NOTES FROM THE PRESIDENT . . . . . . . . . 2 STATUS OF THE NATIONAL LITERARY BRAILLE. . . . . . . . . . . . 4 LITERACY: OUR QUEST CONTINUES. . . . . . . . 5 House Bill No. 6064 . . . . . . . . . . . . . . . . . . . 5 IF ONLY WE COULD SEE THROUGH THE EYES OF A CHILD by Sue Drapinski . . . . . . . . . . . . . . . . . . . . . . . 7 summary of HB 6075. . . . . . . . . . . . . . . . . . . . 8 Conventions, Fundraisers, Hobbies And Marriage. . . . 11 NATIONAL FEDERATION OF THE BLIND PARENTS OF BLIND CHILDREN OF MICHIGAN by Dawn Neddo, President . . . . . . . . . 12 1996-97 NFBM PARENTS OF BLIND CHILDREN SATURDAY SCHOOL . . . . . . . . . . . 12 CALENDAR OF EVENTS . . . . . . . . . . . . . . . . . . . . . . 12 1996 NFB of Michigan State Convention. . . . . . . . . . . . . 13 Why the NFB????? by Allen Harris. . . . . . . . . . . . . . . . . . . . . . . . 14 MERCHANT DIVISION PRESIDENT MAKES THE CAPITOL A LOTTERY LOSER by Danny Griffin . . . . . . . . . . . . . . . . . . . . . . . 15 Greetings From Ann Arbor!! Liz Lindsey-Mckinley . . . . . . . . . . 16 Detroit Chapter News by Joy Harris, Detroit Chapter President . . . . . . . . . . . . . . . . . . 16 Lansing Forms a Support Group for Parents of Blind and Visually Impaired Children by Geer Wilcox. . . . . . . . . . . . 17 Thoughts about Popcorn by Mary Wurtzel . . . . . . . . . . . 17 Who's Who in the Greater Lansing Area Sports Hall of Fame. . . 18 "BLIND" MISSING FROM SKILLS OF BLINDNESS IN EXPANDED CORE CURRICULUM by Fred J. Wurtzel. . . . . . . . . . . 19 THE CORE CURRICULUM FOR BLIND AND VISUALLY IMPAIRED STUDENTS, INCLUDING THOSE WITH ADDITIONAL DISABIliTIES* . . . . . . 20 prepared by Phil Hatlen. . . . . . . . . . . . . . . . . . . . . . . . . . 20 FOR FURTHER INFORMATION REGARDING THE NATIONAL FEDERATION OF THE BLIND . . . . . . . . . . . . . . . . . . . . . . . . 28 NFB of Michigan Officers President: Allen Harris, Dearborn MI 1st Vice President: Fred Wurtzel, Lansing MI 2nd Vice President: Steve Hanschu, Detroit MI Secretary: Georgia Kitchen, Flint MI Treasurer: Sue Drapinski, Hazel Park MI Board Member: Joy Harris, Dearborn MI Board Member: Angela Curvin, Detroit MI Board Member: Danny Griffin, Lansing MI Board Member: Larry Posont, Dearborn Hts MI Please send address changes to FOCUS, 111 W Woodward Hts., Hazel Park MI 48030 or email NFB of MI@AOL.COM Please send letters, comments or articles to the editor as follows: Michigan Focus c/o Fred Wurtzel, Editor 1212 N. Foster Lansing MI 48912 Email 72401.145@COMPUSERVE.COM fax: 517-485-4645 To be considered for publication, material must be formatted in one of the ways as follows: l. Material is preferred to be E-mailed to the above Email address. 2. Material may be sent on computer disk in either ASCII DOS format, or in Word Perfect 5.1 for DOS 3. Printed material may be mailed or sent via FAX. If material submitted in print, it must: a. be flat, not folded in any way b. be typed, not handwritten 4. Braille 5. Tape recorded Your cooperation will assure consideration for the publication of your submission in future issues of the MICHIGAN FOCUS. NOTES FROM THE PRESIDENT by Allen Harris As I begin writing for this issue of the Michigan Focus, some very good news has reached us from the office of Representative Alan Cropsey on our Braille Bill. The latest version of our Children's Right to Read Braille Literacy Bill has been introduced and is numbered HB 6064. We have been assured by Representative Cropsey that he will move the bill as quickly as possible while continuing to gain support from other members of the House and Senate. We are pleased with the present version of HB 6064 as it contains the fundamental provisions that we have worked for. The central strength of HB 6064 is it's requirement that blind and visually impaired students read at an age and grade appropriate level. We believe this approach addresses the problem of Braille illiteracy while resisting the temptations to prescribe all of the particulars for achieving this goal. You can help by writing and calling representatives and senators indicating support for HB6064, and explaining why it's passage is so very important to the future of blind and visually impaired children. We are also working to find funding for NFB NEWSLINE, our call-up newspaper service. We have presented a grant proposal to the Michigan Commission for the Blind and while this has not produced results yet, we are hopeful that the MCB will work with us to find funding. In addition, we will submit our grant proposal to major foundations in Michigan and any other sources which may be helpful. If you have ideas or suggestions I would welcome them and urge you to contact me. NEWSLINE for the Blind allows blind persons to phone a local service center and choose from among the New York Times, USA Today, and the Chicago Tribune anytime of the day. Furthermore, NFB NEWSLINE is adding other national newspapers and will provide local papers in the local service center areas. The local service center will also provide access to any information that we choose to put on this service. After the initial expense of approximately $40,000, the service will require about $1,000 per month plus telephone charges. This service is truly a breakthrough for blind persons providing on demand print information otherwise not available. Beginning on the first weekend in October, we will again provide tutoring for blind students in Braille, cane, and other skills of blindness. We meet the first and third Saturday of each month at Webb Junior High School, located at 2100 W. Woodward Hts, between I-75 and Hilton, in Ferndale. A schedule of dates for the 1996-97 school year is provided in this issue of the Michigan Focus. If you have questions or require additional information you may contact Dawn Neddo, President of Parents of Blind Children, NFB of Michigan at 810-363-1956. Each year we are reminded of the importance that blindness skills and attitudes about blindness have for school age youngsters who are blind. We are pleased to announce that our Lansing chapter has begun a parents group in their area. For additional information, contact Geer Wilcox at 517-351-8122 or Mary Wurtzel, President of the Lansing chapter of the NFB of Michigan, at 517-485-0326. Our parents organization has really begun to grow and the results are most gratifying for we understand the future for blind children is in education and opportunity. The "M.A.R.C." legislation (maintaining a residential choice) has been introduced and is HB 6075. The purpose of this legislation is to assure that a residential educational placement is available for blind and visually impaired students who can best benefit from this opportunity. Moreover, the M.A.R.C. legislation establishes standards and a level of quality which will contribute to the quality education to which all blind students are entitled. If you have questions or need additional information, contact Fred Wurtzel at 517-485-0326. The NFB of Michigan had a good turnout at our national convention in Anaheim, California and participated in a wide variety of both entertaining and work directed opportunities. We tied for 10th place in attendance with 70 delegates. We will work to increase this number for the 1997 NFB convention in New Orleans, Louisiana. Watch for details during the coming months as we will be working on ways to assist and encourage our members participation. Our state convention will be held on November 15-17 in East Lansing Michigan at the Marriott Hotel. Convention information is provided in this issue of the Focus. If you have suggestions for agenda items or other ideas please contact me at 313-271-8700. As you can see, the NFB of Michigan continues to be active and busy working on a variety of projects in our effort to change what it means to be blind. We need your support and participation to gain continued success in our efforts at the local, state and national levels. STATUS OF THE NATIONAL LITERARY BRAILLE COMPETENCY TEST From the Editor: We recently received the following report from the National Library Service. what happens in the validation process of the Literary Braille Competency Test is of vital importance to all blind people. Here is the NLS update: The National Literary Braille Competency Test (NLBCT) was developed by the National Library Service for the Blind and Physically Handicapped in collaboration with leading organizations promoting the use of Braille. It is intended primarily to allow teachers of blind children and adults to demonstrate a basic knowledge of Braille. The test has been in use since May, 1994. Plans are underway to conduct a validation study of the test beginning in the spring of 1996. A statement of work is in process, and a solicitation for bids to do the study was made in December, with the contract to be awarded in March. The study is expected to take two years. First a validation study of the overall test will be done, including a job analysis and an assessment of the conditions under which the test is administered. In the job analysis teachers, supervisors, and subject-matter experts in the teaching of Braille to children and adults will examine the task of teaching Braille. The information that comes from this analysis will be compared with the current test and recommendations made, if indicated, to make changes in the content of the test. Conditions of administration that may be looked at include organization of the test, number and order of pans, time frame, use of reference materials, special accommodations for low-vision candidates, and test/re-test interval. The validation study will be followed by a reliability study, including an item analysis of the four versions of the test as modified by the validation study. Through September, 1995, 224 tests were taken with forty-six candidates (20.5 percent) passing. Of these tests, 171 were taken using the print edition, with twenty-four candidates (14 percent) passing, and fifty-three were taken using the Braille edition, with twenty-two candidates (41.5 percent) passing. Twenty-six states have been represented among the candidates. For additional information about the NLBCT, contact the Braille Development Section, National Library Service for the Blind and Physically Handicapped, The Library of Congress, Washington, D.C. 20542, or call (800) 424-8567 and ask for Mary Lou Stark. LITERACY: OUR QUEST CONTINUES EDITORS' NOTE: According to the American Printing House for the Blind, Braille literacy rates have dropped from 40% to 9%. This statistic seems stark, but it comes into sharp focus when one considers that 90% of blind persons, who are employed, are Braille users. The National Federation of the Blind of michigan believes in action. We are serious when we say, "we are changing what it means to be blind." In case you have been told what the Braille Literacy bill does or does not do, it is printed here so you can read it for yourself. You will find, because it is so, that we, blind people, only expect that blind children will read and write Braille. We will not stop until we have achieved our goal. House Bill No. 6064 Education, special, braille literacy for visually impaired pupils. Provide for education, special education, curricula handicapped, 6064. A Bill to amend Act No. 451 of the Public Acts of 1976 entitled as amended, "The Revised School Code" as amended, being Sections 380.1- -380.1852 of the Michigan Compiled Laws by adding Section 1704. THE PEOPLE OF THE STATE OF MICHIGAN ENACT: Section 1. Act NO. 451 of the Public Acts of 1976 as amended being Sections 380.1--380-181852 of the Michigan Compiled Laws by adding Section 1704 to read as follows: Section 1704. (1) For visually impaired pupils, State Board Rules promulgated under this Article shall provide for at least all of the following: (A) A rebuttable presumption that proficiency in braille reading and writing is essential for satisfactory educational progress for a visually impaired pupil who is not able to communicate in print with the same level of proficiency as a pupil of otherwise comparable ability at the same grade level. A pupil for whom braille services are appropriate as defined in this subsection shall be entitled to instruction in braille reading and writing that is sufficient to enable the pupil to communicate with the same level of proficiency as a pupil with otherwise comparable ability at the same grade level. (B) Instruction in braille reading and writing may be used in combination with other special education services appropriate to the pupil's educational needs. (C) The annual review of the pupil's individualized education program shall include discussion of instruction in braille reading and writing and a written explanation of the reasons why the pupil is using a given reading and writing medium or media. If the reasons have not changed since the previous year, the written explanation for the current year may refer to the fuller explanation from the previous year. (D) If the pupil's primary learning medium is expected to change the pupil shall begin instruction in the new medium, before it is the only medium the pupil can effectively use. (E) A pupil who receives instruction in braille reading and writing under this Section shall be taught by a teacher who has demonstrated competency in reading and writing braille according to standards established by the State Board and consistent with the standards adopted by the National Library Service for the Blind and Physically Handicapped of the United States Library of Congress. (2) The Department of Education shall prepare and distribute to local and intermediate school districts information describing the benefits of instruction in braille reading and writing. A local or intermediate school district shall provide this information to a person assisting in the development of an individualized education program of a visually impaired pupil. (3) A local or intermediate school district shall use for pupil instruction, textbooks that are available in braille or in a machine readable version in the best available format for electronic braille translation. (4) As used in this Section, "visually impaired pupil" means a pupil who is determined to be visually impaired under State Board Rules and includes a pupil who retains some sight, but has a medically diagnosed expectation that visual deterioration will occur in preadolescence, adolescence, or adulthood to the extent that the pupil will become visually impaired as determined under State Board Rules. (5) This Section shall be know and may be sighted as the "Blind Children's Literacy Rights Act". IF ONLY WE COULD SEE THROUGH THE EYES OF A CHILD by Sue Drapinski The importance of our tutoring program and the education of our blind children is immeasurable. However, the education of the general public about blindness issues and the capabilities of those who are blind also has to be on the top of our list of priorities. The children of today are the best teachers. The following tradition in our family portrays how easy it is, if only society could see things through the eyes of a child. Each year, our family has a barbecue on Memorial Day weekend. We invite friends and family and enjoy outdoor games, food, fellowship, and the local carnival games and rides just a block away. Each year we have new friends who join us. This year, Sid and Dawn Neddo and their children came. Kyle Neddo, who is an 8 year old blind child, was one of 12 children under the age of 10. He ate with the rest of the kids, played with the rest of the kids and went to the carnival with the rest of the kids. Because Kyle and his family are a part of our "Federation family", and because they believe in and live our philosophy, Kyle has never been excluded from children's activities. During the barbecue, never once did any of the children question Kyle's abilities. Never once did they treat him differently, and most importantly, never once did they assume there was something he couldn't do. The same is not true for the adults watching the children play. Some wondered if Kyle should be running, some worried that he would get hurt, some marveled at all of the "exceptional" things he was able to do(such as playing like any other 8 year old). One by one, the concerned adults realized that neither Kyle's parents, nor those of us who know Kyle, were concerned. They began to understand a little bit of NFB philosophy-Kyle is no different because he is blind and he doesn't need to be treated any differently because he is blind. The next step is for these same adults to realize that Kyle is not "exceptional", nor has he "overcome great adversity". Kyle, like all of the other children, was just having fun "being a kid". As we meet new people and try to spread our philosophy, our ultimate goal is for everyone to understand the truth just a simply as the children do--blindness does not make a difference in who a person is, what he/she can do, or how he/she should be treated. We have a long way to go, but if each of us takes advantage of the opportunities presented to us, our philosophy will prevail. THE MARC MARCH FOR SCHOOL CHOICE EDITOR'S NOTE:The National Federation of the Blind of Michigan is supporting HB 6075, known as the MARC (Maintain A Residential Choice) bill.There is wide variation in the quality of education being provided to blind children throughout the state. Some blind children are receiving a good education in their local communities. Others are receiving barely adequate educations requiring large expenditures of time and money by parents and the NFBM. Still others are receiving poor educations, despite our best efforts. Just as we have done in the Braille Literacy Bill, we have put the final decision for blind children's education in the parent's hands. We believe that parents are best equipped to make informed decisions about their children's education, including the setting in which they are educated. Following is a summary of the main points of the MARC Bill, adapted from MARC Committee material. summary of HB 6075 Following is the introduction to HB 6075 as introduced. Education of Deaf, Blind and Deaf-Blind: The Residential School Option Preserved and Enhanced Purpose: To reorganize the state residential schools for the Blind and for the Deaf, to change the funding mechanism for the state schools in order to ensure that appropriate and adequate funding exist for maximizing the potential of special education students; to foster, encourage, promote and provide assistance to the people of the state by developing academic and other programs at the state schools for preparing and training individuals intending to, or currently working with, the blind, deaf or hard of hearing residents of the state; to provide statewide coordination and clearinghouse for media materials to be used by deaf, blind and deaf-blind students; to ensure that the blind, deaf and hard of hearing residents of the state and their families have knowledge of, and access to, information regarding residential and other programs developed and offered within the full continuum of services as mandated by state and federal laws. The Issues and background information: For over one hundred years, the separate residential schools were successful in the education of blind and deaf children. For the most part, blind and deaf children received quality academic training, more important, they received knowledge and skills from qualified blind and deaf instructors who also served as role models. Thousands of deaf or blind graduates became productive members of American society. When the new state and federal laws began to require the public schools to be responsible for educating deaf and blind children within their districts in the mid-1970's, the quality of education for deaf and blind children began to diminish. This led to stunting natural growth toward mature, fully functioning and independent adulthood for many blind and deaf children. The residential school option in the continuum was ignored and discouraged by school administrators. Many times parents were not informed of this option. Many local school districts were unable to find qualified personnel and were unable or unwilling to provide enough funds to support comprehensive services for deaf or blind children. The result is there has been a substantial enrollment drop at the residential schools over the years since the enactment of 94-142. The School for the Blind had to move to the Flint campus. The local schools denied the parents the residential option for their deaf or blind children due to two major factors: the high cost and the perceived mandate to educate them with hearing or sighted children. The nationwide status of education of deaf and blind children is best described by the following passages: In the Commission on Education of the Deafts 1988 report to the President and the Congress of the United States, the present status of education for persons who are deaf in the United States is unsatisfactory and unacceptable. (Toward Equality, Education of the Deaf, Feb. 1988) tAlthough many school programs are providing the specialized instruction that visually impaired students need in addition to their academic instruction, there is much room for improvement. Too many visually impaired high school students graduate without having mastered the tools for higher education or economic survival.t (The National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities) The MARC Bill (HB 6075) is an attempt to reorganize and restore the residential schools to their stature. It recognizes the residential schools as the state center of information and technical assistance for the public. It will help statets public schools improve education of deaf and blind children. Bill Summary: This bill will: 1. Reaffirm the state's commitment to maintain MSD and MSB; 2. Establish two independent boards to govern MSD and MSB made up of a majority of blind or deaf persons or parents of blind or deaf children, as appropriate; 3. Require the Governor to appoint board members with the advice and consent of the Michigan Senate. 4. Authorize the independent boards to select and employ the superintendent and to develop, prepare and present to the legislature school budget recommendations; 5. Require all school employees to be state employees under civil service. 6. Require the state to fully support each school; 7. Enable residential school boards and superintendents to have direct access to the State Legislature for appropriations and other necessary purposes. 8. Require the legislature to appropriate funds according to instructions in the bill to each residential school each fiscal year; 9. Limit the residential schools from charging tuition to the local school district any more than two times the school districtts foundation allowance; 10. Prohibit any program not related to the education of deaf or blind people from being located on the campus; 11. Enable more deaf, blind or deaf-blind students to participate in and benefit from the expanded core curriculum (skills of blindness and deafness) offered at the residential schools. 12. Enable each residential school to offer prevocational, vocational programs and services on-campus and off-campus to deaf, blind and deaf- blind students, parents and educators. 13. Allow pupils to stay over weekends or during summer programs. 14. Enable each residential school to establish and freely provide outreach and community educational programs. 15. Enable each residential school to train persons who want to work in the deaf or blind field and update the skills of those working in the field. 16. Provide an opportunity for regular education students to learn and benefit from interacting and living with their deaf, blind or deaf-blind peers. 17. Enable each school to maintain a statewide library and media center to serve deaf, blind and deaf-blind students. 18. Enable each residential school to freely offer to Michigan families and schools programs and services for assessing and evaluating the educational needs of blind, deaf-blind deaf and hard of hearing pupils in the state. 19. Enable each residential school to facilitate access to information and facilitate competitiveness for persons who are deaf or blind. 20. Require a school district, public school academy or intermediate school district to annually provide the name, age, address, parentts or legal guardiants name, and related information of each pupil who is deaf or blind to the residential schools. 21. Prohibit the board or an official of a school district, public school academy or intermediate school district from restricting or interfering with a personts participation in the educational program at the residential schools; 22. Empower parents and legal guardians of deaf, blind or deaf-blind children to make the final choice for placement in local programs or residential schools. 23. Remove old MSB and MSD laws. This summary was prepared by Maintain A Residential Choice (MARC) for public information. October, 1996. For further information, contact Bruce Allen: 810-257-1449 V/T , Becky Calaman: 810-332-3331 V or 332-3323 T, or Amy VanDallen: 616-385-4236 V/T, Fred Wurtzel - (517) 485-0326. Conventions, Fundraisers, Hobbies And Marriage by Georgia Kitchen Many things take place while attending a NFBM state convention as those of you know who come every year. Among the things I spend time participating in are the many informative meetings, hospitality hours, helping in child care and attending the banquet One year while I was attending the NFB auction which takes place after the banquet President Harris began to auction off Old Time Radio tapes. I had heard about old time radio and I said to my husband, Ken, "I would like those." He bought them for me. At the time of the auction, I didn't know that my husband listened to radio when he was growing up in Arkansas. Would we had discovered our interest in OTR another way? Possibly, however, my husband hates to shop so I doubt it. Listening to OTR (Old Time Radio) shows has become one of our common interests. My husband has become a member of the Society to Preserve Encourage Radio Drama, Variety and Comedy a membership club in California which has the largest library of cassettes and reels of old time radio shows. I have just joined the National Lum 'n Abner Society. Soon we plan to take a Greyhound bus trip to a 3 day convention in New Jersey. Below are listed some of the OTR resources that I have collected. Come to this years state convention in East Lansing at the Marriott Hotel. You will learn many things about services for blind children and adults. You will also have a lot of fun. Membership Clubs Old Time Radio Club c/o Richard Olday 100 Harvey Drive Lancaster, NY 14086 716-684-1604 Membership Club, Library Taped Catalog and Newsletter Available to blind members, also annual convention. SPERDVAC P.O. Box 7177 Van Nuys, CA 91409 310-947-9800 Membership Club, Library for Members. North American Radio Archives C/O Janis DeMoss 134 Vincewood Drive Nicholasville, Kentucky 40356 Membership Club, Annual Convention NATIONAL FEDERATION OF THE BLIND PARENTS OF BLIND CHILDREN OF MICHIGAN by Dawn Neddo, President This past year has flown past for our NFB family. We have had an active NFB life with our Saturday School (tutoring) Program coming along and growing each year. We wish we could be all over the state, especially for all the children we have met. Our Day Camp was so much fun. We even learned some things, too. Our Day Camp participants looked good riding horses and we loved the zoo. We got to hold butterfly cocoons, which twitched with life. We toured a Coast Guard boat and even got to sit in the Captain's chair and pretend to steer the boat. Our picnic was a great ending to the week. We, of course, had our traditional water balloon fight with a few mini attacks on the side. We had lots of food and play. The kids climbed on play ground equipment and everyone ended the day with a swim. We, once again, had a wonderful Summer Day Camp Program. We always wish more families could join us for all the great fun and activities. Try and set aside some time next year for some family fun with your NFB family. Some of our parents and children attended our National NFB Convention in Anaheim, California (including trips to Disneyland). Everyone had a great time and collected lots of information that they will share with us at our support group meetings. We are now looking forward to our State Convention,November 15-17. Plans are being made. We are going back to basics. We have plans for hands-on experiences that will help parents and other understand how important it is to learn the basics. We really know the skills that will help your child to succeed in all aspects of life. The Convention is a chance for parents of blind children from all across the state to meet and network. We need to stand together to advocate for our blind and visually impaired children. We have child care available and the kids love it. I hope to meet new parents and talk with all of you, especially those of you who I have only talked with over the phone. Come to East Lansing and become an active part of our NFB family. 1996-97 NFBM PARENTS OF BLIND CHILDREN SATURDAY SCHOOL Whether your blind or visually impaired child is academically falling behind his/her peers or needs to brush up on skills of blindness or would benefit from meeting and socializing with some blind and visually impaired peers, There is available help. We have tutors who are experts in Braille, cane travel, abacus, slate and stylus and much more. We also have fun , play sports and provide visually impaired and blind role models. While our children are learning, we parents have our Parents of Blind Children (POBC) Support group. We help each other learn about computers, Braille and what your children need to be successful. Don't be uninformed or misinformed. CALENDAR OF EVENTS October 5 Tutoring and Parent support group 15 Braille Literacy Summit/White cane safety Day State Capitol Building 19 Tutoring and Parent support Group November 2 Tutoring and Parent support Group 15 Back to the Basics Parents Workshop -- East Lansing Marriott 15-17 NFBM State Convention -- East Lansing Marriott December 7 Tutoring and Parents Support Group 21 Tutoring and Parents Support Group January 4 Tutoring and Parents Support Group 18 Tutoring and Parents Support Group February 1 Tutoring and Parents Support Group 15 Tutoring and Parents Support Group March 1 Tutoring and Parents Support Group 15 Tutoring and Parents Support Group April 5 Tutoring and Parents Support Group 19 Tutoring and Parents Support Group May 3 Tutoring and Parents Support Group 17 Tutoring and Parents Support Group June 7 Picnic Tutoring and Parents Support Group -- Time 11:00 Place: Webb Junior High 2100 W. Woodward Heights, Ferndale, Michigan Contact: Dawn Neddo, (810) 363-1956 1996 NFB of Michigan State Convention This year's convention will be held November 15-17 at the Marriott East Lansing, located at 300 M.A.C. in East Lansing. Room rates are $58.00 across the board and reservations can be made directly with the hotel by calling 517-337-4440. Reservation deadline is October 31, 1996. Friday activities will include a parents seminar focusing on Braille and cane travel lessons for parents and a Kareoke Festival on Friday night. General session will be Saturday with a variety of speakers and topics. Saturday night will be the banquet. This year the banquet address will be given by Ramona Walhof, Secretary of the National Federation of the Blind, and President of the NFB of Idaho. Banquet tickets are $20.00 each. Sunday morning will be the regular business meeting and election of officers. We have a new contest this year designed to bring new people to our convention. Each member who brings and registers a new person at the convention will have their name (both the bringer and the "bringee") entered for a drawing of $250. Each person has to be present at the drawing on Sunday morning, and the bringer and "bringee" will split the $250. Let's each do our part to make this our biggest convention ever. Convention registration will be $5.00 per person. Door prizes will be given away throughout the convention. If you have door prizes to donate, please contact Sue Drapinski at 810-546-6910. If you have any other convention questions, please call Joy Harris at 313-271-8700. Why the NFB????? by Allen Harris Nothing can more clearly define the need for the NFB than the following letter which I wrote on September 8, 1996. As of this writing, we are waiting for a response. John Hertel, General Manager Michigan State Fair 1120 W.State Fair Ave. Detroit MI 48203 Dear Mr. Hertel: I am writing on behalf of the National Federation of the Blind of Michigan. First, let me congratulate you on the excellence which the Michigan State Fair has achieved under your leadership. Not many years ago, the State Fair was pronounced dead and waited only for burial. You have not only brought life back to the State Fair, but have positioned it among the most successful events of its kind in our country. clearly, your leadership and dedication have been responsible for the State Fair's resurgence and we want to be among the community organizations to recognize this achievement. The purpose of this letter is to bring to your attention a problem which occurred that involved three blind persons in our organization who were interested in volunteering at the State Fair. Mr. Leonard Gross, Ms. Carol Harris, and Mr. Nelson Lewis participated in the volunteer orientation held on August 15, 1996. At this time, they were told by Julie (I do not know her last name), Director of Volunteers, that if they intended to participate they would have to be accompanied by a "housekeeper" or some other responsible adult who could "take care of them." In any event, they were not discouraged, and decided to appear at their designated time on August 20,1996, to fulfill their volunteer service. When they arrived, they were met with resistance and generally chastened for failing to bring a "housekeeper" or responsible adult. As I understand it, they completed their volunteer service for that day but chose not to return as they were reminded by Julie that when they came back, they must be accompanied. Mr. Hertel, these are three people whose intentions were to volunteer and provide whatever service they could. It strikes me as insensitive, mean-spirited, and completely diminishing to ask three adults to participate on terms which treated them as children. All three of these individuals were prepared and did take two buses from their home to the State Fair and performed to their capacity whatever duties were assigned. Their initiative and willingness to participate as volunteers should gain them respect and appropriate treatment, not ridicule and abuse. You may say that they were not ridiculed or abused, but if you think about it, they certainly were. they are adults with limitations and abilities like all of the people you and I know. they were terribly humiliated by the notion that they were to be accompanied by a responsible adult. Moreover, their sincere efforts to participate were met with resistance and warnings not to repeat the act of appearing without help. I trust that you will review this matter with Julie and other responsible persons on your staff to see that there is no repeat of this behavior. Moreover, I hope you will contact us so that we may consider any concerns which may arise in the event that blind persons choose to volunteer at the State Fair. You may contact me at 313-271-8700. Sincerely, Allen Harris, President National Federation of the Blind of Michigan MERCHANT DIVISION PRESIDENT MAKES THE CAPITOL A LOTTERY LOSER by Danny Griffin Because the Michigan Lottery Licensee at the Capitol Building in Lansing, Michigan is blind and the Lottery terminal WAS NOT ACCESSIBLE, the terminal has been removed. After being a licensee for over one year and having all questions of accessibility ignored, I had a meeting with the Lottery Commissioner, Bill Martin. Martin was not interested in doing anything to make the terminal accessible. His stance was to use it as it was or remove it. I chose to remove the machine. A press release was put out about the problems of the Lottery not complying with A D A. The release caught the interest of a reporter with the Associated Press. She did an in depth interview with me about the problem. Many newspapers throughout Michigan and even some in Ohio and Indiana ran the article. (Some with a picture of me and Cruiser, my seeing eye dog guide, in front of the Capitol Building.) Needless to say, Bill Martin decided because the problem was brought before the public in newspapers,TV interviews, and word of mouth to State Legislators, the Lottery Commissioner was now willing to meet with the Commission for the Blind B.E.P. Director and computer experts to try and remedy the situation. Support for my actions have received very favorable reactions from State Legislators and their staffs. There are a few people who just want their lottery tickets and don't care why the terminal is not there. But most everyone coming into the concession stand applaud the fact I am standing up for blind vendors rights! Greetings From Ann Arbor!! Liz Lindsey-Mckinley Our chapter celebrated its first anniversary in July of this past summer. It has been an exciting year for those of us who are members. Our chapter is 15 people strong and we are hopeful that this year will be as successful with gathering new members. In January of this year, two of our members, Liz Lindsey and Richard McKinley, were a part of the Michigan contingency for the Washington Seminar. It was a great opportunity for both of us. Neither of us had ever been to the National Office in Baltimore and were happy to finally get there. Being able to meet with and talk to our representatives in Washington about issues of concern to the blind community helped create a sense of interconnectedness with you all. In June, we had a very successful yard sale that raised over $200 for our chapter. We are going to be exploring some additional fund-raising ideas and will most likely repeat the yard sale next year. (If you haven't considered this for your chapter, it is a lot of fun). THANK YOU to everyone who helped out. On a more personal note, many of you know that Richard and I were married on August 25. It was a wonderful day for an outside wedding. A good time was had by all. With the wedding preparations over and successfully behind us, we are looking forward to putting more energy into building our chapter. Some of our members will be joining you in Lansing, on October 15, for the Braille Literacy Rally. We will be at the state convention in Lansing in November. We are looking forward to seeing you all there. We continue to meet on the fourth Sunday of each month, from 1:00 pm to 3:00 pm, at The Ann Arbor Center for Independent Living. For directions, call (313)973-7439. Detroit Chapter News by Joy Harris, Detroit Chapter President I am pleased to report that the Detroit chapter continues to actively support the programs of the National Federation of the Blind. Each month we commit $40.00 to the SUN program and $50.00 to the PAc plan. At our monthly meetings we raise money with a 50/50 raffle and auction at the conclusion of every meeting, this amounts to around $40.00 each month. Over the past year, our members have sold $3000 in candy sales, with some proceeds to our treasury and a percentage for individuals to use for their trip to national convention. More than 20 people were able to earn money towards their trip to Anaheim. We are currently selling Gold C Coupon Books and expect to raise $1000. Our future plans include participating in the Braille Summit on October 15 at the State Capitol. Also we are planning to bring as members and friends as possible to this year's state convention in East Lansing. For information about the Detroit Chapter, contact Joy Harris at 313-271-8700. EDITOR'S NOTE: In addition to our broad efforts to change laws on behalf of blind children, the NFBM works directly with parents and children to demonstrate in a practical way that our message has meaning beyond words. Lansing Forms a Support Group for Parents of Blind and Visually Impaired Children by Geer Wilcox The Lansing Chapter of the NFB of M invited the Capital Area Council of the Blind to join with us to forma support group for parents of blind children. The group's first meeting was in April and it has met monthly since then. There is a core of about three or four families. Other families have dropped in from time to time. The group has spent a lot of time sharing concerns, problems and resources. There is a strong interest in having a tutoring program to help kids improve their skills in braille, mobility or other daily living skills. There is interest in having programs such as trips to the State Library for the Blind and Physically Handicapped for hands on experiences with the children. We would like to thank the First Christian Church (Disciples of Christ) in Lansing for providing a place to get our group started. Beginning in October, our meetings will be the 3rd Tuesday of the month. Meetings will be held at 7:00 in room 208 at Sparrow Hospital 1215 E. Michigan Avenue in Lansing. Anyone who would like to attend is welcome. Thoughts about Popcorn by Mary Wurtzel Our son, Marc, is a second-grader at Post Oak school in Lansing. His older siblings attended the school, Freddie had started there eleven years ago. Thus, I am very familiar and involved with Post Oak and have served on the PTA board in former years. However, of course, all the present board was new to me. I was elected secretary of the board and in August attended the first board meeting. Is it me or them?, I wondered as people talked to one another all around me. Is it my being blind, or just being new and these folks all have a history of working together. I usually feel left out in a new group like this, and I thought, why is it worse when it is a new group of sighted people? Am I a bad Federationist to feel this way? Why do I feel so much more freedom when going to a new group of blind people? I thought of Laurie Eckery's article in the June Monitor about her choir and the need to educate sighted people all the time about blindness. Do we borrow trouble, to feel sighted folks will automatically not accept us just like any other new person? I may disappoint you when I don't offer a definitive answer to my own questions. Maybe it is a little of both, our own paranoia and the real issues we have faced on an ongoing basis. Anyway, on with my entrancing story about PTA. In the course of the first meeting it was noted that every Friday parents volunteered to come to school and pop popcorn to be sold for a quarter a bag. It serves as an incentive for the kids and a small fund raiser for the PTA. There weren't enough parents signed up yet to pop corn. I left the meeting wondering if I should volunteer to pop corn. Though, I had run a snack bar, I had not run a popcorn machine. However, I knew that many blind vendors I know did have machines. Well, if they did it then I could do it. But----I'm not very coordinated. That machine gets real hot, what if I make a fool of myself? Then those people will affirm their belief that blind people are not capable of doing the simplest things. Then I thought no one else would spend so much time thinking about this, as I am. At the next board meeting there was still a shortage of parent poppers. Well, I do have the time, I thought, and lots of blind people pop popcorn. I volunteered to come over the next Friday. It was a beautiful crisp Fall as Marc and I walked our usual mile walk to school. I decided to be there early so I could scope out the machine before it was turned on and got hot. Debbie, the person in charge was very matter-of-fact. She showed me where things were stored. She showed me the machine and how it worked, and no big deal to her it seemed. I began popping corn, and we sold over 300 bags of popcorn that day, and I popped it all. Other parents filled the bags and sold to the kids, but it was just an efficient division of labor. I was a bit tired as I walked home, but I was really glad that I could contribute and be a part of the PTA team. And what does all this have to do with NFB.? Well, I believe it was my knowing that other blind people had done a thing that gave me confidence to step out and do it myself. I knew I could have called someone and asked how they dealt with doing the job if I had a problem. The other parents accepted me and didn't make a big deal about me popping corn. In fact, in my own insecurity, I had said that maybe I was going too slow, and they all assured me that I wasn't at all. We make presentations to groups about the capabilities of blind people. I have been making such presentations at Post Oak school for eleven years, now. Why? Because I am a Federationist. I want to change attitudes for our children. We have wonderful literature and videos. We have tremendous leadership to inspire us. Maybe it really is making a difference in our society. I know I need all of your support to live my life fully with faith and confidence. Who's Who in the Greater Lansing Area Sports Hall of Fame On Wednesday, July 10, 1996, another team was inducted to the Greater Lansing Area Sports Hall of Fame. The 1963 Michigan School For the Blind Wrestling Team coached by Fran Hetherington and lead by captain Allen Harris, received the prestigious honor at a luncheon held in their honor at the Lansing Sheraton Hotel. There were also two receptions held to honor the team for their accomplishments. Allen Harris, coach of the 1963 championship team and current president of the NFB of Michigan was interviewed by Neil Koepke from the Lansing State Journal and said, "Our coach, Fran Hetherington told us that we were as good as anybody we would encounter, and the difference in winning and losing would be in skill level and not have anything to do with being blind. The issue of vision never occurred to us. It's a wonderful thing to be included in the Hall of Fame. We knew what a big accomplishment it was for us to be state champions, now I think other people realize what a big deal it was. For us, it's special because we were such a small school and not because we were blind." Other members of the 1963 championship team include Ray Goodrich, Lloyd Frees, Gerry Frees, Roger Boehmer, Curtis Grandberry, Dan Brewer, Larry Sikora, Frank Whittaker, Ed Rodgers, Frank Kapugia, Larry Powell, Mike Alcorn, Bruce Raymond and manager Bob Springstein. Congratulations to the 1963 Michigan School for the Blind Championship Wrestling Team. "BLIND" MISSING FROM SKILLS OF BLINDNESS IN EXPANDED CORE CURRICULUM by Fred J. Wurtzel The National Federation of the Blind of Michigan is putting a large amount of resources into efforts to improve the educational futures of Michigan's blind children. This is not a complaint. It is our mission to change what it means to be blind. Part of this mission is assuring that blind children receive the quality education that will enable them to compete with the world and achieve their maximum potential. Some of these activities include passage of our Braille literacy bill (H.B. 6064) and the M.A.R.C. Bill (H.B. 6075). We are actively building and encouraging parent support groups. We are providing tutoring for blind children. We are active in efforts to develop and improve Camp Tuhsmeheta. We advocate for parents and blind children in I.E.P.'s. We gladly do these things because they must be done. We are engaged in the act of social change. We are moving blind people into first class citizenship. This is a large task. We have been so engaged for nearly 60 years. If necessary we will continue for another 60 years. We will not cease until every blind person has achieved first class citizenship. The next article is reprinted with permission of the author, Phil Hatlen. It is a good article. It is positive and constructive. In the article Mr. Hatlen describes what he calls the "expanded core curriculum." We have been describing and advocating what we call "skills of blindness since our inception in 1940. It is encouraging that an educator of national prominence, such as Mr. Hatlen, has recognized these skills as necessary for fully succeeding in gaining an education. There is an underlying assumption of the viability of the techniques and, more importantly, the ability of blind people to employ these skills to compete on terms of equality with our sighted peers. Mr. Hatlen has missed one crucial point. In his article, mr. Hatlen, repeatedly describe how sighted children gain as much as 80% of their knowledge from observing (visually) others doing the activity to be learned. He emphasizes that blind children do not have the capacity to learn in this way. This points out the task yet before us. Mr. Hatlen fails to acknowledge the important (unavoidable) need for blind children to relate to their blind peers and to positive blind role models. Until this need is accepted on a level with the need for cane travel or Braille, we will not have achieved our goal. It is no coincidence that it is still not possible for a blind person to be certified to teach other blind persons to travel. Cultural prejudices are very difficult to exorcise. In this case, our culture does not have confidence in the ability of blind persons to teach other blind persons skills that are only relevant to blind persons. This may seem absurd on the face of it, but you are challenged to convince such formidable institutions as Western Michigan university to fully accept blind persons int to their orientation and mobility programs. It is self-evident to this writer that association among persons with similar interests has synergistic value. All one needs to do is to observe the proliferation of special interest, support and self-help groups on every topic, vocation and avocation imaginable. Our culture is permeated with paternalistic, demeaning and condescending attitudes toward blind persons. Despite political correctness, inclusion, consumerism, empowerment and a whole dictionary full of trendy buzz words, blind people are still being excluded from participating in defining our own identity, and thus, our future. We will not sit quietly and let it pass. Mr. Hatlen, we are here to let you know that we, blind people, will determine our destiny. The way blind children can "observe" others doing the things that they need to learn is for blind children to meet and associate with other successful blind peers and adults. Until the professional educators acknowledge and advocate this fundamental concept as a basic part of teaching method, we will continue to spend large amounts of resources to change what it means to be blind. THE CORE CURRICULUM FOR BLIND AND VISUALLY IMPAIRED STUDENTS, INCLUDING THOSE WITH ADDITIONAL DISABIliTIES* prepared by Phil Hatlen, Co-Chair National Agenda Advisory Board (Revised January 10, 1996) (*The term "including those with additional disabilities" will not be repeated, as it should be assumed under the definition of "blind and visually impaired students.) Preface: Some years ago, a reporter asked a prominent blind woman, "What is it that blind people would want from society?" The woman replied, "The opportunity to be equal and the right to be different." As Lowenfeld so graphically portrayed in The Changing Status of the Blind: From Separation to Integration (Charles C. Thomas, Springfield, 1975), opportunities for equality grew tremendously in the 20th Century. "In the field of education then the move from separation to integration is evident. Educational provisions for blind children, the administration of these educational provisions, and teacher preparation, all moved from special or separated arrangements to integrated ones. This move has been consistently spearheaded and supported by legislation..." (Lowenfeld, 1975, p. 117.) It was Lowenfeld's belief that the American Creed (all of us are equal under the law) has resulted in educational integration for blind and visually impaired students. Integration with their sighted, peers, which, for visually impaired students, began at the turn of the century, has provided these students with the opportunity to be equal. All of us - parents, consumers, professionals, and others - continue to promote equal opportunities for blind persons. But how do we feel, and how do we react, to "...the right to be different...? " What did this woman mean by two remarks that seem diametrically opposite? Perhaps she meant that print and,braille are equal, but very different; that the need for independent travel is similar for sighted and blind persons, but the skills are learned very differently by blind people; and that concepts and learning that occur for sighted people in a natural, spontaneous manner require different learning experiences for blind persons. Perhaps she was emphasizing that blind persons should have the opportunity to learn the same knowledge and skills as sighted people, but that their manner of learning will be different. Historically, many educators behaved as though they did not believe that blind and visually impaired students had "...the right to be different.1, The integration soon to be called "mainstreaming," then "inclusion") of blind students into regular classrooms in great numbers, beginning in the 1950s, brought with it an era of belief that the only need a visually impaired student had was adapted academic material so that she/he could learn in the regular classroom. The only difference acknowledged by many teachers, (indeed, the profession itself), was the media and materials used for learning. Few, if any, changes or additions were made to the curricula offered these students. Therefore, early efforts to include visually impaired students in regular classrooms sometimes attempted to provide "...the opportunity to be equal..." without recognizing the student's "...right (and need) to be different..." It has been demonstrated that curriculum developed for sighted students is available for, and success in its mastery is achievable by, visually impaired students. If the educational system provides students who have a necessary foundation of experiential learning with appropriate educational materials, and if there are excellent support services, including qualified and credentialed teachers of visually impaired students and orientation and mobility instructors, then the existing curriculum for sighted students will provide the visually impaired student the "...opportunity to be equal..." However, "...the right to be different..." clearly implies that there is more to education for visually impaired students than the exact same curriculum provided to sighted students. This added curriculum that is specific to visually impaired students is also well-known, but has not been diligently implemented. Could it be that parents and professionals have no problem with the ...opportunity to be equal...", but have difficulty with "...the right to be different..."? It has not been an easy transition for professionals-in education for visually impaired learners to accept the concept that visually -impaired students have educational needs that are in addition to curriculum required for sighted students. Many factors have made this transition difficult. Some professionals are loathe to give up the belief that there is any difference between the educational needs of sighted students and visually impaired students. Others have difficulty accepting the idea that an expanded curriculum is the responsibility of educators. Still, others find it impossible to add to their teaching responsibilities because of time and/or size of caseload. Though our profession has documentation and ample evidence of the need for a "Core Curriculum for Blind and Visually Impaired Children and Youths, Including those with Additional Disabilities," it has not been uniformly recognized, accepted, or implemented. Goal 8 of the National Agenda will directly address this issue and bring educators and parents together to ensure the blind and visually impaired children and youths of the nation an appropriate education based on this expanded core curriculum. What is a Core Curriculum? Educators define "core curriculum" as the knowledge and skills expected to be learned by a student by high school graduation. Generally, the core curriculum consists of knowledge and skills related to academic subjects. Mastery of the core curriculum is what both parents and teachers stress as essential for academic success in school, and later in life. In most states, opportunities are provided for students to meet other criteria in cases when those students cannot meet the academic demands of the core curriculum. There are many versions of the core curriculum. In our country, each state assumes responsibility for minimum standards for high school graduation. This core curriculum becomes the foundation for almost all learning, from kindergarten through high school. With respect to blind and visually impaired students, the existing core curriculum, as developed for sighted students, is entirely appropriate and generally available. Because educators of visually impaired students have developed expertise in curriculum adaptation, it should be possible to take any curriculum that has been developed and make it readily available for visually impaired learners. If blindness or visual impairment presents only the problem of accessibility to learning materials, then the issue of education of visually impaired students is solved by adaptation of the existing core curriculum. Some educators of visually impaired students believe that it is true that the child in a regular classroom who has access to all curricular materials is as equally prepared to learn as her sighted classmates. But most professionals hold a strong position that there is an expanded core curriculum for visually impaired students that requires additional areas of learning There are experiences and concepts casually and incidentally learned by sighted students that must be systematically and sequentially taught to the visually impaired student. The core curriculum for visually impaired students is not the same as for sighted students. Indeed, it is much larger and more complex. The concept of a core curriculum for visually impaired learners has been discussed by -professionals and parents for many years. It has been called many things. It has been. referred to as the specialized curriculum, or specialized needs, the unique curriculum, or unique needs, the non-academic curriculum, the dual curriculum, and most recently, the disability.specific curriculum. These other terms are sometimes a distraction to the important issue. The term core curriculum has been used to define the basic educational needs of sighted students for many years. It is proposed that the term core curriculum for blind and visually impaired students be used to define the basic educational needs for this population. It conveys the same message as the original core curriculum. Words like specialized, unique, and disability-specific are not needed, and, indeed, may give an erroneous connotation to basic educational needs. The terms imply two separate lists of educational needs for visually impaired students. One list contains the elements of a traditional core curriculum. The other is a list of "disability-specific" needs. Two lists provide educators with options, such as one list being required and the other consisting of electives. There should be only one list, and that should consist of the required core curriculum for visually impaired students. - The existence of special needs, or a unique core curriculum for blind and visually impaired students, has been known for years. References to the subject of grooming skills date back as far as 1891. The need for social interaction skills appears in the literature in 1929 and again in 1948. Between the years 1953 and 1975, there are more than two dozen references to books and articles written about daily living skills and visually impaired students. Many more articles and documents have been written about orientation and mobility and career education. The expanded core curriculum n being promoted is not new--its need has been known for decades. Although states determine the content of the core curriculum individually, most state' demand that competencies in basic subjects be mastered. The following example incorporates these basic subjects and adds the expanded core curriculum for visually impaired students: The Core Curriculum for Blind and Visually Impaired Children and Youths The Existing Core Curriculum: English language arts other languages, to the extent possible mathematics science health physical education fine arts social studies economics business education vocational education history The Expanded Core Curriculum: compensatory academic skills, including communication modes orientation and mobility social interaction skills independent living skills recreation and leisure skills career education use of assistive technology visual efficiency skills A short description for each of these areas of expanded core curriculum follow: Compensatory or Functional Academic Skills, including Communication Modes: (Note: for this area of the expanded core curriculum for blind and visually impaired students, a distinction must be made between compensatory skills and functional skills. Compensatory skills are those needed by blind and visually impaired students in order to access all areas of core curriculum. Mastery of compensatory skills will usually mean that the visually impaired student has access to learning in a manner equal to that of sighted peers. Functional skills refers to the skills that students with multiple disabilities learn that provide them with the opportunity to work, play, socialize, and take care of personal needs to the highest level possible.) Compensatory and functional skills include such learning experiences as concept development, spatial understanding, study and organizational skills, speaking and listening skills, and adaptations necessary for accessing all areas of the existing core curriculum. Communication needs will vary, depending on degree of functional vision, effects of additional disabilities, and the task to be done. Children may use braille, large print, print with the use of optical devices, regular print, tactile symbols, a calendar system, sign language, and/or recorded materials to communicate. Regardless, each student will need instruction from a teacher with professional preparation to instruct students with visual impairments in each of the compensatory and functional skills they need to master. These compensatory and functional needs of the visually impaired child are significant, and are not addressed with sufficient specificity in the existing core curriculum. Orientation and Mobility: As a part of the expanded core curriculum, orientation and mobility is a vital area of learning. Teachers who have been specifically prepared to teach orientation and mobility to blind and visually impaired learners are necessary in the delivery of this curriculum. Students will need to learn about themselves and the environment in which they move - from basic body image to independent travel in rural areas and busy cities. The existing core curriculum does not include provision for this instruction. It has been said that the two primary effects of blindness on the individual are communication and locomotion. The expanded core curriculum must include emphasis on the fundamental need and basic right of visually impaired persons to travel as independently as possible, enjoying and learning from the environment through which they are passing to the greatest extent possible. Social Interaction Skills: Almost all social skills used by sighted children and adults have been learned by visually observing the environment and other persons, and behaving in socially appropriate ways based on that information. Social interaction skills are not learned casually and incidentally by blind and visually impaired individuals as they are by sighted persons. Social skills must be carefully, consciously, and sequentially taught to blind and visually impaired students. Nothing in the existing core curriculum addresses this critical need in a satisfactory manner. Thus, instruction in social interaction skills becomes a part of the expanded core curriculum as a need so fundamental that it can often mean the difference between social isolation and a satisfying and fulfilling life as an adult. Independent Living Skills: This area of the expanded core curriculum is often referred to as "daily living skills." It consists of all the tasks and functions persons perform, in accordance with their abilities, in order to lead lives as independently as possible. These curricular needs are varied, as they include skills in personal hygiene, food preparation, money management, time monitoring, organization, etc. Some independent living skills are addressed in the existing core curriculum, but they often are introduced as splinter skills, appearing in learning material, disappearing, and then re-appearing. This approach will not adequately prepare blind and visually impaired students for adult life. Traditional classes in home economics and family life are not enough to meet the learning needs of most visually impaired students, since they assume a basic level.of knowledge, acquired incidentally through vision. The skills and knowledge that sighted students acquire by casually and incidentally observing and interacting with their environment are often difficult, if not impossible, for blind and visually impaired students to learn without direct, sequential instruction by knowledgeable persons. Recreation and Leisure Skills: Skills in recreation and leisure are seldom off part of the existing core curriculum. Rather, physical education in the form of team games and athletics are the usual way in which physical fitness needs are met for sighted students. Many of the activities in physical education are excellent and appropriate for visually impaired students. In addition, however, these students need to -develop activities in recreation and leisure that they can enjoy throughout their adult lives. Most often sighted persons select their recreation and leisure activity repertoire by visually observing activities and choosing those in which they wish to participate. The teaching of recreation and leisure skills to blind and visually impaired students must be planned and deliberately taught, and should focus on the development of life-long skills. Career Education: There is a need for general vocational education, as offered in the traditional core curriculum, as well as the need for career education offered specifically for blind and visually impaired students. Many of the skills and knowledge offered to all students through vocational education can be of value to blind and visually impaired students. They will not be sufficient, however, to prepare students for adult life, since such instruction assumes a basic knowledge of the world of work based on prior visual experiences. Career education in an expanded core curriculum will provide the visually impaired learner of all ages with the opportunity to learn first-hand the work done by the bank teller, the gardener, the social worker, the artist, etc. It will provide the student opportunities to explore strengths -and interests in a systematic, well-planned manner. Once more, the disadvantage facing the visually impaired learner is the lack of information about work and jobs that the sighted student acquires by observation. Because unemployment and underemployment have been the leading problem facing adult visually impaired persons in the United States, this portion of the expanded core curriculum is vital to students, and should be part of the expanded curriculum for even the youngest of these individuals. Technology: Technology is a tool to unlock learning and expand the horizons of students. It is not, in reality, a curriculum area. However, it is added to the expanded core curriculum because technology occupies a special place in the education of blind and visually impaired students. Technology can be a great equalizer. For the braille user, it allows the student to provide feedback to teachers by first producing material in braille for personal use, and then in print for the teacher, classmate and parents. It gives blind persons the capability of storing and retrieving information. It brings the gift of a library under the fingertips of the visually impaired person. Technology enhances communication and learning, as well as expands the world of blind and visually impaired persons in many significant ways. Thus, technology is a tool to master, and is essential as a part of the expanded core curriculum. Visual Efficiency Skills The visual acuity of children diagnosed as being visually impaired varies greatly. Through the use of thorough, systematic training, most students with remaining functional vision can be taught to better and more efficiently utilize their remaining vision. The responsibility for performing a functional vision assessment, planning appropriate learning activities for effective visual utilization, and instructing students in using their functional vision in effective and efficient ways is clearly an area of the expanded core curriculum. Educational responsibility for teaching visual efficiency skills falls to the professionally prepared teacher of visually impaired learners. Bringing together all of these skills learned in the expanded core curriculum produces a concept of the blind or visually impaired person in the community. It is difficult to imagine that a congenitally blind or visually impaired person could be entirely at ease and at home within the social, recreational, and vocational structure of the general community without mastering the elements of the expanded core curriculum. What is known about congenitally blind and visually impaired students is that, unless skills such as orientation and mobility, social interaction, and independent living are learned, these students are at high risk for lonely, isolated, unproductive lives. Accomplishments and joys such as shopping, dining, attending and participating in recreational activities are a right, not a privilege, for blind and visually impaired persons. Responsibilities such as banking, taking care of health needs, and using public and private services are a part of a full life for all persons, including those who are blind or visually impaired. Adoption and implementation of a core curriculum for blind and visually impaired students, including those with additional disabilities, will assure students of the opportunity to function well and completely in the general community. The components of the expanded core curriculum present educators with a means of addressing the needs of visually impaired children with additional disabilities. The educational requirements of this population are often not met since the lack of vision is considered "minor", especially when the child is severely impacted by cognitive and physical disabilities. Each area in the expanded core curriculum can be further defined to address the educational issues facing these children and assist parents and educators to fulfill their needs. This expanded core curriculum is the heart of the responsibility of educators serving visually impaired students. These areas are not adequately addressed by regular classroom teachers, nor should they be, for this is the core curriculum that is essential only to blind and visually impaired students, and it epitomizes their "...right to be different..." The Delivery of the Core Curriculum for Blind and Visually Impaired Students. In varying ways, and to various degrees, the existing core curriculum is essential to the learning of blind and visually impaired learners. This fact has been generally accepted in the profession of educators for visually impaired learners and by parents of visually impaired students. Of equal importance is the acceptance of the expanded core curriculum as being necessary for blind and visually impaired students. Assuming this second level of acceptance has occurred, what must be done next is to determine how the expanded core curriculum will be provided for visually impaired learners. The Expanded Core Curriculum for Blind and Visually Impaired Students will be difficult to complete in 12 years of education, especially for students who academic learners. Several approaches for fitting the Expanded Core Curriculum normal education career have been suggested. One possibility that has been us depend on the infused competencies contained in the Existing Core Curriculum providing the additional skills and knowledge needed by the visually impaired learner. While it appears as though many of the competencies reflected in the expanded core curriculum might be achievable when infused within the existing, traditional curriculum, there is compelling evidence that infusion is risky and does not provide the appropriate urgency and emphasis to the expanded core curriculum. These students learn differently, in ways that are not intuitively obvious to individuals who rely on their visual sense for 80% of all that they learn and understand. Because blind and low vision youngsters often do not bring the same visual experiences to the learning environment, it is very likely that all of their curriculum needs will not be met without planned, sequential, direct instruction by individuals who understand their learning style. At this time, no single, simple method has been developed that assures visually impaired students of accessing both traditional and expanded core curricula within the same time frame as their sighted peers. This remains a significant, but attainable challenge. For too many years educators behaved as though they were unaware of the unique and specialized needs of blind and visually impaired students. The outcome has become a modern tragedy, with too many products of our educational efforts living isolated, troubled lives. For too many years educators have known the content of the curricula needed by blind and visually impaired learners that would equalize education by neutralizing the effects of visual impairments on incidental learning. And for too many years educators have found reasons not to implement the expanded core curriculum. The additional learning experiences contained in the expanded core curriculum are not easy to implement. They require time to teach, and the need for them does not diminish with age or competency. The professionally prepared teacher of visually impaired students must be responsible for assessment, instruction, and evaluation in unique and specialized curricular areas. This educator needs to teach the skills and knowledge necessary or to orchestrate the teaching through utilization of other community resources. The competencies that result in an expanded core curriculum require that educational time be allocated to teach these skills. Programming that appropriately addresses all of the educational needs of blind and visually impaired students must assume that most students will need sizable periods of time in order to master the competencies required in the expanded core curriculum. If the profession does not demand that this time be made available, it has done a disservice to students with visual impairments, and may disable them in their efforts to successfully transition from school to adulthood. The expanded core curriculum must become the unifying issue among educators for visually impaired students. It must first be adopted by the profession as the education needed by blind and visually impaired students. Once the profession has adopted the expanded core curriculum, it then takes on the enormous task of carrying the curriculum message to parents, administrators, and the public at large. The message must transcend fiscal issues, conflicting philosophical and political positions, and the doubts and misgivings of educators and parents. The spotlight must be on the individual child, and must begin with a thorough assessment of the child, one that covers every area of the expanded core curriculum. Using assessment results and invaluable information from parents, goals and objectives must be developed for the individual child, based on assessment. If assessment has truly covered every area of the expanded core curriculum, then there will likely be goals and objectives for each area. Someone must meet, or orchestrate the meeting of, all goals and objectives. This will be the professional teacher for visually impaired children. Decisions must be made on placement, on priorities, and on frequency and duration of instruction. Care must be taken that the competencies contained in the expanded core curriculum receive equal attention to academic competencies, as stressed in the existing curriculum. All students with visual impairments, including those with additional disabilities, have a fundamental right to an expanded core curriculum that emphasizes students' "...opportunities to be equal and right to be different..." The Advisory Council of the National Agenda calls all professionals and parents to action on this issue. Action includes knowledge, familiarity, acceptance, commitment, and implementation. Knowledge means that educators and parents are ready and willing to make sacrifices and change beliefs in order to make it happen. Implementation means that our lives as professionals and parents will be dramatically changed. Implementation means that parents and professionals will become partners in preparing their children for a rich and fulfilling adult life. And, finally, implementation means that the blind and visually impaired students to whom we have committed our love, our talents, our hopes, and our gifts for teaching will enjoy a full, exciting and productive life. FOR FURTHER INFORMATION REGARDING THE NATIONAL FEDERATION OF THE BLIND or questions regarding this issue of the MICHIGAN FOCUS, PLEASE CONTACT US THROUGH ONE OF THE FOLLOWING E-MAIL ADDRESSES, OR ONE OF THE FOLLOWING PEOPLE: E-MAIL US AT NFB OF MI@AOL.COM OR 72401.145@COMPUSERVE.COM DETROIT AREA: Joy Harris, Chapter President 313-271-8700 Meetings the fourth Saturday of each month. 1:00 p.m.----Rehabilitation Institute 261 Mack Ave. Detroit MI 48201 IN THE WASHTENAW COUNTY AREA: Liz Lindsey, President 313-973=7439 Meetings the 3rd Saturday of each month 1:00 p.m. at the Center for Independent Living, 2568 Packard IN THE LANSING AREA: Mary Wurtzel, President 517-485-0326 4th Saturday at 10:30 a.m. 205 Sparrow Hospital IN THE GRAND RAPIDS AREA: Joanne Butts 616-532-8831 IN THE FLINT AREA: Georgia Kitchen 810-767-0870 IN THE ADRIAN AREA: Laura Biro 517-265-1339 uired in the expanded core curriculum. If the prof