Number 15, Friday 10^th September 1999

Inside This Issue

• PD for 1999
• Space Camp ’99
• Mountbatten Questionnaire
• First Aid Course Position in Mildura
• SVRC Catalogues
• ‘Helping You and Your Family’ Booklet
• Sexual Health Tape
• VCE results
• Free CCTV Trolley
• RVIB Bursary
• Blind Citizens Convention and Blind Women’s Forum
• Fun Sites
• Low Vision: Practical Tips
• Learning Media Assessment Review and AERNET discussion
• Marfan Association
• Como House and Gardens Guide
• EASE Audio Described Performances
• VI Teenagers Climb Kilimanjaro
• Guide Dog Association Courses for Term 4
• Working with a Dog Guide
• Cheap Apple iMacs
• Sensory Art Workshop Registration Form
• SPEVI Combined Agencies Networking Day Registration Form

Space Camp ‘99

Nine sleeps to go till we jet off for Space Camp!!!!! Excitement is mounting and expectations are high. I’d like to pass on my thanks to everyone who bought fundraising chocolates at the SVRC and particular thanks go to everyone who took away boxes and sold them including Di, Phyllis, Maria, Geoff, Annette, Lyn, Jenny, Jean, Odette, Helen, Kay, Julie and also Heatherwood School. I don’t know where we would be if you all hadn’t lent a hand!

Mountbatten Questionnaire

Trevor Boyd has kindly offered to hold another workshop/series of workshops in the near future. Please reply to the questionnaire regarding your needs in relation to training on the Mountbatten (if you have not done so already) before the end of term.

First Aid – Basic Life Support Level 1 and/or CPR Update

Staff from the St John Ambulance will conduct a one-day First Aid course at the SVRC. There are a few places available for the full day ‘Basic Life Support Level 1’ course; and two places available for participants to update their CPR.

When: 25^th November

Time: 8.30am – 4.30pm (Basic Life Support Level 1) OR

8.30am – lunch time (CPR update)

Cost: Approx $80 (Basic Life Support Level 1) OR Approx $50 (CPR update)

Lunch: A simple lunch will be provided for approx $8

RSVP: By the end of term to Deb Lewis on 9841 0242
 
 

Position Available in Mildura

A full time Visiting Teacher/Social Worker position exists in Mildura supporting vision impaired, hearing impaired, health impaired, physically disabled students for a six to twelve month (negotiable) period. Contact Kirsty Jungwirth on (03) 5023 5190 for further details.

Large Print, Braille and Tape Catalogues

If Visiting Teachers haven’t received their 1999 catalogues, please contact Dianne on
(03) 9841 0242.

‘Helping You and Your Family’ Booklet

Jeni Blake kindly ordered multiple copies of ‘Helping You and Your Family: Self-Help Strategies for Parents of Children with a Disability’ from the Association for Children with a Disability. It is designed as a companion volume to ‘Through the Maze: A Guide to Benefits and Services for Families of Children with a Disability’ and includes the following sections:

• Diagnosis
• Working with doctors and medical specialists
• Support for parents
• Family relationships
• Dealing with friends and the general public
• Finding out about services
• Using the service system
• The role of parent support groups
• Glossary of terms

Sexual Health Information

Janie has recommended ‘Sexual Health Information’, a publication distributed by the Rural Health Education and Research Centre in NSW. The publication encourages people to be aware of sexual health so that they can be in control of their sexual and reproductive life and not put themselves at risk of sexually transmitted diseases or unwanted pregnancy. It includes information on HIV/AIDS, hepatitis and condoms. It is available on disk or tape by calling (02) 6766 9760. A copy will be available at the SVRC.

Free CCTV Trolley Available

One of Rita’s schools is keen to donate a large purpose-built CCTV trolley with working space and a lockup cupboard, to a student with a vision impairment or to a school. The school is keen to donate the trolley by the end of term. Please call Rita on (03) 9532 5642 if you can help facilitate this. You would need to arrange transport.

RVIB 2000 Further Education Bursary

In March 2000, the Royal Victorian Institute for the Blind (RVIB) will award further education bursaries to students who are blind or vision impaired. Individual bursaries are valued at up to $4,500. The RVIB Further Education Bursary enables students to purchase adaptive equipment where no other funding source is available.

Eligibility Criteria

Students of any age can apply for an RVIB Further Education Bursary. Applicants must demonstrate a financial need for assistance, and academic merit.

Applicants must:

• be resident in Victoria;
• be, or become, a client of RVIB;
• be enrolled to study their first year of tertiary education at, or above, Certificate 4 level in the year 2000.

For a disk/email copy of the information contact Joanne Webber, Education Consultant on:

Tel: 9520 5555

Toll free: 1800 33 55 88

Fax: 9521 3685

Email: webbejo2@rvib2.rvib.org.au

Blind Citizens Convention 99 and Blind Women’s Forum

Blind Citizens Australia is again conducting the Blind Citizens Australia National Convention from 15 to 17 October this year, in Brisbane. The Blind Women’s Forum will be held on Thursday 14 October, just prior to the Convention. Accommodation is available. Please call Blind Citizens Australia on (03) 9521 3433 or 1800 033 660 for a registration form and program. Registration and payment is required by Monday 20 September,

Fun Sites You Can Go To With Your Kids

Animated Dancing Pages - http://www.amused.com/sparkydance.html

This is a serious time-waster! There are pages and pages of animations with suitable music like the dancing chicken page, the dancing fat man page to name just two! They make me laugh!!

Greeting Cards by Email – http://www1.bluemountain.com/index.html

This is a fun website with hundreds of electronic cards to send to your friends. All have music and some are animated. Many have poems or you can write your own message. There are cards for kids, birthdays, holidays, apologies, congratulations and anything else you can possibly imagine.

‘Low Vision: Practical Tips for Independent Living’ Website

This website, authored by registered nurse, Kathy Olin, has lots of interesting tips for people with low vision. The tips are organised into subheadings including:

• cooking and eating
• household chores
• grooming
• medical tips
• reading and writing
• communications
• handling money
• recreation
• travel

• A plastic tray or basket can be used to gather all the ingredients for a recipe. This allows better organisation of meal preparation with multiple steps.
• Always return items to the same place.
• Mark with tape and black marker the date that you purchased items that are perishable – that way you know when the milk or other products have gone bad.
• To tell measuring cups/spoons apart, buy cups in different colours, for example, red for a one cup measure, blue for a one half cup.
• Wind brightly coloured electrical tape on anything that you might bump into such as the kitchen radio antenna.
• There are many products that can be squeezed out of a tube which harden to form raised dots. Use them to identify measuring spoons/cups. One such product is called Highmarks.
• Place small dishes on a baking tray to avoid searching in the hot oven.
• Use the oven, broiler, or microwave to cook meat instead of frying.
• Mark the oven, range top, microwave, radio stations, washer and dryer settings with Locator Dots at commonly used temperatures etc to find those settings quickly.
• Recipes can be put on cassette. Stop the tape to add ingredients when making complicated or unfamiliar recipes.
• A potato peeler used on wet vegetables allows you to know, by feel, when you have removed all of the peel.
• Most microwave dishes can go directly from the freezer to the oven.
• Make special labels for spices, medicine bottles and canned goods. Stick large adhesive letters to containers. ‘B’ can be basil in the spice rack, beans on the pantry shelf, and blood pressure medicine in the medicine cabinet.
• Use plates that are of different contrast to the food you are eating or preparing – for light coloured foods use dark plates, and vice versa. Make liquids contrast with the cup or glass. Drink black coffee in a white cup and milk in a dark glass.
• Special plates/bowls, raised on one side, assist in getting food onto the utensil.
• A damp towel will keep a dish from sliding if placed underneath it.
• Three ways to tell how full your glass is: feel the weight as it fills; listen to the sound of the liquid in the glass; put a floating object into the glass before filling – use a cork, ice cubes, or a ball of tinfoil.

Review by Lyn Robinson

Introduction: Learning and Literacy

"The goal of schooling is to prepare young people to enter adulthood with the knowledge, experiences, and skills to live independently and productively, consistent with their individual abilities. Certainly most people would agree that the attainment of meaningful literacy skills is a, perhaps the, fundamental cornerstone of schooling and, therefore, is a key factor in achieving this goal. All of the decisions made by educational teams during the school years should move students along in progressive steps to living independently and productively as possible.

Educational programs for children with visual impairments are developed to promote full and meaningful literacy skills, although the issues that surround decisions related to selecting literacy media may be more complex. For this reason, educational teams need to follow structured, systematic processes for making decisions on all learning media – of which literacy media are a part – for children with visual impairments. Learning media assessment, when followed in the spirit of best educational practices, provides such a process for guiding decision-making. When appropriate decision are made on an ongoing basis, students with visual impairment are continually engaged in the most productive learning possible." (Koenig & Holbrook page 1)

What is it?

Learning Media Assessment is an assessment tool to determine the most appropriate learning media for students with a vision impairment.

How did it come about?

• A group of itinerant teachers of the vision impaired got together and found their experiences selecting learning media for students with a vision impairment was amazingly similar.
• They wanted to document the decision - making processes and involve other members of the student’s educational team in this process.
• The Texas Braille Bill was passed. This meant that by law each student with a vision impairment must be assessed for the most appropriate learning media, including whether or not a braille program should be implemented.

Information is gathered about the student in the following areas.

• Sensory Channels
• General Learning Media
• Literacy Media

Assessment for General Learning Media includes assessment of the student’s ability to use instructional materials (such as worksheets, wall charts, rulers, pictures) and instructional methods (such as demonstrations, modeling, prompting)

Literacy Media includes the range of tools used for reading and writing in print and braille.

Case studies are used to show the practical application of the data gathering process.

Literacy Media

The authors liken "Literacy" to a "toolbox" and suggest that this toolbox be filled with lots of different "tools" or skills so that a student is able "….to accomplish important and necessary literacy tasks in all appropriate environments. It may be helpful to think of this process as filling each student’s toolbox with all the tools necessary to complete required tasks. This process will involve continuing assessment occurring at least annually, if not more often." (Koenig & Holbrook page 55)

Literacy Tools

Some common literacy tools for students with a vision impairment are:

• Recorded media, listening to taped material
• Personal reader
• Low vision devices such as magnifiers or CCTVs
• Radio for the print handicapped
• Newsline – daily papers read using the phone service
• Slate and stylus
• Computers with enlarging or speech software
• Specialised technology such as the Mountbatten brailler
• Electronically formatted materials
• Internet
• Large print
• Handwriting
• Keyboarding
• Brailling

Braille Reading Speeds

There has been quite a discussion about print and braille reading speeds and Learning Media Assessment of Students with Vision Impairments on AERNET lately, which links nicely with Lyn’s article (above) and the discussion we were having at the term 3 Visiting Teacher PD day recently. Here is a selection:

From: Frances Mary D’Andrea (AERNET) on Tue, 31 Aug 1999

In her lengthy email, Frances Mary summarises the findings into braille reading rates found in a number of studies (eg average wpm for grades 5 – 8 of 63; and for grades 9 – 12 of 86, Meyers and Ethington, 1956) and then poses the following questions.

What does this tell us? I’m not a researcher, so I hope that someone on this list who is will chime in, but here’s my thoughts:

1. We need more research in this area, more current, and more reflective of our current student population. There is some current research ongoing (people such as Susanna Millar, and of course our dear Sally Mangold) but I’m not sure whether it pertains directly to reading speed of young braille readers. Anyone out there know for sure? Anyone on this list currently doing research on braille reading speed?
2. Our students are such an incredibly heterogeneous group that it’s difficult to get a representative sample. Even the studies cited in this book were on relatively small numbers, especially compared to the general ed population. People on this list like Carol Evans can tell you the huge numbers of students that they use to do national norms for tests, etc. So, as you point out, Marshall, it IS difficult to generalize.
3. There’s an excellent story in the most recent CTEVH Journal, taken from a speech by Stuart Wittenstein called "Why We Tied Up the Cat." It’s a great story, too long to go into (sorry, Stuart) but the gist is that sometimes the reasons we do things is because "well, it’s always been done like this before." Do we expect our braille readers to be very slow? Is there a way for most braille readers to be reading 200+ words per minute? Do we know why some readers are very fast? Is it a matter of cognitive ability, or practice, or motivation, or what? Are there strategies we can use to increase braille reading speed?

Sarah comments on increasing reading rates from the point of view of a braille reader:

My own method was simply to immerse myself in all kinds of reading material. I was a high school student and was mortified whenever I was called on to read out loud in class because I was so slow. During my freshman year, after I had begged to read a part when the English class read Romeo and Juliet and once again been embarrassed by my slowness, I subjected myself to an hour of reading aloud each day. I also did a lot of silent reading. This is how I reached my 200 WPM, which is the limit of my ability to read and remember what I have been reading about. I can do audio reading at

325-350 WPM, so I do suspect there are some factors affecting braille reading that have nothing to do with my ability to comprehend material which is presented more quickly. There are certain things which will slow down my reading, namely familiarity with the subject matter and how much pressure I feel I am under. Also, if something is transcribed with unusual use of contractions

(eg f ea r instead of f e ar), it will throw me for a loop.

Sarah J. Blake

Web site: http://www.geocities.com/Wellesley/9641

From: Dana W White Star (AERNET) on Tue, 31 Aug 1999

For those of you who don’t have TSBVI’s ‘Learning Media Assessment’, it lists oral reading rates for normally sighted students Gr.1-4 as 60-120 wpm, and silent reading from 80-147 wpm. The highest rate Frances Mary posted for that group was 84 (but evidently the study didn’t indicate whether the rate was taken with silent or oral reading). For 8th grade, TSBVI gives 186-197 wpm (silent), and the highest from Frances Mary was 149 wpm. More importantly, perhaps, at college level, TSBVI lists 256-333+ and we know of at least one braille reader who reads at 200 wpm.

What this tells me is - that the gap grows as the readers mature, and that we need more info!

Dana in Montreal

Visit us on the web at: http://homepages.together.net/~mstar

Marfan Association Victoria Inc.

The Marfan Association – a support group for children and adults affected with Marfan Syndrome – can be contacted through the President, Sally Ferguson on (phone/fax) 5784 1357.

New Guide Book for Vision Impaired People - Como House and Gardens

The following article appeared in the September – October 1999 edition of EASE Ticket Update:
‘The Historic Como House and Gardens can now be experienced with the aid of specially created guide books and tapes. The guide has been specially designed by the National Trust in conjunction with Vision Australia, to enhance the experience for people with a vision impairment. Following on from the success of the Old Melbourne Gaol’s guide and tours introduced last year, the Como guide promises to be a great success. Como Historic House and Garden is open daily from 10am to 5pm. A special discounted price is available on presentation of the EASE Membership Card.’

EASE Audio Described Performances

When attending an audio described performance, you need to arrive at the theatre at least thirty minutes before the commencement time, to receive equipment, be seated and hear important program notes, cast lists, costumes and stage settings described. Audio descriptions will be available for the following performances:

• Pride and Prejudice – Melbourne Theatre Company

Thursday 30 September 8pm
Saturday 2 October 4pm
• The Boy from OZ

Wednesday 20 October 1pm
Saturday 23 October 2pm

Vision Impaired Teenagers Climb Kilimanjaro

From the Canadian National Post, 7 September, 1999
Climbers show anyone can take on the world’s Challenges

On Top of the World
Eleven blind or partially sighted young people who overcame altitude sickness and freezing temperatures to scale Mount Kilimanjaro, Africa’s highest mountain, say their feat proves anything is possible. Although they were forced to turn back a short distance from the summit, the exhausted
and jubilant youngsters said late on Sunday they had proved a point to themselves and the world. "It just shows we can do anything we set our minds to doing. We are visually impaired but that doesn’t mean we can’t do stuff," said Briton Louise Waddington. "We are just the same as everyone
else, it’s just that we don’t see as well." None of the climbers -five Britons and six Africans aged 14 to 24 - actually made it to Kilimanjaro’s summit at 5,895 metres because of treacherous conditions underfoot. But nine of them reached Gillman’s Point, 250 metres short of the summit, and the other two made it almost to 5,500 metres before turning back because of altitude sickness. "I was very tired but I was excited and so grateful because I reached the roof of Africa," said Peter Nyombi, a 17 year-old from Uganda blinded by malaria. The team expects to raise about $167,000 (Cdn) and use the money to restore sight to 5,000 people with cataracts in Africa and Asia. Mr Nyombi said his contribution to the fund-raising effort had convinced him he had something to offer other people. "At first my blindness was just a problem and I felt I couldn’t do anything but I’ve realised I’m also useful in life." The climbers said the final assault on Kilimanjaro, which began at midnight Wednesday and involved climbing for more than six hours before reaching Gillman’s Point, was exhausting and that teamwork built up over nine months of preparations was what kept them going. "It was a sense of teamwork. Everyone felt we were a team and it was a brilliant feeling," said Byron Cooke, a 16-year-old Briton, who said he felt weak, tired and suffered very strong headaches as altitude sickness kicked in on the upper slopes of Kilimanjaro. Stephen Maina, a 21-year-old Kenyan who has been blind for 10 years, said the climb had convinced him he can overcome his disability. "I think I can apply it in my life. If I am given support and I show courage, I think I can do anything." The expedition was organised to celebrate the 50th birthday of Sight Savers International, a charity that treats blind people.

Kieran Murray, Reuters

An idea for an excursion for next year, perhaps???!

Guide Dogs Association of Victoria Courses – Term 4

The following courses are being offered by Guide Dogs Association in term 4 this year

Primary School Children & Guide Dog Mobility

Saturday October 9, 10am - 12.30pm 1999

This is an opportunity for families who have a young person with a vision impairment, who may one day work with a guide dog. The session is focused toward parents gaining a greater understanding of Guide Dog mobility as a future mobility aid, and most importantly understanding the mobility skills that a child needs to work toward throughout primary and secondary school, regardless of the mobility aid used. The session will also allow families to talk with a GD Instructor, ask questions and see a Guide Dog working in harness. For the children it is a fun chance to cuddle some puppies, have faces painted and check out the contents of the guide dog show bag.

Young Adults Exploring Guide Dog Mobility

Monday 6 December - Friday 10 December 1999

Due to the popularity of the September program of the same theme, the program is running again in December. Bookings have already been taken, and only a few places remain.

Are you 15 - 21 years of age, developing Orientation & Mobility Skills and have an interest in learning more about the benefits and demands of Guide Dog mobility? Spend the week living in the Training Centre and working with a trained guide dog allocated to you for the week. This hands on program provides an opportunity to realistically explore the demands and rewards of Guide Dog mobility.

Experience the first stages of training with a Guide Dog. Your Instructor will introduce you to harness work, leash control, obedience training. Together you will tackle residential, semi business and night walks.

Be responsible for the feeding, grooming and toileting of your dog.

Discover how dogs learn, along with their behaviour, senses and instincts.

Learn about the importance of partnership in Guide Dog mobility.

Discuss your own mobility expectations with a Guide Dog Instructor.

This is an opportunity for young people with a vision impairment, who are interested in knowing more about Guide Dog mobility as a future mobility aid, to talk with a GD Instructor, ask questions and walk with a Guide Dog in harness.

These programs (including accommodation and meals in the December program) are free of charge. Please ring Kaye Jones, Guide Dog Association of Victoria, on 9854 4450 for further information and registration.

Working with a Dog Guide

I recently read a delightful and insightful article, entitled ‘The Proof is in the Pudding’ by Graeme Innes, in the August 1999 edition of Blind Citizens News. He writes about his decision to get a dog guide and some of the early experiences of working with his dog, Jordie. He observes:

‘Learning the necessary basic commands is not difficult, and they are reinforced by repetition. The trickier process for me was working out the balance of control between myself and the dog … undoubtedly my travel is smoother and faster (than when using a cane). It is smoother because Jordie can move around things that she sees, wheras having a cane I must locate them first. I walk no faster with Jordie, but I get to places more quickly because there is much less of the inevitable stop-start of cane travel. However, Jordie seems to think that I take up more space than I do, and will sometimes stay behind another pedestrian rather than overtaking, or not go through a gap which I know I could fit through … Travelling with Jordie has meant a major decrease in the stress and tiredness caused by independent travel … I can – I imagine – only use about the same amount of concentration on my (normal) route as would a person with sight. This is a great relief and benefit for me. It means that I have a lot more time for thinking or day-dreaming …’

Please call if you would like a print copy of the article.

Info Tech Division Update (99/28): Special offer – Apple iMac computers

This message has been sent to all schools.

Apple Computer Australia has made a special offer of the latest Apple iMac computer to Victorian government schools for $1,745 (excluding tax), with free delivery. The standard education price for the iMac is $1,923. This offer is available until 24 September 1999. The new iMac computer has a 333MHz PowerPC G3 processor, 512Kb level 2 cache, 32Mb SDRAM (upgradeable to 256Mb), 6Gb hard disk drive, 24x-speed CD-ROM drive, 15" colour monitor, integrated 3D graphics accelerator, 6Mb SGRAM video memory, internal 56Kbps modem, internal 10/100 Ethernet connector (RJ-45), two USB ports, built-in speakers and microphone, and Apple mouse. The iMac comes in five different colours and all models include Mac OS 8.5. Other pre-installed software includes AppleWorks and World Book Macintosh Edition. More product information can be obtained from Apple’s website (www.apple.com.au/imac/) or any of the re-sellers listed below.

Metropolitan area

Choice Connections, 617-649 Spencer Street, West Melbourne Vic 3003, tel 9246 9000

Desktop Power, 71 Upper Heidelberg Road, Ivanhoe Vic 3079, tel 9497 4011

Non-metropolitan areas

Alpha Computers, Cnr Nepean Highway and Tyabb Road, Mornington Vic 3931, tel 5975 3577

Choice Connections, 255 Moorabool Street, Geelong Vic 3220, tel 5223 1550

Office Everything, 126 Mollison Street, Bendigo Vic 3550, tel 5442 4666

Office Everything, 72 Wilson Street, Horsham Vic 3400, tel 5382 5511

Office Everything, Shop 4, 747 Fifteenth Street, Mildura Vic 3500, tel 5022 2044

Office Everything, 347 Campbell Street, Swan Hill Vic 3585, tel 5033 2999

And finally…

Hope you have excellent fun and restful holidays …

… 9 sleeps to go … from Space Camper, Deb Lewis who would love to receive your email at deblewis@svrc.vic.edu.au
 
 

Date: Monday 4^th October 1999

Venue: St. Paul’s School

3 – 13 Fernhurst Grove, Kew

Melway Ref. 45 B6

Time: 9.00am – 4.00pm

Cost: $20
 
 

Program:

8.30am Registration

9.00 Welcome/Introduction

5. Keynote Speaker: Susan Carden

30. Morning Tea

1. Dale Moore – Adaptive Technology Computer Trainer (RVIB) Dale will be speaking about JAWS

 
2. CSF and Special Schools – Carronbank

For more information about The Bulletin contact:
Deb Lewis

Top of Page
Home Page