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Parent News

September/October 2002

Nadia Mattiazzo

Hello all and welcome to this Spring edition of Parent News. Initially, I must apologise for the lateness of this issue and I know some of you will receive this after the September school holiday. My name is Nadia Mattiazzo and, as of approximately five weeks, I am the newly appointed Victorian Advocacy and Information Officer. Unfortunately for us, Helen Freris has left to take up another position in the Social Work field. I am sure we will all wish her the best of luck in her new role.

I am a 36-year-old vision impaired person who has worked in the blindness field for approximately eight years. I was educated in Victoria and used the services of the Statewide Vision Resource Centre. I live in the northern suburbs of Melbourne and am owned by three cats who I adore very much. I’ll try not to refer to them too much!

In this issue:

• I hate to break it to you but … Christmas is just around the corner, so I have some nifty Christmas gift ideas for your Vision Impaired members of the family.

• Walk a Crooked Mile - A book review

• An informative checklist for spotting vision problems

• Increasing reading speeds with magnifiers

• Insight of a blind skier

• Centre for Eye Research & Lions Low Vision Initiative research project

• ICEVI East Timor Project - June/July 2002

• 17th^tNational Braille Music Camp

• Keep up to date with BCA

• RVIB Student Bursary

• Events to keep in mind

• ‘City Limits’ Orientation and Mobility Program

• Articles for next issue

Editor’s Note: My thanks to Deb Lewis for providing this information.

Taken from the Vision Resource Centre’s Bulletin No. 15, September 2002.

Dick Smith is currently selling a Digital Talking Watch. You press one button to be told the time. It’s currently selling for $19.56 for Fathers’ day but I’m told it’s not much more at the regular price. Good Christmas present idea for parents to get our kids??

Here’s another Christmas present idea. Trail-a-bike is an attachment to a regular bike which makes that bike temporarily into a tandem. Tandem riding has long been a great way for even totally blind children to ride. This device is cheaper and easier to store than a tandem, selling at about $280 from the Bicycle Superstore or other outlets. It is only recommended for younger children (up to age 9). I showed this idea to Uli Pfisterer, RVIB PE teacher, at our last PD day and he was very excited about the idea.

Windmill sell these wonderful balls. I’ve been recommending them to a number of schools. The balls are bright and have a long, colourful tail. This makes them easier to see and to catch. Catalogue number CP 2672 @ $25.95 each from Windmill 9830 4336.

Editor’s Note: Thanks again to Deb and the Bulletin of 15 September 2002.

Jeni Blake put us onto a book about Lachlan Jones: Gold medallist, world champion and world record holder with vision impairment and cerebral palsy. This inspiring story is written by Lachlan’s father, Greg Jones.

Editor’s Note: From the Bulletin No 15, September 2002

Lyn has been surfing again and came across this handy checklist. There is also a great table showing the functional effects of various vision problems.

Editor’s Note: From the Bulletin No 15, September 2002

An article in the Journal of Visual Impairment & Blindness from May, 2002 looked at a study of reading and comprehension rates for students using optical devices. The study found there was a significant increase in silent reading speeds for students who were prescribed and given training in the use of optical devices (magnifiers). Significant results were also found for increases in silent comprehension rates but not in oral comprehension rates. The authors suggest that for children with low vision, oral reading does not demonstrate the level of skill that they have. This may be significant for the type of testing we conduct with our Learning Media Assessment Kit. You can request a copy of this article from Dianne Skillern at SVRC (pp. 322 – 334).

Karen McKenzie

Editor’s Note: Taken from the Winter 2002 edition of the BCA Women’s Branch News Letter

At 35, I've had less than 10 per cent vision for nearly two decades. I skied with a Mount Buller Ski Instructor who knew what he was doing and could see. That made one of us.

Why was I here?

I asked myself that a lot. My boyfriend is a keen skier and we share holidays. And I wanted to try a new sport.

On the first morning my ski instructor asked me to put on a bright orange bib with the label, "BLIND SKIER." I said no.

Unless I reveal it, people don't know I can see so little. I don't use a white cane, or a guide dog. I don't need to.

"Wearing the BLIND SKIER bib means people will get out of your way," the instructor explained.

I considered. After four metres I see nothing. Within four metres I see a blur. Hurtling down a slope with this vision impairment would be a lot different to walking along a footpath. My vision probably wouldn't have time to see people to avoid. I realised I was just being proud.

I put on the bib. Later, I was glad to see and hear people skiing fast away from me. Even my boyfriend, who has 20/20 vision, asked me if he could have a bib too.

We reviewed snowploughing, which I’d learnt over a weekend as a teenager with much more eyesight. I followed my instructor, watching his skis to gauge the steepness of the slope. If the back of his skis pointed outward, I knew the slope was steeper or he was slowing. I copied his movements.

When he sped ahead by more than a few metres, all I saw of him was a blue blob. Then he disappeared. I couldn’t see what was coming. And my body refused to make the neat snowplough turns we’d been practising. Was I about to hit something I couldn’t see?

Panic rose inside of me. I fought it. Taking a deep breath, I pointed my skis toward his voice giving instructions. His words replaced my eyes.

"Curve to the right," he said. "That’s it. There’s a pole on the left we’re avoiding." Listening hard, responding as accurately as I could, I sweated with concentration and fear. I saw the pole as we passed it, but focused on his voice saying, "Don’t lean back."

So much to think about.

The blue blob came back into sight and I followed, but his voice came from the right. I stopped. I realised I’d been following the blue blob of another instructor. I laughed, raising my stocks high.

In seconds my instructor was by my side, wanting to be let in on the joke and asking how I was feeling.

"I’m scared," I said.

"Yes, I remember the feeling when I was under blindfold. It gets better with practise," he said.

"Blindfold?" I asked, stunned.

He explained that all Disability Ski Instructors at Bulla had skied under blindfold and with glasses that simulated different vision.

So he knew what it was like. Or at least had an inkling. My trust in him leapt. And my nerves were soothed as he spoke of other skiers who are vision impaired. He spoke of a totally blind boy who had stood at the top of the Bourke Street run to yell, "Look out. I’m blind, and I’m coming down!" Like the Red Sea, the skiers parted to allow the boy to pass through.

On that first morning, I continued to follow my instructor’s voice and his body when I could. Whizzing down a stretch of soft snow, I felt a zing in my veins. I thought, I'm actually having fun.

Then a chairlift came up.

You have to be so precise, stopping at exactly the right spots, as you wait in line for a chairlift. And then you wait as a chair you can't really see zooms up from behind, hitting the back of your legs, making you sit fast. As we moved in line, my instructor put up a hand to make me stop or pulled me a little to one side.

Once as I negotiated my way onto a seat a liftee, obviously confused because he recognised I could see some things, yelled out, "Are you actually blind?"

As my legs bent to accommodate a chair looming up behind me I yelled, "Sort of. I'm partially blind.""

"Oh right," he called, as I swung upwards, relieved that another sit down was over.

The chairlifts became easier. Sounds helped. The familiar rhythm of the mechanical lift sounds as the chairs came and went helped me to know when to sit.

When skiing, I forgot all about the bib I wore. But on my third day, during a break, a woman approached me.

"I think you're amazing," she said. I stared at her. What was she on about? Then, remembering, I looked at the upside-down "BLIND."

"Thanks," I said, feeling uncomfortable.

"You're an inspiration to me. If you can do it, then I can."

"Thanks," I mumbled. I didn't feel amazing. Most of the time I felt chicken.

But I had just cruised down my first blue run. Now that was amazing.

(From Blind Citizens Australia, Women’s branch Magazine, Winter 2002)

The Centre for Eye Research Australia (CERA) and the Lions Low Vision Initiative are starting a research project to evaluate low cost low vision devices (magnifiers and telescopes).

In many developing countries there is currently no low vision care and the major barrier to starting services has been the lack of affordable low vision devices. It is often believed that low cost equals low quality but we don’t believe this is the case with low vision devices. Therefore, this project will compare new low cost low vision devices with the "gold standard" high quality devices to demonstrate their effectiveness.

By agreeing to participate in this research project, we will require you to spend half an hour completing some reading exercises and simple questions comparing a low vision device similar to what you currently use with an equivalent low cost device.

Thank you for your help.

If you have any questions regarding this research please contact:

Tamara Pollard

CERA, 32 Gisborne Street,

East Melbourne, 3002, Ph: (03) 9929 8328

by Frances Gentle

Editor’s Note: Taken from the September 2002 edition of the Australian Braille Authority News Letter

Frances can be contacted at:

St Edmund’s School

PO Box 582 Wahroonga NSW 2075

Tel: 02 9487 1044 Fax: 02 9489 0069

Email: vision@stedmunds.nsw.edu.au

This is a report on my recent visit to East Timor for a two-week period, on behalf of the International Council for the Education of People with Visual Impairment (ICEVI). The purpose of the trip was to investigate current educational services for people who are blind or vision impaired and to determine ways the international community can provide support. ICEVI is a professional non-government organization that promotes educational opportunities for children and adults with vision impairment throughout the world.

Due to issues of safety, I accompanied the East Timor Eye Care Program (ETEP) team, a group of Australian eye specialists who visit East Timor biannually, to provide much needed eye care services. The ETEP team assessed approximately 1200 people with vision problems, 400 from the district of Aileu and 800 from the district of Dili. Approximately half of the people assessed had near and distance vision problems, and were prescribed spectacles, free of cost. Another group had more serious eye conditions, including cataract and glaucoma, and received eye surgery. A third group were blind as a result of eye trauma, congenital eye conditions and Vitamin A deficiencies associated with disease and nutrition.

During my travels in the districts of Aileu, Maunfahe and Dili, I discussed the needs of people with vision impairment with government officials, village chiefs, church leaders, school principals and teachers, aid workers, people with vision impairment and their families. The issues facing East Timor are significant and pressing. With an average life expectancy of 57 years of age and illiteracy rates of 50% (United Nations Poverty Assessment, February 2002), support from the international community is vital. Villages often lack the basic services of health care, electricity, and clean water supply. Schools have reopened, and are all in need of reading and writing materials in Portuguese, Indonesian, Tetun and English.

In general, children who are blind do not attend school and are illiterate. They are cared for by their families, but are not expected to assume positions of leadership within families or communities.

The recommendations that I have put forward for consideration by the ICEVI Council include the following:

Establishment of an Association of blind citizens of East Timor.

Establishment of community-based educational services for people with vision impairment.

The promotion of capacity through the provision of "train the trainer" programs, including the areas of braille literacy, dual literacy media, orientation and mobility, optical and non-optical aids, curriculum modification and teaching strategies.

Provision of reading material in alternate formats in the languages of Tetun, Portuguese and Indonesian. The Portuguese Braille code (Grade 1) is recommended for the production of material in Tetun and Portuguese, as it accommodates the linguistic features of both official national languages.

Overall, my experiences in East Timor were very positive. I met many hard working, dedicated people representing Australian and international organizations working in East Timor. I was humbled by the dignity and sincerity of the East Timorese people I met. The playfulness and open curiosity of all the children I encountered gives me hope that they will recover from the trauma of past violence and move forward into brighter futures as free and independent people.

By Dorothy Hamilton

Editors Note: Taken from the September 2002 edition of the ABA News Letter

Dorothy is an accomplished musician having taught piano privately for many years. She currently works part-time as a Braille Music Transcriber with the National Information & Library Service (NILS). She can be contacted by telephone, 03 9521 3400 (Monday - Thursday mornings) or Email: dorothy.hamilton@nils.org.au

Frensham School at Mittagong in the Southern Highlands of NSW was once again the venue for the National Braille Music Camp, which took place during the week of July 6 to 13 2002.

Under the capable leadership of Ian Cooper and Roma Dix, some 65 students and staff came together with the specific purpose of learning and improving their Braille music skills. Braille using students from every state of Australia and seven from New Zealand spent a great deal of time learning the Braille music code and then putting their skills into practice by using them in the four part camp choir which met three times each day. Although some students were quite new to Braille music they soon began to learn and start using it.

In addition, from 11 until 12.30 each morning, small groups of students (two or three) per teacher, were given individual tuition enabling them to address any specific music related problems being encountered while at school.

Apart from the camp choir, several small singing groups were formed. All the music which was planned to be used throughout the week had been brailled voluntarily prior to camp. Students were encouraged to read their parts as they sang and it was most rewarding to see how they progressed with this skill as the week went on.

An orchestra was formed from the various instruments brought to camp and a jazz band was also a feature. However, music for the orchestra and jazz band was learnt by ear because of the lack of time available.

On the last night of camp a public concert was given and all the best items of the week were selected for the programme. Time was also spent with those adults on camp who were interested and involved with transcribing music into Braille. These discussions between transcribers and experienced Braille music users were important and valuable and were found to be of great benefit to all involved.

Over the years, these camps have proved to be a wonderful venue for blind musicians to come together and share with each other their musical skills. In particular, we can share with each other, our experiences and skills in using, transcribing and teaching the Braille Music code which Louis Braille gave to us. But most importantly, through the annual Music Camp we have the opportunity of teaching Braille music to young blind students and showing them how they may use it and become literate musicians.

Many students have told us how they have appreciated the fact that they had the opportunity of learning how to use Braille music and what it has meant for them in their careers. Some have said: "I knew all the signs, but had no idea that I could put it into practical use until I came to camp".

We are greatly indebted to Ian and Roma for their initiative and hard work and to all those music teachers and friends who give up this week each year for the sole purpose of helping young blind musicians to learn and improve their Braille music skills.

The Senate is currently inquiring into the Education of Children with Disabilities. Blind Citizens Australia submitted a broad ranging paper to the inquiry and provided verbal evidence. We highlighted the need for more specialist teachers and for a flexible curriculum that could incorporate blindness specific training, and we raised the ongoing problem of students’ inadequate access to materials in alternative formats.

To read the paper or the transcript of the verbal evidence, please contact Collette O’Neill at the BCA National Office: Phone: 03 9521 3433 or 1800 033 660

Editor’s Note: Taken from the website:

http://www.det.vic.gov.au/det/consultation/so_report.htm

In 2000, the Director, Office of School Education, commissioned an international expert in the education of children with special educational needs, including

those with disabilities and impairments, to provide an independent report on current Victorian provision compared with international best practice.

This expert was Professor Luanna Meyer, Pro Vice-Chancellor, Massy University College of Education, New Zealand.

In response to this report an expert working party, including principals, teachers and parents considered the advice and made recommendations to improve services for students with special educational needs.

The Better Services, Better Outcomes in Victorian Government Schools consultation paper presented a view of the way forward in providing the highest quality education for students with special educational needs in Victoria.

A summary of the report, or the full report are available for viewing and downloading.

Parents, schools and community members were invited to provide a response to the proposed recommendations. These recommendations are included in the full report and the summary.

The Department of Education & Training selected the Professional Development Institute, Faculty of Education, Monash University, to undertake the community consultation process.

In order to consult widely a series of public forums were held around the state.

As well, some answers to questions that parents might ask were provided.

The Minister for Education Services the Hon Monica Gould, MP has announced a number of new developments for the support of students with special education needs.

A brochure summarising these developments is available electronically or can be obtained by calling (03) 9637 2031.

Consultations regarding the Department of Education & Training document occurred at the same time as the Department of Human Services Draft State Disability Plan consultation process.

The State Disability Plan has now been released and can be viewed at

www.dhs.vic.gov.au/disability.

Phone 1300 3466 731 for additional information on the State Disability Plan.

Applications are now open for the 2003 RVIB Further Education Bursary.

Up to $4,500 will be awarded for the purchase of adaptive equipment.

Who is eligible: students who are legally blind, commencing or continuing first year tertiary studies and who for financial reasons would not otherwise be able to participate in further education.

Applications close: Friday 25 October 2002

For more information, contact: Joanne Webber

Education Consultant

RVIB

201 High St

PRAHRAN VIC 3181

Ph: 9520 5555

Fax: 9521 3685

Email: webbejo@rvib.org.au

Retina Australia’s national congress A Bigger Bolder Brighter Future. will be held at Eden on the Park 6 Queens Road Melbourne over the weekend of 16 &17 November, The event will include a series of research presentations and workshops with our Keynote speaker, Professor Alan Trounson speaking on Stem Cell research.

These presentations will be in lay terms and presented in easy to understand formats with question times for interactive participation.

All attending will have the opportunity to hear and speak with these researchers and also partake in various interactive workshops that are available.

A Bigger, Bolder Brighter future is designed for both professionals and those affected by a retinal dystrophy their families and friends and can include retinitis pigmentosa, macular degeneration Ushers Syndrome and any other debilitating disease of the retina.

We are sure that we have something for everyone.

The cost is graded as follows:

Those afflicted with a retinal dystrophy, families and friends. $60 per day - $110 for two days

These prices are inclusive of GST and meals.

A Gala Dinner on the Saturday night is $50 pp and does not include drinks. Table bookings can be arranged.

We are expecting a big attendance so it would be wise to book early.

For further Information: Gerda Davis,

Retina Australia (Vic) Inc.4^th Floor Ross House,

247-251 Flinders Lane

Melbourne 3000

Phone/Fax 03 9650 5088

BLIND CITIZENS AUSTRALIA

Please feel free to contact me with any information you believe could be included in the next issue of Parent News.

Email: nmattiaz@bca.org.au

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