<div dir="ltr"><div> <font color="#000000" size="3" face="Times New Roman">
</font><p style="margin:0in 0in 0pt;line-height:normal" class="MsoNormal"><span><font size="3"><font color="#000000"><font face="Calibri">Mikayla,</font></font></font></span></p><font color="#000000" size="3" face="Times New Roman">
</font><p style="margin:0in 0in 0pt;line-height:normal;text-indent:0.5in" class="MsoNormal"><span><font size="3"><font color="#000000"><font face="Calibri">I think this is a difficult question to answer because there are
not very many people who have been through both a conventional training program
and NFB training. I received degrees in TVI and O&M from a non-NFB training program. My
focus was on K-12, so when I speak of students, I am for the most part talking
about minors. I have a strong respect for the NFB and what it does. I have steered several students and families toward the NFB, knowing how empowering it can be for the student and family to spend time with independent, competent, blind adults. My knowledge of NFB philosophy comes from friendships and
professional relationships with Federationists, and attendance at NFB
conferences. If I in any way misrepresent the NFB philosophy, please
forgive me, and feel free to correct me. I can really only speak with
confidence about the training we received in my program.</font></font></font></span></p><font color="#000000" size="3" face="Times New Roman">
</font><p style="margin:0in 0in 0pt;line-height:normal;text-indent:0.5in" class="MsoNormal"><span><font size="3"><font color="#000000"><font face="Calibri">In the interest of full disclosure, understand that
I am a sighted child of blind parents, which gives me the perspective of seeing
first-hand the level of independence that blind people can and should have. I
grew up around well-educated and independent non-Federationist blind people.</font></font></font></span></p><font color="#000000" size="3" face="Times New Roman">
</font><p style="margin:0in 0in 0pt;line-height:normal;text-indent:0.5in" class="MsoNormal"><span><font face="Calibri"><font size="3"><font color="#000000">I believe there are some differences in philosophy,
but more similarities than most people on either "side" think (for
lack of a better way to put it). <span> </span>We had
an introductory class our first semester in the program that addressed a lot of
philosophical topics. I don't think I will be able to list them all, as this
was several years ago, but I will give you an idea. Our instructor, who also
ran the program, is blind, and stressed things like equality, respect, and
equal access to information. We talked about the way blind people are portrayed
in the media, and how this exacerbates the problem of society's misperception
of blindness and blind people. <span> </span>We
discussed independence, and the rights of blind people to travel, work, and
live their lives independently without interference from others. </font></font></font></span></p><font color="#000000" size="3" face="Times New Roman">
</font><p style="margin:0in 0in 0pt;line-height:normal;text-indent:0.5in" class="MsoNormal"><span><font size="3"><font color="#000000"><font face="Calibri">Our instructor/program director placed a lot of
emphasis on making sure the TVI's coming out of the program were well-trained
in Braille and Nemeth Code. Braille instruction consisted of two semesters of
intensive Literary Braille and Nemeth Code, and included short units on Braille
music notation, foreign language notation, and diacritical markings. We were
required to pass a tough comprehensive test at the end of the semester that
included reading, writing, and proofreading, as well as demonstrating proficiency
with a slate and sylus. The point being, if you had a Braille reading student
on your caseload, you had better be providing quality instruction in Braille,
and the student darn-well better have access to everything in the curriculum in
accurate Braille, in a timely manner.</font></font></font></span></p><font color="#000000" size="3" face="Times New Roman">
</font><p style="margin:0in 0in 0pt;line-height:normal;text-indent:0.5in" class="MsoNormal"><span><font face="Calibri"><font size="3"><font color="#000000">That being said, I think one of the differences in
philosophy may lie in the idea of which students are taught Braille. <span> </span>My understanding of the NFB philosophy in the
past has been that that it is believed that every person with a visual
impairment should learn Braille, due to the difficulties low vision sometimes
presents in reading speed and efficiency, as well as visual fatigue. <span> </span>I am aware of the NFBRMA, however, so I am not
so sure of how this fits in with the NFB philosophy, or if I had it wrong to
begin with.<span> </span>Feel free to educate me. <span> </span><grin><span>
</span>We learned in our program that a student’s reading medium is very
individualized, and needs to be determined through observations, discussion
with student, teachers & parents, Functional Vision Assessments, consideration
of the cause and stability of visual condition, impact of concomitant disabilities,
and a completion of a Learning Media Assessment.<span> </span>Students who function visually are assisted
in learning to use their vision as efficiently as possible, using low vision
devices, visual strategies, and self-advocacy.</font></font></font></span></p><font color="#000000" size="3" face="Times New Roman">
</font><p style="margin:0in 0in 0pt;line-height:normal;text-indent:0.5in" class="MsoNormal"><span><font face="Calibri"><font size="3"><font color="#000000">Another possible difference philosophy that I have
perceived relates to the use of human guides and some other types of sighted
assistance.<span> I have noticed a strong distaste for this type of assistance in my friends who are Federationists. </span>In our program, this is
taught as another “tool” in the “toolbox,” to be used at the blind person’s
discretion.<span> </span>It is stressed that when in
this situation, it is important that the blind person is in charge, and the
person assisting is to take direction from the person being guided or assisted.<span> It is also acknowledged that sighted people tend to try to help too much, and/or provide unsoliced and unwanted help. We are taught to teach our students to refuse unwanted help, and how to get out of a situation where they are being guided without consent. We also are taught to encourage students to teach proper human guide techniques to people who they want to guide them. While these things may seem obvious and simplistic, please understand that we are working with childen and teens who are accustomed to having to do what they are told without arguement, and may be reluctant to assert their rights.</span></font></font></font></span></p>
<font color="#000000" size="3" face="Times New Roman">
</font><p style="margin:0in 0in 0pt;line-height:normal;text-indent:0.5in" class="MsoNormal"><span><font size="3"><font color="#000000"><font face="Calibri">One area of educational philosophy that has been of
interest to me, and I would like to investigate further is that of Structured
Discovery.<span> </span>This is something that has
been back-burnered for some time as I attend to personal and professional duties.<span> </span>Realizing I need to learn more about it, I
must admit that I wonder how different it is from what I do in the classroom, because
much of my instruction consists of asking series of questions of the students
in order to try to get them to figure things out for themselves.<span> </span></font></font></font></span></p><font color="#000000" size="3" face="Times New Roman">
</font><p style="margin:0in 0in 0pt;line-height:normal;text-indent:0.5in" class="MsoNormal"><span><font face="Calibri"><font size="3"><font color="#000000">Ok, well I hope I have helped you answer your question.<span> </span>I look forward to any
responses.<span> </span>And thank you, Mikayla, for
being brave and asking a tough question.</font></font></font></span></p><font color="#000000" size="3" face="Times New Roman">
</font><p style="margin:0in 0in 0pt;line-height:normal" class="MsoNormal"><span><font size="3"><font color="#000000"><font face="Calibri">Respectfully,</font></font></font></span></p><font color="#000000" size="3" face="Times New Roman">
</font><p style="margin:0in 0in 0pt;line-height:normal" class="MsoNormal"><span><font size="3"><font color="#000000"><font face="Calibri">Karalee Tyrrell</font></font></font></span></p><font color="#000000" size="3" face="Times New Roman">
</font></div><div class="gmail_extra"><br><br><div class="gmail_quote">On Sun, Mar 16, 2014 at 12:01 PM, Marianne Denning <span dir="ltr"><<a href="mailto:marianne@denningweb.com" target="_blank">marianne@denningweb.com</a>></span> wrote:<br>
<blockquote style="margin:0px 0px 0px 0.8ex;padding-left:1ex;border-left-color:rgb(204,204,204);border-left-width:1px;border-left-style:solid" class="gmail_quote">Mikayla, that is probably true. I think some of the professors may be<br>
active in NFB but the program does not teach a philosophy. Believe<br>
me, there is so little time for the instruction that must take place<br>
that discussing philosophy is very limited. The one exception may be<br>
the program in Louisiana. It is up to each TVI to impart the NFB<br>
philosophy to students. I do this without mentioning any organization<br>
most of the time. I believe all TVIs should be teaching independence<br>
from the very beginning.<br>
<div><div><br>
On 3/16/14, Mikayla Gephart <<a href="mailto:mikgephart@icloud.com" target="_blank">mikgephart@icloud.com</a>> wrote:<br>
> Hi, I have heard that programs for TVI's do not have a philosophy close to<br>
> the NFB's. Is that true?<br>
> Mikayla<br>
><br>
> Sent from my iPad<br>
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<span><font color="#888888"><br>
<br>
--<br>
Marianne Denning, TVI, MA<br>
Teacher of students who are blind or visually impaired<br>
<a href="tel:%28513%29%20607-6053" target="_blank" value="+15136076053">(513) 607-6053</a><br>
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