>>
We can have poor skills in transcribing
braille<BR>>> We can have
poor skills in teaching braille... which (as we all<BR>>> know) is
not necessarily related to transcribing braille<BR>>>
We can have poor social
skills<BR>>> We can have
poor mobility skills<BR>>><BR>>>
Of course you realize I'm speaking tongue in cheek.
What I am<BR>>> trying<BR>>> to convey is that just as each
of our students is an individual... with<BR>>> unique talents and
areas in need of further development, so are
teachers.<BR>>><BR>>>
I consider myself a rather proficient braille
transcriber, but I<BR>>> will also admit that I have a colleague
who is a much better teacher<BR>>> (introducing braille skills to
little ones) than I am. However, she would<BR>>> panic if she had
to transcribe geometry, while I sink my teeth in and<BR>>>
grin.<BR>>><BR>>> This
is one unique thing about OUR field that regular educators -<BR>>>
or<BR>>> even special educators - don't have to deal with. We
teach kids:<BR>>> from birth
to 21 - or older<BR>>> those
who are blind (adventitiously or congenitally)<BR>>>
those who have varying degrees of low vision
(adventitiously or<BR>>> congenitally)<BR>>>
those with vision loss and multiple
disabilities<BR>>> in any
combination of the above, and in multiple settings on a<BR>>>
daily<BR>>> basis.<BR>>><BR>>>
I don't know any one individual who can do it ALL to a
high level<BR>>> of<BR>>> proficiency. I do know many who
are in there every day doing the best<BR>>> they<BR>>> can
with limited resources and lack of support from the
educational<BR>>> system<BR>>> as well as the parents and
doctors.<BR>>><BR>>>
We tend to hear about the problem teachers. They make
the daily<BR>>> news<BR>>> and people are outraged. We do
ourselves a disservice as a field for not<BR>>> sharing news
publicly about the teachers who are considered to be<BR>>>
excellent<BR>>> - by virtue of their student's outstanding
achievements. Even without<BR>>> data<BR>>> (but with common
sense, perhaps) I'm willing to bet the good apples in<BR>>>
our<BR>>> field highly outnumber the bad
ones.<BR>>><BR>>> The
REAL problem is... what are we all going to do to help the<BR>>>
teachers with less-than-proficient skills reach for the stars and
gain<BR>>> the<BR>>> proficiency they need to have, what are
we going to do to "fix" a system<BR>>> of<BR>>> education
that is broken, and how can we assure that students who<BR>>>
graduate<BR>>> from teacher training programs do so with a set of
skills and knowledge<BR>>> that<BR>>> meet national
criteria.<BR>>><BR>>>
Sheila<BR>>><BR>>><BR>>>
From: Dr. Denise M.
Robinson<BR>>> Sent: Monday,
June 07, 2010 10:15 AM<BR>>>
To: Professionals in Blindness Education Division
List<BR>>> Subject: Re:
[Pibe-division] Comment<BR>>><BR>>><BR>>>
The REALLY bad thing about
the content of these comments is<BR>>> we<BR>>> have the
teachers with poor skills telling the administration all the<BR>>>
incorrect information--which they believe, hence the lack of
instruction<BR>>> and<BR>>> poor instruction
continues.<BR>>><BR>>><BR>>>
Denise<BR>>><BR>>>
Denise M. Robinson, TVI, Ph.D.<BR>>>
Coordinator for
Blind/VI students at ESD105<BR>>>
Teacher of the Blind & Visually
Impaired<BR>>>
509-969-3622<BR>>><BR>>><BR>>>
--- On Mon, 6/7/10,
Kirsten Peterson<BR>>> <<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=kpeterson@perandoe.org"
ymailto="mailto:kpeterson@perandoe.org">kpeterson@perandoe.org</A>><BR>>>
wrote:<BR>>><BR>>><BR>>>
From: Kirsten Peterson <<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=kpeterson@perandoe.org"
ymailto="mailto:kpeterson@perandoe.org">kpeterson@perandoe.org</A>><BR>>>
Subject: Re:
[Pibe-division] Comment<BR>>>
To: "Professionals in Blindness
Education Division List"<BR>>> <<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=pibe-division@nfbnet.org"
ymailto="mailto:pibe-division@nfbnet.org">pibe-division@nfbnet.org</A>><BR>>>
Date:
Monday, June 7, 2010, 5:13 AM<BR>>><BR>>><BR>>>
I couldn't
agree with you more Denise! Thanks for<BR>>> standing<BR>>>
up and making the point that clearly needs to be made over and
over<BR>>> again.<BR>>> It amazes me how many school
districts and teachers..special ed teachers<BR>>> included..think
of Braille instruction as an extra to occur when time<BR>>>
allows, rather than as an absolute necessity!<BR>>>
Kirsten<BR>>><BR>>><BR>>>
On Sun, Jun
6, 2010 at 7:43 PM, Allison Hilliker (NFBA)<BR>>> <<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=nfbarizona@gmail.com"
ymailto="mailto:nfbarizona@gmail.com">nfbarizona@gmail.com</A>>
wrote:<BR>>><BR>>><BR>>><BR>>>
Well said,
Denise! I'm glad we have teachers out there<BR>>> like you
who are spreading such Braille-positive
messages.<BR>>><BR>>>
It continuously amazes me how
seldom common sense is<BR>>> applied when many people teach blind
kids. Concepts that are widely<BR>>> accepted as educational
must-haves, like teachers proficient in the<BR>>>
material<BR>>> they teach, are considered novelties or low
priorities for blind kids.<BR>>><BR>>>
Allison<BR>>><BR>>><BR>>><BR>>><BR>>>
----- Original Message -----<BR>>>
From:
Dr. Denise M. Robinson<BR>>>
To: Professionals in
Blindness Education Division<BR>>> List<BR>>>
Sent:
Sunday, June 06, 2010 10:13 AM<BR>>>
Subject: Re:
[Pibe-division] Comment<BR>>><BR>>><BR>>>
Poor teacher skills ARE directly related
to<BR>>> poor<BR>>> student outcomes. I have seen it over
and over for the past 20 years as<BR>>> anyone else has in the
field who has good skills and see their students<BR>>>
exel<BR>>> and others who do not because of the teacher who is
teaching them with<BR>>> poor<BR>>>
skills.<BR>>><BR>>>
You cannot
teach what you do not know and<BR>>> students<BR>>> cannot
learn what you cannot teach them. You do not need formal
research<BR>>> to<BR>>> know this, though it would not be a
bad idea to finally put such a<BR>>> foolish<BR>>> notion to
rest. But how many teachers with poor skills are going to
stand<BR>>> up<BR>>> and say "yes, please test me and show
me how poor my skills are and test<BR>>> my<BR>>> students
to show everyone how far behind they are compared to a
teacher<BR>>> with<BR>>> good
skills."<BR>>><BR>>><BR>>>
Denise<BR>>><BR>>>
Denise M. Robinson, TVI, Ph.D.<BR>>>
Coordinator for Blind/VI students at
ESD105<BR>>>
Teacher of the
Blind & Visually Impaired<BR>>>
509-969-3622<BR>>><BR>>><BR>>>
--- On Sun, 6/6/10, Carrie Gilmer<BR>>>
<<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=carrie.gilmer@gmail.com"
ymailto="mailto:carrie.gilmer@gmail.com">carrie.gilmer@gmail.com</A>>
wrote:<BR>>><BR>>><BR>>>
From: Carrie Gilmer <<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=carrie.gilmer@gmail.com"
ymailto="mailto:carrie.gilmer@gmail.com">carrie.gilmer@gmail.com</A>><BR>>>
Subject: Re: [Pibe-division]
Comment<BR>>>
To:
"'Professionals in Blindness Education<BR>>> Division List'"
<<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=pibe-division@nfbnet.org"
ymailto="mailto:pibe-division@nfbnet.org">pibe-division@nfbnet.org</A>><BR>>>
Date: Sunday, June 6, 2010, 4:12
PM<BR>>><BR>>><BR>>>
Right on Denise, exactly dead on right on.<BR>>>
Thank<BR>>> you for not being frustrated, bothered and angry in
silence. Carrie<BR>>><BR>>><BR>>><BR>>>
----------------------------------------------------<BR>>><BR>>>
From: <A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=pibe-division-bounces@nfbnet.org"
ymailto="mailto:pibe-division-bounces@nfbnet.org">pibe-division-bounces@nfbnet.org</A><BR>>>
[mailto:<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=pibe-division-bounces@nfbnet.org"
ymailto="mailto:pibe-division-bounces@nfbnet.org">pibe-division-bounces@nfbnet.org</A>]
On Behalf Of Denise Mackenstadt<BR>>>
Sent: Saturday, June 05, 2010 1:07
PM<BR>>>
To: <A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=pibe-division@nfbnet.org"
ymailto="mailto:pibe-division@nfbnet.org">pibe-division@nfbnet.org</A><BR>>>
Subject: [Pibe-division]
Comment<BR>>><BR>>><BR>>>
Recently on AERnet I noticed a post that<BR>>>
bothered me. I have responded and I am sending this response to
the PIBE<BR>>> list. Every time I think that we are making
progress something like this<BR>>> comment is used to justify not
providing for the needs of blind kids.<BR>>> Here<BR>>> is
the post and my response:<BR>>><BR>>>
Recently in response to a question posted
by<BR>>> Sheila one of the posts stated "Weaknesses: 1.
still no published<BR>>> research<BR>>> proving or
disproving that poor teacher braille skills are responsible<BR>>>
for<BR>>> poor braille outcomes for students.
Nevertheless, we've gone full steam<BR>>> ahead addressing a
"problem" that may not exist. Assertions by advocacy<BR>>>
groups are not evidence, nor are gut hunches. We need DATA.
And thus<BR>>> far<BR>>> no data exists." I find it
astonishing that an assertion is being made<BR>>> that<BR>>>
teacher competency in an essential skill to be taught to students is
not<BR>>> relevant to student outcomes. Lack of Data
cannot take the place of<BR>>> common sense or
best practice. I cannot think of another subject area,<BR>>>
for<BR>>> example: Language Arts, Math, Science or Art, where a
decent state<BR>>> licensing<BR>>> entity will not expect an
instructor to demonstrate competence. As a<BR>>>
parent<BR>>> I would be very concerned if my child's English
teacher could not read or<BR>>> write English. Let us not
throw out critical thinking as an alternative<BR>>> to<BR>>>
non-existent DATA Collection. I do not want to say that
legitimate<BR>>> research<BR>>> and legitimate data results
are not beneficial to best practices. But<BR>>>
let<BR>>> us not sacrifice common sense to the altar of
statistics.<BR>>><BR>>>
Denise Mackenstadt, NOMC<BR>>><BR>>>
Mackenstadt Rehab
Services<BR>>><BR>>>
(206)419-9555<BR>>><BR>>>
<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=cane.travel@gmail.com"
ymailto="mailto:cane.travel@gmail.com">cane.travel@gmail.com</A><BR>>><BR>>><BR>>><BR>>><BR>>><BR>>><BR>>><BR>>><BR>>>
-----Inline Attachment
Follows-----<BR>>><BR>>><BR>>><BR>>>
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href="http://us.mc524.mail.yahoo.com/mc/compose?to=Pibe-division@nfbnet.org"
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href="http://www.nfbnet.org/mailman/listinfo/pibe-division_nfbnet.org"
target=_blank>http://www.nfbnet.org/mailman/listinfo/pibe-division_nfbnet.org</A><BR>>>
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href="http://us.mc524.mail.yahoo.com/mc/compose?to=Pibe-division@nfbnet.org"
ymailto="mailto:Pibe-division@nfbnet.org">Pibe-division@nfbnet.org</A><BR>>><BR>>>
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href="http://www.nfbnet.org/mailman/listinfo/pibe-division_nfbnet.org"
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href="http://us.mc524.mail.yahoo.com/mc/compose?to=Pibe-division@nfbnet.org"
ymailto="mailto:Pibe-division@nfbnet.org">Pibe-division@nfbnet.org</A><BR>>><BR>>>
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href="http://www.nfbnet.org/mailman/listinfo/pibe-division_nfbnet.org"
target=_blank>http://www.nfbnet.org/mailman/listinfo/pibe-division_nfbnet.org</A><BR>>>
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info for Pibe-division:<BR>>><BR>>> <A
href="http://www.nfbnet.org/mailman/options/pibe-division_nfbnet.org/kpeterson%40perandoe.org"
target=_blank>http://www.nfbnet.org/mailman/options/pibe-division_nfbnet.org/kpeterson%40perandoe.org</A><BR>>><BR>>><BR>>><BR>>><BR>>>
--<BR>>>
Kirsten M. Peterson,
M.S.Ed.<BR>>>
Teacher of Students with Visual
Impairments<BR>>>
Perandoe Special Education District<BR>>>
1525
Locust<BR>>>
Red Bud, IL 62278<BR>>>
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-- <BR>> Arielle Silverman<BR>> President, National Association of
Blind Students<BR>> Phone: 602-502-2255<BR>> Email:<BR>>
<A
href="http://us.mc524.mail.yahoo.com/mc/compose?to=nabs.president@gmail.com"
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