The following bumper issue of The Bulletin was prepared by Deb Lewis, Co-ordinator, Statewide Vision Resource Centre. Quick! Grab a cupper and find a quiet place to have a read…
We are now thinking about and planning for PD 2004!!! We have received a couple of suggestions and recommendations and would be glad to receive more suggestions and offers – so email or call with your ideas – and we’ll try to accommodate them! Thanks in advance!
Report prepared by chaperone Janie McLeod
On their return from 18 days in the United States this year the general consensus of the four boys who went was, “I want to go back to Space Camp next year.” It really was the best trip that young people could have, and it says a lot for Space Camp that they preferred the week they spent there to the exciting first week at the theme parks.
In the first week the boys, from different Victorian schools and aged from 12 to17, and two chaperones went to Disneyland for three days, Knotts Berry Farm with its amazing rides and San Diego Zoo. The boys experienced another culture and saw a world very different to their own. They learnt to live in one room together, to make allowances for each other and to make decisions taking everyone’s point of view into consideration.
We then flew to Huntsville, Alabama where the US Space and Rocket Center runs four different programs for students during the week. In this particular week of the year the students all have vision impairments so books are prepared and switches are labelled in braille and large print. Students from all over the world can attend and we met 143 young people from Ireland, Canada and US, many of them totally blind.
The students were divided into teams of about fifteen and started their training to become astronauts in one of three different settings: Mission Control, the Space Station and the Obiter. They attended lectures on astronomy and the history of space flight, heard a blind chemical scientist talk about the work he does for NASA, saw an IMAX movie of life in the international space station, used simulators that astronauts use to adjust to 1/6 gravity, heard the sounds made by the sun and Jupiter from a radio telescope and built and fired small rockets. One student was able to learn Scuba diving in order to learn to work in a weightless environment just as real astronauts do. The students had 3 one hour practice missions leading up to a 6 hour mission where they had to deal with problems such as a meteor storm and one astronaut breaking a leg.
I could see positive changes in the boys even in the time we were away. Their parents have commented on the difference the experience has made to their sons’ maturity, their self-confidence, their view of the world and their interest in different aspects of computers and science. Some used not to talk about their vision impairment at all but now are able to do so and realize that they manage better than others with less sight than their own. The many benefits the students gained included learning the importance of teamwork, greater confidence in decision-making and risk-taking, an easier acceptance of their vision impairment and increased self-confidence. They are keen to keep in touch with their new friends overseas and they are emailing their new friends already.
The chaperones, Faye Squires and myself, would like to thank the people and the service clubs who made this trip possible by their generous donations.
For photos of this year’s Space Camp go to: www.tsbvi.edu/space/2003/index.htm
Space camp this year was great and challenging. We did rocket building and different simulators such as the ‘5 degrees of freedom’. The best parts where the 3 one-hour and the 6 hour mission in which I took on the role of Pilot and Cap Com. It was great meeting new people and there were two people I got along with mainly in our group - Teresa and Adrian. During the 6 hour mission Adrian swapped into Cap Com for the second half and visa versa.
It was interesting to see that many people want to visit Australia; I have spoken to at least 6 who want to come over. I had my first experience at an IMAX theatre.
I thought Disneyland was a great experience and California adventure kept me interested with the best thing being the Roller Coaster. Knotts Berry Farm would have to be the most enjoyable of all the parks, I would go there again, for sure. Mainly for the Accelerator @ 80Mph.
On the last day we went back to San Diego and saw Shamu the killer whale at Sea World and some people got a bit wet. Seeing Shamu soak the crowd was funny.
Dr Mike Steer, Senior Lecturer
Renwick College, Royal Institute for Deaf & Blind Children
A ‘habit’, the dictionaries tell us, is a pattern of behaviour that is acquired through frequent repetition. Stephen R Covey’s (1990) best selling 7 Habits of Highly Effective People has helped many thousands of professionals in all walks of life accomplish their goals. In his book, Covey presents seven principles for developing effectiveness in our private and public lives. By developing these habits, one moves from being dependent on other people to being and acting independently. Teachers of students with vision impairments can apply these same principles to their professional lives and work more effectively with students, families and colleagues.
Try not to blame the situation you work in, or the organisation you work for. According to Covey, this particular habit reflects your innate ability to take charge of your life. We have the ability to take charge, plan ahead, and focus our energies on things we can control instead of reacting to or worrying about things over which we have little or no control. A highly effective teacher of students with vision impairments looks at each student or each environment as an isolated case to see ways in which he or she can be proactive.
In trying to inculcate this habit, the specialist teacher begins each day, week, or perhaps project, with a clear vision of his or her direction and destination. This habit inculcates the ability to create the desired results conceptually first in accordance with our guiding principles, and then maintain this vision throughout our daily activities. For example, if you believe that “everyone can learn” and that “learning should be exciting and fun” that’s a good foundation. A useful strategy is to make a map of where you want to go (ie draw the design you have in mind). Your personal mission statement should be clear about your values and principles, and include a description of the way you see yourself as a vision impairment specialist educator. In planning what you intend to do, go first to the end point and work backwards
First things are those things you find most worth doing according to your personal vision of your mission. We use these priorities to manage our time and events so that every day we are sure to keep these first things first in our lives. In your professional life, this means developing the habit of getting and staying organised. The key to success, as Hall (2003) points out, is scheduling your priorities. List those things you deem important and try to work from a prioritised plan.
Covey advises us to get out of our win/lose ways of looking at interpersonal relations (I get mine you don’t) and move towards a win-win attitude (How can we both get what we want). Too often we think of ourselves succeeding in terms of someone else failing. This sort of thinking is a feature of the competitiveness of our culture. Fortunately for many of us, in the real world, we have to cooperate a lot more than we have to compete. A win-win attitude seeks mutual benefit in all human interactions, and is an absolute boon to the special education professional whose business of promoting a quality education for students who are blind or vision impaired lies largely in the realms of human interactions.
Covey has pointed out that we can’t listen while we are talking! Unfortunately when we interact with people, we often really do not listen in order to understand. Rather as the other person is talking, we are already framing our replies. In effect we are talking while they are talking. We are not listening. Covey suggests we engage in “empathic listening” through which we do our best to get inside another person’s frame of reference and see the world the way they do. The skill requires that the professional remembers to (a) repeat the content, (b) rephrase the content; and (c) reflect the feelings.
Synergy refers to the fact that in most situations, that is, through creative cooperation (not giving in or compromise) two or more people can produce results far better than either could do alone. This habit draws upon the previous five. It allows us to be effective in an interdependent setting! The key to developing this habit is to value differences among people. For example, a specialist teacher might collaborate with a regular classroom teacher and create new lessons which benefit all students in the class including the student with a vision impairment.
This habit involves engaging in those activities aimed at preserving and maintaining ourselves! We should seek to have a balanced, systematic program of self-renewal in essentially four areas: physical, social/emotional, mental and spiritual. Covey has pointed out, that to be truly effective you need to spend at least half an hour in the working day, doing something important, or special, just for you.
For some specialist teachers, incorporating these seven habits into your/their teaching week might require an effort, particular in the way you/they see or interpret the settings they work in, or the particular students, families and colleagues they work with. However, by applying these seven habits, I submit that educators can achieve personal and professional goals, develop better working relationships with colleagues, administrators, families and students; and become more effective in all aspects of their professional and personal lives.
References
Covey, S. R. (1990). The 7 habits of highly effective people. Melbourne: Business
Library.
Hall, E. (2003). Using the 7 habits of highly effective people to become a highly
effective educator. CEC Today, September-October, p. 13.
by Annette Godfrey-Magee, Education Officer, Statewide Vision Resource Centre
Eccentric Viewing is a technique taught to reduce the impact of central vision loss. The majority of central vision loss is caused by some dysfunction of the macula, the most common for our children is Stargardt’s disease. The functional implications of central vision loss are poor acuity, poor colour discrimination, slow light adaptation and photophobia. Our own Jill Keeffe in 1998, along with some notable colleagues, conducted a study that highlighted common problems associated with central vision loss. They included inability to recognize faces, difficulty in reading, difficulty with common every day tasks, and social isolation. Traditionally we have assumed that an effective way to reduce the impact of this loss is to introduce magnification. Indeed there are several studies that indicate it is much easier to see a large blurred image rather than a small blurred one (Dudley, 1990; Virtanen & Laatikainen, 1991). But sometimes it is not always practical to enlarge, i.e. Nanna’s face. Eccentric viewing compliments magnification. The impact of sight loss caused by macular disease can be ameliorated with the use of eccentric viewing. (Goodrich, 1986; Collins, 1990; Cullam, 1990; Nilsson & Nilsson, 1994; Fitzmaurice, 1994; Jose, 1995)
Eccentric Viewing is a technique which enables persons with central field loss to make the most efficient use of their remaining peripheral vision. It is a technique that will become automatic and is not only used to access print.
There is an extensive pre-training assessment required before starting the program. This assessment is completed by an orthoptist who will determine the preferred retinal locus, i.e. which part of the retina will give the student the best vision. The orthoptist does this by using a Bjerrum field assessment chart, as this measures the central 30 degrees of vision. Once the preferred retinal locus is established the children are made aware of the potential acuity of this point. They are then taught to locate one object/stimuli make it disappear and to see another stimuli. They are taught the direction and re-fixation movement that will maximize their preferred retinal area.
The aim of the program is to ensure that the children are using their residual vision efficiently. For some children this will mean an increase in their environmental awareness and thus increase their mobility skills and for other children it will mean a reduction in the size of print needed. This is not an easy task, initially it is very frustrating and tiring.
Dr Kerry Fitzmaurice, Dean of the School of Orthoptics at La Trobe University, has developed a computerized program that systematically works through a series of modules that facilitates eccentric viewing. Module 1 is eccentric awareness and eccentric practice. Module 2 offers more advanced activities. Module 3 has extension activities other than reading and Module 4 is text reading.
Recently, the Statewide Vision Resource Centre had Dr Fitzmaurice assess seven students for their preferred retinal locus. It was an invaluable, informative day. One of the students, Nick, was delighted with the outcome stating that he had just had a “light bulb experience” when Dr Fitzmaurice explained the procedure.
The SVRC has purchased two copies of this program and have arranged with Dr Fitzmaurice to present at the Visiting Teacher professional development in Term 1, 2004.
This technique will not stop the progression of any condition or will it restore any vision lost but what it will do is make the children aware of where their best viewing position is and with practice it can become an additional strategy to maximizing their residual vision.
Source: SPEVI News, Volume 1, Issue 3
Article by Carolyn Mentiplay, Visiting Teacher, Eastern Metropolitan Region
Replacing the old and worn VHS video cassette format, the latest technology in home cinema is supplied by the new audio-visual format – DVD. Frequently digitally remastered from the original source print material, DVDs have the added advantage of brilliant clarity of visuals available in 16:9 format which can be enlarged on your widescreen TV, ideal for those with vision impairments studying film texts or just kicking back with some friends. DVDs are generally mastered in the new digital audio formats, such as Dolby Digital 5.1 and Digital Theatre Sound (DTS) which, with the right sound equipment, you can literally feel vibrating through the floor.
As an added bonus, your favourite movies and new releases are often accompanied by many additional features, such as: interviews with actors and directors; short features on the making of the movies; deleted scenes; optional commentary by the film director during the film to explain the reasoning behind scenes as you watch, the ability to select scenes within the movie and skip others as required; subtitles in other languages, and text for the hearing impaired.
Sadly, only a few commercially available titles have audio description for the vision impaired (sometimes called English Audio Descriptive or English for the Vision Impaired). Those I was able to find included “Moulin Rouge”(Special Edition), “Ransom”(Special Edition), “Dead Poet’s Society”(Special Edition), “Enemy of the State”(Special Edition), “Crimson Tide”(Special Edition) and “Daredevil”(Special Edition). Other titles are available through RNIB and Vision Australia (www.visway.org.au will reach the catalogue for NILS).
A couple of pointers regarding DVDs for the novice. The new format comes with a Region Coding System intended to protect international copyright, which often means that if you buy a DVD in another country, you will not be able to watch it on a DVD player in Australia. Lyn Robinson, Resource Officer at Statewide Vision Resource Centre (Victoria), received a DVD set with audio description for the vision impaired to review through an American internet site only to find her player developed selective non literacy.
The movie “Daredevil” is of special interest to teachers of vision impaired and probably many of their students. There are many interesting and unusual effects related to vision impairment. For starters, the opening credits use braille in an innovative and highly visual way. The main character, played by Ben Affleck, loses his sight in a childhood accident. Moreover, “Daredevil” in “real” life is a successful lawyer who uses his other senses to “see” via a strange form of sonar, where sound bounces off objects to form images in his mind. This talent allows him to pick up girls who are amazingly pretty, superficially of course. And as for Daredevil’s long cane … well you will just have to rent the DVD.
Although the audio description is very well done, my main criticism is that in order to have this feature you lose the Digital Theatre Sound (DTS) track of the movie. This seems somewhat ironic – to have the audio description for vision impaired you have to lose the best sound production.
Over the last few years I have utilized the features offered by DVDs to enable my students to access the film text they have chosen to study with excellent results in exams as well as in their increased personal enjoyment and appreciation of the film media.
Source: Lea Nagel, Visiting Teacher, Eastern Metropolitan Region
Pop this in your Favourites: http://www.eduweb.vic.gov.au/SchoolsOnline/
This is a nifty page for VTs who don’t get the latest schools contact
list. All Victorian schools are listed – government, independent and catholic
schools with Search and Browse facility. Lea says that she opened one of the
school’s pages and found photos and names of all the staff! Nifty again
for VTs who see people ‘around’ but can’t remember their names.
VisionConnection is a website describing many of the common causes of vision impairment including:
Information for each vision impairment includes:
Many of the vision impairments also include a simulation of the vision impairment
for distance viewing and reading print.
Go to: http://www.visionconnection.org/Content/YourVision/EyeDisorders/default.htm
Source: OnLine Magazine, Issue 2, 2003
The April issue of the free, monthly E-Access Bulletin includes some useful information provided by readers in response to an enquiry about large cursors (refer to Section 10, ‘Rectangular Response’). One contributor writes very enthusiastically about the Valerix MetaMouse Cursor set, finding it ‘…absolutely brilliant for the needs of my family. We are able to change the colour of the cursor, give it an edge and so on to each of our individual needs without too much trouble.’ You can download a free demo version or purchase from various sites including http://www.regsoft.com
Another site from which this mouse set, amongst many others, can be obtained is: http://download.com.com/3150-2317-0.html
As many readers are no doubt aware, a number of useful features are available in the Accessibility Applet of the Windows Control Panel. In ME and XP, the ‘Display’ page of the Accessibility dialogue box offers a slider to adjust the width of the flashing cursor. To quote another writer to this segment: “Unfortunately, however, the change is not universal. You get the fat cursor in Notepad and all areas of Windows where you can type text (such as the “Find Files and Folders” dialog box) but not in WordPad or, more importantly, Microsoft Word.” The writer suggests “… a little program called ‘follow.exe’ (which AbilityNet can send out free of charge) that locks the mouse cursor to the flashing cursor. You can still move the mouse to free it, but when the cursor moves again it jumps back and follows along. When the mouse pointer is over the document window it is still a slim line, but you can easily redefine it for something really high-visibility like a big black arrow.”
AbilityNet can be emailed on enquiries@abilitynet.org.uk or visited at: http://www.abilitynet.org.uk
Source: OnLine Magazine, Issue 6, 2003
Article by Tom Macmahon, Statewide Advisory Visiting Teacher - Assistive Technology,
Disability Services Support Unit
The term ‘text-to-speech’ refers to the production of spoken output from a computer of text being displayed on the screen. This is most commonly achieved by selecting or highlighting the appropriate text (by using the mouse or keyboard commands) and copying this text to the Windows Clipboard. Some programs provide options to paste text into an editing window, open an existing text file or sometimes even key in new text.
The text in question will then be read out with varying degrees of control over speech rate and quality, the range of voices from which to choose and even font styles and colours for text and background – according to the program being used.
ReadPlease 2003 (free version) is probably a good place to start if you are setting out to explore text-to-speech software. It is free, uses the Microsoft speech engine, is described as being ‘Internet aware’ and reads any text from the clipboard, including email and web pages. TextAloud MP3 offers such possibilities as saving a number of files, web pages, email messages etc, into one file, using multi-article mode. The file can then be saved in an MP3 format.
AllWrite is described as ‘a talking word processor that provides complete speech support (including talking cursor keys) and large print editing’.
WordAloud is one notable example of a program which permits text to be read back with synchronised speech and highlighted text in large fonts, with adjustable contrasts and screen colours and with a range of available voices. Its developers are even striving to incorporate sufficient speech support to allow independent access by non-sighted users. Such programs can provide a powerful tool to individuals with low vision and reading difficulties.
Teachers are discovering the potential of being able to create audio files from keyed, scanned or downloaded texts. These can then be listened to by students on MP3 players, copied onto audio media (CD, mini disk or cassette) or played on their computer from disk or directly from the school’s network. In addition to TextAloud MP3 mentioned above, other programs of interest in this regard include Text-to-Audio (a ‘high-end application that can take existing digitized text files and convert them to multiple standard audio formats’), the latest version of Read and Write textHELP! and specialised scanning/Optical Character Recognition software such as Open Book. The Open Book option is, of course, a much more sophisticated program with a price tag of almost A$2,000 to match. Those who know its capabilities can appreciate its power and flexibility, and the recently added option (Version 6) of being able to save a scanned page, document or section of a book as either an MP3 or a ‘.wav’ file, can be very useful. A few initial observations may be of interest and assistance:
Source: OzBrl discussion list
Question: We have two computers here set up with Duxbury (braille translation program) but the six keys on the keyboard don’t work properly in direct entry braille. Some work but not all of them. We have tried several different keyboards with the same result. Does anyone have any suggestions that may help us?
Answer from Nigel Herring, Pentronics: The problem is in the way the keyboard is mapped. Different manufacturers produce keyboards with a different matrix. This mapping only allows keys in certain groups to simultaneously be pressed and transmit the correct characters. This is particularly noticeable on laptops and different models from the same manufacturer can have different mappings. So just because one model works, it's no guarantee that other models from the same manufacturer will.
There is no way other than testing the keyboard to find out if the S, D, F, J, K, L keys will function for six key braille input. It can be tested quite easily, without a braille based program. You can use any text entry program from Word to Notepad. Launch the editor and press the S, D, F, J, K, L keys together. If all 6 characters appear in the editor, in any order, the keyboard will work for direct braille input. If all the characters do not appear than the only thing to do is find another keyboard.
Enlarging software options, MAGic and ZoomText, offer flexible magnification - from 2x to 16x, as well as the option for speech to read out vital information and long documents. Comparison is between the “with speech” versions of MAGic and ZoomText:
User Interface
MAGic: Compact
ZoomText: Wide
Hotkeys
MAGic: Excellent
ZoomText: Good
Mouse and Cursor Enhancements
MAGic: Good
ZoomText: Excellent
Speech: Default synthesiser
MAGic: Excellent (Eloquence)
ZoomText: Good (TruVoice)
Speech: Multilingual
MAGic: Yes
ZoomText: Yes
Speech: Application Reader synchronisation
MAGic: Jumpy
ZoomText: Smooth
Speech: Tracking Highlight fixed or moving
MAGic: Fixed
ZoomText: Moves
Speech: Pronunciation Dictionary
MAGic: No
ZoomText: Yes
Speech: Cursor down interrupts speech in Word
MAGic: Yes
ZoomText: Yes
Speech: Speaks zoom buttons
MAGic: Yes
ZoomText: No
Speech: Cursor down interrupts speech in lists
MAGic: No
ZoomText: Yes
Speech: Reading of objects in Dialogue Boxes
MAGic: Most
ZoomText: All
Speech: Reading Windows Explorer
MAGic: Good
ZoomText: Excellent
Internet: Reading web sites with Internet Explorer
MAGic: Excellent
ZoomText: Excellent
Internet: JAWS style List of Links, Frames in Web
MAGic: Yes
ZoomText: No
For further information or to request a demonstration copy of Magic or ZoomText
contact Quantum Technology:
Head Office (NSW) - (02) 8844 9888 info@quantech.com.au
Southern Office (VIC) - (03) 9585 3277 tboyd@quantech.com.au
Source: Nick Allen, VisTech Solutions Newsletter, October 2003
A couple of fairly regular questions I’m asked is how to get to the desktop and Windows Explorer. Below is a list of Windows keyboard shortcuts that maybe of interest.
The Windows Key is located at the lower left hand corner of your keyboard between the Ctrl and Alt keys. If it is not there, then you do not have a Windows keyboard and will not be able to perform these keystrokes.
1. Windows Key
Displays the Start Menu.
2. Windows Key + e
Opens a new Windows Explorer Window.
3. Windows Key + d
Minimizes all windows and shows the Desktop. Pressing it again opens all windows
and takes you right back to where you were.
4. Windows Key + f
Displays the Find All Files dialog box.
5. Windows Key + l. (Windows XP only).
Fast User Switching. Note: is not compatible with Jaws for Windows at the moment,
but will work fine with Window Eyes.
6. Windows Key + m
Minimizes all open windows.
7. Windows Key + Shift + m
Restores all previously open windows to how they were before you minimized them.
8. Windows Key + r
Displays the Run command.
9. Windows Key + u. (Windows 2000 and Windows XP only).
Displays the utility manager (Narrator and Magnifier)
10. Windows Key + F1
Displays the Windows Help menu.
11. Windows Key + Pause/Break
Displays the Systems Properties dialog box.
The Pause/Break key is the rightmost key in the set of three keys above the
six pack on the keyboard.
12. Windows Key + Tab
Cycle through the buttons on the Task Bar.
Source: E-Access Bulletin, September 2003
Accessible Music, a software tool for blind and vision-impaired people that produces spoken and braille scores from scanned sheet music in seven languages, is to be launched at the end of the year by FNB Netherlands, a Dutch state-subsidised accessible library.The software allows users to hear the contents of an entire book of musical scores, saving what can amount to months of waiting time to obtain accessible sheet music. Users track detail down to individual bars and notes, playing fragments or accessing detailed spoken descriptions.
“Everything that’s on the page of a music score is represented
on talking music,” a spokesperson from FNB Netherlands said.
The tool uses the structure of the international DAISY standard for e-books
(http://www.daisy.org). It will be marketed
to amateur and professional musicians, composers, teachers, librarians, publishers,
software engineers and technologists through the FNB web site (http://projects.fnb.nl/am/home.html),
conferences and workshops and sold initially under licence before it is sold
to individuals. FNB has not yet agreed on a retail price.
A free demonstration CD of Accessible Music will be available from the end of October - email projects@fnb.nl
Source: Ozbrl discussion list
How to ‘Read Braille Music’ by Bettye Krolick, published by Opus Technologies, is available in print (US$12.95) and braille (US$19.95).
This book explains the music braille symbols most frequently found in elementary through intermediate-level music. It’s written at a fifth grade reading level, so it’s suitable for both children and adults.
To order, send payment to: National Braille Press
88 St Stephen Street, Boston, MA,USA 02115 or email: orders@nbp.org
Adapted from notes prepared by Kathy Reissen, Townsend School
Website and email address are brailled using the computer braille code. The following is a summary of the main things you need to know about this code for use in website and email addresses.
The full Computer Braille Code as used for braille in Australia is the book “Code for Computer Braille Notation” BANA 1987 - this information is taken from this document.
When an address is too long for a line, the continuation indicator (dots 456, 12346) is used. By convention if possible place continuation indicator at a natural break. There is no intervening space before the continuation indicator and the rest of the address continues on the next line.
Source: Nagel, G., & Stobbs, K. ‘Growing a ‘can do’ society for all: Inclusive education for learners in Aotearoa New Zealand who are blind and vision impaired’. The Educator, 16(1), 2003.
The key elements for successful inclusive education remain:
If you would like a copy of the complete article, please contact us.
Pulse Data has recently appointed Helen Kilpatrick as their Victorian Low Vision Consultant. Specializing in the ‘Smart View Video Magnifier’ and the PocketViewer, Helen will provide support services for Victorians with low vision.
If you would like to trial the Smart View video magnifier in your home or office at no charge or obligation to purchase, please contact Helen Kilpatrick on 9530 0280 or 0413 993265.
Helen has also made herself available to demonstrate Pulse Data’s low vision products at the Statewide Vision Resource Centre, as you will see from the PD list above, on Monday 17 November. Please call to register your interest in the session. No charge. Lunch not available.
Pulse Data has provided a PocketViewer on loan to the Statewide Vision Resource Centre – if you would like to come in and take a look, please call or drop in – bring your students and their parents!
This year’s Blind Citizens Australia National Convention will run for three days from Saturday 4 October to Monday 6 October in Canberra. If you would like further details, please contact BCA on (03) 9372 6400.
Source: OnLine Issue 6, 2003
Australian Rehabilitation & Assistive Technology Association Conference:
2-4 June 2004
Pre-Conference Workshops: 1 June 2004
Where: Melbourne
ARATA is a national association whose purpose is to serve as a forum for issues in rehabilitation and assistive technology. ARATA’s biennial conference is a major source of education, networking, and the exchange of information on the application of technology for people with disabilities. The 2004 conference will provide an opportunity to bring together people from Australia, New Zealand and around the World who use, develop, manufacture, prescribe and deliver assistive technology. The theme for 2004’s conference is “Technology - Everyone, Everywhere, Everyday”.
The conference is designed to meet the needs of people who:
The ARATA 2004 conference aims to enable participants to:
Understand how the application of technology can allow inclusion of all people into everyday activities: home, school work and leisure
Key themes
Expression of interest forms and details for submitting abstracts/papers can be accessed from the ARATA website at: http://www.e-bility.com/arata/conf.php
You may also be interested in becoming an ARATA member and joining a very active, supportive and informative listserve, for which further information is available from: http://www.e-bility.com/arata/resources_list.shtml
Soundaround is a talking magazine programme for blind and low vision students and adults. This is currently distributed on audio cassette monthly to approximately 5,000 UK listeners. Soundaround is a registered charity (no. 280679) and the magazine is distributed free of charge. Soundaround features: News, Viewpoint, People Spot, Cookery, Gardening, Technology, Fashion, Celebrity interviews, Talent contest, Roving Reporter etc. Soundaround is tone indexed for easy navigation. Soundaround is also available in MP3 format via the web: www.soundaround.org
If you would like to receive a sample copy of the current programme, please contact: Nigel@soundaround.org
Adapted from Video Magnifier Training: SmartView, Pulse Data
The focusing procedure on the CCTV only needs to be done when a document is changed for another that varies in thickness, even when increasing or decreasing the magnification.
Step 1 - Increase the magnification to the maximum. (Turn size knob until it
won’t turn any more)
Step 2 - Focus the image using the focus knob. (Turn right or left.) It’s
best to go past the true focus point and then back again to obtain ‘best
focus’.
Step 3 - Reduce the magnification level to a comfortable reading size.
Source: Future Reflections, Spring/Summer 2003 (http://www.nfb.org/fr/fr10/fr03ss10.htm)
Parents may feel mixed emotions about the child with disabilities growing up and going to work. They may share the child’s excitement about future possibilities, but they may also worry about the child’s vulnerability of possible failure at a job. Helping children develop job skills is one of the biggest gifts parents can give because it enriches children’s sense of self and builds potential for their future.
How can parents assist their young children to become ready for work? Here are some helpful ideas:
1. Teach social skills
More people lose jobs because of personality conflicts and the inability to
work with other people than for any other reason. Providing children with opportunities
for social interaction is very important. Preschool groups, religious groups,
scouting groups, and community recreation programs are examples of good places
to learn social skills.
2. Give children specific chores
Parents can help their children choose chores they can do with little assistance.
Even children who have physical limitations that require assistance can still
be given chores. For instance, the tray on a wheelchair can be used to deliver
dishes to the table or folded laundry to the correct room. Occupational therapists
can provide assistance if adaptations are needed to accomplish the chore. Not
only will children be proud of their work, but they will also be contributing
to the needs of the family.
3. Provide daily opportunities for children to make choices
Parents can start by asking children to make simple and familiar choices such
as what to wear or what to eat. They must be sure the choices are ones their
children are able to make and be careful to avoid offering options that are
not possibilities. At first, parents can limit options by offering children
a choice between two items. Later, the number of options can increase as children
develop skills.
4. Teach communications skills
Children need to learn communication skills, as well as how to express
feelings in a socially acceptable way, take criticism without becoming outwardly
upset or angry, cooperate with others, ask for help when needed, and ask for
more work once initial tasks are complete. Role playing can be an effective
tool in learning communication skills.
5. Help children identify interests
Parents can provide opportunities for a variety of activities so children can
explore different interests. Hobbies are an enjoyable way to learn skills and
can lead to job opportunities. Children who like sports, for example, may eventually
work in a sports store or at a camp.
6. Keep a notebook
Parents can keep a list of their children’s interests and the places where
they seem most comfortable. Parents can also note their children’s skills
and strengths and what motivates them to follow through on their tasks. In this
way, parents learn more about their children and also better see the progress
their children make.
7. Help children to be punctual
Parents can teach their children to set an alarm clock and wake up on time for
school. Children can learn to prepare for the next day by laying out their clothes
the night before. Parents can assist their children in calling if they cannot
attend an activity.
8. Allow children to experience natural consequences
Parents often want to shelter their children from any pain or sadness, but this
is a natural part of life for children with disabilities as well. When children
make a choice and it turns out to be a bad decision, parents can provide the
opportunity for their children to learn about natural consequences. Everyone
learns from mistakes. Parents can be there to support their children but let
them make mistakes and learn from them.
9. Talk to children about jobs
Parents can talk to their children about different jobs. They can point out
what people are doing in their jobs and ask their children’s opinions
about the tasks. Children can visit their parents’ workplaces and help.
10. Encourage volunteering
Volunteering can teach children much about what is expected at work without
putting too much pressure on them. Volunteer experiences provide opportunities
to learn job skills, meet new people, learn to communicate with people who are
not used to being with people with disabilities, and learn to do a task in a
certain time period and do it well. It is a great opportunity for career exploration.
11. Promote self-advocacy
By providing choice and opportunity and teaching decision-making skills, parents
are helping their children build a foundation for self-advocacy. Parents can
teach their children about their disabilities and how to communicate their needs.
They can provide opportunities for their children to express their thoughts
and opinions and exercise control over their environment. Later in the workplace,
these skills will assist young adults in asking for what they need, especially
for any special equipment or necessary changes to the workplace that will help
them better do their jobs.
Starting early in preparing children for work will ensure they have better opportunities to be successful in their employment. Most importantly, parents can expect that their children will grow up to work, and they can help their children build dreams.
Source: Associate Professor Ken Greenwood, School of Psychological Science, La Trobe University
Don’t know. All we do know is that a lack of sleep is linked to mortality.
All that we do know is that when we sleep a restorative process is going on to help us gain energy.
Source: Disability Coordination Officer Newsletter, Issue 2, September 2003
Information about scholarships available for students with disabilities at all Victorian universities and TAFE institutes can be viewed from the link (Scholarship Information) at www.rmit.edu.au/ssg/dco
Students with a vision or hearing impairment, physical or learning disability, neurological condition, mental health illness or chronic medical condition under the DDA are entitled to support services offered by the university or TAFE. Disability Liaison Officers (DLOs) are employed at each University or TAFE in Victoria and may be able to provide the following services:
Box Hill Institute of TAFE tel (03) 9286 9891 email dls@bhtafe.edu.au
Chisholm Institute of TAFE tel / TTY (03) 9212 5269
Holmesglen TAFE tel (03) 9564 1972 email MatthewS@holmesglen.vic.edu.au
Kangan Batman tel (03) 9279 2511 www.kangan.edu.au/services/disability/default.htm
NMIT tel / TTY (03) 9269 1315
RMIT (& University) tel (03) 9925 1089 www.rmit.edu.au/disability
Swinburne TAFE (& University) tel (03) 9210 1181 www.swin.edu.au/stuserv/disability/index.htm
University of Melbourne TAFE Division (& University) tel
(03) 8344 7068 www.services.unimelb.edu.au/disability/
Victoria University TAFE Division (& University) tel (03)
9365 2193 email disability@vu.edu.au
William Angliss Institute of TAFE tel (03) 9606 2396 email
kateh@angliss.vic.edu.au
Australian Catholic University tel (03) 9953 3076 email l.rafferty@acu.edu.au
Deakin University tel (03) 9244 6300 www.deakin.edu.au/student!ife/disability
Latrobe University tel (03) 9479 1510 www.latrobe.edu.au/eau/
Monash University tel (03) 9905 5704 www.adm.monash.edu.au/sss/pc/equity/dlu/index.htm
RMIT (& TAFE) tel (03) 9925 1089 www.rmit.edu.au/disability
Swinburne University (& TAFE) tel (03) 9210 1181 www.swin.edu.au/stuserv/disability/index.htm
University of Melbourne (& TAFE) tel (03) 8344 7068 www.services.unimelb.edu.au/disability/
Victoria University of Technology (& TAFE) tel (03) 9365
2193 email disability@vu.edu.au
Each phone has a digital signature – an IMEI number which can be located by pressing *#06#. Record the number in a safe place – if your phone is stolen call your service provider, quote the IMEI number and ask for it to be disabled (along with your SIMM card) The lost phone is now useless to anyone forever!
Source: VisTech Solutions Newsletter, October 2003
A most interesting and informative newsletter hit my inbox recently – it’s the new ‘VisTech Solutions Newsletter’ (temporary name – competition currently being conducted for a new name). Below are some samples of the contents – sign up for your emailed copy of this newsletter by emailing: vistech@rvib.org.au
201 High Street, Prahran Vic 3181
Phone: (03) 9520 5555
Fax: (03) 9525 2065
Free Call: 1800 458 555
Email: vistech@rvib.org.au
Help Desk athelp@rvib.org.au
Web Page: www.vistech.rvib.org.au
Source: VisTech Solutions Newsletter, October 2003
Always misplacing your glasses? Keys? Remote? Cell? PDA? "Now You Can Find It!"(tm) locater puts a pager on all elusive things! Includes four beeper discs to attach to keys, glasses and other elusive objects. Press a button on the portable base and the corresponding disc beeps loudly. Each disc attaches with a key ring or double-sided adhesive pad. Includes magnetic mounting bracket for base. If you take the base from the mounting bracket, the base unit will start ringing in six minutes so that you don't lose it and as a reminder to put it back on the mounting bracket.
Do you find it hard sometimes to find your room at a hotel when you’re at a conference or on holidays? Simply hang one of the disks on the back of the door and take the base unit with you. When you walk down the corridor, press the appropriate button and listen for the disk to start ringing. Saves you from getting embarrassed when you try to open the wrong door.
Editor’s note: As someone who spends way too much time each week looking for keys, purse, specs etc etc, I can see that this would be $90 very well spent!
Dean, formerly of Brandon Park SC writes:
I have been pretty busy this year. I have recently completed my TAFE course in Business Advertising at Holmesglen TAFE. I am now involved in the Willing And Ableing Mentoring program which my employment consultant from RVIB has arranged. I am undertaking my mentorship with one of my local newspapers. I am also still involved in my sports, and have recently been selected in the Victorian Cricket team. I will be heading off to Sydney at the end of the year to participate in the Australian Blind Cricket Championships.
Chris, who formerly attended a school in the Ballarat area:
Earlier this year, Chris was awarded the QBE/Victorian Farmers Federation Livestock Apprentice of the Year. Chris, a 21 year old sixth generation beef and wool producer. Chris was considered to have “the right qualities to be a future leader and ambassador for the livestock industry.” The article is attached to the print copy of The Bulletin.
Source: Ballarat Courier, 24 July 2003.
“Avoiding
danger is no
safer in the
long run than
outright
exposure. Life
is either a
daring
adventure or
nothing”
- Helen Keller
Thanks to Lea Nagel, Jeni Blake and Jeanette Neville for contributing to this edition of The Bulletin. Thanks also to proof-readers Lea Nagel and Dianne Skillern.
Deb Lewis (who can be emailed at deblewis@svrc.vic.edu.au).