Posts
The older people that come to me do not want to learn Braille. Their friends do not want to learn Braille either. They love the idea, but for whatever reason, that is not going to be the route for them. They want something that will give them their local news, which they get from their TV's or radio; they want to be able to read books, write letters, email, or social network. People older than 70 are generally more limited.
Therefore, I really tailor lessons for those who have goals later in life. They do not want to go back to school, but they want the tools that will give them the ability to keep in contact with their friends and read books. My lessons are guided by the willingness of older people to learn something new.
First, I get them signed up with their State Book and Braille Library. Here they get digital players and books, allowing them to immediately begin listening to their favorite books again. The players are incredibly easy to learn and even my oldest clients have learned how and LOVE the player books.
Second, if a person already knows how to use a computer, then they know the keyboard. I then add talking software and teach them how to use it according to their needs. We start with WORD and writing letters. I teach them how to type out addresses on envelopes so they can send the letter snail mail. Once, that basic step is learned we advance to learning how to send a letter via email. In general, people younger than 70 prefer sending letters by email. As older people progress in their lessons, we can move onto more sophisticated adventures like social networking. However, many older people also have a palsy or tremors in their hands and cannot type any more. The easy solution is hooking them up with something like JSAY, where the person talks and the computer types out what they are saying and can also read it back.
The next is the ability to write checks and pay bills. Macular degeneration is one of the primary reasons for age related sight loss. A CCTV-or enlarging screen tool allows people to see through the cloud in their central vision. I have seen CCTVs extended this ability to "see" for as many as 15-20+ more years. You can change the contrast of the computer monitor to suit your needs and the advances of the CCTV have improved tremendously. One of the most incredible pieces of equipment I have come across is the MyReader by Humanware. It gives you the ability to take a picture of a book or other text and put it into read back format with auto-scroll. You can increase or decrease the speed of it moving across your screen automatically as well as the font size. My oldest clients easily learn this tool and LOVE it. Another type of scanning system is the SARA by Freedomscientific (there are other brands like this also), that will scan and read back the information for those who have lost all ability to see print.
For the Fan who loves to go to sports events or just wants to sit across the room to watch TV, there is the JORDY. It truly is like something from Star Trek but it works to see things in the distance. I have tried something like this with younger students, below the age of 20, and though it works great to see board work and anything else they want in the distance, they will not wear it. It makes them "too different." Ironically, their sighted friends think it is the greatest thing in the world.
Life is perspective.
Friday, September 16, 2011
Gradually Losing Vision
I have had far more children in the process of losing vision than totally blind.
I have had many doctors tell the parents their child was not going to lose any more vision, and they did. I have had children with a diagnosis that stated they were not going to lose any more vision and they did...or the diagnosis changed to something else because the doctor figured out they did have a degenerative eye condition.
It does not matter what case scenario, I always teach, or try to always teach, what the child will need at the middle and end, not just the beginning. What are the child's dreams and yes the parents, but many times, I hear from the parents, "I just want my child to be happy." They adjusted their dream when they found out about the child's sight loss and now they are not sure WHAT to dream.
If a child has some vision, I utilize that vision for visual tasks, such as looking at maps and graphs, pictures, learning print, etc., as part of the academic skills. But any major reading or writing goes to braille and technology. What I do know is if this child has a normal IQ then I need to give them tools to do the work as fast as anyone else with that IQ.
If you can get the child early enough...really before 1st grade, 3 years old is great and at birth is even better, but if you can get them early enough, begin them on braille, technology and other blind skills. Even in kindergarten when all print is already large for everyone, the low vision child joins in with writing his or her letters and printing out work, just like everyone. During reading time, the child switches to braille, so he is getting a mixture of the print world and the blind world. He is utilizing all aspects, because if the child can learn all aspects of print, they will understand the world in general better. If someone says, "I need to take a U turn" "Can you grab the C clamp" and so on, the child can create an image in their head.
As the sight decreases, the child moves more to braille and uses large print less and less. It becomes a very easy transition, if they learn both from the start. I have had kids hate to read braille at school because they do not want to be different. However, they go home and read all their work in Braille. I have had students slide more over to braille without even a twitch because they are so tired of trying to see the print...or tired of the headaches. But an easy transition because they had the choice of what they wanted to use. No one complains about the technology though and they all output on a computer, so that is always fast from the start.
The students who have come to me from elsewhere who are low vision and are using magnifiers and equipment to enlarge work, are not able to keep up with their peers: If they are older than 3rd grade, they have already gained a great dislike for reading. This is a tougher sell to convince them to use braille, even at 3rd grade, but it can happen. The transition to the computer is very easy. I hook a braille display to the computer and slowly but surely those fingers of the student move to the display to see the output that they have typed. I have started older students right out on a braille note and between the braille display, voice and input of braille, the students learn braille incredibly fast: Instruction is so much different from decades ago of just using a brailler.
The key is to teach students every tool then no matter what happens, they can use what they know. There is also less of a chance of the child going through a terribly depressed time when their remaining sight goes or they figure out the sight they have is not enough to do the job. When they figure this out and they have not learned braille or technology, they have to stop their life to learn it. Even if a low vision child does not lose more vision and are between that 20/100 and 20/200 visual acuity, when they go onto college or try to get a job, they realize they cannot keep up with their colleagues using enlarged print techniques.
Thinking years ahead for all opportunities tells you what they need now.
I have had many doctors tell the parents their child was not going to lose any more vision, and they did. I have had children with a diagnosis that stated they were not going to lose any more vision and they did...or the diagnosis changed to something else because the doctor figured out they did have a degenerative eye condition.
It does not matter what case scenario, I always teach, or try to always teach, what the child will need at the middle and end, not just the beginning. What are the child's dreams and yes the parents, but many times, I hear from the parents, "I just want my child to be happy." They adjusted their dream when they found out about the child's sight loss and now they are not sure WHAT to dream.
If a child has some vision, I utilize that vision for visual tasks, such as looking at maps and graphs, pictures, learning print, etc., as part of the academic skills. But any major reading or writing goes to braille and technology. What I do know is if this child has a normal IQ then I need to give them tools to do the work as fast as anyone else with that IQ.
If you can get the child early enough...really before 1st grade, 3 years old is great and at birth is even better, but if you can get them early enough, begin them on braille, technology and other blind skills. Even in kindergarten when all print is already large for everyone, the low vision child joins in with writing his or her letters and printing out work, just like everyone. During reading time, the child switches to braille, so he is getting a mixture of the print world and the blind world. He is utilizing all aspects, because if the child can learn all aspects of print, they will understand the world in general better. If someone says, "I need to take a U turn" "Can you grab the C clamp" and so on, the child can create an image in their head.
As the sight decreases, the child moves more to braille and uses large print less and less. It becomes a very easy transition, if they learn both from the start. I have had kids hate to read braille at school because they do not want to be different. However, they go home and read all their work in Braille. I have had students slide more over to braille without even a twitch because they are so tired of trying to see the print...or tired of the headaches. But an easy transition because they had the choice of what they wanted to use. No one complains about the technology though and they all output on a computer, so that is always fast from the start.
The students who have come to me from elsewhere who are low vision and are using magnifiers and equipment to enlarge work, are not able to keep up with their peers: If they are older than 3rd grade, they have already gained a great dislike for reading. This is a tougher sell to convince them to use braille, even at 3rd grade, but it can happen. The transition to the computer is very easy. I hook a braille display to the computer and slowly but surely those fingers of the student move to the display to see the output that they have typed. I have started older students right out on a braille note and between the braille display, voice and input of braille, the students learn braille incredibly fast: Instruction is so much different from decades ago of just using a brailler.
The key is to teach students every tool then no matter what happens, they can use what they know. There is also less of a chance of the child going through a terribly depressed time when their remaining sight goes or they figure out the sight they have is not enough to do the job. When they figure this out and they have not learned braille or technology, they have to stop their life to learn it. Even if a low vision child does not lose more vision and are between that 20/100 and 20/200 visual acuity, when they go onto college or try to get a job, they realize they cannot keep up with their colleagues using enlarged print techniques.
Thinking years ahead for all opportunities tells you what they need now.
Thursday, September 15, 2011
JAWS, Spanish & Math
When using Windows 7 and Office 2010, have you noticed that if you download an attachment from the Internet, it sometimes opens in Protected Mode and you therefore cannot edit the file? This happened to one of my students with a paper that her teacher had sent her. The paper had Track Changes on it and the student needed to make corrections. Jaws talks the page fine but does not enable editing. The student needed to enable the editing manually.
I connected to the student using JAWS tandem and began teaching the lesson. My student opened her document from the Internet, in protected mode, and as I was teaching her how to get into edit mode, the fire bell rang. The phones disconnect and I knew they were on their way outside. While they were outside, I was able to go through her paper and look at the correction details she would need to make because I was still linked through the JAWS tandem.
The student had forgotten some knowledge over the summer and I could see on her math page, she was writing out the word "degrees" instead of inserting the degree symbol. The command: JAWS insert+4 gets you into "Select a symbol to Print". This area contains many math symbols as well as Spanish symbols and a variety of other things. It is worth a look.
When the class returned from the fire drill, they immediately called to make our connection again and she was laughing on the other end, as when they walked into the room, her JAWS was talking away with no one sitting at the keyboard. That was me checking over her work from my side of the world. She and her para knew what was happening but no one else in the room did. Kind of like a ghost. I could absolutely see the hilarity in this.
As we got back to work, I showed her the insert+4 again for her math and that "Ah Ha" moment came back to her and the knowledge that there is always an easier way to do something, or more importantly ...a way! We switched to her Spanish and once again the insert+4 brought up her á é ñ and so on, so she could do her Spanish characters quickly also. But I had to be reminded by a past student the day before that insert+4 also does the Spanish characters. I just love that collective knowledge. If we are away from something for awhile we forget. We all need reminders.
One thing to be careful of with this command is it is so close to the insert+F4 which turns off JAWS. Students only have to do it a couple of times though to remember.
I connected to the student using JAWS tandem and began teaching the lesson. My student opened her document from the Internet, in protected mode, and as I was teaching her how to get into edit mode, the fire bell rang. The phones disconnect and I knew they were on their way outside. While they were outside, I was able to go through her paper and look at the correction details she would need to make because I was still linked through the JAWS tandem.
The student had forgotten some knowledge over the summer and I could see on her math page, she was writing out the word "degrees" instead of inserting the degree symbol. The command: JAWS insert+4 gets you into "Select a symbol to Print". This area contains many math symbols as well as Spanish symbols and a variety of other things. It is worth a look.
When the class returned from the fire drill, they immediately called to make our connection again and she was laughing on the other end, as when they walked into the room, her JAWS was talking away with no one sitting at the keyboard. That was me checking over her work from my side of the world. She and her para knew what was happening but no one else in the room did. Kind of like a ghost. I could absolutely see the hilarity in this.
As we got back to work, I showed her the insert+4 again for her math and that "Ah Ha" moment came back to her and the knowledge that there is always an easier way to do something, or more importantly ...a way! We switched to her Spanish and once again the insert+4 brought up her á é ñ and so on, so she could do her Spanish characters quickly also. But I had to be reminded by a past student the day before that insert+4 also does the Spanish characters. I just love that collective knowledge. If we are away from something for awhile we forget. We all need reminders.
One thing to be careful of with this command is it is so close to the insert+F4 which turns off JAWS. Students only have to do it a couple of times though to remember.
Surround Yourself with People who Know
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.
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.
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.
Subscribe to:
Posts (Atom)