Word commands or JAWS Commands

Many people do not know that there are differences between WORD commands and JAWS talking software commands. Microsoft Word has thousands of it own built in keystroke commands that have nothing to do with JAWS. If you just want to become a faster computer user with keystrokes and never use JAWS, you can.

This wonderful keystroke feature in WORD, Excel, PowerPoint or any Microsoft product, also gives blind students the ability to go to any computer with memorized steps and no talking software, open WORD (or another program) and do what ever they need, according to their memory of steps, because the keystrokes are already built into the program. It allows sighted people to move just as quickly instead of taking their mouse and trying to figure out where a certain option is in a particular menu.

However, JAWS and WORD together are incredibly powerful. When you are in WORD doing those commands and you want to have JAWS read both characters and words, you hit INSERT+2 and cycle through all the options. If you want JAWS to read the whole page to you, you hit CTRL+HOME and then hit INSERT+DOWN ARROW and JAWS reads the whole page.

These lessons all based on keystrokes, can be found at www.Yourtechvision.com

Hundreds of Lessons using only keystrokes for Blind/Visually Impaired

The questions of "Can I get lessons exclusively for my student's issues at yourtechvision.com?" and "Can my district write a PO for the lessons instead of buying one lesson at a time?" are popular, so let me address those 2 big questions.

YES! Make your special request at: yourtechvision.com/contact. Download all the lessons you need at www.yourtechvision.com

Lessons all based on keystrokes using Jaws or Window Eyes, on Microsoft Excel, PowerPoint, Word, JAWS/Internet, Other blind tools, such as the braille note, refreshabraille, Focus, Bookshare and more are but a click and download away.

Register, log in and acquire the lessons that will help you learn. Make a request on the contact page for a free private virtual lesson with any purchased product to get you up and running.

Help for Bad skin-open sores- diabetic sores, acne, rosacea, etc

Since moving to Tennessee, I have had some very serious issues with my skin. One being rosacea. I have never had this condition before so I was clueless how to help it. Reports basically said I needed to learn to live with it and being a Type I diabetic, healing was even more of an issue.

After some Internet searching and lots of thought on combining techniques, here is what I came up with and it has completely healed my skin.

First, I diluted white vinegar in water and dabbed on sores, to kill bacteria.
Second, I bought a small face steamer--- Secura Hot & Cool Facial Steamer Micro-fine Mist Sauna w/ Essence Oil and Herbal Therapy --and steamed the sores to open the pores day and night before going to bed. Next, I bought a D'arsonval High frequency direct for Home Use - skin tightening, Wrinkles, Fine lines, Puffy Eye. 

It not only removes fine lines, etc but it was to inject ozone into the sores to heal them. That was the main reason I purchased it. Don't over do it with any method---like any medicine a little is good, too much is bad. 

I found and bought these from Amazon.com

It took about 2-3 weeks of diligent treatment of the above, but now I have smooth skin with no sores. I used the above for open sores on my arms and legs and all are in the healing process now. I continue to do the above regime.

See if this works for you.

Find Hope in your life--a book to bring you there-How to get prayers answered

For less than a cup of coffee, get inspired for the rest of your life with a great read. Watch Youtube video to begin your adventure: Answered Prayer
Do you ever wonder why your prayers are not being answered? Then wonder why others are being answered? This book will give real life examples of why our prayers are hindered and what we must do to unlock prayers powers. You will walk through a fire literally and learn how to come out the other end. Listen to a very powerful story that will change how you view prayer and potentially change your life. Learn what you must do in your own life to enable prayer power.
Order your e-copy today that Voice Over can easily read on iphone or ipad or other itool: How to Get Prayers Answered and/or Why Prayers Do Not Get Answered
or order from Amazon at: Get Prayers Answered for your Kindle
The book is also available from Amazon at: Get Prayers Answered
or enlarged print Answered Prayer Denise Robinson

Excrept from book:

Picture: Fire surrounding and burning everything
Prayer lesson: Pray and don’t stop praying Here is how you do it afraid...

 Our part time neighbors, Donna and Todd, who lived on top of the mountain, were watching the fire through their cameras safely back home in North Bend. I know they started to pray too.  By the time Lynnette had reached me, Curt was racing toward our house to get her so they could pull their horses out of their burning barns. By the time they had driven off, we were surrounded, with 50 foot+ flames all the way up the trees. The fire was still about an acre away as I was still “TELLING” God my prayer and what HE needed to do for ME. “Please stop the fire” Don’t let it come close to me,” “Don’t let it jump the road.” Wow, what an ego centered prayer. But that is what we do----we pray, me me my me what about what happens to me prayers. As I realized that was NOT the prayer I was supposed to be demanding of God. I stopped talking and started listening. I asked, “God what do you want me to do?” Here is what HE TOLD me. “Get on your shoes! Get out on that tractor and start driving over the fire and put it out! I have prepared you for this.” That is NOT the prayer or answer I wanted to hear.

Prayer Lesson: Stop talking and telling God what to do as your prayers. Ask, “What should I do?”--- Then Listen.  How many of us do not have answered prayers because God told us something hard to do and we did not do it. We have to do what we can first THEN God does what we cannot do. We have to do the hard stuff first on our own, our own free will. If we did not listen then, afterward, we say “Why, God, why did you not answer my prayer” It was our own fault the prayer was not answered—we did NOT do what HE told us to first…LISTEN…then do it! God is telling us what to do all the time. If we are talking, we are NOT listening. Get quiet and listen.

I can tell you. Go fight the fire was  NOT NOT NOT the prayer answer I wanted to hear, but I said OK. If HE was guiding me, HE would be with me. But I could not tell it……yet….. I was shaking so hard I could barely move. I was so riveted on the flames outside my north front window and so stuck with fear I could barely breathe and God tapped me on the shoulder and said “Turn around”. As I turned around to look through the south facing window it was filled with flames an acre away too, zooming up toward my place faster than my own thoughts. It seemed I was moving in slow motion toward my shoes. That is what HE told me to do. Get ON my shoes. I did it. HE said, walk toward my tractor. My legs were noodles, limp and weak; I thought I would fall down. My breath was rapid, smoke filled my lungs, sweat poured down me; the air was acrid and it hurt. I grabbed my legs and willed them forward. It took everything inside me to will myself forward toward that tractor. The flames, fire and smoke had rapidly moved and closed in that acre and now were yards from the buildings, me, my animals, all that I loved.

Are you doing what God told you to do? Here is how you do it...
 Watch Video at: Diary of Destruction-Fire 2012

Make video ecards with talking software-animoto.com

An 8th graders first try at animoto.com...lots of new commands to learn, but the triumph out weighs all the hard work
Genetically Modified Organisms (GMO): Modified Foods - Bad for Your Health


An 8th graders first try at animoto.com...lots of new commands to learn, but the triumph out weighs all the hard work
Genetically Modified Organisms (GMO): Modified Foods - Bad for Your Health

Speaking at AER in Chicago-February 13, 2014

Come join AER in Chicago February 13, 2014, where I will deliver the keynote address. Be inspired by an incredible story of overcoming life's great obstacles to go on and become something you never thought possible.
Here is a run down of events
Keynote:
How to inspire yourself and others to do anything!
Discover how to overcome life’s most overwhelming obstacles and put into effect your personal strengths to inspire yourself and others to accomplish greater goals.
1. Determine what your gifts or strengths are to help yourself and those around you
2. Discover strategies to combat personal obstacles to move you onto your true destiny
3. Discover how to inspire those around you to reach goals

Breakout session:
May I have the title of your breakout session on technology, a few sentences describing it and three-to-five learning objectives?
You will learn about the technology that enables success in school, job and life. Watch videos of students using all types of technology and software to become independent. See how to integrate this technology into all the work students’ do.
1. Determine the technology tools that will fit your needs to accomplish needed tasks
2. Determine and discover the different technology that will enable independence for your students
3. Discover the varied tools that enable blind students to accomplish the same tasks as sighted students
Come join the adventure

ATIA Jan-2014-Learn Virtual Instruction-Teaching Technology to Students Who Are Blind/Visually Impaired: A Paradigm Shift

Watch youtube video on this paradigm shift in teaching virtually and creating your own business:
 ATIA Jan-2014-Learn Virtual Instruction-Teaching Technology to Students Who Are Blind/Visually Impaired: A Paradigm Shift

ATIA 2014 Orlando Pre-Conference Seminars                   
January 28 - 29, 2014
 PRE-11W: Teaching Technology to Students Who Are Blind/Visually Impaired: A Paradigm Shift
SESSION CODE: PRE-11W
SESSION TITLE: Teach any child anywhere at any time through virtual remote access: A Paradigm Shift
PRESENTER(S): Denise Robinson, CEO, TechVision, LLC; Ike Presley, National Project Manager, American Foundation for the Blind
DATE: Wednesday, January 29, 2014
TIME: 8:00AM – 4:00PM
OVERVIEW: Teach the core curriculum and more through remote access using a computer, camera or iOS device. Eliminate long hours of driving and work from your office teaching more students no matter the distance away. Dr. Denise M Robinson of TechVision, LLC has developed and is currently implementing a successful remote teaching model for instructing students who are blind or visually impaired and their teachers around the country. Whether the student is in a remote or urban area or with a teacher of the blind that needs those technology skills also, everyone learns together through daily remote access instruction.  In this session, Dr. Robinson will provide participants an outline of technology tools and instruction on how to access students/other teachers/personnel anywhere and teach through remote technologies. BYOD—laptop, talking software, and iOS device to learn and use these incredible tools that allow more time with students and instruction to get them working toward independence in the classroom and out. Though Dr Robinson has been working with students who are blind or visually impaired, teachers of the blind, blind adults and parents, these remote skills will apply to all types of instruction.
STRAND: Core Standards
LEARNING OBJECTIVES:
 1.First Key Learning Point (Participants will…):  Identify the hardware needed to conduct remote instruction for students who are blind or visually impaired.
2.Second Key Learning Point (Participants will…): Identify the software needed to conduct remote instruction for students who are blind or visually impaired.
3.Third Key Learning Point (Participants will…):  Identify the positive aspects of remote teaching that make it an affordable option for schools.
TARGET AUDIENCE:
 •Accessibility Professional
•Administrators
•AT Specialists
 •Educators
•Visual Specialist
SPEAKER INFORMATION:
Dr. Denise Robinson,  Ph.D., CEO TechVision, LLC; Certified Teacher of the Visually Impaired; Specialist in Technology/Training/Teaching for blind/low vision
Ike Presley is the National Project Manager at American Foundation for the Blind; Certified Low Vision Therapist; Certified Teacher of the Visually Impaired.
 More info at: http://atia.org/i4a/pages/index.cfm?pageID=4461

VoiceMyMail-The global and accessible web mail for blind and visually impaired people

VoiceMyMail is the first global and accessible web-mail, conceived for blind and visually impaired people. Till now, they can access to their e-mail box in a totally accessible way, just by installing and configuring an e-mail desktop client (many popular web-mail, promise to have accessibility, which in actually is only formal). The software configuration needs: time, effort and support, and often this procedure need to be repeated after an update. Moreover, isn’t possible to access the email from any computer, as you can with web-mail.

VoiceMyMail solves these problems, because it’s fully integrated with screen readers. The service needs no installation, registration or creation of a new web-mail account: the user just logs in to his personal e-mail boxes (Gmail, Yahoo Mail etc.) straight away by VoiceMyMail.

We started a crowdfunding campaign in order to conclude the development of the latest features of service. We strongly believe that VoiceMyMail can fill a missing piece of digital divide that separates seeing users by visually impaired users.

To learn more:

Crowdfunding campaign: http://bit.ly/1ixj6a6

Facebook page: https://www.facebook.com/voicemymail

VoiceMyMail demo: http://vmmdemo.innoviu.com

Thank you for your time and attention, I hope you are interested in the project and you decide to write about it. I'm glad to answer any question, doubt or criticism!

Best regards

https://www.youtube.com/watch?v=WCj4KZ66nu4

Salvatore Satta
salvatore.satta@innoviu.com
tel: 327.61.41.667

What is the definition of visual impairment in order to get services

WAC 392-172A-01035:  

(n) Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a student's educational performance. The term includes both partial sight and blindness.

Technology Help for Veterans

As a visually impaired veteran, a visually  impaired person is eligible for a complete computer system, including software, scanner and printer, and training in their use at no cost to the veteran.  If you go to the VA internet website, there is a list of VIST Coordinators and the means to contact them.  http://www.va.gov/blindrehab/

Virtual Eyes with technology

So you can't see well...welcome to the 21st century of seeing using a special camera attached to glasses. Watch the wonder as the world unfolds telling you about your surroundings from a simple camera.

Watch the wonder of Orcam
try out Google Glass option

Find more information at: www.yourtechvision.com

Creating a Bibliography in Word, using auto format options- APA, MLA and more with talking software

Learn the easy method to create a correct bibliography for your school paper: Creating a Bibliography in Word, using auto format options- APA, MLA and more with talking software

More Lessons at: www.yourtechvision.com

Textured touch screens such as ipads, etc

Disney does it again---feel a flat screen to "see" what is displayed:

Tactile Rendering of 3D Features on Touch Surfaces

Goggle Calendar-make an event with a reminder using talking software

Easily maneuver around Goggle Calendar-make an event with day, time month, year--what ever you need, with a reminder that will pop up in your email, using talking software
Go to: Goggle Calendar-make an event with a reminder using talking software

Audio/visual lesson

Thousands of Classic ebooks online-Free

Project Gutenberg has a mobile website, m.gutenberg.org where you can download many classic books free of charge
If you would like to see a video on how to use this site easily, go to: Free Ebooks directly on the iPad - How to use Project Gutenberg

For more information on all things blind, go to yourtechvision.com

YouTube for blind software

Get all the quick hotkeys that enable you to move around Youtube quickly
Check out Accessible YouTube

More great blind info at www.yourtechvision.com

Video of an incredible Life in the Living

Be inspired to live to your fullest potential: Watch---Richie Parker Drive

Bookshare--Free to Canadians Now

Bookshare now available through the CNIB Library!

CNIB clients can now sign up for a free one-year subscription to Bookshare, an accessible online library for people with qualifying print disabilities! Why join Bookshare?

· Access over 110,000 titles, including New York Times bestsellers, novels, mysteries, science fiction, nonfiction, children’s books, foreign-language books and more!

· Get timely access to books at or near the same time print titles hit the bookstore.

· Read books with text-to-speech, enlarged font, or refreshable braille.

· Read books using a variety of technologies: computers, Apple iOS and Android tablets and smartphones, MP3 players, braille displays and more. Download books in DAISY Text, DAISY Audio, MP3, and Braille Ready Format. Note: DAISY Audio and MP3 books from Bookshare are in synthetic speech, not human narration.

Subscriptions through the CNIB Library are limited and available on a first-come, first-served basis, so sign up for Bookshare today!
More Info, Go to CNIB

OVERVIEW OF CHANGES FROM CURRENT LITERARY BRAILLE TO UEB

Authored by: Braille Authority of North America
March 2013
www.brailleauthority.org

Braille changes have occured from US braille to the UEB version: Begin learning about the changes in order to be ready for the new reading materials that will be issued as well as use of a new iOS7 device, which sets its default at UEB
Go to: Braille Changes to begin learning these new skills

You can change back to US Braille on an iOS7 device by merely going to the settings\general\accessibility\VoiceOver\braille, Then, find the option called translation and activate this with a CRB or by double tapping. The currently selected table will be English
Unified, and you can choose from either the US or UK table. double tap or press a cursor routing button above US, and you should be set-----.but it may be wise to begin making the shift in learning, so you can do both as needed.

For more information on all things blind/braille and technology, visit: www.yourtechvision.com

Talking Graphic Calculator and additional tools for blind/low vision

So your blind child needs a graphing calculator---first you know it needs to talk--Orbit Research and APH-American Printing House for the Blind have combined their ideas into the The Orion talking graphing calculator

If your student is Low Vision, this tool and a tool to enlarge the graphing calculator enables easy viewing to maximize the benefit of this calculator with a smartview emulator
These 2 tools enable many possibilities

Download books from BARD (Braille and Audio Reading Download)-Windows 7 or 8

BARD is  a great option to download audio and braille books quickly and easily. Learn all steps to operate the site successfully with talking software

Go to the JAWS/Internet tab above or BARD

Virtual Lesson with Skype- Learning math on a PC with braille display and talking software

Blind students read content from their Nemeth math books then complete all assignments in word which can easily be emailed to the teacher at the same time and speed as their peers. Learn the power of how quickly this skill is learned with this great video on the steps needed to take to learn these skills. In addition, learn how to find that document of which you forgot the name...quickly and easily right in word. This audio visual lesson enables students to move as fast in math as their sighted peers.

Download your lesson at:  Skype math on a PC with braille display and talking software

Walking in Two Worlds: Dr. Denise Robinson's Quest to Change the Technology Landscape for Today's Visually Impaired Students

Larry L. Lewis, Jr. at AccessWorld

The Problem: A Disconnect Between Expectations and Reality

A monumental obstacle to today's job seeker with a vision impairment is the disconnect between meeting the mainstream educator's expectations (or performing at a level which makes him or her a valuable asset to the employer), and receiving the technology training required to do so. It's both unrealistic and unfair to expect the next generation of technology users who are visually impaired to be able to create visually formatted PowerPoint slides, or embed multi-media elements into a file, or create and edit a color-coded bar graph at a level comparable to their sighted peers without excellent, iterative training from qualified instructors.

The Current Solution

At this stage, a standard has yet to be developed that today's access technology trainer must meet in order to provide access technology evaluations and subsequent training for people who are visually impaired. While there are various organizations who have created programs to "train the trainer" in how to most effectively provide these technology services, at the end of the day, a service provider who is sighted or visually impaired and has a laptop with a screen reader installed on it may fill out the necessary paperwork and advertise himself as a service provider inmost states throughout the US regardless of his or her ability to actually instruct consumers. Often, the hourly rate that the service provider charges varies from state to state as well.
Consumers who are visually impaired may receive technology training at an agency, in their homes, or, in some instances, online. It's not the intent of this article to revamp how technology services are deployed throughout the US, but we as an industry must advocate for the high quality training received by sighted technology users to be adapted and made available to current and future generations of access technology users. One such individual has made it her crusade to make this happen!

A Change Agent

"It was never my intention to be a teacher of the visually impaired," states Dr. Denise Robinson, President of TechVision LLC, a company she founded almost three years ago. "I was attending Whitman College in Washington State and studying to become an English teacher when my world was turned completely upside down."
In her last semester of college, diabetic retinopathy caused Robinson's retinas to hemorrhage, resulting in her losing virtually all of her visual acuities in both eyes. This life-altering event forced her to depart college abruptly, just shy of graduation. After getting over the initial shock of losing her vision, she moved to Michigan where she had a friend in the medical field, a retinologist who became one of the pillars in her new support system. "I didn't know the first thing about how to do the world blind, but once I pushed through the feelings of self-pity and other emotions that accompany such a loss, I set out to learn how."
Robinson enrolled in the Vision Education program at Eastern Michigan University where she met the mentor who would spark her interest in providing education and technology services for people who are visually impaired.
"I owe much of what I've learned and who I am today to Ted Lennox, a blind faculty member who became my mentor. My exposure to access technology began with the Apple II computers in the mid-80s. We were fixated on pushing this and all technologies that came our way to their absolute limits: testing them, taxing them, getting all that we could out of them. He taught me to believe that technology could never defeat us but, rather, empower us."
Robinson used this time to not only fuel her passion for this newfound technology but also to continue to hone her ability to teach. She completed her internship under Lennox and received her Bachelor of Arts as a Teacher of the Vision Impaired while completing her degree in English. Then, she completed the graduate program at Western Michigan University, focusing on early childhood education while already working her first job in the industry as a teacher of the visually impaired.
During this period of approximately ten years, two things began to happen. The technology began to advance beyond the scope of the Apple II and its synthesizer, and Robinson's vision began to slowly return! "I had gone from a fully sighted college student on the verge of getting my degree to someone who had to adapt to interacting with the world audibly and tactily. As a result, I so get the necessity for learning how to read and write braille and understand from the perspective of someone who cannot see print what a powerful tool technology can be for the person who is visually impaired and learns how to affectively use it. I not only understand this truth, but I lived it."
Robinson began her career as an itinerant vision teacher and, amazingly, regained enough vision that she could drive during the daytime. Over the following ten years, her vision would improve to 20/15, making it possible for her to drive at night again. Her time as an itinerant teacher for multiple school districts provided her credibility in the trenches where she learned how to assess students' needs and communicate them to well-meaning administrators who were at a loss as to how to best serve their students who were visually impaired. "Administrators generally want to do the right thing for their students and want to believe that there are better ways for their students to learn and excel. I made it my mission to show them how," states Robinson.
As her caseload began to exponentially expand and the number of miles she would drive per month began to grow, Robinson believed that there had to be a better way for her to provide these services. "I spent more time in the car than I did teaching students and began to see a profound need for service delivery in very rural, scattered school districts. I knew there had to be a better way!"
While working full-time and driving an average of 3,000 miles per month, Robinson took on the task of earning her PhD in Instructional Online Design from Capella University, a degree she hoped would help her realize her dream of providing top-notch distance learning to more students. Robinson began to learn how to affectively deliver content using the technology that she had grown to love.
She voraciously learned concepts, such as website accessibility, along with methodologies designed to convey ideas, skill sets, and practical know-how to the very audience she desired to serve more effectively. Her ability to interact with technology from the perspective of a user who is blind, coupled with her ability to visually look at a computer application or an assignment means she is able to strategize with her students who are visually impaired on how to use a given technological solution to its fullest to conquer any challenge that they are facing.
In 2006 she received her PhD and launched TechVision, the vehicle for accomplishing her mission. She began by only taking on one student who is visually impaired. "I wanted to really beat up this concept of distance learning with one student, so I could fine tune all the hiccups and iron out any wrinkles."
During this time, she created a plan whereby she could provide real-time audio lessons to her students via remote access simply by using a computer, Skype, and remote access to the students' PCs. Once the word was out about TechVision, news began to travel fast, and just over two years ago, Robinson quit her full-time job to devote her entire energy to the company.
"Teachers, administrators, and parents are wildly happy with the idea of using something free, such as Skype, to interact with their students, and despite the realities of varying bandwidth speeds and PC specifications, instruction has gone remarkably well." Along with the top-notch instruction that TechVision students receive, the TechVision website is a rich resource full of lesson plans and news about the latest technologies and technology trends.

What You Can Expect

"Once the student connects with us on Skype (yes, it's the student's responsibility to call his/her TechVision instructor), we immediately ask them, "What do you need to do today?" It's up to us to be able to respond quickly and effectively to meet our students' needs during the 50-60 minutes that we have access to them," Robinson explains.
Dr. Robinson's business has taken off over the past two years. She's very selective about bringing on any extra assistance to help her with her expanding caseload of students for it's important to her that the instructors who work with her share both her passion and her commitment to educational excellence before she introduces them to her students.
"There [are] a lot of people out there who fancy themselves to be technology experts, but when I begin throwing real-life scenarios at them, they're not able to respond in a timeframe nor at a level of skill that is acceptable for the level of service that I want to provide to my students. I'm committed to TechVision students getting the most comprehensive instruction and practical application using access technology, and I'll only expand as quickly as my resources will allow me to do so."
Dr. Robinson provides virtual instruction to online students all over the United States. These students are predominately K-12, but she also provides instruction to adults as well. It's expected that the students come prepared for their next lesson, beginning with the completion of their given assignments.
"I'm here to get my students ready for real life!" she says. "If they're not prepared for me, how will they be prepared for their teacher? If they're not prepared for their teachers, how will they be equipped for college or the workplace?"
Dr. Robinson sees the mission of TechVision exploding at a similar rate at which technology shifts and changes. She's spending lots more time teaching and lots less time driving, and school districts can rest assured that their money is being solely used to fund their students' learning process. Her students are the recipients of her passion. It's through her own journey of walking in both worlds of the visually impaired and the fully sighted that she can offer such a unique blend of technology training to an industry thirsty for an alternative way to deliver technology training services.
To be sure, Dr. Robinson is only human and needs time to decompress and recharge the batteries. Her personal interests include gardening, wood working, rehabbing houses, working with her hands, and extensive hiking. Dr. Robinson's commitment to excellence shines through in any lesson that she delivers. Her commitment to excellence and problem solving makes her a one-of-a-kind pioneer for students who must rely on technology to level the playing field in the classroom and the workplace.
Comment on this article.at http://www.afb.org/afbpress/pub.asp?DocID=aw140709

The first smartphone Specially Developed for the blind & visually impaired

RAY is the world’s first smartphone developed with advanced mobile technology for intuitive eye-free operation.
This affordable, device features an array of communication, apps and services including calls, email, messaging, contact list, calendar, GPS, advanced WEB remote assistance, voice recorder, panic and emergency services, and more, all with one common touch-and-sound-only interface.

With RAY, the blind and visually impaired enjoy greater independence, spontaneity and accessibility to services that we all take for granted in today’s smartphone world.

Read more about this incredible device at: Project Ray

 

Massive Open Online Courses- MOOCs

Online or remote access or virtual instruction is truly the trend of the future. Easier access to the education we need is just a click or keyboard command away. Read more about this facinating journey at:

The Minds Behind The MOOCs

June 4th, 2013 by Staff Writers

Academia is buzzing about MOOCs. What sounds like genteel name-calling is actually a powerful new medium with potential to transform the education system. Indeed, MOOCs and mooks are simply unfortunate homophones but the former is certainly ruffling feathers because their aim is to make higher education more affordable (free, in fact). These Massive Open Online Courses picked up speed and weight like a freight train, with more than five million learners in locations spanning the whole globe. Academic heavyweights like Harvard, Stanford and MIT back the courses, giving the world of online learning a much-needed boost of credibility.
In fact, two main players in online platforms, Coursera and Udacity, were founded by Stanford professors. As tuition rates continue to skyrocket, outpacing inflation like a Greyhound racing a Chihuahua, professors have banded together in hopes of making a world where anyone can access the elusive realm of an Ivy League education. The hurdles remain: Passing rates hover in the single-digits and completing a course has yet to be recognized for college credit. However, the appeal of MOOCs for both professors and students is so powerful it just might change higher education for good.
Read more at:The Minds Behind The MOOCs

From the New York Times
JERUSALEM — Liat Negrin, an Israeli who has been visually impaired since childhood, walked into a grocery store here recently, picked up a can of vegetables and easily read its label using a simple and unobtrusive camera attached to her glasses.
Read More at:

Device From Israeli Start-Up Gives the Visually Impaired a Way to Read

By JOHN MARKOFF

Published: June 3, 2013

Tell Me--help on weather and directory assistance

Tell Me, now as 24/7 at 888-247-2425
For reports on:
weather and time
your settings when you call back.
and as a  free directory assistance

For more help, go to www.yourtechvision.com

Games for Children with Visual Impairments

"Fun, interactive games" for
Children with Visual Impairments! 

 

Hello!

We are KeySense Games, creators of interactive, tactile board games for children with visual impairments.

Typing programs for the Blind

In general, most children will tell you that typing practice is boring and they do not want to do it. In general, you do not need to go this route  if the student is typing all day long....and you have already made sure they are using correct finger positioning. Just know that,  speed will increase with their daily work on the computer.
However, if repetition does need to occur because the student just needs more practice with finger placement, here is a suggestion of programs.
The most favorable program that can be used with talking software is
TypeAbility
The other commonly used, are:
Talking Typer from  (APH)), American Printing House for the Blind,
and many types of programs, from Marbelsoft

Take the Fear out of blindness

TechVision is a site is all about how to take fear out of blindness. If you have the skills to do anything you want, then fear dissolves away. Learning tactile and auditory skills is just another way to absorb information and learn to full capacity. If you have any questions, just email Dr Denise at deniserob@gmail.com and ask away. There is great VISION in learning.....a different way

Here is an article on:Twice as many people fear blindness more than premature death
The only way to take away that fear is to learn that different way.

These are some great videos on that different way--very descriptive, on what our blind children are doing on technology which is giving them the edge in school and more importantly the ability to compete at any academic level. These are all virtual lessons across the country so any child can be taught

Spanish lesson with jaws and PC--this high school student just began 1 month ago and has not used a computer since kindergarten so forgot all skills--now everything is on a computer and moving incredibly fast--reads from the braille and nemeth books as well as etext copies to complete work

Reading from Nemeth book, then completing bar graphs in excel then selecting and pasting into Word to answer all questions...emailing it to teacher when done In 2 months this student went from doing everything on a brailler to all on a computer--he had never used a computer before...this is a track changes lesson that he just got back from his teacher. He is listening to all the comments
This lesson is a student doing a sophisticated newspaper layout and articles in Word

 

So this is a final one of my students needed to do: He created a sophisticated excel graph first, then inserted the graph into powerpoint, then added transitions, animations and then his voice...I am thinking he is getting an A on this

Oh yes, this is all done virtually ---I am in one location, he in another...his para and other teachers are learning right along with him

 

http://www.youtube.com/watch?v=7kt0Lxmjik4&feature=youtu.be

When students are done with their work, they email to teacher....teacher corrects and emails back to them using track changes. One thing about students, they learn like lightening speed...it is so incredible. We should never underestimate the power of the mind...especially when it wants to learn--hundreds of other videos along the same line on youtube on just about anything....learning is inspirational

Learn more about this incredible pen:

The World's First 3D Printing Pen-3Doodler---make math and more come alive for the blind

New Amazon Kindle App Shows Improved Accessibility

Darren Burton
As readers of AFB’s AccessWorld magazine, you may know I have written several articles over the years condemning the lack of accessibility found in Amazon Kindle devices. A couple of the devices have had some half-baked accessibility solutions, and the mobile apps have never been accessible or usable at all. However, yesterday we learned Amazon’s new update for the Kindle app for Apple’s iOS mobile platform has improved accessibility for people with vision loss.
We took a quick look at it on an iPhone 5 in our AFB Tech product evaluation labs this morning, and although there are still some things needing improvement, it is definitely a significant improvement over the previously inaccessible apps.
We downloaded a handful of books, and we were able to access the print content of each of them. You can read the text of a book in several ways, including reading continuously, by page, by line, by word and by character. Several other tools are also accessible, including the Go To Page tool and the icon indicating your current page and location. If you have low vision, you can change the contrast from black on white to white on black, and you can increase the font size. We found the bookmarking, highlighting and annotation features to be partially accessible, and we had mixed success with the table of contents of one book we tested. We have yet to come upon any accessible graphics, and that will definitely be a concern going forward, especially for textbooks.
Although they are a few years late to the party, we at AFB are certainly happy that Amazon did eventually get around to taking advantage of the built-in accessibility of the Apple iOS platform. Now, Amazon can keep the ball rolling by improving the accessibility of their Kindle and Kindle Fire tablet devices.
Stay tuned to AccessWorld magazine for a full evaluation in the June issue.

AccessWorld® is the American Foundation for the Blind's technology magazine.

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Learn how to easily find and download books from bookshare.org---one of the best sites for downloading braille books, audio books and more.
Using either Windows 7 or XP, you will learn how to download in the format you desire, unzip the folder and make a folder on your desktop to access it
Learn all the steps to find the heading and listen to content or use your links list and just open the book
In addition, Learn how to choose duxbury as an option to open when he decides not to do so when you enter on the book and the computer can't find it.
This and more to get going in bookshare
Download your lesson today at: 

Bookshare jaws 13 and up --How to download books

The First Elevated-Pin Braille Smartphone Gets A Prototype

Incoming text gets translated into braille through little pins, constantly moving up and down to convey what's happening in the phone.

By Colin Lecher
Popular Science, April 22, 2013.

With smartphone interaction mostly relying on sight, since there's no tactile difference to what's on the screen, some blind people have turned to apps to make up the difference. These apps can do some pretty impressive things, like determine the denomination of currency or read text out loud, rendering braille unnecessary for some tasks.

But those were workarounds, to make up for the inability to create an actual braille interface. For about three years, a team of inventors in India have been working on a smartphone that can turn apps and text into braille. Now they've got a prototype.

The phone, from the Centre for Innovation Incubation and Entrepreneurship in Ahmedabad, translates text into braille by elevating pins: after the text or email or webpage comes in, the pins form a braille version that the user can touch to read. It's not clear what operating system the phone will run on--Android? Something else?
but according to the Times Of India, it'll feature "all other elements" that your more traditional smartphone would have.

The creators, led by inventor Sumit Dagar, are shooting for a release by the end of 2013. Starting price? Just less than 10,000 rupees, or about $185.

[Times Of India]

from:http://www.popsci.com/gadgets/article/2013-04/inventors-make-braille-sm
artphone-blind

Braille Books and Camps for the Blind

Christian Record-Services for the Blind offers a plethora and myraid of services
Audio books, braille books, lending library to camps for the blind all over the country.

Go to: Christian Services for the Blind to find out more

More information at: www.yourtechvision.com

Blind and Visually Impaired Adult Rehabilitation and Employment Survey:Final Results

 By Edward C. Bell, Ph.D. and Natalia M. Mino

Edward C. Bell, Ph.D., serves as director of the Professional Development and Research Institute on Blindness, Louisiana Tech University.

Abstract

Individuals who are legally blind or visually impaired in the United States have long suffered high rates of unemployment. The purpose of this study was to determine the current employment status of these individuals and to analyze its consistency with federal reports. The study also examined demographic factors, education, civic involvement, and rehabilitation experiences of this population in order to determine whether some of the factors could be identified as contributing to the employment outcomes. Results showed that the employment rate for individuals who are legally blind/visually impaired is 37%, which is consistent with previous research. Findings show that a gender gap still exists, with a significant difference in annual earnings between men and women. Education and rehabilitation-related factors seemed to impact employment outcomes; where higher educational attainment is associated with better employment outcomes. In addition, those individuals who were trained under the Structured Discovery approach were more likely to be employed and to have higher earnings than those who did not. Finally, for individuals who read Braille on a weekly basis and used a white cane, the likelihood of being employed and receiving higher earnings was higher than those who did not use these tools.

Keywords

Rehabilitation Research, Employment Outcomes, Education, training centers, Braille, Cane Travel; Structured Discovery

Adult Rehabilitation and Employment Survey

This study sought to describe the current employment status of individuals who are blind and visually impaired (VI) in the U.S. and to examine its consistency with federal reports. In addition, it explored those factors that might have an impact on employment status for this section of the population. In order to do so, a summary of the most current federal data is included, followed by a review of the literature that analyze the employment situation of people with disabilities in the U.S. and, more specifically, those factors related to an increase in employment outcomes by blind and VI individuals.

Employment Status of Blind and VI Individuals: Federal Reports

The 2010 U.S. Census reports that the total population in the United States is 308,746,538. According to the provisional report for the 2010 National Health Interview Survey, 21.5 million American adults age 18 and older reported experiencing vision loss (defined as individuals who reported that they have trouble seeing, even when wearing glasses or contact lenses, as well as those who reported that they are blind or unable to see at all). By December 2011, the Bureau of Labor Statistics (BLS) reported that approximately 2 million individuals from 16 to 64 years old were identified as having vision loss according to the Current Population Survey (CPS) for all working age adults (16 to 64 years of age). Of them, 63.6% were not in the civilian labor force (i.e., those who were identified as "not in the labor force" were not actively looking for work during the reported month, and thus not included in the unemployment rate, even though they were not employed as well). Of the 36.4% who were in the labor force, 13.8% were unemployed. However, the employment to population ratio showed that of the 2 million working age adults with vision loss, only 31.3% were employed (American Foundation for the Blind, 2012). These data are similar to that of Bell (2010) who reported that by 2007, only 37% of adults who were legally blind exiting the vocational rehabilitation (VR) system were achieving competitive employment.

The present study analyzed how the above reports are reflected in the current employment situation of blind and VI individuals. And, more importantly, whether specific rehabilitation, education, and/or civic factors could be identified that might be indicative of increased employment.

Disability, Employment, and the Vocational Rehabilitation System

In the pursuit of employment, each person, especially those with significant disabilities, has to navigate a whole host of social services, institutions, and processes that are aimed at assisting them in achieving their vocational goals. These include the state-federal VR process (Schriner, 2001; Schroeder, 2000); public financial support, such as Social Security Disability Insurance (SSDI) and Supplemental Security Income (SSI) (Vaughn & Omvig, 2005); and an entire array of education and employment preparation institutions (Amato, 2009; Hershenson, 1998; Jeanmarie & Strauser, 2000). For those who have successfully achieved employment, these social systems worked, in some form or fashion, to facilitate success. While for many others, these same systems have served as a land minefield, with continual road blocks, delays, and dead ends.

The most commonly reported research in the area of employment outcomes comes from secondary analysis of existing databases, such as the RSA VR closure system, to identify variables that correlate with employment outcomes. For example, Randolph (2004) found that disability status was the variable that presented the strongest negative correlation with employment. The author determined that disability status was a strong negative predictor of employment, particularly of being competitively employed. He found that females with a disability, who were less educated and who had young children, were less likely to be employed.

A study by Ozawa and Yeo (2006) compared the employment outcomes of individuals with mild and severe disabilities with those having no disability (it is important to notice that of the factors that the authors used to classify individuals into mild or severe disability groups, the use of a wheelchair, white cane, or similar aid for more than 6 months was one of the most relevant). The results showed that the rate of employment was inversely related to the degree of disability. From the group of respondents with no disability 83.04% were employed, while those in the mild disabilities group and the severe disabilities group were employed at 69.94% and 51.54% respectively. These authors found, as did Randolph (2004), that disability affects two main aspects of work performance: the likelihood of working and monthly earnings. The probabilities of working were significantly less for respondents with severe disabilities than for those with mild or with no disability. Monthly earnings of both respondents with mild disabilities and with severe disabilities were lower than those of people with no disability. According to Baldwin and Schumacher (2002), not only the chances of obtaining a job and earnings are negatively correlated to disability status, but also job mobility. Workers with disabilities were more likely to experience involuntary job changes than nondisabled workers.

Martz and Xu (2008) analyzed the demographic and service-related predictors of employment among individuals with disabilities who received VR services and who exited from a state-federal system in a U.S. southern state. Having a sample composed of clients who received VR services from the Tennessee Division of the Rehabilitation Services (TDRS) during the years of 1998-2004, this study showed that those individuals with learning disabilities had the highest employment rate (93.3%) and the ones that presented the lowest employment rate were individuals with visual disabilities (78.7%). For this later group, gender and age were significant predictors of employment outcome, with women being less likely to be employed.

The next section summarizes findings on predictors of employment specifically for the blind and VI population.

Blindness, Employment, and the Vocational Rehabilitation System

Warren-Peace (2009) analyzed outcomes and predictors of employment and the differences between clients who were legally blind and clients with other disabilities. With this framework, the RSA-911 data for Fiscal Year 2007 was used. Results showed that approximately 34% of consumers with legal blindness were closed competitively, while 29.5% of individuals in this same group were closed in non-competitive employment (i.e., homemaker and unpaid family worker). This is in sharp contrast to other disability groups, where non-competitive employment was only 1.5%. Of the total of noncompetitive closures, clients who were legally blind represented 43.6%. This suggested that out of the 19 disability types included in this study, just the legally blind group accounted for a significant amount of the total of noncompetitive closures in FY 2007.

According to the literature, there are several factors that predict employment for the blind and VI. Among them, educational level, age, training in blindness skills, and visual status remain consistent across the research studies. Leonard, D'Allura, and Horowitz (1999) found that both achieving a higher educational level and attending an integrated school setting for most of one’s schooling was associated with being employed. In addition, the use of printed material as a primary reading medium, employment related skills (computer, typing, and use of public transportation), psychosocial variables (overall satisfaction with social contact and receipt of encouragement from family and friends), vision rehabilitation service, and technology training were associated with being employed. In relation to those factors that predicted employment in higher level positions, they identified higher level of education, technology training, orientation and mobility (O&M) training, and fewer hours of rehabilitation teaching.

In addition to the receipt of education services that resulted in a certificate or degree, Capella-McDonnall (2005) concluded that having worked since the onset of the disability, the reason for applying to rehabilitation for services, and a high-quality relationship between the client and rehabilitation counselor were the greatest predictors of an employment outcome. In contrast, McDonnall and Crudden (2009) concluded that an involvement with the VR counselor was not associated with employment. In this later study, the results showed that work experience, academic competence, self-determination, use of assistive technology, and locus of control were all significant predictors of employment in transition-age youth with blindness. Cavenaugh, Giesen, and Steinman (2006) also found that the education level reached and the age at the time of application, followed by the presence of a secondary disability, and race/ethnicity were strong predictors of employment.

Regarding visual status, Leonard et al (1999) found that this factor had an important impact on employment outcomes, since those individuals who were blind were more likely to be employed in higher level positions than those who were partially sighted. A study by Darensbourg (2013) also revealed that the severity of vision loss was a statistically significant predictor of competitive employment outcomes, however, in this study those consumers with lesser vision loss where more likely to be competitively employed. On the other hand, the study of Cavenaugh et al (2006) showed that the severity of the disability was the strongest predictor of acceptance for VR services.

The results of the study conducted by Warren-Peace (2009) revealed that the likelihood of obtaining competitive employment after receiving services from VR was greater for those consumers who were legally blind without a secondary disability; were male; African American, Hispanic, or Multiple race/ethnicity; had a personal income as a primary source of support at application; and attained a special education certificate or college degree. As well as visual status, Darensbourg (2013) found that the variables that were the most statistically significant predictors of competitive employment outcomes for individuals with blindness or visually impairment were weekly earnings at application, source of referral (self-referral), gender (male), and not receiving Medicaid.

Besides predicting competitive employment, some of the factors mentioned so far also predicted higher earnings. For consumers with visual impairments who were competitively employed through the state-federal VR system during Fiscal Year 1997, Capella (2001) concluded that age, educational level, and case expenditures were some of the factors accounting for differences in earnings. Of these three, age was the most significant predictor; clients with visual impairments that were older tended to receive lower earnings. Education also had impact on earnings, since the higher the level of education, the higher the earnings. Finally, some of the variance in earnings was explained by case expenditures, whereby the greater amount of money that was spent on a case, the higher the earnings at closure was for consumers.

An additional factor that seemed to have a significant impact on employment outcomes and earnings for individuals who were blind and VI was the type of agency (separated or combined/general) that served these clients. Cavenaugh, Giesen, and Pierce (2000) concluded that the mean earnings at closure of legally blind consumers were significantly higher in separate agencies than in combined agencies. In addition, Warren-Peace (2009) found that the type of agency seemed to be a relevant predictor of competitive employment outcomes. Those consumers who received services from a separate agency for the blind had more chances to be closed in an integrated work setting. Capella (2001), however, found that the type of agency that served these clients was not a significant factor impacting on earnings.

From a different perspective, Golub (2006) studied the factors that contributed to successful work experiences for employees from the perspective of their employers. This study revealed that, according to the employers, important factors included employee being comfortable with his/her disability, being an ambassador for blindness by eliminating awkwardness in relationships, and insisting on being held to the same standard as his/her coworkers. In addition, this study found that the key to success for employees was skills of blindness. He/she should possess updated O&M, Braille and assistive technology skills, and a variety of strategies to cope in case a system fails. Furthermore, during interviews candidates should demonstrate their competence and have specific ideas for how to manage the details of the work and transportation challenges.

The literature also accounts for studies that have analyzed those factors that are considered barriers for employment. Crudden and McBroom (1999) for example, found that attitudes of employers and the general public, transportation problems, and a lack of access to print, adaptive equipment, and accommodations were the most relevant. Visual status also seemed to play a role when analyzing barriers to employment since individuals who were partially sighted had more issues with transportation than those who were totally blind. Those who were blind as opposed to VI, however, had more problems with the skills or attitudes of rehabilitation counselors or placement staff. When asked about the most important thing the rehabilitation counselor did to help the participants to find employment, they mentioned help in locating jobs, arranging interviews, and providing job references; provision of education and training or equipment; and provision of counseling and emotional support. However, of the total sample, only 39% of the participants believed that VR services helped them to obtain their jobs. The rest of them believed that rehabilitation services helped them to improve their performances, that the services made them more competitive with those nondisabled workers, and that the services helped them to maintain their jobs.

Finally, Bell (2010) offers one of the most current analyses on the competitive employment rates for VR consumers who were legally blind. Results from fiscal year 1997 to 2007 (obtained by using the RSA-911 data system) showed an average employ­ment rate of 31.79%, which was significantly higher than the 25.1% reported by Cavenaugh (1999) based on data from FY 1995. In fact, the Competitive Consumer Rates have shown a steady climb from 27% in 1997 up to a high of 37% in 2007. In addition, earnings of consumers had also increased. Some of the factors that seemed to impact employment outcomes were gender, race, education, and veteran status. Results demonstrated that men earned $0.63 more an hour than women in 1997, and this increased by 2007 to a $0.86 difference on average. In addition, while the average spread between earnings was about $6.00 in 1997, the variability in earnings had increased to nearly $12 for men but only $8 for women. On the other hand, Native Americans had less employment in 1997 than the other racial groups, and this group remained substantially behind by 2007. Asian/Pacific Islanders earned the highest average wages and Black/African Americans earned the lowest average hourly rates. Those with a master’s degree or higher had almost a 40% greater chance of being employed and had $4.00 an hour more in earnings than did individuals with less than a high school degree. In addition, American veterans were underrepresented in the RSA-911 data system, and where they were identified the rates of employment were 19%.

White cane for mobility. When analyzing the impact of using a cane and having received O&M training on employment outcomes, this factor appears to be important when obtaining a job in higher level positions (Leonard et al 1999). In addition, from the perspective of employers, having O&M skills was a factor that contributed to successful work experiences for employees (Golub, 2006). In his literature review, Miller (2002) addresses the important role that both O&M instructors and rehabilitation teachers have as employment resources. They not only provide the training that leads to employment but since they spend more time with the consumers than the counselor in a community-based setting, they have the chance to explore a consumer’s vocational interests and complement the rehabilitation counselor’s job.

As it is well known in the field of O&M, there are two main philosophical approaches that outline two different training methods: the conventional approach and the alternative approach or Structured Discovery Cane Travel (SDCT) (Omvig, 2005). SDCT instructional service offers to individuals who are blind or VI the opportunity to learn independence and build self-confidence in a meaningful and permanent approach. SDCT is rooted on non-visual techniques, problem- solving skills, and confidence-building learning experiences (National Blindness Professional Certification Board, 2012). It is based on experiential learning and it remains neutral regarding the instructor’s perceptual experience, transferring the focus on the instructor’s vision to the cognitive processes that are involved in an orientation and mobility lesson. The success of cane travel depends upon the way in which the student is able to cognitively process the information (Mettler, 2008). SDCT also applies principles of the Socratic questioning, (i.e., the asking of strategic questions to guide the learner in solving the problem autonomously), and strongly relies on the role modeling of non-visual techniques, which encourages the discrediting of public misconceptions about blindness (National Blindness Professional Certification Board, 2012).

The literature is not extensive about the effectiveness of the different types of O&M training that those individuals who are blind or VI receive and their impact on employment outcomes. However, in his study, Aditya (2004) made an attempt to evaluate the effectiveness of the SDCT approach. The author hypothesized that because of the philosophical and methodological differences between the conventional and alternative approaches related to functional independence, individuals trained in the alternative approach will score higher on a measure of functional independence than those trained in the conventional approach. In this survey the data about the method of training was not directly obtained, however, it was replaced by examining the variable of cane size, given that the “NFB” canes are employed almost exclusively in the alternative approach, while the shorter, folding, aluminum or graphite canes are predominately utilized in conventional programs. Therefore, the item of cane size was recoded into a dichotomous variable to reflect the two training approaches. The descriptive statistics revealed that the differences were in the expected direction. The within-group variances between those who were trained in the alternative approach and those who were trained in the conventional approach were noticeably different. Aditya (2004) reported that individuals who were trained with a long, white cane had significantly higher ability and activity in matters of independent living.

Braille. One of the most cited studies in the field conducted by Ryles (1996) revealed that reading Braille was one main skill that predicted, for congenitally legally blind adults, higher employment rates and higher education levels than reading print as original medium. The main results showed that those individuals that utilized Braille as their primary reading medium had a significantly lower unemployment rate (44%) that those who utilize print as the original reading medium. The author affirmed that even though reading Braille as a primary medium did not increase an individual’s opportunities for employment, those who learned Braille when they were children and used Braille extensively as their primary reading medium, were employed at a higher rate. However, those who learned Braille after using print did not have a higher employment rate than those who never read Braille. According to Golub (2006), employers believed that possessing updated Braille skills represented an important factor that contributed to successful work experiences for their employees.

Papadopoulos and Koutsoklenis (2009) conducted a study with higher education Greek students and graduates who were VI in order to explore the use of different reading media. They found out that the most significant predictors of the frequency of use of Braille were visual status, age at the loss of sight, and training in Braille. Specifically, the frequency of use of Braille declined with the increase in the age at which sight was lost, but increased with training in Braille. The authors concluded that a well-established tendency to use technology could lead to a further decline in the frequency of Braille use in Greece. For this reason they stated that efforts should be made to enhance the use of Braille, and since in Greece the frequency of Braille use decreases with the increase in age at time of loss, they recommended the development of intensive Braille courses for people who become visually impaired at a later age.

Little agreement exists over the type, nature, intensity, structure, and model of training that is most effective (Ryles, 2008). Some training models report that the learning of Braille is a requirement for all individuals who enter the program (Mayo, Allen, & Deden, 2008) while others report that only 20% of individuals attending training elect to learn Braille (Ponchillia & Durant, 1996). It is commonly reported that 85% of adults who read Braille are employed (Ryles, 1996; Spungin, 1990), yet disagreement still rages over what constitutes best practice for the teaching of Braille.

Consumer and civic involvement. Existing literature has demonstrated the key role that family support plays in sustaining effective outcomes (Bennetts, 2003; Whelley, Radtke, R., Burgstahler, S., & Christ, T., 2003). The role of advisors, peers, and other peer-to-peer interactions has also been cited as important in the rehabilitation process (Hall & McGregor, 2000; Whelley, et al., 2003). Both formal as well as informal models of mentoring have been demonstrated as effective mediators in education, employment, and career decision making (Bell, 2012; Hall & McGregor, 2000; Marks & Feeley, 1995). Community and civic participation, such as religious affiliation, social clubs, and civic organizations, further help to support interest and engagement in employment (Nagle, 2001; Vaughn & Omvig, 2005). Finally, specifically for members of the target population, self-reports and anecdotal evidence suggest that membership in a consumer organization is an essential element in the rehabilitation process (Beck-Winchatz & Riccobono, 2008; Omvig, 2005; Phelps, 2005). However, the stories of many individuals who are blind tell of families who were over protective (Omvig, 2002), of communities that put up restrictions (Ferguson, 2001), and of support groups that promoted unemployment and dependence (Vaughn & Omvig, 2005). What research needs to accomplish is to tease out how these factors serve as facilitators rather than deterrents so that training and education can impact greater growth and evolution.

Crudden and McBroom (1999) conducted a study that demonstrated that among the reasons participants thought they were successful in overcoming barriers to employment was the importance of developing networking and mentoring opportunities. Role models appeared to be a relevant variable in maintaining motivation. They serve as examples to others and provide helpful insight on how to address some of the employment barriers. According to participants in this study, rehabilitation providers usually do not encourage mentoring opportunities or contact with role models who are visually impaired. The authors stated that referrals to consumer organizations could assist those who seek employment in generating support systems.

Even though there is a lack of empirical studies about the impact of a consumer affiliation on employment outcomes, there are sufficient testimonies of blind individuals who express the opinion that their involvement in a consumer organization changed their lives completely. Omvig (2002) stated the NFB has been a key in his life and the lives of many blind individuals. He emphasizes the importance that competent and successful blind people who are part of this organization have as positive role models. These role models are the living proof that with proper training and opportunity, blind people can live normal, successful, and meaningful lives. And this is what they pass along to the new generations.

Purpose of the study. The purpose of the current study was to capture a snapshot of the employment status of individuals who are legally blind and/or VI across the United States. Furthermore, this study sought to examine demographic factors, education, civic involvement, and rehabilitation experiences of this population in order to determine whether any state factors (i.e., those which are changeable through education or training) could be identified as contributing to the employment outcomes of these individuals.

Research Questions. The following research questions served as the guiding principles for this study.

Q1: What is the employment rate for adults who are blind/VI in a national sample, and how does this rate compare to existing research findings on the subject?
Q2: Are specific demographic factors (i.e., age, gender, racial identity, visual status) associated with greater or lesser rates of employment and wages for this population?
Q3: Can social and civic factors (i.e., civic involvement, affiliation with consumer organizations) be identified that are associated with higher rates of employment and wages for this population?
Q4: Can education and rehabilitation-related factors (i.e., college, adjustment training, etc.) be identified that are associated with increased rates of employment and wages for this population?

Method

Participants

The participants for this survey were drawn from legally blind and VI adults of working age (i.e., 18-70 years old) from across the United States. Complete data were obtained from 1,056 individuals who were an average age of 46.47 years (SD=13.81, Range=18-87). These individuals were representative of 595 females (56.34%) and 461 males (43.66%), who were 90 African Americans (8.52%), 35 Asian Americans (3.31%), 56 Hispanics/Latinos (including Puerto Ricans) (5.30%), eight Native Americans/Alaska Natives (0.76%), four Native Hawaiians/Pacific Islanders (0.38%), 836 Whites or Caucasians (79.17%), and 27 who reported being of other or mixed races (2.56%).

Instruments

The instruments that were used for this study included the Adult Rehabilitation and Employment Survey (ARES), which consisted of 79 variables, covering (a) general demographics including living situation; (b) VR and adjustment training experiences; (c) civic and consumer organization affiliation; (d) educational attainment; (e) employment characteristics; and (f) a request to participate in future research.

Procedures

All participants first read (or were read to) an informed consent document that outlined the purpose of the study, characteristics of requested participants (i.e., blind/VI adults of working age), and a notice that their participation was completely voluntary. This study was reviewed and approved by the host university’s Institutional Review Board (IRB). Interested persons were provided two options for participation: (1) they could complete the survey online by visiting the provided URL; or (2) they were invited to contact the office of the principal investigator and have the survey read to them by a research assistant over the phone. The survey took approximately ten minutes to complete. Data were collected between March 15 and August 31, 2011.

Recruitment. The purpose of this survey was to obtain a snapshot of the cross section of rehabilitation, education, and employment situation of adults with legal blindness/visual impairment in the United States. As such, a host of methods were employed to reach individuals from a cross section of society and socioeconomic status. The invitation to participate in the survey was distributed on all available listservs of the two largest consumer organizations of the blind (i.e., the American Council of the Blind (ACB) and the National Federation of the Blind (NFB)). The invitation was sent electronically to every state-operated library for the blind in each regional office with a request to have it distributed to library patrons. The invitation was sent electronically to all fifty VR agencies who serve the blind/VI population, to the National Council of State Agencies for the Blind, and related rehabilitation membership organizations. The request for participation was sent to more than 80 rehabilitation and adjustment training facilities electronically, and more than 2,000 requests were also sent in print/Braille to those training centers that were willing to distribute the announcement. In addition, 3,000 print/Braille flyers were distributed to the participants of the 2011 annual convention of the NFB; 1,200 were distributed to the participants of the 2011 annual convention of the ACB; and 200 were distributed to the participants of the Blinded Veterans of America Conference. Requests were sent on more than ten periodic newsletters and periodical publications, were posted on Facebook and other social media outlets, and were passed on by word of mouth.

Results

Demographics

Beyond age, gender, and racial group identity, the following data were captured to provide an understanding of the make up of the sample population that comprised this study. The respondents were representative of all 50 states, with the fewest respondents being from North Dakota (n = 2) and the largest representation coming from Texas (n = 75). They self-reported being 702 individuals who are blind (66.48%) and 354 reported being visually impaired (33.52%) (See Table 1).

Table 1 – Demographics

Age
n	Mean	SD
1056	46.47	13.81
	Range	18-87
Gender	Frequency	Percent
Female	595	56.34
Male	461	43.66
Total	1056	100
Race/Ethnicity	Frequency	Percent
African American, Black	90	8.52
Asian American, Asian	35	3.31
Hispanic, Latino (including Puerto Rican)	56	5.3
Native American, Alaska Native	8	0.76
Native Hawaiian, Pacific Islander	4	0.38
Other	27	2.56
White or Caucasian	836	79.17
Total	1056	100
Vision Status	Frequency	Percent
Blind	702	66.48
Visually Impaired	354	33.52
Total	1056	100

Data were collected on additional demographics, such as marital status, living situation, and the community of residence. The majority of participants (51%) reported that they live in their own home that they are purchasing, with the smallest proportion (2%) who reported living in a dormitory or similar institution. The largest segment of this population are currently married (45%), while just under two percent report being widowed. By far, the majority of this sample (57%) report that they do not have any children, while the next largest grouping (17%) report having two children. While others report having one, three, four or five children, less than two percent (1.5%) report having six or more children. When looking at the size of the community in which individuals reside, the majority (23%) lived in small communities of less than 25,000 residence, with the second largest concentration (22%) living in small communities of between 25,000 and 75,000. The third largest grouping of individuals resided in large cities with populations above one million, and the remainder fell into mid-size communities (See Table 2).

Table 2 – Family and Community

Living Situation	Frequency	percent
Live alone and/or with others in house/condo that I own or am purchasing	541	51.23
Live alone and/or with others in apartment or rental property that I pay for	300	28.41
Live at home with parents or in someone else’s home	130	12.31
Live in dormitory or other institution	25	2.37
Share an apartment or rental property with room mates	60	5.68
Total	1056	100
Marital Status	Frequency	Percent
Divorced	107	10.13
Married	475	44.98
Separated	22	2.08
Single	353	33.43
Widow or widower	18	1.7
With significant other person	81	7.67
Total	1056	99.99
Raising Children	Frequency	Percent
No, I have no children	605	57.29
1 child	133	12.59
2 children	176	16.67
3 children	80	7.58
4 children	35	3.31
5 children	11	1.04
6 or more children	16	1.52
Total	1056	100
Population of Your Community	Frequency	Percent
1-25,000 People	245	23.2
25,001—75,000 People	240	22.73
75,001—150,000 People	121	11.46
150,001—250,000 People	104	9.85
250,001—500,000 People	89	8.43
500,001—1,000,000 People	121	11.46
1,000,001—2,000,001—larger	136	12.88
Total	1056	100.01

Vocational Rehabilitation and Education

The next set of questions was designed to gain information related to VR, and in particular, the attainment of adjustment to vision loss training. Individuals were asked whether they had an active case with their state’s VR agency. Forty-two individuals (3.98%) stated that they have never had a VR case, while 26 were unsure or did not know (2.46%). Of the remaining 94%, 577 individuals (54.64%) reported having once had a VR case, but that it is closed now, while 411 individuals (38.92%) reported they still maintain an open VR case. When asked whether or not the individual ever received adjustment to blindness training (i.e., mobility with a white cane, Braille, or daily living skills), 191 individuals (18.09%) reported that they have never received any sort of formal skill training based on visual impairment. Another 501 individuals (47.44%) reported having completed (or graduated) from either a residential or day-training program. Another 119 individuals (11.26%) stated that they attended a residential or day program, but that they did not complete their training program. Finally, 252 individuals (23.86%) reported that they attended multiple forms of training, and/or that they received training in their home or school.

While there are many forms of rehabilitation and adjustment training, this study focused only on cane and Braille. For those who did receive some sort of adjustment training, they were asked about their training/use of a white cane for mobility. There were 777 individuals who reported having been taught to use a cane. These individuals were at an average of 23.67 years of age (SD = 15.62, Range = 2—78) when they were first taught. Of the total sample, 152 stated “No, the use of a cane was not taught” (14.39%). The remaining individuals stated, “I learned a little about cane use” (n = 76, 7.20%); “I was taught using a white cane that measured between my sternum and chin” (n = 513, 48.58%); and “I was taught with a long cane that measured between my chin and nose” (n = 315, 29.83%). When respondents were asked whether they currently use a white cane for mobility, 247 stated that they did not use a cane for mobility (23.39%). Of the remaining 544 individuals, (51.52%) stated that they use a cane all of the time, and 265 individuals (25.09%) reported using a cane some of the time. When asked about the size and structure of the cane that is preferred for current use, 334 individuals (39.57%) said, “A folding cane, that is lower than my chin in height;” 171 individuals (20.26%) said, “A folding or telescoping cane that is above my chin in height;” 249 individuals (29.50%) said, “A rigid cane that is above my chin in height;” 40 individuals (4.74%) said, “A rigid cane, that is lower than my chin in height;” and 50 individuals (5.92%) stated that they used another type of cane/mobility device.

Similarly, participants were asked about their training/use of Braille. There were 674 individuals who reported being taught Braille at an average of 18.32 years of age (SD = 15.54, Range = 3—78). Of the entire sample, 765 stated that they were taught Braille (72.44%), while 291 reported that they had not been taught Braille (27.56%). When these participants were asked whether or not they currently read Braille on a daily or weekly basis, 613 stated that they currently read Braille (58.05%), and 443 stated that they do not currently read Braille (41.95%).

With respect to participant education, respondents were asked about their educational standing before they received any rehabilitation training, and then again after the receipt of any vocational training. Table 3 provides a side by side comparison of the number and percentage of individuals by educational level before and after rehabilitation training. As can be seen from the table, a majority of individuals significantly increased their educational attainment, from pre to post training. When respondents were asked whether they attributed their rehabilitation training to their advances in education, 141 individuals (13.45%) stated that they did not attend rehabilitation and adjustment training. Of the remaining, 201 individuals (19.03%) stated that their rehabilitation did not help them to increase their educational attainment, while another 282 individuals (26.70%) were not sure. This meant that 432 individuals (40.1%) of respondents felt that their rehabilitation training was either somewhat helpful, or was instrumental in their ability to increase in their educational attainment.

Table 3 -- Education

Education Before VR	Frequency	Percent	Education After VR	Frequency	Percent
Less than High School	194	18.37	Less than High School	13	1.23
High School diploma/GED	349	33.05	High School diploma/GED	49	4.64
Some college, but no degree	148	14.02	Some college, but no degree	141	13.35
Associates Degree/AA	50	4.73	Associates Degree/AA	76	7.2
Vocational or Trade school	15	1.42	Vocational or Trade school	53	5.02
Bachelor’s/undergraduate degree	147	13.92	Bachelor’s/undergraduate degree	246	23.3
Master’s/Graduate Degree	72	6.82	Master’s/Graduate Degree	238	22.54
Law Degree	12	1.14	Law Degree	21	1.99
Doctorate degree/post graduate training	17	1.61	Doctorate degree/post graduate training	46	4.36
Not sure or Not applicable	52	4.92	Not sure or Not applicable	173	16.38
Pre Training	1056	100	Post Training	1056	100.01

Consumer and Civic Involvement

Individuals were asked whether they participated in any consumer organizations of the blind. There were 226 individuals (21.40%) who affiliated with the (ACB); 49 individuals (4.64%) who affiliated with both the ACB and NFB; 457 individuals (43.28%) who associated with the NFB; and 324 individuals (30.68%) who are not members of any consumer organization. In attempting to determine the level or extent of consumer organizational affiliation, 330 individuals (31.25%) reiterated that they do not participate in consumer organizations; 397 individuals (37.59%) stated that they are members, but hold no leadership positions; 253 individuals (23.96%) reported holding local or state leadership positions; 12 individuals (1.14%) claimed national leadership positions; and 64 individuals (6.06%) stated that they hold several positions at the local, state, and/or national level.

Information was also sought with respect to the frequency with which participants participated in other community and/or civic activities in their local communities. All individuals participated in at least one extracurricular event, and a large number participated in a number of different activities. Of the sample, 541 individuals (51.23%) stated that they participate in their local church, synagogue, or place of worship. As many as 185 individuals (17.51%) reported holding leadership positions within their church. One-hundred ninety-four individuals (18.37%) participate in music or theatre; 111 individuals (10.51%) compete on local sports or athletic teams; 114 individuals (10.79%) are members of Kiwanis, Rotary, or other business groups; and 200 individuals (18.93%) participate in political and/or other civic groups.

Employment

One of the major factors under consideration in this study was the employment situation of the population of adults who are blind/VI, and specifically, what role, if any, VR plays in changing this situation. As can be seen from Table 4, 512 individuals (48.48%) were unemployed prior to receiving VR services, while only 192 individuals (18.18%) were employed full time. Conversely, after individuals received VR services, the majority of persons, 393 (37.22%), were employed full-time, compared to 307 individuals (29.07%) who remained unemployed, in addition to a 5.3% increase in the number of individuals who were working part-time. Of the 535 individuals who were working either full- or part-time at the completion of this survey, 406 individuals provided data on their annual salaries. For these individuals, the average annual salary was $40,134.12 (SD = $27,129.74, Range = $2,401.92--$180,000), with a median annual salary of $35,000.

Table 4 – Employment Status

Before VR	Frequency	Percentage	After VR	Frequency	Percentage
Full-time employed	192	18.18	Full-Time	393	37.22
Part-time employed	86	8.14	Part-Time	142	13.45
Full-time college or vocational student	119	11.27	Full-Time College	72	6.82
Volunteer part- or full-time	33	3.13	Vol. F-P	45	4.26
Full-time Homemaker	26	2.46	Homemaker	21	1.99
Retired from previous employment	35	3.31	Retired	76	7.2
Unemployed	512	48.48	Unemployed	307	29.07
N/A, I never had a VR case before	53	5.02
Total	1056	99.99	*	1056	100.01

Information was also collected with respect to the availability of fringe benefits through the place of employment. The participants reported that 361 individuals (66.85%) had the availability of medical insurance through their place of work. In addition, 338 individuals (62.59%) reported having dental insurance available to them, and 332 individuals (61.48%) reported having retirement benefits/planning available to them through their work.

Factors that Impact on Employment

The preceding data are helpful in drawing a picture of the general demographic, rehabilitation, educational, and employment characteristics of the working-age population of individuals who are blind. With only 37% of the population reporting full-time employment, it is important to examine the demographic, rehabilitation, and educational characteristics of this sample to determine the factors that seem to make an impact on the attainment of employment. The demographic and descriptive data that have been presented so far are representative of the entire sample. During the analysis of the VR data, the first question identified that 475 individuals (45.36%) of the sample either still have an open VR case, or else they did not know what their VR status was. Consequently, 577 individuals (54.64%) of the sample reported that they did receive VR services, but that their VR case has now been closed. It is this portion of the sample whose data should be most descriptive of the employment situation of individuals post-rehabilitation, and therefore, the remaining analysis will be confined to the 577 individuals who have already received VR services and who should most likely be available for participation in the workforce.

Demographic factors. The participant’s age, gender, racial/ethnic classification, and visual impairment characteristics were examined to determine to what effect each has on the attainment of employment. The data demonstrated that there was no correlation between the age of the consumer and the likelihood of being competitively employed; nor was there a relationship between age and the annual earnings of participants.

Participants were asked to classify themselves as being either blind or VI. This information was sought based on a perception that those with lesser vision may be less employable and consequently at a greater risk for unemployment. The data demonstrated no significant difference based on this classification (F(1, 576) = 1.55, p = .21, RS.0). Those who described themselves as “blind” were employed at a rate of 54%, while those who classified themselves as “visually impaired” were employed at a rate of 49%. While a difference does exist based on annual earnings for these two groups, the results were non-significant (F(1, 294) = 3.28, p = .07, RS = .01).; with blind individuals earning $44,000 on average and visually impaired earning $37,623. With respect to gender, the data demonstrated no significant differences between men and women on the percentage of those who were employed (54% and 51% respectively); however, there was a significant difference in the annual earnings based on gender (F(1, 294) = 10.45, p < .01, RS = .03), with men earning an average of $47,424 and females earning $37,483 annually. Next, the participant’s self-reported racial/ethnic background was examined, and no significant differences were found in either the percentage of employment or annual earnings.

Does participation in a national consumer organization of the blind/VI help such individuals with their employment prospects? Data demonstrated that a significant difference did exist (F(2, 576) = 5.99, p < .01, RS = .02), with those individuals who participate in the ACB being employed at a rate of 42%, those who participate in the NFB being employed at a rate of 59%, and those who reported no participation in a consumer organization for the blind being employed at a rate of 49%. Similarly, a significant difference exists based on annual income (F(2, 294) = 3.80, p = .02, RS = .02), with ACB members earning an average annual wage of $37,100; NFB members earning $46,200; and those who do not affiliate with either organization earning $38,200.

Training factors. Beyond those characteristics of participants that are trait factors (i.e., demographics), it was next important to evaluate the impact of the state factors that were examined (i.e., education and rehabilitation training). Previous studies (Bell, 2010) demonstrated that the attainment of college education is a leading factor in increasing employment and so it was examined for its impact in this study. Although myriad forms of rehabilitation training exist, this study focused primarily on the provision of adjustment skills training through comprehensive residential and day training programs. Specific data were also obtained with respect to the use of the white cane and Braille, as these are the most readily identifiable tools used by individuals who are blind or VI.

The data demonstrate that a significant difference exists between the employment status of participants based on the level of education that had been attained (F(4, 576 = 13.09, p < .01, RS = .08). Further analysis showed that those who had a high school diploma or less, or who attended only some college were employed at a rate of 36%; those who had earned a baccalaureate degree were employed at a rate of 59%; those having earned a master’s degree were employed at a rate of 65%; and those with a law or doctoral degree were employed at a rate of 80%. Similarly, significant differences exist with respect to the annual earnings of these individuals (F(4, 296) = 12.23, p < .01, RS = .14). These differences were represented by those holding a high school diploma or less earning an average annual salary of $31,500; those holding a baccalaureate degree earning $42,300; those holding a master’s degree earning $48,200; and those with a law or doctoral degree earning $66,900 annually.

When participants were asked whether they had completed training at any sort of day-time or residential program, the sample was split almost in half between those who had, and who had not completed training. The data demonstrated that the mere fact of receiving training versus not receiving training had no impact on employment outcomes (F(1, 576) = 0.24, p =.62, RS = 0). Upon further analysis, a more interesting trend was discovered. The data demonstrated a significant difference based on the method or type of training that was received (F(2, 576) = 3.78, p = .02, RS = .01). The data demonstrated that those individuals who completed training at a Structured Discovery-based training center were employed at a rate of 60%; those who completed training at a traditional or conventional training facility were employed at a rate of 47%; and those who either received training at home, or who received no formal skills training were employed at a rate of 56%. When the annualized salary of these individuals was examined, the data again showed significant differences (F(2, 294) = 3.98, p = .01, RS = .02). The same trend continued, with those who received their rehabilitation at a Structured Discovery-based program earning an average of $49,302; those who received their training at conventional centers earned an average of $38,170; and those who were trained at home or had no formal training earned an average of $42,753.

Another factor that was examined in this study was recidivism (i.e., the returning for training multiple times). As has been noted in the literature, there is concern that the need for constant retraining—for example, when more vision diminishes--has a negative impact on employment. It is for this reason that Structured Discovery-based training centers endeavor to provide comprehensive training during one concentrated period of time. The data do in fact support the notion that those who return for training multiple times have significantly less employment than those who only obtain training a single time (F(3, 384) = 2.80, p = .04, RS = .02), with those who obtained training one time being employed at a rate of 57% and those receiving training 4 or more times being employed at a rate of 35%. The same trend exists with respect to salary (F(3, 193) = 2.81, p = .04, RS = .04), with those who attended training one time earning $46,766, and those obtaining training four or more times earning $33,275.

More specifically, this research was interested in several specific training variables and their impact on employment. The data demonstrated that 87% of participants have been taught to use a long white cane for mobility; however, only 54% of respondents report currently using a white cane for daily mobility. When these data were evaluated for their impact on employment, the data demonstrated that individuals who currently use a white cane for mobility are employed at a significantly higher rate than those who do not (F(1, 576) = 3.73, p = .05, RS = .006), with cane users being employed at a rate of 57% and those who do not use a cane being employed at a rate of 49%. The data were similarly significant with respect to the annual income of cane users (F(1, 294) = 4.77, p = .02, RS = .01), with cane users earning an average of $45,329, and non-cane users earning an average of $38,478. Stemming from the findings of Aditya (2004), the data were next analyzed to see if the type of cane used was related to employment outcomes. The data demonstrated a significant difference (F(2, 465) = 9.52, p < .01, RS = .03), with those who use a rigid cane that comes above the chin in height being employed at a rate of 66%, those who use a folding or rigid cane that is below the chin in height being employed at a rate of 47%, and those who either use an “other” device or no cane at all being employed at a rate of 34%. Similarly, the data demonstrated a significant difference in the annual earnings (F(2, 241) = 6.92, p < .01, RS = .05), with longer white cane users earning approximately $50,000, short/folding cane users earning $37,000, and other/no cane earning $49,000.

The same data were next analyzed to determine whether the use of Braille had an impact on the employment status of this population. Similar to cane use, 75% of the participants were taught Braille at some time during their education or rehabilitation, but only 63% reported still using Braille on a daily basis. Are Braille readers employed at a higher rate than VI individuals who do not read Braille? The data demonstrate that the answer to this question is yes (F(1, 576) = 11.32, p < .01, RS = .02), with Braille readers being employed at a rate of 58% and those who do not read Braille being employed at a rate of 44%. With respect to annualized salary, the data are even more significant (F(1, 294) = 11.40, p < .01, RS = .03), with Braille readers earning an average of $45,947, and non-Braille readers earning an average of $34,826. With more than an $11,000 difference in annualized salary, there appears to be a substantial impact that Braille has on employment and salary.

Taken individually, each of these factors demonstrates a significant impact (or association) with greater or lesser rates of employment. By combining the most salient factors together, the results show even more substantial differences in employment outcomes. Individuals who complete training at a Structured Discovery type of training center, continue to read Braille on a daily or weekly basis, use a white cane for mobility, and affiliate with the NFB are employed at a rate of 75%, earning an annualized salary of $53,600. Conversely, those individuals who received training at a conventional program or had no formal training, who affiliated with the ACB or no consumer organization, and who do not use a white cane or Braille are employed at a rate of 44%, earning $36,000 annually.

Discussion

The rates of employment for individuals who are legally blind/VI in the United States have been low for decades. The purpose of this study was to describe the current employment status of these individuals and to analyze its consistency with federal reports and previous research. In addition, the study sought to examine demographic factors, education, civic involvement, and rehabilitation experiences of this population in order to determine whether some of them could be identified as contributing to the employment outcomes.

The contributions of this study are quite revealing and reliable since this work represents the largest field-based study in the field of rehabilitation for blind and VI individuals, with a national sample of 1,056 participants. Although this study highlighted a great deal of demographic, education, and rehabilitation factors that impact on employment, the following were found to be the most salient:

• The data show that 37% of working-age adults who are blind/VI are employed full-time earning a median salary of $35,000—a strikingly similar finding to the federal rehabilitation and labor findings for this population. This finding is also similar to those of existing research (Bell, 2010; Warren-Peace, 2009), putting in evidence that there has not been a change in the employment rate in the last years.
• Of these 37% employed individuals , approximately 67% have access to medical insurance through their work, 63% have access to dental insurance, and 61% have the availability of retirement planning.
• Although men and women who are blind/VI are employed at roughly equivalent rates, a gender gap still exists with men earning on average $10,000 more annually than women. These findings are consistent with those of previous research (Bell, 2010; Darensbourg, 2013; Randolph, 2004; Warren-Peace, 2009).
• No significant difference was identified within the rates of employment or earnings based on other demographic characteristics, such as age, race/ethnicity, or visual impairment classification.
• Those individuals who affiliate with the NFB in this study were employed at a rate of 59%, earning $46,200; whereas, those who affiliate with the ACB were employed at a rate of 42%, earning $37,000. Those who chose not to affiliate with either organization tended to fare better than ACB members, but less well than NFB members.
• As has been demonstrated in previous research, educational attainment was a significant factor in the employment of this population, with those having graduate-level education being employed at more than twice the rate of those with only a high school diploma, and a more than $35,000 difference in annualized earnings.
• Obtaining comprehensive adjustment training was also positively related to employment outcomes, with those being trained at Structured Discovery-based programs being employed at a rate of 60%, earning $49,300 in comparison to those trained at conventionally-based programs, who were employed at a rate of 47%, earning $38,100. These results confirm those of Aditya (2004).
• Recidivism (i.e., the returning for retraining multiple times), was found to be negatively related to employment, with those who receive training four or more times being employed at a rate of 35% in comparison to those who seek training only once being employed at 57%, and those same individuals earning $13,000 less than those who were trained a single time.
• The findings showed that those who use a white cane for daily mobility are employed at a significantly higher rate and earn a significantly greater annualized salary than those who no longer do.
• Those who read Braille on a daily or weekly basis are employed at a significantly higher rate than those who do not, and Braille readers also earn on average $11,000 more than non-Braille readers.
• In combination, the data indicate that individuals who complete training at a Structured Discovery program, who affiliate with the NFB, use a cane for daily mobility, and read Braille are employed at a rate of 75%, earning $53,000 annually.
• In contrast, those who were conventionally trained or not trained, who either affiliate with ACB or no one, and who neither use a cane or read Braille are employed at only a rate of 44%, earning only $36,000 annually.

Implications

The employment rate for individuals who are blind or VI remains extremely low in the United States. The findings of this study may help consumers and professionals in the field of blindness to pinpoint and work on those factors that influence the acquisition of competitive employment and higher earnings in their particular cases. Education and training seem to be two of the main central factors to have a significant influence. It is extremely important for consumers and professionals, especially in the VR field, to acknowledge the benefits of this type of training. Consumers should become aware of these data about Structured Discovery training in order to be able to make an authentic informed choice about their rehabilitation plan. Of the data obtained through this study, consumers and practitioners should know that:

• Age, gender, racial identity, and degree of visual impairment need not impede one’s ability to obtain employment.
• Education, especially higher education, seems to make a positive difference in the chances of being employed and the amount of money that one can earn.
• Knowing positive role models who are themselves blind appears to be important in the pursuit of education, training, and employment.
• Using a white cane to assist in daily mobility is probably a good idea.
• Knowing and using Braille for reading on a regular basis makes good sense.
• Obtaining comprehensive training up front seems better than getting it piecemeal over time in shorter segments.

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Edward C. Bell, Ph.D., CRC, NOMC

 

REGISTER TO TAKE THE NATIONAL CERTIFICATION IN LITERARY BRAILLE (NCLB) Exam
http://www.nbpcb.org/pages/announcements.php

 

Director, Professional Development and Research
Institute on Blindness
Louisiana Tech University
210 Woodard Hall
PO Box 3158
Ruston LA  71272
Office: 318.257.4554
Fax: 318.257.2259 (Fax)
Skype: edwardbell2010
ebell@latech.edu
www.latech.edu/instituteonblindness
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"I am somehow less interested in the weight and convolutions of Einstein's brain than in the near certainty that people of equal talent have lived and died in cotton fields and sweatshops."
-- Stephen Jay Gould