THE BESB BUZZ…. A Newsletter for Families of Children who are Blind or Visually Impaired Volume 17	Fall 2016	Published by the State of Connecticut Department of Rehabilitation Services (DORS) Bureau of Education and Services for the Blind (BESB)

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Message from the Executive Director……………………… p.2

Parent Program/CVI………………………………………….pp. 3-4

Feature Articles:

Look Who’s New, PEP, Meet the Author,

What to Expect in College VS High School,

Getting Ready for College: A Student & Parent’s Perspective,

From Simulation to Inspiration, UEB Update, Recent Field Trips

In an effort to provide you with faster delivery of our newsletter and program flyers, save paper, and contain printing costs, we are now posting an expanded electronic version of this newsletter on our website: www.ct.gov/besb.

If you provide us with your e-mail address, we will send a copy of the newsletter directly to you by e-mail, rather than mailing you a print copy. Please give your preferred e-mail address to your child’s TVI or contact the newsletter’s co-editors, nieves.sauerbrunn@ct.gov or lisa.pruner@ct.gov

We welcome your comments and ideas for future newsletter topics.

Look Who’s New!

Dear Parents,

My name is Catherine Summ, and I am the new Education Supervisor for Children’s Services at the Bureau of Education & Services for the Blind (BESB), Department of Rehabilitation Services (DORS). I am replacing Karen Olson, the former supervisor, who retired this past spring.

I have worked at BESB for over 17 years, and until taking on this new role, I was an Education Consultant working primarily with our students in grades K-12. In my work with students and their families, I learned to appreciate and understand the importance of parent collaboration. In my role as supervisor, I will see that we continue to develop and maintain those partnerships through our Parent Education Programs, this newsletter, and other outreach activities.

As we begin this school year, I am looking forward to this new and exciting challenge. I welcome your thoughts, comments, and concerns, and I may be reached at catherine.summ@ct.gov or 860-602-4233.

Thank you very much,

Catherine Summ

Parent Education Program

This year’s Parent Education Program (PEP) is in the planning stages. The program is looking to address technology needs for all students that we serve including readers of braille, students with low vision, students in preschool and students with additional disabilities. A tentative date of April 8th has been set from 9:30 to 1:00. The location is yet to be determined. For additional information please contact Cheryl Brown @ Cheryl.brown@ct.gov Please be on the lookout for another exciting offering this spring.

Meet The Author

“Before Stinkville, Alice didn’t think albinism—or the blindness that goes with it—was a big deal. Sure, she uses a magnifier to read books. And a cane keeps her from bruising her hips on tables. Putting on sunscreen and always wearing a hat are just part of life. But life has always been like this for Alice. Until Stinkville…”

Beth Vrabel, author, and a BESB parent, has completed her book, A Blind Guide to Stinkville. Beth Vrabel’s characters are complicated and messy, but they come together in a story about the strength of community and friendship.

For a complete review, please visit the Paths to Literacy link at:

http://www.pathstoliteracy.org/resources/book-review-blind-guide-stinkville

What to Expect in College vs High School

Have you ever wondered how prepared your high school senior is for college? Mike Cordero, BESB’s Voc Rehab college transition counselor, has shared some important differences to note between high school and college. These are adapted from the Altshucler Learning Enhancement Center at Southern Methodist University.

High School Classes Vs. College Classes

High school students get by with studying outside of class as little as 0-2 hours a week, and perhaps cramming before tests.

Readings in high school are often re-taught in class; listening in class is sometimes enough.

Vs.

College students need to study at least 2-3 hours outside of class for each hour of class. A course-load of 12 credits requires anywhere between 24-36 hours of independent study time.

College students are assigned a substantial amount of reading and writing that may not be addressed in class but is still on tests.

Bottom line: High School students are usually told what they need to learn from assigned readings, whereas it’s up to college students to read and understand assigned material; lectures and assignments proceed from the assumption that the students have already done so.

High School Teachers Vs. College Professors

High school teachers check completed homework and remind students of incomplete work.

Teachers approach students if they believe they need assistance.

Teachers are often available for conversations before, during, or after class.

Teachers are often taught strategies to assist in imparting knowledge.

Teachers provide students with information in case of an absence.

Teachers present material to help students understand readings in the textbook and often use the board to summarize notes.

Teachers impart knowledge and facts by drawing connections, leading students through the thinking process.

Teachers often take time to remind students of assignments and deadlines.

Vs.

Professors may not check homework but will assume the students can perform the same tasks on tests. They will typically not remind students of incomplete work.

Professors are usually open and helpful, but will expect the student to initiate contact or assistance. They will expect students to attend their scheduled office hours.

Professors have been trained as experts in their particular areas of research, not necessarily on how to teach.

They expect students to get missed notes from classmates.

Professors may not follow a textbook; instead, they may use other materials to supplement the text.

Professors may lecture nonstop expecting students to identify key points in notetaking. Good notes are a must!

Professors expect students to think about and synthesize material.

They expect students to read and consult the syllabus for information on assignments and due dates.

Bottom Line: High school students mostly acquire facts and skills, whereas college students are responsible for thinking through and applying what they have learned.

Getting Ready for College: A Student’s

Perspective

Hi, my name is Gannon Olson and I am a freshman at the University of Hartford. I lost my eyesight a few years ago. I was very scared to leave high school and move on to college. Below are a few things that really helped me during my four years of high school before college.

•	Having access to a screen reader called JAWS. It made everything that much easier for me.

•	Getting a guide dog when I was in ninth grade. I got to have my independence back. I hated using my cane.

•	I had very supportive teachers throughout high school.

•	I had access to adaptive and manipulative materials that really helped out in chemistry, physics, geometry, and statistics.

•	I had to learn how to advocate for myself.

•	Having orientation and mobility training at my college before school started.

•	Being able to register for classes early.

Getting Ready for College: A Mom’s Perspective

Hello, my name is Tracy Olson, and I just sent my son off to college. He was born with rod/cone dystrophy and has slowly lost his sight over the past six years. High school was scary enough, but sending my blind son off to college where he would be completely on his own was an overwhelming fright. I am thrilled to tell you that his transition to college has been amazing and he is thriving. I wanted to share a few things that helped my son while he was in high school to prepare for his college journey.

•	Working closely with our local school district to plan appropriate courses.

•	Applying for and receiving a guide dog from Freedom Guide Dogs helped to promote independence and prepare for future mobility needs.

•	As his vision decreased, his high school teachers and staff were very accommodating to his needs and allowed him to select the adaptations most appropriate for him.

•	We were fortunate to have an amazing retina specialist at Boston Children’s Hospital. Access to a knowledgeable team was key.

•	As his vision changed, he had the opportunity to learn about and access various technologies, such as large print and screen readers.

•	Having a guidance counselor and para professional that supported him 150 percent, yet allowed him more independence as he gained skills.

•	Rigorous classes that pushed him to prepare for college.

•	Having access to BESB staff and programming including TVI, O&M, summer programs and camps, teen escape, and social events.

From Simulation to Inspiration

Tina Gutierrez, SPS TVI

Teachers have the chance to participate in vision impairment simulation activities while attending BESB trainings. Goggles, bubble wrap, or blind folds are worn in order to briefly impair vision use. Then, while wearing these simulators, teachers attempt to complete typical, everyday school activities including painting, shape-sorting, writing, and traveling via wheelchair or by walking with sighted guide technique. Teachers consistently report that they are relieved when the simulators come off but understand better that our children do not have this option. Hopefully they have gained a better appreciation for how our children experience and understand the world around them.

So…what happens when a 3rd grade teacher brings back a simulation activity for her class of eight year olds? Will they gain a sense of how their friend Mia sees and understands the world? Well, a more enthusiastic response could not have been predicted! Mia and her friends become the teachers as we, the teachers, learn from their example.

Mia’s friends see why using a black background is important, they see why using concrete objects is important and they cannot wait to be partnered with Mia during reading so they can explore the object props in one of the BESB Story Box Kits.

Their enthusiasm and confidence continue to build, and our eight year-old friends decide they should make story box kits for Mia, so she can read some of the 3rd grade classroom stories as well! They begin making and collecting concrete object props, including a bead necklace to go with a necklace story. They now begin to gather concrete props to go with the stories they themselves write in class. A friend writes a story about a spider-like monster while Mia explores the salient features of a spider by interacting with a life-like pretend one that a friend provides.

These friends are now even more curious about Mia…what is her favorite food? Does she have any pets? When they learn that Mia has a new puppy, another story is born! Mia and her voice can be found in a variety of stories written on dark construction paper with interactive tactile pieces.

Mia is now in 4th grade. She and an inspired group of nine-year-olds are teaching a new group of friends and teachers about the different ways the world can be seen, felt, and experienced! All because of some bubble wrap, enthusiastic friends, and Mia’s inspiration.

Thank you to Mia & her Mother for allowing me the privilege of sharing this inspired story.

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Unified English Braille (UEB) is Here!

An Update on UEB and Nemeth Math

Nancy Mothersele, Braille Coordinator

In January of 2016, the U.S. transitioned to Unified English Braille Code (UEB) as discussed in previous newsletters. Questions have remained regarding how Nemeth math will be impacted. BESB is producing UEB literary braille along with maintaining math production in Nemeth Code. We are also purchasing UEB materials with Nemeth when available. So far, it has been a smooth transition. I attended the American Printing House (APH) Annual Meeting this October and met with Ex Officio Trustees, Teachers of the Visually Impaired, Braille Association of North America (BANA) representatives, APH staff, and transcribers from across the country. We discussed the transition to UEB and how other states have progressed. Most states have had a smooth transition, as we have had in Connecticut. The main topic again was UEB Math vs. Nemeth Code. Some states that had decided to fully transition to UEB Math are now reconsidering and going back to the Nemeth Code. We discussed the lack of rules and guidance where UEB Math is concerned. States are looking to BANA for formats and rules. The lack of available materials is also a concern, as most files that have been transcribed for math are in the Nemeth Code. If you are using the UEB Code, the materials must be transcribed over again in UEB.

I feel confident that Connecticut has made the correct decision to stay with the Nemeth Math Code for our students. They will have readily available math materials transcribed in a consistent format. Our academic students will be better prepared for higher end math courses that will be transcribed in Nemeth Code. This decision will also ensure that materials are transcribed correctly, considering that some translation software is still experiencing problems with UEB Math.

Starting Career Conversations with Our Youngest Clients

Beth Borysewicz, TVI

Last spring, I organized a field trip which enabled preschool and early elementary students and their families, to connect and share information about the transition from preschool to school age services, as well as future opportunities. The program, which took place at Gillette Castle State Park, included entertainment guided by an adult BESB client/student mentor and exposure to our Business Enterprise Program. Our program incorporated several areas of the expanded core curriculum, with specific focus on career exposure.

Judy Potter, a BESB client and owner of “It’s Theatre Time”, entertained children and families. She invited children to participate in the story telling through music, singing and audience participation. Since Judy uses a white cane to travel, her involvement in the day provided a wonderful opportunity for children and families to observe and ask questions. Judy’s independence and orientation and mobility skills gave families a preview of what their children can achieve as they grow into independent adults.

Gillette Castle State Park was chosen as a venue in order to introduce families to Brandy Altergott, a BESB client and the owner/operator of Sherlock’s Grille, the on-site restaurant at Gillette Castle. Brandy provided lunch for our students and their families and shared her experiences growing up as a BESB client and leading her to her current career.

The field trip to Gillette Castle was a wonderful way to introduce families and students to future opportunities. This model for early exposure to career options can be easily modified and replicated not only in Connecticut but across state borders to introduce a variety of vocational choices to our young students. The possibilities for learning are endless!

Children Enjoying Early Career Exploration at Gillette Castle,

June 2016