Posts
I was taught that if you want to be generous, hang around generous people. Their gift will rub off on you.
This same adage goes for information. If you want to continue to grow in understanding about technology, or blind technology, or the newest thing out there, you want to surround yourself with people who know about technology.
Every time I go to a conference I meet people who are in the "know" about their product. I meet hundreds of people through email, Facebook and many other virtual avenues.
All of us have different gifts, so I find the people gifted in their area of expertise. Then when a situation comes up with one of my students, and I have not gained the needed knowledge yet to help them, I go to the experts for the answer. I have found my past students, who have continued to press forward in their understanding of their blind skills, to be a major source of expertise.
The other day, one of the teachers I assist asked if I knew what kind of IPOD she get for her child. I told her to go to the local tech shop and look for the youngest salesperson there and he or she would know. It is the younger generation that really gets the product because they are using it all the time. You want to gain knowledge from the people who use the product all the time. They will have the answers.
We are all in the learning process and I am a big believer in sharing the knowledge so we can all help each other get ourselves and our students where we need to be.
Thursday, September 15, 2011
Wednesday, September 14, 2011
Don't sweat the small stuff
As I am to set up lessons for one of my home school children, Mom was discussing how stressful their lives have been, starting with her husband's layoff and adding a myriad of other things. She explained that her and her daughter had not done any braille or studying in general over the summer and was concerned over her loss of skills.
In the scheme of things, really a summer loss of skills or even a year or whatever it is, is minor compared to what life can dole out in a season. Life can get rough, but was do have smooth times too.
In the rough times and even in the good, we need to put things into perspective and look at the big picture. Where do we want to go...how do we get there....do we need to take a time out, can we go slower?
In the meantime,
Don't sweat the small stuff!
In the scheme of things, really a summer loss of skills or even a year or whatever it is, is minor compared to what life can dole out in a season. Life can get rough, but was do have smooth times too.
In the rough times and even in the good, we need to put things into perspective and look at the big picture. Where do we want to go...how do we get there....do we need to take a time out, can we go slower?
In the meantime,
Don't sweat the small stuff!
Typing out Special Spanish Characters on a Laptop
Most people know that you can insert special symbols into documents as you are typing. However, JAWS talking software does not "talk" the symbols as you search for them, therefore symbols require a sighted person's help. A big advantage of having Office 2010 is that JAWS can talk the first 20 most recently used symbols, so when the student is in class, they can easily access at least 20 symbols. Sadly, between math and Spanish class you quickly run out of options.
Another option is to memorize the special combination of letters and numbers to automatically insert any symbol. For my Spanish student, she was having difficulty with doing all the letters and numbers in the correct order to insert the correct symbol. I asked a Microsoft friend about other options and he sent me to this page, which has made all the difference in the world (Spanish symbols)
The student uses a laptop so now needed to learn how to use the numpad on the laptop, which is actually the letters ON the keyboard. Using the FN or function key with scroll, she now turns on her numpad and m j k l and so on become her numpad for entering the special characters --No, you cannot use the regular numbers to do these commands). For example, the upside down exclamation mark ¡ as you see is ALT+173 and an upside down question mark ¿ is Alt+168 and so on. She was typing out Spanish words in correct format almost as fast as the wind blowing through the trees. I could hear her smile and joy through the computer, once she understood how to do symbols on a computer. I then taught her the quick way to access Spanish accents and that is through JAWS with insert+4.
She now has the ability to type out every Spanish word exactly as it should be and complete her work far faster than thought possible.
Another option is to memorize the special combination of letters and numbers to automatically insert any symbol. For my Spanish student, she was having difficulty with doing all the letters and numbers in the correct order to insert the correct symbol. I asked a Microsoft friend about other options and he sent me to this page, which has made all the difference in the world (Spanish symbols)
The student uses a laptop so now needed to learn how to use the numpad on the laptop, which is actually the letters ON the keyboard. Using the FN or function key with scroll, she now turns on her numpad and m j k l and so on become her numpad for entering the special characters --No, you cannot use the regular numbers to do these commands). For example, the upside down exclamation mark ¡ as you see is ALT+173 and an upside down question mark ¿ is Alt+168 and so on. She was typing out Spanish words in correct format almost as fast as the wind blowing through the trees. I could hear her smile and joy through the computer, once she understood how to do symbols on a computer. I then taught her the quick way to access Spanish accents and that is through JAWS with insert+4.
She now has the ability to type out every Spanish word exactly as it should be and complete her work far faster than thought possible.
Tuesday, September 13, 2011
Para educators going Virtual
I was asked an incredibly exciting question this morning. One of my para-educators, who understands she needs to develop her skills to be a benefit to students, asked how she could check on her visually impaired student without going into the class room. She has watched the student and I work virtually and loves how the student has immediate access to me.
So, this morning I got the para set up on SKYPE and the video plugins for Gmail. She can now text the student using chat and ask how she is doing (while everyone else in the class is completely unaware of their conversation). The student can now text back the para and say "I need the next braille volume for math class" "I need a braille ruler", and so on.
I have my students keep their Gmail or SKYPE open all the time (depends on what districts allow--they allow either one of these). The student also opens and works in WORD, or reads from the braille page, and when they have a question, they do a quick ALT+TAB back to the chat area and text me the question. I text them the answer and they are off. When their school work is complete, it is quickly emailed to the teacher.
Within minutes the student has the tools she needs in class without having to go track the para down. At the same time she is chatting with me through text and asking me what the command is for doing exponents. I text back the answer and she is sailing away in class without stopping her work. There is nothing worse then sitting there doing nothing because she does not have the tools or answers she needs.
In time, this is the goal for all the paras. The students feel more independent and confident in their abilities when they know they can do it on their own but if they do have questions, it is a quick chat away.
So, this morning I got the para set up on SKYPE and the video plugins for Gmail. She can now text the student using chat and ask how she is doing (while everyone else in the class is completely unaware of their conversation). The student can now text back the para and say "I need the next braille volume for math class" "I need a braille ruler", and so on.
I have my students keep their Gmail or SKYPE open all the time (depends on what districts allow--they allow either one of these). The student also opens and works in WORD, or reads from the braille page, and when they have a question, they do a quick ALT+TAB back to the chat area and text me the question. I text them the answer and they are off. When their school work is complete, it is quickly emailed to the teacher.
Within minutes the student has the tools she needs in class without having to go track the para down. At the same time she is chatting with me through text and asking me what the command is for doing exponents. I text back the answer and she is sailing away in class without stopping her work. There is nothing worse then sitting there doing nothing because she does not have the tools or answers she needs.
In time, this is the goal for all the paras. The students feel more independent and confident in their abilities when they know they can do it on their own but if they do have questions, it is a quick chat away.
TRACK CHANGES-How to Edit Work
TRACK CHANGES enables a blind student to write a paper, email the draft or final paper to a teacher on which the teacher can make highlighted comments and change suggestions. The teacher then emails it back to the student. When the student opens the paper, the track changes are noticeable as red, purple, etc. markings to the visual person, and can become verbal comments to the blind student. The blind student moves through the document with their talking software, and can hear all the corrections that need to be made and can easily correct them with the TRACK CHANGES feedback, or they just hear the grade of the paper.
An additional plus to this is when the whole class is exchanging papers for correction by each other. The blind student turns on TRACK CHANGES then hands the laptop to the sighted student. All the sighted student has to do is put the cursor where the correction needs to be and begin typing. The remarks are tracked so the blind student can hear the input when they get the laptop back. Also, when students are to correct their own work, then hand it in, the blind student can participate as well by making their own corrections, and then emailing the assignment to the teacher for the teacher to see the corrections.
This technique goes both ways, which is why I love it. One day, I sent a lesson to one of my more advanced students and he made additions on my lesson using TRACK CHANGES and sent it back to me for to add to the lesson. I laugh now as I think of it. I too am improving. I love that my students who know we so well, feel at ease at making comments on the lessons I send to them. We are all teachers!!
An additional plus to this is when the whole class is exchanging papers for correction by each other. The blind student turns on TRACK CHANGES then hands the laptop to the sighted student. All the sighted student has to do is put the cursor where the correction needs to be and begin typing. The remarks are tracked so the blind student can hear the input when they get the laptop back. Also, when students are to correct their own work, then hand it in, the blind student can participate as well by making their own corrections, and then emailing the assignment to the teacher for the teacher to see the corrections.
This technique goes both ways, which is why I love it. One day, I sent a lesson to one of my more advanced students and he made additions on my lesson using TRACK CHANGES and sent it back to me for to add to the lesson. I laugh now as I think of it. I too am improving. I love that my students who know we so well, feel at ease at making comments on the lessons I send to them. We are all teachers!!
Monday, September 12, 2011
Nemeth, Duxbury, Braille Display, JAWS
Teaching Nemeth Code (braille math, for all you sighted people out there) is brought to life using Duxbury (a braille translation program) with a braille display and JAWS.
As students 6 key braille in the math problems, on a regular keyboard, Jaws speaks what they are brailling. Then they move their hands down to the braille display to check the problem and the answer. Using all these tools also makes it fun. Students will easily do math if it involves technology versus on a brailler. The keys are also a whole lot easier to push.
After the braille lesson, I take the exact same problems and we go to WORD and I teach them how to type out all the symbols and special features of math.
They now have a braille copy for themselves which they also open up on their braille note to study from, a print copy for themselves, so when the kids correct each others papers, they can correct the blind students also--using TRACK CHANGES (which automatically makes corrections in the paper when someone edits, and the blind student can easily read using JAWS) and their teacher has a final copy sent to them by the blind student in email. Math made magical!
As students 6 key braille in the math problems, on a regular keyboard, Jaws speaks what they are brailling. Then they move their hands down to the braille display to check the problem and the answer. Using all these tools also makes it fun. Students will easily do math if it involves technology versus on a brailler. The keys are also a whole lot easier to push.
After the braille lesson, I take the exact same problems and we go to WORD and I teach them how to type out all the symbols and special features of math.
They now have a braille copy for themselves which they also open up on their braille note to study from, a print copy for themselves, so when the kids correct each others papers, they can correct the blind students also--using TRACK CHANGES (which automatically makes corrections in the paper when someone edits, and the blind student can easily read using JAWS) and their teacher has a final copy sent to them by the blind student in email. Math made magical!
Mom in Belize gets Help
One of my virtual connections is in Belize. She is a Mom has a little girl and is trying to find out what to do to help her succeed. Recently, it has been my honor to help her little part of the world get set up with the technology needed for blind children. She works for the government and so has some power to make things happen. I often find this very interesting how people in power can make great things happen when they are faced with something different in their lives. They can also make bad things happen...but we are on a good road here.
In our own country Norte Dame had a professor with a blind wife and he made sure they had a great program for anyone who came their for education who happen to be blind. Another in power working for good.
Well, it just hit me today as my Belize mom and I were talking that I had never gotten her in contact with my students so she could ask them questions. Problem solved. She is now hooked up with one of my older and gifted students (will I guess I believe all my students are gifted-smile) to ask all the questions she needs. This connection has given her the vision into the future of possibilities for her little one. We all need a good vision of what we can do. Make those connections.
In our own country Norte Dame had a professor with a blind wife and he made sure they had a great program for anyone who came their for education who happen to be blind. Another in power working for good.
Well, it just hit me today as my Belize mom and I were talking that I had never gotten her in contact with my students so she could ask them questions. Problem solved. She is now hooked up with one of my older and gifted students (will I guess I believe all my students are gifted-smile) to ask all the questions she needs. This connection has given her the vision into the future of possibilities for her little one. We all need a good vision of what we can do. Make those connections.
When it does not Work...CHANGE
We learn more from our failures than our successes. I tell my kids that constantly. It is never bad to fail, but it is insanity to do the same thing over and over again and expect different results. Learn from your mistakes and then CHANGE.
For the past 9 months I HAD been working with a web design firm that could not do what they said they could. They said it would be done in a month. Nine months later and still with incredible problems...I fired them.
Enter a new and incredibly talented designer...fortunately a friend also so the connection was fast as I told him about my web designer problems. He said he would take it on. Within a day of design, he had accomplished more than the people who worked on it for nine months. AND, his site already works beautifully with talking software.
Lesson: I learned a lot. If something is not working within the time frame someone says it should...CHANGE. I should NOT have waited 9 months and kept giving them chances when they proved over and over they could not do the job.
I see my students and their families doing this. My families made huge changes. They were in districts where the people there could not do what they said they could do...so they CHANGED. They asked around and then landed on my door step. Now, because of all the advances in technology I am able to reach far and wide. The parents who worked for a CHANGE got it and now their children are learning the blind skills needed to become independent.
Remember, it is insanity to do the same thing over and over again and expect different results. Learn from your mistakes, then make CHANGE.
For the past 9 months I HAD been working with a web design firm that could not do what they said they could. They said it would be done in a month. Nine months later and still with incredible problems...I fired them.
Enter a new and incredibly talented designer...fortunately a friend also so the connection was fast as I told him about my web designer problems. He said he would take it on. Within a day of design, he had accomplished more than the people who worked on it for nine months. AND, his site already works beautifully with talking software.
Lesson: I learned a lot. If something is not working within the time frame someone says it should...CHANGE. I should NOT have waited 9 months and kept giving them chances when they proved over and over they could not do the job.
I see my students and their families doing this. My families made huge changes. They were in districts where the people there could not do what they said they could do...so they CHANGED. They asked around and then landed on my door step. Now, because of all the advances in technology I am able to reach far and wide. The parents who worked for a CHANGE got it and now their children are learning the blind skills needed to become independent.
Remember, it is insanity to do the same thing over and over again and expect different results. Learn from your mistakes, then make CHANGE.
Sunday, September 11, 2011
Talking Software and Reading Challenged
Talking software is not only great for blind and low vision students but for anyone with an inability to read print. I have had the pleasure of working with sighted children that had dyslexia, or some form of inability to read text.
I have used regular talking software and software that highlights the word as the talking software reads the print. In this way the child can follow the words as they are read to him.
Another great component of talking software is when the child is typing spelling words or trying to write a paper, there are commands to get the talking software to read back a letter, a word, the whole sentence, paragraph, etc.
I have seen children go from "not even on grade level" to their grade level within a short period of time. The joy when they are first exposed to the talking software and the hope they gain that they will have the possibility of reading and being able to do their own work, elates them.
Many of the commands and lessons I do with my blind/low vision students, I also do with any reading challenged individual. A reading challenge is a reading challenge whether you are sighted or blind.
I have used regular talking software and software that highlights the word as the talking software reads the print. In this way the child can follow the words as they are read to him.
Another great component of talking software is when the child is typing spelling words or trying to write a paper, there are commands to get the talking software to read back a letter, a word, the whole sentence, paragraph, etc.
I have seen children go from "not even on grade level" to their grade level within a short period of time. The joy when they are first exposed to the talking software and the hope they gain that they will have the possibility of reading and being able to do their own work, elates them.
Many of the commands and lessons I do with my blind/low vision students, I also do with any reading challenged individual. A reading challenge is a reading challenge whether you are sighted or blind.
Saturday, September 10, 2011
You do not need eyes to See
Your Brain is what Sees
I have been reading "The Brain that Changes Itself" by Dr. Doidge over the past year...and rereading it. Research states that when you do not have vision, the touch and hearing part of the brain will take over for the visual cortex. For low vision children, if you blind fold them, they will learn quicker as their brain will tune into their fingers and hearing. If the child tries to use their poorest sense ... their eyes, their hearing and touch will never be honed and they will be slower than their potential.
Researchers took completely sighted adults and blindfolded them and within a week, their touch and hearing took over their visual cortex and they could begin reading braille. Yes, when the blind folds were taken off the eyes completely regained control of the visual cortex. The power of the brain is incredible.
Researchers discovered that you do not need your eyes to see. It is the brain that sees. Whether the eyes, ears, or touch, whatever sense you have the brain will utilize and take over the visual cortex. If you lose your sight, you can train your hearing and touch to "SEE" like your eyes, and that is what gives you vision. It only takes practice. I have known and know people like this. They are the ones that have influenced the way I teach.
I see this all the time. My completely blind or almost completely blind students do the best because they tune in with their ears and fingers. They are the best in braille and technology and figuring things out tactually. The students who are low vision, struggle with the braille and other blind skills because they want to use their eyes--in general. They use the talking software but try and use their eyes. The result is they type slower than the completely blind children who are totally tuned into their ears and therefore their fingers are flying. Even if you look at totally sighted people, the fastest typists are those that never look at the keys.
It is the low vision children who have ambition and dreams for their lives, who call me years after graduation and ask for help in getting the training they need and realize it was a mistake not to take the blind skills seriously when in school. ...something to think about.
I have been reading "The Brain that Changes Itself" by Dr. Doidge over the past year...and rereading it. Research states that when you do not have vision, the touch and hearing part of the brain will take over for the visual cortex. For low vision children, if you blind fold them, they will learn quicker as their brain will tune into their fingers and hearing. If the child tries to use their poorest sense ... their eyes, their hearing and touch will never be honed and they will be slower than their potential.
Researchers took completely sighted adults and blindfolded them and within a week, their touch and hearing took over their visual cortex and they could begin reading braille. Yes, when the blind folds were taken off the eyes completely regained control of the visual cortex. The power of the brain is incredible.
Researchers discovered that you do not need your eyes to see. It is the brain that sees. Whether the eyes, ears, or touch, whatever sense you have the brain will utilize and take over the visual cortex. If you lose your sight, you can train your hearing and touch to "SEE" like your eyes, and that is what gives you vision. It only takes practice. I have known and know people like this. They are the ones that have influenced the way I teach.
I see this all the time. My completely blind or almost completely blind students do the best because they tune in with their ears and fingers. They are the best in braille and technology and figuring things out tactually. The students who are low vision, struggle with the braille and other blind skills because they want to use their eyes--in general. They use the talking software but try and use their eyes. The result is they type slower than the completely blind children who are totally tuned into their ears and therefore their fingers are flying. Even if you look at totally sighted people, the fastest typists are those that never look at the keys.
It is the low vision children who have ambition and dreams for their lives, who call me years after graduation and ask for help in getting the training they need and realize it was a mistake not to take the blind skills seriously when in school. ...something to think about.
Virtual Student Interaction
As my students gain in knowledge, they are able to do more virtual interaction.
Today, I have students texting, video chatting, skyping, facebooking and emailing me. Students from hundreds of miles away to thousands of miles away. Ages 6th grade to 21 years old. My 21 year old is very advanced in his skills and very gifted with technology. He did not start technology instruction until he was 16, but took to it like a duck to water. He can just ask for any type of lesson and I know he can pretty much handle any detail with that lesson. As I sent him lessons on how to download video chat and texting for gmail, he suggested I add scripts to Skype to enhance all its features.
After creating a lesson on scripts for Skype, which makes every component accessible and enhances the fun, I sent that lesson off to another student. She needed help on the lesson, since she is only in 6th grade, so she texted me and I brought her computer up on my screen with Jaws tandem then added SKYPE and within minutes her issues were fixed and she was hearing all the joys of Jaws with her Skype. We then disconnected and she contacted one of her friends with the new enhancements of SKYPE. She later sent me a text saying how much she loved this feature because she no longer had to struggle over using the mouse---and when we started, that is all she wanted to use---hmmmm, can we say eye fatigue!!
Another student calls me through SKYPE from thousands of miles away and I was able to help him with downloading JAWS and real speak voices. Within minutes he has his lesson. Another student asks how to access something in Facebook. A quick response and she is off adjusting.
The excitement every time one learns one more thing to make their lives easier just keeps me going. No one should feel isolated any more with this great technology. When you need help or a friend, it is there. Not only do the students contact me, they contact each other, creating their own social network.
Today, I have students texting, video chatting, skyping, facebooking and emailing me. Students from hundreds of miles away to thousands of miles away. Ages 6th grade to 21 years old. My 21 year old is very advanced in his skills and very gifted with technology. He did not start technology instruction until he was 16, but took to it like a duck to water. He can just ask for any type of lesson and I know he can pretty much handle any detail with that lesson. As I sent him lessons on how to download video chat and texting for gmail, he suggested I add scripts to Skype to enhance all its features.
After creating a lesson on scripts for Skype, which makes every component accessible and enhances the fun, I sent that lesson off to another student. She needed help on the lesson, since she is only in 6th grade, so she texted me and I brought her computer up on my screen with Jaws tandem then added SKYPE and within minutes her issues were fixed and she was hearing all the joys of Jaws with her Skype. We then disconnected and she contacted one of her friends with the new enhancements of SKYPE. She later sent me a text saying how much she loved this feature because she no longer had to struggle over using the mouse---and when we started, that is all she wanted to use---hmmmm, can we say eye fatigue!!
Another student calls me through SKYPE from thousands of miles away and I was able to help him with downloading JAWS and real speak voices. Within minutes he has his lesson. Another student asks how to access something in Facebook. A quick response and she is off adjusting.
The excitement every time one learns one more thing to make their lives easier just keeps me going. No one should feel isolated any more with this great technology. When you need help or a friend, it is there. Not only do the students contact me, they contact each other, creating their own social network.
HELP!
I have known B a long time. He started his education with me in kindergarten. For 6 years he learned braille and technology and was one of the kids near the top of his class. Then he moved away to a place where everyone was put on CCTV's (closed circuit TV) which enlarges all his work. He slowly went down that ladder of academic success. The school started cutting his work in half because he could not finish it and worse, he started failing. He lost all his braille, technology, and cane skills...really all blind skills...and now was a failing low vision student.
After a couple of years, his parents asked if he could come back to live with us. His behavior was a major issue when he came. He had developed the skill of just getting into trouble all time, picking fights with kids and ignoring everyone. Suspension was a norm in his life. I was guessing this was his way of getting back at the world for his loss of sight. He was disruptive because he knows he is smart but had no way to do the work.
Two years is a long time to be away from blind skills and we had to start over at square one. He quickly caught up with the technology and that became his main tool. The braille came slower and he hid his cane when he got to school. In two years he had significantly increased in skills and went back to live with his family. We emailed & phoned and kept in contact. His blind skills were going away quickly once again due to the lack of blind services where he lived.
Today we had a long chat over SKYPE. He is in college now and REALLY struggling. Help! Help! was loud and clear. He can't do college. Everything is enlarged and he uses a magnifier to see the print. It is too slow. He can't get through the work. We discussed many options, but he knows he must relearn JAWS and his blind skills if he is going to succeed in life. The next conversation will be about the training center for the blind....but that is to come.
After a couple of years, his parents asked if he could come back to live with us. His behavior was a major issue when he came. He had developed the skill of just getting into trouble all time, picking fights with kids and ignoring everyone. Suspension was a norm in his life. I was guessing this was his way of getting back at the world for his loss of sight. He was disruptive because he knows he is smart but had no way to do the work.
Two years is a long time to be away from blind skills and we had to start over at square one. He quickly caught up with the technology and that became his main tool. The braille came slower and he hid his cane when he got to school. In two years he had significantly increased in skills and went back to live with his family. We emailed & phoned and kept in contact. His blind skills were going away quickly once again due to the lack of blind services where he lived.
Today we had a long chat over SKYPE. He is in college now and REALLY struggling. Help! Help! was loud and clear. He can't do college. Everything is enlarged and he uses a magnifier to see the print. It is too slow. He can't get through the work. We discussed many options, but he knows he must relearn JAWS and his blind skills if he is going to succeed in life. The next conversation will be about the training center for the blind....but that is to come.
Losing Sight at 16
A beautiful young lady with long golden hair came into my district at 16. I can picture her and her mom with their translator sitting across the table from me. They were from Ukraine. She had come to America for medical care and had been living with a family in Pennsylvania while going through treatment. Fortunately, her family got a VISA to come to the US also and now they were together again after years of separation.
The young lady had lost almost all sight and vision of who she was by 16. She knew a few words of English and her family knew none. At our first meeting I could see she was very depressed and her mother incredibly concerned and fearful. At our first lesson, her first English words to me were, "I want to die, blind people can't do nothing." It broke my heart, but I could clearly understand the desperation and sadness in her voice.
She had never touched a computer and knew nothing about technology. I started from square one teaching her computer skills at school. She learned English very quickly due to the JAWS talking software. We added Russian Jaws, which fortunately she knew Russian also, to give her the ability to check her work after she typed it in English. Within a week she understood the power of what this technology could do for her. Within 2 weeks she was flying on that keyboard. We only had 3 months of her total learning and I knew with school getting out she needed a computer at home to continue not just in her learning but regaining a vision of who she was becoming.
The Lions Club bought her a computer. As I was setting it up in her home, tiny tears trickled down her cheeks as she exclaimed. "I don't want to die any more. I know I can doing something in life now." This still brings tears to my eyes.
How many people have lost their vision of who they are because they believe something devastating has taken away everything? But it has not. Our trials lead us to testimonies of overcoming. This young lady continues to conquer one trial after another and also spurs others onto more than they thought possible.
She is in the process of becoming a teacher of the blind because she wants to give a dream back to those who have lost their vision of themselves also.
The young lady had lost almost all sight and vision of who she was by 16. She knew a few words of English and her family knew none. At our first meeting I could see she was very depressed and her mother incredibly concerned and fearful. At our first lesson, her first English words to me were, "I want to die, blind people can't do nothing." It broke my heart, but I could clearly understand the desperation and sadness in her voice.
She had never touched a computer and knew nothing about technology. I started from square one teaching her computer skills at school. She learned English very quickly due to the JAWS talking software. We added Russian Jaws, which fortunately she knew Russian also, to give her the ability to check her work after she typed it in English. Within a week she understood the power of what this technology could do for her. Within 2 weeks she was flying on that keyboard. We only had 3 months of her total learning and I knew with school getting out she needed a computer at home to continue not just in her learning but regaining a vision of who she was becoming.
The Lions Club bought her a computer. As I was setting it up in her home, tiny tears trickled down her cheeks as she exclaimed. "I don't want to die any more. I know I can doing something in life now." This still brings tears to my eyes.
How many people have lost their vision of who they are because they believe something devastating has taken away everything? But it has not. Our trials lead us to testimonies of overcoming. This young lady continues to conquer one trial after another and also spurs others onto more than they thought possible.
She is in the process of becoming a teacher of the blind because she wants to give a dream back to those who have lost their vision of themselves also.
Friday, September 9, 2011
YourTechVision
My design consultant, located in France, has finished the new logo for TechVision and I want you to see it and feel it. The eye over the TechVision word is to show the inner potential we all have. The reflection below the name is to show that if we look inside we can truly reflect our ability outside and TechVision lessons can help you reach that potential.
This logo goes with the new website that is completed with hundreds of lessons that are all done using keystrokes and not the mouse. The lessons are linked to the blog so every lesson I teach you can teach too or just learn yourself. The website is: YourTechVision.com which is here to inspire and help people who want to learn more skills and develop their true ability. This is a thrilling time and I love sharing with you.
This logo goes with the new website that is completed with hundreds of lessons that are all done using keystrokes and not the mouse. The lessons are linked to the blog so every lesson I teach you can teach too or just learn yourself. The website is: YourTechVision.com which is here to inspire and help people who want to learn more skills and develop their true ability. This is a thrilling time and I love sharing with you.
Home Schooling, Districts and Virtual Teaching
I have the pleasure of working with people in a variety of different situations. For instance, I work with parents who are home schooling their children or with administrators and students in school districts.
Many home schooling parents find me when I am speaking at conferences about Education of the blind & visually impaired. After the speech, they talk with me at length about how to improve their child's education. Quite often, they return home and tell their local school district the news. The district checks out my credentials and within a short time we have contract for services to be provided to the home schooled child.
Many parents of home schoolers do not know that you can intermingle school district services and home schooling. School Districts can count the child on their roster and get funds for them, while supplementing the parent's teaching skills, such as with calculus or blind education or sign language. This can be a great relationship, and in general I see it working incredibly well.
Virtually, I go into the home when scheduled. The parent takes the lessons right along with their child. I send new lessons after our initial instruction for them to continue to work on the skills. The really nice thing about home schoolers is we can meet any time of the day or week. The flexibility is wonderful.
In one particular situation that came up over a year ago, a parent had become very frustrated with the school and the school lacked the skills to help. Her child was not successful and the struggle to get the correct services became overwhelming.
We began instruction and her child began to flourish with the deaf/blind techniques taught. As time went on, I explained other ways to integrate school into her child's life so she could gain more social skills, though she was already making many friends through email.
Many blind children feel very isolated so friends are important. Emailing and connecting with others is one of the first lessons I focus on when starting with a child. They need their peers to connect to. These friendships immediately get them on board with what I am teaching and they see their world expand quickly.
The child mentioned above has now been integrated into school activities and is really enjoying life. Both parent and child have regained faith in the educational process...or at least parts of it. But they have found that happy medium of home schooling and going to school outside the home. Many ways, offer many possibilities!
Many home schooling parents find me when I am speaking at conferences about Education of the blind & visually impaired. After the speech, they talk with me at length about how to improve their child's education. Quite often, they return home and tell their local school district the news. The district checks out my credentials and within a short time we have contract for services to be provided to the home schooled child.
Many parents of home schoolers do not know that you can intermingle school district services and home schooling. School Districts can count the child on their roster and get funds for them, while supplementing the parent's teaching skills, such as with calculus or blind education or sign language. This can be a great relationship, and in general I see it working incredibly well.
Virtually, I go into the home when scheduled. The parent takes the lessons right along with their child. I send new lessons after our initial instruction for them to continue to work on the skills. The really nice thing about home schoolers is we can meet any time of the day or week. The flexibility is wonderful.
In one particular situation that came up over a year ago, a parent had become very frustrated with the school and the school lacked the skills to help. Her child was not successful and the struggle to get the correct services became overwhelming.
We began instruction and her child began to flourish with the deaf/blind techniques taught. As time went on, I explained other ways to integrate school into her child's life so she could gain more social skills, though she was already making many friends through email.
Many blind children feel very isolated so friends are important. Emailing and connecting with others is one of the first lessons I focus on when starting with a child. They need their peers to connect to. These friendships immediately get them on board with what I am teaching and they see their world expand quickly.
The child mentioned above has now been integrated into school activities and is really enjoying life. Both parent and child have regained faith in the educational process...or at least parts of it. But they have found that happy medium of home schooling and going to school outside the home. Many ways, offer many possibilities!
Thursday, September 8, 2011
Spanish, Talking Software and Braille
One of my high school students just began Spanish this year. Anyone who has taught Spanish Braille knows it is VERY different from English Braille. When I asked her if she knew that her JAWS could talk Spanish also, she said "NO" but in an amazed REALLY sort of hope. She is only familiar with English speaking JAWS and had no idea of other possibilities that talking software can do for her.
We began with adding a new Spanish voice profile. Next, we went to Word and started typing Spanish words and having her talking software repeat the word back so she could start working on her pronunciation. Then we practiced going back and forth from her regular voice to Spanish voice as I could see she would get stuck with the Spanish and not know how to get back again. Repetition always seems to be the key.
Tomorrow she gets to learn how to insert all those wonderful special Spanish characters into Word using special commands so JAWS will speak the Spanish words correctly. THEN she gets to learn how to read those characters in Braille. Life is always so exciting as we let our vision grow out of who we are and what we are capable of doing.
We began with adding a new Spanish voice profile. Next, we went to Word and started typing Spanish words and having her talking software repeat the word back so she could start working on her pronunciation. Then we practiced going back and forth from her regular voice to Spanish voice as I could see she would get stuck with the Spanish and not know how to get back again. Repetition always seems to be the key.
Tomorrow she gets to learn how to insert all those wonderful special Spanish characters into Word using special commands so JAWS will speak the Spanish words correctly. THEN she gets to learn how to read those characters in Braille. Life is always so exciting as we let our vision grow out of who we are and what we are capable of doing.
SKYPE, JAWS Tandem, Virtual Teaching
I have been working with a particular student for years, so her skills are fairly advanced. She started virtual instruction this summer and caught on very quickly. We have been experimenting with finding the best browser that works with the right software and email and a multitude of other things to make everything work together. And, it was time to use this technology in the classroom.
First off, it is common to have to go personally to the school to explain virtual techniques to the administration. So, I did. The Principal seemed to understand quickly the virtual technique. But, the Director was having a difficult time seeing how a blind student can get help from a teacher who lives far away. The para-educator was willing to give it a chance, so I told them to let the student take over and they could watch. Then I went home and waited for school to start.
Our first lesson of the school year started today. The para-educator was nervous but within a couple of minutes the para was amazed. The student texted me online, telling me she was ready for the class work. I immediately brought her up on video, greeted her and saw smiles. Next, we started the tandem session so I could bring her computer desktop up on my computer. Then I began giving her instruction on downloading school books from the Internet, from the website Duxbury (a braille to print translation program) that transfers text information into Word. (Note: I previously discussed with her teacher what the student needed for class, so the lesson was in my head)
After the student loaded the classrooms "World History" book into WORD, it was time to read. The student knows she needs to ask the teacher, "What are the first three words of the paragraph you want me to be on?" Then I helped her insert those words into find dialogue box. Within seconds her cursor finds the paragraph. She jumps the cursor to her book and her JAWS begins reading it to her.
The student also practices her braille reading, by adding the braille display to the laptop.
First off, it is common to have to go personally to the school to explain virtual techniques to the administration. So, I did. The Principal seemed to understand quickly the virtual technique. But, the Director was having a difficult time seeing how a blind student can get help from a teacher who lives far away. The para-educator was willing to give it a chance, so I told them to let the student take over and they could watch. Then I went home and waited for school to start.
Our first lesson of the school year started today. The para-educator was nervous but within a couple of minutes the para was amazed. The student texted me online, telling me she was ready for the class work. I immediately brought her up on video, greeted her and saw smiles. Next, we started the tandem session so I could bring her computer desktop up on my computer. Then I began giving her instruction on downloading school books from the Internet, from the website Duxbury (a braille to print translation program) that transfers text information into Word. (Note: I previously discussed with her teacher what the student needed for class, so the lesson was in my head)
After the student loaded the classrooms "World History" book into WORD, it was time to read. The student knows she needs to ask the teacher, "What are the first three words of the paragraph you want me to be on?" Then I helped her insert those words into find dialogue box. Within seconds her cursor finds the paragraph. She jumps the cursor to her book and her JAWS begins reading it to her.
The student also practices her braille reading, by adding the braille display to the laptop.
Wednesday, September 7, 2011
Virtual Teaching-Going from memorizing to understanding
Yesterday was a huge "Ah Ha" moment for one of my virtual students.
I started lessons with her about a year ago. She was in 9th grade. I tested her skills and discovered she did not know how to turn on a computer, did not know Nemeth (Braille math) and did not know a plethora of other blind skills. She also lacked orientation and mobility skills (cane travel). BUT, she did know Braille and that had gotten her to the point she was, however she relied heavily on a para and her parents to help her do her work.
The biggest problem was not understanding how a computer works or what it could do for her. She relied on memory. She tried to memorize every step, and for those of us who use JAWS talking software, we know you cannot always depend on memorizing steps because JAWS is unpredictable. But, if you "understand" how a computer works, no matter what occurs you can figure out the issue and take control of the computer instead of it controlling you.
Anyway, as we did our virtual lessons, she would move along, but spent a lot of time memorizing "hiccups" (unexpected occurrences with talking software) that occurred as we moved in and out of the Internet. Many times the lessons were smooth and flawless as she followed her memorized steps. However, when she tried to do the lessons on her own, and ran into a "hiccup" she was stopped in her tracks.
Yesterday however, she turned a corner in her approach to learning.
I always start my kids out using BASIC HTML in Gmail, which is one of the most accessible emails there is around. Once they learn the basics, I switch them over to Standard View because there are so many more options available, but far more commands to learn. One being texting, two being video chat, three being the auto filling of addresses and so on.
Now this young lady is VERY stoic and proper. Something VERY special has to occur for her to crack a smile or laugh. As I was doing a virtual lesson with her, I showed her how she would not need to memorize email addresses any more with the auto fill aspect of Standard View. As I showed her, I actually got an "OHHHHH WOW". More importantly, when I showed her how easy it was to go back and forth from Basic HTML to Standard, her approach shifted and she actually asked the right question to let me know she understood the difference AND how to do it whenever she wanted.
She was moving from that all important step of just memorizing steps to do something, to understanding what she was doing and that SHE had the power to make that computer do what she wanted instead of the computer taking that power away from her due to her lack of understanding. With understanding, we gain power!
I started lessons with her about a year ago. She was in 9th grade. I tested her skills and discovered she did not know how to turn on a computer, did not know Nemeth (Braille math) and did not know a plethora of other blind skills. She also lacked orientation and mobility skills (cane travel). BUT, she did know Braille and that had gotten her to the point she was, however she relied heavily on a para and her parents to help her do her work.
The biggest problem was not understanding how a computer works or what it could do for her. She relied on memory. She tried to memorize every step, and for those of us who use JAWS talking software, we know you cannot always depend on memorizing steps because JAWS is unpredictable. But, if you "understand" how a computer works, no matter what occurs you can figure out the issue and take control of the computer instead of it controlling you.
Anyway, as we did our virtual lessons, she would move along, but spent a lot of time memorizing "hiccups" (unexpected occurrences with talking software) that occurred as we moved in and out of the Internet. Many times the lessons were smooth and flawless as she followed her memorized steps. However, when she tried to do the lessons on her own, and ran into a "hiccup" she was stopped in her tracks.
Yesterday however, she turned a corner in her approach to learning.
I always start my kids out using BASIC HTML in Gmail, which is one of the most accessible emails there is around. Once they learn the basics, I switch them over to Standard View because there are so many more options available, but far more commands to learn. One being texting, two being video chat, three being the auto filling of addresses and so on.
Now this young lady is VERY stoic and proper. Something VERY special has to occur for her to crack a smile or laugh. As I was doing a virtual lesson with her, I showed her how she would not need to memorize email addresses any more with the auto fill aspect of Standard View. As I showed her, I actually got an "OHHHHH WOW". More importantly, when I showed her how easy it was to go back and forth from Basic HTML to Standard, her approach shifted and she actually asked the right question to let me know she understood the difference AND how to do it whenever she wanted.
She was moving from that all important step of just memorizing steps to do something, to understanding what she was doing and that SHE had the power to make that computer do what she wanted instead of the computer taking that power away from her due to her lack of understanding. With understanding, we gain power!
Seeing the Light-Gaining true vision
I keep in contact with many of my past students and families. That is one thing so wonderful about this field, the close connections we make and keep.
One of my students called me about 4 years ago very distressed about her life. She said she was tired of depending on everyone to do things for her.
She was in 10th grade and had lost the majority of usable sight. But she still had a speck of sight in the corner of one of her eyes and she was determined to use every ounce of it---and not be classified as blind. However, she grudgingly learned braille but just enough to keep me happy. She had never touched a computer before, so I taught her basic computer skills and within 2 weeks she was back in class independently working away on her computer....slowly but doing it herself. She begged for a para-educator to do all her work, telling me how much faster it would be. I said "Yes it would faster but your skills will never improve." For the next 2 months I heard this topic many many times, but by the end of the 2 months she was so fast, it never came up again. She did fairly well in school and graduated but did not push herself to learn more blind skills.
We talked and emailed several times during the next few years. Every year that remaining speck of sight became worse until it was unusable. One day I got the sorrowful call, which I have gotten before from other students. When the student depends too much on a remainder bit of sight, and they stop learning skills after graduation, only to lose finally that speck of physical vision, they then believe their dreams can't become reality. This was the case with this student.
After calming her down, I told her about a great rehabilitation center in Louisiana where she could go and gain the skills she needed. I told her who to contact and what to do, but it would be up to her to do it.
It was time for the people she relied on to back off. We adults sometimes do way too much for our children and students. I am constantly analyzing myself and making sure I am giving them the skills by making them do their own work.
Sadly, for a long while, this student thought I'd jump in and do the work to get her into the training center, while she sat back. But I didn't. It was difficult to hold off, because I could easily jump in and do everything. But, I knew her life would only change if she applied herself.
She finally did apply herself. She registered for the training center, got approved and went on to graduate. A whole new woman. Completely independent and not afraid to go anywhere or do anything. She now has her own private Massage business and knows how to run it on her own. She is the boss of her destiny now. She can truly live out her dreams and she is dreaming even bigger now. Now that is true VISION....having the skills to see your own potential.
One of my students called me about 4 years ago very distressed about her life. She said she was tired of depending on everyone to do things for her.
She was in 10th grade and had lost the majority of usable sight. But she still had a speck of sight in the corner of one of her eyes and she was determined to use every ounce of it---and not be classified as blind. However, she grudgingly learned braille but just enough to keep me happy. She had never touched a computer before, so I taught her basic computer skills and within 2 weeks she was back in class independently working away on her computer....slowly but doing it herself. She begged for a para-educator to do all her work, telling me how much faster it would be. I said "Yes it would faster but your skills will never improve." For the next 2 months I heard this topic many many times, but by the end of the 2 months she was so fast, it never came up again. She did fairly well in school and graduated but did not push herself to learn more blind skills.
We talked and emailed several times during the next few years. Every year that remaining speck of sight became worse until it was unusable. One day I got the sorrowful call, which I have gotten before from other students. When the student depends too much on a remainder bit of sight, and they stop learning skills after graduation, only to lose finally that speck of physical vision, they then believe their dreams can't become reality. This was the case with this student.
After calming her down, I told her about a great rehabilitation center in Louisiana where she could go and gain the skills she needed. I told her who to contact and what to do, but it would be up to her to do it.
It was time for the people she relied on to back off. We adults sometimes do way too much for our children and students. I am constantly analyzing myself and making sure I am giving them the skills by making them do their own work.
Sadly, for a long while, this student thought I'd jump in and do the work to get her into the training center, while she sat back. But I didn't. It was difficult to hold off, because I could easily jump in and do everything. But, I knew her life would only change if she applied herself.
She finally did apply herself. She registered for the training center, got approved and went on to graduate. A whole new woman. Completely independent and not afraid to go anywhere or do anything. She now has her own private Massage business and knows how to run it on her own. She is the boss of her destiny now. She can truly live out her dreams and she is dreaming even bigger now. Now that is true VISION....having the skills to see your own potential.
Monday, September 5, 2011
Helping a student take a test with a virtual teacher
I am always trying to figure out better ways to help my students virtually. Teaching the students their ability to text messages is an immediate help. My students who have learned enough technology skills, can sit in class and text me for a quick answer to any technical problem they have whether it's about hardware or software. For example: At the start of the year, teacher's are usually fearful of having a blind student in their classroom and they are very unsure what to do. A teacher emailed me last week saying, "I will be giving the class a test, How do I give the blind student the test?" I told her to put the test in a WORD document, then save it to a thumb drive. Then give the student the thumb drive and tell her which document file to open when the rest of the class was working on their paper test.
This is where their ability to text me as their teacher became valuable. The student opened her test and realized she has forgotten some of her talking software commands over the summer. She text me with the problem (I am hundreds of miles away from her, but at my computer and beside her virtually) She needs help with her technology. I give her the code for a JAWS tandem session so I can pull up her computer and take a look at her issue. I text her back with what she needs to do to get JAWS to read the problems and tell her where to answer. She is off and running.
She does not disturb anyone else in the classroom as she has her headset on and quietly listens to my directions in the text. No one else knows she is getting help from me but the teacher. A virtual teacher beside her whenever she needs.
This access to a virtual technology teacher who knows skills for the blind gives the regular education teachers and students peace of mind because they have the technical help whenever they need.
This is where their ability to text me as their teacher became valuable. The student opened her test and realized she has forgotten some of her talking software commands over the summer. She text me with the problem (I am hundreds of miles away from her, but at my computer and beside her virtually) She needs help with her technology. I give her the code for a JAWS tandem session so I can pull up her computer and take a look at her issue. I text her back with what she needs to do to get JAWS to read the problems and tell her where to answer. She is off and running.
She does not disturb anyone else in the classroom as she has her headset on and quietly listens to my directions in the text. No one else knows she is getting help from me but the teacher. A virtual teacher beside her whenever she needs.
This access to a virtual technology teacher who knows skills for the blind gives the regular education teachers and students peace of mind because they have the technical help whenever they need.
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