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<DIV><FONT face=Arial size=2>Melissa,</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>It sounds similar to my experience. I grew up
frowning on Paras, but now having observed a good student to para relationship
on several occasions, my mind is a little more open. Of course, my main focus is
independence, but to me a para does not necessarily mean anything
negative.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>L...</FONT></DIV>
<DIV> </DIV>
<BLOCKQUOTE dir=ltr
style="PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #000000 2px solid; MARGIN-RIGHT: 0px">
<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: black"><B>From:</B>
<A title=graduate56@juno.com href="mailto:graduate56@juno.com">Melissa
Green</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=pibe-division@nfbnet.org
href="mailto:pibe-division@nfbnet.org">Professionals in Blindness Education
Division List</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Wednesday, September 21, 2011 11:57
AM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> Re: [Pibe-division] Reaching
your potential</DIV>
<DIV><BR></DIV>
<DIV><FONT size=4>I had a para for two years and then the second grade teacher
said no to having a para. From that day on there wasn't any para's
working with me. I rmember the teacher of blind students talking down
about the kids that did have a para.</FONT></DIV>
<DIV> </DIV>
<DIV>Blessings<BR>Melissa Green<BR>don't let someone become a priority in your
life.....when you are just an option in theirs </DIV>
<BLOCKQUOTE
style="PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #000000 2px solid; MARGIN-RIGHT: 0px">
<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: black"><B>From:</B>
<A title=twilight2@kconline.com
href="mailto:twilight2@kconline.com">Zephyr</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=pibe-division@nfbnet.org
href="mailto:pibe-division@nfbnet.org">Professionals in Blindness Education
Division List</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Tuesday, September 20, 2011 10:33
AM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> Re: [Pibe-division] Reaching
your potential</DIV>
<DIV><BR></DIV>
<DIV><FONT face=Arial size=2>I too have witnessed a variety of ways that
paras fit into the picture. i personally had a para the first two years, but
she was phased out. I've seen set-ups where the para does it all, and yet
I've also observed wonderful environments where the para is not overbearing
and basically produces materials that come up at the last minute, etc. I
feel that it is important to consider each situation individually and not
apply a cookie-cutter aproach. Students depending on the environment, etc
benefit from having and not having paras. I think the best scinerio is that
of where each student is considered as an individual.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>L...</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<BLOCKQUOTE dir=ltr
style="PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #000000 2px solid; MARGIN-RIGHT: 0px">
<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: black"><B>From:</B>
<A title=dmehlenbacher@yahoo.com href="mailto:dmehlenbacher@yahoo.com">Dr.
Denise M. Robinson</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=pibe-division@nfbnet.org
href="mailto:pibe-division@nfbnet.org">Professionals in Blindness
Education Division List</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Tuesday, September 20, 2011
9:39 AM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> Re: [Pibe-division] Reaching
your potential</DIV>
<DIV><BR></DIV>
<DIV
style="FONT-SIZE: 14pt; COLOR: #000; FONT-FAMILY: times new roman, new york, times, serif; BACKGROUND-COLOR: #fff">
<DIV><SPAN>Thanks Pauline</SPAN></DIV>
<DIV><SPAN></SPAN> </DIV>
<DIV><SPAN>It is interesting as I hear many stories that blind children
had many independent skills, decades before, as the idea of
attaching a para to someone was a foreign idea. That did not come until
later. We have many students doing what you did, and with the technology
and other blind skills are able to do so much more and truly reach
that independent state of being. Unfortunately, we have a hugh section
that are being tied to paras and then, well not such a good result.
However, there are incredible paras who know that fine line in helping. I
have worked with them and the flow and progress of the child is
wonderful.</SPAN></DIV>
<DIV></DIV>
<DIV> </DIV>
<DIV><SPAN
style="FONT-SIZE: 18pt; COLOR: black; FONT-FAMILY: 'Brush Script MT'"><FONT
color=#4040ff> Denise
</FONT></SPAN></DIV>
<DIV><SPAN
style="FONT-SIZE: 18pt; COLOR: black; FONT-FAMILY: 'Brush Script MT'"></SPAN> </DIV>
<DIV>Denise M. Robinson, TVI, Ph.D. <BR>Teacher of the Blind &
Visually Impaired<BR>TechVision-Independent Contractor</DIV>
<DIV>Specialist in blind programming/teaching/training</DIV>
<DIV>509-674-1853 <A href="mailto:deniserob@gmail.com"
target=_blank rel=nofollow> deniserob@gmail.com</A></DIV>
<DIV> </DIV>
<DIV><A href="http://blindgeteducated.blogspot.com/" target=_blank
rel=nofollow>http://blindgeteducated.blogspot.com/</A></DIV>
<DIV> </DIV>
<DIV><BR>
<BLOCKQUOTE
style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: rgb(16,16,255) 2px solid">
<DIV
style="FONT-SIZE: 14pt; FONT-FAMILY: times new roman, new york, times, serif">
<DIV style="FONT-SIZE: 12pt; FONT-FAMILY: times new roman, new
york, times, serif"><FONT face=Arial size=2>
<DIV class=hr contentEditable=false
style="BORDER-RIGHT: rgb(204,204,204) 1px solid; PADDING-RIGHT: 0px; BORDER-TOP: rgb(204,204,204) 1px solid; PADDING-LEFT: 0px; FONT-SIZE: 0px; PADDING-BOTTOM: 0px; MARGIN: 5px 0px; BORDER-LEFT: rgb(204,204,204) 1px solid; LINE-HEIGHT: 0; PADDING-TOP: 0px; BORDER-BOTTOM: rgb(204,204,204) 1px solid; HEIGHT: 0px"
readonly="true"></DIV><B><SPAN
style="FONT-WEIGHT: bold">From:</SPAN></B> "Smith, Pauline L"
<PSmith4@dmc.org><BR><B><SPAN
style="FONT-WEIGHT: bold">To:</SPAN></B> 'Professionals in Blindness
Education Division List' <pibe-division@nfbnet.org><BR><B><SPAN
style="FONT-WEIGHT: bold">Sent:</SPAN></B> Tuesday, September 20, 2011
5:02 AM<BR><B><SPAN style="FONT-WEIGHT: bold">Subject:</SPAN></B> Re:
[Pibe-division] Reaching your potential<BR></FONT><BR>I attended public
school in the 1970's and 1980's. Because I was always in a school
with a resource room, I did not have a para in class with me. I
was fully mainstreamed into the regular classroom beginning in the 6th
grade. We took our own notes when we could, but we were also
provided packets of carbon paper between two sheets of lined paper so
that a classmate could take notes for us when needed. Either a
student volunteered to do this or the classroom teacher assigned
someone. We were responsible for completing assignments and
homework. This was just before the technological age. This
gave us some preparation for higher education and the real world,
although I'm sure we had some shortcomings in that
regard.<BR><BR>Pauline<BR><BR><BR>-----Original Message-----<BR>From: <A
href="mailto:pibe-division-bounces@nfbnet.org"
ymailto="mailto:pibe-division-bounces@nfbnet.org">pibe-division-bounces@nfbnet.org</A>
[mailto:<A href="mailto:pibe-division-bounces@nfbnet.org"
ymailto="mailto:pibe-division-bounces@nfbnet.org">pibe-division-bounces@nfbnet.org</A>]
On Behalf Of Mike Freeman<BR>Sent: Monday, September 19, 2011 7:34
PM<BR>To: 'Professionals in Blindness Education Division
List'<BR>Subject: Re: [Pibe-division] Reaching your
potential<BR><BR>When I began kindergarten (1954), we didn't know about
paras because they hadn't been invented yet! IMO I was better off.
(grin)<BR><BR>Mike<BR><BR><BR>-----Original Message-----<BR>From: <A
href="mailto:pibe-division-bounces@nfbnet.org"
ymailto="mailto:pibe-division-bounces@nfbnet.org">pibe-division-bounces@nfbnet.org</A><BR>[mailto:<A
href="mailto:pibe-division-bounces@nfbnet.org"
ymailto="mailto:pibe-division-bounces@nfbnet.org">pibe-division-bounces@nfbnet.org</A>]
On Behalf Of Marianne Denning<BR>Sent: Monday, September 19, 2011 4:08
PM<BR>To: Professionals in Blindness Education Division List<BR>Subject:
Re: [Pibe-division] Reaching your potential<BR><BR>This even applies to
many students who are visually impaired and have additional
disabilities. I work with a student who had a para up through 7th
grade. The parents moved to a different school district and that
district, due to funding cuts, opted not to provide an aid. I have
continued to work with the student and the progress she has made is
remarkable. She attends classes for students with multiple
disabilities and there is a teacher and an aid in every room but she
completes her work independently and comunicates her wants and
needs. I see the confidence it has created. We believe too
many students need paras who are very capable.<BR>Marianne
Denning<BR>Intervention Specialist, Visually Impaired Finneytown
Secondary Campus <A href="mailto:mdenning@finneytown.org"
ymailto="mailto:mdenning@finneytown.org">mdenning@finneytown.org</A><BR>513-931-0712<BR>________________________________________<BR>From:
<A href="mailto:pibe-division-bounces@nfbnet.org"
ymailto="mailto:pibe-division-bounces@nfbnet.org">pibe-division-bounces@nfbnet.org</A>
[<A href="mailto:pibe-division-bounces@nfbnet.org"
ymailto="mailto:pibe-division-bounces@nfbnet.org">pibe-division-bounces@nfbnet.org</A>]
On Behalf Of Dr. Denise M. Robinson [<A
href="mailto:dmehlenbacher@yahoo.com"
ymailto="mailto:dmehlenbacher@yahoo.com">dmehlenbacher@yahoo.com</A>]<BR>Sent:
Monday, September 19, 2011 6:52 PM<BR>To: Professionals in Blindness
Education Division List<BR>Subject: [Pibe-division] Reaching your
potential<BR><BR>Reaching Your<BR>Potential<<A
href="http://blindgeteducated.blogspot.com/2011/09/reaching-your-potenti"
target=_blank>http://blindgeteducated.blogspot.com/2011/09/reaching-your-potenti</A><BR>al.html><BR>One
of the biggest issues in the blind field (and there are many) is how
much should a para educator be with a child?<BR><BR>What I have
seen:<BR>When a district has no one, a para is glued to the child's side
and does most of the work for the child because the para lacks the blind
skills to help the child do for themselves. The child is succeeding
(though only because of what the para is doing, NOT the child) and all
are happy. BUT the parents do not realize how much their child is NOT
doing and many times, the district is unaware of this also. Or parents
fight for a para next to their child all day, without realizing this
para will be a big brick wall between their child making friends and
achieving their own goals and potential.<BR><BR>I have come into
districts and watched the blind child rocking back and forth while the
para did the work, sitting side by side, away from class, in their own
little world. When I talked with the child, the most intelligent words
came from her mouth, so I knew there was a brain there. We spent the
next couple of years teaching her all the technology, braille and other
blind skills and she was completely independent by the third year. The
para just adapted the work for her and made sure she had it in class
when all the other students did. This is what SHOULD be happening all
the time.<BR><BR>I have had the first scenario over and over and
depending on the "pain"<BR>level of weaning the child from the para, is
really up to the child and parents. Most are on board with the heavy
duty technology, braille lessons and other blind skills and within that
2-3 year window you can have an independent child.<BR><BR>However, there
are the people who are not thinking ahead to graduation, college, a job.
They really think that somehow, miraculously their child will be
completely independent when they graduate, when in fact, they have been
completely dependent on a para throughout their school career and this
dependence and lack of ability will follow them. The child ends up
living with the parents and the parents continue to do everything for
this child who has the potential of Mt. Everest inside, but instead the
child sits like a glacier holding her down and going no
where.<BR><BR>Parents and child bring the fear to each other. The child
brings that fear to the parents and the parents have the same fear, or
the parents put the fear on the child and they tell the child they
cannot live without the para (the second scenario is the most common).
They truly believe they cannot live without that para being right next
to the child all day long. It kills the confidence of the child. The
child lacks friends because the para has become the end all to be all of
their life. They fail to gain enough skills to go onto college, and
worse be gainfully employed to their IQ level.<BR><BR>So, back to
reaching your potential. We can't do it without "pain". It will be
painful, not physically, though I have seen a lot of sweating, but
emotionally. The fear. The dread of not being able to do your work
because you forgot something. The fear of getting lost in the school or
on a bus ride because you took a wrong turn.<BR><BR>I use the phrase: We
learn more from our failures than our successes. I give everyone
permission to fail because we are going to fail at something no matter
what it is. Don't feel bad about it, feel happy that you are progressing
toward something. We can learn from our mistakes, but if we never try,
we do not know our own potential.<BR><BR>When they are getting ready to
take their first solo bus ride, they are very fearful of getting lost. I
tell them, "Don't worry (very cheerfully)...you will!! And they laugh.
That is why God gave you a mouth. Speak up and ask someone directions.
Same thing goes for class. Speak up and ask. I see relief come over my
students. Yep, it is better to fail at trying something than to never
try anything. You can only reach your potential with work and
pain....but the pain goes and confidence and success
follow.<BR><BR> Denise<BR><BR>Denise M. Robinson,
TVI, Ph.D.<BR>Teacher of the Blind & Visually Impaired
TechVision-Independent Contractor Specialist in blind
programming/teaching/training<BR>509-674-1853 <A
href="mailto:deniserob@gmail.com"
ymailto="mailto:deniserob@gmail.com">deniserob@gmail.com</A><mailto:<A
href="mailto:deniserob@gmail.com"
ymailto="mailto:deniserob@gmail.com">deniserob@gmail.com</A>><BR><BR><A
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