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<DIV>Haha I know that. But, I wanted to highlight the need for student
self-advocacy skills--particularly given some conversations I have had of late.
The para debate can rage and the pros and cons have been debated on this list
and elsewhere quite extensively. But, whether discussing the role of a para, or
the importance of having access to strategies involving readers, strong
self-advocacy abilities are all-too-rare for many of our students.</DIV>
<DIV> </DIV>
<DIV>A great week to all!</DIV>
<DIV> </DIV>
<DIV>EG</DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>
<DIV>In a message dated 10/8/2011 9:58:37 A.M. Central Daylight Time,
branlw@sbcglobal.net writes:</DIV>
<BLOCKQUOTE
style="BORDER-LEFT: blue 2px solid; PADDING-LEFT: 5px; MARGIN-LEFT: 5px"><FONT
style="BACKGROUND-COLOR: transparent" color=#000000 size=2 face=Arial>
<DIV>A para and a reader are completely 2 different animals!</DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>"When we treat children's play as seriously as it deserves, we are
helping them feel the joy that's to be found in the creative spirit. It's the
things we play with and the people who help us play that make a great
difference in our lives." <BR>— Fred Rogers </DIV>
<DIV> </DIV>
<DIV>Brandy Wojcik<BR>Discovery Toys Educational Consultant and Team
Leader<BR><A title=http://www.playtoachieve.com/
href="http://www.playtoachieve.com/">www.playtoachieve.com</A><BR>(512)
689-5045</DIV>
<DIV> </DIV>
<DIV>Looking for team members nation wide!</DIV>
<BLOCKQUOTE
style="BORDER-LEFT: #000000 2px solid; PADDING-LEFT: 5px; PADDING-RIGHT: 0px; MARGIN-LEFT: 5px; MARGIN-RIGHT: 0px">
<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="FONT: 10pt arial; BACKGROUND: #e4e4e4; font-color: black"><B>From:</B>
<A title=mailto:EricGuillory@aol.com
href="mailto:EricGuillory@aol.com">EricGuillory@aol.com</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A
title=mailto:pibe-division@nfbnet.org
href="mailto:pibe-division@nfbnet.org">pibe-division@nfbnet.org</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Friday, October 07, 2011 7:27
AM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> Re: [Pibe-division] Accessible
Graphing Calculator,Duxbury with Scientific N...</DIV>
<DIV><BR></DIV><FONT color=#000000 size=2 face=Arial>
<DIV>Bran et al,</DIV>
<DIV> </DIV>
<DIV>I concur that students need to be given increased opportunities to use
readers and self-advocacy skills while still in middle and high school.
Working at a residential training center as I do, there are a lot of young
adults who come to us with very poor self-advocacy skills and generally with
absolutely zero reader experience. This is troubling, as college is truly
monumentally different from what they have known before in terms of
individual responsibility and initiative. My two cents on this beautiful
fall Friday. A great weekend to all.</DIV>
<DIV> </DIV>
<DIV>EG</DIV>
<DIV>PIBE President</DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>
<DIV>In a message dated 10/6/2011 9:36:43 P.M. Central Daylight Time,
branlw@sbcglobal.net writes:</DIV>
<BLOCKQUOTE
style="BORDER-LEFT: blue 2px solid; PADDING-LEFT: 5px; MARGIN-LEFT: 5px"><FONT
style="BACKGROUND-COLOR: transparent" color=#000000 size=2 face=Arial>
<DIV><FONT size=2 face=Arial>Not every child has a para, and really in
high school most kids don't. I went to school wwith out a para and so do
and did many others. I'm pretty sure her Son doesn't have 1, and this
would need to be prepared. I also did college math with an after class
reader not someone sitting by me. Yes I'm a <BR>Braille reader. Try to
think more in line of how will the child do this independently instead of
assuming the kid has a right arm person. I know a blind college math
professor and he has a reader, but can do problems on his
own.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Bran</FONT></DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>"When we treat children's play as seriously as it deserves, we are
helping them feel the joy that's to be found in the creative spirit. It's
the things we play with and the people who help us play that make a great
difference in our lives." <BR>— Fred Rogers </DIV>
<DIV> </DIV>
<DIV>Brandy Wojcik<BR>Discovery Toys Educational Consultant and Team
Leader<BR><A title=http://www.playtoachieve.com/
href="http://www.playtoachieve.com/">www.playtoachieve.com</A><BR>(512)
689-5045</DIV>
<DIV> </DIV>
<DIV>Looking for team members nation wide!</DIV>
<BLOCKQUOTE
style="BORDER-LEFT: #000000 2px solid; PADDING-LEFT: 5px; PADDING-RIGHT: 0px; MARGIN-LEFT: 5px; MARGIN-RIGHT: 0px">
<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="FONT: 10pt arial; BACKGROUND: #e4e4e4; font-color: black"><B>From:</B>
<A title=mailto:dmehlenbacher@yahoo.com
href="mailto:dmehlenbacher@yahoo.com">Dr. Denise M. Robinson</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A
title=mailto: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> Thursday, October 06, 2011
12:00 PM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> Re: [Pibe-division]
Accessible Graphing Calculator,Duxbury with Scientific N...</DIV>
<DIV><BR></DIV>
<DIV
style="BACKGROUND-COLOR: #fff; FONT-FAMILY: times new roman, new york, times, serif; COLOR: #000; FONT-SIZE: 14pt">
<DIV><SPAN>Sally,</SPAN></DIV>
<DIV><SPAN>Yes, to what Eric is saying with a bit more.</SPAN></DIV>
<DIV><SPAN>Windows 7 offers a fantastic very accessible scientific
calculator, using Jaws. However, the graphing part is still not
there--The para does up the graph then with wikki sticks the blind child
can graph what they just calculated. This still remains an issue in the
field.</SPAN></DIV>
<DIV><BR><SPAN></SPAN></DIV>
<DIV><SPAN>Back to AGC--same issue. Yes, blind students can input the
information, but without a graphic embosser, the sound that it plays is
not enough feedback for the blind student to understand what he just
did. So if they are using AGC, para does up the sheet and wikki sticks
graph the lines. If the child has some vision, you can enlarge the
screen enough to see the graph of the AGC</SPAN></DIV>
<DIV> </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>Teacher of the Blind &
Visually Impaired<BR>TechVision-Independent Contractor</DIV>
<DIV>Specialist in blind programming/teaching/training</DIV>
<DIV>509-674-1853 <A title=mailto:deniserob@gmail.com
href="mailto:deniserob@gmail.com" rel=nofollow
target=_blank> deniserob@gmail.com</A></DIV>
<DIV> </DIV>
<DIV><A title=http://blindgeteducated.blogspot.com/
href="http://blindgeteducated.blogspot.com/" rel=nofollow
target=_blank>http://blindgeteducated.blogspot.com/</A></DIV>
<DIV> </DIV>
<DIV><BR>
<BLOCKQUOTE
style="BORDER-LEFT: rgb(16,16,255) 2px solid; PADDING-LEFT: 5px; MARGIN-LEFT: 5px">
<DIV
style="FONT-FAMILY: times new roman, new york, times, serif; FONT-SIZE: 14pt">
<DIV
style="FONT-FAMILY: times new roman, new york, times, serif; FONT-SIZE: 12pt"><FONT
size=2 face=Arial>
<HR SIZE=1>
<B><SPAN style="FONT-WEIGHT: bold">From:</SPAN></B>
"EricGuillory@aol.com" <EricGuillory@aol.com><BR><B><SPAN
style="FONT-WEIGHT: bold">To:</SPAN></B>
pibe-division@nfbnet.org<BR><B><SPAN
style="FONT-WEIGHT: bold">Sent:</SPAN></B> Thursday, October 6, 2011
9:27 AM<BR><B><SPAN style="FONT-WEIGHT: bold">Subject:</SPAN></B> Re:
[Pibe-division] Accessible Graphing Calculator, Duxbury with
Scientific N...<BR></FONT><BR>
<DIV id=yiv893780699>
<DIV><FONT id=yiv893780699role_document color=#000000 size=2
face=Arial>
<DIV>Sally,</DIV>
<DIV> </DIV>
<DIV>You and I both! I like and respect Susan O, but, truth-to-tell,
she is the only person with whom I have ever spoken who has given the
AGC a positive rating. I think that, for the purpose of creating
tactile graphics, it comes down to a high-quality reader with an
understanding of mathematics and the requisite terminology, tactile
graph paper, Wikki Stix, and other low-tech tools. As tech savvy as I
am and I know your son is, that isn't always the most feasible
solution. </DIV>
<DIV> </DIV>
<DIV>As for the utilization of Sci Notebook with DBT: I personally
have not done so and have gotten mixed reviews from those who have. It
is certainly doable, but I think patience and proofreading are in
order if you undertake it.</DIV>
<DIV> </DIV>
<DIV>I look forward to continued discussion on this vital issue.</DIV>
<DIV> </DIV>
<DIV>EG</DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>
<DIV>In a message dated 10/6/2011 11:13:25 A.M. Central Daylight Time,
seacknit@gmail.com writes:</DIV>
<BLOCKQUOTE
style="BORDER-LEFT: blue 2px solid; PADDING-LEFT: 5px; MARGIN-LEFT: 5px"><FONT
style="BACKGROUND-COLOR: transparent" color=#000000 size=2
face=Arial>
<DIV><FONT size=2 face=Arial>I am interested in finding an
accessible graphing calculator solution that really works. It
has to be useful even without a Tiger Embosser. Also, does anyone
use Scientific notebook with Duxbury to create math problems for
kids? How does it work? Would you recommend
it?</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Thanks.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Sally
Thomas</FONT></DIV><BR><BR>_______________________________________________<BR>Pibe-division
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