What It Means for an Artist to be Blind?

By Michael M. Michaelson

Only those that are blind can truly grasp or understand what it means to be partially sighted or totally blind. Even among those that live with physical limitations, and have vision problems, there is a different view among them within the realm of sight. For each individual person who does live with this limitation sees his own personal problem or disability for what he or she knows personally. For a totally blind person is in a far different position than from a person who might be considered to be blind but still has some visual ability.

I recently came to fully grasp this after reading a book called, “Hero’s Of Courage.” I am considered blind by society but still have a little of my sight available to me. The stories I read were about people who were totally blind, with zero sight, nothing but nothing, no light, no shadows, no objects, and no color whatsoever. Now while I was listening to this book, I so happened to be painting a large canvas. Of course my work certainly has its limitations in my ability to create exactly what I see in my mind onto the canvas. Although with all the tricks and technical moves, arrangements, settings, special tools that I have devised, odd measurements of my own design and trying to get it right, I personally know I’m blind in my own understanding of my limitations with vision. However, after hearing the many incredible stories of artists who had far more problems than myself and still managed to succeed; well, somehow I began to realize that my limited sight was as nothing, and it was as if I had plenty of sight in comparison to those who were absolutely sightless. I not only felt a guilt of sorts, in saying that I was blind, but actually became extremely thankful that I was able to see just enough to express myself with paint and brush.

Now along the way, I have had conversations with those who are totally blind and when you let them know you do have some sight and are still considered blind, its as if you suddenly became an illegal and felt as though you had imposed yourself into their personal world. It felt like I was stealing their identification of Blind. I felt that they thought that it was unfair, that I would use the title of blind, when in reality, when my sight was in actuality, only in a state of difference, compared to normally sighted society. I realized that there is no comparison of being totally blind to having at least a glimmer of shadow or possible variances of light. Therefore, even though I am considered blind, I have gained a great respect for all those absolutely blind people who think to be or call themselves and have established themselves as artists!

Each blind artist is a totally independent creator of art. That individual artist is his own machine, designed over many years. Every part of that life was an experience that no other person could experience in the same way. Even if identical twins were born blind, and both grew up right next to one another, and both became artists, their work and perceptions, would and could not be the same. Every human mind is different and no two thoughts can be the same, thus each blind artist is his own individual creating machine.

What feelings does an artist have? Again, this depends upon many circumstances. If an artist was born totally blind and never knew color or had the opportunity to see anything out there in the world, of course his perceptions will be dictated by his feelings, her emotions and through these feelings they would express their imaginations onto or into their works.

Now if an artist grew up in a ghetto and knew only poverty and difficult times and had only experienced or lived a life of survival, and now add blindness into this equation, that blind artist might turn out to create nothing but paintings of his perception of ill will or evil and dark experiences. Or maybe through his imagination escape into a world of colors, trees and flowers, even though he has never seen such things.

I cannot speak for any other artist about their feelings but only relate to my own. For there are feelings present when creating a work. The feeling begins long before paint, or tool is ever applied to a canvas or a work. I say that an artist is using a media to express nothing but feelings to another. If an artists is talented or somehow manages to touch others with his feelings, and others can relate to them then that artist has succeeded as a transporter of feelings, a messenger of emotions and a creator of perceptions. This still does not calculate out to success or a reputation.

I personally would count success as transforming ones feelings into another media, such as expression or perceptions equaling Payment! But that is my view, at this time or stage in my struggle with making it happen and to reach that place where my perceptions of existence might be considered to be of some value.

Oh this thought might hit some as a slander or mark against a so called free spirited and dedicated artist. But you might have fun spending your time and life in expressing your feelings, and people might give you some credit and pat you on the back but when they are willing to take money out of their pockets and put it into your hand for your expressions, feelings, emotions, time, talent and efforts, then you can somewhat measure your success as an artist. Otherwise your only a hobbyist.

An example of this might be that one day your sitting along the beach painting the scene and along comes a few people to observe you. After a few minutes of conversation and them looking at your work, one man says, “I really like that, and asks you how much you would like to sell it for?” You shrug your shoulders and the man goes on, “Hey, I’ll give you $1000 in cash right now for your work.” Even if you did not accept the offer, this person just validated your perceptions, your feelings and has lifted you up onto the plain of artist. I have not known to many artists that would not accept this exchange and measure it as some type of validation of being an artist.

I must laugh at those individuals that tell me, that one day, maybe after I’m dead, I’ll become a famous artist. That might be great for those who have possession of my works, but if I were not able to even buy a loaf of bread and possibly maintain a standard of life with my work during my own life time, it does not do me any good. If I were an architect or a landscaper and could not make a living using my talents and getting paid to express my feelings, what good then, is it to consider myself an architect or a landscaper? Imagine someone saying, “Hey when you die, we’ll take a look at your drawings and go look at one of your gardens, but for now, we have no intention of paying you for your works!”.

An artist might get nothing else but personal satisfaction from his works but the minute he thinks to sell his creation, he is measured, tested and his work is then put up for criticism. This is where the real feelings come into play. For if a person considers himself an artist, (blind or not), his feelings are now up for criticism and for sale. If no one wants his expressions, then without a doubt, his efforts are personally viewed with a very different perspective. Rejection will definitely play a role in the artists feelings. If his existence depends on his work, he better be prepared to starve with his emotions or to thrive with his feelings.

Feelings are what makes a work acceptable. I feel that a work should actually make a person stop, look and wonder. In my thinking, if someone can walk by your work without being forced to look at it or drawn to it by a feeling or for some reason or another, then somehow the artist has not yet learned to truly get his feelings into his work or onto the canvas.

I speak here of an artist who is attempting to sell his work. If someone is just wanting to use art as a process of meditation or as a hobby of expression that is different. His feelings are his own, they are not up for criticism or for sale or trying to impress others or touch another sol. The second that an artist wants someone to appreciate or offer criticism or desires some sort of recognition, that person, enters into a much different area of being an artist. If a child creates a finger paint project, and brings it home to share with family and wants some recognition, well, that little sol is learning to express itself in exchange for something. Few humans can create something without wanting approval. Depending upon an artists level of feelings, this energy will force that person into a higher degree of creativity.

No matter how we view this, feelings of an artist are one of the most important part of his creative powers. Skill can be developed but those feelings will determine every aspect of the artists work. Now, take a blind or partially sighted artist and imagine the feelings involved?

For a blind artist, no matter his particular field of work, the measure of feelings has to be much more intense. The challenge alone has already stirred up an ocean of feelings. There is so much more to a work from a blind person. If you could measure the brush strokes in levels of vibration, a work by a blind person would be an earthquake, compared to a trimmer, by a sighted artist.

So now, what it means for a blind person to be an artist is so much different and without any question, the challenge is a thousand times greater. For a blind or partially sighted or even for a handicapped or limited individual to set sail onto the ocean of art and hope to reach a destination without getting lost or being shipped wrecked is one of the great accomplishments in this life of challenge.

Anyone can declare themselves to be an artist, anyone can create something, but it takes a very special person, a very serious and determined soul to embark on such an oceanic journey as being a blind creator of true art!

A blind artist stands naked before the judges, with all his feelings exposed, and open to more than just criticism. That same energy in a blind person could make him an Olympic champion in the sports world, or a top mountain climber among mountaineers, but few will ever realize the depth of a blind artists over all abilities to begin and finish the journey as an artist.

When you sighted observers look or study a work by a blind or partially sighted person, please look into the depths, count the layers of feelings that might not be seen with the human eye and know that when you view a work by a blind person, your seeing a journey of great challenge. So Ttake the Journey and buy the ticket unto greater and deeper perceptions!

Michael M. Michaelson has created http://www.ticktalk.net and http://www.outofsightcreations.net, using Freedom Scientific software. The sites serve as a creative outlet containing new stories for those seeking something a little different, and his on line art portfolio offers everyone the opportunity to purchase outstanding works by a blind artist.

Michael, along with his works of art enjoys self-publishing and has more than twenty-three of his own publications for sale, as well as many free reads and places for other writers to publish their works on these sites.

Blind Scientist

Scientific research is not a career most people believe to be suitable for the blind, but such beliefs are changing. Dr. Geerat Vermeij is a nationally recognized marine biologist. He conducts research and teaches students at the doctoral level. Dr. Vermeij tells us that science is competitive, tedious, and hard—and, that he loves it. Here is what he has to say:

How, a skeptic might ask, could a blind person ever hope to be a scientist? After all, science is difficult if not impenetrable even for many sighted people; and, in any case, there is almost nothing in the way of books about science available to the blind. How would one carry out experiments? How would one gain access to the huge scientific literature? Perhaps a blind person could be a physicist, at least a theoretical physicist, but surely not a biologist. Why would the blind willingly choose biology, that most visual of all the sciences?

The answer is very simple. Science, and for me biology in particular, is absolutely fascinating. Someone is actually paying me to study shells, some of the most beautiful works of architecture in all of nature, in the expectation that broad principles with implications for our own species will emerge.

What is more, I get to travel to exotic places, to read the scientific literature in all its fantastic diversity, to see my own papers and books published, and to teach others about science, that most powerful of all ways of knowing. What more could one ask of a profession?

Like many of my colleagues, I came to science early in life. Even as a small boy growing up in the Netherlands, I picked up shells, pine cones, pretty stones, and the like. My parents, both of whom are avid natural historians, took pains to acquaint me with all kinds of creatures that lived in the grassy polders and in the innumerable ditches that crisscrossed the Low Land. The fact that I was totally blind made no difference at all. At the age of ten, shortly after moving to the United States, I became seriously interested in shells. Almost immediately I started my own collection, which soon grew to include all manner of other objects of natural history. My parents and brother were enthusiastic; they read aloud, transcribed, or dictated every book on natural history they could find.

The reactions of my teachers in the local public elementary school ranged from polite acceptance to genuine enthusiasm when I told them of my intentions to become a conchologist, a malacologist, or a biologist. If they thought about the incompatibility between blindness and biology, they kept it to themselves, or perhaps they expected my obsession to be a passing fancy soon to be replaced by more realistic plans.

The interest in biology did not flag. As counselors more openly expressed their fears that I would be unable to find employment if I persisted in my plans to study biology, I entered Princeton University to concentrate on biology and geology. There I received strong support from nearly all my professors; they were giants in their fields, and their enthusiasm sustained my youthful confidence.

I applied to do doctoral work at Yale. When I arrived for my interview in the biology department, the director of graduate studies was more than a little apprehensive. During my talk with him, he took me down to the university's shell collection in the basement of the Peabody Museum. Casually he picked up two shells and asked me if I knew them. He fully expected me to draw a blank, in which case he planned to tell me as gently as possible that biology was not for me after all.

Fortunately, however, the shells were familiar to me. All of the misgivings of the director instantly evaporated. Thanks to his enthusiastic endorsement, I was able to enter Yale with a full graduate fellowship that left me free to travel and to carry out an ambitious research project culminating in the Ph.D. dissertation. After Yale, I joined the Department of Zoology at the University of Maryland at College Park in 1971, first as an instructor. Moving up through the academic ranks, I was appointed professor in 1980. Along the way, I married Edith Zipser, a fellow biologist whom I had met at Yale, and we had a daughter Hermine, who is now six.

Very recently I accepted a new appointment to become Professor of Geology at the University of California, Davis.

What do I actually do in my job that seemed so improbable to the skeptics? Again the answer is simple. I do what my sighted colleagues do: research, teaching, and service.

My research centers on how animals and plants have evolved to cope with their biological enemies; predators, competitors, and parasites, over the course of the last six hundred million years of earth history. When I was still a graduate student, working at the University of Guam Marine Laboratory, I noticed that many of the shells I was finding on the island's reef-flats were broken despite their considerable thickness and strength. It soon became clear that shell-breaking predators, especially crabs and fishes, were responsible for this damage. I began to suspect that many of the elegant features of tropical shells—their knobby and spiny surfaces, their tight coiling, and the narrow shell opening often partially occluded by knob-like thickenings, were interpretable as adaptations which enabled the snails that built the shells to withstand the onslaughts of their predators.

Most interestingly, the shells I had collected in the West Indies and the Atlantic coasts of South America and Africa seemed to be less well endowed with this kind of armor than were the shells from comparable sites in the tropical Western Pacific. Armed with these observations and hypotheses, I applied for funding from the National Science Foundation to continue my work upon my arrival at Maryland.

When the program director called me to say that I would be funded, he also informed me that the Foundation would not sponsor my proposed field work in the Indian Ocean because he could not conceive of a blind person's doing field work. I reminded him that I had already worked in field situations throughout the tropics, and that the proposed research critically depended on the work in the Indian Ocean. After a few minutes of conversation he relented and awarded me the full amount.

How do I do my research? It is a combination of field, laboratory, museum, and library work that has taken me all over the world to coral reefs, mangrove swamps, mud-flats, rock-bound open coasts, deserts, rain forests, research vessels, marine biological stations, secret military installations, great libraries, and big-city museums.

I make large collections of specimens in the field, work with living animals in laboratory aquaria, measure shells in museums and in my own very large research collection, and read voraciously. Wherever I go I am in the company of a sighted assistant or colleague.

Often this is my wife, but there are many others as well. There is nothing unusual about this; every scientist I know has assistants. I keep detailed field and laboratory notebooks in Braille, usually written with slate and stylus. Once a week I go to the U.S. National Museum of Natural History, part of the Smithsonian Institution in Washington in order to work with the outstanding collection of mollusks and to peruse carefully all the scientific periodicals that came into the library the previous week. While my reader reads to me, I transcribe extensive notes on the Perkins Brailler. Sometimes I will make just a few notations of the main point of a scientific paper, but at other times I transcribe all the data contained in a paper. My Braille scientific library now comprises more than eight thousand publications compiled in more than one hundred forty thick Braille volumes.

Like many of my colleagues, I spend a great deal of time writing. First, I prepare drafts on the Perkins Brailler, using the seemingly inexhaustible supply of memos and announcements that flood my mailbox daily. Once I am satisfied with the text, I type the manuscript on an ink typewriter. An assistant proofreads and corrects the manuscript, which is then submitted to an appropriate scientific periodical or book publisher for a thorough evaluation.

In all my work I find Braille to be vastly more efficient than any other form of communication. I also prefer live readers to tape recorders. How can you ask a machine to spell words, to ferret out a detail in a graph or table, and most importantly to skip whole sections or to scan the text for a particular point? Teaching has always been inextricably intertwined with research for me. I can point to several papers that would not have been written were it not for the fact that I was forced to think about problems in connection with a lecture on a topic quite far removed from my immediate research interests.

Over the years I have taught a great variety of courses—animal diversity, evolutionary biology, ecology, marine ecology, malacology, the mathematics and physics of organic form, and a seminar on extinction—ranging from the introductory to the advanced graduate level.

In the large introductory courses, teaching assistants take charge of the laboratory sections and help in grading papers. Again, there is nothing unusual in this. Professors in science departments at most universities depend heavily on teaching assistants. Like other research-oriented professors, I train graduate students. Thus far, seven students have received their Ph.D. degrees under my direction.

The service part of the job is highly varied as well. There are the inevitable committee meetings and the many tasks that help make the department or the university run smoothly. I head search committees to find new faculty members, I conduct reviews of faculty performance, and I write as few memos as I can. An important service to the profession is the review of dozens of manuscripts and grant proposals. If one writes them, one ought to be willing to review them as well.

Of course, science isn't all fun and games. Science is competitive; it is hard work, full of tedious calculations, revising manuscripts for the nth time, of coping with the disappointment of having a cherished paper or grant proposal summarily rejected, and of quibbling about grades with a frustratingly inept student. Nobody in science is exempt from pressures and feelings such as these, but in the end the work is immensely rewarding and intellectually fulfilling.

In short, there is nothing about my job that makes it unsuitable for a blind person. Of course, there are inherent risks in the field work; I have been stung by rays, bitten by crabs, and detained by police who mistook my partner and me for operatives trying to overthrow the government of their African country, and I have slipped on rocks, scraped my hand on sharp oysters and pinnacles of coral, and suffered from stomach cramps. There isn't a field scientist alive or dead who hasn't had similar experiences. Life without risk is life without challenge; one cannot hope to understand nature without experiencing it firsthand. The blind, no more than the sighted, must act sensibly and with appropriate caution. Along with independence comes the responsibility of assuming risks.

What would I say to a blind person who is contemplating a career in science? Very simple. I would tell that person exactly what I would tell a sighted one: Love your subject, be prepared to work hard, don't be discouraged by doubters and by the occasional failure, be willing to take risks, get as much basic science and mathematics as you can take, and perhaps above all display a reasoned self-confidence without carrying a chip on your shoulder. You will need stamina, good grades, the support of influential scientists, and a willingness and ability to discover new facts and new ideas. It is not enough to do well in courses; one must make new observations, design and carry out tests of hypotheses that have been carefully thought out, and interpret and present the results in such a way that the work is both believable and interesting to others. Science is not for everyone, but I can think of no field that is more satisfying.

What would I say to the educational establishment? I would tell them that the prevailing attitudes about science and the blind must be reformed. For too long the scientifically inclined blind have been steered only toward the social sciences and other "safe" disciplines, and away from fields in which laboratory and outdoor studies are important.

I believe that the chief factor holding the blind back from science is ignorance, not only by virtue of woefully inadequate reading materials in the schools and libraries, but also because of the pervasive fear and discouragement by the establishment to let the blind observe nature firsthand. I once met a blind woman who professed an interest in biology, yet she had never been encouraged to touch the spiny leaves of the holly.

Observation is the first, and in many ways the most important, step in a scientific inquiry. Without the freedom and encouragement to observe, a blind person (or anyone else, for that matter) is subtly but decisively turned away from science.

http://rpigmentosa.livejournal.com/10453.html?utm_source=twitterfeed&utm_medium=twitter

What Happens When Things Fall?

by Donna J. Jodhan

This is one of the most difficult challenges of my life. What really happens when things fall? In the ordinary world, a mainstream person simply bends over and picks up the fallen object or if the object has managed to roll away to some out of sight location, the mainstream person simply uses their vision to find it.

For me, the process is quite different. If something falls out of my grasp I can usually locate it by using my sense of hearing to determine where it has fallen but it all depends on whether or not it makes noise as it clatters to the floor. If the object in question falls on to a hard surface, then the task is not too difficult but if it decides to roll away from me then I am in trouble. If the object falls on to a carpet, or if the object itself does not make any noise as it falls, then all hell breaks loose.

A funny thing happened to me a few days ago. A friend was over helping me with some computer related stuff and on his way out he noticed something small lying on my carpet. When he picked it up and put it in my hand I realized that it was an SD card. To my horror I realized that the card had been lying on my carpet for almost three weeks during which time I had vacuumed around that spot a few times. The card had slipped out of my Victor Stream player over three weeks ago and I never knew that it did because I had not had cause to use my player during that time.

O boy! What if my vacuum cleaner had swallowed up my SD card? I would never have known and would only have known when I went to use my MP3 player and even at that! I would never have known what happened to my poor SD card. Horrifying and terrifying! Ah yes! The joys of having to deal with falling objects that do not make sounds and noises.

I'm Donna J. Jodhan your friendly accessibility advocate wishing you a terrific day. If you'd like to learn more about me, then you can visit some of my blog spots at:
Donna Jodhan! Advocating accessibility for all: http://www.donnajodhan.blogspot.com
Weekly Saturday postings on issues of accessibility: http://www.sterlingcreations.ca/blog/blog.html
blogs on various issues and answers to consumers concerns: http://www.sterlingcreations.com/businessdesk.htm

Little Things that Can Make a Big Difference

by Laura Legendary

If you have recently lost your eyesight, you may be wondering if you will ever use a pen to write again. Yes, you will. You may not be able to read what you're signing, but you will still need to sign that dinner check, write a sentiment at the bottom of a greeting card, or mail off some correspondence. You may be wondering how exactly that can be accomplished, other than by asking a sighted person to do it. Check out the variety of writing guides that can help you get the job done. Writing guides come in all sorts of sizes, are made of a variety of materials and have lots of uses.

Writing guides can really make your life much easier. It's time to stop struggling with trying to line up your writing to address an envelope without over-writing a line, or writing straight on the printed line of your checks, or signing on the dotted line of a credit card or other receipt. Try a sturdy aluminum guide to keep your writing legible and to be more independent. Carry a flexible plastic credit card sized signature guide in your wallet. Use cardboard guides if you need to cut one down to a custom size or fit.

Just lay the guides over the envelope, check or signature line of whatever it is you are writing, and you'll have no difficulty taking care of business on your own. You can even paper clip or tape down the guides so that you need not worry about slipping. If you have a loved one with vision loss, this is an inexpensive gift that will benefit them every day. It may be a little thing, but it can make a big difference for those who want to preserve their privacy and independence.

Laura Legendary is a speaker, author and educator specializing in disability awareness, accessibility and assistive technology. Visit Eloquent Insights at http://www.eloquentinsights.com to request Laura for your next event. Find Laura's Accessible Insights blog at http://accessibleinsights.info/blog.

APH Signature Guide

Aids people who are visually impaired in writing their signatures. Small, pocket-size frame has an opening with an elastic band. The band provides a guide for writing and flexes to allow for the descenders of letters.

Revised guide is made of durable, flexible plastic with the same rubber backing as before to prevent sliding. Measures 4 1/2" x 2 1/4". Recommended ages: 8 years and up.

Catalog Number: 1-03530-01
Click this link to purchase the APH Signature Guide.

American Printing House for the Blind, Inc.
1839 Frankfort Avenue
Mailing Address: P.O. Box 6085
Louisville, Kentucky 40206-0085
Toll Free: 800-223-1839
Phone: 502-895-2405
Fax: 502-899-2274
E-mail: info@aph.org
Web site: http://www.aph.org
APH Shopping Home: http://shop.aph.org

Sources for Videos about Blindness & Related Topics

The Eyes of Me

How do you see yourself, when you can't see at all? Follow four visually impaired teenagers in Texas as they face the usual challenges of adolescence while simultaneously learning to navigate a world designed for the sighted.

Click this link to visit PBS Online to watch the audio described program The Eyes of Me.

There are several organizations which have produced informational videotapes about blindness and related topics. Many of the tapes are free to schools, groups and other organizations, or may be rented for a slight fee. For more information about specific videos, including ordering information, use the contact information provided with each source.

General Blindness Videos
Guide Dog Videos
Eye Care/Conditions Videos

General Blindness Videos

1. The American Foundation for the Blind
AFB offers more than two dozen videotapes on blindness and vision-related topics.

Sample Titles/Description:
"New What Do You Do When You See a Blind Person" -- Update of the classic movie contains common-sense tips about "hat to do when you meet someone who is blind
"Oh, I See" -- Offers tips for helping a blind student adapt to a mainstream classroom.
"Out of Left Field" -- Ideas for recreational activities that unite blind, visually impaired and sighted children.


Ordering Info: On-line ordering available.

Contact Info:
AFB Publication/Video Orders
Tel: (800) 232-3044
Fax: (412) 741-0609
E-mail: afborder@abdintl.com
Web: American Foundation for the Blind: http://www.afb.org/


2. Braille Institute
The Braille Institute has a series of four videotapes in its Insight Series, "a free educational series designed to provide awareness and understanding of blindness and to encourage and motivate families, friends, professionals and educators who live and work with blind individuals."

Sample Titles/Description:
"Bright Beginnings" -- For parents of blind preschoolers
"Brighter Visions" -- Deals with the issue of blindness among the aging
"Touch 'n Go" -- Focuses on orientation and mobility issues
"Work Sight" -- Stories of blind individuals who have made successful transitions to the workplace


Contact:
Braille Institute
Toll-Free: 800-272-4553
Email: Info@BrailleInstitute.org
Web: Braille Institute: http://www.brailleinstitute.org


3. National Federation of the Blind
The NFB and sister association National Organization of Parents and Blind Children hasve several videos available on topics of general interest.

Sample Titles/Description:
"It' OK to be Blind" -- Families tell how NFB workshops taught them skills needed to succeed in life.
"That the Blind May Read" -- Children and adults present facts about the urgent need for braille.
"It's Not So Different" -- An interview with Jim and Barbara Walker, blind parents and NFB leaders in Nebraska.
"White Canes for Blind Kids" -- Demonstrates how the use of a cane and resulting independent mobility is essential to the healthy development of a blind child.


Ordering and Contact Info:
National Federation of the Blind Materials Center
1800 Johnson Street
Baltimore, MD 21230
Phone: 410-659-9314
Email: nfb@nfb.org
Web: National Federation of the Blind: http://www.nfb.org

4. American Printing House for the Blind

VIPS Video Library

The VIPS Video Library from Visually Impaired Preschool Services is a series of essential videos for parents of young children who are visually impaired. The VIPS Video Library offers practical and proven techniques that foster the development of children who are visually impaired or blind. Geared to parents and educators, these videos offer critical insights and strategies to help a child achieve independence.

• Seeing Things in a New Way: What Happens When You Have a Blind Baby: Catalog Number 1-30024-DVD
• Learning About the World: Concept Development: Catalog Number 1-30025-DVD
• Becoming a "Can-Do" Kid: Self-Help Skills: Catalog Number 1-30026-DVD
• Making Friends: Social Skills and Play: Catalog Number 1-30027-DVD
• Going Places: Orientation and Mobility: Catalog Number 1-30028-DVD
• Through Their Eyes: An Introduction to Low Vision: Catalog Number 1-30029-DVD
• Moving Through the World: Gross Motor Skills and Play: Catalog Number 1-30030-DVD
• Hands-On Experience: Tactual Learning and Skills: Catalog Number 1-30031-DVD
• Successfully Adapting the Preschool Environment: Catalog Number 1-30032-DVD
• Power at Your Fingertips: An Introduction to Learning Braille: Catalog Number 1-30033-DVD
• Full of Hope: Catalog Number Catalog Number 1-30034-DVD
• Growing My Way--Part 1: The Developmental Impacts of Visual Impairment: Catalog Number 1-30035-DVD
• Growing My Way -- Part 2: The Developmental Impacts of Visual Impairment (24 to 36 months of age) Catalog Number 1-30036-DVD

Note: Not available with Federal Quota funds.
Click this link to purchase any of the videos in the VIPS Video Library.

Reclaiming Independence: Staying in the Driver's Seat When You No Longer Drive Video

Useful for both individuals and professionals, this video/resource guide will help you successfully use rehabilitation and transportation resources.

Meet Syd, Wilbert, Josephine, Blanche, Gary, and Johnny and share their stories as they make the transition from driver to nondriver. This video contains vital information that will assist in meeting your transportation needs as you evaluate your situation and the resources available to you.

Types of transportation covered include:

• Rides with friends and family
• Public transportation such as buses and light rail
• Taxi cabs
• Paratransit services
• Air travel

The included Resource Guide contains information on:

• Medical issues and visual impairment
• Helpful services, instruction, and technology
• Types of transportation and strategies that promote success
• Resources, helpful agencies, organizations, and companies

The Reclaiming Independence video is available in either DVD or VHS formats. Both editions include a Resource Guide on cassette tape, in large print, and on CD-ROM. The CD-ROM provides computer files of the Resource Guide for embossing braille or reading with a computer or note taker (includes .brf, .html, and .txt files).

The DVD edition features additional material, including a narrated version of the Resource Guide. DVD menus are spoken aloud, making it possible for all viewers to navigate between chapters of the video and Resource Guide.

Reclaiming Independence: Staying in the Driver's Seat When You No Longer Drive Video
DVD:
Catalog Number: 1-30020-DVD

VHS:
Catalog Number: 1-30020-00

Optional Item:
Resource Guide, Braille Edition:
Catalog Number: 5-30020-00
Click this link to purchase Reclaiming Independence: Staying in the Driver's Seat When You No Longer Drive.

Sensory Learning Kit (SLK) Homegrown Video

The Sensory Learning Kit (SLK) DVD is the latest addition to APH's Homegrown Video Series.

This DVD features Sensory Learning Kit author and workshop facilitator Millie Smith as she talks to the viewer about the SLK and as she conducts an assessment with Barb, an adult learner. As Millie talks about the purpose of the SLK, the population of learners for whom it was designed, and its various components, the viewer sees Millie interacting with Barb using different learning media and access items from the kit. This brief overview DVD provides the viewer with information about how the use of the SLK benefits learners at the sensory motor level.

Approximate run time: 20 minutes. Closed Captioned.

Sensory Learning Kit (SLK) Homegrown Video
Catalog Number: 1-30022-DVD
Click this link to purchase the Sensory Learning Kit (SLK) Homegrown Video.

Teen Scene: Portraits of Success Video

Starring four Kentucky teenagers with low vision, this 39-minute video will make you laugh, warm your heart, and make you feel as though you know these teens! It's all about being successful, self-advocating, dating, playing sports, or achieving in school or on the job. Our four stars will show you how it's done. Available in VHS video or DVD formats. Closed captioned.

Teen Scene:

VHS Video: Catalog Number: 1-30011-00

DVD: Catalog Number: 1-30011-DVD
Click this link to purchase Teen Scene: Portraits of Success.

American Printing House for the Blind, Inc.
1839 Frankfort Avenue
Mailing Address: P.O. Box 6085
Louisville, Kentucky 40206-0085
Toll Free: 800-223-1839
Phone: 502-895-2405
Fax: 502-899-2274
E-mail: info@aph.org
Web site: http://www.aph.org
APH Shopping Home: http://shop.aph.org

Guide Dog Videos

1. Leader Dogs for the Blind
Leader Dogs for the Blind (LDB) has three videos to offer. There is no charge for the use of these movies. They may be requested by telephone or in writing. LDB requires four weeks lead time to be sure you can receive a copy on time; return videos after viewing.

Sample Titles/Description:
"Beside Me" -- Story of Leader Dog graduate Marion Goodell with Leader Dog "Heidi," shows early blindness depression disintegrated through competent Leader Dog Training. Marion emerges from Leader Dog with complete confidence in herself and her Leader Dog "Heidi."
"Leader Dog Overview" -- This is a brief look at the facilities and the program at Leader Dog. Interviews with students in training give the viewer insight into the confidence and independence a dog gives the blind traveler.
"Leader Dog Tour" -- Leader Dog Tour has all of the highlights of the five minute version with the expanded explanations of the Student Admissions Process, Puppy Program and Leader Dog training.


Contact Info:
Leader Dogs for the Blind
P.O. Box 5000
Rochester, Michigan 48308
Phone: (248) 651-9011
1-888-777-5332
Email: dmuldoon@leaderdog.org
Web: Leader Dog: http://www.leaderdog.org/


2. The Seeing Eye
This guide dog training center has several free videos available for loan to schools, individuals, medical and religious groups, agencies that serve the blind, and television stations.

Sample Titles/Description:
"Harnessing Freedom" -- History of Seeing Eye and demonstration of training methods
"With a Dog's Eyes" -- Capturing the Life of Morris Frank -- The life story of Morris Frank, the first person to use a Seeing Eye dog.
"Choices: Living With Vision Loss" -- Strategies for newly blind people adjusting to vision loss.
"Partners: Life with a Seeing Eye Dog" -- Inspiring, informational first-person account of bond between blind person and his/her Seeing Eye dog.
"Seeing Eye Puppy Raisers: People Like You" -- Look at the volunteers who help raise pups which will become Seeing Eye dogs.

Ordering Info:
The Seeing Eye does not fill video requests. To obtain videos, contact Motion Picture Services, P. O. Box 252, Livingston, NJ 07039, 973/992-8194 or e-mail to mopicserv@juno.com Please pay return postage and insurance costs; return material by parcel post or United Parcel Service. Insure each video for $250.

Contact:
The Seeing Eye Inc.
Address: PO Box 375
Morristown, NJ 07963
Telephone: 973.539.4425
FAX: 973.539.0922
Email: info@seeingeye.org
Website: Seeing Eye: http://www.seeingeye.org

American Printing House for the Blind

Denver the Guide Dog DVD

The popular Denver video is back and it is available with Quota funds! It's a great day at APH! Heathcliff, APH Vice President Gary Mudd's hard working guide dog of fifteen years, is handing over the harness to Denver, the bouncy up-an-comer.

Produced by the Discovery Channel cable network for their Animal Planet® Pet Stories series, this video is for anyone who'd like to know more about guide dogs or would just like to meet Denver.

Celebrate with Heathcliff as he's honored after twelve faithful years of service, and meet the new kid on the block--Denver. In this episode see how Denver got his start, "made the cut" at guide dog school and was matched with Gary. Be amazed as you watch how hard the two of them have worked to become the team they are. And get out your tissue, because there's not a dry eye in the house when Denver's puppy trainer returns to find such a confident and capable guide dog!

Denver the Guide Dog DVD
Catalog Number: 1-30010-DVD

Click here to purchase these items through our Quick Order Entry page: http://shop.aph.org/quickentry.asp

If you need assistance, click this link to read the Fred's Head Companion post "Purchasing Products From The APH Website Is Easy".

American Printing House for the Blind, Inc.
1839 Frankfort Avenue
Mailing Address: P.O. Box 6085
Louisville, Kentucky 40206-0085
Toll Free: 800-223-1839
Phone: 502-895-2405
Fax: 502-899-2274
E-mail: info@aph.org
Web site: http://www.aph.org

Eye Care/Conditions Videos

1. Lions Club International
Lions clubs has educational materials and project information available for free for educators, schools and youth organizations.

Sample Titles/Description:
"Don't Be Blind to Diabetes" -- Video explains the importance of early detection of diabetes.
"Share Your Vision" -- Video shows how eyeglasses collected by students and adults in the US impact the lives of people around the world.
"Down the Street and Around the World" -- A look at Lions clubs' history or service worldwide, including blindness prevention, eye banks, dog guide training school.

Ordering Info:
To order Lions clubs videos, contact Video Placement Worldwide.
Video Placement Worldwide
Web: Lions Club: http://www.vpw.com/partner/lionsclub/


2. A-Z Deafblindness
The managers of this web site have compiled a list of videos dealing with issues relating to deafblindness. For overview and ordering info, visit A-Z Deafblindness: http://www.deafblind.com/videos.html..

RehabTool.com

"ENABLE: People with Disabilities and Computers" is a 45-minute video produced by David Bolnick, Ph.D. The video is closed-captioned and includes narrative descriptions for the visually impaired. It is distributed on a nonprofit basis by RehabTool.com and is available in VHS, bundled with a digitized version (VideoCD / MPEG format) which plays on most DVD players and computers.

Click this link if interested in ordering videos from www.rehabtool.com.

A review of this title is available on the AbilityHub web site by clicking this link: http://www.abilityhub.com/ecolumn/2003/june.htm.

American Printing House for the Blind
The Psychoeducational Assessment of Visually Impaired Persons Videotape

This video and booklet are for teachers and school psychologists who have not had experience with people who are visually impaired. It presents the procedures and benefits of psychoeducational assessments, which can enhance a student's educational progress. The video features Dr. Sharon Bradley-Johnson.

Closed captioned 26-minute VHS videotape and booklet: Catalog Number: 1-30003-01

? Click here to purchase this item through our Quick Order Entry page: http://shop.aph.org/quickentry.asp

Functional Vision Assessment Video

Functional Vision: A Bridge to Learning and Living features internationally known experts, gives an overview of low vision and the process of a functional vision assessment. It highlights the importance of assessing low vision and how such an assessment is accomplished. The video was directed by APH's Mary Nelle McLennan and features Marshall Flax, Wisconsin Council of the Blind; LaRhea Sanford, Metropolitan Nashville Public Schools; Edith Ethridge, Kentucky School for the Blind; Beth Langley, Pinellas County Clearwater Schools; and Laura Felty, Raceland Independent Greenup County Schools. VHS cassette runs approximately 26 minutes.

Functional Vision: A Bridge to Learning and Living: Functional Vision Assessment Video:
Catalog Number: 1-30009-00

Students Who Are Deafblind Using APH Products Video

This video in APH's Homegrown Series features four students who are deafblind, ages 2 to 15 years, using various APH products in home and school settings. It provides the viewer with information about how students who are deafblind or who are visually impaired with additional disabilities may benefit from the use of APH products.

Watch Blake, Samuel, Tyler, and Lynn interacting with various APH products, including On the Way to Literacy books, Web Chase game, Rib-It-Balls, and the Perkins Braillewriter. Parents and teachers talk about their children's vision and hearing loss, some of their educational goals, and how their children benefit from APH products.

Running time: approx. 20 minutes. Closed captioned.

Students Who Are Deafblind Using APH Products Video:

VHS Version:
Catalog Number: 1-30017-00

DVD Version:
Catalog Number: 1-30017-DVD
Click this link to purchase Students Who Are Deafblind Using APH Products. Playing the Crucial Role in Your Child's Development and Beginnings

These two items give parents or teachers of infants who are visually impaired many easy-to-follow suggestions. The short video and more detailed book present ways of building critical skills such as reaching, grasping, midline coordination, walking, etc. Recommended ages: birth to 2 years, for parents and professionals.

Playing the Crucial Role in Your Child's Development (VHS video):
Catalog Number: 1-08341-00

Beginnings: A Practical Guide for Parents and Teachers of Visually Impaired Babies (print handbook):
Catalog Number: 7-11710-00

Discovering the Magic of Reading: "Elizabeth's Story"

This video and booklet explore ways that parents and teachers of children with visual impairment can make reading aloud an enjoyable learning experience. Provides a compelling account of the value of reading to young children. Recommended ages: For parents and teachers of children ages birth to 5 years.

Discovering the Magic of Reading: -- 24-minute VHS videotape and booklet:
Catalog Number: 1-30002-00

Booklets only (pack of ten):
Catalog Number: 7-30002-00
Click this link to purchase Discovering the Magic of Reading: "Elizabeth's Story".

Opening Doors Through An Act to Promote the Education of the Blind

This 20 minute VHS video presents an overview of the 1879 Act to Promote the Education of the Blind. With students as the focus, this presentation concentrates on the Federal Quota Program, the annual census of blind students, and the role of Ex Officio Trustees in the administration of the Act. For more information, call the APH Department of Field Services, ext. 300.

The Good Tactile Graphic: A Two-Tape Video Presentation and Booklet

Helps braille transcribers of all skill levels design clear and meaningful tactile graphics. Tapes offer a wealth of information woven into the story of an angel who desperately needs tactile graphics showing him how to operate his wings. Closed captioned.

The Booklet

Expands on the videos by providing specific guidelines for the design of tactile graphics, further resources, and samples of some of the tactile graphics depicted in the videos.

The Good Tactile Graphic (two VHS videotapes plus booklet):
Catalog Number: 1-30006-00

Guidelines, Resources, and Samples (booklet only):
Catalog Number: 7-30006-00
Click this link to purchase Good Tactile Graphic: A Two-Tape VHS Video Presentation and Booklet.

CVI Perspectives Video

This video explores cortical visual impairment (CVI) from three perspectives: medical, educational, and personal.

Neonatologist Dr. Alan Lantzy presents a medical perspective on the causes of CVI. APH CVI Project Leader Dr. Christine Roman presents an educational perspective focusing on characteristics and recommended approaches. Finally, seven families talk about their personal experiences from the difficulty of the diagnosis to finding help and hope.

CVI Perspectives Video

VHS:
Catalog Number: 1-30014-00

DVD:
Catalog Number: 1-30014-DVD
Click this link to purchase the CVI Perspectives Video from APH.

American Printing House for the Blind, Inc.
1839 Frankfort Avenue
Mailing Address: P.O. Box 6085
Louisville, Kentucky 40206-0085
Toll Free: 800-223-1839
Phone: 502-895-2405
Fax: 502-899-2274
E-mail: info@aph.org
Web site: http://www.aph.org
APH Shopping Home: http://shop.aph.org

General Disability-Related Videos

The New England ADA Center and No Limits Media have released informative videos featuring students with disabilities sharing their strategies for successfully staying in school, graduating and getting jobs. Students reveal their struggles with self-reporting their disability, and negotiating accommodations in school and at work. These videos can be used as part of trainings (each video is 7-9 minutes) and shared with students and other professionals. The videos are open captioned and can be viewed by clicking this link.

Choice Magazine Listening

Choice Magazine Listening is a free audio anthology for a special audience of blind, visually impaired, physically disabled, or dyslexic subscribers. CML was created in 1962 by the non-profit Lucerna Fund to offer the best of contemporary magazine writing, completely without charge, to adults unable to read standard print.

CML selects and records memorable writing from approximately 100 leading magazines. Every other month, this unique, free service offers its subscribers eight hours of outstanding unabridged articles, fiction and poetry read by professional voices and recorded on four-track cassette tapes.

The required four-track player is provided free of charge by the Library of Congress through its Talking Book program, which is available to those who are unable to read because of a visual or physical disability. If you don't have a four-track player, they can help you obtain one.

CHOICE MAGAZINE FREE AS DIGITAL DOWNLOAD FROM NLS

Listening to Choice Magazine is also available for free digital download from the Library of Congress' National Library Service for the Blind and Physically Handicapped's BARD program. Information on the digital download from NLS can be found at http://www.nlsbard.loc.gov.

Choice Magazine Listening
85 Channel Dr.
Port Washington, NY 11050
Phone: 516-883-8280
Fax: 516-944-6849
Web: http://members.aol.com/CHOICEMAG/

For What is in a Name, That Which We Call a Cane?

by Laura Legendary

It was 1991 when I first began using a white cane. Since my vision loss has been a slow progression over time, I did not experience the anger issues and resentment that can sometimes accompany a sudden loss of independence due to blindness. While I won’t go so far as to say I was so excited that I just couldn’t wait to get a white cane, I found myself trying to come to terms with my circumstances so that I could be at peace and be as independent as possible.

Almost immediately, I became rather attached to the cane. I realized that the cane was an important part of my well-being, and that learning to use it properly would enhance the quality of my life. I thought of the cane as an extension of myself, and as such deserved it’s own identity.

Truthfully, I’ve always been the kind of person who gave inanimate objects names. I’m guessing there’s a luxury vehicle to be had for the psychotherapist who analyzes this little fetish, but it’s true. I have always given names to things, I personalize them, I believe that there are some objects that have energy. So like, wow man, that’s so Zen. Let’s chill.

No, I don’t wear love beads or hang crystals over doorways. Maybe it’s one of those whatever-gets-you-through-the-day types of things. Still, it was natural for me to name my new companion, and the name I chose was Candy. Candy The Cane.

Well, isn’t that adorable? maybe not, but it sure gave me comfort, when just a couple of years later, I happened to be watching a news magazine program on television, and the program featured a school for children with disabilities. Most of the children were grade school age, and they carried the tiniest little white canes. Now, THEY were truly adorable. it was when one of the little ones was interviewed that I was delighted to learn that the children had all named their white canes. Well, I thought, I’m not so bizarre after all. Childlike, maybe, but not crazy.

Over the years, I’ve made it a point to ask other people who are blind if they have a name for their white cane. many do. I find this so uplifting and encouraging. I really don’t know why, but it pleases me to think about other people who are blind who also have a questionable attachment to their mobility cane. I’ve put together a short list culled from some of my twitter followers, simply because it’s easy to poll that group. Here are just a few:

• Seymour (Get it? See More? I know, I know…)
  
• The White Shaft (That cracks me up)
  
• Jane
  
• Mr. Yuk (this person prefers her dog)
  
• Harry (Can’t help you on that one)
  
• Sticky (no comment)
  
• Abel (Cain’s brother)
  
• Little John McCane )
  
• Whisker (As in the way a cat’s whiskers help feel the way)
  
• Moses (I’ve parted many a human sea with my own cane, so that one makes sense)
  
• Gary and Russell (absolutely no significance whatsoever)

I’m sometimes asked why I use a cane instead of a guide dog. Truthfully, there are advantages and disadvantages to each. While my white cane may not be as cute as a dog (although that’s a matter of opinion), Candy gets me around just fine. I will admit this, however: Candy isn’t the best cuddle partner, and she doesn’t have that cool puppy breath. On the other hand, I don’t have to clean up after Candy The Cane.

Laura Legendary is a speaker, author and educator specializing in disability awareness, accessibility and assistive technology. Visit Eloquent Insights at http://www.eloquentinsights.com to request Laura for your next event. Find Laura's Accessible Insights blog at http://accessibleinsights.info/blog.

The Sky's Not the Limit: Astronomy for the Blind and Visually Impaired

Many people have the misapprehension that astronomers study the stars just by looking up. People also used to think that the world was flat, that the universe rotated around the Earth, and that the moon was made of cheese. To many people, the idea of a blind astronomer is impossible. This is not true!

A simple definition of astronomy is: [the] branch of science that studies the motions and natures of celestial bodies, such as planets, stars, and galaxies. (definition taken from Encyclopedia.com: http://www.encyclopedia.com) . A more complete (and much more complex) definition can be found at Astronomy.org: http://www.astronomy.org/astronomy-survival/intro.html: [Astronomy is] the science which investigates all the matter-energy in the universe: its distribution, composition, physical states, movements, and evolution. We'll get into this in more detail a little later, the point is that studying and investigating do not require sight; therefore there is no reason a blind person could not become an excellent astronomer. In fact, much of the data an astronomer works with is gathered from instruments that measure waves that are outside of the visible light spectrum, such as x-rays or ultraviolet rays. So in a sense, all astronomers are making adaptations to try to translate things they can't see directly into a form that they can work with.

Now that we've proven that a blind person can study astronomy, lets go back to that complicated definition and investigate it a little more thoroughly. After that, we'll look at some resources available that are accessible to a blind person.

It's More Than Just Stars

As previously stated, astronomy is the science that investigates all the matter-energy in the universe: its distribution, composition, physical states, movements, and evolution. Let's take this apart and look at each component separately.

The first unusual term is "matter-energy". Albert Einstein showed us that energy is equal to mass times the speed of light squared. In other words, energy equals matter, but with a difference in speed. "Matter-energy" therefore is an easy way to refer to "everything that has mass plus everything that is energy."

Next comes distribution, which simply describes how the matter and energy are arranged, either in a specific area or in the universe as a whole. An example of this might be a description of a solar system: the number of planets, comets, and other bodies and the distance at which they circle their star.

Composition refers to the specific chemical make up of matter. This can be either qualitative, where the component elements are listed, or quantitative, where the component elements are shown numerically in specific quantities.

Physical states of matter describe the condition of the matter being studied. There are four states of matter:
1. Solid. This is matter with fixed shape and volume.
2. Liquid. This is matter is fluid. It's molecules move freely but tend not to separate from one another, so its volume is fixed.
3. Gas. This matter is also fluid, but unlike liquids, the molecules in gases tend to expand. It has neither a fixed shape nor a fixed volume.
4. Plasma. This is a gas that is ionized. That means that has an electric charge and therefore behaves differently from an electrically neutral gas.

Movements refer to the positional changes of matter in space. The rotation of the Earth in twenty-four hours is an astronomical movement, as is the revolution of the Earth around the Sun in one year.

Evolution is the process of change over time. The Big Bang theory is an attempt to explain the evolution of the universe-- not only how it all started, but also where it is going.

Accessible Astronomy Resources

The Electronic Universe Project: http://zebu.uoregon.edu/text.html.

Hosted by the University of Oregon, this page is a collection of links to the University's on-line classes and resources about astronomy. Not everything is 100% accessible, but the animation sequences have a separate audio description, and the main text sections are accessible to a screen reader.

Noreen Grice has created three astronomy books for the visually impaired. Her first book, published in 1990, is "Touch the Stars." Printed in braille over large type, this book has several tactile astronomical illustrations including constellations, planets, and galaxies. Her second book, "Touch the Universe" was published in 2001. Written after an idea by Bernhard Beck-Winschatz, astronomer on the faculty of DePaul University, Touch the Universe is a series of images from the Hubble Space Telescope. Each image has a clear plastic thermoform tactile overlay, with raised lines and using various textures to illustrate different colors. Pictures include close-ups of Jupiter and Saturn. Her last book, "Touch the Sun" features arresting images from the Solar and Heliospheric Observatory (SOHO) and the Transition Region and Coronal Explorer (TRACE) spacecraft. Find more information about this books at the NASA Web site: http://www.nasa.gov/vision/universe/solarsystem/touch_sun.html

Seeing Stars is a project to create accessible materials for use by students in the United Kingdom. Funded by an award from the Particle Physics and Astronomy Research Council, they have created a book in braille and large print with tactile illustrations that presents information on astronomy, space and space missions. For more information, contact Dr. Martin Barstow (mab@star.le.ac.uk).

The Space Telescope Science Institute has created Amazing Space: http://amazing-space.stsci.edu/ a set of web-based activities primarily designed for classroom use, but made available on the web for all to enjoy.

These next three websites are from university libraries and have extensive collections of links to on-line publications, including electronic versions of scholarly peer-reviewed journals as well as popular magazines.

1. Caltech: http://www.astro.caltech.edu/~pls/astronomy/pubs.html.
2. Berkeley: http://www.lib.berkeley.edu/AMS/astrejou.html.
3. Northwestern: http://er.library.northwestern.edu/brief.asp?st=bt&subdiv=tst&types=%25&subjects=22&titles=%25&btSubmit=Browse.

Here is also the index page of the usenet Astronomy FAQ files: ftp://rtfm.mit.edu/pub/usenet/news.answers/astronomy/faq (this is an FTP site and may not be accessible to all browsers):

While not strictly about astronomy, the text-only version of NASA's homepage: http://www.nasa.gov/textonly.htmlcontains a lot of interesting information about space. It has daily updates, so there is always something new!

Footprints on the Moon

by Alexandra Siy

An overview of mankind's study and exploration of the moon, from the building of Stonehenge to astronauts walking on the moon's surface. (Grades 3-6)

Braille:
Catalog Number: T-N1374-50
Click this link to purchase the book Footprints on the moon.

American Printing House for the Blind, Inc.
1839 Frankfort Avenue
Mailing Address: P.O. Box 6085
Louisville, Kentucky 40206-0085
Toll Free: 800-223-1839
Phone: 502-895-2405
Fax: 502-899-2274
E-mail: info@aph.org
Web site: http://www.aph.org
APH Shopping Home: http://shop.aph.org

Astronomy Cast

Astronomy Cast puts those Ipods and MP3 players to good use in an educational environment. Astronomy Cast, as you've probably guessed, is a series of podcasts about Space Science. In addition to the podcasts, Astronomy Cast hosts a discussion forum for amateur astronomers.

Astronomy Cast is sponsored by the National Science Foundation and has a great education section where school can submit questions for Astronomy Cast to include in upcoming podcasts. The "ask an Astronomer" section of the Astronomy Cast website links visitors to the California Institute of Technology's astronomy web page called Cool Cosmos. Cool Cosmos has a large selection of videos and classroom activities suitable for students in elementary school through high school.

Click this link to visit http://www.astronomycast.com.

Touch the Invisible Sky

NASA has released Touch the Invisible Sky, a 60-page book using 28 embossed images from its Great Observatories, coupled with large-print and braille text to bring the "majestic images" to the visually-impaired and blind.

The tome's pictures - from the Hubble Space Telescope, Chandra X-ray Observatory, Spitzer Space Telescope and other ground-based 'scopes - are "embossed with lines, bumps and other textures" which "translate colors, shapes and other intricate details of the cosmic objects".

According to NASA, Touch the Invisible Sky takes readers on "a cosmic journey beginning with images of the sun, and travel out into the galaxy to visit relics of exploding and dying stars, as well as the Whirlpool galaxy and colliding Antennae galaxies".

The book was written by astronomy educator and accessibility specialist Noreen Grice of You Can Do Astronomy LLC and the Museum of Science, Boston, with authors Simon Steel, an astronomer with the Harvard-Smithsonian Center for Astrophysics in Cambridge, Mass., and Doris Daou, an astronomer at NASA Headquarters, Washington.

Touch the Invisible Sky will be distributed through "NASA libraries, the National Federation of the Blind, Library of Congress repositories, schools for the blind, libraries, museums, science centers and Ozone Publishing".

Click this link to Touch the Invisible Sky.

NASA has funded two other astronomy-related Braille books: Touch the Universe and Touch the Sun.

The Cloudymidnights Blog

The Cloudymidnights blog is intended to support and help promote the Cloudynights.com site, which is a web site for both climatically challenged and visually impaired astronomy enthusiasts.

Click this link to visit http://cloudymidnights.blogspot.com.

Sounds From Space

From the University of Iowa:

"We can hear the sounds OF space by using scientific instruments on spacecraft as our ears. Scientific instruments detect and record radio waves, then transmit the recorded information to Earth. Once the transmitted information has been received at Earth, the data are processed for use in scientific studies. This processing also allows data to be converted or translated into sounds."

Click this link to listen to the sounds of space: http://www-pw.physics.uiowa.edu/space-audio/.

Remembering by Touch

by Donna J. Jodhan
Written at Easter 2009

Now that my vision has been reduced to almost nothing, I often use the touch technique to help me remember certain cherished images. Easter Saturday was a perfect example. When the doorbell rang and I asked who it was, the voice at the other end told me that it was a delivery man with some flowers for me. At first I was at a loss to think who would be so nice to be sending me flowers for Easter but I soon found out.

When I opened the door I asked the delivery man to read me the card on the delivery and it was from my dear mom. He quickly noticed that I was blind and asked if I needed him to put it on my table. When I told him no, he then proceeded to describe the flowers to me and a few minutes later as I quietly closed my door the tears came rolling down my cheeks. My dear mom had sent me an Easter arrangement. It was in a darling little basket, and that I could feel but I could not see the flowers themselves. So, after pulling myself together I proceeded to use my sense of touch to help me remember.

I gently felt each and every flower. Then I examined each leaf with my fingertips. I then bent and smelled the flowers and they had a fresh fragrant spring smell to them. I stood there for a few minutes with my fingers in the basket refusing to let go. I allowed my memory to take over and as I stood there, the colors came flooding back into my mind. I imagined yellow as vibrant as the sun. Purple as gentle as a dawning sky and white as pure as the Milky Way. I pictured the leaves as green as the grass grows and when I had them all pictured in my mind, I wept for joy! My mom had done me well! She knew how much I loved my flowers and she had taken the time to ensure that her basket to me was just right.

It reminded me of a few years ago after I had lost my vision; it was my birthday and I had received another delivery of flowers then. This time the delivery consisted of a huge vase of flowers and when I asked the delivery man to read me the card, he told me that it was from my brother Robert and my sister-in-law Charmaine. Like mom they had taken the time to send me flowers that they knew I so loved and when the delivery man described them to me, I again wept for joy and used my touch technique to help me remember. Later on a friend told me that my brother had specifically asked for flowers that bore fragrant smells so that I could appreciate them even more.

This is one thing that no one can ever take away from me. The ability to remember through touch. I can use the sense of touch to conjure up the most vivid of memories, the most cherished of thoughts, and the most imaginative of creative thinking and it is one of the things that keeps me going every day. I often tell people that it does not matter if I am unable to see something, I can use my sense of touch to help me enjoy it.

I'm Donna J. Jodhan your friendly accessibility advocate wishing you a terrific day and encouraging you to go out there and tell the world that yes indeed! Blind persons can certainly enjoy things by using their sense of touch. If you'd like to learn more about me, then you can visit some of my blog spots at:
Donna Jodhan! Advocating accessibility for all: http://www.donnajodhan.blogspot.com
Weekly Saturday postings on issues of accessibility: http://www.sterlingcreations.ca/blog/blog.html
blogs on various issues and answers to consumers concerns: http://www.sterlingcreations.com/businessdesk.htm

Blind and Visually Impaired mobile phone buyer's guide

by Emma Tracey

Nowadays, mobile phones are geared up for so much more than calls and texts. For blind or visually impaired people though, only certain devices will be usable. Without getting too technical, here are five things to think about when choosing a handset.

Can I access the phone’s basic features?

A mobile phone is totally pointless if you can’t make or receive calls or texts. There is text enlargement software available for those of you with useful vision, Zooms being the most popular choice. Otherwise, it’s about ensuring that character size is acceptable, that the device is well lit and that there is good colour contrast. This information is available online, but hands-on testing in-store is always best. While there, check the phone’s in-built accessibility features, usually found within the settings menue.

Totally blind users will need screenreading software. Talks, Mobile Speak and the iPhone 3GS’s Voiceover are your main choices. Each option will only work on certain compatible phones, so always check with the software manufacturers and your mobile service provider.

Are the phone’s buttons obvious and easy to activate?

It’s all well and good being privy to your gadget’s output, but if you can’t communicate with the device, then it’ll be a frustrating, one-sided relationship. Be sure to check the colour contrast of the phone’s buttons and how they are spaced. Totally blind phone purchasers, consider whether the buttons are well defined, evenly spaced, and arranged in a sensible way so that you can hit the one you want without thinking about it.

Decide whether you would prefer a slider phone or one where the buttons are always on display. In a hurry, sliding the buttons out can be an extra bother. Devices with a qwerty keyboard are not as easy to operate one-handed. So not ideal if you want to use your phone on the fly. But qwertys are probably better over all for composing email and surfing the web.

Is the phone I want a touch screen device?

As when choosing any phone, VI folk should take some time to ensure that their touch screen device is big enough, easy to manipulate and includes the all important accessibility features like text enlargement, the ability to zoom in on what you want and your favourite contrast option.

Touchscreen technology is really growing legs and while handsets like the iPhone 3GS advertise their accessibility, phones with few or no pressable buttons will always require a fairly steep learning curve for a totally blind person. So don’t enter into it unless you are prepared to put in the hours. Some phones don’t call themselves touchscreen devices, but have a couple of keys which are touch sensitive. This is even more of a no-go for a blind person than an accessible touchscreen phone.

Is the battery life acceptable?

If you have some vision, you probably have the phone’s brightness turned up to the max and if you are blind, it’s working flat out to run the screenreader. Plus, let’s face it, if your mobile runs out of juice, chances are you won’t be able to access anyone else’s. There are battery extenders on the market, but it is definitely worth while checking the battery life of the phone and how long it takes to charge before purchasing. Also consider taking energy saving measures like reducing the brightness, or choosing a less power-hungry screensaver.

Can I afford it?

Unfortunately, every phone which can accommodate screen-reading and text enlarging software is going to be at the top end of the market. The iPhone 3GS is the only device so far which has a full range of accessibility features built in. All other handsets will require add on software, which has a market value over £100. Some mobile providers will foot the bill for this, but some won’t. If you are on contract, finding which accessible mobile phone is on the cheapest plan might be the deciding factor.

Alternatively, a quick internet search will produce details of websites and email lists such as RecycleIt and TheBargainStore, where blind and visually impaired people sell their unwanted niche gadgets to each other. Used phones, usually in good condition, with the screenreading software already preloaded, are often sold on these for very sensible prices. So definitely the way to go if you are on a tight budget.

Finally, be prepared for limited accessibility knowledge and awareness from the staff you will deal with when purchasing the new phone. Take this check list with you and stick to your guns. You will almost always know what you want better than they do.

Article Source:
BBC - Ouch!

ZipHolder: a Lock for the Barn Door!

I guess when I think about it, the problem of your fly accidentally coming open really only dates back to the invention of the zipper. But even if it's not an "age old" problem, it's still a problem, particularly if it's ever happened to you. So this simple solution created by Lisa Sjövall seems so obvious that you have to wonder why it hasn't been thought of or even incorporated into pants already. (At least I haven't seen it before.)

The ZipHolder is basically an elastic loop that fastens to the pull tag on your zipper. When it's done up, the loop is placed around the button on your fly which prevents the zipper from accidentally coming open. In fact it's so simple there's really nothing else to say, except click this link to purchase the ZipHolder from the SmartaSaker website.

You may also find this video, from the Washington State School for the Blind helpful. If using a screen reader, press space or enter on the first button to play.

Folding Clothes

A. Folding Shirts
First button every other button and the cuffs, if applicable. To find the top of the shirt, put your hand inside the top of each sleeve. Shake out the shirt holding onto the top of it. Lay shirt face down on a table with the collar to the left. Pull the sleeves out to the sides smoothing out the fabric as much as possible. Bring the body of the shirt close to the edge of the table. Put the index finger side of the left hand next to the collar (right side of shirt), fingers pointing to the shirttail, and fold over right side of shirt. Fold the right sleeve lining it up lengthwise with the shirt. Repeat for left side of shirt. Bring the tail end of the shirt up to the collar to fold in half lengthwise, or fold in thirds by bringing the tail end up one third and then fold again in half.

B. Folding Creased Pants
By holding the bottom of each pants leg put the seams together, making sure the inside seams are touching. Hold the bottom of the legs and put under your chin. Bring the waist of the pants up and fold in half, or hold on to each end and bring hands together.

You may also find this video, from the Washington State School for the Blind helpful. If using a screen reader, press space or enter on the first button to play.

These tips from Carol Woodward were published on the Texas School for the Blind and Visually Impaired website and are made available by special permission of the author.

The Bucks Stop Here: Keeping Track of Your Cash

Money is an important part of life in this day and age and even though the use of electronic money, such as debit cards, is becoming more and more widespread, it is still very important to be able to identify cash.

Coins can be identified by feeling the size and edges. Quarters are the largest of the commonly-used coins, followed by nickels, pennies and then dimes. You can also tell quarters and dimes by their ridges, and nickels and pennies by their smooth edges.

Bills can be identified by using a special folding scheme. One such scheme is to place ones outstretched in your wallet, fives folded once lengthwise, tens folded once widthwise, and twenties folded twice, once lengthwise and once widthwise. Larger bills and two-dollar bills can be placed in separate compartments of your wallet or purse.

You don't have to use this folding scheme. There are others out there you can learn or you can invent your own. Just remember that it is important to be consistent-- always use the same method so that you don't get confused.

Another possibility is to braille your bills. MaxiAids has a product called the "Click Pocket Money Brailler" that makes brailling money quick and painless. Just insert the edge of the bill into this device and squeeze. It marks denominations of 1,5,10,20,50, and 100 dollars. The Money Brailler is about 1 1/2 inches wide and 3 inches long and comes with a chain to attach it to your key ring. Go to MaxiAids.com for ordering information: http://www.maxiaids.com.

A high-tech solution is the Noteteller 2 manufactured by Brytech, Inc. This is a hand-held portable device that scans bills and announces their denomination in either English or Spanish. It recognizes both the old and new US currency designs. They also make a note reader that recognizes Canadian currency and announces in either English or French. It features adjustable volume, includes a headphone jack for privacy and announces when the 9-volt battery needs replacement. An enhanced model is available for hearing-impaired users that provides sequences of vibration pulses to indicate the denomination. See Brytech's website for more details: http://www.brytech.com/noteteller/index.htm.

If you have text reader software on your home computer, you may be able to use your PC to recognize the denominations of your paper money. Open Book is a package that includes "Buckscan", a program that identifies bills. The K1000 package from Kurzweil also recognizes denominations of currency. For more information on Open Book, visit the Freedom Scientific web site: http://hj.com/fs_products/software_openinfo.asp For more information on Kurzweil: http://www.lhsl.com/kurzweil1000/.

iBill

Orbit Research has created the iBill, an affordable Talking Banknote Identifier for the blind and the visually impaired.

At about a third of the cost of existing devices, the iBill offers ease of use and accuracy of the identification of money.

The iBill is an exceptionally convenient and affordable solution that can be used by each and every blind or visually impaired individual. Measuring just 3 inches by 1.6 inches by 0.7 inches, the ultra-slim and compact "key-fob" design provides the ultimate in convenience, allowing it to be carried unobtrusively in a pocket, purse, clipped to the belt or attached to a keychain or lanyard. Among the features that set it apart from other such devices are the extremely high accuracy (better than 99.9%) and the near-instantaneous speed (less than one second in most cases) with which it identifies banknotes.

The iBill is designed with the sole purpose of providing the simplest, fastest and most accurate means to identify U.S. banknotes. Its unique ergonomic design permits easy and intuitive use without the need for any training or practice. Upon insertion of a banknote into the device, its denomination is identified at the press of a button. Based on the user's preference, the denomination is announced by a clear and natural voice, or by tone or vibration for privacy. The unit identifies all U.S. banknotes in circulation and recognizes them in any orientation. Banknotes in poor physical condition are indicated as unidentifiable and are not misread. The unit is also upgradeable to recognize new banknote designs.

The iBill achieves all of this while operating on a single, commonly available AAA battery which lasts for over a year with typical use. Its durable construction and sealed design ensure trouble-free use. The unit is backed by a one-year warranty from Orbit Research, and toll-free customer support.

Specializing in the development and manufacture of products for people with disabilities, Orbit Research's mission is to employ cutting-edge technology to develop innovative and affordable products that are essential for an independent and productive lifestyle. Click this link to learn more: http://www.orbitresearch.com.

BlindDollars.org

Mary Scroggs was left blind in one eye and with limited sight in the other after a car crash several years ago.

Blindness or any form of vision loss can present many challenges especially when it comes to money.

Scroggs has developed a website called BlindDollars.org in hopes of raising awareness about the plight of those who have trouble seeing.

Scroggs says braille currency could carry certain markings for those who are visually impaired.

"We are one of the few countries on earth where money can't be determined by touch," says Scroggs.

She is hoping the website will generate renewed nationwide attention but realizes she may be facing an uphill battle.

To visit BlindDollars.org, click here: http://www.BlindDollars.org.

You may also find this video, from the Washington State School for the Blind helpful. If using a screen reader, press space or enter on the first button to play.

Labels That Can't Talk

by Donna J. Jodhan

You got it! Labels cannot talk to me whenever I need to know the contents of a can, box, or anything else. In general, I am able to tell the contents of a box usually by its size and sound. That is, when I shake it. For example, a box of cereal is bigger than a box of shake and bake. However, when it comes to those cans and tins, that's when the fun begins.

Being able to read and decipher labels is one of the biggest problems for me. Not only do I often have difficulty deciphering the contents of a tin, can, or box. It extends to being able to read the label itself. That is, knowing the description of the contents of the package in question. Two irritants; being able to read the ingredients on the package and knowing the actual contents of the package.

My woes often extend to being able to read labels on other types of packages and this includes CDs, labels on electronic products, and so on. Labels can not talk so I need to get sighted assistance to read them. A few years ago a bar code reader was developed to help blind and visually impaired persons read labels on boxes and tins and cans. Some have told me that for the most part, this nifty little device is extremely helpful but it is also very expensive like so many other gadgets that have been developed for us. The bar code comes with a database of over 5000 entries and it is possible to add other entries but in order to do this one has to depend on sighted assistance. As long as there is a bar code on a box, tin, can, or package, it is possible to add it to the database if it is not already there.

The bar code reader has made things easier for us but due to its exorbitant price I am unable to take advantage of it. You can learn more about the bar code reader and more by visiting the Independent Living Aids website at http://www.independentlivingaids.org.

Since writing this, I am extremely excited to tell you that there is another product out; much cheaper, and has the potential to make the lives of blind persons much easier. This product is called the Pen Friend, it was developed in Britain, and is available right here in North America. Check it out as soon as you can! You can start by going to http://www.rnib.org. Great articles on how to lable a variety of items can be found right here in Fred's Head. Click this link to learn how to label items from Fred's Head..

I'm Donna J. Jodhan, an accessibility and special needs business consultant wishing you a terrific day. If you'd like to learn more about me, then you can visit some of my blog spots at:
Donna Jodhan! Advocating accessibility for all: http://www.donnajodhan.blogspot.com
Weekly Saturday postings on issues of accessibility: http://www.sterlingcreations.ca/blog/blog.html
blogs on various issues and answers to consumers concerns: http://www.sterlingcreations.com/businessdesk.htm

Christmas is for Me

by Donna J. Jodhan

I have had the good fortune to enjoy many wonderful Christmases; with and without vision and it does not matter! Christmas is for me. The smells and the sounds, the laughter and the merry making.

When I had enough sight, I used to enjoy going out to window shop. To see the bright colorful lights, the flickering candles in the Church, Santa's bright red suit, and streets crowded with throngs of folks of all ages. I also loved to smell the scent of rich pine, cakes and goodies baking in ovens, and taste the various Christmas foods and drinks. I also loved to walk in the snow and watch those big white snowflakes race each other to the ground but most of all, I loved to ice skate around those huge outdoor rinks decorated with Christmas lights.

That was then and this is now but not much has changed for me. True it is that I can no longer see the flickering candles, the colorful Christmas lights, and the big fat snowflakes, but this does not prevent me from enjoying this special time of the year. My sense of smell is still in tact along with my sense of taste and I use my memories of years gone by to help me along. I focus on the times when I could see and inter mingle those memories with the now. I am blessed! I am lucky! With or without sight, Christmas is for me! I am a kid at heart, playing with my talking games, playing my electronic keyboard, and my Christmas CDs.

Merry Christmas, happy holidays, Joyeux Noèl, and Feliz Navidad to you all!

I'm Donna J. Jodhan, an accessibility and special needs business consultant wishing you a terrific day. If you'd like to learn more about me, then you can visit some of my blog spots at:
Donna Jodhan! Advocating accessibility for all: http://www.donnajodhan.blogspot.com
Weekly Saturday postings on issues of accessibility: http://www.sterlingcreations.ca/blog/blog.html
blogs on various issues and answers to consumers concerns: http://www.sterlingcreations.com/businessdesk.htm

Why I Turned to Chess

by Donna J. Jodhan

Up until about six years ago, chess had just been a dream of mine; that is, all I wanted to do was just learn to play. I had bought a slim Braille booklet on the basics and rudiments of chess back in the early 90s along with an adaptable chessboard but truth be told, I never really paid much attention to it until I lost most of my vision about six years ago.

Before turning to chess, I was very much of an outdoors sports person. I was heavily involved with such things as ice skating, swimming, and skiing but upon losing my vision, I became very nervous about navigating outdoors and I had to really push myself to keep up with my ice skating. However, I persevered and I am glad that I did but something was missing. Something I wanted to add to my repertoire of hobbies to compensate for my vision loss.

I was born with very little vision but when I was a teen I received a cornea transplant that enabled me to gain a fair amount of sight but I was still considered to be legally blind. With my new found sight I took the opportunity to explore and learn much and this included exploring possibilities to learn board games. After buying my adapted chessboard I spent a wee bit of time with it but it was not until 2002 just before losing my vision that I really decided to get serious about entering the world of chess. In that year I happened to meet a wonderful lady named Nadia Shishkina, a Russian lady, and a chess teacher.

It did not take much for Nadia to encourage me to start learning and just before losing my vision I managed to learn enough from her to get started with the basics. I stayed in touch with Nadia and upon losing my vision it was she who encouraged me to get serious about my chess. It took about three years after losing my vision for me to really get going and when I did I did not stop. My first stop along the way was in Ottawa Canada with my friend Ray Barfitt. He patiently started to coach me and mentor me and he encouraged me to buy some Braille chess books from the RNIB in order to improve my skills.

I also took the plunge to expand my circle of chess friends at a local chess club but this did not work very well for me as I ran into some chess instructors who felt that I should be playing with blind players instead of sighted ones. Nadia and Ray continued to push me to keep on going and last year I took one big step forward when I signed up for the Hadley School's chess program. This all came about when an acquaintance put me in touch with Alan Dicey, a truly wonderful man and a true motivator. I completed the Hadley program in September and since then I have been playing in the Swiss division tournament as well as with others on the USBCA list.

Chess has opened up many doors for me. I have and continue to make many new friends. I am using chess to help me cultivate more patience, become more disciplined in my job as well as in my personal life, and most of all I am using it to help others. I hope that I can find opportunities to travel to other countries in order to promote chess among blind persons.

I'd like to thank Nadia, Ray, and Alan for having been a part of my chess adventures and I look forward to meeting many others like them.

I'm Donna J. Jodhan, an accessibility and special needs business consultant wishing you a terrific day. If you'd like to learn more about me, then you can visit some of my blog spots at:
Donna Jodhan! Advocating accessibility for all: http://www.donnajodhan.blogspot.com
Weekly Saturday postings on issues of accessibility: http://www.sterlingcreations.ca/blog/blog.html
blogs on various issues and answers to consumers concerns: http://www.sterlingcreations.com/businessdesk.htm