"Supporting
Students; Encouraging Leadership."
Home About
Us Affiliates
Committees
Contact Us
|
"Supporting
Students; Encouraging Leadership."
|
The
Student Advocate
Spring 2000
INSIDE THIS ISSUE:
Significant Past Achievements Pave Way for FuturePublished by the American Council of the Blind in September, January, and April. Available in large print and cassette. Please direct all address changes, format changes, and subscription requests to the NABS liaison at 1155 15th St. NW, Suite 1004, Washington DC 20005, 202-467-5081, Fax 202-467- 5085.
NABS Mission Statement
To encourage educational equity and excellence; To seek opportunity and
worldwide accessibility; To promote participation in this mission; To provide
a forum for blind and visually impaired students to discuss issues of concern
to them; To hold annual meetings to focus on topics of interest to blind and
visually impaired students throughout the United States; To participate in and
establish meetings of interest to blind and visually impaired students; To provide
the means by which NABS and its constituencies may achieve these goals.
National Alliance of Blind Students Board of Directors
PRESIDENT April Shinholster, Kalamazoo Michigan
VICE PRESIDENT Eric Bridges
TREASURER
EDITOR Richard A. Rueda, Whittier, CA
SECRETARY
GOVERNORS
Mike Gravitt, Pittsburgh, PA
Paulette Monthei, Milwaukee, WI
Stephen Speicher, Lincoln, NE
ACB National Office Liaison: Terry Pacheco
Significant Past Achievements Pave Way
for Future
From the Editor
Greetings fellow NABS supporters.
As we embark into the 21st century full speed ahead with the ambitions to succeed and a chieve new heights within the blindness and sighted worlds, there are some basic and yet important things that we should never overlook and take for granted as we continue to strive toward our genuine efforts.
Today there would not be the great significant accommodations, inventions and overall life improvements without those individuals of the past who have made it possible for the blind and visually impaired to go so as far in achieving the goals and ambitions that were unheard of in decades past. These important hero's, role models, and yet ordinary people dared to dream and came up with useful tools, devices and adaptations that gave us independence, courage and the freedom to live a satisfying life. They have also painted the way and introduced leadership styles that has united us in efforts to advocate for what we needed in order to be equal in this great big world. There are several attributes that we should be thankful for of people and events of years past. From those successful business owners who embarked unto the unknown and wove success through their hard work. To those who have been the first bind person in a number of given career firsts, that include doctors, lawyers, engineers, journalists, scientist, teachers, chefs, vendors, and endless other professions. They are the ones who were brave and didn't listen to the others who labeled, identified and grouped the blind as less than human. They have embarked from all walks of life, other nations, from all ages and races to draw upon the map their goals, lives and dignity. They have shown that within each of us there is without a doubt means in which to get as far as we can dream in life. Now let us continue to be thankful and give appreciation to those who daily remind us and continue to guide us in all that we do. Hats off to the teachers who taught us mobility, to the computer software guys who came up with terrific screen reading systems, to those who lobbied on our behalf for equal rights, to our canes for great independence, and/or our little guide dogs for their help too. Not to mention our neighbors, friends and family who have pushed us to go that extra mile and not give up. As this year marks the beginning of a new century and the end of the millennium, there is no better a time to spotlight on those who have paved the way in coming up with the significant resources we have come to use on a daily basis. Later in this publication you will read the first spotlight in several to come this year that take us back through the lives of those contributor's to the blindness world. This issue will spotlight on Samuel M. Genensky, Ph.D. I invite you to read this most special article that he contributed exclusively for readers of the Student Advocate. You will not be disappointed and are sure to be inspired to continue through with your own ambitions. Lastly, I strongly encourage each and every one of our Student Advocate readers to help in by preserving our history by going out and searching for those individuals who have endlessly dedicated themselves to the blindness movement, advocacy, and have other noteworthy feats to their name. Invite them to submit an article, and or a brief profile on their life successes and/or inventions. By doing so, you are helping in by securing important records, data and personal accounts of great leaders. I want to thank each of you who have contributed to issues past of the Student Advocate, as this alone is one measure in securing our history.
Richard A. Rueda
Editor
President’s Message
From April Shinholster
As we approach the year 2000, I wanted to share with you my vision for the National Alliance of Blind Students. Most of us are extremely busy with school and work, but I feel that it is our civic responsibility to contribute to the disability movement. This summer is the tenth year anniversary of the Americans with Disabilities Act. We must guard against apathy and continue to push forward the initiatives of this land mark legislation. In his book No Pity, Joseph Shapiro wrote, "African -Americans had changed a nation’s attitudes and then won civil rights law. But for disabled Americans the reverse was true. Now disabled people fear that a society that did the right thing-- but without the benefit of significant consciousness-raising-has begun to question those rights." I challenge all of you to help continue to change the attitudes of society towards people with disabilities. Many of the physical accommodations required by the ADA have taken place, but the employment rate of people with disabilities has not shown significant improvement to date. This indicates to me that the attitudes of employers has not shifted enough to believe that disabled people are capable and willing to work. They must simply be given an opportunity to do so. As we complete school and move into the work force, we must diligently work to permanently change these attitudes. Another key area in which we should be pressing for change is accommodations on are college campuses. I am sure that all of us, at one time or another, have faced problems in the classroom. How many times have we attempted to take a test only to find that the professor forgot to get the materials in an accessible format? We are guaranteed the right of equal access. I know that the battle to get appropriate accommodations is often a frustrating and draining process, but we must continue to demand equal access to the information presented in the classroom. I also encourage all of you to continue participate in any activities or speaking engagements that may further the public’s knowledge of issues relating to people with idsabilities.
It is my wish and hope that all of the members of NABS continue to make significant contributions to the disability rights movement. We should demand appropriate accommodations, lead exemplary lives, and fight to change the attitudes that suppress people with disabilities. All of us have done a great job of showing society that we are contributing members of our community. I challenge you to do as much as you have before and then some. We must not drop the torch that previous generations sparked. As we enter the new millennium, I challenge you to make significant change in your community. Let’s continue to press for full acceptance by and participation in our society. The legislation is in place. Now we must change the attitudes that have continued to bar our progress. I intend to make the ADA and many other accommodation issues the central focus of the 2000 convention program.
As of January 1, 2000, my address and phone number will change. I have also started using my school Email account. My new information is as follows:
2000 Goldsworth Valley Rd. Apt. W-6 Kalamazoo, MI 49008 Phone: (616) 387-5708 Email: x99shinholst@wmich.edu
Have a wonderful semester, and I hope to see all of you in Louisville this summer.
Thanks NABS Board Members
By: April Shinholster
I just wanted to write a few lines expressing my gratitude to the NABS board. I feel that we had a successful and productive meeting in Chicago. We discussed possible program top cs for the convention, the treasury report from last year’s convention and the lack of a secretary. By the time you read this article, an interim secre ary will have been appointed. We also discussed the need for definite position descriptions for the future officers of NABS. We all felt that a complete description of the responsi bilities of the officers would prevent some of the problems we have had in the past of officers not fulfilling their duties. I am not suggesting that peo ple have not been doing their job; I am simply indicating that this description would make the transition from board to board much smoother.
I am extremely grateful to my current board members. I would especially like to thank Richard Rueda for all of his hard work on the "Student Advocate". He worked diligently to meet the fall deadline and produced a fantastic issue. The issue reached all of you so late because of a problem with print job biddings in the national office.
Thanks for a job well done, Richard. I would also like to thank all of those board members who came to Chicago. I know that I have a much better idea of the role of the president after this meeting. I also feel that I know my board on a much more personal level after this trip. Thank you for making my job easier. I would not be able to do it without your support and advice.
I want to strongly encourage all of you to pay your dues for the new year. We must submit a list of current members to the national office by March 15. This list will determine the number of votes we will have at the 2000 convention. The organization receives one vote for each 25 mem ers. Please pay your dues as soon as possible.
(Editors Note: Michael Bivins is one of our newest members to the NABS group. He recently attended a fascinating leadership conference in San Diego Calif. The following is a look back of his own experiences and insight gained throughout the conference. To learn more about leadership skills building techniques and styles, visit your Student Resource Center on campus)
UCSD Leadership Institute Conference.
Michael Bivins
The annual UCSD. Leadership institute, for student leaders, faculty, staff, and advisors is a program whose goal is to help college students develop the qualities necessary for good leadership. The Student Resource Center Division of Student Affairs at San Diego State University (SDSLD presents Institute. The objective of the conference is to enhanced upon leadership skills, personal and professional potential. Workshops held during the weekend were conducted by over 70 professionals in a wide range of fields such as, Business, Education, Administration, Political Science, and Psychology. The style and intent of the workshops are to make a student part of the learning process. The sessions were host to a wide variety of activities that included, discussions, growth games, exercises, and role- playing. The conference was held from Nov. 19th to 21st at the San Diego Marriott hotel. Activities consisted of lectures, workshops, and entertainment. The main portion of the conference took place on Saturday, (20th), which comprised of four time slots for workshops. Each participant was given a list of various workshops that were held. These workshops were divided into four basic categories. The first was for emerging leaders. The second was for intermediate leaders and advanced leaders. For those having leadership ability of all levels, were however encouraged to attend those workshops where they could intake and learn the most from.
On Friday the 19"', we participated in stimulating ice-breaker games in order to get to know the attendees. Through introductions of staff, and students from various schools these initiatives were a great source of learning. Later introductory information group lesions were being focused on, while we participated in an activity with people from other groups. Soon after we attended a speech by Vince Hall, who is the staff director for California Governor, Gray Davis.
Saturday, the real workshops began with a speech by Mary Bey. She lived for several years as a homeless person, and founded Harvest for the Homeless. The first workshop I attended was called, "Building Your Leadership Style." This workshop outlined the basic elements, and methods to follow to become an efficient leader. The following session focused on recognition and offering support in work and/or organizational environments. A lecture on stress management entitled, "I'm in a hurry to get things done," focused on identification of high levels of stress common among over achievers along with those who are active and conscientious students. We spent time examining stress and the affects it has on our lives, and what strategies would be good for alleviating it. On Sunday we attended a lecture by Kevin Jones, who holds a master's degree in Multi Cultural Counseling, and a Ph.D. in Organizational Psychology. This talk focused on the ability to impart one's vision to the group, and maintain a positive attitude about leading, and speaking out, I felt that the most influential experience was the breaking down of leadership into specific parts. I felt that if one were to exercise these methods and build upon them he or she would have the potential to becoming an effective leader. This was from the Building your Leadership style, given by Rich Ney Shaw.
One of the most important qualities about a leader is to know everyone's name in the organization. Qualities of a good leader include, recognition of characteristics of one who inspires you, acknowledge others, treat workers like volunteers, commitment, visibility, trust information, and demonstrate vision. I can see that many of these things being taught at a basic level, might give disabled students, and other young people the confidence by helping them realize that, leadership does not have to be intimidating, and it can be attained easier than one thinks.
Requirements for Drivers and Transit Authorities
in Compliance of the Americans with Disabilities ACT
By: Paulette Monthei
Transportation is an issue that effects each and every one of us every day. Many cities have mass transit systems. These systems may include subway, para-transit, or an extensive bus network. In this article I will focus on public transportation directed primarily toward the bus system. For most of us the bus system is an integral part of our lives as it is the only means by which we are able to get to school, to work, or to social activities. Are you satisfied with the services you are receiving from your bus company? Do you know what the service requirements your transit company must provide under the ADA?
Under the ADA the service requirements are as fallows for a public or private entity. On fixed route systems, the entity shall announce stops as follows: The entity shall identify bus route number and other identification information. The entity shall announce at least transfer points with other fixed routes, other major intersections and destination points, sufficient to permit individuals with visual impairments to be oriented to their location. In Addition the entity shall announce any stop on request of an individual with a disability.
The entity shall permit service animals to accompany individuals with disabilities in vehicles and facilities. The entity is required to make adequate information concerning transportation services available to individuals with disabilities. This obligation includes making adequate communications capacity available, through accessible formats and technology, to enable users to obtain information and schedule service. The entity shall ensure that adequate time is provided to allow individuals with disabilities to complete boarding or disembarking from the vehicle. The private entity shall also provide assistance, as needed, to individuals with disabilities in boarding and disembarking.
All bus companies are required to provide training in assisting consumers with disabilities. Many companies often bring in community leaders with disabilities to provide additional information and training to their new drivers. In addition many of the operators unions protecting the rights of drivers also encourage drivers to provide accommodations to passengers with disabilities. If you are dissatisfied with the services you are receiving or may not be receiving from your local transit company I encourage you to make a formal complaint. A formal complaint can be made with the Transit Company, the County Office for Persons with Disabilities, and the Department of Transportation. In this time of Equal Access make you voice and concerns heard.
Information for this article came from the Americans with Disabilities Act, and from the Department of Transportation.
*** Lucky Touch Fortune Cookie Company - Students from the California School for the Blind in Freemont CA, have started their own business. The Lucky Touch Fortune Cookie Company sells these fortune cookies stuffed with your fortune in Braille. For more details email Jlesner@supreme.cde.ca.gov and/or phone 510-794-3800 and speak with Judith Lesner. With purchases all checks are asked to be made out to "Parents and Friends Association." c/o California School for the Blind, 500 Walnut Ave, Fremont CA 94536
*** The Michigan Association for Competitive Goalball is an organization dedicated to the promotion and advancement of the sport of Goalball, a three-on-three competition sport for the blind and visually impaired. The group sponsors teams, scrimmages, and development of athletes. To learn more about the sport or the organization, visit http://www.bestmidi.com/goalball on the Internet.
*** HotBraille.com, Inc. is the only free Braille transcribing service on the Internet. Located in sunny Oakland, California, HotBraille was founded in September 1999 by a group of Web and Braille enthusiasts with the mission of providing anyone with free Braille. We will soon be launching more web-based services of interest to the visually impaired. If you have more questions about HotBraille, feel free to email info@hotbraill.com, or visit the site directly at http://www.hotbraille.com.
***. Please be reminded that Wednesday, March 1st is the absolute last day for all members at large to renew their annual membership fees. General membership is $10, sustaining is $15, Junior members are $5, and Patrons are $25 a year. Please make checks payable to National Alliance of Blind Students. c/o American Council of the Blind, 1155 15th Street, NW, Suite 1004 Washington, DC 20005. Send it to Terry Pacheco, NABS liaison.
*** We would like to know your preference when it comes to reading the Student Advocate quarterly publications. Would you prefer this publication to be distributed to you via floppy disk, large print, Braille (if and when it becomes possible) or through electronic mail (email). President April Shinholster asks that you contact her to give your feedback regarding your select choice preference in reading the Student Advocate. Please contact April at x99shinholster @wmich.edu and/or phone her at 616-387-0785 with your thoughts.
*** Calling all NABS state affiliates! We are asking that state affiliates of National Alliance for Blind Students to submit to the Student Advocate documentation on projects that are underway in your communities. Please write to the NABS Editor, Richard A. Rueda at PO Box 223, Whittier CA 90608 or email richr_@hotmail .com.
*** Stay in touch with the issues that matter most 24/7. Go on-line and subscribe to the National Alliance of Blind Student's exclusive listserv, better know as NABS-L. Subscribers discuss and debate various topics of interests to blind students. Subscribe to NABS-L via e-mail by simply writing "subscribe NABS-L" first name last name" (no quotes please) in the body of the out going message. Once you are done, then you're on your way. The e-mail address is "listserv@postoffice.cso.uiuc.edu." We'll see you on-line.
*** The Galt House, Louisville, Kentucky will be the meeting place of ACB's year 2000 national convention. From Saturday, July 1st through Saturday the 8th, the convention will once again bring everyone together for our annual meetings, conferences and spectacular seminars. It's never to early to start thinking about next year. Room rates are $65 per night plus tax. For complete reservation details please phone 502.589.5200 from anywhere. Toll free outside of Kentucky call 800.626.1814, and toll free from within Kentucky you may call 800-962-0150.
The Ultimate Outdoor Winter Experience
Richard Rueda
Each March, Christian Records Services division of National Camps for the Blind hosts a week long winter Ski camp for blind and visually impaired teens and young adults held deep in the heart of the Colorado Rockies. Activities include down hill skiing at the world famous Winter Park Ski Resort with one on one ski instruction, snowmobiling , cross-country skiing, snow tubing, swimming and good fellowship. Participants from throughout the United States attend this camp faithfully. This coming winter will commemorate National Camps twentieth winter camp anniversary. This exclusive winter recreational program offered through National Camps has gained such wide spread positive feedback and respect for their genuine efforts in serving the blind, that community wide support from Winter Park Colorado is tremendous.
Participants will have the grand opportunity to operate the snow-mobile with their guide directing their driving. High atop Colorado's Continental Divide where the east and west split, distant trees, snow capped mountains, brisk winds and skiers from below can be captured insight and heard. What makes this extraordinary winter event unique is the amount of time in planning such a wonderful experience. Year after year, campers come back to meet with friends old and new. A good deal of evenings are spent swimming indoors, singing, playing games and hosting camp fires. Along with a well attended and coordinated talent show, quality entertainment is among of one of the things that you will truly enjoy.
Lodging is the best of its kind. Food is absolutely delicious and the volunteer camp staff are well experienced and helpful. In addition to this special program, each summer over twenty-five, one week long camps are hosted at various camping sites nation wide exclusively for the blind of all ages. The cost of Winter Camp itself is free. There is an annual camp application fee of $35 and airfare to Denver International airport where the week long camping experience begins is the responsibility of the camper. It most definitely is a worthwhile must do event at least once in your life. There is no where else where one can experience so much quality recreational outdoor fun and excitement. The camp application deadline is nearing. This years camp will run from Sunday, March 19th through Sunday, March 26th. For more information on this camping opportunity please call National Camps for the Blind at 402.488.0981.
(Editors Note: The following story of Samuel Genensky come to us from Santa Monica California. Sam has made several outstanding advances in the world of both low vision and the for blind.)
One Man's Story
by Samuel M. Genensky, Ph.D.
My story begins in the Saint Luke's Hospital in New Bedford, Massachusetts on
July 26, 1927. That was the day of my birth, and that was the day on which silver
nitrate was put into both of my eyes in compliance with the then existing requirement
by the Commonwealth of Massachusetts that this procedure be carried out on every
child born in the Commonwealth in order to prevent the possible passage of syphilis
from mother to child. In my case, unfortunately, the silver nitrate put into
my eyes had not been diluted, and, as a result both of my eyes were badly burned.
The procedures followed in the hospital after this accident also left much to
be desired.
In the fourth month of my life I was taken to Boston to be seen by the even then regarded father of American ophthalmology, Frederick H. Verhoeff. Dr. Verhoeff performed partial iridectomies on both of my eyes to prevent additional loss of vision due to glaucoma. The result of all this history was that I was left with no vision whatsoever in my left eye and a best corrected visual acuity in my right eye of 20/1000.
My formal education began in one of two sight saving classrooms in New Bedford's Sylvia Ann Howland School. That classroom catered to partially sighted students some of whom were also legally blind and covered grades one through four. The other sight saving classroom covered grades five through eight. Fortunately for me and my classmates our teaches were not obsessed with saving sight. They permitted each of us to perform in class using everything that we had going for us including our remaining eyesight. In these classrooms we were taught to read ink-printed material, to write with a pen or pencil, to do arithmetic, to acquire a good knowledge of geography and to learn some history. However, the history that we were taught was rather limited, because, in Massachusetts, it was felt that nothing of much value had or was occurring in the country west of the Hudson River in New York. My knowledge of United States history was, however, filled out during my senior year of high school. I participated in the sight saving classes during the period 1933 - 1940, and in those days the only visual aids available to us were simple eyeglasses in wire frames, large print books with dark bold type and pieces of chalk that were about 1.5 to 2.0 inches in diameter and about 4.0 inches long which we used to write on large slate chalkboards. The large print books and the oversized chalk were of help to me, but corrective eyeglasses were of no value to me whatsoever.
I completed the eight year program at the Howland School in seven years, and at the end of the seventh year my mother and I went to see the Superintendent of Schools in New Bedford, Mr. Keith. I asked Mr. Keith for permission to attend New Bedford High School., and he told my mother and me that he fell that it would be better if I were to go to the Perkins Institution for the Blind, in Watertown, Massachusetts. So in the fall of 1940 my parents drove me up to Watertown and thus began my year at Perkins.
Perkins is a very beautiful school housed on a piece of land that rolls down to the bank of the historic Charles River. There I was taught Braille and typing and I continued my academic studies. I learned Braille rather rapidly acquiring a full knowledge of grade one and grade two Braille in a matter of a few months. This delighted my teachers, but when they observed that I continued to read ink-printed material and to write with a pen or pencil with my nose in the book I was reading or down on the paper upon which I was writing, they were mystified, and one of my teachers said to me "Why don't you act like a well-behaved blind child?" to which I replied, "Because I am not blind." Little did I know at the time how profound this response was, because, via it, I placed myself in the camp of the sighted and not in the camp of the blind. I now became determined that I would make it in life using everything that I had going for me including my none-too impressive residual vision. In the spring of the year that I was at Perkins, my mother went again to see the Superintendent of Schools in New Bedford, but when she got there she found out that Mr. Keith was no longer there and that she was to meet with the Acting Superintendent of Schools. She met with him, and told him that I was not happy at Perkins and that I would like to have permission to attend New Bedford High School. After hearing her request, the gentleman told her that if I wanted to do this, he would be happy to allow me to do so. My mother was delighted and expressed her thanks. The gentleman then said, my name is Sadler and my sister Irene Sadler taught your son in grades one through four. Since she feels that your son can succeed in our high school, far be it from me to disagree with her.
So in the fall of 1941, I entered New Bedford High School. There I spent four exciting and satisfying years. During the first year and a quarter I had no visual aids available to me. Hence when my teachers wrote on the large slate chalkboards, I could not see what they wrote. I was aware that my classmates viewed the chalkboards and copied from them or took notes on what was written on them. In the fall of my sophomore year, for what reason I don't remember, I brought my father's World War One binoculars to school, and in my geometry class I used them to look at the chalkboard. Much to my amazement and delight, with them I saw the triangles and circles, letters and numbers that my geometry teacher Mr. Felton had written on the board. After class Mr. Felton came to me and asked me how the binoculars had worked. When I told him what I had seen with them, he encouraged me to bring them to class everyday and to bring them to all of my other classes. Shortly after this great eye opening event, my mother and I drove up to Hanover, New Hampshire and I was seen at the Dartmouth Eye Institute. While there I met Dr. Kenneth Ogel who, upon hearing about my success with binoculars, suggested that I put a +3.00, +3.50 or a +4.00 diopter lens over the left objective lens (i.e. the large lens on the left side of the binoculars) in order to turn the binoculars into a giant bifocal system that would allow me to look (with my right eye) at the chalkboard with the right optical system of the binoculars and look down the left optical system of the binoculars (again using my right eye) at the paper on my desk in order to copy down or take notes on what I had seen on the chalkboard.
I used this giant bifocal optical system throughout my remaining years at high school, throughout my undergraduate and graduate years at college and when employed as a mathematician at the U.S. Bureau of Standards in the period 1951 - 1954 and when similarly employed as a mathematician at the Rand Corporation in Santa Monica, California.
It is interesting to note that about three months after using the augmented binoculars in high school, my grades in my academic subjects rose from three B's and one C to three A's and one B. No I had not grown a new neurological network in my head, but I now had a means to see much more than I could prior to using the binoculars.
In the fall of 1945 I entered Brown University in Providence, Rhode Island and in the late spring of 1945 I graduated from Brown, magna cum laude with a Bachelor of Science degree in Physics.
While at Brown I asked for only one concession because of my very limited eyesight. I asked that I be allowed to take my final examinations in a room that was acceptable to me and to the college, that had good lighting, and that had a chair and desk or table that were of heights that permitted me to work comfortably. I made it clear that I wanted no extra time and I expected to take my examinations at the same time as my classmates. Such a room was found for me in the oldest building on the campus, University Hall 1770. It may also be of interest to know that I did all of my own reading and note taking. It wasn't always easy, but it sure was satisfying.
In the fall of 1950 I entered Harvard University, in Cambridge, Massachusetts and in the late spring of 1951 I was granted a Master of Arts degree in Mathematics from that university. From Harvard I went to work for the U.S. Bureau of Standards in Washington, DC as a mathematician in the Fire Protection Section of the Building Technology Division. While at the Bureau and in the spring of 1952 I was encouraged to learn to program for the third oldest digital computer in America, Standards Eastern Automatic Computer (SEAC). It may turn out that I was the first legally blind programmer in America. After leaving the Bureau in August 1954 I returned to Brown University and for the next four years worked on and earned a Ph.D. in Applied Mathematics.
In the fall of 1956 our nation was concerned with the fact that the Soviet Union had put up a satellite before we did, and was determined that it would compete successfully with that nation. This led to a frantic search for engineers, physicists, mathematicians, and chemists, and our government and our private industry were, as it were, hiring these people by the cubic foot. Even so, it turned out that obtaining employment in one of these professions was all too frequently unavailable for severely visually impaired persons. I know of this fact from personal experience. However, the picture was not entirely dismal. I recall discussing the problem with one of my professors, Gordon Newell and telling him of my negative experience in dealing with Standard Oil of California. He told me not to be discouraged and to continue looking. Unbeknownst to me, one of my other professors was in the room and listening to our conversation. That professor, William Prager, met me the following day, and told me that a friend of his named John Williams would be in town soon and it would be to my advantage to meet with him. I thanked Professor Prager for this information, and when Mr. Williams came to Brown I met with him. It turned out that he was the head of the Mathematics Department at the Rand Corporation in Santa Monica and that he was looking for young Ph.D.'s in mathematics for his Department. He handed me an application and told me to look it over. I noted that the fifth question on the application was "Do you have a handicapping condition?". I asked Mr. Williams what I should do with that question. He totally ignored me and went on speaking. Somewhat later when we had gotten to know each other better, I again asked him what I should do with the question? This time he said, "Oh! Please walk over to that window. I felt that this was a strange answer, but I complied. He then asked me to return to my chair and went on talking. Somewhat later I said, "John you have a great organization, and if you were to ask me to join your Department I would seriously consider doing so, but I still really want you to tell me what to do with question 5. He then said Sam if I hire you to be a member of my Department, I won't hire you because you don't see very well, I won't hire you because you went to Brown, but I will hire you because I perceive that you have something between your ears and because I feel that you have something to contribute to what Rand is trying to do to assist the U.S. Air Force and the Atomic Energy Commission. That was a terrific answer, and every qualified disabled person should receive an answer like it when he/she seeks employment.
I was hired by Rand and I became a member of the senior staff of its Mathematics Department in the summer of 1958. While at Rand I not only did mathematics, but I also became involved in other problem areas of interest to the company. It was while working in one of these problem areas and while slumped over an inclined drawing board in an attempt to write that I received a visit from my colleague Paul Baran. Paul observed what I was doing and said, "There has to be a better way for you to read and write." I told him hat I agreed and asked if he would join me in trying to find that better way. He said that he would and together with other Rand colleagues and professional friends at Aerospace Corporation and the Polaroid Corporation, we succeeded in designing and building the first practical and user-friendly closed circuit TV (CCTV) system for the partially sighted. We showed that prototype system at the 1968 annual meeting of the American Academy of Optometry which was held at the Beverly Hilton Hotel in Beverly Hills, California in December 1968. Via an article written by George A. W. Bohem entitled "Sam Genensky's Marvelous Seeing Machine" that appeared in the January 1971 issue of Reader's Digest, the world learned of our work. I received thousands of letters as a result of this article and hundreds of people came to the Rand Corporation to see and try our prototype device. From those people I learned that I was not alone in recognizing that partially sighted people were receiving services that were at best suitable for the totally blind or were receiving no help at all. I concluded that neither of these alternatives was satisfactory, and that a third alternative was needed. I therefore began working on that alternative and came up with the design of a center that would provide partially sighted people with a set of services that were designed to meet their special needs and that would encourage them to use all of their sensory capabilities including their residual eyesight to remain or become an integral part of the overall society.
I received an opportunity to turn this thinking into concrete reality in 1975 when the medical staff of the Santa Monica Hospital in Santa Monica, California invited me to come to the Hospital to create such a Center and to bring my own money to do this. I moved with two of my colleagues to the Hospital in the fall of 1976, and with their help and the help of colleagues back at the Rand Corporation, obtained funds from the federal government in the fall of 1977 to create and operate a Center for the Partially Sighted. This Center began providing services in the spring of 1978 and went on its own as a non-profit, tax exempt, public benefit California charitable corporation in April 1983. The Center has served over 14,000 unduplicated patients since it came into existence.
Going back to my years at the Rand Corporation I recall with a smile on my face the many times I walked down the hall in search of a rest-room. Now in those days the room doors of Rand were unpainted and blonde in color and the doors that led into rest -rooms had, at eye level, blonde plastic signs that were about three inches long and one and one-half inches high and into which were cut the word "men" or "women" as appropriate. To read these signs, I was obliged to bring my right eye to within an inch of them. All too frequently when I did this and when the sign said "women" a woman would open the rest-room door and I would explain that I could not see well and had to get very close to the sign on the door to determine whether the door led into a men's or ladies' rest-room. Sometimes I think the lady believed me and sometimes I think she thought I was some kind of weirdo. The problem came to a head when the friendly guards in the lobby said to me good-humourly "Sam we hear that you are smelling res-room doors." That did it, and as a result I came up with a scheme for marking rest-room doors and rest-room entrances that is now used in all new and renovated public buildings in California. So the next time you see or feel a triangular or circular rest-room sign in a public building in our state, think of me, I am the character who had them placed there so that you and I could find the appropriate rest -room without being embarrassed While I found my years at the Rand Corporation to be very exciting and stimulating, I can honestly say that the years that I spent developing CCTV systems for the partially sighted, creating and running the Center for the Partially Sighted, and creating the signage that allows us to find the appropriate rest- room in a public building, have been the most enjoyable and satisfying years of my professional life.
(Editor's Note: It should be added here that in the late 1970's Sam also served as first president and a driving force behind the formation of the ACB affiliate Council of Citizens With Low Vision, the first such nation-wide consumer organization dealing with the unique issues of people wit partial sight.
Making it in life is not easy, and anyone who tells you that it is, is unfairly deceiving you. But there is a satisfaction in doing everything that you can to achieve your goals. To do this, you have to work hard, you must believe in yourself, and be alert to the presence of people in your life who have something to offer you and learn from those people. You must avoid being bitter and angry. Those and other negative feelings will only drag you down. You are worthwhile and let no one tell you that you are not, but at the same time avoid being arrogant and otherwise obnoxious. No one likes an unpleasant and obnoxious person. When you fall down or when you perceive that you have been knocked down, don't lie there, get up and get on with life. Don't let the pygmy-minded people who make fun of you or put you down get in your way. Don't respond to their offensiveness with your offensiveness, this will not work in your favor and will give the little pygmy- minded people additional fuel to fire their dastardly behavior. I wish you every success, and may your lives turn out to be as satisfying as mine has been to me.
Choosing A Major
by Catherine L. Schmitt
It is never too late, nor too early, to begin. So let's get started! Before reading any further, take 10 minutes to dream about your ideal job. What would you be doing? where would you be doing it? With whom? Write down every idea you have, then continue to read this article.
The following are suggestions that will help you in clarifying your dreams and sparking new interests. While the suggestions are broken down into different college years for goal setting purposes, each suggestion can and should be pursued in any and every year you feel it would benefit you.
Freshman Year - Exploring Major Options
* Explore campus activities & use your New Student Handbook to find out what majors your college offers.
* Don't assume your friends know what they want to major in either.
* Visit a major related club to find out what kinds of topics they discuss. Talk with students about their major specific classes. What are the positive and negatives of the classes/major?
* Visit your instructors during their office hours. Ask the instructor what interests him/her about the topic he/ she teaches.
* Visit your academic advisor and ask questions about how to combine majors and minors.
* Think about and relate your academic choices to career options.
* Take a Career Decision Making Course or a computer assisted guidance assessment (Sigi Plus).
* Learn how to use your university Career Center (yes, your school has one. ask where it is located.) TAKE A TOUR!
* Start defining your interests, skills, and values in academic, social and leisure activities.
* Create a resume that highlights your experiences (volunteer included), skills, and interests.
* Attend your school's Career or Job Fair, even if you are not looking for a job, this will help you in exploring a major choice.
Summer
* Find work related to your interests (even if it is volunteer).
* Strengthen interpersonal skills. Take a communications course.
* Talk to ACB professionals at the state or national conferences.
Sophomore Year - Decision Making
* Use the Career Center. Read about fields of interest.
* Conduct information interviews. You will contact and ask professionals about what they do and how they like their job.
* Research internship/co-ops. Plan ahead by identifying internships for juniors that interest you!
* Attend workshops: Internships, Goal Setting, Interviewing, etc...
* Work with a career counselor on options and decision making:
* Needed education/training?
* Course options?
* What is the plan?
* Strive for your best grades, BUT remember-grades are not everything!
* Continue to get to know your professors and academic advisor.
* Expand your personal support system, make new friends!
* Take a leadership role in a club, plan an activity. Do you enjoy organizing events, serving in a leadership position?
Summer
* Practice verbally expressing your assistive technology needs and options to others.
* Find work related to interests, develop skills and broaden knowledge base.
* Build good work habits/ record/ reputation.
Junior Year - Goal Setting/Reality Testing
* Attend career fairs and develop connections with professionals.
* Identify funding sources for assistive technology (DR, PASS).
* Set your career goals: Develop alternative career paths, continue to relate your academic choices to options.
* Update your resume.
* Test your qualifications for work by looking at job descriptions for positions that you want when you graduate.
* Acquire new skills.
* Continue getting to know your instructors and advisors.
* Join a professional organization as a student member. There are student rates.
* Attend workshops: Job Search, Interviewing, Resume Writing. and Researching Employers.
* Thinking of Grad school? Take the necessary exams (GRE, LSAT, CBEST)
Summer
* Find work related to your career interest.
* Define career objectives
Senior Year - Job Search/Grad School
* Continue to make choices.
* Attend orientation and information sessions for on-campus recruiting through your school's Career/Job Placement Center.
* Plan your job search campaign, do not restrict it to on- campus interviews.
BE PRO-ACTIVE!
* BEGIN- Spend 2 hours a week on your job search, and start 6 months prior to graduation.
* Identify 3-5 persons (professors, employers, advisors) who will give you positive references.
* Use your "connections" (family, friends, teachers, and everyone else) for job leads and support.
* Update your resume.
* Ask for help.
* Learn skills to "manage" your life and career.
SUMMER
* Job search takes time, energy, commitment, and persistence. STAY MOTIVATED
* Use the Career Center for support and resources.
* Exercise and eat healthy.
Identify three things from this article that you will do within the next month. Whether you are still figuring out your major or needing clarification on how to pursue your career interests, the most important thing to remember is that you are not alone. There are individuals on your campus that are interested in helping you. You just need to ask for the help and follow through on your actions. Remember, this is an exciting time for you, so DREAM BIG!
News From the National Office
Terry Pacheco
By now you should all have your ACB 2000 Scholarship packets, and I trust many applications are nearing completion for the March 1 deadline. Remember, they must be post marked by that date. Good luck to all!
If you have not already done so, you still have time to call and make your reservations for our national convention in Louisville. The Galt House toll-free number is 1-800-626-1814. This year’s dates are July 1-8, and it promises to be a great week!
Just a last minute reminder that all NABS members-at-large dues must be submitted to my office by March 1st. There is also an announcement with more details elsewhere in this edition.
Nearly every state has an affiliate of ACB. So, if you’re looking to expand your advocacy skills or for other folks in the blindness community, check out their conventions. You can call 1-800-424-8666 ext. 19 for updated info on state conventions.
Congratulations on a very successful board meeting. I can’t wait to see
what exciting topics are planned for the convention!
Copyright © 1995-2008 National Alliance of Blind Students. All Rights Reserved.