1CTEVH JOURNAL 2 3The official publication of the California Transcribers and Educators of the 4Visually Handicapped 5 6Summer 2007 Volume L, No. 2 7 8WHAT’S INSIDE: 9Preconference Events for 2008: 10Hands-On Training for Braille Translation Software with NIMAS Updates 11sponsored by AFB 12Tour of Junior Blind of America 13 14Tactile Graphics: Templates for Fun and Profit 15Braille Formats: Acknowledgements, Attributions, Credit Lines, Source 16Citations, and Permission Notices 17 18Page 2 19 20Message from the Editor 21 22Our 2008 Conference Chairs are busy preparing for our upcoming 23Conference in Los Angeles, February 29-March 2, 2008. A warm welcome 24to our new Hand-Drawn Tactile Specialist Katrina Ostby and our new 25Educator Specialist Beth Moore. Len Dozier our former Pokadot Specialist 26has a website www.braille-pokadot.com for Pokadot assistance. Some 27materials from the past conference are posted on our website for members to 28view. Be sure to read the article in this issue’s Announcements regarding the 29changes in membership dues which were passed at our general meeting held 30at our last annual conference in Santa Clara. 31Lisa McClure 32 33Editor: Lisa McClure 34Braille Transcription: Joanne Call 35Embossing: Sacramento Braille Transcribers Inc. 36Tape Recording & Duplication: Volunteers of Vacaville 37 38The CTEVH Journal is published four times a year by the California 39Transcribers and Educators of the Visually Handicapped, Inc., 741 North 40Vermont Avenue, Los Angeles, California 90029. ©2007 by California 41Transcribers and Educators of the Visually Handicapped, Inc. except where 42noted. All rights reserved. No part of this periodical may be reproduced 43without the consent of the publishers. 44 45Editorial office for the CTEVH Journal and all other CTEVH publications 46is: 47 48Lisa McClure 49CTEVH Publications 50555 North El Camino Real 51Suite A #341 52San Clemente, CA 92672 53E-mail: [email protected] 54 55Deadlines for submission of articles: 56Winter Issue: January 2, 2008 57Spring Issue: March 9, 2008 58Summer Issue: May 1, 2008 59 60Page 3 61 62Table of Contents 63 64Inside Story: 65President’s Message 4 66CTEVH Membership Application 5 67Gifts & Tributes 6 68Announcements 7 69CTEVH Nominations 9 70Rod Brawley 10 71Editor Internet Picks 11 72 73Featured Article: “Our 24 Pound Daredevil” by Grace Tiscareño-Sata 13 74 75Our Specialists Say: 76Textbook Formats “Acknowledgements, Attributions, 77Credit Lines, Source Citations, and Permissions Notices” by Patty Biasca 15 78Nemeth Code “Nemeth Odditites & Solutions” by Mary Denault 18 79Tactile Graphics “Templates for Fun and Proft” by Jim Barker 21 80Music in Education “Music Literacy and Technology Leading to Varied 81Career Options for Individuals with Visual Impairment, Part 3 – 82Conclusion” by Richard Taesch 24 83 84CTEVH Life Members 28 85CTEVH Katie Sibert Memorial Scholarship Application 30 86CTEVH Donna Coffee Youth Scholarship Application 32 87CTEVH Board of Directors and Committee Chairs 34 88 89Page 4 90 91President’s Message 92 93Dear CTEVH members and friends, 94Did all of you have a fantastic summer? Here in Southern California it was 95extremely HOT! I hope everyone found some fun and safe ways to stay cool. 96During these past months, I’m sure every transcriber was busy trying to 97make those demanding school deadlines. As hard as all of you have worked 98and as much as you have finished, it is sad to think that there will still be 99many blind and visually impaired students who will not have any Braille 100material at the beginning of his/her school year. Unfortunately, those 101students will struggle, trying to catch up with their sighted classmates. 102 103In my experiences working in a school district, I can recall a student who 104had just started receiving Braille after the first month of a new school year. 105She worked so hard and did double work for the next two months, trying to 106catch up. In the end, her hard work paid off. She is now a college student, 107but still waits for her Braille materials and very rarely has them at the 108beginning of each new school year. 109 110The demand for transcribers is high. We can not teach or recruit people for 111this profession without the help of other certified transcribers. If you are a 112certified transcriber, try teaching. You might want to start out with one 113student, try a friend who has shown some interest in all these dots. Who 114knows, you may like it so much you find yourself teaching a whole class! 115Some other ways you can help would be to show new transcribers all the 116resources available to them. Start by teaching the software programs, 117introduce Nemeth or Music, and definitely advise these new friends to attend 118CTEVH Conferences. The list can go on and on, a transcriber’s work and 119help never stops. As for Proofreaders… where are you? I know school 120districts, agencies and independent transcribers are all looking for certified 121proofreaders. If you are a certified proofreader, I encourage you to try 122teaching. Proofreading is a major part of the Braille distribution process. We 123desperately need more proofreaders! 124 125If you are a certified transcriber or certified proofreader and are looking for 126work or any ways to help recruit new transcribers or proofreaders, CTEVH 127conferences are a great place to start. Please feel free to post your name and 128contact information on our bulletin board and someone will be calling you 129soon. Also, if you know a new certified Transcriber/Proofreader or someone 130who is interested in becoming one, invite them to the next CTEVH 131conference in Los Angeles. Show them around, help them network, and let 132them take in everything CTEVH has to offer. Who knows, they could be the 133next CTEVH President. 134Sincerely, 135Bonnie Grimm 136CTEVH President 137 138Page 5 139 140CTEVH Membership Application 141 142CTEVH membership dues are for the calendar year. Any dues received after October 143will be applied to the following year. Members receive the quarterly CTEVH JOURNAL 144as well as the annual pre-conference registration packet. For your convenience, you 145may log onto www.ctevh.org to submit the following information and make payment 146by credit card. 147 148CTEVH MEMBERSHIP DUES: 149Annual membership $50 $______150Life Membership $500 $______(Not currently available for payment 151online) 152 153There is no distinction in price between individuals or institutions, foreign or domestic 154members. Families with VI children are eligible for a discount: All adults and 155children of the family are considered members with payment of a single 156membership. Please provide the names of all adults in your family. 157 158Please indicate whether Renewal or New Member 159 160Thank you in advance for your donation. CTEVH is a 501(c)3 corporation, organized 161under the CA code for non-profit organizations. Receipt upon request. 162 163General Fund $ 164Katie Sibert Memorial Fund $ 165Donna Coffee Scholarship Fund $ 166TOTAL AMOUNT ENCLOSED $ 167Please make checks and money orders payable in US dollars to CTEVH 168 169NAME 170ADDRESS 171CITY 172STATE 173COUNTRY 174 175ZIP/ROUTE Code 176 177Optional information we love to have: 178TELEPHONE 179E-MAIL 180(Necessary if requesting virtual delivery of JOURNAL) 181 182Please help us know our membership by checking all descriptions that apply to you 183and would be helpful to CTEVH in planning for conference workshops. 184 185_____ TRANSCRIBER_____ EDUCATOR _____ O&M ___ DUAL CREDITIAL 186_____ PARENT(S) OF VI STUDENT _____ PROOFREADER _____ ITINERANT 187_____ STUDENT ____ OTHER (eg Librarian, Administrator, Counselor, Vendor) 188 189The CTEVH JOURNAL is available in the following formats: Please indicate your 190choice. 191_____ Braille 192_____ Print 193_____ Compact disk (.doc file) 194_____ Audio tape 195_____ Virtual (you are notified by your email when JOURNAL is uploaded to the 196CTEVH website) 197 198Pre-conference materials are currently available in print and online only. 199 200Send this form with payment to Christy Cutting: CTEVH Membership 201Chair, 379 Claremont Street, Boulder City, Nevada, 89005-2640 202 203Page 6 204 205Gifts & Tributes 206 207We would like to thank the following donors for their generous gifts & 208tributes: 209 210General Fund 211Linda McGovern 212Laura Zamora 213Christy Cutting 214Nabila Hikmet 215Martha Pamperin 216Lisa Gessow 217Chana Jackson 218Anna Lee Braunstein 219Judith Yellen – in memory of Betty Schecter 220Linda McGovern – in memory of Virginia Warwick 221 222Katie Sibert Fund 223Anne Taylor-Babcock 224Ann Madrigal 225Martha Pamperin 226Patricia Davis 227North Sacramento Braille Transcribers – in memory of Betty Schreifer 228Michael Meteryer 229Deborah Lieberman 230 231Donna Coffee Fund 232Anne Taylor-Babcock 233Laura Zamora 234Ann Madrigal 235Martha Pamperin 236Transcribers of Orange County – in memory of Betty Schrecter 237Dorothy Johnson 238 239The CTEVH Gifts and Tributes Fund 240 241Contributions will be used to improve services to persons who are visually 242impaired. 243 244DONOR: 245Name 246Address 247City, State, Zip 248In honor of: 249In memory of: 250 251FOR ACKNOWLEDGEMENT: 252Name 253Address 254City, State, Zip 255Please direct contributions to: 256THE CTEVH-KATIE SIBERT MEMORIAL SCHOLARSHIP FUND 257THE DONNA COFFEE MEMORIAL SCHOLARSHIP FUND 258 259All contributions to CTEVH are tax deductible. FEID number available 260upon request. Please make check payable to CTEVH and mail to: 261 262CTEVH Gifts and Tributes 263Peggy Schuetz 26410675 Harris Road 265Auburn, CA 95603 266 267Page 7 268 269Announcements 270 271PRE–CONFERENCE 272 273Hands-On Training for Braille Translation Software with NIMAS Updates 274Sponsored by American Foundation for the Blind (AFB), CTEVH, 275Computer Application Specialties, 276Duxbury, Inc., and Braille Institute 2778:30 a.m. to 5:00 p.m., Thursday, February 28th at the LAX Marriott 278 279Each participant must complete additional workshop registration 280information at AFB’s web page. Please go to www.afb.org/nimas.asp 281 282Through the efforts of many leaders and the collaborative work of the AFB 283Textbooks and Instructional Materials Solutions Forum, the Individuals with 284Disabilities Education Act (IDEA) 2004 has new language defining access 285to instructional materials for children who are blind or visually impaired 286through the National Instructional Materials Accessibility Standard 287(NIMAS). NIMAS guides the production and electronic distribution of 288digital versions of textbooks and other instructional materials from 289publishers so they can be more easily converted to special formats, including 290audio, braille, digital text, and large print. 291 292We are offering three separate training sessions on how to transcribe these 293new standard file types, all provided by experts in braille software 294development and braille transcribing. These sessions are designed to help 295people who currently transcribe instructional materials into braille learn 296more about the new updates associated with NIMAS and how to work with 297this new file format, specifically using these three braille translation 298software programs. Each attendee will be provided with their own computer 299workstation and all three sessions include a box lunch. 300 301Braille 2000 All Day Session 8:30 – 5:00, including lunch 302MegaDots Half-Day Session 8:30 – noon, lunch to follow 303Duxbury Half-Day Session 1:15 – 5:00, lunch preceeding at noon 304 305Cost: One all-day or both half-day sessions for $80; or one half-day only for 306$50 Prices include lunch and rented laptop. 307 308Participants Must: Be “very” familiar with at least one braille translation 309software program and be willing to share this information concerning skills 310and knowledge learned at the AFB Training with other braille transcribers in 311their community, school district or agency. 312 313For program information contact Mary Ann Siller at [email protected] 314 315AFB NIMAS Workshop Trainers: 316Susan Christensen, Braille Production & Software Specialist 317Robert Stepp, Computer Application Specialties Company 318Peter Sullivan, Vice President of Development, Duxbury, Inc. 319Neal Kuniansky, Director of Marketing, Duxbury, Inc. 320Joe Sullivan, President, Duxbury Inc. 321 322Page 8 323 324Free Tour of Junior Blind of America: Envision the Possibilities! 325Presented by Gina Kegel, Student Transition and Enrichment Program 326Coordinator, Junior Blind of America 9 a.m. – 3:30 p.m. Transportation 327provided to and from the LAX Marriott; lunch included. Cost, including 328lunch: $10 329Hotel pick-up at 9 a.m. Program begins at 10:15 a.m. and ends at 2:30 p.m. 330Shuttle back to hotel between 2:30 – 3 p.m. For program information 331contact: Gina Kegel at [email protected] 332 333Parents! Take advantage of this opportunity to learn about the programs and 334services available to you and your child, including our 40-acre summer 335camp, weekend adventure trips, special education school, residential 336facilities and early intervention! Teachers! Expand your students’ learning 337and build confidence through hands-on outdoor recreation programs! 338Rehabilitation Counselors! Learn how our vocational and independent living 339services can increase your clients’ chances of becoming independent and 340employed! You will have the opportunity to network, as well as take part in 341a campus tour, speaker sessions and discussion groups. We hope you will 342take this opportunity to share a personal experience with Junior Blind and 343gain an in-depth view of what we have to offer! 344 345Don’t Miss Our First-Ever CTEVH Silent Auction 346 347On February 28, 2008, California Transcribers and Educators of the Visually 348Handicapped (CTEVH), a 501c3 non-profit organization, will be holding a 349silent auction as well as a 50/50 drawing at our annual conference. 350 351The auction and drawing are fund raisers designed to provide financial 352support for programs such as: the cost for our annual conference, increasing 353parent participation and to allow CTEVH to continually meet the requests 354for the educational assistance of families with children who are blind or 355visually impaired and other organizations. It’s our hope that you will offer 356your assistance by donating an item to our auction and/or purchasing a ticket 357for the 50/50 drawing. 358 359The auction will be open during conference hours: Friday, 8:00 am to 5:00 360pm and Saturday, 8:00 am to 2:00 pm. Auction winners will be announced 361Saturday evening. Tickets for the drawing may be purchased throughout the 362conference. There will be a new drawing daily. Tickets are $1 per ticket or 363$5 for six. Your support is greatly appreciated. 364 365If you have any questions or you would like to make a donation to the 366auction, please contact Tracy Gaines at: 323-663-1111 ext. 1232 or by e- 367mail at: gaines1230@hotmail. com. 368Thank you. 369Tracy Gaines 370CTEVH Fund Raising Committee Chairperson 371 372Page 9 373 374CTEVH Nominations 375The committee hereby wishes to nominate the following people, each of 376whom has agreed to serve if elected: 377 378Nomination for first term Norma Emerson (transcriber) 379Nomination for first term Sheila Bonito (educator) 380Nomination for a second term Sharon Anderson (transcriber) 381Nomination for a second term Peggy Schuetz (transcriber) 382Nomination for a third term Grant Horrocks (educator) 383Respectfully submitted, 384Paula Lightfoot, Past President/Nominating Committee Chair CTEVH 385 386Page 10 387 388Rod Brawley 389 390Editors Note: This year Rod Brawley retired from the California Department 391of Education’s Clearinghouse for Specialized Media and Technology which 392has been renamed California Department of Education’s Clearinghouse for 393Specialized Media and Translation. I want to thank Bob Walling for 394contributing the words h shared at Rod’s retirement party. 395 396Rod Brawley was the manager of the California Department of Education’s 397Clearinghouse for Specialized Media and Technology. The following is an 398excerpt from the speech I made at his retirement party. 399 400I believe we should define Rod. Biblically a rod is something used to beat 401someone. That isn’t our Rod. The dictionary said it was a measurement, 16 402½ feet to be exact. Rod only seems that big. This makes me think Rod is 403supposed to be some kind of measurement device. They say men are 404measured by what they do. When I met Rod, we spent 72 hours putting 405together a wish list for Braille development. During the next 15 years Rod 406was instrumental in making those wishes come true, not only for the blind 407children of California but all over America. Fifteen years age the idea of a 408child having the whole braille boo at the start of the school year was 409impossible. Now it is expected. Rod was behind most of the initiatives that 410made it possible. How did Rod make it happen? By nurturing. 411 412In our initial conversation, his biggest concern was nurturing the volunteer 413groups. He offered help, support and contracts. Transcribing Marine is a 414model of Rod’s work. He nurtured a small volunteer group into one of 415California’s major braille producers. When the braille world saw 416insurmountable problems, Rod saw opportunities Every blind child needed 417braille, but every state operated independently to make its own braille. Rod 418was the first to send braille files to a repository where any state could down 419load the file and turn it into a book. He set up a list serve (Braille n teach) 420where the braille community could get help from each other, no matter what 421state they lived in. This made it so that the few transcribers we had weren’t 422brailling the same book. Another opportunity: as children progressed from 423grade to grade or even book-to-book, the format of each book was different. 424This inconsistency caused the braille reader to try to learn the format while 425trying to learn a subject. Rod started sending all the books to one person to 426standardize the format. It was the first time it had ever been tried anywhere. 427Problem solved. California provided books for kindergarten though 8th 428grade and the voters passed legislation extending the obligation to college 429students. What happened to high school? How can they afford the high cost 430of braille books? Along came Rod with the reimbursement program, which 431made braille a reality for California high school students. Another 432insurmountable problem: the teachers had trouble ordering what they 433needed. Who was it that started IMODS? Rod. IMODS is the best ordering 434system to date. Even Texas approached Rod for a copy. 435 436What is Rod? He is a measurement of progress made in the braille world 437over the last 15 years. More importantly, Rod Brawley is my friend. What 438does Rod Brawley have to do with the business column? If you could define 439the elements of his success and emulate them, you could greatly increase 440your probability of success. ALWAYS look for ways to “nurture” others. 441Your first opportunity is Georgia Marty. Anything you can do to help her in 442the transition time would be greatly appreciated (for years to come). What 443about Rod’s replacement? Rod’s replacement will be picked from applicants 444on the “Educator Administrator I” list. There is a chance the new manager 445will have little or no experience in our field….. 446 447Nurture, Nurture, Nurture. 448 449Page 11 450 451Editor’s Internet Picks 452 453Editor’s Note: The following links are resources I have found compelling 454and useful. This is an editorial selection and does not indicate offcial 455endorsement by CTEVH as an organization. 456 457BRAILLE PROJECTS IN TIBET AND KERALA 458www.braillewithoutborders.org 459 460From the site: “Per WHO statistics, 161 million persons live with a disabling 461visual impairment, of whom 37 million are blind and 124 million are 462persons with low vision. Every 5 seconds someone becomes blind, every 463minute somewhere a child goes blind. About 90% of them live in developing 464countries of Africa, Asia, Latin America and the Pacific Regions. 9 out of 10 465blind children in developing countries have no access to education. Braille 466Without Borders wants to empower blind people from these countries so 467they themselves can set up projects and schools for other blind people. In 468this way the concept can be spread across the globe so more blind and 469visually impaired people have access to education and a better future.” 470 471THE BRAILLE RAP SONG 472www.aph.org/edresearch/braille_rap/index.html 473 474From the site: “The Braille Rap Song was written by Lynn Horton and 475Tammy Whitten as a fun way to teach braille to their students at the Helen 476Keller School located in Talladega, AL. Lynn Horton played the song during 477her session at the 2001 CEC Conference in Kansas, where it met with such 478great interest that APH volunteered to produce a high-quality, professional 479recording and make it available to the world.” 480 481Editor’s Note: I have used this recording to play to school age children 482coupled with cupcake tins and ping pong balls to represent the braille cell. 483They LOVED it! 484 485HIGH TECH TRAINING CENTER MANUALS 486www.htctu.fhda.edu/trainings/manuals/tutmain.htm 487 488From the site: “The High Tech Center Training Unit creates training 489manuals and tutorials as part of the trainings we conduct. Below are several 490of the tutorials that we use to help refine the skills taught in the various 491trainings. We also have our training manuals available as accessible PDF 492documents if you would like additional information about the different 493technologies and applications the HTCTU supports. 494 495FOR POKADOT DOWNLOADS AND ASSISTANCE 496www.braille-pokadot.com 497 498From the site: “Pokadot is free software for transcribing and embossing 499braille files. Six-key or one-key direct keyboard input is used by sighted 500braille transcribers (not the blind). It has been approved by the National 501Braille Association. Previous versions work under all versions of DOS and 502Windows 95, 98, Me, and original issues of 2000 and XP. However, new 503methods of using Pokadot are needed to work under Windows Vista and 504versions of 2000 and XP issued or updated by Microsoft after late 2006. We 505will refer to these “updates” as “Vista-like” and the older versions as “pre- 506Vista”. 507 508Page 12 509 510News Release 511 512NATIONAL BRAILLE ASSOCIATION, INC. Rochester, New York 513NBA Founded in 1945 514 515New Website FEATURE “ASK AN EXPERT” 516 517Ask an Expert is a new feature where you can post questions to skilled 518experts in the field of braille transcription. Lists are moderated by NBA 519Members skilled in these particular areas of expertise: 520 521Braille Formats Course 522Computer-Assisted Transcription 523Educational Materials (Textbook Format) 524Foreign Language 525Literary Braille 526Mathematics and Science 527Music Braille 528Online Learning 529Tactile Graphics 530Transcriber and Educator Service 531 532Visit our NEW website at www.nationalbraille.org and ask your questions 533and network with others in the field who may have similar questions and 534answers. 535Upcoming Events: Mark Your Calendars Please! 536 537NBA Spring 2008 Professional Development Conference 538April 3-5, 2008 539Dallas-Addison Marriott 540Dallas, Texas 541with Pre-conference training on NIMAS files on April 2-3, 2008 542 543Conference Info coming very soon! Call the National Office at the number 544listed below or check www.nationalbraille.org for updates of the schedule 545and registration details. 546 547National Braille Association 5483 Townline Circle 549Rochester, NY 14623-2513 550Ph 585-427-8260 551Fax 585-427-0263 552E-mail [email protected] 553 554Page 13 555 556Our 24 Pound Daredevil 557 558by Grace Tiscareño-Sato 559 560Editor’s Note: The following article has been reprinted with permission from 561the CAPVI newsletter Winter 2004. Grace Tiscareno-Sato was a presenter at 562the 2007 CTEVH Conference in Santa Clara and will be chairing our Parent 563strand for our upcoming Conference 2008 in Los Angeles. 564 565She isn’t even walking fully independently yet, but my 2 year-old daughter 566Milagro, (“miracle” in Spanish) is already skateboarding in the driveway and 567becoming a “whale rider”. 568How did she become such a little 24 pound daredevil? With a lot of terrifc 569services, a lot of love, and two parents who have strongly resisted 570overprotecting her despite her very, very fragile beginnings. 571My pregnancy experience was terrifying and nearly ended in a late term 572miscarriage. Instead, we celebrated the live birth of an eighteen ounce baby 573at 25 weeks gestation, endured five months and six surgeries in the NICU, 574mostly attempts to save her retina from the ravages of ROP. 575After all that, my husband and I are truly enjoying her gregarious personality 576and her daring style of play. It’s the best reward for our little family. 577My purpose in writing this article is three-fold: to share stories of wonderful 578moments with my daughter; to give parents of visually impaired and blind 579toddlers activity ideas for playing with their children; and to encourage 580parents of little VI kids to allow their children to do the crazy things they 581will come up with, resisting the natural urge to smother them with 582overprotective instincts 583 584HAMMOCK FUN IN THE FAMILY ROOM 585When Milagro was 6 corrected months old, our OT suggested we hang a 586hammock in our living room so Milagro could experience moving through 587space. First we gently swung her and she slowly learned to hold her head up 588while swinging. Next we placed 589the resonance board my husband built under her as she swung. This let her 590find various objects as she moved through space, getting tactile and auditory 591feedback rewards for her movement. Soon she was moving rapidly across 592the board, pushing with her hands, pushing off with her feet while learning 593how to explore, returning to favorite objects, and kicking her feet vigorously 594to make more noise. 595 596RESONANCE BOARD AS RAMP 597The 4’ x 4’ resonance board my husband built became a ramp in our family 598room just before she turned two years old. We place one end on the futon, 599the other on the floor, and my daughter has a slide/ ramp to practice her 600climbing, sliding, entering and exiting skills. She attempts to go up the ramp 601in her socks, slips down, then removes her socks and flings them away from 602her body — an obvious hindrance to climbing. We motivate her to go under 603it by setting her favorite disco light on one side. 604We also use the ramp-resonance board to create different rhythms with 605various objects (hands, maracas, drumsticks, Japanese pestle sticks, etc). 606Milagro either sets the rhythm that we echo, or repeats the rhythms we 607initiate. She will also do this half way up the ramp, demonstrating that she 608can climb while hearing and repeating different rhythms that are resonating 609under her feet. She has mastered the confdence to go down the slide any way 610you can imagine: head first, feet first, on her back, on her stomach, with and 611without socks. She has started to use the futon pillows as sliding aids to 612accelerate the trip—a very good use of available tools. 613 614YOGA BALL BALANCING ACT 615I bought a 15” diameter plastic ball one day, because it was a cool metallic 616purple color that really reflected light well. For $1.99, I figured it might be a 617ball that Milagro could see well enough to find, roll and throw. How right I 618was! But she came up with better ideas than I did. One day, she rolled on top 619of the ball with her stomach, reaching her hands on the other side to roll and 620catch the floor. The ball is perfectly sized so that she can touch the floor 621with her hands on one side of the ball, while nearly maintaining contact with 622the floor with her feet. She maintained this perfect balance on the ball, while 623rolling forwards and backwards, 624 625Page 14 626 627hands to feet, feet to hands. Then, much to our surprise, she rolled herself all 628the way forward, gripped the ball between her thighs, and sat up on top of 629the ball! Then she began to bounce on top of the ball. It was an amazing 630sight. I showed a video tape to her occupational therapist who simply 631couldn’t believe her eyes. I asked her if she didn’t think it odd that Milagro 632doesn’t lose her balance and fall sideways off the ball. And why could she 633maintain her balance so perfectly on the ball, yet not want to take more than 634three or four steps walking before sitting down? 635The OT explained to me that she sees that Milagro has high “standards of 636perfection” and that she doesn’t try a new gross motor skill until she feels 637certain that she will do it correctly. That explains what happened next. 638 639MY LITTLE WHALE SURFER 640Probably the most daring thing she does, which scares me every time, is her 641whale riding tricks. We have a Little Tikes whale teeter-totter that can be 642used by one or two toddlers. Within a few weeks of getting this toy, she was 643riding in the center seat, holding on to the handles, and then standing in the 644seat while holding on to the handles! What made her do that? What made 645her then let go of one handle and continue to rock the whale while holding 646on with just one hand? I don’t know but I watched with dropped jaw. The 647amazing thing is that she did it right the first time, without falling off. She’s 648done this a few times and has never fallen off. 649 650SKATEBOARDING IN THE SLOPING DRIVEWAY 651Amazingly, I have seen Milagro do daring things that sighted kids don’t 652even want to attempt. Example, a two year old girl was visiting our home 653with her parents and was watching Milagro “skateboard” down the 654driveway. I offered the wagon to my little visitor. Her daddy convinced her 655to go to the wagon, but she wouldn’t even think about setting foot in the 656wagon. 657Milagro will not only ride the wagon downhill, but she’ll vigorously “pump” 658the handle to make the wagon go faster! She even tries to pull off her helmet 659while rolling. We’ve had to really insist that she keep her hands on the 660handle and leave the helmet on. She’s just fearless — having only light and 661shadow perception for vision isn’t slowing her down! 662My Blind Babies Foundation home counselor, Elizabeth Bates, heard my 663need to have hope for my daughter’s future early on in our relationship. She 664gave me many books and resources. One of them, “Small Victories”, 665contains essays written by blind and disabled adults. A particularly excellent 666passage by Robert Jones (born prematurely in 1957) I took to heart early on. 667It reads, “Let your kids fall fat on their faces. Let them decide their own 668limitations. Don’t say “you can’t do that because of your disability.” Tough 669advice for any parent; much more so if your child has only light perception. 670Another author, Venetia Hayden, shared how she learned not to overprotect 671and allowed her blind daughter, Maureen, to ice skate with her brother’s 672hockey team. She believed the best way to protect her daughter was to 673encourage her to “go out and learn how to move her body in space and be 674balanced and gain all that kinetic awareness.’” 675 676Parents: let your visually impaired kids’ experiments fueled by curiosity 677happen. If they fall, they fall and you can comfort them, but they must 678experience the movement, the motion, the balance and imbalance of moving 679through space. Squelching their experiments with the natural instinct to 680protect, giving in to your fear that they’ll bump their little heads or cut their 681little lips will not help them develop into the curious, independent exploring 682children we need them to become. It hasn’t always easy for us, but watching 683our fragile premature baby become a confident, daring little girl is worth 684everything. 685 686Read Milagro’s story and see her in action at her web page: 687www.babymilagro.org 688 689Page 15 690 691Textbook Formats 692Patty Biasca – CTEVH Textbook Format Committee, Chair 693 694 Acknowledgments, Attributions, Credit Lines, 695 Source Citations, and. Permission Notices 696 697 698Raise your hand if you've ever been confused by the difference between 699acknowledgments, attributions, credit lines, source citations, and permission 700notices. I see most hands up in the air. Not a surprise. 701 702Braille Formats Rule 1, section 18 gives us what we're looking for ... sort of. 703Don't think it's that simple however. You still have to wade through various 704terms, definitions, and cross-references to find all the answers. 705 706Going in the order Braille Formats covers these terms, we'll tackle 707Acknowledgments first. What we learn about acknowledgments from 708Section 18a is that they may mean any number of different things, to be 709determined by reading what is actually in the text. If the author is using the 710heading Acknowledgments to refer to personal words of gratitude or 711appreciation, the section is brailled as a foreword or preface. When the text 712refers to a list of permissions for the use of materials from other sources, this 713material must be transcribed as given in Rule 1, Section 18a(1-4). 714Subsections 1-4 give important information on how to transcribe these lists 715including the use of page numbers and the (cont.) centered heading.. Be 716sure to read subsections 1-4 if you have such sections in your book. If this 717list includes acknowledgments for maps, pictures, or other omitted material, 718they should not be included, even though their captions are transcribed. 719 720OK. That wasn't too bad, was it? Let's move on. Section b covers 721Attributions, credit lines, or source citations. 722 723But before tackling those, it pauses to mention the Title and author's name 724preceding text. These it dispenses with in one short sentence: "The title and 725author's name shown preceding text must be transcribed as consecutive 726centered headings according to provisions given in Rule 4, Section 2." Oh 727no -- the dreaded cross-reference. If we look up this rule and section we see 728that it is just the basic rules for centered headings. There should be a blank 729line between these two centered headings as shown in all Formats examples 730pertaining to this situation.. 731 732Onward then. Ooopps! Another pause to discuss Permission to copy 733notices or footnotes. "Permission to copy notices that are printed with or 734without reference markers, often shown at the foot of the page, must be 735brailled according to Rule 12, Sections 1-3." Oh no again -- another trek to 736another rule. I'll get to the nitty gritty here and tell you that Rule 12 says to 737braille the permission text preceded by the braille reference indicator 738immediately under the title in 7/5. You must also add the braille reference 739indicator to the end of the title. No blank line goes before the note -- the 740blank line goes after the note is completed. 741 742So what happens if you have one of these permission notes and there is no 743title? It is recommended that the note be placed immediately preceding the 744text, using the same format of braille reference indicator and 7/5. 745 746What exactly is a Permission Notice? A permission notice is anything that 747says "Reprinted by permission of ...", "Reprinted with the permission of ...", 748"with permission of ..." or similar wording. If you haven't been given 749"permission" to reprint it, it isn't a permission notice. 750 751Page 16 752 753 754 How Bugs Bug Us 755 You've heard this saying: "I've got a bug." You know what it means: 756 "I'm sick." You can't see them, but bugs live all over your body. In fact, 757 you're just a mini-zoo for bugs! 758 Adapted from Info Adventure: Amazing Body Science, with permission of Creative 759 Publishing, Intl. 760 761 762 763 764 765 ,H[ ,BUGS ,BUG ,U 77 766 77 ,ADAPT$ F ..,9FO ,ADV5TURE3 767 ,AMAZ+ ,BODY .,SCI;E1 ) P]MIS.N ( 768 ,CR1TIVE ,PUBLI%+1 ,9TL4 769 770 ,Y'VE HE>D ? SAY+3 8,I'VE GOT A BUG40 771,Y "K :AT X M1NS3 8,I'M SICK40 ,Y C'T 772SEE !M1 B BUGS LIVE ALL OV] YR BODY4 ,9 773FACT1 Y'RE J A M9I-ZOO = BUGS6 774 775 776Look at the first example and compare it to what follows. What is the 777difference between these two examples? 778Page 17 779 780 781 On Virtue 782 783 by Phillis Wheatley, 1766 784 785 O Thou bright jewel in my aim I strike 786 To comprehend thee. Thine own words declare 787 Wisdom is higher than a fool can reach. I cease to wonder, and no more attempt 788 Thine height t'explore, or fathom thy profound. 789 ...

790 Source: The Poems of Phillis Wheatley. Ed. by Julian D. Mason, Jr. The University 791 of North Carolina Press. 1989. 792 793 794 795 796 ,ON ,VIRTUE 797 ,S\RCE3 ..,! ,POEMS ( ,PHILLIS 798 .,:1TLEY4 ,$4 0,JULIAN ,D4 ,MASON1 799 ,JR4 ,! ,UNIV]S;Y ( ,NOR? ,C>OL9A 800 ,PRESS4 #AIHI4 801 802 0,PHILLIS ,:1TLEY1 #AGFF 803 804,O ,?\ B"R JEWEL 9 MY AIM ,I /RIKE 805,6-PREH5D !E4 ,?9E [N ^WS DCL 806,WISDOM IS HI<] ?AN A FOOL C R1*4 807,I C1SE 6WOND]1 & NO M ATTEMPT 808,?9E HEI

845 846 847 848Two dice are rolled, one after the other. The sample space is shown below. There are 36 possible 849outcomes. 850 851Possible Outcomes from Rolling Two Dice 852 853The outcomes that the cum of the number on the two dice is 8 are circled 854above. There are 5 possible outcomes that have the sum of 8. The probability 855that the sum of the number on the two dice is 8 is P(E) = 5/36. 856 857Page 19 858 859Three Important Number Properties 860 861 862 863 864 865 866 867 868 869 870 871 872 873Page 20 874Possible Outcomes from Rolling Two Dice 875 876 877 878Page 21 879 880Tactile Graphics 881 882Jim Barker – CTEVH Computer Generated Tactile Specialist 883 884Templates for Fun and Profit 885 886Tedium, like so many things in life, strikes the tactile graphic artist, too. 887Now if this is the first time you’re hearing this, don’t be that surprised. It’s 888not all the glitter and glamour it’s cracked up to be. Oh, sure, we make the 889big bucks, but what’s that when it comes to happiness? And if you haven’t 890turned the page by now, I’ve got you hooked…right? 891 892But, to get to the crux of this issue’s message: creating a template. An 893absolute time-saver for me is the template I created that includes not only 894text positioning but often-used items that, previous to making the template, I 895recreated each time I needed them. 896 897So, basic as it seems, here is how I created my template page in Adobe 898Illustrator. 899 900Create a custom-sized fle by choosing “New” under the “File” menu. You 901may name it whatever you wish. I chose Tactiles. (I really didn’t…I called it 902something else, but hey, this is just a tutorial, right? Go along with me.) 903 904Next, change the “Units” pull-down menu to “inches,” if it isn’t there 905already and in the “Width” window, type “11.5” and in the “Height” 906window, type “11.” Now, obviously, this is for an 11.5x11 page. If you’re 907making a template for 8.5x11, then choose “Print” in the “Size” pull-down 908menu. But we’ll be using the large sheet for this example. Then, just click 909“OK” and you’re on the “canvas,” which measures 11.5x11 inches. 910 911Save the file now, just so you won’t have to recreate this if something goes 912wrong. (Remember the old saw: “It’s not IF your computer crashes…it’s 913WHEN your computer crashes.”) 914 915Name the only layer “Drawing.” 916 917If they aren’t already showing, make the rulers visible by typing 918(or command for the Mac)-. We’re going to create the “drawing area” 919now, so with your cursor, click on the left-hand ruler and drag a “guide” out 920to create a 1-inch margin on the left side of the canvas. The guides are 921defaulted to be cyan (bluish-green) in color, which you can change if you 922wish, but that’s another tutorial altogether. Do the same for the right margin, 923except make it 1/2-inch in width. Then do the same for the top and bottom 924margins, dragging from the top ruler, making 1/2-inch margins. You’ll end 925up with a drawing area of 10x10 inches. The reason for the 1-inch margin on 926the left is to make room for binding. There are two more guides I suggest 927you make: from the top, create another guide at 1-1/2 inches and another at 9282-1/2 inches. Those will be explained in a moment. Oh—if you mess up any 929of the guidelines, they are defaulted to being “locked.” So go up to the 930menubar on top and pull down “View” and scroll down to “Guides.” 931Uncheck “Lock Guides.” Now you may move them or delete them. Just 932remember to go back and re-check the Lock Guides when you’re done. 933 934 935Page 22 936 937 938Now create a new layer titled “Braille.” And move the layer “above” the 939Drawing layer, if it isn’t already. This layer will hold your braille text… 940nothing more, nothing less. This is important. Even though the facility for 941which I work does not use the Tiger printer because our graphics are created 942on swell-paper [capsule paper, PIAF paper…whatever you wish to call it 943(sometimes unprintable)], we do use the typeface that corresponds to the 944Tiger: “Braille29.” I recommend that you use it, but it’s not necessary. 945Using whatever braille typeface you prefer, type a3===. That will 946translate to (a and three full cells). That will be the 947“holding number” for the upper right-hand page number. Make certain the 948type is right-justified and then position it in the upper right-hand corner of 949the drawing area. 950 951Next make another line of braille which is center-justifed and holds eight (or 952whatever number rings your bell) full cells. This will hold your running 953head, so align it with the page number, but center it on the page. An easy 954way to do this is click on the text with your selection tool (black arrow 955pointer) and right where the center white handles to the text box are, slide 956those handles to where the six-inch mark is on your top ruler. Simple, huh? 957Now comes that 1-1/2-inch guide I had you create. Duplicate the running 958head holder and place it, centered on the page, directly under, lined up (top 959to the text) to the guide. That should indicate one blank line between the 960running head and the holder you’ve just made for the graphic title (if 961needed). the next guideline indicates the drawing area for your graphic if a 962title is needed. If it’s not needed, then the 1-1/2-inch guide will be the 963graphic guide. 964 965Now, just drag a copy of the page number down to the lower right-hand 966corner for the graphic page number, and you’re set. 967 968Page 23 969 970Addendum: 971Create another layer titled “Standards” or whatever you want to call it. This 972is where you’ll keep your “goodies” you don’t want to have to keep creating. 973So when you need an arrowhead or a specifically-sized dot or a brace or a 974parabola, etc., it’s right there for you to copy. Just remember to paste it in 975the drawing layer, because you’ll want to delete this layer when your graphic 976is done. 977Also, don’t forget to create a layer for holding a graphic for tracing over. 978I’ve also created a layer for fills, but that, again, is another tutorial. 979Save this a few times during your setup. But now, I want you to go to the 980menubar and drag down File to “Save as Template.” Be certain to save this 981in the final place you wish to have this kept…the desktop works fine, too, 982y’know. 983p.s. The most boring graphics to have to re-draw time and again are 984Cartesian graphs (the ol’ x-/y-axis charts, y’know?). So I’ve created over the 985years 112 variations as templates so I don’t have to go through the process 986each time. You might consider this. 987 988Page 24 989 990Music in Education 991 992Richard Taesch – CTEVH Music Specialist 993 994Following is the conclusion of the three-part series on the 2006 workshop 995collaboration presented by California State University, Northridge – Center 996on Disabilities, and Southern California Conservatory of Music – Braille 997Music Division 998 999MUSIC LITERACY AND TECHNOLOGY LEADING TO VARIED 1000CAREER OPTIONS FOR INDIVIDUALS WITH VISUAL IMPAIRMENT 1001PART 3 – CONCLUSION 1002 1003Workshop presented on behalf of: California State University, Northridge 1004Conference on Disabilities – March 22, 2006 1005 1006 1007V. DISCUSSION: COMMON CHALLENGES & SOLUTIONS 1008 1009You’re accepted to school. Now what?** 1010 10111. Request that a syllabus for each music class be provided to you and your 1012transcriber as far in advance as possible. 10132. Request that the exact dates that each specific assignment and exam is due 1014to be clearly marked on the syllabus. 10153. Explain that there will not be sufficient time to prepare complete books, 1016and that you will need to ask that the professor take the time to highlight 1017ONLY the music examples that he or she might expect to cover. You can 1018only expect this within reason, as the teacher may find it necessary to delete 1019or add other assignments as the class progresses. Explain that a reader is a 1020viable alternative for literary text portions. 1021 1022Sometimes professors prefer not to follow text verbatim. They may only ask 1023you to be aware of its content. This may not even require braille text, 1024especially if there is not time to obtain full textbooks. Music examples are 1025required, however. 1026 1027Where large anthologies are needed for history and listening classes, discuss 1028the possibility of having only a few measures of each required score 1029transcribed. Many of the sighted students may not be able to follow those 1030scores themselves except to scan them lightly. By listening well, and seeing 1031the general structure of the music, you may have sufficient information with 1032just short excerpts. Always seek the professor’s advice and suggestions. 10334. Be sure that the professor’s email address is provided on the syllabus for 1034the transcriber to contact them for clarifications. Nearly all college teachers 1035today will make their email available to students, and are very willing to 1036communicate with a braille transcriber. 10375. You, the student, must seek a reader for text that cannot be brailled. Let 1038the school know that you will take that responsibility, but ask them for 1039assistance in finding a good volunteer. Most music departments have willing 1040tutors who need special credit for this kind of service. 1041 1042Page 25 1043 10446. Request that all of the professor’s handouts be given to the transcriber 1045according to the syllabus planned due dates. Be sure the transcriber is aware 1046of the quizzes and exams, and when they are expected. 10477. You will most likely need funding for a professional music transcriber’s 1048services. Volunteers may be able to help, but keep in mind that professionals 1049are paid and are expected to perform in reasonable time frames. Whereas, 1050volunteers may only be able to work in spare time. 1051Does the school provide any funding for transcribing services? If so, 1052reassure them that you will only ask for that which is absolutely necessary 1053according to the ideas listed above. If the school itself has any funding, it 1054will most likely be very limited. If you must resort to State Rehab funding, 1055keep in mind that they must also be concerned with costs. Do not rely on an 1056assumption that they will support you. 10578. Maintain contact with your transcriber. You will inevitably encounter new 1058music code signs and rules that you do not understand. This will be true 1059especially if you are new to music reading. Nearly all code and theory 1060problems can be solved by simply asking the music transcriber to walk 1061through the examples with you. Remember that they must know music well 1062before being certified in music braille. They are your best resource. Remain 1063in frequent contact with them. 1064 1065*See also: “Problems – Solutions” – MENVI Journal, Issues 8 & 15 – 1066www.menvi.org 1067 1068**Reprinted with permission from: “Blind Music Student’s College Survival 1069Guide” – Richard Taesch 1070 1071VI. MYTHS & FACTS FOR STUDENTS, PARENTS, AND 1072PROFESSORS TO CONSIDER** 10731. MYTH: All textbooks must be fully prepared in braille prior to beginning 1074classes. FACT: Complete books need not be formally produced prior to 1075classes. 10762. MYTH: It is a blind student’s responsibility to make sure that he or she 1077obtains the services of a music transcriber. 1078FACT: It is not your job to “shop” for transcribers. Schools generally proved 1079Disabled Student Services to do that for you. 10803. MYTH: Professors often travel when classes are not in session. It is not 1081practical to request a syllabus before classes begin. 1082FACT: It is not only recommended to request a syllabus well in advance of 1083beginning classes, it is ESSENTIAL! All due dates for specific materials, 1084quizzes, and final exams must be included if the services of a transcriber will 1085be required. 10864. MYTH: As a braille reader, you should request all books to be provided in 1087braille for you, complete, and in required BANA format. 1088FACT: That may be your lawful right in most states, but when time is short, 1089you need not obtain full text materials in braille. Ask ONLY for specific 1090music examples that the transcriber can do for you in a timely manor. These 1091MUST be provided to you in braille. Music transcribers can also work with 1092in tandem with textbook specialists. 1093 1094Page 26 1095 10965. MYTH: One primary problem for braille readers is that of poor “turn- 1097around- time” on the part of over-worked transcribers, and the fact that there 1098are so few experienced music transcribers available. 1099FACT: The chief problem with music braille is not poor turn-around time on 1100the part of transcribers. The problem is nearly always a lack of planning on 1101the part of students, directors and teachers with respect to blind students in 1102their classes. 1103Educators are generally not thoughtless people. Blind students must know 1104what they need, how to obtain support, how to advocate for their needs, and 1105how to respectfully “educate their educators.” 11066. MYTH: Music textbooks should not be put on tape by a reader in lieu of 1107real braille transcriptions. FACT: The student’s literary skills are not the 1108issue here. Getting the special braille codes that music 1109requires in hand and on time, is top priority. 1110Plan to request the help of a volunteer “reader” for text materials when full 1111books will not be available on time. This may be the only way a student will 1112be able to complete his or her class. 11137. MYTH: Transcribers must be expected to complete all music excerpts in a 1114class-required textbook. FACT: Sometimes only a small percentage of 1115music examples or exercises in a book will be 1116required. Generally, a professor will have an idea - before class begins - on 1117which materials he or she will require. Even when a short time for planning 1118has been allowed, decisions can still be made “as-you-go,” and yet be 1119sufficiently in advance of a class project. 11208. MYTH: Rehabilitation Counselors are on your side, and will do 1121everything possible to support you in your pursuit of a music education. 1122FACT: Many Rehab Officers are truly doing everything they can to help 1123their clients. However, when state budgets are being severely cut in the arts 1124and education, they are less likely to support music. 1125Time and again, students are being told by their Rehab Counselors that 1126pursuit of music in their education is “un-realistic.” 11279. MYTH: You should trust the advice of Counselors who feel music is not 1128realistic for you, and pursue another field. 1129FACT: Students should know that it is the job of Rehab to support a 1130disabled person in his or her pursuit of eventual independence and 1131employment. Although they must base decisions upon current facts and 1132required guidelines, it should not be acceptable for them to discourage 1133viability - or employment opportunities - that might result from a thorough 1134music education! 1135It might be well to note that articles in major magazines have pointed out 1136that certain corporations have been known to look very favorably on music 1137degrees in their hiring policies.* Music grads can make fne computer 1138programmers, and often work in other areas such as education, copyrights, 1139and entertainment industry fields. Any degree only serves to prove that you 1140have the ability to stick to something. It cannot guarantee your skills or 1141experience no matter what the field. 1142 1143Page 27 1144 1145*[Note: See: www.bls.gov. U.S. Department of Labor, Bureau of Labor 1146Statistics – Musicians, Singers, and Related Workers] 1147 1148**Reprinted with permission from: “Blind Music Student’s College Survival 1149Guide” – Richard Taesch 1150 1151The Presenters for this program were: 1152Richard Taesch – Southern California Conservatory of Music, 1153Braille Music Division; 1154Music Specialist California Transcribers and Educators 1155of the Visually Handicapped (CTEVH) 1156 1157Susan Cullen – Adaptive Technology Specialist, Center on Disabilities – 1158California State University, Northridge 1159 1160Grant Horrocks – Co-chair, SCCM Braille Music Division; 1161Chair – SCCM Piano Department; 1162Los Angeles Representative – Examination Center, 1163[formerly called:] Royal American Conservatory of Music (Toronto) 1164 1165CTEVH Music Committee: 1166Richard Taesch, CTEVH Music Specialist (661-254-0321) 1167 1168Sam Flores, Opus Technologies (619-538-9401) 1169Grant Horrocks, SCCM Conservatory & Piano Divisions/RACM Exams 1170(818-998-8405) 1171Robert Smith, Retired Professor of Music (541-956- 11728900) 1173Carol Tavis, Elementary School Music/Special Learners (626-339- 11746979) 1175 1176Page 28 1177 1178CTEVH Life Members 1179John Acker Boulder CO 1180Rede Acker Boulder CO 1181Alice Acker San Diego CA 1182Joseph A. Aleppo Bradenton 1183FL Joan Anderson Honolulu 1184HI Pamela Anderson Rio Vista CA 1185Sharon M. Anderson Anaheim CA 1186Lois Anderson Palo Alto CA 1187Barbara Angevine Longmont CO 1188Aurora Ministries Inc. Bradenton FL 1189Joanne Baldwin Tucker GA 1190Connie Batsford Vacaville CA 1191Jane Bente Fair Lawn NJ 1192Dick Bente Fair Lawn NJ 1193Janet Sue Benter Seymour IN 1194Barbara Berglund Plymouth MA 1195Susan Bernay Fresno CA 1196Lyndall E. Berry Scott Sonoma CA 1197Patty Biasca Walnut Creek CA 1198Jim Bickford Portland OR 1199Judi Biller Oceanside CA 1200Patricia Blum Honolulu HI 1201Darleen Bogart Toronto ON 1202Sheila Bonito Jackson CA 1203Ann E. Bornstein Oakland CA 1204Jennifer M. Bost Carlsbad CA 1205Karen Bowman La Mesa CA 1206Burt Boyer Louisville KY 1207Nancy J. Bray Mesa AZ 1208Bill Briggs Altadena CA 1209Michael M. Brown Castro Valley CA 1210Jeanne S. Brown El Dorado Hills CA 1211Rhoda F. Bruett Davis CA 1212Mickie Bybee Anchorage AK 1213Carolyn R. Card Mountain View CA 1214Eric Clegg Sacramento CA 1215Kelly Cokely Orange CA 1216Dr. Aikin Connor Los Osos CA 1217Jane M. Corcoran Woodside CA 1218Bianca Culbertson Carmichael CA 1219Christy E. Cutting Boulder City NV 1220Frances Mary D'Andrea Pittsburgh PA 1221Mary Ann Damm Madison WI 1222Patricia Davis Lodi CA 1223Emelita De Jesus Burbank CA 1224Maxine Dorf Lexington KY 1225Sue Douglass Albany CA 1226Pamela Driscoll Azusa CA 1227Imke Durre Asheville NC 1228Joy Efron Los Angeles, CA 1229Allison Ehresman Rio Linda CA 1230Evelyn S. Falk Santa Cruz CA 1231Robb Farrell Baltimore MD 1232Denise M. Ferrin Angels Camp CA 1233Warren Figueiredo Baton Rouge LA 1234Leslie Foley La Grande OR 1235Anne Freitas Chesapeake VA 1236Jeffrey Friedlander Cincinnati OH 1237Paul Furnas Davis CA 1238Lillian Gardner North Hollywood CA 1239Simon Gardner North Hollywood CA 1240Dale Gasteiger Torrance CA 1241Maryanne Genova Hilo HI 1242William Gerrey San Francisco CA 1243Edward R. Godfrey Seattle WA 1244Stephen A. Goodman Alamo CA 1245Nettie Goodsmith Encinitas CA 1246Robert J. Gowan Lincoln CA 1247Brad Greenspan Patchogue NY 1248Georgia Griffth Lancaster OH 1249Dawn Gross Ventura CA 1250Cheryl Kamei Hannan Tucson AZ 1251Beth Ann Harris Scottsdale AZ 1252Victor S. Hemphill, Sr. Bakersfeld CA 1253Sarah M. Hering Lake Bluff IL 1254Jana Hertz Aliso Viejo CA 1255John R. Hollinger Westminster CA 1256Paula Holmberg Rialto CA 1257Renee B. Horowitz Scottsdale AZ 1258Grant Horrocks Winnetka CA 1259Joan Hudson-Miller Los Angeles CA 1260Ruth J. Hughes Pasadena CA 1261Sandra L. Hughes Costa Mesa CA 1262Julie Jaeger Berkeley CA 1263Carol James San Francisco CA 1264Madonna Janes Kitimat BC 1265Stacy Johnson Riverside CA 1266Judie K. Kelly Escondido CA 1267Ann Kelt Pleasant Hill CA 1268Blossom Kerman Van Nuys CA 1269Terry Keyson-Drown Camarillo CA 1270Teal G. Knapp San Rafael CA 1271Peter O. Koskinen Phoenix AZ 1272Bettye M. Krolick Fort Collins CO 1273Lynne M. Laird Berkeley CA 1274Ellennie Lee San Francisco CA 1275Tami Sue Levinson Bismarck ND 1276Emily Leyenberger Derby NY 1277Nancy Lindsay Escondido CA 1278Colleen Heiden Lines Vancouver WA 1279Amanda Hall Lueck Ph.D. Montara CA 1280Thanh-Nhan Lac Ly Santa Ana CA 1281Mary Lou Martin Chico CA 1282Jan Maxwell Sacramento CA 1283 1284Page 29 1285 1286Alice McGary Poway CA 1287Linda McGovern Huntington Beach CA 1288Loyce Danbacher McWee Mission Viejo CA 1289Jim Meyer Walnut Creek CA 1290Joan Meyer Walnut Creek CA 1291Loupatti Miller Port Huron MI 1292Helen J. Miller Buckley WA 1293Sally Garlick Morgan Santa Rosa CA 1294Leah Morris Encino CA 1295Carol Morrison North Hollywood CA 1296Diane M. Moshenrose Downey CA 1297Jo Ann Noble Sacramento CA 1298Jane V. O'Connor Unknown 1299Linda O'Neal Sacramento CA 1300Charlene Okamoto Oakland CA 1301Dr. Stanley Olivier Sun Lakes AZ 1302Jean Olmstead Little River CA 1303Kathy Olsen Chula Vista CA 1304Milton M. Ota Honolulu HI 1305Martha Pamperin Davis CA 1306Ellen Paxson Stockton CA 1307Carol Peet Escondido CA 1308Elizabeth E. Perea Whittier CA 1309Mary Beth Phillips Walnut Creek CA 1310Debora Pierce Escondido CA 1311Fred Poon Vancouver BC 1312Theresa Postello San Francisco CA 1313Marilyn Prahin Columbus OH 1314Cinda Rapp San Pablo CA 1315Susan Reilly Chula Vista CA 1316Janine Robinson La Grande OR 1317Victoria Rostron Sacramento CA 1318M. C. Rothhaupt Antelope CA 1319Bonnie Rothman Thousand Oaks CA 1320Dr. Sandra K. Ruconich Salt Lake City UT 1321Barbara Rudin Sacramento CA 1322Susan E. Salazar Anaheim CA 1323Stephen W. Sanders San Diego CA 1324Dana Sanders San Diego CA 1325Beverly Scanlon Bakersfeld CA 1326Margaret A. Scheffin PhD Carmichael CA 1327Elisabeth Scheibach Mill Valley CA 1328Sheryl Schmidt Riverside CA 1329Betty Schriefer Sacramento CA 1330Peggy Schuetz Auburn CA 1331Kathleen C Shawl Sun City AZ 1332Barbara Sheperdigian Mt Pleasant MI 1333Virginia H. Shibue Port Hueneme CA 1334Thomas Shiraki Honolulu HI 1335Sophie Silfen Washington DC 1336Richard L. Simonton Riverbank CA 1337Fred Sinclair Sacramento CA 1338Clo Ann Smith Placentia CA 1339Ken Smith Mountain View CA 1340Doris Soults Tulare CA 1341Antone Sousa San Anselmo CA 1342Sandra Staples Lodi CA 1343Mary Lou Stark Bluffton SC 1344Bob Stepp Lincoln NE 1345Leslie Stocker Los Angeles CA 1346Joyce Stroh Sacramento CA 1347Stephen D. Suderman-Talco Alameda CA 1348Florence Sumitani Sacramento CA 1349Marsha Sutherland Concord CA 1350Linda Tanforan Sacramento CA 1351June Tate Springfeld VA 1352Cath Tendler-Valencia Seaside CA 1353Mary Tiesen Carlsbad CA 1354Jinger Valenzuela Glendale CA 1355Susan Van Dehey Waterford ME 1356Joyce Van Tuyl Seattle WA 1357Eric Vasiliauskas Manhattan Beach CA 1358Rasa Vasiliauskas Manhattan Beach CA 1359Vejas Vasiliauskas Manhattan Beach CA 1360Sharon Von See Bellingham WA 1361Ellen Voyles Moraga CA 1362Beth Wahba Rolling Hills Estates CA 1363Bob Walling San Antonio TX 1364Joan Washington Moreno Valley CA 1365Dawn F. Werner Snyder NY 1366Craig Werner Snyder NY 1367Fran M. Whipple Moraga CA 1368Marian L. Wickham Daly City CA 1369Anna E. Wiesman Omaha NE 1370John E. Wilkinson Takoma Park MD 1371Dr. Stuart Wittenstein Fremont CA 1372Donna Kobrin Wittenstein Petaluma CA 1373Carol Yakura Sechelt BC 1374Diane M. Yetter Lomita CA 1375Billie Anna Zieke Stanton CA 1376 1377Page 30 1378 13792008 APPLICATION 1380CTEVH Katie Sibert Memorial Scholarship 1381 1382 2008 APPLICATION 1383 CTEVH KATIE SIBERT MEMORIAL SCHOLARSHIP 1384 1385The California Transcribers and Educators of the Visually Handicapped 1386(CTEVH) announces the annual CTEVH Katie Sibert Memorial 1387Scholarship. The purpose of the scholarship is to foster the acquisition and 1388improvement of skills necessary to provide high quality educational 1389opportunities for visually impaired students in California. 1390 1391In a typical year, the Katie Sibert Scholarship disburses $3000 divided 1392among qualified applicants. These scholarships may be used to attend 1393CTEVH conferences. 1394 1395 QUALIFICATIONS 1396 1397· All applicants must be current members of CTEVH. 1398· Transcribers must be actively transcribing. 1399· Educators must have a credential in the education of students with visual 1400 impairments or be enrolled in a program to earn such a credential. 1401· Paraeducators must be actively supporting the educational and literacy 1402 needs of children with visual impairments. 1403 1404Name: 1405Address: 1406City 1407State or Province 1408Zip 1409Telephone: Day 1410Evening 1411E-mail address 1412 1413 1414PLEASE RESPOND TO THE FOLLOWING: 1415 1. Total amount of scholarship support requested: $______and a 1416 breakdown of expenditures: e.g., training registration fee, 1417 transportation, lodging, books, materials, equipment 1418 1419 2. The name of transcribing group, agency, or school system with which 1420 you are affiliated: 1421 1422Page 31 1423 1424A completed application packet includes: 1425 1426· This typed or printed application 1427· Cover letter describing the applicant's qualifications and/or experience in 1428 transcribing or educating the visually impaired. Also describe how the 1429 scholarship will be used. 1430· Two current (within the past 12 months) letters of recommendation as 1431 follows: 1432 · TRANSCRIBERS must have two letters of recommendation from 1433 their group or agency 1434 · EDUCATORS must have two letters of recommendation (e.g., 1435 principal, college professor) 1436 · PARAEDUCATORS must have two letters of recommendation (e.g., 1437 teacher of students with visual impairments, regular ed teacher) 1438 1439The letters should address the following points, if applicable: 1440 Professional and/or volunteer experiences of the applicant including 1441those with visually impaired or other disabled persons. 1442 Community involvement of the applicant. 1443 Certificates or Credentials held by the applicant. 1444 Personal interests, talents, or special skills of the applicant. 1445 Honors or awards received by the applicant. 1446 1447Applicant is responsible for sending the complete application packet to the 1448chair of the Katie Sibert Memorial Scholarship Committee. 1449 1450 DEADLINE: December 15, 2008 1451 1452Send to: Stuart Wittenstein, Superintendent 1453California School for the Blind 1454500 Walnut Avenue 1455Fremont, CA 94536 1456fax 510.794.3813 1457 1458FOR FURTHER INFORMATION OR QUESTIONS: 1459 1460Stuart Wittenstein, Superintendent, 510.794.3800 or swittenstein@csb- 1461cde.ca.gov 1462 1463Stuart Wittenstein, Ed.D. 1464Superintendent 1465California School for the Blind 1466500 Walnut Avenue 1467Fremont, CA 94536 1468510-794-3800, ext. 201 1469 1470Page 32 1471 14722008 APPLICATION 1473CTEVH Donna Coffee Youth Scholarship 1474 1475CTEVH Sponsors the Donna Coffee Youth Scholarship in honor of Donna’s 1476exceptional service to the organization and to visually impaired individuals 1477in California. The scholarship is for the use of the winner as specified in 1478their application. Generally, it may be used to promote the academic and 1479social development of the student. An award up to $1000 will be given to 1480the successful applicant. The Donna Coffee Youth Scholarship Committee 1481will select the recipient based on the criteria approved by the Board. 1482Applications for the 2008 scholarship must be received by January 15, 2008 1483and must be sent to: 1484 1485Stephen A. Goodman, Chair 1486CTEVH Coffee Youth Scholarship 1487500 Walnut Avenue 1488Fremont, CA 94536 [email protected] 1490(510) 794 3800 1491FAX (510) 794 3993 1492 1493Electronic submission of the application is preferred but is not given any 1494advantage in determination of the winner. Use the following segments to 1495guide you in preparing an application. 1496 1497DONNA COFFEE SCHOLARSHIP 2008 APPLICATION 1498TEACHER/TRANSCRIBER/ ORIENTATION & MOBILITY 1499SPECIALIST 1500 1501Name of Student: 1502Student’s Address: 1503Student’s Telephone Number: 1504Student’s Date of Birth: 1505School/District 1506Grade Level of Student: 1507Student is visually impaired or blind. 1508Name of Teacher/Transcriber/O&M Specialist: 1509Address: 1510Phone Number: 1511Email: 1512School/District: 1513 1514The application and use of funds has been approved by the student’s 1515parent/guardian (attach signed statement of approval by parent/guardian): 1516Please let us know why you believe the student will beneft from his/her 1517proposed project/activity Limit your comments to two double-spaced 1518typewritten pages. 1519 1520Page 33 1521 1522DONNA COFFEE YOUTH SCHOLARSHIP 15232008 APPLICATION STUDENT FORM 1524 1525Name: 1526Address: 1527Phone Number: 1528Email: _ School: 1529School Address: 1530Teacher of the Visually Impaired: 1531Transcriber: 1532Parent(s) Name(s): 1533Address: _ 1534Phone Number: 1535Email: 1536Name of Teacher/Transcriber/Orientation & Mobility Specialist: 1537 1538Tell us why you want the Donna Coffee Scholarship in an essay of no more 1539then two double-spaced typewritten pages. The Committee must receive 1540your application no later than January 15, 2008. Applications should be sent 1541to: Stephen A. Goodman, Chair (see facing page for contact information) 1542 1543Donna Coffee Youth Scholarship Criteria 1544 1545Award: The Donna Coffee Youth Scholarship will be awarded in the amount 1546of $1000 per year. One or more applicants may participate in the award. 1547Award recipients shall have their names and the year of their award 1548inscribed on the permanent plaque. 1549 1550Process: Applications materials will be distributed through the JOURNAL 1551and the website, www.ctevh. org. Applications are due to the committee no 1552later than six weeks prior to the Annual Conference. The winner will be 1553selected by consensus of the Committee. 1554 1555The inscribed plaque and cash award will be presented at the Conference. 1556a. The award recipient and parents shall be invited as guests. 1557b. Those who nominated the winner will take part in the presentation. 1558c. The award will be presented at a general meeting selected by the 1559Conference Chair. 1560 1561Selection: Criteria for selection will be based solely upon: 1562a. The submitted application of the nominations, letters of support, and the 1563student’s application. (applications may be submitted in the media or 1564medium the student chooses.) 1565b. The consensus of the committee that the student created a plan that is 1566complete and executable and will further her/his individual growth. Duties 1567of The recipient(s): recipient(s) shall report the outcome of their proposal at 1568the succeeding Conference. 1569 1570Page 34 1571 1572Executive Board 1573 1574President: Bonnie Grimm 15752008(2nd) 157617336 Owen St., 1577Fontana, CA 92335 1578email: [email protected] 1579 1580Vice President: Grant Horrocks 15812008(2nd) 15827407 Quakertown Ave., 1583Canoga Park, CA 91306 1584email: [email protected] 1585 1586Secretary: 1587Stuart Wittenstein 15882008(2nd) 1589500 Walnut Ave., 1590Fremont, CA 94536 1591email: [email protected] 1592 1593Treasurer: Sharon Anderson 15942008(1st) 15959401 Westminster Ave., 1596Garden Grove, CA 92844 1597email: [email protected] 1598 1599Member-at-Large: Ann Hinshelwood 16002007(1st) 1601400 Hoover Lane, 1602Nevada City, CA 95959 1603email: [email protected] 1604 1605Committee Chairs 1606BANA Representative: Sue Reilly 1607CSMT Representative: Rod Brawley 1608LIDAC Representative: Stewart Wittenstein 1609Gifts and Tributes: Peggy Schuetz 1610Historian: Cath Tendler-Valencia 1611JAC Representative: Jane Vogel 1612Journal: Lisa McClure 1613Katie Sibert Scholarship: Stuart Wittenstein 1614Membership: Christy Cutting 1615Nominating: Paula Lightfoot 1616Bylaws/Policies & Procedures: Grant Horrocks 1617Sitefnding: Christy Cutting (Southern California) 1618Sitefnding: Steve Goodman (Northern California) 1619Specialists: Grant Horrocks 1620Website: Christy Cutting 1621Donna Coffee Youth Scholarship: Steve Goodman 16222008 Conference Chairs: Adama Dyoniziak, Peter Gray Mansinne, Nancy 1623Niebrugge 16242009 Conference Chair: Sue Douglass 1625 1626Page 36 1627 1628Board of Directors and Committee Chairs 1629 1630Patty Biasca 16312010(1st) 16321139 Westmoreland Cir, Walnut Creek, CA 94536-6334 1633email: [email protected] 1634 1635Rod Brawley 1636Ex officio 1637P.O. Box 944272, Sacramento, CA 94244-2720 1638email: [email protected] 1639 1640Christy Cutting 16412010(2nd) 1642379 Claremont St., Boulder City, NV 89005-2640 [email protected] 1644 1645Sue Douglass 16462009(1st) 1647925 Talbot Avenue, Albany, CA 94706 1648email: [email protected] 1649 1650Tracy Gaines 16512010 (1st) 16521553 West 7th Street #117, Upland, CA 91786 1653email: [email protected] 1654 1655Steve Goodman 16562 La Serena Ct., Alamo, CA 94507 1657email: [email protected] | [email protected] (yes, 3 o's) 1658 1659Marie Hadaway 16602010(1st) 16618759 Ardendale Ave., San Gariel, CA 91775 1662email: [email protected] 1663 1664Ann Hinshelwood 16652010(2nd) 1666400 Hover Lane, Nevada City, CA 95959 1667email: [email protected] 1668 1669Melissa Hirschson 16702010(1st) 167188 Saint Stephen Street, Boston, MA 02115 1672email: [email protected] 1673 1674Paula Lightfoot 16752008 (4th) 1676743 Harper Street, Simi Valley, CA 93065 [email protected] 1678 1679Peter Gray Mansinne 1680741 N. Vermont Avenue, Los Angeles, CA 90029 1681email: [email protected] | email: [email protected] 1682 1683Debi Martin 16842009 (1st) 16854300 Mulford Avenue, Sacramento, CA 95821 1686email: [email protected] 1687 1688Nancy Niebrugge 1689741 N. Vermont Avenue, Los Angeles, CA 90029 1690email: [email protected] 1691 1692Lisa McClure 16932007(1st) 1694555 N. El Camino Real Suite A #341, San Clemente, CA 92672 1695email: [email protected] 1696 1697Sue Reilly 16984100 Normal Street Annex 7, San Diego, CA 92103 1699email: [email protected] | email: [email protected] 1700 1701Elizabeth Perea 17022010(1st) 17038629 Amsdell Ave, Whittier, CA 90605 1704email: [email protected] 1705 1706Peggy Schuetz 17072008(1st) 170810675 Harris Road, Auburn, CA 95603 1709email: [email protected] 1710 1711Fred Sinclair 1712Emeritus 17134271 Euclid Ave., Sacramento, CA 95822 1714PV 22312-70, 435 Calle Mina, Puerto Vallarto, Jalisco, Mexico 1715 1716Cath Tendler-Valencia 17171036 Olympic Lane, Seaside, CA 93955 1718email: [email protected] 1719 1720Jane Vogel 172135 Granada, Irvine, CA 92602 1722email: [email protected] 1723 1724FINAL PAGE 36 1725 1726CTEVH Journal 1727California Transcribers and Educators of the Visually Handicapped, Inc. 1728741 North Vermont Avenue 1729Los Angeles, CA 90029-2332 1730 1731Moving? Please let us know!