The following issue of The Bulletin was prepared by Deb Lewis (Co-ordinator, Statewide Vision Resource Centre).
- Adventures on the High Seas - Excursion on The Young Endeavour
- Low Vision Day: Report
- Notes from the SPEVI Conference
- Computer Short Cuts and Keyboard Commands
- Copyright and Prodiction of Materials in Schools
- Low Vision Aids: Research
- Fashion Tips
- RVIB Free Publications List
- Goalball: Rules of the Game
- Audible Light Sensor
- Soundaround: Sound Magazine
- The Age: Assistance for Students
- Activities for Using a Monocular
- Lions Low Vision Initiative: Colac
- Renwick Courses
- Camps: New Vision Camp, SCORE Camp
|
Term |
Professional
Development Event |
Date |
|
1 |
Workshop: Mountbatten Day (Beginners in the morning and ‘Users’ in the afternoon – come for the morning or the afternoon or stay all day) |
Thursday 3 April |
|
2 |
SVRC Educational Support for Vision Impaired Students with Additional Impairments |
Wednesday 7 May |
|
2 |
Workshop: JAWS for Windows (starts 1pm) |
Tuesday 20 May |
|
2
|
O&M Workshop - Guide Dogs | Monday 26 May |
|
2 |
SVRC Visiting Teacher PD Day |
Tuesday 10 June |
|
2 |
Workshop: Magic (starts 1pm) |
Wednesday 25 June |
|
3 |
SVRC Visiting Teacher PD Day |
Friday 1 August |
|
3
|
O&M Workshop - Guide Dogs | Thursday 14 August |
|
3 |
Workshop: ZoomText (starts 1pm) |
Monday 18 August |
|
3 |
Workshop: Mountbatten Day (Beginners in the morning and ‘Users’ in the afternoon – come for the morning or the afternoon or stay all day) |
Thursday 4 September |
|
4 |
SPEVI Combined Agencies Day |
Monday 6 October |
|
4
|
O&M Workshop - Guide Dogs | Tuesday 28 August |
|
4 |
SVRC EXPO/Technology Seminars |
Tuesday 2 December |
Fifteen intrepid students with an assortment of Visiting Teachers, Integration Aides and parents lined up on the wild-and-windiest day this year for a morning with the youth crew on the Young Endeavour. Students came from Wangaratta, Shepparton, Ballarat and around the Melbourne metropolitan area with one thing on their minds… to venture on the high seas. The trouble was that the seas were too high to venture upon! No matter! The sailors - navy and youth crew - were more than hospitable. We all toured the ship from top to bottom and witnessed demonstrations of climbing to the tops of the sails. Sails were unfurled and furled, and students were invited to a disco and an entertaining review-style performance. There was also an astonishing amount of very yummy food to eat! Initially, the students were a little reserved with each other - but by the end, there was much laughter and networking. Several students had to be dragged out of the sleeping quarters where they'd set up playing cards with members of the youth crew. Despite not being able to set sail, the morning was a huge success. Hopefully we will have the chance to participate in the Young Endeavour program sometime in the future when it visits Melbourne again.
We'd love to read some accounts by students - please email them in for the next edition of The Bulletin!
Below: James, Nathan, youth crew member and kyle on the Young Endeavour.
Below: Michael and his dad take a look overboard at some large jellyfish.
What an exciting day we had last Monday with the annual 'Educational Support for Students with Low Vision Professional Development Day'. Exciting because it is our chance to gather together teachers, aides, parents, therapists (and even one principal) and talk to them about one of our favourite topics - low vision. But even more exciting than usual because we had 124 people (including our own staff) in attendance on the day! Furthest participants travelled from Geelong, Tootgarook and Cobram.
We always begin the day with several activities to simulate having a vision impairment - activities including reading from the board, cutting with scissors, viewing a computer screen etc. Six staff from Guide Dogs Victoria also ran a session on sighted guide and white cane techniques which involved participants taking a walk around the grounds - much to the entertainment of the staff and students from the adjacent school!
Once the participants have had a brief experience of having a vision impairment, and also begun to chat and network with each other, it's time to knuckle down to the serious stuff!
Dr Jill Keeffe explained visual acuity and the influence of contrast, lighting and size in allowing visual access for students with vision impairments. Visiting Teacher, Helen Caldow offered us a vast array of strategies for adapting a classroom for a student with a vision impairment, and Sandra Groves, psychologist, described the social implications for students with vision impairments. In the final session, always participants' favourite, we heard what it is like to have a vision impairment from four delightful students. For example, grade 5 student Ben described how he didn't like getting 'yelled at' for asking for worksheets in large print; and Bryony reminded us that using your visual aids and being able to self-advocate are two important things for students with vision impairments.
Thanks to our fabulous speakers and our equally fabulous participants for making this day such a success - and a special thanks to Visiting Teachers Helen Caldow, Lea Nagel, Lee Clarke, Robert Aaltonen and Trish Potter for their assistance behind the scenes.
Below: One of the scenes on Low Vision Day - participants work diligently during their simulation of a vision impairment activity.
The following notes were made by Odette Budge, participant at the recent SPEVI Conference at the Gold Coast.
Speaker: Marianna Buultjens, Scottish Sensory Centre, University of Edinburgh, Scotland
Abstract: A Core Curriculum for professionals is one of the outcomes of an EU-funded project which ran from 1998-2001. This project focussed on a group of children who have been frequently neglected in the past and sometimes even today: young children who are blind or visually impaired and have additional or multiple disabilities. There are many reasons for the 'neglect' of this group of children: failure to diagnose or assess the needs of these children; the numbers identified are small (low-incidence); lack of knowledge among professionals of how to 'deal' with these children; no pressure groups to champion their cause. A project, limited both in time and finance, could not possibly hope to address all the issues relating to these children and this project chose to focus on 'Low Vision' because of the many recent developments in diagnosis and increase in understanding of how ocular and cerebral visual impairment affect visual function.
Renate Walthes of the Department of Education of the Blind and Visually Impaired, as director, with Frank Laemers as research associate. Eberhard Fuchs, Director of the Blindeninstitutsstiftung Warzburg represented the long-established peripatetic Early Intervention service for this group of children which is provided by the school in Wtirzburg. Finland was represented by Dr Lea Hyvarinen, ophthalmologist, internationally known for her research and test materials for children. Dr Merce Leonhardt, a psychologist, expert in working with families of blind and visually impaired neonates and young children, represented Spain and her employer, the voluntary organisation ONCE. Marianna Buultjens of Moray House School of Education, University of Edinburgh, teacher trainer with a special interest in the assessment of functional vision in this group of children, represented Scotland/UK.
At the very first meeting in Wirzburg the aims, objectives and strategies for the whole project were identified.
- The questionnaire: as the focus of the project was Europe-wide and not confined
to the boundaries of the EU it was vital to find out what the picture was across
the whole of Europe in the provision of services to multiply-disabled, blind
and visually impaired children
- Core Curriculum: identifying what should be essential knowledge, skills and
attitudes for those working in this area of early intervention and bringing
together written, video and other resources was seen as a task which would continue
throughout the three years of the project.
- One-week course for professionals and parents.
- Setting up of a website and production of a CD-ROM.
This paper will take participants through the above topics and introduce them to the contents of the CD-ROM.
Presentation Notes:
Outcomes: information on early intervention, core curriculum, CD Rom, course,
website and data base.
Core Curriculum and Materials
'Vision for Doing'- reference
There are three elements
1. Early intervention
2. Low vision
3. Multiple disabilities
The core curriculum brings the three elements together.
1. Child Development
2. Visual system
a) anterior (ocular)
b) posterior (cerebral/cortical)
3. Assessment
a) clinical
b) educational- 3 points
c) implementation
d) video material
4. Early Intervention
a) methodological- intervention
b) methodology- communication
c) family approaches
d) psychomotor
e) multisensory
Intervention- vision stimulation, concepts of improving vision, video/slides
Trevor Boyd from Quantum Technology kindly provided the staff of the Statewide Vision Resource Centre with a session on alternatives to using the computer mouse - the Keyboard Shortcuts. You might be amazed at the many options available - those that are inbuilt into the computer and the simple changes you can make to personalize your computer - making functions accessible by the click of the keyboard instead of the slide and click of the mouse.
Some of the Shortcuts that we liked included:
Windows Key (shows the Start Menu) then you can use the arrow keys and
the return key to choose and select a program or folder
Windows Key + F (find a file)
Windows Key + E (opens your My Computer folder)
Windows Key + D (takes you back to the desktop - the 'disappear' key)
ALT+TAB (switch between the open items)
ALT+F4 (close the active item, or quit the active program)
CTRL+F4 (close the active document in programs that enable you to have
multiple documents open simultaneously)
I guess you just have to choose a few at a time and decide to use them until they become a habit. Keyboard Commands may assist your students and may also reduce the 'wear and tear' on your mouse arm and shoulder.
What's your favourite Keyboard Shortcut?
Attached to the print copy of The Bulletin is a 'List of Keyboard Shortcuts that are Available in Windows XP'. Call if you would like an e-text version or you can find the list on the Microsoft website: http://support.microsoft.com/default.aspx?scid=kb;en-us;Q301583
And thanks again to Trevor for all that information!
Here's an interesting thing! Asher Macdonald, Licensing Officer, Copyright Agency Limited was recently asked to clarify some issues regarding provision of materials in alternative formats. According to him, schools are allowed to convert works into another format (eg large print, braille, audio, e-text) but only under the following conditions: "if it (the school) cannot obtain the work in a reasonable amount of time (or at a reasonable cost) from the usual suppliers, after having made a reasonable investigation on availability of the work."
Reasonable investigation would involve the following:
1) School checks with usual supplier of works (eg Statewide Vision Resource Centre via the Visiting Teacher)
2) Supplier advises availability
3) School or requesting teacher maintain a diary note of advice; and
a) if available: makes request or purchase of the materials in alternative format;
or
b) if unavailable: makes a copy at the school
Note: If after a reasonable investigation, the work cannot be obtained in an appropriate format for the student, it may be reproduced in alternative format in full.
Copyright Agency Limited website: www.copyright.com.au
Just a reminder: Tamara Pollard from the Centre for Eye Research Australia (CERA) has initiated a research project to evaluate low cost low vision devices (magnifiers and telescopes) with students. This project has been granted approval by the Department of Education & Training. The research team is seeking students to participate in this study. To be eligible, student will be:
- vision impaired (visual acuity less than 6/12 in the better eye)
- aged 10-17 years
- current proficient user of a prescribed magnifier for near and/or telescope
for distance
- able to converse and read in English
Students will be asked to read one passage (age appropriate) of 200-300 words and writing on a blackboard with each device. The students will be asked questions regarding their preferred device, ease of use and comfort. Each student will be required to be present for a maximum of two hours. Students will be assessed on the weekend in a central location (for example, the zoo). All costs involved, including travel, will be reimbursed on the day.
The results of this research will be published in Australian and international journals, and a report will be given to all of the students, families and schools involved.
Please find a set of forms attached to issue 1, 2003 of The Bulletin or call Tamara Pollard (9929 8328) or Deb Lewis (9841 0242) for further details or copies of the information and forms.
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Excerpts from an article in Future Reflections - Winter 2001.
Dana Ard offers some suggestions for blind people to get information about fashion trends and for managing their wardrobes:
Let me say first that I think women are far more concerned with fashion than men. At least, that's how it is in our family. My husband watches the weather forecast to find out what the temperature will be in order to know whether to wear a long-sleeved or short-sleeved shirt to work. I concern myself with such burning fashion issues as whether the blouse I'm wearing looks better on the outside or the inside, whether the shoes I plan to wear will complement my ensemble, or whether the panty lines are really that serious.
There are several ways of getting fashion information. Going to a clothing store that carries the styles of clothes you like and checking out the racks, either with a trusted sighted friend or a competent sales clerk, is one way.
Reading fashion articles in women's magazines, particularly if offered in braille, is a second source of information.
I have found watching the fashions displayed on a cable shopping network to be very helpful. Garments are presented and described in full detail: including color, length, styles, and comments about whether the item is appropriate for office or for casual wear. General comments are often made about current clothing styles. Many of these fashion designers have a mix-and-match clothing line to assist in building a coordinated wardrobe. My roommate at guide dog school bought most of her clothes from The Fashion Network, and she was the best-dressed woman in our class.
To assist me in coordinating the colors of my outfits with other clothes in my closet, I have purchased the services of a wardrobe consultant. She put together new outfits using my existing wardrobe. I numbered each outfit and described it in braille. Now, if I want ideas for something different to wear, I consult my list of outfits. The consultant would also take photos of the outfits, which can be used as reference.
And here's a tip: tying or buckling pairs of shoes together helps to keep the right shoe from being separated from the left.
Attached to the print copy of The Bulletin is an extensive list of free publications which you can request from RVIB. Examples include:
- Building design for people who are vision impaired
- Employment services
- Infants with albinism
- Pensions, benefits, concessions for people who are blind or vision impaired
- Possible effects of vision impairment on physical development
- Swimming for children with a vision impairment
- Understanding glaucoma
- Understanding keratoconus
- Understanding Stargardts
Contact RVIB for a copy of the list or to request copies of the publications
- 9522 5222.
Royal Victorian Institute for the Blind
Information and Referrals Unit
557 St Kilda Road
Melbourne 3004
Goalball is a unique team sport for people with vision impairment, played by 2 teams of 3 players. All players are blind-folded to enable blind, visually impaired and sighted athletes to compete together. To play in a national team the athletes must be legally blind.
The game is of 14 minutes duration (playing time) divided into 2 x 7-minute halves. The ball used weighs 1.25 kg and contains noise bells. The object of the game is to roll the ball over your opponent's goal line using a bowling action. Action is fast and furious!
The Goalball court is an indoor court (usually the floor of a gymnasium) measuring 18 metres long by 9 metres wide. The court is then divided into two halves and each half into three sections.
Team Area: the first 3 metres after the goal line. The team MUST defend
the ball within this area.
Landing Area: the next 3 metres after the Team Area. When the ball is
thrown, it must land before the end of the attacking team's landing area, otherwise
a High Ball penalty will be awarded to the opposition.
Neutral Area: the remaining 6 metres between the opposing team's Landing
Areas. The half way line runs through the centre of this area.
There are two types of penalties: personal penalties and team penalties. In both cases only one player remains on court to defend the penalty throw. A personal penalty results in the offending player having to defend the court, the last player to throw the ball defends the penalty.
High Ball: occurs when the ball does not touch the ground before the
end of the Landing Area (High Ball line).
Long Ball: occurs if the ball does not touch the ground in the Neutral
Area.
Eyeshades: if a player touches their blindfold, they will be penalised.
If a player needs to adjust their blindfold, they must ask the referee's permission
first.
Three Throws: a player may only take two consecutive throws, if they
take a third consecutive throw it is a penalty.
Illegal Defence: when defending, the first contact with the ball must
be made by a player who has some part of their body in the team area.
Personal Delay of Game: when a player is re-orientated by anyone other
than a team-mate on the court
Personal Unsportsmanlike Conduct: awarded "should the referee determine
that a player on the court is behaving in an unsportsmanlike manner." You'd
probably have to behaving pretty badly!
8 Seconds: a player must throw the ball within 8 seconds of his team
gaining "defensive control" of the ball.
Team Delay of Game: occurs if the team is not ready to start on the referee's
instructions or if the team makes a substitution at half time without informing
the referee.
Team Unsportsmanlike Conduct: awarded "should the referee determine
that any team member in the team bench area is behaving in an 'unsportsman'
like manner."
Illegal Coaching: No one on the team bench is allowed to coach at any
time other than a time out or break at the end of a half.
Infractions are less serious than penalties, they result in the control of
the ball being turned over to the opposition. The common infractions in goalball
are
Premature Throw: occurs when the player throws the ball at the start
of a game, or after a break, before the referee's whistle has been blown.
Step Over: The throwing player must have part of his body touching the
court when the ball is released.
Pass Out: When passing the ball between team members, if the ball goes
out of bounds over the side line.
Ball Over: If a ball is blocked by a defender and rebounds over the centre
line in the neutral area (the half way line).
Dead Ball: If a ball becomes dead after touching a defending player,
without that team gaining defensive control of the ball.
From the website: Competitions for men and women are played at Ballarat, Hawthorn, Brunswick and Lilydale. National and international competitions are held and these culminate in word titles and finally the Paralympic Games.
Go to: www.blindsports.org.au/goalball.htm
Other sports included on the blindsports website are cricket, golf, indoor bowls, lawn bowls, power lifting, sailing, snow skiing, swimming, tandem cycling, tennis and track & field.
Go to: www.blindsports.org.au
Source: SPEVI NEWS Volume 2, Issue 4, 2002
This small black handheld device for detecting whether lights are on or off, from ceiling lights to small LED lights on appliances, by emitting different tones is available from the Equipment Resource Centre, NSW. It can also be used to detect which side of the paper the writing is on when faxing or photocopying.
Cost: Approximately $70.00
Contact: 1300 134 560
Check this site out: http://www.soundaround.org
It's an audio site which uses interactive keyboard technology. You can move
around the pages and articles by using the numbers on a standard keyboard. Each
page contains audio instructions and/or information, which plays automatically.
The audio magazine has sections including calendar, mailbag, competition, gardening, cookery, roving reporter, features etc. The articles are not available in print to read - it's all on audio. The audio is very clear but there are pauses while the file downloads (a bit annoying).
Pressing the spacebar at any time pauses the audio you are listening to, pressing the letter p replays the message from that point. Pressing the letter p without pressing the spacebar first will replay the message from the very beginning.
The 2003 Press Clippings can be a great starting point for studying issues in the news. Covering a range of topical issues, Press Clippings are text-only reproductions from The Age and The Sunday Age published between September 2002 and mid-January 2003. They include news articles, editorials, cartoons and letters.
Issues include:
- genetics
- health and obesity
- refugees, asylum seekers and detention centres
- terrorism
- water management
Cost: $12.00 each (including GST, Postage & handling)
Call: 1800 633 766
By becoming an Education Member of The Age and receiving a password, a school can have access to Schools Archive and special offers on resources for schools.
Call: The Age Education Unit on (03) 9601 2316
VCE Issues in the Media Mini-site is available for all students who are studying issues in the media at VCE level. There, you'll find information on the different ways in which the media might cover an issue from news reporting, editorial and opinion pieces through to letters and cartoons. There are also notes or pointers to some current issues in the media and additional resources on the topic.
Go to: http://www.education.theage.com.au/issues.asp?strsection
Schools can arrange for The Age to be delivered to the school Monday to Friday throughout the school year for $10.00. This offer also includes Press Clippings from The Age (see above) and free entry to The Age VCE and Careers Expo.
Go to: http://education.theage.com.au/subscriptionvce.asp
The following articles appear in the February edition of JVIB:
- Collaboration Between Special Schools and Local Education Agencies: A Progress
Report by Kim Zebehazy and Elizabeth Whitten
- Use of the Talking Tactile Tablet in Mathematics Testing by Steven Landau,
Michael Russell, Karen Gourgey, Jane N. Erin, and Jennifer Cowan
- "Imagine": Relaxation and Guided Imagery with People Who Are Deaf-Blind
by Carole R. Gothelf, Jerry G. Petroff, and Jennifer W. Teich
- The Importance of Shared Communication Forms by Susan M. Bruce
- A Case for Increased Training in the Nemeth Code of Braille Mathematics for
Teachers of Students Who Are Visually Impaired by Gaylen Kapperman and Jodi
Sticken
- Cannibalism is Alive and Well in the Blindness Field by Susan Jay Spungin
1. Use a monocular for observing moving, targets: birds, animals, children
on the playground, kites, traffic, bubbles
2. Find toys 'hidden' around the classroom or outside in several different places
3. Find specific aisles and products in the grocery store
4. Play a (velcro) dart game or go bowling; use the monocular to tally scores
5. Use an overhead projector to check and develop focusing skills. Allow children
to manipulate the focusing knob
6. Tape pages of a picture book along a wall and use the monocular to view pictures
and tell the story
7. Encourage monocular use at concerts, plays, and sporting events; during story
time; and on field trips
8. Have children observe your facial expressions from a distance with the monocular
and mimic them
9. Teach copying by preparing activities on one-inch ruled chart tables that
are portable. Some interesting items to copy include poems, limericks, tongue
twisters; instructions to a recipe or a science experiment, sentences pertaining
to an amusing topic, and novel or unusual formats (columns, crossword puzzles,
fill-in-the-blank)
Upper Primary/Secondary School Students
1. Identify license plates and makes and models of automobiles
2. Identify musical instruments in a band or orchestra on stage
3. Identify signs in stores in a mall and locate signs for a particular type
of product
4. Visit an airport or bus station and read departure/arrival postings
5. As a passenger in an automobile, assist the driver by locating specific street
signs and location information when the vehicle stops
6. Visit a college class and observe the visual requirements; use the monocular
to view overheads and instructor notes
7. Locate a particular player in a spectator sports event
8. Visit a museum or art gallery and practice viewing items and information
in glass cases
9. Make a chart that compares speeds of copying material from an overhead or
chalkboard, and compare reading speeds weekly over several months
Source: John A Simpson, Technology Consultant, Lions Low Vision Initiative
The Lions Low Vision Initiative is a two-year project funded by Lions Clubs International Foundation. Its main aim is to ensure provision of effective low vision services to all who need them.
One of their primary objectives is to ensure that all Victorians with low vision have equitable access to the optical devices, equipment for daily living and assistive technology that they need. Their work in this regard includes general community awareness and professional education programs designed to provide information to those whose daily work brings them into contact with people who have experienced vision loss.
To this end, there will be a series of Technology Information Days, the first of which is to be held in Colac.
When: Thursday 10th April 2003
Time: 9.30am to 6.00pm
Where: Colac City Bowls Club, Gravesend Street Colac
There will be a display and demonstrations of the assitive devices and technologies available to people with low vision. There is also a seminar program with sessions designed specifically for people with low vision, their families and carers; as well as those who provide health and community services.
For details, see the attachment (print copy only) or contact Deb Lewis if you would like the details emailed to you.
This course will examine the role of assessment in the development and monitoring of individual educational plans for students with sensory and multiple disabilities. Modes of formal and functional assessment will be explored as well as their role in developing an integrated (education-therapy) model for supporting functional, chronologically age-appropriate and future oriented programs for students with sensory and multiple disability.
13 - 15 April, Speakers TBA
Cost: $360
A three-day seminar for teachers and O&M instructors exploring a range of mobility issues including: trans-disciplinary assessment and programming, learning and development, family and early childhood issues, access and environment issues, teacher inservice and O&M for individuals who are deafblind.
When: 31 July and 1 & 2 August
Speakers: Dr Sandra Rosen, Coordinator, Program in O&M, Department of Special
Education, San Francisco State University and Dona Sauerburger, O&M Specialist,
Maryland, USA
Cost: $360
For more information please contact: Colleen Smith
Tel/tty (02) 9872 0207
Fax (02) 9873 1614
Email: colleen.smith@ridbc.org.au
New Vision Camp, which is usually held during the Easter holidays, has been moved to the Christmas holidays.
SCORE Camp takes place in Toronto, Ontario, Canada and surrounding areas. All participants' expenses including travel, accommodation, meals and the camp itself are fully paid by CNIB (Canadian National Institute for the Blind) and its sponsors, effectively eliminating the geographic and economic barriers to participation.
SCORE has six components, as follows:
- information technology, adaptive technology and internet communications technology
instruction
- career, life skills and personal development
- leadership development
- rehabilitation, orientation and mobility instruction
- recreation and peer group development
- international cultural exchange
Instruction takes place in two state-of-the-art computer labs with access technology including:
1) screen enlargement software
2) screen reading software or "speech programs"
3) refreshable braille displays.
Detailed information on some of the many access technologies can be found on the CNIB's Access Technology web pages: http://www.cnib.ca/tech_aids/index.htm
Daytime lab sessions are largely project-oriented with participants working in teams to accomplish common goals.
The recreation component of the camp is equally important because it provides the opportunity to experience life, reinforcing the ideal that with appropriate supports, barriers can be overcome. Participants are exposed to a great variety of foods, both in restaurant and more casual settings. Physical activities include swimming, roller skating, horseback riding, go carting and more. Finally, the camp includes excursions to some of Ontario's major attractions, for example Niagara Falls, Hockey Hall of Fame, CN Tower and the Air Canada Centre.
For more information, see the SCORE Website: http://www.cnib.ca/score/index.htm
Below is application information.
****
Applications are now open for the SCORE Camp 2003 in Toronto, Canada to be held in June/July 2003 (date to be confirmed). Candidates must be blind or vision impaired and have the following qualities:
- minimum touch typing speed of 30 words per minute
- word processing skills in any word processing application
- familiarity with a suitable access technology
- desire to learn about computers, local area networks, the Internet and World
Wide Web
- good orientation and mobility skills
- ability to manage personal grooming and hygiene
- ability to launder clothing
- ability to administer medications, if required
- enthusiasm and commitment to participate in all activities and be willing
to work in a team environment
- 16 to 18 years old during camp and in grade 10 to 12
- fluency in English or French with strong communication skills
- contracted braille proficiency for braille readers
- orientation to post-secondary education
- available for the entire program -June/July (dates to be confirmed)
- hold a current passport at the time of departure and be prepared to travel
to Toronta and back unaccompanied.
Applicants for SCORE Camp 2003 are required to write a 500-word essay on the topic
"Imagine that you have been offered the chance of a lifetime: A free trip to Canada to participate in SCORE Camp. Explain why you should receive this chance"
and submit their essays to Maree Littlepage, Manager of Education Services by Friday 2 May 2003. In addition, a teacher's letter of recommendation endorsing the student's typing speed, knowledge of word processing software, knowledge of computer operating systems (DOS, Windows, Unix or Linux) and current computer access device must accompany the essay.
An RVIB regional staff member or DE&T Visiting Teacher must also endorse that the applicant's O&M and ADL skills are sufficient to participate in the SCORE program.
In summary, applications must be received by Maree Littlepage at 333 Burwood Hwy, Burwood 3125 by Friday 2 May and must include:
- applicant's essay
- teacher's endorsement as requested above
- endorsement by RVIB or DE&T staff member as requested above
Short-listed applicants will be notified to present for an interview at RVIB's Education Center during the week of 5-9 May 2003.
The successful applicant will be notified by Friday 9 May. RVIB reserves the right to make no award if no suitable applications are received by the due date.
SCORE website: http://www.cnib.ca/score/index.htm
Maree Littlepage: (03) 9808 6422
****
Mimio xi is lightweight, portable and affordable.
Size: 230cm weight 500g
Mimio xi fits easily into any standard laptop bag or large pencil case and can
easily be moved from classroom to classroom or building to building.
Mmio xi is a digital whiteboard recorder. To use, simply attach Mimio xi to any standard whiteboard, when the teacher writes on the whiteboard with mimio style whiteboard markers it is instantly recorded in the captive bar.
With Mimio xi notes can be recorded in stand-alone mode or while connected to a computer. In stand-alone mode, Mimio xi's built-in memory allows up to 120 hours of class notes to be stored, eliminating the need to have a PC in the classroom. After class, notes can be downloaded simply by connecting Mimio xi to a computer via the included USB cable and then shared.
With Mimio, students with a vision impairment are able to view whiteboard notes as they are recorded in colour and real-time. With the zoom feature, visually impaired students can magnify a word, equation or diagram so that it is visible. Full control of size of print, thickness of line and colour can be customized by the student. With the VCR-like playback feature, students can rewind and replay notes, stroke-by-stroke, at their own pace. Currently you require a cord from the Mimio to the students PC. We are exploring blue tooth technology to try and eliminate the cord. The Mimio can be run through the network. You can share notes in real time over the Internet using video conferencing equipment, netmeeting or online collaboration services.
1. By instantly recording whiteboard notes, students are able to focus on understanding
the concepts presented rather than just copying what was said or written.
2. Mimio can capture notes and via infra-red it can be sent to a printer and
copies can be distributed to the class.
3. Mimio can capture notes so that the teacher can email class notes to absent
students.
4. Mimio can capture notes so homework assignments can be posted on the web.
5. Mimio attaches to any whiteboard up to 1.2m x2.4m in size.
6. Mimio has a choice of power options, battery, AC, USB.
7. Mimio can save .ink files in most popular image formats.
8. The student can relay and review notes stroke-by-stroke.
9. The student can copy and note notes into any window application.
10. The student can use a built notepad to make notes about whiteboard notes.
We have negotiated with Australian Presentation Systems who is currently the sole Australian supplier for an education pack.
- Mimio xi capture bar with link USB module
- Four Mimio styli
- AC power adapter
- CD including Mimio installation software
- Handwriting to text software. Mimio writing recognition which converts hand
written notes into ready to edit text
- Mimio carry bag
- Batteries for bar, styli and eraser
- Four expo dry-erase
- Free training to staff and students
- 10m USB cable not 5m mini-B USB cable which is the standard cable.
- IBM compatible Pentium 166 MHz minimum
- MS Windows 98/98SE/ME/2000 or XP
- 32MB RAM minimum 64MB RAM recommended
- 15MB free disk space minimum
- CD ROM drive
- Available USB port
Normally retails at $1650 without extras of Mimio writing recognition, carry bag, extra long cable USB.
Including Mimio writing recognition, carry bag, extra long USB cable, free training to staff and students.
$1200-$1450 plus postage, depending on number of orders. We need 10 for the lower end of range. Availble to anyone who wishes to order, schools, parents etc. Postage will be registered.
We will order when all regions have outcomes of regional funding submission. I propose closing date of order to be Friday 4th April, but if needed this is flexible. Ring Jeni Blake to discuss.
Fax the following information to Jeni Blake on: (03) 9782 3012 of for further details, call Jeni on 0428 134 660.
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Contact Person:
How many units do you wish to order?:
Delivery Address:
Person to be invoiced:
Address (if different to delivery address):
DO NOT SEND MONEY TILL WE INVOICE YOU AS FINAL PRICE WILL DEPEND ON QUANTITY AND WE WILL POST BY REGISTERED POST.
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To those Visiting Teachers who received text books on CD-ROM for their students - we need the CDs back. This is part of the agreement that we made with the publishing companies. To date, only one student has returned her CDs. Please, please, do this quick.
Thanks to Janie, McLeod, Lyn Robinson and Jeni Blake for contributing to this edition of The Bulletin. Thanks to Lea Nagel and Dianne Skillern for proof reading it!
Deb Lewis (who can be emailed at deblewis@svrc.vic.edu.au).