Nominate Someone for The Braille Challenge 2010 Award for Excellence in Braille Instruction

Looking for a way to honor a very special teacher of the visually impaired? From now through April 1st we are accepting nominations for The Braille Challenge 2010 Award for Excellence in Braille Instruction.

All nominees are recognized nationally and the awardee and his or her guest is invited to Los Angeles to attend The Braille Challenge Finals June 26, compliments of Braille Institute. The Teacher of the Year also recieves a cash award and a Freedom Scientific PacMate worth nearly $4,000.

Click this link to go to http://www.braillechallenge.org and click on the Teacher of the Year link on the menu to your left. The website outlines the criteria for submission and includes a PDF of the nomination form. Past awardees include Anna Swenson of Virginia, Graham Cook of British Columbia, Sandy Serventi from Florida, Jim Nezol from Oregon and Carolyn Mason from Texas.

"Receiving the Teacher of the Year award was a high point in my long teacher career." --Anna Swenson.

Don't wait---the deadline for submission is April 1st!!

Nancy Niebrugge
Asst. VP of Programs and Services
Braille Institute
741 N. Vermont Avenue
LA, CA 90029
Phone: 323-663-1111, ext. 3113

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

Leaders and Legends: Arnall Patz, MD

Arnall Patz, MD
Inducted 2006
Hall of Fame for Leaders and Legends of the Blindness Field
In Memoriam

Dr. Arnall Patz
June 14, 1920 - March 11, 2010
Obituary, Baltimore Sun
Obituary, New York Times
Obituary, Washington Post

Dr. Arnall Patz (1920-2010) was born in rural Georgia. After completing his undergraduate degree at Emory University, he graduated from Emory School of Medicine in Atlanta in 1945. He now resides in Baltimore, with his wife Ellen. They have five children and eight grandchildren.

After World War II he served at the Walter Reed Army Medical Center and trained at D.C. General Hospital. It was there, beginning in 1950 that Dr. Patz noticed an association between incubators and retinopathy of prematurity (known then as retrolental fibroplasia), a leading cause of infant blindness. In one of the first clinical trials in all of medicine he followed premature babies who were routinely given high concentrations of oxygen and others who were given lower doses. Rebuffed by a funding agency, which thought the proposal unscientific and possibly dangerous, he conducted the clinical trial without federal funding. For this discovery and the subsequent saving of vision in thousands of premature infants he was given the Albert Lasker Medical Research Award, one of the most prestigious honors in American medicine. Helen Keller presented him with the award in 1956.

In 1970 he joined the full time faculty of Johns Hopkins and founded the Retinal Vascular Center, which pioneered in the management and treatment of diabetic retinopathy. During this time he made important discoveries about diseases caused by abnormal growth of blood vessels in the eye and helped to develop one of the first argon lasers for treating diabetic retinopathy and age-related macular degeneration. In 1979 he became the Director of the Wilmer Eye Institute and as Director he enlarged the clinical and research facilities and programs in his typical visionary fashion. His colleagues at Hopkins praise him for serving as mentor for more than five decades to scores of today's leading eye specialists.

He has been referred to by one of his colleagues as "one of the greatest ophthalmologists of the 20th century." He holds honorary degrees from the University of Pennsylvania, Emory University, Thomas Jefferson University and Johns Hopkins University.

A past president of the American Academy of Ophthalmology, Dr. Patz is the author of more than 250 scientific publications and four textbooks. He has received many distinguished awards including the Friedenwald Research Award in 1980, the inaugural Isaac C. Michaelson Medal in 1986, the first Helen Keller prize for Vision Research in 1994, the Pisart International Vision Award from the Lighthouse International in 2001, and the Presidential Medal of Freedom, the nation's highest civilian honor, in 2004. In 2005 he received the Lions Humanitarian Award, the Lester S. Levy Humanitarian Award, and the Laureate Recognition Award from The American Academy of Ophthalmology.

Plaque sponsored by the Wilmer Eye Institute

About the Hall of Fame

The Hall of Fame for Leaders and Legends of the Blindness Field is dedicated to preserving, honoring, and promoting the tradition of excellence manifested by the specific individuals inducted into the Hall of Fame and through the history of outstanding services provided to people who are blind or visually impaired.

These significant professional colleagues of the recent and distant past are a fascinating cross-section of heroes and pioneers who not only shaped our rich history, philosophy, knowledge and skills, but also give us insights into current and future challenges. These giants shared their personal lives and showed us strategies to ensure that services for blind persons remain unique and specialized. Enjoy their lives and contributions and reflect upon your own list of heroes.

Hall of Fame: Leaders and Legends of the Blindness Field is a project of the entire field of blindness. It is curated by the American Printing House for the Blind, a 501(c)(3) tax exempt organization.

Visit the virtual Hall of Fame for the inspiring stories of many more heroes of the field of blindness.

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.

Observational Astronomy for the Visually Impaired

The following article was printed in Astronomy Technology Today, April 2008 and is posted here for your convenience with permission from the author.

Observational Astronomy for the Visually Impaired

By Mark Stephenson

It was early September, 2003, and the opposition of Mars was fast approaching. I had some good laughs at the emails some of my non-astronomy friends had sent me asking if I knew about the impending approach of Mars, and how it would be as large as the full moon.

Still, I knew this would be one of the special oppositions where Mars really would be close enough so that amateur astronomers were eagerly anticipating spectacular views of polar caps and surface details on the Red Planet. There was only one problem, I had lost most of my central vision, in fact, I was legally blind.

As a research scientist serving on active duty in the USAF, I had volunteered for Hazardous Duty which involved my serving as a "human crash dummy." I worked in the Air Force laboratory which developed and tested ejection seats for high performance aircraft. After over 100 ejection seat tests, I noticed a distortion in my visual field. Being an active amateur astronomer and pretty well versed in physiological optics, I knew right away things were not "okay-dokey." Apparently I had an undetected genetic weakness in my retina which was exacerbated by the experimental impacts I sustained.

We've all noticed the "graying" of amateur astronomers. It turns out that my visual capabilities are similar to those of someone with age-related macular degeneration (one of the leading causes of blindness). I want to share my story with other readers of Astronomy Technology Today. In telling my story, I hope to encourage those who might develop this, or any other disability, not to give up astronomy as a hobby. With today's technology, there are tools and equipment which can be brought to bear to keep you at the eyepiece. None of the tools or equipment which I use are uniquely designed for a visually-impaired observer. In fact, ATT readers will probably be familiar with most of them. But, when combined, they have given me the ability to continue to observe just about every object a normally sighted person can observe.

So, here it was, summer of 2003. I had not used my 14.5-inch f/6 Dobsonian since Comet Shoemaker-Levy plowed into Jupiter nine years earlier. In the nine years since observing Shoemaker-Levy, my telescope sat in the garage, gathering dust, while I became an armchair astronomer, and not much of one at that. I just didn't see how I could pursue my love of astronomy as my central vision went from 20/20 to less than 20/400. But, as the autumn of 2003 rolled around, I thought about Mars and wondered just exactly what I could see with my remaining vision.

Even though I didn't have much central vision to speak of, I had reasonably good peripheral vision. The 2003 Mars opposition did not prove disappointing. In fact, I found myself amazed both at how much I missed observing, and how much I enjoyed what I still could see.

I compared my views of Mars through my 14.5-inch Dob with those I experienced with a high quality 6-inch Newtonian during the 1969 close opposition of Mars. I was thrilled to discover I could still pick out Syrtis Major and a polar cap. Okay, so I couldn't see the details my wife could, but how many of you remember your first exciting views of Mars, the other planets, and the moon through a "smaller" telescope?

I felt like kicking myself for having abandoned observing and resolved to renew my pursuit of amateur astronomy. It turns out Rip van Winkle had nothing on me. Much had changed in the nine years that had elapsed since I put my old telescope to bed. Do you remember the first time you saw a green laser pointer? I went to a public star gaze at a local park. When someone turned on their laser pointer, I turned around expecting to see Luke Skywalker. I had a lot of catching up to do. But where should I start?

One look at my mirror and I knew the first step was to get it recoated. It was 13 years old and badly in need of recoating. It was my very good fortune to live just a few miles from Richard (Dick) Wessling, a professional optician and expert telescope maker. I had heard of Dick through a mutual friend and active telescope maker, Ron Ravneberg, but I had never met him. I called Dick to introduce myself, and he suggested I bring the mirror over to let him test it before I sent it off for re-coating.

A few days later, he called me with the results. My first question to him was, "Did you test the front or back of the mirror?" Dick then offered to help me get back into the hobby, and this began the start of an exciting journey to acquire a telescope and accessories that would meet the needs of a visually impaired observer.

I knew that, in order to effectively utilize my residual vision, I needed to have excellent optics. I found this argument worked quite well with my wife on other things as well: e.g., "Honey, in order to watch TV, I need a large-screen TV" But, I digress. In addition to optical considerations, there were mechanical issues too. Simple things like installing the truss tubes in the right order, and mounting the mirror cage, were things I could not do without assistance. Although my wife, Carol, has recently become an enthusiastic amateur astronomer, and was always there to help, I wanted to be able to do these things for myself.

My wife and I considered having Dick Wessling re-do our mirror and modify our telescope, but in the end it turned out that Dick had a 15-inch f/5.5 Dob for sale that met our needs. Besides having excellent optics, it had a onepiece truss assembly. With this design, I could easily and quickly disassemble and reassemble the telescope by myself. So far, so good. Now, how do I find stuff? That's a good question for all of us. But, it was a particular challenge for me because I am unable to see constellation terns.

Being a long-time amateur astronomer, I know the order and location of the constellations, and many of the brightest stars. I also know how the brightest stars should appear with respect to their color and brightness. Still, I find it is very useful for me to plan an observing session by using a planetarium software program to fine tune my orientation to the sky before an observing session. I'm currently using Stellarium, but have told Santa Claus I wouldn't mind getting a more powerful planetarium program.

Because I have a wide-screen 32-inch monitor and special software for the visually impaired, I'm able to navigate my way around a computer screen quite well. So, I find planetarium programs very useful.

After confirming which objects are available to observe, I still have to find them. At various times, I make use of a laser pointer, a Telrad, and a 12X60 right angle finder. We also installed a Sky Commander on our scope. Perhaps I should say, John Pratte, one of the other members of our astronomy club, the Mid-Western Astronomers, installed the Sky Commander. My wife won't let me use power tools any more (go figure). However, finding alignment stars proved to be an unexpected challenge. Polaris is not visible from where we usually observe, so I must locate not just one, but two guide stars that are reasonably far apart. Capella, Aldebaran, Betelgeux, Sirius, Deneb, Vega, Altair, Spica, Antares, Regulus, Pollux, no problem. Hmmm, is that Castor or Pollux? And, maybe it's just me, but where the heck are Zaurak, Zozma, and Ras Alhague? Beats me.

My wife is just starting to learn the night sky, so finding guide stars is not always easy for her either. To solve this problem, we got a Celestron Sky Scout and attached a laser pointer to it. With this arrangement, it's not a problem for the two of us to find guide stars. However, that is only a partial solution. I want to be able to find objects by myself, and I can't read the screens on the Sky Commander or the Sky Scout. I think a solution is just around the corner. We bought a Meade mySKY. One of its nicer features is that it will speak the names of objects it finds. I'm waiting for a third party vendor to produce an attachment for a laser pointer. Then, I'll mount the mySKY on a tripod, and get a laser pointer with a button that can switch the laser on. When the mySKY announces that an object has been found, I can turn on the laser pointer. Then, I'll be able to use the laser pointer on our telescope to bring the object into the eyepiece field of view. I should note that in place of the more common 5-mw green lasers, I use 20- to 30mw lasers. The extra power definitely increases the laser beam visibility. In a light polluted area, or at twilight, the additional power may make the difference in whether or not the beam is visible to me.

Laser specifications are also important to me when collimating my primary and secondary mirrors. Howie Glatter manufactures a 635-nm red laser collimator. This is noticeably easier for me to see than the typical 650-nm red laser pointer (which Howie also manufactures).

Still, collimating is on the edge of my visual abilities. I probably should switch to one of Howie's 532-nm green laser collimators (another present from Santa?).

I'm sure it will come as no surprise to ATT readers that wide-field eyepieces make a huge difference in my observing experience. With no central vision, the wide field of view is nothing short of essential for me. This is where a good star party can really help. Before plunking down an automobile payment for an eyepiece, it's nice to try one out. I have found that I do most of my observing with a Tele Vue 2X PowerMate and four eyepieces: 9-mm, 13-mm, and 22-mm Tele Vue Naglers, and a 30-mm Arcturus UWA.

We all know that the brain "sees" better with binocular views. This past year I added a bino-viewer to our gadget bag. Alas, on our telescope, it can't be used without a Barlow, so low power viewing is not possible. But it works great at higher powers. On nights when seeing permits powers greater than 300X, it definitely has its place. In particular, it provides lunar views that are breathtaking. I won't take the space here to describe some of the nuances associated with bino-viewing, but readers can feel free to contact me for additional details.

With only peripheral vision, focusing is also a challenge. I've found that a Feather Touch focuser is more than just a "nice to have" accessory. Aside from its low profile, its smooth motion enables me to rack in and out of focus without vibrating or jarring the visual field. Its fine focus capability is also extremely smooth and lets me make those frequent focusing tweaks and adjustments that are necessary for planetary viewing.

For me, filters are especially useful. My visual impairment (as is also the case with impairment due to age-related macular degeneration) reduces both contrast and color separation. I make it a point to stay abreast of what filters are out there. Such efforts have paid off as I find that the two filters I use most often are not the most commonly seen filters. For nebulae such as the Veil, M42, M8, and M27, I get the best results with an Astronomik UHC. For Mars, I get the best results with a Sirius Optics Planetary Contrast Filter. Everyone's eyes and observing circumstances are unique, so trial and error can be especially valuable in picking out filters.

Carol and I use one of Tom Ozypowski's (Equatorial Platforms) dual-axis aluminum platform to track objects. When I'm by myself, a tracking platform is more than just "nice-to-have." Switching eyepieces, filters, and other gadgets can take enough time so that, even with wide-angle eyepieces, objects can drift away. To some, it might appear as if our particular tracking platform is overkill. But, we are planning for the future. Eventually, we want to be able to observe remotely on my wide-screen monitor from inside our house. Having a dualaxis platform with a remote control is essential. Hmmm, speaking of remote controls, I guess Santa will have to bring that new remote control for Feather Touch focusers. That Santa is going to be a busy fellow!

So far, all of the accessories and attachments I've discussed are commercially available off-the-shelf items. Our telescope does have one custom-fabricated item. I need to be able to move the telescope from the garage to the patio by myself. I don't feel comfortable lifting the mirror box and rocker box on and off of the tracking platform without assistance. Once again, fellow Mid-Western Astronomer, John Pratte, came to the rescue. John designed and fabricated an aluminum base on which to mount the tracking platform. The base can then be firmly attached to the rocker box. The base also has a steel axle and pneumatic tires which enable me to easily roll the telescope out to our patio without needing to disassemble the telescope. This base only weighs a few pounds and, because of John's ingenious design, it adds less than 2 inches to the height of the telescope. When taking the telescope out to a dark observing site, everything can easily be disassembled, or the base can be used to hold the tracking platform and rocker box together so they can be moved as one unit.

The reader may be wondering why I've not just chosen to get a go-to telescope. First, in order to see much of anything, I need a lot of aperture. As the saying goes, aperture rules. The closest go-to which would match the visual performance of our 15-inch Newtonian would be a 16-inch SCT It's fair to say that our scope and accessories cost only a fraction of a comparably outfitted 16-inch SCT go-to telescope. Moreover, I can move our telescope by myself. The same cannot be said for a 16-inch SCT.

Finally, I'd be willing to bet a Nagler that our 15-inch Newtonian will visually out-perform current commercially available 16-inch SCTs.

So, how well does all of this stuff of ours work? Well, during Mars' recent opposition, even though it was considerably smaller than during the 2003 opposition, I could still pick out Syrtis Major and other surface detail. In fact, when viewing was favorable, I could pick out not just the North Polar Cap, but also the much smaller South Polar Cap. Not bad for a blind guy!

If you have questions for Mark, please email him at mstephenson@cinci.rr.com.

Shopping for unique gift items?

In this record we have pulled together a number of sources for on-line gifts and novelties. We compiled this list with the help of the Fred's Head Brain Waves participants. We hope it will be useful when searching for those hard-to-find gifts for Mom, Dad, a special friend or teacher at school or even for your favorite four-legged companion.

Initial Necklaces in Braille

Initial necklaces are very versatile so create your own! You may choose to string your own initials; spell out a name or affirmation; choose the first initial of each of your kids’ names and add a birthstone for each; spell out your sorority name; or give a Braille hug and kiss with "XO" hand stamped in Braille. The options are endless, get creative! Each sterling silver disc comes with one initial (or Braille cell). Please preview the charms and birthstones which can be added for a special touch.

Click this link to create your Initial Necklace.

Speak to Me Catalog: http://www.speaktomecatalog.com is a great source for talking gifts. They have talking and audible products for people of all ages. Their product links are arranged in alphabetical order to facilitate navigation, and the site provides links to audio clips of many of their products. Among their many categories you will find talking cookie jars and stuffed animals, singing key chains, audible luggage locators, talking measuring tape and scales, clocks, and hand-held electronics.

Another on-line source for gifts is the Parents & Friends Association of the California School for the Blind (PFA-CSB): http://www.pfa-csb.org/holiday.htm. It contains links to a variety of businesses that carry toys, games, and other fun items for visually impaired kids. Some of these items include computer CD-ROMs, movies, music, and talking globes.

The American Printing House for the Blind: http://www.aph.org is one of the largest producers of materials for visually impaired people. They offer a wide variety of special aids, tools, and supplies that are useful at home, at work, or at school. Some of their products include: 4-track tape recorders, Talking computer software, and educational games. In addition, they carry a line of "Special Touch" gifts. Among these you can find T-shirts with the braille alphabet, sweatshirts, braille key chains, and greeting cards.

Independent Living Aids: http://www.independentliving.com is a company that carries products for people with disabilities. In their selection of products you will find nice gift items for those who like games or sports. They have a "Game Balls" category that lists all kinds of audible balls. They also have a variety of board games like Monopoly, Chess, Scrabble, Battleship, Chinese Checkers, Backgammon and different card games. While you are in their Web site, you may also want to check out the "Children's Talking Games" and "Crafts" categories.

Abilitations: http://www.abilitations.com is a company that offers products for children with special needs. Many of their products focus on sensory stimulation, movement, positioning, exercise, aquatics and play. Among their products you will find: Therapy Balls, Movement Scarves, Saddle Floats and Tactile Stepping-Stones.

Blind Treasures: http://www.blindtreasures.com is a unique business. It is mainly an Email-based service. Users may subscribe (free of charge) to an Email newsletter, called The Treasure Scroll. This newsletter provides information about new products, which are often one-of-a-kind. If a member likes a product, they may email their request. If the requested item is still available and in stock, payment arrangements can be easily made.

After getting a hat and a T-shirt, what about braille jewelry? Braille Jewerly.com: http://www.braillejewelry.com/home.htm has unique designs of pins, pendants, rings, bracelets, earrings, key chains, cuff links and tie tacks. Some of these items can be personalized and are made in brass, sterling silver or vermeil. Very original!

Personalized Braille Pendants by Kim Christiansen Designs

These personalized pendants by Kim Christiansen have become one of the most popular items to hit the braille jewelry market since Christiansen Designs created the world's first line of braille jewelry some 17 years ago.

This handsome sterling silver pendant can be embossed with a person's name or a meaningful word, up to 7 cells. The pendant is 3/4" wide, and 1" to 1-3/4" high, depending on the number of braille cells needed for the word you select (the braille reads downward from the point where it attaches to the chain; to read it properly, you would hold the pendant horizontally in your left hand at the end where the chain attaches, and with your right hand read the braille from left to right). All pendants come with a beautiful 16 inch or 18 inch sterling silver snake chain - your choice.

For yourself or as a gift for another, these lovely pieces will long be remembered.

Click this link to order or see a picture of a pendant: http://www.nbp.org/ic/nbp/PBP001.html.

BlindBargains.com tells us about The Crazy Frog TShirts Ebay store which features several custom-made items with braille messages. You can order various-sized shirts and teddy bears, and choose to have the braille raised (for the blind) or flat (for sighted readers). We are unsure as to the accuracy of the braille on these items.

Click this link to visit The Crazy Frog TShirts Ebay store.

Finally, if you prefer something sweet and tasteful you may want to try the Chocolate Experience: http://members. tripod.com/~Chocolates/textcatalog.html. They manufacture all kinds of chocolate novelties such as braille chocolate bars and chocolate guide dogs. They also have braille cards and gift baskets.

Infant and Toddler Tees with Braille

Bitty Braille is a hip and trendy children's t-shirt line that will make you "see" things a little differently. The fashion forward tees for infants and toddlers featuring simple words in Braille are not only cute but give back to a good cause.

Independent designer, Julie Dutt, of julie*ann handmade goods, is proud to introduce http://www.bittybraille.com, an expansion on her popular Braille product line that targets a smaller audience, those of the infant and toddler size. Inspired by the success of her Braille pendants and charms, the new tee collection features simple Braille words on stylish 100% cotton tees.

These unique t-shirts are adorned with simple "kid-friendly" words like cutie, laugh, smile and darling, set in Braille using swarovski crystals for the girls and metal studs for the boys. The translation is hand embroidered beneath. You can also get them personalized with your child's name. Bitty Braille tees come in a variety of colors and sizes from 3/6 months to size 4T. They are sweatshop free, made in the USA of 100% cotton and incredibly soft. Each design is handcrafted by the company's owner/designer, Julie Dutt.

Another product offered is a luscious modern baby blanket made with soft, fine-wale ivory corduroy paired with a plush pastel dot fabric. To add more to this textural feast for baby, a soft polar fleece panel features babies' first initial in Braille made using blanket-stitched felt dots. The lovey size of 17" square is perfect for toting around everywhere and sure to be babies favorite blanket.

How about fun hair clips for girls? Sturdy metal clips are covered in rich grosgrain ribbon and feature a first initial in Braille on a pearly white flower. The clips coordinate perfectly with all the Bitty Braille tees for girls and come in olive, sky, pale pink and chocolate.

Bitty Braille products make more than just a fashion statement. A portion of the proceeds will be donated to the American Foundation for the Blind (http://www.afb.org). The tees will come with an information card about AFB and a short history of Braille.

For more information, please contact:

Julie Dutt
julie*ann handmade goods/bitty braille
Phone: 315-533-0824
Email: julie@bittybraille.com
Web: http://bittybraille.com

At First Sight: Fine and Fashion Braille Jewelry

Everyone likes giving and receiving jewelry, especially unique, handmade, and custom-designed items. You don't have to be blind or have low vision to appreciate the beauty of these unusual, finely crafted, and fun braille pieces^DDLthey're perfect for anyone on your holiday gift list.

At First Sight promotes braille literacy within the blind and sighted communities by offering unique, handcrafted fashion jewelry, including bracelets, necklaces, earrings, pendants, and one-of-a-kind items:

Click this link to visit the At First Sight website at http://www.braillestone.com.

Christiansen Designs

The Braille Collection for men and women includes sterling silver and gold pendants, earring, pins, rings and cuff bracelets, and men's key chains, cufflinks, and tie tacks:

Click this link to visit Christiansen Designs at http://christiansendesigns.com.

Braille-A-Wear

Wearable, fun embroidered clothing, including T-shirts, tote bags, hats, and bibs, created by Deb Kersey-Tagoe and her daughter Bronwen Tagoe. Phrases include "Blind People Do It In the Dark," "Braille Is Beautiful," "Dots Talk," "Cane or Canine: That Is the Question," and "Oy Vey." Prices range from $8.50 to $29.00.

>Click this link to visit Braille-A-Wear at http://www.braille-a-wear.com.

Brailletshirts.com

Hand-crafted men's, women's, and children's braille T-shirts use genuine Swarovski® crystals or metallic studs as braille dots. Standard grade two contracted braille phrases include "Brailliant," "Braille is cool," "Can you see me now?" "Can't touch this," and "Feel the love." Also available in grade one braille. Prices range from $12.95 to $29.95.

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

Primitive State T-Shirts

Create your own custom-designed braille T-shirt or hoodie. Choose your word or phrase (a maximum of 10 characters) and then select your T-shirt or hoodie style and color. Prices range from £16.50 to £34.50.

Click this link to visit Primitive State T-Shirts in the UK at http://www.primitivestate.com.

The Chocolate Vault

Chocolate braille plaques embossed with "Merry Christmas" and "Happy Holidays." $10.95 each. When you order, you may choose milk, dark or white chocolate Each piece is presented in a box with a see-thru lid.

Click this link to visit The Chocolate Vault.

fun-radios.com

STEP BACK IN TIME WITH A RADIO, TURNTABLE, CD PLAYER OR JUKEBOX FROM FUN-RADIOS.COM! Browse the Online Store to see the great selection of Desktop and Traveler Radios, Console and Tabletop Turntables, Music Boxes and more! These are fabulous replicas of the early days of radio, crafted with attention to every detail, built using the finest materials and featuring the latest in audio technology. Fun Radios aren't just your average gift idea - they're fun AND functional too!

Click this link to visit http://www.fun-radios.com.

Fun-Lamps.com

Search this Online Lamp Shop for the brightest ideas in lighting - from whimsical kids' lamps, fun novelty lamps, to elegant and themed decorator lamps. Looking for a special lamp for a theme room? Know someone who collects frogs, elephants or Elvis memorabilia? they have hundreds of lamps in hundreds of shapes, sizes, colors and designs. Fun Lamps aren't just your average gift idea - they're fun AND functional too!

Click this link to visit http://www.fun-lamps.com.

Fun-Clocks.com

Why settle for an average clock when you can keep time with a Fun Clock from Fun-Clocks.com? Browse the Online Clock Shop for whimsical novelty and collectible clocks or classy decorator clocks. Looking for a special clock for a theme room? Know someone who collects frogs, sunflowers or Marilyn Monroe memorabilia? they have hundreds of clocks in all shapes, sizes, colors and designs. Fun Clocks aren't just your average gift idea - they're fun AND functional too!

Click this link to visit http://www.fun-clocks.com.

CustomPhones.com

Why settle for an average phone when you can talk to your friends with a Fun phone from CustomPhones.com? Browse the Online Shop for whimsical novelty and collectible phones or classy decorator phones. Looking for a special phone for a theme room? Know someone who collects frogs, sunflowers or sports memorabilia? they have over one thousand phones in all shapes, sizes, colors and designs. Fun phones aren't just your average gift idea - they're fun AND functional too!

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

Shadows in the Dark

Shadows in the Dark offers a large selection of braille greeting cards with braille pictures and more than 2,000 specialty gifts. Their contact information is:

Shadows in the Dark
22615 Mathis Road
San Antonio, TX 78264-9581
Phone: 210-621-2070
Email: info@shadowsinthedark.com
Web: http://www.shadowsinthedark.com

RNIB Products Come to the United States

Bay Area Digital is a registered agent for Royal National Institute for Blind Persons and carries their product line, making it much easier for US customers to buy their products, some of which are quite interesting. You can get the catalog by clicking this link: http://rnibcatalog.blinkweb.com.

All the businesses mentioned above have made a great effort to make their sites accessible to blind and visually impaired individuals. This should help to make your shopping experience "a piece of cake".

Leaders and Legends: Richard Edwin Hoover

Richard Edwin Hoover
Inducted 2002
Hall of Fame for Leaders and Legends of the Blindness Field

Richard Hoover (1915-1986) was born in Pittsburgh, Pennsylvania. He obtained his B.S. degree in 1936 from Penn State and an M.D. from Johns Hopkins School of Medicine in 1950 with post-graduate work at Johns Hopkins Wilmer Institute. He married Lydia in 1959 and they had two sons.

In 1936 he was selected as a teacher of mathematics and physical education at the Maryland School for the Blind where he was known especially for his wrestling teams. He set up the first wrestling tournament among schools for the blind, a tradition that has continued for 40 years. Beginning in 1962 he offered ophthalmological services to students at the Maryland School for the Blind and served on the Board of Directors for the school beginning in 1973.

Richard Hoover has been referred to as the "Father of the Lightweight Long Cane Technique." In 1944 as an army sergeant, he was assigned to the center for the treatment of blinded soldiers Valley Forge Army Hospital. There he developed a successful cane technique, replacing the traditional short wooden cane with a lightweight long cane cut to a prescription length and using the technique of arcing the cane from side to side with the tip touching the ground in front of the trailing foot. He carefully chose additional staff to whom he taught these techniques and who in turn taught them to the blind soldiers. This program has been imitated by many schools and civilian agencies for the blind. University training programs were established beginning in 1960 and eventually certification standards and a code of ethics. In the next 25 years more than 2000 mobility instructors would graduate from 15 university training programs.

Following the war, Richard Hoover entered medical school and became a distinguished ophthalmologist. He was an Assistant Professor of Ophthalmology at Johns Hopkins Hospital and was on the staff of other hospitals in Baltimore and Chief of Ophthalmology at Presbyterian Charity Hospital and Greater Baltimore Medical Center. In spite of a demanding medical practice, he served on many boards, provided consultations to a multitude of governmental, public, and private agencies serving the blind and visually impaired both in the United States and throughout the world. He was in the vanguard of his profession in encouraging the development of services for children and adults with low vision. He also was influential in the development of genetic counseling for families in conjunction with the National Eye Institute. He has been described as visionary, discerning, innovative and revolutionary in his approach to the mobility of the blind.

Plaque sponsored by the family of Richard Hoover

About the Hall of Fame

The Hall of Fame for Leaders and Legends of the Blindness Field is dedicated to preserving, honoring, and promoting the tradition of excellence manifested by the specific individuals inducted into the Hall of Fame and through the history of outstanding services provided to people who are blind or visually impaired.

These significant professional colleagues of the recent and distant past are a fascinating cross-section of heroes and pioneers who not only shaped our rich history, philosophy, knowledge and skills, but also give us insights into current and future challenges. These giants shared their personal lives and showed us strategies to ensure that services for blind persons remain unique and specialized. Enjoy their lives and contributions and reflect upon your own list of heroes.

Hall of Fame: Leaders and Legends of the Blindness Field is a project of the entire field of blindness. It is curated by the American Printing House for the Blind, a 501(c)(3) tax exempt organization.

Visit the virtual Hall of Fame for the inspiring stories of many more heroes of the field of blindness.

Check out this video, from the Washington State School for the Blind, if using a screen reader, press space or enter on the first button to play.

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 this link to purchase Denver the Guide Dog DVD.

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

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