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<DIV><FONT size=2>Hello Carlton,</FONT></DIV>
<DIV><FONT size=2>As ever, you are right on target. Here's my advice. From
infancy to employment, the mantra </FONT><FONT size=2>is age-appropriate
and/or peer equivalent. Simply ask the meeting attendees what the other students
are expected to be capable of doing. Then, remind them that their duty is
to provide services/tuition that enables the student to act age-appropriately
and with peer-equivalent behaviour. </FONT></DIV>
<DIV><FONT size=2></FONT> </DIV>
<DIV><FONT size=2>It's also useful to ask questions such as "I'm just wanting to
clarify, so that I'm understanding. Are you saying that "student" should
specifically be taught to express her adolescent independence/young adult
status by waiting for someone to remember her in an emergency and come and
get her and lead her out of harm's way. We shouldn't be teaching her to simply
use initiative, nonvisual skills and knowledge of the school layout and leave
the building like everyone else? Just clarifying if that's how you believe a
blind student should be taught self-reliance and independence, like she'll need
at college in a year and a half?"</FONT></DIV>
<DIV><FONT size=2></FONT> </DIV>
<DIV><FONT size=2>Also remind them of the story of Mike Hingson who, not only
did not wait for someone else to "lead" him out of the burning World Trade
Center, but led the sighted "blind guide" out of danger. In a real fire
situation power often fails, lights go out and thick smoke obscures the view of
the sighted. A young blind woman with confidence and independence may well lead
her sighted friends to safety. I'm sure you could find a video interview with
Mike...yes, he had a guide-dog but Mike was in charge of the dog and the
situation. Perhaps showing the short video would, in itself, mostly make your
point.</FONT></DIV>
<DIV><FONT size=2></FONT> </DIV>
<DIV><FONT size=2>Hope this helps.</FONT></DIV>
<DIV><FONT size=2></FONT> </DIV>
<DIV><FONT size=2>Regards,</FONT></DIV>
<DIV><FONT size=2></FONT> </DIV>
<DIV><FONT size=2>Heather</FONT></DIV>
<DIV><FONT size=2></FONT> </DIV>
<DIV><FONT size=2></FONT> </DIV>
<DIV><FONT size=2></FONT> </DIV>
<DIV style="FONT: 10pt arial">----- Original Message -----
<DIV style="BACKGROUND: #e4e4e4; font-color: black"><B>From:</B> <A
title=attorneywalker@gmail.com href="mailto:attorneywalker@gmail.com">Carlton
Anne Cook Walker</A> </DIV>
<DIV><B>To:</B> <A title=Pibe-division@nfbnet.org
href="mailto:Pibe-division@nfbnet.org">Pibe-division@nfbnet.org</A> </DIV>
<DIV><B>Sent:</B> Tuesday, March 01, 2011 3:38 PM</DIV>
<DIV><B>Subject:</B> [Pibe-division] Fire drills and sighted guide</DIV></DIV>
<DIV><BR></DIV>
<DIV>ARRGH! Am I really crazy for believing that a blind high schooler (11th
grade) should (1) have the right to decline sighted guide for emergency drills
and (2) be taught independence skills BEFORE she graduates so that she does not
NEED sighted guide??</DIV>
<DIV><BR></DIV>
<DIV>Any advice/ideas/information I can present at Thursday's IEP meeting on
behalf of this student?</DIV>
<DIV><BR></DIV>
<DIV><BR></DIV>
<DIV>Thanks!</DIV><BR>-- <BR>Carlton Anne Cook Walker<BR><BR>
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