WISCONSIN BRAILLE NEWSLETTER=
Volume 11, Issue 3=
Fall 2010
12 State Vision
to be held in
The
annual Vision Midwest Conference, sponsored by 12 State, Inc., in conjunction with the Wisconsin Association f=
or
Education and Rehabilitation of the Blind and Visually Impaired (WAER) annu=
al
conference, will be held at the Alliant Energy Center in Madison from Octob=
er
22nd through the 24th.
The
conference will include presentations for both consumers and professionals
including sessions on careers, cell phones, travel, sensory gardening,
diabetes, retinitis pigmentosa, and much, much more. Also included in the
conference are several special activities—a tactile museum tour, a
brewery tour, relay races, tandem bicycling, and a bowling tournament.
For more information and to register for the conference, go to=
www.12state.org.
* * *
12 State, Inc. is a Madison-based nonprofit organization th=
at
seeks to advance educational opportunities and accessibility in all phases =
of
life for blind and low vision individuals and provide greater public awaren=
ess
of blind and low vision issues. It is composed of blind and visually impair=
ed
individuals and professionals serving the blind and low vision populations =
in
Illinois, Indiana, Iowa, Michigan, Minnesota, Wisconsin, Kansas, Missouri,
Nebraska, Ohio, and North and South Dakota. =
&nb=
sp;
__________________=
___________________
OSCI’S NEW YEAR,
NEW LOOK
by Michael S. —The old order of things are gone past, behold, all things =
are
made new.
Indeed,
each newyear is certain to include wonder-filled, electrifying adventures;
fascinating new relationships; challenging experiences; and especially nume=
rous
opportunities for growth and productivity. In 2010 the OSCI Braille Program
doesn't appear to be lacking any of the marvels and wonders one would expec=
t of
a new year.
Seemingly,
each month this year, our program has experienced a remarkable milestone an=
d/or
momentous event. And with so much activity occurring, within an eight month
span, I am unsure where to begin sharing the buzz that has been stirring ar=
ound
Oshkosh Braille.
Let's
begin with your author for starters. This is my first published article in =
the Wisconsin Braille newsletter. How=
ever,
it’s not too much of a task for me because writing is something I rea=
lly
enjoy doing. I have an innate understanding of the rules of writing and an
intense appreciation for the power of words.
Perhaps
that is why I have such respect for, and can easily pick up on, the braille
codes. To be sure, many of the formatting and structural rules incorporated=
in
the braille codes are identical to those used in print. This helps me identify with and
transition from print to braille with little difficulty. It is
no wonder that since I achieved my literary certification in November 2009 =
I've
been able to begin the Braille Formats manual, complete the entire Formats
Course, and start studying the Nemeth code (math and science notation) all
before July. Oh, by
no means does this display of continued progression end with me; but rather=
it
is a direct reflection of OSCI's long tradition of growth and prosperity. Every
year, since its establishment in 1997, our program’s production volume
has gradually increased. Accordingly, production levels have nearly doubled=
in
the past five years; 2005's production output totaled 283,252 braille pages=
, in
2010 we've produced 273,099 pages before August. Many
factors can be attributed to this increase in production: from the program&=
#8217;s
dedication to stay in tune with contemporary practices and technologies, to=
its
commitment to expansion and quality. OSCI
Braille's year began with GROWTH, GROWTH, GROWTH! In January the program mo=
ved
into a new production center. The new space includes an area exclusively
intended for production, a room spacious enough to accommodate our newly
purchased index embosser. We now have three embossers. The
expansion also created enough room to add four new work stations! We've
increased our combined total of students and workers from 16 to 20. New PC'=
s,
monitors, and keyboards have been purchased for each of the 20 work station=
s.
Our Klic-N-Kut, which we use primarily for tactile production, has been
replaced with the latest model. And we now have a meeting area.
Since January, six students have enrolled in the program (one is a
visually impaired student who is enrolled in the proofreading course). Three
individuals obtained literary certification; one person earned Nemeth
qualifications. Three individuals are currently testing for advance
certifications; one each in Nemeth, Music, and Textbook. Six of us recently
began studying the Nemeth course. Even
our supervisor, Kurt Pamperin, is participating in the fun; in January he w=
as
officially promoted from teacher-assistant to Braille Coordinator. From this
new position he has managed to include the states of Alaska, Maine, and Haw=
aii
to our long list of national customers, placing OSCI Braille one state away
from producing braille for every state in the U.S. We are definitely SMOKIN=
G! Despite
the many accomplishments and changes that have taken place at Oshkosh this
year, nothing has been more meaningful than the return of Mr. Dave Hines, o=
ne
of our braille program’s original founders. In 2007 Mr. Hines was
promoted to Education Director at New Lisbon Correctional Institution. This
July he transferred back to our facility to fill the role of Education
Director. The program is extremely fortunate to regain his knowledge and
support. For
OSCI Braille, 2010 has been packed with productivity, growth, and the perfe=
ct
mixture of surprise and excitement. In my opinion it's been an interestingly
active year, and to think, it is not even over yet! This level of activity =
is
relatively new to me, as I've only been here for a short period of time. The
thing that really gets my head spinning is that each year this program has
grown, to some degree. Consequently, I'm immensely excited about what the
future may hold for the program. Aren't you? =
__________________=
___________________ Blind Have Right to Access E-books The
Librarian of Congress has ruled recently that blind people have a right of
access to e-books. The ruling stated that the circumvention of technology t=
hat
limits access to copyrighted works is not a violation of the Digital Millen=
nium
Copyright Act passed by Congress in 1998. Prior
to the ruling, according to the National Federation of the Blind, the e-book
industry, including Amazon Kindle, Barnes and Noble Nook, Sony Reader, and
other e-book reading devices, had rendered their products unavailable to the
blind. As a result of the ruling, the United States Department of Justice,
Civil Rights Division, together with the National Federation of the Blind,
negotiated settlements with universities by which the universities agreed to
refrain from purchasing any e-book technology that was not fully accessible=
to
the blind. Responding to this informal pressure, Amazon Kindle and the newly
introduced Apple iPad have promised future e-book products will be accessib=
le
to the blind, and it seems likely that the remainder of the e-book industry
will follow suit. __________________=
__________________ The
20th anniversary of the Americans with Disabilities Act (ADA) was
celebrated in July. “Disability toda=
y is
simply a fact of life — not a way of life.” =
D=
ick
Pomo &nbs=
p; &=
nbsp; disability
rights advocate __________________=
____________________ Teacher Tips by M=
arilyn
Harmon &nb=
sp; Have you ever thought of starting a=
Braille Club? As a resource room teacher, my own
braille students interact with other braille students on a regular basis.
However, for students receiving itinerant services, this is rarely the case=
. &nb=
sp; A
few years ago, I started a Braille =
Club
for both resource and itinerant students. We meet on a monthly basis. Our
activities have included book discussions, student writing activities, as w=
ell
as braille games and projects. Through a grant from the Glen Stacy Fund, I =
was
able to order copies of several children’s books from Seedlings. The students read the b=
ooks
and discussion followed. They were then able to keep the books for their ho=
me
braille libraries. Through another Glen Stacy grant, the students wrote the=
ir
own stories and poems. They were then professionally put into book format by
the staff of ABLE (Audio and Braille
Literacy Enhancement). Each student was the proud recipien=
t of a
book containing his/her own writing, as well as that of his/her friends! Our
book, coincidentally, was called Wr=
iting
with Feeling! &nb=
sp; The
logistics of getting children from various schools together can be a bit cr=
azy,
but the resulting camaraderie between braille students is definitely worth =
the
effort. Do
you have a Teacher Tip that you=
would
like to share? Send your ideas to: harmonma@milwaukee.k12.wi.us T __________________=
____________________ The purpose of Wisconsin
Braille Inc. is to advance communication and coordinate the efforts of =
all
persons concerned with the availability, quality, and distribution of brail=
led
materials in the state of Wisconsin thereby encouraging braille literacy. <=
o:p> __________________=
____________________ Need for Transcribers? <=
br
style=3D'mso-special-character:line-break'>
by Dawn Soto
|
M |
adison
Public Schools has it going on! As a new Teacher of the Blind and Visually =
Impaired
(TVI) in Wisconsin in 2000, I had no idea how services were provided to
students who were blind and visually impaired. It took me quite some time to
realize that every part of Wisconsin does things differently. However, the =
one
thing that I learned was that Madison seemed to have figured things out pre=
tty
well. Madison's Certified Braille Transcribers filed a grievance many years=
ago
with their city’s teachers union. Finally, the transcribers were able=
to
be recognized officially for their &n=
bsp;
hard work, certification and dedication to braille!
Public law requires that a braille reading student have brailled transcript=
ions
of their assignments in order to receive a Free and Appropriate Public
Education, but most of Wisconsin’s visually impaired students do not =
have
full time Certified Braille Transcribers providing them with brailled mater=
ial.
This has been bothering me immensely. Thus was brought on the idea of surve=
ys
in Wisconsin to find out who was creating braille materials for our students
who read braille. A survey was created through the Wisconsin State
Superintendent's Council on Blindness and Visual Impairment in 2005 and the
results demonstrated that students were not always receiving braille create=
d by
Certified Braille Transcribers. This is a concern. Many TVIs think that
transcribing the needed braille materials must be their responsibility.
However, the fact that TVIs are not trained to be Certified Braille
Transcribers is often not known. Time is also a factor; how can a TVI see e=
very
student on his or her case load and still have time to lesson plan, travel,
attend IEP meetings and create desk top copies of braille for everything th=
at a
student needs—everything his or her peers "see" in print? I=
t is
a physical impossibility.
This
is why I have been so thrilled to work for CESA 7 (one of twelve regional
educational service agencies in the state), as my current school districts =
have
been very receptive to the needs of my students who read braille. I could n=
ot
do the job of a TVI if I did not have a Certified Braille Transcriber ensur=
ing
that my students who read braille have good, quality brailled materials.
Madison really does have things right and their union recognizes their
transcribers for their certifications.
Those who know me realize that this is my passion and the survey is being
revived and revised. Vision staff in Wisconsin will once again be surveyed =
in
order to determine current needs for Certified Braille Transcribers. I have
always said that if a student who is deaf needs a Hearing Interpreter (lice=
nsed
professional), than the student who is blind needs a Certified Braille
Transcriber (licensed professional)! Several other states recognize their
Certified Braille Transcribers and it is my hope that this will become a
reality in Wisconsin someday as well!
__________________=
____________________
‘BrailleBlaster’=
needs
you!
Help develop new software
This is an announc=
ement of
an exciting new software development project
that will greatly increase the availability and usability of braille. Since
this is an open source project, you are invited to participate. We need
transcribers and technical writers as well as programmers.
For more informati=
on
contact:
John J. Boyer
President, Chief S=
oftware
Developer
Abilitiessoft, Inc.
http://www.abilitiessoft.com
Developing software for people
with
disabilities
__________________=
____________________
The purpose of this newsletter is to disperse
information. Wisconsin Braille Inc=
.
does not endorse or vouch for the reliability of any of the persons,
organizations, or products appearing in this publication.
__________________=
____________________
T=
he
Braille Corner
Dear Ms. Perkins,<= o:p>
I’m never sure h=
ow
to lay out a table in braille. Stairstep is almost always the easiest, but =
is
it the best format to use? Oh, and by the way, just what is the difference
between related columns and a table? How do I tell if the first column is r=
ow
headings or not?
=
Wondering
Dear Wondering,
A
table might be easier to format in stairstep, and computer programs tend to=
do
this, but keep in mind the student and the classroom environment. If a teac=
her
directs the students to compare the items in the second column of a table w=
ith
those in the fourth, the braille reader, reading the table in stairstep, may
have difficulty quickly locating the needed material and keeping up with the
class. Whenever possible reproduce the print format with side-by-side colum=
ns.
Stairstep format is a valuable tool, but should only be used for wide tables
that cannot fit across the braille page.
Another thing to remem=
ber
when transcribing tables is to avoid two- and three-line column headings, w=
hich
are often difficult to read. Keyed headings take extra time to read. Abbrev=
iate
and/or drop capital indicators if that will allow for one-line headings.
Related columns are ju=
st
that; columns that are related but are meaningful by themselves. A table has
row headings, without which the other columns have no meaning. For instance=
, a
chart that shows a list of cities in the first column, with their populatio=
ns,
land size, date of incorporation, etc., in the following columns is a table
because if you took away the first column (the names of the cities) the num=
bers
in the following columns would be meaningless.
Sincerely,
Ms. Perkins
__________________=
____________________
Fun with Braille
Used with permission of the publisher:
The Ame=
rican
Printing House for the Blind
Categories
Note: This activity can be
done individually or with a friend. Do it leisurely or set a timer and race
yourself or your buddy.
Below is a list of var=
ious
topics. For each of these topics, think of one appropriate word that contai=
ns
the st contraction. For example=
, if
the topic reads “girl’s name,” you could choose the word
“Stephanie.” Number your paper and Braille your answers. When
finished, you can use this same list and try it again using the ar or ing contraction.
Repeat the list with a=
ny
contractions you like. Note that there may not be an answer to certain topi=
cs
with various contractions.
Topics:
Song ti=
tle &=
nbsp; Piece
of furniture
Sport
Ice cre=
am
flavor Car
City
School =
supply Magazine title
Baby it=
em &=
nbsp; Animal
Actor
Camping=
item &=
nbsp; career
__________________=
____________________
Wisconsin Braille, Inc.<=
/i> meeting
All
WisBrl meetings are open and ev=
eryone
is welcome. The next meeting will be on November 6, 10:00 a.m., at the Sequ=
oya
Public Library, 4340 Tokay Blvd., Madison, Wisconsin.
__________________=
____________________
WisBrl’s Special Book
Project
Order your free books now!
<= o:p>
In
our quest to promote braille literacy among children, Wisconsin Braille, Inc.
is pleased to offer, once again, a selection of free braille books for =
your
school library, funded by grant money awarded us. This year’s collect=
ion
includes books that were requested last year by our customers as well as
recently published books. We continue to choose only those books that are n=
ot
currently available in braille, checking the data bases at American Printing
House (www.aph.org), the National Libra=
ry
Service (www.loc.gov/nls), and Seedl=
ings (www.seedlings.org). We recommend that you check =
these
sources as well before suggesting book titles for next year’s project.
You may continue to order early readers in either contracted or uncontracted
braille. Indicate your prefer=
ence on
the order form. We sincerely =
hope
that our selection meets the needs of your readers.
Our current selection is:
Animal Friends, A Collection=
of
Poems for Children
T=
his
playful collection of 30 poems by famous poets will delight animal lovers of
all ages, but especially those in grades
K=
-3.
<= o:p>
The Big Swim by Cary Fagan
&=
#8220;When
his parents send him to summer camp for the first time, Ethan has just three
goals. First, to survive. Sec=
ond,
not to be hated. Third, not t=
o be
the worst of anything. Then Z=
achary
arrives, surrounded by a cloud of rumors…” This book is a good summer read for
anyone who has ever gone to summer camp—or may be thinking about
going. Grades 3-6.
<= o:p>
The Birthday Storm
b=
y Sharon
M. Draper
I=
t’s
summer vacation, and Sassy and her family are headed to
Biscuit Takes a Walk
b=
y Alyssa
Satin Capucilli
A=
playful
puppy wants to see everything on a walk to Grandpa's house. Offered in
print/braille in contracted or uncontracted braille. Grades K-1.
The Buddy Files: The Case of=
the
Lost Boy by=
Dori
Hillestad Butler
K=
ing’s
family is missing, and he’s been put in the P-O-U-N-D. Why doesn̵=
7;t
his beloved human, Kayla, come to get him?=
When King is adopted by Connor and his mom, things get more confusin=
g. The new family calls him
“Buddy.” Then Con=
nor
disappears! Buddy (aka King) =
has
some big problems to solve. M=
ystery
fans and dog lovers will enjoy this story about a smart, funny, loyal dog.
Grades 2-3.
Dairy Queen
by
Catherine Gilbert Murdock
W=
elcome
to the summer that fifteen-year-old D.J. Schwenk of Red Bend, Wisconsin
“finds her voice,” and ends up having an awful lot of stuff to
say. D. J. finds her best fri=
end
isn’t so friendly anymore, her little brother doesn’t talk, her
mother has two jobs and her dad would be furious if she tried out for the
football team herself. But th=
ere is
only one person to tell all this to – the rival team’s quarterb=
ack
whom she must train. Grades 9=
-12.
In the Turkey Pen by Patricia Stockland
T=
his
nonfiction book explains a day in the life of turkeys. Readers will be
entertained and learn many facts about turkeys by reading this book. Grades K-2.
The Magician’s Elephan=
t
b=
y Kate
DiCamillo
W=
hen a
fortuneteller’s tent appears in the market square of the city of Balt=
ese,
orphan Peter Augustine Duchene knows the questions that he needs to ask:
poetry speaks who i am
P=
oems of
discovery, inspiration, independence, and everything else…written by =
and
for tweens and teens. Grades =
8-12.
Spring Surprises =
by Anna Jane Hays
S=
ay
goodbye to frosty winter as you greet the sunny sky, young animals and newly
growing flowers in this story about spring written in an easy to read rhymi=
ng
format. Offered in print/braille in contracted or uncontracted braille. Grades K-1.
Take Me with You =
by Carolyn Marsden
A=
cclaimed
author Carolyn Marsden evokes the daily lives and shared longings of two
inseparable friends, who have grown up in an Italian orphanage after the wa=
r,
in this lyrical story about identity and what it means to have a home. Grades 6-8.
Your Treasure Hunt, Disabili=
ties
and Finding Your Gold
by
Katherine Schneider, PhD
B=
lind
herself, the author draws upon her experience to define some of the
difficulties of growing up with a disability and offers constructive ways to
deal with its frustrations.
Children and parents can re-frame life, then, as a “treasure h=
unt,”
a search for the “gold” of possibility in life’s challeng=
es
leading to a better self concept.
Grades 2-5.
Please remember to submit your order by November 30, 2010, using the
order form that follows; send
it only to the OSCI address on the form, NOT to Wisconsin Braille’s P=
.O.
Box.
Teachers, please feel free =
to
distribute this information to the parents of your students so they can ord=
er
as well. Our book offer=
ings,
both past and current, are also located on our web site: www.wisbrl.org. You may order up to five
books from the composite list on our site in addition to ones from this
year’s collection. You =
should
receive your books in the spring of 2011 before school dismisses for summer
vacation. Thanks!
Special Book Project Committee:
&nb=
sp; Sandy
Adams
&nb=
sp;
&nb=
sp; Marilyn
Harmon
__________________=
____________________
Wisconsin Braille Inc.
Fall, 2010
Check here if you =
have
ordered from us in the past. _____
Cust. ID =
(if
known) _______
Address:
____________________________________________________________
_____ Animal Friends, A Collection of Poems for Children
_____ The Big Swim by
_____ The Birthday Storm by Sharon M. Draper
_____ Biscuit Takes a Walk by Alyssa Satin Capucilli
=
_____ Contracted
&=
nbsp; &nbs=
p; _____
Uncontracted
_____ The Buddy Files: The Case of the Lost Boy by Dori Hillestad But=
ler
_____ Dairy Queen by Catherine Gilbert Murdock
_____ In the
_____ The Magician’s Elephant by Kate DiCamillo
_____ poetry speaks who i am
&=
nbsp; _____
Spring Surprises by Anna Jan=
e Hays
=
_____ Contracted
&=
nbsp; &nbs=
p; _____
Uncontracted
&=
nbsp; &=
shy;_____
Take Me with You by Carolyn
Marsden
_____ Your Treasure Hunt, Disabilities and Finding Your Gold by Kathe=
rine
&=
nbsp; &nbs=
p; Schneider,
PhD
Additional books from
previous years: (see compiled list on web site: www.wisbrl.org)
You may order up to fi=
ve.
Suggestions for next y=
ear:
(Please request specif=
ic
books that are not already available in braille. Thanks!)
&=
nbsp; By
November 30, 2010 send order=
to
this address:
<=
span
style=3D'mso-tab-count:2'> &=
nbsp; Kurt
Pamperin, Coordinator
<=
span
style=3D'mso-tab-count:2'> &=
nbsp; OSCI
Braille Program
<=
span
style=3D'mso-tab-count:2'> &=
nbsp; 1730
Snell Road
<=
span
style=3D'mso-tab-count:2'> &=
nbsp; Oshkosh,
WI 54903-3530
__________________=
____________________
Dear Reader,
It takes a great deal =
of
volunteer labor by Wisconsin Braille, Inc. committee members and members of=
the
Oshkosh Braille Program to produce, process and mail these free books. It a=
lso
takes money!
Your membership in Wis=
Brl
makes the Special Books Project , which puts books in the hands of braille
readers, possible.
Have you neglected =
to
pay your dues this year? You have if it doesn’t say [‘10] or
[L] before your name on the address label of this newsletter. Please pay to=
day,
and/or consider sending a special contribution to help this program.
=
T=
hank
you,
=
T=
he
Editor
__________________=
____________________
MEMBERSHIP APPLICA=
TION
Use the following form=
to
join or renew your membership to Wi=
sconsin
Braille Inc. Please make checks and money orders payable to: WISCONSIN
BRAILLE INC.
Regular membership=
, annual
dues: $10
Sustaining members=
hip,
annual dues: $30
Lifetime membershi=
p: $200
Please include: th=
e date,
your name, address, phone number, and e-mail address. Also advise if you wi=
sh
printed material to be sent to you in regular type, e-mail or braille.
Please answer the
following: What is your affiliation with the braille-reading community? (Li=
st
all that apply.) Teacher, educational assistant, transcriber, proofreader,
administrator, producer, parent, user, other (specify).
Return application=
and
payment to:
Wisconsin Braille =
Inc.,
Membership Chair,
557 Milky Way
Madison, WI 53718
__________________=
____________________
This version of the
Wisconsin Braille newsletter was prepared by the members of the OSCI Braille
Program. It has not been proofread. Readers are encouraged to report noted
errors to: Wisconsin Braille Newsletter, Editor,