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<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt">Hi fellow educators of the blind and
visually impaired:<?xml:namespace prefix = o ns =
"urn:schemas-microsoft-com:office:office" /><o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><SPAN
style="mso-spacerun: yes"> </SPAN>Denise has brought up <SPAN
style="mso-spacerun: yes"> </SPAN>many valid points about paras working
with blind students as well as many teachers of the blind having a heavy case
load of students to deal with. I am also a blind certified teacher of the blind
and visually impaired and teach <SPAN
style="mso-spacerun: yes"> </SPAN>students who have additional
disabilities. I did teach a blind child the braille alphabet and some
contractions two years ago which I thoroughly enjoyed. <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt">. I would just like to share my own
observations as a blind student and now a blind teacher certified to teach blind
and visually impaired students regarding the use of a para for a child who is
blind and has no additional disabilities. <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><SPAN
style="mso-spacerun: yes"> </SPAN>When I was attending school in the mid
1980's and early 1990's as the only blind student in my grade and at the school,
I did not have a para from elementary through high school. I received
instruction in both the literary braille code and the nemeth code from a
certified teacher of the blind and visually impaired who was visually impaired
herself. I received orientation and mobility training from phenominal
orientation and mobility instructors from educational vision services in high
school and mastered the skills of walking down a block, crossing intersections.
learning how to get to particular destinations in my neighborhood and being
exposed to public transportation during my high school years. I did get all
textbooks in braille but test were usually given to me orally.
<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt">One critical skill i learned from an
early age was the necessity to advocate for myself to ensure that I was given
enough time to take a test and requesting the testing accommodation that suited
the particular test. In high school, many teachers recorded their test and I
typed my answers on a typewriter.<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><SPAN
style="mso-spacerun: yes"> </SPAN>I was only introduced to assistive
technology in high school and learned assistive technology while attending
college.<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><SPAN
style="mso-spacerun: yes"> </SPAN>Another skill I learned on my own was the
importance of organization in order to study for tests. I brailled notes using a
brailler and when I finished a particular subject, I slipped the braille notes
into a folder. When I arrived home from school, I took the brailled notes of
every subject and filed <SPAN style="mso-spacerun: yes"> </SPAN>them in a
looseleaf that had tabs that I brailled with the subjects I was studying. I put
each set of notes into its correct subject area.<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><SPAN
style="mso-spacerun: yes"> </SPAN>I personally feel that the use of a para
for a blind child may hinder the child in learning how to learn organizational
skills, advocacy skills and how to take notes with sighted peers in the class
she/he may be attending. It is critical that a blind child master both the
literarybraille code and nemeth code. <SPAN
style="mso-spacerun: yes"> </SPAN>This is the responsibility of the teacher
of the blind and visually impaired to teach these codes and prepare materials.
Braille production is much easier nowadays with software such as duxbury and
braille embossers. Printed texts can be scanned via a kurzweill 1000 or open
book and translated into braille using duxbury and embossed into braille with a
braille embosser. Ultimately, when a blind child finishes high school, the blind
student should be taught how to do the above skills and also learn the use of a
computer with a screen reader and the use of a note taker.<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><SPAN
style="mso-spacerun: yes"> </SPAN>Prior to me entering this field, I was
fortunate to teachanother blind child with a para. The teacher of the visually
impaired provided braille instruction and the para was assisting the child with
getting around the school and brailling materials. The first para that worked
with the child was open to understanding to learn the braille code. I actually
supplemented the braille instruction in reading and math instruction under the
guidance of the child's teacher of the blind. I was always open to this teacher
of the blind <SPAN style="mso-spacerun: yes"> </SPAN>suggestions when
I worked with the child. <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt">The following year, since I was in
graduate school, to become a certified teacher of the blind I was unable to work
with this child. Nevertheless this child's teacher of the blind did teach the
<SPAN style="mso-spacerun: yes"> </SPAN>child more of the literary Braille
<SPAN style="mso-spacerun: yes"> </SPAN>and a new para helped with braille
instruction. This para was not open to learning the braille code and confused
the child when the child was mastering the contractions of the literary braille
code. The child was dependent on the para to help her in the school and put her
materials together.<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><SPAN
style="mso-spacerun: yes"> </SPAN>What I am trying to stress is that if a
blind child does not learn how to function in the classroom on his/her own and
depends on the para for assisting the child around the school, transcribing
notes into braille, has the para find all needed materials for heher/himself and
allows the para to organize the work environment and materials, the child
becomes ddependent on the para and the cycle of learned helplessness
occurs.<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><SPAN
style="mso-spacerun: yes"> </SPAN>I do think educators of the blind should
reconsider what the responsibility of a para is for a blind child with no
additional disabilities;Certified teachers of the blind and visually impaired
<SPAN style="mso-spacerun: yes"> </SPAN>should ensure that the child learns
how to function on hhis/her own in the classroom. These skills will be needed
when a student decides to attend a university to pursue a degree and to gain
employment. After finishing school, the student will be thrown into the real
world and if the student is dependent on a para to advocate for his/her and
organize materials for his/her. The student will be unable to go to college or
gain employment. <o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><SPAN
style="mso-spacerun: yes"> </SPAN>I personally would not feel comfortable
having the para braille materials for a blind student. I feel it is the
responsibility of the teacher of the blind and visually impaired to braille all
materials including a student’s exams.<o:p></o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><o:p> </o:p></SPAN></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt">However, Students with additional
disabilities may benefit from paras to teach skills such as communication skills
or reinforce a particular skill that the <SPAN
style="mso-spacerun: yes"> </SPAN>teacher of the blind is teaching. Yet the
teacher of the blind and visually impaired should show the para of a student who
is visually impaired or blind with additional disabilities how to reinforce a
particular skill. </SPAN><o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt"><SPAN
style="mso-spacerun: yes"> </SPAN>I hope it is ok that I have shared my own
experience. I am eternally greatful that I never depended on a para while in
school. </SPAN><o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt">Sara Rooz</SPAN><o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt">Certified Teacher of the Blind and
Visually Impaired in <?xml:namespace prefix = st1 ns =
"urn:schemas-microsoft-com:office:smarttags" /><st1:State w:st="on"><st1:place
w:st="on">New York</st1:place></st1:State></SPAN><o:p></o:p></P>
<P style="MARGIN: 0in 0in 0pt" class=MsoNormal><SPAN
style="FONT-FAMILY: Arial; FONT-SIZE: 10pt">Independent Related Service Provider
Vision Education Services in <st1:place w:st="on"><st1:State w:st="on">New
York</st1:State></st1:place> CityCity<o:p></o:p></SPAN></P>
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