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"Supporting
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THE STUDENT
ADVOCATE
Volume XVII Number II
Winter 1999
Inside This Issue:
Message From the President
Announcements
In Memory of Carolyn Garrett
An Alternative In Higher Education
Private Colleges and Section 504
Visually Impaired Students Congressional Internship Program
Mobility International
Discovering The Heart of Mexico
Tips For Deaf-Blind Students
The Art of Blindness
Scholarship Winners Speak
Student Angles: Tackling Technology
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 create meetings with professional organizations of interest
to blind and visually impaired students;
And to provide the means by which the National Alliance of Blind Students and
its constituency may achieve.
National Alliance of Blind Students Board of Directors
President: Paulette Monthei - Milwaukee, Wisconsin
Vice President: Samantha Schmucker - Alexandria, Virginia
Secretary: Jonathan Avila - Manassas, Virginia
Treasurer: Peter Ince - Los Angeles, California
Editor: Sarah Blake - Anderson, Indiana
Governors:
Stephen Speicher, Lincoln, Nebraska
Michael Byington, Topeka, Kansas
Mike Gravitt, Pittsburgh, Pennsylvania
ACB Liaison:
Barbara Hayes, Falls Church, Virginia
Billie Jean Keith, Arlington, Virginia
Correction
Mike Gravitt's e-mail address is: mgravitt@cwix.com
MESSAGE FROM THE PRESIDENT
by Paulette Monthei
I hope you have all had a very pleasant break from your studies and enjoyed your time with family and friends. The new year brings a new semester — returning old and new friends and the full challenge and excitement of being back in the classroom. Good luck in your studies and remember to strive for new heights.
As I sit at my desk writing this, I am saddened to realize that, for me, this is coming to an end. In a few short days I will be graduating with a bachelor's degree in social work, leaving behind friends, my job, and a support network to move on into the unknown. Throughout our school careers, we can't wait to be out of school, but once those last few months are upon us there comes with it a growing apprehension. As I pack up my life and prepare to move once again I gain strength in knowing that I am just one step closer to attaining one of my goals in life.
Throughout my college career, I have not just concentrated my studies on disability issues, but this semester I took the opportunity to teach several sessions of the History of Disabilities Class. I was asked to teach on the history and current issues that have affected and continue to affect the lives of blind people. I saw this as such an instrumental learning tool for myself and others. Through the research in preparation for my lectures, I learned about the history of blindness but also more about myself. It reminded me of that old phrase: "You cannot know who you are until you know where you have been." It is important for each one of us to look back at what has been accomplished by other blind individuals and know what benefits we receive because of their efforts to improve the quality of life and education for all blind people. You are part of this history; we are part of an ever-changing world with new demands, new technology, and new accommodations for us and in the world around us. I encourage you to become active in your state NABS affiliate or be an advocate in your own school. If you are interested in finding out more information about your state affiliate or in starting an affiliate in your state, please contact the national ACB office or me. We can provide you with the guidance and assistance to get started. Please contact me: Paulette Monthei, 5532 W. Wells St., Milwaukee, WI 53208, e-mail pmonthei@aol.com, phone: (414) 771-5598.
You are invited to apply for the Friends-in-Art Scholarship. This $1,000 scholarship is offered annually for achievement, talent and excellence in the arts. If you are planning to, or are currently majoring in, the field of music, art, drama or creative writing, and are a blind or visually impaired student, you are eligible to apply for this scholarship. Applications are available from Michael Mandel, 400 W. 43rd St., Apt. 201, New York, NY 10036, e-mail mjmandel@cris.com. The deadline for completed applications is April 1, 1999.
***
ACB scholarships are also available. The deadline is March 1, 1999. Contact Barbara Hayes or Billie Jean Keith at the ACB national office (1-800-424-8666) to receive an application.
***
Efforts are under way to start an Indiana NABS affiliate. If you are interested in being a part of this effort, please contact Sarah Blake at (765) 640-5567 or e-mail: grayce@iquest.net, or Krista Erickson at (219) 296-9179.
***
NABS is seeking ideas for the national convention. If you have an idea for programming, please contact Samantha Schmucker at (540) 654-4479, e-mail: sschm6ih@mwc.edu or Paulette Monthei or post your ideas on the NABS list.
IN MEMORY OF CAROLYN GARRETT
by Sarah J. Blake
Glancing through my e-mail on the evening of October 9, I almost skipped a message. The subject line read: "loss of a member and friend." The message was posted to the ACB e-mail discussion list. "How sad," I thought. I went on to the next message, but I had a nagging curiosity to know who had died. I was not ready to hear that it was one of my friends. My friend was Carolyn Garrett. I had known her since I was a teenager. She was president of the Blind Students of Texas and was also involved with the Library Users of America, the Braille Revival League, and her state and local ACB chapters, along with many other activities.
Carolyn's death, which was the result of a pedestrian accident, was quite a shock to many friends and fellow members of the American Council of the Blind. Her dedication to activities that mattered most to her is worth emulating.
Carolyn's death serves as an important lesson for all of us. We must all remember to exercise extra caution when crossing streets so that we are acutely aware of the drivers. We must never take for granted that a driver will see us or be responsible in exercising the privilege of driving.
Adequate words are hard to find to say how much I admired this thoughtful, kind woman who was a mentor to me. I will never forget her.
AN ALTERNATIVE IN HIGHER EDUCATION
by Helen L. Foster, Santa Rosa, California
(Editor's Note: This article first appeared in Dialogue, a quarterly magazine, published by Blindskills, Inc., and reprinted with permission from the publisher.)
For those blind or visually impaired persons who would like to receive a college education, but for some reason are unable to attend on campus, there is an alternative that might be the answer.
Some accredited colleges offer off-campus undergraduate as well as graduate programs leading to a degree in a chosen field. The college or university may or may not be in your community. These programs are not conducted by correspondence, however, but through intensive independent study in collaboration with a professional advisor.
Although each school varies as to setup, independent study programs have common characteristics. The following paragraphs outline the general method of operation.
The student decides what field he or she is interested in pursuing and selects the college that offers the program best suited to the individual's needs. A catalog containing general information such as the accreditation of the school, admission requirements, administration, tuition costs, prerequisites for graduation, etc., is furnished upon request.
To enroll, the student fills out a formal application, includes personal references, submits a resume, and obtains records from schools previously attended. The applicant states the purpose of the proposed individually designed study, prepares an outline of the proposed plan, and a bibliography pertinent to the study. He also arranges for a professional mentor approved by the college. After evaluation by the school to determine eligibility for the program, a personal interview is required.
If accepted into the program, the student works closely with the core faculty and the faculty advisor. The student submits periodic written reports as the work progresses and makes oral presentations at symposiums at designated times and places where students exchange ideas and information. Original research is necessary for the master's degree, finalized by the thesis, which is evaluated by the faculty. A diploma is awarded for successful completion at graduation.
The independent study program has its merits, but it is not for everyone. To begin with, you must have a clear conception of your project. You must be strongly self-motivated. You must be able to carefully devise a study plan and determine the method or methods by which you intend to implement it. Any modifications must be made with the approval of your faculty.
Although individualized self-directed study may seem easy, I found from my own experience that this alternative approach to higher education was much more physically and mentally demanding than the traditional on-campus form I was familiar with in my undergraduate days. But there are distinct advantages to designing your own program. You determine what field you want to concentrate on. You work at your own speed. You make up your own schedule so that flexibility timewise allows you to work when you can, especially useful if you are holding down a job. You can arrange for a reader or assistants at more convenient times. You can pay tuition in increments as you go along, according to arrangements made with the school. The time of completion is determined largely by the length and breadth of your project.
A variety of reasons helped formulate my decision to work toward a master's degree through independent study. For one thing, no college offering a graduate degree program existed in my community. Even if there had been one in a nearby city, at the time I lived out in the country where there was no public transportation. My increasing visual impairment (subsequently diagnosed as glaucoma) limited my driving. So getting to a distant college campus on a daily basis would have been too difficult a problem for me. Then, too, the very nature of my special study, history of California art, required an unusual approach beyond the confines of the traditional classroom.
It took me two-and-a-half years to complete my work and thesis. I earned a bona fide master's degree from Goddard College in 1979. Goddard, located in Plainfield, Vermont, is an accredited institution of higher learning. It is not a diploma mill. Although I was living in California, 3,500 miles away, the school had satellite campuses in Southern California at Los Angeles, and Northern California in San Francisco, and later in Oakland. On those occasions when it was necessary for me to appear for personal presentations each quarter, my husband was available to drive me to San Francisco and Oakland from Salinas where I lived, a distance of about 115 miles.
I was fortunate to have had the opportunity to participate in the alternative graduate program. It was fortuitous also to be able to choose as my field faculty advisor a local junior college art professor, who was very interested and was also my friend as well as my mentor. We met for consultations on a regular monthly basis and communicated by phone between times. The support, both financial and spiritual, of my husband, who patiently listened and critiqued my reports and thesis during their formative stages, was very helpful. He was also my chauffeur, travel agent, photographer, and as my vision decreased, my eyes. To this day, almost two decades later, he still takes pride in my accomplishments.
It was very hard work and took long hours, but it was worth it. It was also fun. I learned a lot. The unusual project brought me into contact with many interesting and remarkable people, whom I otherwise might never have met. It took me to countless places I never dreamed of: museums, libraries, antique stores, antiquarian book shops, art galleries, historic mansions, attics filled with treasures, ancient Indian caves, the string of old Spanish California missions, the Vatican, and the home of a British lord. I could write a book about those marvelous experiences.
Through independent study, I had the freedom to do what I wanted to do in a way I wanted to do it. My life was enriched in a way that it could not have been with participation in a structured, traditional program on campus.
(To learn more about Dialogue magazine, phone: 1-800-860-4224, or e-mail blindskl@teleport.com.)
PRIVATE COLLEGES AND SECTION 504
by Paulette Monthei
(Editor's note: This topic will be on the program for this year's ACB convention in Los Angeles.)
People often need to know what private and religious institutions must provide under various laws. The answer to this lies in Section 504 of the Rehabilitation Act of 1973. Section 504 states: "No otherwise qualified handicapped individual in the United States shall, solely by reason of his handicap, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any program receiving federal financial assistance."
Institutions that actually receive no federal money are covered under the Americans with Disabilities Act (ADA). The ADA requires virtually the same level of accommodation as Section 504. This can be somewhat difficult to understand. Here is an example that may explain this. St. Ambrose University is a religious institution within the diocese of Davenport, Iowa. Because it receives federal funds, it must comply with the regulations set forth in Section 504, but it does not have to comply with the ADA with regard to students. Because it employs more than 15 employees it must follow Title I of the ADA. (Andrew Shoemaker)
If a university receives any kind of assistance, such as financial aid, student loans, research grants, or general funding, accommodations must be made for students with disabilities under Section 504. An individual with a disability is not automatically entitled to specific accommodations until documentation and a record of impairment can be obtained. If an individual fails to disclose a disability, the university is not required by law to make accommodations for the student. "In order for an accommodation to be required, the student must make his or her needs known. It must also be clear that a physical arrangement, particular requirement, criterion, method of instruction, or method of evaluation interacts with the individuals disability in a disproportionately adverse fashion. If there is an adverse interaction, then the individual is entitled to accommodation unless accommodation would fundamentally alter the student's program or present the institution with an undue burden." (Scott Lissner)
There must be a need for the accommodation based on the student's needs for the class; however, if more than one equally effective accommodation has been assessed by the university, the institution has the right to choose among them. Failure to explore all possible accommodations can be considered discrimination. (See Wynne vs. Tufts)
Institutional choice is limited by the need to provide accommodations in the most integrated setting possible. Accommodations for physical access to architectural barriers is relatively clear. The individual's needs are usually apparent and the appropriate alterations, relocations, or adaptive equipment can be easily determined. Defining the limits of reasonable accommodations in academics is more difficult. It is important to remember that the laws are designed to ensure equal opportunity for all individuals with disabilities. This includes equal opportunity to prove themselves, their knowledge, and abilities. This also guarantees the individual appropriate evaluation of performance. In an academic context, there are two levels of accommodation to consider: requirements within a course and requirements for program completion.
In the case of adaptive equipment if current labs and services do not provide equal access at all or in the most integrated setting, the university may be found at fault. However, the ruling of United States of America vs. the University of Alabama states that "the institution may work with a student to seek funding through state vocational rehabilitation services and/or private sources but if these funds are not available, the institution must assume the cost for accommodations or auxiliary aids." Financial, logistic and administrative considerations may inhibit an accommodation based on undue hardship.
References and Resources
Hill, W.A., Americans With Disabilities Act of 1990: Significant Overlap with
Section 504 For Colleges and Universities. 18 J.C.U.L. 415-417 (1991).
Americans With Disabilities Act.
Proskaure, Rose, Goetz & Mendelson. New York, NY (1990).
Rothstein, L.F., Students, Staff and Faculty With Disabilities Current Issues
for Colleges and Universities. 17 J.C.U.L. 471 (1990).
Rothstein, L.F., Students, Staff and Faculty With Disabilities: Current Issue.
VISUALLY IMPAIRED STUDENTS CONGRESSIONAL
INTERNSHIP PROGRAM
by Kim Waegele
Floating swiftly across the bright, sunlit sky, your plane slowly drifts down to Earth. The flight attendant announces that you have finally reached your long-awaited destination. Traveling is fun. Meeting new people from new parts of the world is exciting, and seeing those spectacular places you have only read about is an adventure in itself. I am not talking about traveling across seas. I'm talking about New York, Washington, D.C. and other places of enchantment right here in the United States!
Let's face it. Who has the money to actually travel to places even in the United States? Jon Avila and I found an excellent, inexpensive way to see the country even though we are visually impaired, broke, and students. In fact, the ACB itself offers numerous opportunities to see the country for a very small fee. The following is something we have discovered from just one summer's worth of traveling!
Five visually impaired students, myself included, were selected to intern for senators in Washington D.C. this past summer through the Visually Impaired Students Congressional Internship Program (VISCIP). Participants were Jon Avila, interning for Sen. Jeff Bingaman; De Al-Mohamed, interning for Sen. Ron Wyden; Dianna Green, interning for Sen. Rick Santorum; Paula Briscoe, interning for Sen. John Chafee; and me, interning for Sen. Wayne Allard.
My experience was extremely educational and exciting! Initially, I was concerned about the offices' reception of a visually impaired intern. However, the other staff members working for Sen. Allard were completely open to me and did not treat me as if I were any different from the sighted interns in the office. I was expected to do the same type of work as the others. Tasks and assignments consisted mainly of constituent correspondence work. This included reading and writing letters to concerned citizens in the senator's home state. After a short time doing this, the office allowed me to research topics for the senator. I examined arguments for and against President Clinton's possible impeachment. I researched issues affecting people with disabilities' incentives to work and many other common concerns, such as developments for a stronger pro-life campaign, Social Security, and Medicare problems.
One of my favorite duties was giving tours of the Capitol to Coloradans visiting Washington, D.C. I gave several tours of the Capitol during my internship. Some people found this odd since I really cannot see well enough to read the signs to find my way around the confusing Capitol corridors. However, I took time out of my lunch or after work to orient myself with the building and the important sites to see.
The American Council of the Blind, along with National Industries for the Blind, The Brookings Institute and Moira Shea worked to make the program possible. Moira Shea originated the VISCIP experience. She is a visually impaired woman who worked for Sen. Wyden and was denied entrance on the Senate floor due to her use of a guide dog. Other organizations provided help to sponsor this internship. Their sponsorship provided all of the visually impaired interns with adaptive technology for computers and reading equipment. The Library of Congress even offered use of their CCTV's in our offices while we were on the Hill. A few days of training were provided to familiarize us with Washington, D.C. This training included a visit from an orientation and mobility instructor who helped us navigate our way on Washington's subway system and around Capitol Hill. An in-depth tour of the Capitol was provided, and an informational meeting with the Library of Congress was held. To find out about this year's internship program, e-mail a request for information to: viscip@ibm.org, or fax it to (202) 483-4118.
Mobility International USA (MIUSA) is currently seeking individuals with and without disabilities to apply for an upcoming 1999 international exchange program. U.S. citizens age 18-24 are invited to apply for a two to three week Leadership, Diversity and Disability Rights Exchange abroad, scheduled for mid-July, 1999. The goals of this delegation are to explore disability rights, examine diversity issues, strengthen cross-cultural ties and expand leadership skills. Activities will include presenting at disability workshops, attending cultural events, participating in outdoor recreation activities and learning about the culture and traditions by living with local families. The Leadership, Diversity and Disability Rights Exchange is funded by the New York Community Trust, DeWitt Wallace/Youth Travel Enrichment Fund, established in community funds by the co-founder of the Reader's Digest Association.
Please contact Mobility International USA (MIUSA) for information on this and other exchange programs, or check out the Mobility International USA Web site at www.miusa.org.
People with disabilities and people of minority backgrounds are encouraged to apply. Alternative formats, ASL interpreters and attendants will be included on a case by case basis. Partial scholarships are available for all programs.
Mobility International USA (MIUSA) is a non-profit organization dedicated to promoting opportunities for people with disabilities in international exchange, leadership development, disability rights training and community service. Since 1981, MIUSA has offered international exchange programs for youth, adults and professionals with and without disabilities from more than 50 countries.
To apply for this 1999 international exchange program, contact, Melissa Mueller Mobility International USA, P.O. Box 10767, Eugene, OR 97440; phone/TDD (541) 343-1284, fax (541) 343-6812, e-mail exchange@miusa.org, or visit the web site at www.miusa.org.
DISCOVERING THE HEART OF MEXICO
by Johana Schwartz
(Johana served as a 1998 Mexico Leadership, Diversity and Disability Rights Exchange delegate.)
At the time I was accepted into the 1998 Mobility International USA (MIUSA) Mexico Leadership, Diversity and Disability Rights exchange program I knew very little about San Luis Potosi, Mexico. In late June, I boarded a plane with nineteen other U.S. delegates and landed to discover that San Luis Potosi, Mexico was real.
Between June 27 and July 18, Mobility International USA (MIUSA) led a curious and excited delegation of Americans in the city of San Luis Potosi. The city is located three hours north of Leon in the heart of colonial Mexico. This beautiful city has a history much richer than many U.S. cities, but it also has many modern amenities. To my surprise, I felt at home there. San Luis Potosi is quite an urban community equipped with a Walmart, McDonald's, a transit system, televisions, computers and a large university.
Immediately, San Luis Potosi disproved misconceptions I held about it. I am aware of an American rumor that it is impossible to be a vegetarian in Mexico. However, I noticed that it was quite easy to maintain this kind of diet because all the restaurants serve a number of vegetarian entrees. The four vegetarians in our delegation were relieved to find plenty to eat in Mexico.
The U.S. delegation experienced the Mexican culture by interacting with our Mexican hosts and home stay families, walking around the town and shopping at the open marketplace and visiting small nearby villages. The Mexican and U.S. delegates had opportunities to exchange cultural information during visits to Mexican schools and through panel discussions with Mexican officials. An important lesson that I learned through these meetings is that even though there are two cultures, one culture is not better than the other. Both cultures have ideas to offer each other about areas that need improvement. In my opinion, Mexican culture is more accepting of disabilities and people who are different. When I wandered the streets of San Luis Potosi, I felt welcome. Strangers I met on the street looked happy to see me and they were eager to get to know me and help out. The Mexicans treated me age-appropriately and did not assume, as many Americans do, that because I use a wheelchair, I cannot read. When I dined in a restaurant, the waiters gave me a menu, which is rare in my own country.
Another example occurred during my experience at the doctor. I was treated by a wonderful doctor, who interacted with me and followed my advice about medical care. He is the only doctor I have ever seen who talked to me directly instead of talking to my attendant. He is the only doctor who has let me decide what treatment would help me. Now I know it is possible for a community to respect disabled people, I expect that of my own community, and I encourage other disabled people to do the same.
We noticed that although San Luis Potosi has enough ramps on the sidewalks, they are at steep angles and difficult to use. We talked to the public works department and recommended that ramps be built at more shallow angles. We even built two ramps in downtown San Luis Potosi that are easy to use and allow access to the public library. We were glad that we were able to make a "concrete" contribution and make Mexico a little more accessible.
The Mexico exchange was an eye-opener for everyone. I know that the U.S. delegates learned a lot from it, including some Spanish, and we taught the Mexicans some English. However, I also learned moral lessons that should come in handy the rest of my life. I learned that, even though other countries may be less developed than my own, the people there certainly are not. I discovered that I can learn from anyone and that I also have my own lessons to offer.
I learned to expect the unexpected. Before going to Mexico, I had a vision of how it would be, but my idea was completely wrong. I learned not to predict how something will be; but to wait and experience it.
TIPS FOR DEAF-BLIND STUDENTS
by Kathleen Spear
(Editor's note: Ms. Spear is totally deaf and blind. She has a bachelor's degree from Hunter College, a master's degree in rehabilitation teaching from the University of Pennsylvania, and a master's degree in rehabilitation counseling from California State University-Northridge. She is currently employed in California as a vocational rehabilitation counselor for deaf students. She served from 1988 until 1991 as editor of "The Deaf-Blind American," the publication of the American Association of the Deaf-Blind.)
1. Try to build up speed in braille reading, typing and skill in independent study. 2. Try to gain confidence in using a cane and orienting yourself to new surroundings.
3. Pick a small college near a place where you can easily borrow braille books or get things transcribed. (Knowing what services a college provides is helpful.)
4. Before school starts, learn where the laundry room, cafeteria, and other facilities are located.
5. Encourage interpreters to familiarize you with the classroom. Try to introduce yourself to students sitting nearby. Whenever possible, encourage classmates to learn finger spelling so they can communicate easily, even when walking. Don't ask for concessions for things that are not really beyond your ability.
6. If possible, ask for suggestions of good students in each class and solicit their interest in sharing their notes. You should provide or pay for paper and, hopefully, the student would be paid. Currently, if you are provided a laptop, the notes could be typed directly into the laptop and shared that way.
7. It is advisable to meet interpreters prior to the start of a semester. This way, the interpreter can learn your preferred mode of communication, seating arrangement, sighted guide techniques, etc.
8. Make sure you have the tools you need, such as access to computer, modem, and access to the latest technological advances; and the skills and/or training for them.
9. With all due respect to proponents of ASL, I must say from both personal experience and as a vocational rehabilitation counselor with deaf college students, that a working command of English is at the top of my list for skills a deaf-blind person should acquire.
10. If you have residual vision, learn braille anyway. In addition to the fact that vision can deteriorate, it takes some stress off the eyes and leaves them for other uses. The same can be said of hard-of-hearing-blind with regard to learning sign language.
THE ART OF BLINDNESS
by Amy L. Monthei
(Editor's Note: Amy is the designer of the cover illustrations for the autumn and winter issues of The Student Advocate. In this article, she shares her story as an encouragement to students who want to work in the visual arts, despite visual disabilities.)
My name is Amy Monthei. I am a blind visual artist and have a degree in fine art from Grand View College in Des Moines, Iowa. I work as an art consultant and designer at an art gallery in Saint Paul, Minnesota.
I have always known that I would grow up to be an artist and can't even remember the first time I took pencil to paper. Thinking of how many miles of paper I have adorned with works of art throughout my life truly amazes me. My father always made sure I had all the paper I wanted. He worked in a hospital and would bring a huge stack of computer printouts home about every two weeks. I went through stacks and stacks of the stuff!
My mother is also an artist and was a major influence on me as a child. Before I started going to school, my mother and I spent the mornings drinking coffee on the front steps. The rest of the day would be spent working in the garden or having fun with some creative art project. I was able to experiment with watercolor, pen and ink, pastel, and colored pencils, but the medium I truly fell in love with was oil paint.
My mother also opened my eyes to the world of art history. I looked at her art books for hours, absorbing the paintings there. Some of my first really impressive vocabulary words were names of the famous artists in those books.
My mother always made sure I had all the art supplies I needed. More than that, she always treated me as an artistic equal. She listened to my ideas and offered constructive criticism of my work. She is still my most avid fan and collector of my work.
My parents taught me that having a disability was not something to lament about, but was a chance to look at the world from a very unique perspective. I was taught not to let it control my life or to let it hold me back. I respect my parents for letting me try anything I set my mind on and for giving me comfort and strength to get up after learning a tough lesson in life.
I was very lucky all through school to have very open-minded teachers. It is very unusual for them to have a blind student in class. It is even more rare to have a blind student so in love with art. My high school art teacher was the one I will always remember fondly. Because of my long experience in art, many times, I was finished with the art projects weeks before their due dates. Finally she decided that I could write my own ideas and projects. That really showed me that she respected my artistic ideas and she felt I was responsible enough to manage projects on my own time.
I chose Grand View College because they had a very small intensive art program. I was allowed a lot of artistic freedom to experiment with new ideas and materials for expression. In 1995, I graduated with a degree in visual arts and an English minor.
Throughout college and even today I do a lot of different projects, including commission paintings, mural work, logo design and computer art. For the last few years, I have been working on a project I want to share with all of you. Since I have always been intrigued by texture, I am working on a series of paintings with textured surfaces and even some that contain words or phrases in braille. I want to be able to create work that can be viewed by sighted and blind people. Using different art media, I can add texture to the surface of the canvas I am painting. Then I use color over the texture to portray the meaning of the texture or to enhance the mood of the braille word or phrase.
Just over a year ago, I accepted a job as an art consultant and designer at a gallery called Images Under Glass. Kristi, the manager, and I pick out the majority of the artwork the gallery has for sale. The gallery carries original drawings and paintings, limited signed and numbered editions, fine art reproductions, pottery, art glass, sculpture, and ready-made frames. We also offer custom framing to the public. So a very large part of my job is helping people design a look for artwork they bring in to be framed. The gallery has a few of my paintings on display.
I love working in the art field. I have always been lucky that my co-workers and employers have always overlooked my blindness and made me feel I am a valuable asset to the team. They have trusted my judgment and greeted my ideas with enthusiasm and respect.
In closing, I would like to say that every human being, sighted or blind, has a disability. Our disabilities can become our nemeses if we give them power over us, or let members of society force them upon us. The more receptive society becomes toward blind persons, the sooner the misconceptions and stereotypes will dissipate.
SCHOLARSHIP WINNERS SPEAK
by Ana Ivelisse Aviles
I was born and raised in Puerto Rico. I am the younger of two sisters and I thank my parents for raising us as normal children, even though we were born with ocular albinism. This is a severe and permanent congenital condition, which is the lack of pigmentation due to the inability to convert tyrosine to melanin. Perhaps because I cannot see, I developed a very strong analytical skill and managed to always be the top student, since elementary school.
I have always had a dream: I want to let people know and understand that we all have the right to become what we want to become. I decided to study engineering. Some said that it was impossible for a visually impaired person, but I worked hard and completed my undergraduate degree in June 1997 at the University of Puerto Rico-Mayaguez. Just recently, I completed the requirements for the MS in engineering at Northwestern University in Illinois. I expect to receive my Ph.D. in industrial engineering in June 2001. My main research interest is in the area of design of experiments. Also, I worked for two years as a project supervisor and quality engineer for Johnson & Johnson.
I have always tried to be a role model because I believe that I am responsible for opening doors for people with disabilities, especially for blind people. I have proven to myself that I have the capacity and the motivation to do much more. It is very hard for the pioneers! I realize that many people have done a lot before me and because of them I have had so many opportunities, but there is still so much to do. By eliminating barriers, we can do anything! For me, becoming an engineer was not impossible, just a little different. I really think that there should be more blind people in science and engineering. It is my hope to help others achieve their goals.
This year, I was selected to receive the National Industries for the Blind Grant Mack Scholarship. It meant a lot to me because it is an acknowledgement from people who feel as I do.
I am more than grateful for my condition because it has made me who I am, and I am proud of myself. I will always work to make my dream come true.
STUDENT ANGLES: Tackling Technology
by Christine Faltz, Merrick, New York
(Editor's Note: This article is reprinted with permission by the publisher of Dialogue magazine.)
Computers have caused a total revamping of education and employment. While you should never allow yourself to become so dependent on technology that you are incapable of completing a task successfully without it, it would be a big mistake to ignore its significance in affording blind and visually impaired students and employees better job opportunities, added efficiency and leveling of the playing field for persons who are disabled.
Whether you become acquainted with computers in school, train yourself, or receive training through a rehabilitation agency, you should take full advantage of everything your equipment has to offer. For example, if you have a Braille 'n Speak, (Blazie Engineering) do not simply learn to use it as a notetaking device. It can be used with an ink or braille printer, in conjunction with other computers as a voice synthesizer, and/or for transferring information or to access the Internet.
Get everything you can from your technology. Adaptive technology is costly, and you are unlikely to have all of the equipment that would be optimal for the work you need to do. My next column will focus on strategies for obtaining equipment through your school district to use until you graduate and how to fund the purchase of adaptive technology when your school or rehab agency won't, or can't, assist you. This article deals only with helping you to become a wise consumer.
Generally, the first two things sighted people do before purchasing a computer is talk with knowledgeable computer users and shop around for the most efficient system at the lowest cost. Unfortunately, it is not particularly easy to chat with blind and visually impaired people about the wide variety of speech, refreshable braille and magnification equipment available for computers unless you are already on the Internet, in which case you probably aren't reading this article. Nearly everyone I know who uses adaptive technology swears by it. People usually do rave about what is working for them or they justify bad personal or rehab agency choices with rave technology reviews. Regardless of the reasons, what is wonderful for one person may be useless for another.
If you are able to visit national centers where technology equipment is regularly used, plan to do so. Agencies and organizations that can demonstrate many adaptive pieces of equipment are: American Foundation for the Blind; American Council of the Blind, Washington, DC; and the International Braille and Technology Center, Baltimore, Md. Agencies to contact in your state would be the state Commission for the Blind or other services for the blind agencies, the state school for the blind, or an independent living center. You will be able to talk with adaptive technology experts and view the various products firsthand, listen to different speech synthesizers, test braille quality of braille displays and braille printers, and try different screen readers with the software you will be using.
Another option is to call some of the major manufacturers in the field and ask whether they have local trainers or distributors who will provide demonstrations. You might also consider attending one of the annual conventions of the National Federation of the Blind (NFB) or American Council of the Blind (ACB) to take advantage of the available vendors. A visit, or at least a phone call or two, to one of the technology centers is preferable since you will receive objective information and no hard sells.
What will you need your computer to do? Where will you be using it? Will its use distract others in a meeting or classroom? If the computer you particularly like is ideal except for being noisy, is there a way to minimize the noise? Or is there perhaps technology out there that you do not know about that is quieter?
Will the optical character recognition software or stand-alone reading machine read the material you will be using most often? Can you navigate the screen easily? Does the screen-reading software give you all the information you need in a usable format in order to complete your tasks? Is it too heavy to be truly portable?
One of the most overlooked aspects of adaptive technology is the company from whom you purchase your equipment. There are companies with terrible reputations — poor service, exorbitant pricing — and there are others that truly put the consumer first. Before you settle on particular equipment, speak to the manufacturer's customer service personnel several times. Ask about service contracts, replacement if your equipment is stolen or requires repairs, and what type of technical support is available over the phone.
In addition to efficiently fulfilling your needs in completing work and having reliable service, working with your equipment should be physically comfortable. Can you type and access information comfortably for extended periods of time? Is the touch required for typing too strenuous on your wrists? Is the arrangement of your devices in your work area conducive to easy manipulation?
You should obtain some basic computer knowledge before embarking on your technology search. A discussion with a computer science instructor in conjunction with consultation with one of the previously mentioned technology centers might enable you to make optimal choices.
If your technology needs are going to change when you begin college or enter the workforce after graduation, be sure to become well-acquainted with the new devices and software "before" the semester or job begins. It is stressful enough settling into a college career or new employment situation without the extra hassles of learning the wonders — and weaknesses — of new hardware and software.
There is something for you in the adaptive technology market. You may sometimes feel you have to acquire it all. Focus on what you actually need. Choose deliberately and carefully. Good luck!
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