Upcoming Events & Dates to Remember
On February 24, 2012, the AER Manitoba Chapter will host "STAY FIT – HAVE FUN!" at the Manitoba School for the Deaf in Winnipeg, MB This event focuses on promoting an active and healthy lifestyle for individuals who are blind or visually impaired, and participants can earn ACVREP continuing education hours More information will be provided soon.
April 3-5, 2012 – Canadian Vision Teachers Conference
Sheraton Parkway Hotel and Conference Centre Richmond Hill, ON
July 17-22 nd , 2012 – AER International Conference Hyatt Regency Bellevue on Seattle’s Eastside Bellevue,
Know of an upcoming event of interest to Canadian AER Members? Please send details to aercanada@aerbvi.org
Update on Canadian Membership
Congratulations to our new Canadian members, who have joined between September 2010 and January 2011:
Thanks to everyone who renewed their membership!
International Council on Enlish Braille Fifth General
The International Council on English Braille (ICEB) is holding its Fifth General Assembly from Sunday 6 May 2012 to
On Thursday, May 10, 2012, near Johannesburg, South Africa, we warmly invite friends of braille to submit their papers for presentation at the General Assembly Further details regarding the submission process and paper requirements will be provided.
1 The papers should be related to Unified English Braille (UEB) or braille in general Some suggestions are:
* UEB research and results of UEB implementation.
* research, education and teaching braille and technical codes to children.
* teaching braille to blind adults in today's potentially computer-assisted environment.
* technological developments in braille production.
* tactile graphics - research into readability and cost- effective production techniques.
* challenges facing developing countries in the production and teaching of braille.
* the future of braille code monitoring and maintenance - what international organisational structures would best suit this role?
The deadline for submitting abstracts of up to 400 words is Thursday, December 15, 2011 Late submissions will only be accepted if there are not enough suitable abstracts received by the deadline Please send your abstracts as attachments in Microsoft Word or text (.txt) format to the ICEB secretary, Dr Judith M Dixon, at jdix@loc.gov.
3 Abstracts will be assessed and selected by the Papers Subcommittee of the ICEB who will advise submitters of the acceptance (or otherwise) of their papers by 5 January 2012.
When crafting your abstract, it's essential to include five key elements to aid the Committee in evaluating your proposal Ensure your abstract, limited to 400 words, clearly outlines the purpose of your research, the methodology employed, the main findings, the significance of the results, and the implications for future work This structured approach will enhance clarity and facilitate a comprehensive review of your proposal.
* Name(s) of author(s), including organisational or corporate affiliations;
* Contact details of author(s) (address, telephone and email);
* Key objectives of paper - up to five key points;
5 Papers should be a maximum of 6,000 words in length, exclusive of abstract, footnotes and appendices.
6 A paper may be written by two or more co-authors, or by an individual Authors or co-authors need not be delegates to the General Assembly.
7 Completed papers are due by 29 February 2012 as
Microsoft Word files to be sent to the ICEB secretary, Dr Judith M Dixon, email jdix@loc.gov
All accepted papers will be distributed via email to ICEB member countries by March 1, 2012, ensuring that delegates have the opportunity to read and discuss the materials with others before attending the General Assembly.
Delegates are anticipated to have reviewed the papers prior to the presentations, where each presenter will summarize their work in a maximum of 25 minutes, followed by a Q&A session It is important to note that presenters do not need to be the authors or co-authors of the papers, nor do they have to be delegates at the Assembly The individual submitting the abstract to the ICEB secretary must specify who will be presenting the paper.
10 All accepted papers will be published in the proceedings of the General Assembly.
Congratulations to Victoria Chan – 2011 iFactor Champion
Victoria Chan was crowned the 2011 iFactor champion on Saturday, August 20 Victoria wowed the audience at the sold out event with her stunning versions of the songs
“Prayer” and “Time to Say Goodbye”
Victoria, honored with the Joe Findley Award, will have the opportunity to open for the renowned Canadian singer-songwriter Terry Kelly at an upcoming concert and will also receive a trip for two to a destination in Canada.
The runner-up at this year’s competition was Adrien Breda from Willowdale, Ontario and the 2 nd runner-up was Sam Koroski from Ottawa, Ontario
Rounding out the top five were Tommy Ehman from Craik, Saskatchewan and Patricia Ellis from Beeton, Ontario
A big thank you to everyone who contributed to such a successful evening
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SCORE 3 - Skills, Confidence and Opportunities through
The SCORE 3 program aims to empower students in Grades 7 to 10 by fostering independence and enhancing their skills in a supportive and enjoyable setting Through engaging activities at the Lake Joe facilities, participants develop personal and teamwork skills As one student reflected, “This week I learned how to be on my own, how to do things without my parents, and how to go camping as well.”
How do we achieve these goals?
The success of the program is attributed to the dedicated CNIB staff who selflessly contribute their time to support its operations, alongside the Lake Joe staff, who ensure the facilities function effectively and assist with various student activities.
Kerrie St Jean – chief SCORE coordinator from Sudbury, ON Maddy – Kerrie’s university student assistant from Toronto, ON
Scott from Thunder Bay, ON
Learn more about some of the camp activities that students found most helpful and fun, and hear from the participants themselves!
My favorite experience at camp was the drumming session, as I have a passion for music and gained valuable insights into it This engaging workshop was facilitated by three skilled staff members from a well-known organization.
Rhythmic by Nature Students were introduced to the joys and techniques of African drumming, and taught the importance of listening to each other.
“SCORE was awesome! I had a favourite part; it was swimming and getting in the water!”
Camping is my favorite activity because it allows us to explore new surroundings and experience different sights I particularly enjoyed the meals we prepared ourselves, making the experience even more memorable.
Staff members organized an overnight camping trip for students, where they engaged in activities such as setting up the campsite, swimming, and making their own pizza dough to prepare delicious panzerottis.
My favorite aspect of camp was connecting with others, particularly during the question box activity This experience allowed us to form smaller groups, where I realized I wasn't alone in my concerns The students were divided into separate groups for girls and boys, providing a safe and comfortable space to ask anonymous questions about personal health and hygiene.
The Hadley School for the Blind Opens Enrollment for
On September 19, The Hadley School for the Blind officially opened enrollment for the Forsythe Center for
The entrepreneurship and technology program aims to empower visually impaired individuals by equipping them with essential knowledge, resources, and networking opportunities, facilitating career advancement or the successful launch and growth of their own businesses.
The initiative features a selection of established Hadley courses centered on business and entrepreneurship, alongside six newly created one-lesson modules that have been developed over the past year in anticipation of this month's launch.
Hadley is launching this program to tackle the alarming employment challenges faced by individuals who are visually impaired Current statistics indicate that the underemployment and unemployment rates for people who are blind or visually impaired range from 70% to 80%, highlighting a critical need for intervention.
“The Center will fulfill a great need Self-employment is a very viable avenue to attain meaningful jobs and incomes for those who are visually impaired,” says Program Manager Tom Babinszki.
Hadley aims to empower students towards self-sufficiency by offering essential computer training alongside vital information in Social Security, tax, accounting, legal, marketing, management, and communications The curriculum will be enhanced through collaboration with successful civic and business leaders who are blind or visually impaired, as well as by providing access to a comprehensive online resource center.
The Center honors Sandy Forsythe, a dedicated Hadley trustee and donor, along with her husband, Rick They have pledged a substantial three-year, 2-for-1 challenge grant, contingent upon securing new contributions to the school.
“We are honored to support such an important program at Hadley that truly fulfills the school’s mission to promote independent living,” says Forsythe.
The program is also funded by A.G Cox Charity Trust; Adams Street Partners, LLC; Alliant Credit Union Foundation; Donald
P and Byrd M Kelly Foundation; Lions Clubs International Foundation; Martin J and Susan B Kozak Foundation; The Charles and M.R Shapiro Foundation; The Helen Brach
Foundation; The Siragusa Foundation; The Susquehanna Foundation for the Blind; Union Bank Foundation and a number of individual donors.
The program offers practical, relevant, and interactive courses for individuals who are blind or visually impaired, aged 14 and older, who are committed to starting or expanding a business All coursework is provided free of charge and primarily conducted online.
The Center for Entrepreneurship exemplifies Hadley's commitment to leveraging technology to better serve students President Chuck Young emphasizes that this initiative will support students globally in reaching their career aspirations.
For more information about the Forsythe Center for
Entrepreneurship, please visit www.hadley.edu/fce.
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AER International Conference July 17-22, 2012
Hyatt Regency Bellevue on Seattle's Eastside
John Kelly, AER 2012 International Conference Committee Chair
Contact jkelly@jjkvc.org for more information.
Getting An Accessible University Education
Have you ever thought about returning to school to improve yourself or pursue a master's degree you previously set aside? To apply, you would need to conduct research and complete applications for your preferred universities or colleges, deciding whether to take courses online or in person Once accepted, you would pay for tuition, purchase required books, and attend classes However, have you considered how a blind person might navigate this process? They would face unique challenges and hurdles in their pursuit of education.
The application and payment processes for educational resources are straightforward, but the real challenge lies in accessing the materials themselves Despite advancements in technology and support systems, college and university students still face significant barriers to obtaining accessible textbooks Even electronic formats do not guarantee accessibility due to issues such as production format, copyright restrictions, and complex diagrams For print-only books, scanning them for accessibility can be problematic, as the quality of the scan may vary based on factors like font clarity and the integration of images with text.
One of my biggest frustrations as a blind student is the timing of book lists, which are often only provided on the first day of classes and can differ between educational institutions This lack of access to reading materials can significantly hinder my ability to participate in courses effectively.
I attended university almost 20 years ago now Scanning technology was only then coming into the consumer world The university had purchased an Optical Character
Recognition system for the blind called Easy Scan This was to facilitate access to information for my educational needs
Learning to read printed material was a significant achievement for me, but it also required additional time to scan my books—time that my sighted peers did not have to spend.
The newly established accessibility support office aimed to address my specific needs, such as hiring someone to record last-minute texts onto tape I learned to be assertive with my teachers to obtain handouts before classes, though this approach was not always successful Managing these responsibilities felt like a second full-time job, and while I managed to complete most of my courses, I came close to burnout Despite two decades passing, many challenges remain unchanged, leading to ongoing frustration and contributing to my hesitation to return However, there are always exceptions to this experience.
I recently completed an online course at a local college and was thrilled to discover that they used the FirstClass software, available at www.firstclass.com This standalone program seamlessly integrates various learning tools, including course overviews, reading materials, email, and chat functions, all of which were fully accessible without any modifications needed for my screen reader I found the reading materials easy to annotate, and as a result, I achieved an A+ average, a significant improvement from my previous C+ average in university This experience highlights that when accessibility barriers are removed, blind students can excel academically, matching the performance of their sighted peers.
Attending university or college courses with a visual impairment presents numerous challenges; however, education can be made more accessible with certain improvements One effective change would be to provide book lists well in advance of the courses Some universities in the United States have adopted this practice, releasing book lists three months prior to the start of classes, which significantly aids students with visual impairments in their educational journey.
The implementation of accessibility support services ensures that all course materials are available in accessible formats by the start date Initially, teachers viewed this policy as a restriction, but they soon recognized its advantages, benefiting not only students with disabilities but also sighted learners I advocate for making this practice a standard procedure in our institution.
Canada But who am I but a voice in the wilderness?
Hopefully, someone will hear my plea All I’m asking is to have a fully accessible educational experience Is that too much to ask?
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Conference Opportunity – STAY FIT – HAVE FUN!
Developing an Active, Healthy Lifestyle
For Persons Who Are Blind or Visually Impaired
Awareness, Participation & Inclusion (API) Project
developed by the Saskatchewan Blind Sports
presented by Melissa Meacham and Tony Badger of
will include information on the API TOOLKIT, provides the resources necessary to create awareness, participation and inclusion in community activities.
WHERE: Manitoba School For the Deaf, Winnipeg
Developing an Active, Healthy Lifestyle
For Persons Who Are Blind or Visually Impaired
Melissa Meacham and Tony Badger from the Saskatchewan Blind Sports Association are launching the "Awareness, Participation & Inclusion (API) Project," aimed at encouraging physical activity and healthier lifestyles among children and youth who are blind or partially sighted This initiative features the API TOOLKIT, a comprehensive resource package designed to promote the inclusion of students with vision loss in school and community sports and physical activities.
The day's events will feature presentations by Manitoba athletes with vision loss, alongside representatives from the Manitoba Blind Sports Association and various community sport and leisure organizations Additionally, vendors specializing in products for individuals with vision loss will be present.
Topics, presentations and displays will be of interest to adult and youth consumers who are blind or visually impaired, parents, teachers, coaches, recreation directors, occupational and physical therapists.
Hold the date – registration package to follow!
A Few Notes from Braille21 By Darleen Bogart
In late September, the University of Leipzig, Germany, hosted an exhilarating three-day event that brought together 400 participants from 50 countries, all united by their passion for braille.
Congress Braille21: Innovations in Braille in the 21 st Century hosted by the German Central Library for the Blind.
The ambitious program featured 17 concurrent sessions out of 76 presentations, alongside five in-depth workshops Attendees also participated in five plenary sessions covering topics such as Braille, education and libraries, and the Braille 21 Award presentations showcasing innovations from five finalists Additionally, a panel discussion focused on the use of Braille for electoral ballots and its vital role in accessibility.
Deafblind People; and panel - The Use of Braille Signage in Consumer Goods and Services During the long lunch hours there was the opportunity to view 29 exhibits, and a
The demand for paperless braille devices is growing as developed countries urge manufacturers to collaborate on affordable production, essential for the future accessibility of braille reading materials With a decline in requests for paper braille books, more students, both sighted and blind, are turning to electronic texts Notable examples include a 14-year-old in the UK relying solely on online texts and a city in the USA providing iPads and braille displays to all braille-reading students, enabling automatic access to digital content The importance of establishing universal standards, as achieved by the DAISY consortium, is crucial to ensure seamless access to the vast array of electronically available books and resources, reflecting a significant shift from traditional print publishing to digital formats within the braille community.
In the developing world, poverty significantly hinders literacy, creating a cycle of education deprivation and health issues, such as eye diseases and blindness The high cost of Braille machines and lack of maintenance support exacerbate this problem Concerns have been raised about audio technology potentially undermining Braille literacy, reminiscent of pre-Braille eras when audio was the sole information source A strong emphasis was placed on the importance of having a Braille reader as a teacher Solutions proposed include making uncontracted Braille the default, allowing contracted Braille only for those who need it, and encouraging non-Braille readers to learn Braille in a way that is accessible and inviting It is essential for blind children to learn uncontracted Braille quickly and easily, amidst their other educational challenges.
The conference offered exceptional social opportunities for networking, emphasized by the chair's frequent reminders to "eat, drink, and network." Attendees enjoyed a captivating performance by four classical guitarists in the concert hall, followed by a charming dinner at Auerbachs Keller, a historic venue featured in Wagner's Faust The following evening, participants were treated to a motet at St Thomas Church, home to the renowned 800-year-old St Thomas Boys Choir and where Bach once served as organist and choir leader.
This is such a tiny glimpse of the material and ideas presented It was a great privilege to have been there.
Post Script: The UKAAF (former Braille Authority of the UnitedKingdom) voted in favour of adopting UEB in the UK.
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The Importance of Physical Education and Play for
Encouraging children to engage in play and physical activity fosters essential lifelong skills For instance, activities like rolling a ball in a circle enhance not only physical abilities but also social interaction and sharing skills Additionally, supporting blind children in discovering and trying various enjoyable physical activities significantly contributes to their overall development.
“Play is unstructured and child-directed” (UNICEF, 1998)
Engaging in play, physical activity, and physical education offers numerous advantages for children and youth who are blind or visually impaired These activities promote muscle and bone development, optimize heart rate, blood pressure, and body chemistry, while also providing valuable opportunities for social interaction Additionally, participation in such activities boosts self-esteem and self-confidence.
Engaging in physical activity not only serves as a valuable outlet for stress relief but also offers children something enjoyable to anticipate This overall health benefit enhances their well-being and equips them with essential skills that contribute to their success in life.
Children who are blind or visually impaired expend more energy than their sighted peers to navigate their environment and manage daily activities Developing physical literacy offers numerous benefits, including improved balance, body awareness, motor skills, endurance, coordination, posture, and overall health Additionally, it fosters a sense of acceptance and accomplishment, enhancing their ability to interact with others and build friendships.
Engaging in movement across diverse environments enhances physical literacy, as it includes experiences like exploring and navigating through water, traversing sandy or rocky surfaces, and adapting to various terrains.
Children with visual impairments often move less and miss out on observing how others move, which can hinder their development of basic physical skills However, it is important to remember that it's never too early or too late to encourage movement in blind children and youth Developing physical activity skills may require significant repetition and practice, but ensuring that the experience is enjoyable and fun is crucial for fostering physical literacy.
Physical literacy is essential for enjoying physical activities throughout life, encompassing both fundamental physical and social skills It involves understanding how to learn and enhance these skills effectively It is crucial for children and youth to acquire these competencies to foster a lifelong appreciation for physical activity.
How they move and basic movement terms,
How to move with flow, confidence and control,
How to move in different physical environments, such as on rocks or in water,
How they learn physical activity best; and
The social aspects of physical activity.
Enjoyable activities can include learning to run, dance, move to music, climb, jump, hop, roll, tumble, skip, and kick, throw and catch a ball
Modified from resources, BC Blind Sports and Recreation Association info@bcblindsports.bc.ca
Please contact BC Blind Sports for Additional Information
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Susan Howe: Forty Three Years Long And Still Going Strong
In June 2010, Susan Howe, a dedicated educator at W Ross Macdonald School in Brantford, Ontario, closed her office door for the final time after 43 years of service Throughout her career, she demonstrated an unwavering commitment to supporting students with blindness and low vision across Ontario, leaving a lasting legacy as she passed the torch to the next generation.
Susan began her career at WRMS in 1967 as a residence counselor in the junior residence, where she enthusiastically organized recreational activities, taught life skills, and supervised off-campus events During this time, strict dress codes were enforced for female staff, prohibiting slacks and mini skirts, requiring long hair to be pinned up, and mandating hats and gloves for church outings with students These expectations applied to all staff members.
After her initial year as a counselor, Susan transitioned to directly engaging with students in the classroom by becoming a qualified teacher in Ontario She returned to WRMS, where she dedicated many years to teaching different grade levels, though her true passion was always with primary-aged students.
In 1983, after provincial legislation had been passed in
Ontario, the outreach program known as Vision Resource Services was established Susan was one of the pioneers in this program, where she remained until her retirement
Susan's passion for education and her dedication to collaborating with children, their families, and professionals have significantly shaped the development of this program Her unwavering commitment to prioritizing students and fostering their potential has inspired and empowered them to achieve their best.
In 1998, Susan seized the opportunity to become the Educational Coordinator of the Vision Resource Program, demonstrating her strong commitment to the role She actively mentored parents and professionals, guiding them as new programs and training opportunities were implemented at WRMS.
Susan has been an active member of AER, serving on the Ontario Board of Directors in various roles, including President In 2008, she sought a greater challenge within AER, leveraging her extensive experience at WRMS to become the Canadian Representative on the International Board She successfully held this position for two terms and is set to pass the torch in the summer of 2012.
Washington Susan believes that her years at WRMS, and her experience with AER have made her the strong advocate she is for all individuals living with a visual impairments.
Despite her retirement, Susan's dedication to supporting organizations for individuals with visual impairments has only intensified Actively participating on various boards and committees, she consistently volunteers her time and efforts While retirement has granted her the opportunity to cherish moments with her family and new granddaughter, Susan passionately advocates for community involvement in promoting the development and growth of those with visual impairments She urges everyone to engage actively and support the Association for Education and Rehabilitation (AER) at all levels.
Thanks for the memories Sue, our hats go off to you.
AER Conference in Grand Forks, North Dakota – April 27-29th, 2011
Four AER members who are Consultants for the Blind &
This past spring, the Manitoba Education team for the visually impaired, along with three other consultants specializing in blind and visually impaired (BVI) education, participated in a two-and-a-half-day conference in Grand Forks On Wednesday afternoon, they attended an orientation and mobility (O&M) workshop led by Paul Olson at the North Dakota School for the Blind, where participants engaged in cane work while blindfolded.
On Thursday and Friday the 7 Consultants attended various presentations including Phys-ed for the Visually Impaired, Cooking tools and adaptations, Assistive technology,
Learning media assessment, specific lectures on eye conditions and other practical and informative sessions
We are thankful for our proximity to North Dakota, which allows us to engage in AER conferences that foster networking opportunities with fellow professionals Many consultants from Manitoba Education have pursued their Master's degrees, enhancing their expertise in the field.
The University of North Dakota offers a program for the education of visually impaired individuals, allowing students to reconnect with former classmates and instructors Stacey Gilbert, a BVI Consultant set to graduate in 2012, contributed to a panel discussion highlighting the program's recent transition to online distance education.
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AER Insight: Research and Practice in Visual Impairment and Blindness
Grad Student Contest Now Open!
You are invited to submit a research paper for our next contest!
• You are currently registered as a master’s or doctoral student or were registered as of April 2011
• You have completed a student research project since April
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