Fred's Head from APH

2012 Nomination Process for the Hall of Fame: Leaders and Legends of the Blindness Field

noreply@blogger.com (Michael McCarty) — Wed, 07 Dec 2011 07:22:55 PST

The Hall of Fame is now accepting nominations for 2012 induction consideration. If you are interested in learning more about the process for submitting a nominee to join the 46 inductees, please visit: www.aph.org/hall_fame/nominate.html. The nomination process will close March 30, 2012.

"The Hall of Fame for Leaders and Legends of the Blindness Field is dedicated to preserving, honoring, and promoting the tradition of excellence manifested by the specific individuals inducted into the Hall of Fame and through the history of outstanding services provided to people who are blind or visually impaired."

Portion Cooking Spoon with Measuring Grooves

noreply@blogger.com (Michael McCarty) — Mon, 23 Jan 2012 10:28:29 PST

Portion is a magical device. You see, when a measuring cup loves a spoon very much, they make a Portion! Let's say you're making that blue box macaroni and cheese. Measure your milk using the handle, which holds up to 1/4 cup. Then use the spoon to add a half teaspoon of taco seasoning or perhaps a tablespoon of chopped sundried tomatoes to spice things up. Once you have your ingredients in place, use Portion to mix everything together. Perfection and with only one dirty utensil!

Measures wet or dry ingredients, then lets you stir them
Handle measures: up to 1/4 cup
Locking silicone spout for handle seals to prevent spills, opens wide for easier pouring
Spoon measures: half teaspoon, teaspoon, tablespoon
Made of food safe plastic and silicone
Dimensions: 13" x 2.5"

Click this link to purchase the Portion Cooking Spoon with Measuring Grooves from ThinkGeek.com.

My Favorite Colors

noreply@blogger.com (Michael McCarty) — Wed, 18 Jan 2012 13:29:54 PST

by Donna J. Jodhan

For as long as I can remember, yellow has always been my favorite color; as a child when my vision was just a bit, as a teen when I received much more, and even now when I have precious little. Yellow has always reminded me of happy things and happy times.

When I was a kid, I had to have a yellow cup, a yellow plate, and a yellow saucer and a yellow bowl. I loved and cherished my yellow Sunday dress, the one that I wore to church. I adored my yellow jersey, and my yellow bathing suit. Mom and dad had to always buy me something yellow; the yellow beach ball, the yellow water wings, and everything else yellow. I even loved the yellow balloon which was something special for me as I had a fear of balloons and when we got our dog and named her Yella, that was the best thing for me since sliced bread.

Yellow continued to dominate my life as I blew past my teen years into adulthood and I continued to buy yellow sweaters and jackets, yellow coats, yellow pants, and yellow dishes and even cutlery with yellow handles. Part of my living room is even dominated by yellow.

Now that I am left with precious little sight and no longer able to see color, I think of yellow whenever I need a boost or whenever I need to drive away unhappy thoughts or moments. I have grown to love purple, red, and blue; all distant seconds to my precious yellow. Yellow! The color of my life! The sunshine of my soul! The light of my darkness!

I'm Donna J. Jodhan your friendly accessibility advocate wishing you a terrific day. If you'd like to learn more about me, then you can visit some of my blog spots at:
Donna Jodhan! Advocating accessibility for all: http://www.donnajodhan.blogspot.com
Weekly Saturday postings on issues of accessibility: http://www.sterlingcreations.ca/blog/blog.html
blogs on various issues and answers to consumers concerns: http://www.sterlingcreations.com/businessdesk.htm

Do Professors Really Understand?

noreply@blogger.com (Michael McCarty) — Wed, 18 Jan 2012 13:18:33 PST

by Donna J. Jodhan

When I was at university which was many years ago, I must say that as a whole, most professors understood that in order to complete my courses, I had to have access to texts and that I had to be given a bit of extra time to write exams. They also understood that we all had to go the extra mile to ensure that my texts were on time and that I could understand charts, diagrams, and graphs.

When I was at university, there were no online courses and my texts were either given to me on tape or in Braille. Lectures were all conducted in the classroom and I was able to get the full attention of most of my professors. I either typed my papers or spoke onto tape and sometimes I had oral exams for French and Spanish.

That was then and this is now. With the evolution of the Internet, more courses are being offered the online way. Students submit their exams via email or by logging into a specified website. They receive their texts through the Internet but there are still classroom sessions to attend.

For blind students, the online way could be looked upon in two ways; as a blessing and as a challenge. As a blessing because they do not have to travel to be at class physically. As a challenge because many web developers are still finding it difficult to develop websites that are accessible to blind students.

Do professors really understand that in order for blind students to participate fully in web based courses, they need to have the following? Equal access to all texts. Equal access to all websites that are being used during the course. Equal access to all online resources. Equal access to professors.

Professors need to ensure that texts are made available to their blind students in a format that they can read. They need to understand that blind students need extra time to complete exams and they need to be aware that whenever changes are made to software by the learning institution involved, care must be taken to ensure that the student's software is compatible and if not then efforts need to be made to find suitable alternatives.

This is not going to change and as technology continues to evolve then so too will the challenges for blind students increase. What is the solution here? More dialogue between all concerned and the development of ways to deal with all of this.

Perkins School for the Blind Pioneered the First Physical Education Program in the United States for Students with Blindness or Visual Impairment

noreply@blogger.com (Michael McCarty) — Fri, 13 Jan 2012 11:41:50 PST

When Samuel Gridley Howe opened the school’s doors in 1832, he was immediately troubled by his students’ poor health. In that era, children who were blind were customarily treated as invalids and were prevented from doing anything for themselves. Fearing they might be injured, their families discouraged them from enjoying physical activity. As a result, children who were blind were often weak and vulnerable to every illness.

Perkins is pleased to announce that a collection of digital images from the Perkins Archives is now available to be viewed online at Physical Education at Perkins

Reading APH's Free Downloadable Manuals on Your iPad

noreply@blogger.com (Michael McCarty) — Fri, 13 Jan 2012 11:29:06 PST

Did you know that you can read many of APH's free Downloadable Manuals on your iPad? Once you download the PDF file from http://shop.aph.org or http://louis.aph.org/ simply select "Open in iBooks" from the menu bar at the top of the screen. You will be able to view your PDF using the iBooks app, and the PDF will be saved in your iBook collection.

A complete list of available Downloadable Manuals is available here: www.aph.org/manuals/

APH News: January 2012

noreply@blogger.com (Michael McCarty) — Fri, 13 Jan 2012 11:18:37 PST

APH News

Your monthly link to the latest information on the products, services, and training opportunities from the American Printing House for the Blind.

January 2012

BE A STAR! The Deadline is Just a Month Away!

You can still be a Winter 2012 Unforgettable APH Star. The deadline to send your Unforgettable Videos featuring APH products is February 13th, 2012. Remember you can be the winner of the $150.00 cash prize, as well as eligible to enter the drawing of Amazon.com gift certificates.

For more contest information and to watch the Winter 2012 Promo Video go to: www.aph.org/contest

We can’t wait to see your video creations!

Evaluating the NEW Geometro Manual and Workbook!

Attention all teachers who have used (or would love to use) Geometro with their elementary students!! You have asked and APH has listened. APH is now working to bring to you a Teacher’s Manual, a tactile Student Workbook, and a set of manipulatives as a supplement to the very popular Geometro. Now field evaluators are needed!

The Teacher’s Manual provides background and supporting information for using Geometro, while the tactile Student Workbook and manipulatives include activities to help your students better understand geometric concepts. We are specifically looking for teachers of students who are blind or visually impaired, in grades 1-6, who are learning about geometry.

Evaluators will be provided with the Teacher’s Manual, Student Workbook, and a set of manipulatives. Evaluators must have their own Geometro tiles with the following shapes: triangles, squares, pentagons, hexagons, rectangles, and isosceles triangles.

The evaluation period will begin March 1, 2012 and run approximately 8 weeks. If you would like to be considered for participation, please contact Sandi Baker at sbaker@aph.org.

Please feel free to forward or circulate this request to teachers who might be helpful to this evaluation. Thank you!

Start Now! Get ready to enter APH InSights Art Competition 2012

A Framed Foreshadowment
Artist: Cody Shaw
First Place Winner, Grades 10, 11, 12 Category
APH InSights 2007

Visually impaired or blind artists of all ages are invited to submit artwork for our twenty-first annual international art competition, APH InSights 2012.

Last year, nearly 400 entries were received. From these, jurors selected 83 pieces for the exhibition, which was shown in Louisville at the Annual Meeting last October. From the 83 works selected for display, 32 award winners were chosen and 13 of them came to Louisville to receive their awards in person at the annual meeting.

Artists may enter original artwork created in any medium, including (but not limited to) painting, drawing, printmaking, fiber, metal, or wood.

The deadline for entries from students in kindergarten through high school is March 26. Adult artists have until April 2 to send in their entries.

Complete rules and entry forms will be posted on the APH website by the end of February 2012. You may also contact Roberta Williams at 502-899-2357 or rwilliams@aph.org to receive a copy of the rules and application forms by email, or a hard copy in print or braille.

Mobile Buzz: What's 'APPening @ APH

APH News about iPad and Other Mobile Devices

A complete list of available Downloadable Manuals is available here: www.aph.org/manuals/

Order Fall Textbooks Now!

Order Fall 2012 Textbooks Now! It's not too early...

BOP Bunch Comes to Town!

Front Row: LeAnn Alexander (AR); Jo Ellen Croft (AR); Ralph Bartley (APH); Mila Truan (TN); Marjorie Ward (OH); Back Row: Izetta Read (CA); Kate Dilworth (OR); Kristen Buhler (OR); Robin Wingell (CA). Missing: Cay Holbrook (BC); Deanna Scoggins (KY); Eleanor Pester (APH); Cathy Senft-Graves (APH)

The Building on Patterns (BOP) group was in town in December to discuss BOP 2nd Grade Unit 7 and to give the attendees of the Getting in Touch With Literacy Conference an overview of the BOP literacy program. The BOP group, which includes APH staff, consultants, and writers (who are also TVIs) from three states, made significant progress on the plans for BOP-2 Unit 7, the last unit of the program! Everyone participated in the presentations at the BOP pre-conference workshop and concurrent session, which were well attended.

Graphics Survey

APH is working cooperatively with the University of British Columbia (UBC) in Vancouver, BC, Canada, on a research project. Phase I involves completion of an online survey regarding the use of graphics-based materials for instructional, as well as high stakes testing, purposes.

Input is needed from teachers and students with visual impairments in grades 4-12, who use, or have used, printed or embossed graphics.

To go to the Teacher Survey, follow this link: http://app.fluidsurveys.com/surveys/ubcvision/teacher-survey/ By beginning the survey, you are consenting to participate. You may, however, leave the survey at any time. No personal identifying information will be linked to your responses. Please take the survey in one sitting, as there is not an option to save your responses and return to the survey. It should only take about 10-15 minutes to complete the form.

To access the Student Survey, follow http://app.fluidsurveys.com/surveys/ubcvision/student-survey This link is the one students need to click on to access and complete the survey. No personal identifying information will be linked to a student’s responses. By entering the survey, students are consenting to participate, but they can leave the survey form at any time. The questions in the survey ask for students’ opinions and practices when using graphics in the classroom and in a high stakes test environment. There are no personal questions on the survey. Students need to complete the survey form in one sitting, as there is not an option to save responses and return later to the form. The survey is estimated to take about 15 minutes to complete; the time depends on each student’s reading speed and familiarity with completing electronic surveys.

For students planning to participate in the survey, an electronic email message has been prepared and should be sent to each student’s parent(s) or guardian(s). Thank you in advance for helping us to obtain “the student voice”!

If you have questions or need further information regarding the study, please call Kim Zebehazy at 604/822-4506, or mail Dr. Kim Zebehazy, Assistant Professor, University of British Columbia, 2155 Main Hall, Vancouver, BC V6T 2G3 Canada, or email kim.zebehazy@ubc.ca

Thank you very much for your help and support!

From the Field:

New from the Archives at the Perkins School for the Blind

Perkins is pleased to announce that a new collection of digital images from the Perkins Archives is now available to be viewed online at Physical Education at Perkins

Perkins School for the Blind pioneered the first physical education program in the United States for students with blindness or visual impairment. When Samuel Gridley Howe opened the school’s doors in 1832, he was immediately troubled by his students’ poor health. In that era, children who were blind were customarily treated as invalids and were prevented from doing anything for themselves. Fearing they might be injured, their families discouraged them from enjoying physical activity. As a result, children who were blind were often weak and vulnerable to every illness.

Perkins looks forward to sharing more of their online collections with you, as they become available. For more information about their archival collections, see http://www.perkinsarchives.org/.

Video Description Webinar

Through a U.S. Department of Education grant to the Smith-Kettelwell Eye Research Institute, the Video Description Research and Development Center (VDRDC) was recently formed with the mission to identify, prototype, and evaluate promising techniques and technologies for adding description information to Web-based video resources as used in the classroom.

One phase of the work of the VDRDC will be to host a series of free educational Webinars. The first webinar in the series will be hosted by the VDRDC and Described Caption Media Program (DCMP) (www.dcmp.org) on January 24, 2012 at 2:00 EST. The focus of Video Description for the 21st Century Classroom Webinar will be to give educators and parents new resource information about web-based multimedia curriculum in the classroom.

Here is the link to the VDRDC that you may use in your communication or posting on agency or school websites: http://www.vdrdc.org/_/rsrc/1311974746203/config/customLogo.gif?revision=2

Thank you for sharing this information.

It’s Snow Time!

For your information, here are winter sports camps in California, Colorado, and Michigan for your students:

Camp COOL Sacramento, CA
Access Leisures AC, Contact: Jenny Yarrow
(916) 808-6017 - Jyarrow@cityofsacramento.org
Camp Dates: January 21-22, 2012
National Camps for Blind Children Christian Record Services
http://www.christianrecord.org
- Winter Camp - Snow Mt. Ranch Camp
  Winter Park, CO, Contact: Peggy Hansen
  (402) 448-0981 ext. 224
  Camp Dates: February 12-19, 2012
- Winter Camp - Au Sable
  Grayling, MI, Contact: Pat Page, (905) 436-6938
  Camp Dates: February 5-12, 2012

TVIs Who Teach or Support Advanced Mathematics* Are Needed for a Survey

Teachers of students with visual impairments are needed to participate in a research study regarding experience in use of technology to teach advanced mathematics to students who are blind (no functional vision/braille readers). The research is being conducted by the Special Education Program of the College of Education at Texas Tech University as part of a doctoral dissertation.

This survey takes 10-30 minutes to complete and allows for skipping questions and exiting at any time. Participation is voluntary and anonymous.

Participants must have experience as:

A TVI teaching advanced mathematics in a residential school or
An itinerant TVI who has supported a student in an advanced class in a public school.

*Advanced mathematics is defined as Algebra 1 or beyond at the secondary school level.

Please complete the online survey by January 20th, 2012, by going to: https://www.surveymonkey.com/s/58ND7MQ

Your time and willingness to share your expertise in efforts to best support the study of mathematics by students who are blind is greatly appreciated.

Thank you, Vicki DePountis, M.Ed., TVI, COMS, Texas Tech University, Doctoral Candidate, 512-297-0300, Vicki.depountis@ttu.edu

APH Benefits from 10th Biennial Getting In Touch With Literacy Conference!

Held in Louisville, KY, December 7-10, 2011, the GITWL conference drew 350 attendees from the US, Canada, and other countries! APH was pleased to have had a prominent role with staff members and consultants actively involved throughout the four-day conference. Beginning with three Pre-conference Workshops, APH presented the featured topics highlighting the Braille Plus 18, Building on Patterns, and the Sensory Learning Kit, Symbols and Meaning, and Tactile Connections. APH also hosted 100 visitors on tours of the plant and museum as part of other pre-conference activities. Our role continued with staff presenting six concurrent sessions, five posters, and participating in one of the showcase sessions. Finally, APH had a noticeable presence in the exhibit hall with our larger-than-usual exhibit featuring many literacy-related products!

ITS For Literacy

Karen J. Poppe, APH Tactile Graphics Project Leader, presents "ITS for Literacy: Important Tactile Skills for Literacy" at the Getting In Touch with Literacy Conference in Louisville, Kentucky. The focus of this presentation was on products that help transition young children from real objects to tactile illustrations. In this photo, Karen demonstrates Flip-Over Concept Books: Parts of a Whole.

Oldies but Goodies: The "Established" APH Product Series

Time for Art: Art Projects and Lessons for Students with Visual Impairments is a handbook for teachers and parents that explains how to instruct visually impaired students in art, how to handle the media being explored, and points to consider in art program planning. Time for Art consists of a regular print guidebook and a CD-ROM containing an HTML edition of the guidebook, accessible to visually impaired users.

The projects included in the guidebook are:

Fake Fossils
Raised Line Drawings
Sandscript
Mural
Aluminum Repoussé
Papier-Mâché Bowls
Free-Form Fuzzy Wire Shapes
Fuzzy Wire Animals
Mixed-Media Puzzle of Me
Weaving
Wire Sculpture
Pinch Pot
Coiled Pot

Each project includes objectives, a list of needed materials, the step-by-step instructions, and a companion lesson that often explores other curriculum areas such as science, history, or mathematics. A comprehensive list of suppliers is offered at the end of the guidebook to aid teachers and parents in finding materials for the projects.

Instructors may want to consider using Time for Art as they work with students who are interested in submitting art work for the annual APH InSights art contest. For more information on this contest, visit the APH Museum website.

If you have any suggestions for other products you would like to see highlighted in this monthly feature, please send your comments to Monica Turner at mmturner@aph.org.

2012 Nomination Process for the Hall of Fame: Leaders and Legends of the Blindness Field

Legendary Fred Gissoni Retires from APH

Fred Gissoni has retired from APH after 60 years of working in the field of blindness, 23 of them at APH.

Fred was born blind and used products from APH beginning with the early years of his education. Later, he became such an important and knowledgeable force in the field that APH created a blog to capture the content of "Fred's head."

A brilliant intellect, inventive and knowledgeable, Fred has always been drawn to technology. He became a licensed radio amateur in 1946. He came to Kentucky in 1956 to work at the Kentucky Department for the Blind and later became head of the Assistive Technology Unit there.

In the 1960s, Fred worked on several projects, including infra-red and ultrasonic obstacle detection devices, the Cranmer Abacus, and a braille electric typewriter. In the 1980s Fred, along with Wayne Thompson, created a prototype device called the Portabraille. This revolutionary device laid the foundation for a succession of electronic notetakers and their work is still reflected today in APH's new APH Braille Plus 18.

Fred retired from his position as Product Support Specialist in APH's Customer Service Department. He assisted thousands of customers with their questions about APH products and how they work–especially technology products.

"Fred's impact on the lives of blind and visually impaired students and adults cannot be measured," said Gary Mudd, Vice President of Public Affairs at APH. "He has had a positive influence on generations of people around the world. I am one of those fortunate people. He encouraged me throughout my high school years, college, and still today. He's just as kind as he is good."

We wish Fred a happy retirement!

A New Role at APH for Michael McCarty

Many of you know Michael McCarty from his work in the APH Communications Department as our Social Media Coordinator. Michael started with APH in 2005 and led many advances in our social media, including greatly expanding and improving the Fred's Head blog, building our Facebook page, and sending frequent tweets to our very active Twitter followers.

The legendary Fred Gissoni has now retired from the APH Customer Service Department, but we are happy to report that Michael is the new Product Support Specialist. He will be fielding phone calls and communicating directly with customers on a wide variety of product support topics, from low-tech to high-tech.

Michael states: "Saying goodbye to Fred's Head is a very difficult thing for me. You, the online community, are going to be missed as well. I look forward to talking with some of you in the coming year. Please feel free to call and ask questions about your APH purchases. I don't really like saying goodbye, so let's just say that our communication will continue, over the phone instead of over the internet."

We are very glad that we're keeping Michael's talents at APH in his new Customer Service role. You can reach Michael at 1-800-223-1839, ext. 309 or at mmccarty@aph.org

"Like" APH at Our Facebook Page!

We invite you to visit our Facebook page and "Like" us! You can find APH at these social media sites: Twitter, YouTube, Flickr, and at our blog, Fred's Head from APH.

http://www.facebook.com/pages/American-Printing-House-for-the-Blind/122879984400686

APH Travel Calendar

January

January 17-18, 2012
Jefferson County Public Schools Visually Impaired Program CVI Workshop;
Ramada Plaza in Louisville, KY

January 26-28, 2012
ATIA 2012;
Caribe Royal located in Orlando, FL

January 31, 2012
Caveland Educational Support Center Assistive Technology Cadre;
Caveland Educational Support Center in Bowling Green, KY

February

February 4, 2012
Long Island Regional Braille Challenge 2012;
Long Island, NY

February 8, 2012
FVLMA Workshop;
South Central Service Center in North Mankato, MN

February 27-March 3, 2012
CSUN 2012;
Manchester Grand Hyatt in San Diego, CA

March

March 1, 2012
APH Products, Services, Resources, and More Training;
Anne Arundel Community College in Arnold, MD

March 14, 2012
Focus on Vision Impairment & Blindness Conference: Meeting the Needs of Individuals with Intellectual Disability and Vision Loss;
Four Points by Sheraton in Norwood, MA

March 15-18, 2012
CTEBVI 53rd Annual Conference (California Transcribers & Educators for the Blind & Visually Impaired;
Los Angeles Airport Marriott in Los Angeles, CA

March 21-23, 2012
KAER Conference;
Cumberland Falls State Park, KY

March 29-30, 2012
APH Product Fair;
Carroll Center for the Blind in Newton, MA

March 22, 2012
NIP Event – SLK;
Ocean City, MD

April

April 11-14, 2012
CEC 2012;
Colorado Convention Center in Denver, CO

April 26-28, 2012
AOTA;
J.W. Marriott Indianapolis in Indianapolis, IN

April 26-28, 2012
NBA Professional Spring 2012 Development Conference;
St. Louis, Missouri

April 30 – May 1, 2012
NIP Event – CVI;
New Hampshire

APH Winter Wonderland Sale

Load up a world of savings on selected APH products with APH's Winter Wonderland Sale 2012, January 1—March 31. As always, first come, first served.

www.aph.org/products/wonderland.html

APH offers a number of recreational books in braille (Quota funds can be used). Each of these titles was originally transcribed and produced by APH for the National Library Service which has graciously granted permission for this offering. As usual, these titles have been added to the APH Louis Database where you can find thousands of titles produced in accessible formats.

Note: all books are produced upon receipt of orders, therefore, please allow several weeks for delivery.

The Case of the Stinky Socks
by Lewis B. Montgomery: T-N1831-70 -- $12.50
Detectives-in-training Milo and Jazz join forces to tackle their first big case, finding out who stole the lucky socks from the high-school baseball team's star pitcher. Grades 2-4. *(AR Quiz #129263, BL 3.2, Pts. 1.0)

The Houdini Box
by Brian Selznick: T-N1833-10 -- $11.00
A chance encounter with Harry Houdini leaves a small boy in possession of a mysterious box -- one that might hold the secrets to the greatest magic tricks ever performed. Grades 3-6. *(AR Quiz #5906, BL 5.0, Pts. 0.5)

Little Wing
by Joanne Horniman: T-N1834-10 -- $34.00
Australia. Emily, a young mother, struggles to find a way out of postpartum depression and leaves her baby, Mahalia. Along her emotional journey she meets Martin and his son, whose relationship reminds her of what she left behind. Grades 11-12.

A Matter of Justice: An Inspector Ian Rutledge Mystery
by Charles Todd: T-N1847-00 -- $93.50
Somerset, 1920. Scotland Yard inspector Ian Rutledge is attending a wedding when he's ordered to investigate the nearby murder of London businessman Harold Quarles. Rutledge, shell-shocked and haunted by the Great War, uncovers a crime committed twenty years ago during the Boer War. Some descriptions of violence.

Promises of Change: The Ladies of Covington
by Joan Medlicott: T-N1836-60 -- $91.00
The women of Covington face challenges in their routines after Hannah's volatile stepson Zachary unexpectedly returns from India with a pregnant wife. Meanwhile Grace helps Randy Banks, a traumatized veteran who has come back from Iraq, and Amelia fears her stepdaughter and grandchild may leave the area.

*Accelerated Reader quiz number, book level, and point value. For more information on the Accelerated Reader program, see the January 2006 APH News or www.renlearn.com/ar/

APH News Credits

President:
Dr. Tuck Tinsley
ttinsley@aph.org

Designer:
Malcolm Turner, APH Website Coordinator
webmaster@aph.org

Thanks to the following APH staff:

Cindy Amback, Support Specialist, Field Services
Sandi Baker, Core Curriculum Project Leader, Research
Ralph Bartley, Director, Research
Janie Blome, Director, Field Services
Scott Blome, Director, Communications
Maria Delgado, Field Services Representative
Cathy Johnson, Field Services Representative
Stephanie Lancaster, Graphic Designer, Communications
Drew Lueken, Support Specialist, Communications
Artina Paris-Jones, Assistant, Field Services
Tristan Pierce, Multiple Disabilities Project Leader, Research
Becky Snider, Coordinator, Public Affairs
Linda Turner, Technical Services and Digital Resources Manager, Resource Services
Monica Turner, Field Services Representative
Roberta Williams, Manager, Public Affairs and Special Projects
Debbie Willis, Director, Accessible Tests
Suzette Wright, Emergent Literacy Project Leader, Research

Editor:
Bob Brasher, Vice President, Advisory Services and Research
bbrasher@aph.org

Visit APH on

Read our blog: Fred's Head from APH.

For additional recent APH News, click the following:
December Issue - www.aph.org/advisory/2011adv12.html
November Issue - www.aph.org/advisory/2011adv11.html
October Issue - www.aph.org/advisory/2011adv10.html

Archive of all previous issues - www.aph.org/advisory/advarch.html

The APH News is a monthly publication from the American Printing House for the Blind:
1839 Frankfort Avenue
Louisville, KY 40206
800/223-1839

Please share this web link or any items that appear in this publication with anyone who might benefit.

Thank you.

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Organize Your Braille Documents with Binders, Folders and Notebooks from APH

noreply@blogger.com (Michael McCarty) — Wed, 04 Jan 2012 13:59:22 PST

Braille Pocket Folders

Will hold 11 1/2 x 11 inch braille sheets. Has slant-cut pockets. Punched for 3-ring binder. Made of durable, flexible plastic. Student pack has 3 folders, 1 each: green, blue, and yellow, to match the Floppy Braille Binders below. Office pack has 3 folders, 1 each: red, gray, and black.

Braille Pocket Folders:

Student Pack:
Catalog Number: 1-04294-00

Click this link to purchase the Braille Pocket Folders.

Floppy Braille Binders

Durable plastic 3-ring binder designed to hold 11 1/2 x 11 braille sheets. Flexes to fit easily into a backpack. Has an inside pocket. Includes 3 binders, 1 each: green, blue, and yellow.

Floppy Braille Binders:
Catalog Number: 1-04295-00
Click this link to purchase the Floppy Braille Binders.

Braille Notebooks, 3-Ring

Two popular sizes. Made of heavy-duty board covered with vinyl. Will hold approximately 100 sheets of braille paper.

Azure Blue, for 8 1/2 x 11 inch braille paper:
Catalog Number: 1-04320-00
Note: Azure Blue Notebook not available on Quota.

White, for 11 1/2 x 11 inch braille paper:
Catalog Number: 1-04380-00
Click this link to purchase the 3-Ring Braille Notebook.

Dividers for Braille, 3-Hole Punch

Dividers will fit the Azure Blue or the White 3-Ring Braille Notebooks. Are a heavy manila stock with an extra 1/2 inch edge that can be brailled with the subject of the division.15 dividers per pack.

9 x 11 inches (for Azure Blue Notebook):
Catalog Number: 1-04225-00

12 x 11 inches (for White Notebook):
Catalog Number: 1-04226-00
Click this link to purchase the Dividers for Braille, 3-Hole Punch.

Pocket-Size Notebook, 6-Ring

Bound in imitation leather. Will hold approximately 50 sheets of 3 3/4 x 5 3/4 inch braille or new bold line paper (not included). Has a pocket designed to hold a Postcard Slate and a cloth page marking strip. Stylus can be tied to the cloth strip. Tabs make this notebook an organizer (sold separately).

Pocket Notebook:
Catalog Number: 1-04280-00

Braille Paper for Pocket Notebook (approximately 250 sheets):
Catalog Number: 1-04390-00

Bold Line Paper for Pocket Notebook, (approximately 250 sheets):
Catalog Number: 1-04392-00

Pocket Notebook Tabs (Two sets of tab pages, 3-cut tabs):
Catalog Number: 1-04389-00
Click this link to purchase the 6-Ring Pocket-Size Notebook and paper.

Spiral Pocket Notebook

Each notebook contains 50 pages of 80 pound white braille paper. Spiral binding makes it easy to handle. Notebook measures 3 x 5 1/2 inches. Sheets are perforated and measure 3 x 5 inches when removed. Works easily with APH's Janus Slate. Six notebooks per package.

Spiral Pocket Notebook(pack of 6):
Catalog Number: 1-04301-00
Click this link to purchase a Spiral Pocket Notebook (for Braille).

American Printing House for the Blind, Inc.
1839 Frankfort Avenue
Mailing Address: P.O. Box 6085
Louisville, Kentucky 40206-0085
Toll Free: 800-223-1839
Phone: 502-895-2405
Fax: 502-899-2274
E-mail: info@aph.org
Web site: http://www.aph.org
APH Shopping Home: http://shop.aph.org

Little Christmas Tree

noreply@blogger.com (Michael McCarty) — Wed, 21 Dec 2011 13:08:42 PST

by Donna J. Jodhan

It was the night before Christmas and in my dreams, I slipped lazily and happily into memory lane. Another time had come and as I stood there, the little Christmas tree twinkled in front of my eyes. The tree smelled so wonderful! It gave off the scent of warm pine. The colored lights danced in front of my eyes as they took turns blinking on and off.

I moved o so carefully towards my little Christmas tree; being careful not to step on packages neatly piled in front of it. I had to get as close as I could so as to see everything. My partial sight only allowed me the luxury of seeing things very close up and at best only a few things at a time. Nevertheless, it was enough for me.

I gingerly reached out and placed my index finger on one of the little lights; a little yellow one. Then I took my time at identifying other colors. Red, blue, and green.

Then I had to take my time at finding a spot where there were no lights. I found it after a few moments and I held a tiny portion of a branch between my fingers.

Next I looked upwards and found the star at the very top. I stood gazing for quite some time thinking of the story that my parents would tell me every Christmas; the night that Jesus was born. What a lovely memory for me. Then I bent down and felt for some of the packages and finally I made my way to where the manger had been set up. There I spent most of my time, examining each little figure; Baby Jesus in the arms of Mary and Joseph, the three Wise Men, the shepherds, and the animals.

Ah! That was a memory of when I was a child and had enough vision to see it all then. Now I can only recall this memory each Christmas and that’s okay for me. At least I have a memory that I can recall and one that I can cherish forever. Merry Christmas everyone!

Someday At Christmas

noreply@blogger.com (Michael McCarty) — Wed, 21 Dec 2011 12:51:53 PST

by Donna J. Jodhan

One of my favourite Christmas Carols is "Some day at Christmas"; made popular by the late Michael Jackson. Yes, some day at Christmas; when I could wake up on a peaceful morning and welcome yet another special day with my loved ones around me and the Christ Child in my heart.

When I would be able to say "Finally! All is well and now blind kids will have an equal opportunity to be like their mainstream counterparts." When they can play with mainstream toys and be able to use cell phones and IPods just like sighted kids. When they would be able to play with games just like their sighted friends and not have to worry about inaccessibility. When their classrooms and playgrounds would be free of accessibility barriers and they would have an equal opportunity to be just kids!

Some day at Christmas when I could go to bed just before Santa makes his rounds knowing that all of my wishes have been granted. That all websites have been made accessible. That all supermarkets and stores have been made fully accessible to blind persons. That online courses and distance learning have all been made accessible and usable to blind persons. That blind persons have equal access to all reading materials in the same way that sighted persons do.

Some day at Christmas after Santa has come and gone leaving a huge package for me under my Christmas tree, I could wake up and say "Finally! The banks have finally gotten it! Their ATMs are now fully accessible. Blind persons can now access all point of sale devices and touch screens without having to ask for sighted assistance. Blind passengers can now access kiosks at airports, they can enjoy movies on board aircrafts, and no more problems at airports, train stations, and bus terminals for them."

Some day at Christmas as I sit quietly in a church along with others waiting for the Christmas Mass to begin; I could say "Thank you God for ensuring that from now on society will treat blind persons as normal persons who can function on their own and the only thing wrong with them is that they are unable to see."

Some day at Christmas! Ah yes but it is only my dreams but who says that dreams don't come true? The smell of cookies baking in my kitchen are real! Christmas Carols being played around me are real! Children laughing and families decorating are real! Is it too much for me to ask Santa to help make my dreams come true?

The late Steve Jobs made some of my dreams and those of other blind persons come true! Dare I dream that there could be another Steve Jobs out there just waiting to bring hope to the blind world?

Joyeux noèl! Feliz Navidad!

Make a Frozen Medicine Lollipop

noreply@blogger.com (Michael McCarty) — Mon, 19 Dec 2011 13:20:46 PST

Kids don't always (pretty much never) like the taste of medicine, but they love popsicles, so Swiss Miss came up with the genius idea of making liquid medicine into an ice lollipop. The cold dulls the taste buds, so bitter-tasting medicine will go down easier.

Another alternative is mixing in a little bit of sugar or other sweeter-tasting liquid to dilute the medicine a bit, but if you were going to do that, you probably don't even need to go to the trouble of freezing it.

I think this could also be an interesting way to measure out the medicine. If you have someone help you measure out meds, why not have them poor the right amount into an ice tray? You could then freeze the medicine, creating the lollipop and insuring that you give the right amount to your child each time!

It could also be a way to prevent you from making a mess when trying to pore medicine into a cup. If you made some of these ahead of time, think of how much easier it would be for you to take one of these in bed than having to fool with a cup of liquid!

A New Year Brings New Opportunities

noreply@blogger.com (Michael McCarty) — Mon, 19 Dec 2011 12:51:52 PST

In 2005, I started working at the American Printing House for the Blind as the Expert Database Coordinator. My job was to write articles for an online database called Fred's Head.

The Fred's Head Database was named after APH's Product Support Specialist Fred Gissoni. Fred is blind and has worked in the blindness field for many decades. The idea behind Fred's Head was to collect and make available the tips and resources that Fred had in his head and make them available to anyone via the APH website.

The software was originally designed for Louis, a searchable database of books that are available in accessible formats. The database was modified to house the Fred's Head articles, but it had a weakness. Because a user created an invisible login when they visited the site, all articles in the database were invisible to internet search engines like Google as well.

I remember my first few days of working in the database. Articles had to be constantly checked for accuracy and where possible, I was able to add my own experience as a blind person. As I read the information in the database, I began to realize just how useful Fred's Head could be, if only people could find it.

Blogs were gaining popularity at the time and I created an account on Blogger.com. I asked my supervisor, Scott Blome, if I could begin a process of copying each article in the original database onto the blog. It would be a companion of sorts to the original database and we could see which one received the most hits. Scott was all for the idea and for many months, I copied each article from the database and put them in, what we eventually called the Fred's Head Companion.

Our guess was right. Before too long, the Fred's Head Companion was being crawled by Google and other internet search engines and people were finding the articles. Eventually, Google would purchase Blogger and make our articles even easier to find. By adding an RSS feed and an email newsletter, we continued to increase the blog's readership.

The next thing we added to Fred's Head were the products in the APH catalog. Each product was entered in both the original database and on the Companion blog. Our online shopping site was very basic at that time, so it was very important to take advantage of this new medium to get our product information to readers of the blog and to the search engines.

The Louis Database was being prepared for a major update. New software was being developed to store the thousands of entries and we began talking a completely new shopping site for our products. As talks continued, it was decided that the original Fred's Head database was no longer needed. The Companion was getting so many more hits than the original database and when Louis moved, we had no further need to use the software that was originally running both databases.

The Fred's Head Companion soon transitioned into the Fred's Head from APH blog and my position here at APH received a new name, Fred's Head Coordinator.

When Twitter began taking the internet by storm, APH was quick to expand the reach of Fred's Head onto this new platform. The @FredsHead account would be used to tweet articles from the blog and to retweet articles from others in the blindness field. I developed techniques that would search the internet for terms like blindness, dog guides, low vision, and tweet those results to myself through a special account. I still use this system and tweet news articles that I find about blindness. Because we had started putting each APH product into the blog, it was also tweeted on the @FredsHead account and people began following us.

More recently, APH has created a page on Facebook and on YouTube. I was asked to watch over these pages and my title changed again to Social Media Coordinator.

It's rare that a person gets to follow a legend. I have known about Fred Gissoni for many years! When I was given the position to manage Fred's Head, I was so proud. Now, I'm happy to announce that I will get another opportunity to follow Fred.

At the end of the year, Fred Gissoni will retire from APH. I have accepted his position and will soon become the Product Support Specialist, effective January 3, 2012. This again, is a real honor for me. I guess I'll be going from the brainwaves of Fred's Head to the voice of Fred. Those are some big shoes to fill!

Saying goodbye to Fred's Head is a very difficult thing for me. I have made so many friends while in this position. The people in the APH Communication Department at APH have been wonderful. I will miss working directly with them. I have good friends in the Field Services and Public Affairs departments that I will miss seeing everyday. Although I will still have opportunities to work with these individuals, the daily interactions I will certainly miss.

You, the online community are going to be missed as well. For years, I have been able to ask questions of you and you've answered me. In many cases, the answers you've given have fueled a Fred's Head article or two. Some of you have even written articles for Fred's Head and I thank you so much for those.

The time has come for someone new to sit in my chair too. I hope the next person who writes articles for Fred's Head takes care to continue what we've started here. I'll be around to assist the new person and offer some advice where necessary. I still want to write up an article or two on occasion. I'll be sure to post the job announcement when it's ready.

I look forward to talking with some of you in the coming year. Please feel free to call and ask questions about your APH purchases. I don't really like saying goodbye, so let's just say that our communication will continue, over the phone instead of over the internet. If you are interested, I do have a personal Twitter account @mbmccarty and I'd be happy to connect with you there. You can also find me on Facebook at http://www.facebook.com/mbmccarty.

GWSkype

noreply@blogger.com (Michael McCarty) — Mon, 19 Dec 2011 11:20:54 PST

Ever since the initial release of the Skype client in mid 2003, people from all around the world have used it to initiate high-quality voice and text conversations, send and receive files, and stay in touch with one another. The visually impaired community, likewise, has used Skype since then to facilitate equal communication with each other and their sighted counterparts.

However, as the service has grown, so too has the program. For years, screen reader users have kept up with Skype's ever-morphing interface either with custom patches, scripts, or apps. While largely successful, such utilities must be constantly maintained as any new version of Skype can, and often will, cause previously working scripts or apps to stop functioning properly.

In mid 2011, Skype announced its SkypeKit developer program. This service allows program developers to directly access nearly all Skype services without the additional need of traversing its user interface. Developers, therefore, can create their own interface to Skype and seamlessly integrate it into their own products. And, because the underlying Skype services are much less likely to change on a whim, GW Micro decided to take advantage of this service and create a simple, elegant, fully accessible interface to Skype which is designed with the visually impaired community in mind. Having full control of the user interface also means that unlike the official Skype client, GWSkype's interface will not dramatically change from version to version. When you learn how to use GWSkype today, you can be confident that your knowledge will continue to apply in the future as new versions are released.

Click this link to learn more about GWSkype.

Hash Brown Casserole

noreply@blogger.com (Michael McCarty) — Thu, 15 Dec 2011 12:29:49 PST

This is one of my personal favorites! Here's what you'll need:

2 packages frozen hash browns, thawed, the "loose" Southern style, about 32 ounces
1/4 cup butter, melted
1 cup chopped onions
About 12 ounces shredded cheddar
8 ounces sour cream
1 can cream soup - mushroom, celery or chicken
1/2 to 1 cup crushed potato chips or corn flakes

Now, here's what to do:

Melt butter in 9- by 13-inch baking dish; mix in thawed hash browns.
Mix together the sour cream, chopped onion, cream soup and cheese.
Pour over potatoes, and blend well.
Sprinkle the crushed chips evenly over the top.
Bake uncovered at 350 degrees for 45 minutes.

Serves 12 and they will love it!

Article Source:
Cooking in the Dark Email List

Holiday Guide for Family Members of People with Vision Loss

noreply@blogger.com (Michael McCarty) — Thu, 15 Dec 2011 09:42:58 PST

The holidays are finally upon us. 'Tis the season for shopping for gifts, gathering around the table with loved ones, and hosting relatives from near and far. Every year at this time we get a lot of questions from the family members of people with vision loss. They ask, "What's the best gift for my mom now that she has macular degeneration?" or "What can I do to make my home comfortable and safe for my visually impaired grandma who's visiting this holiday season?"

To help you find that perfect gift and easily make your home more vision loss friendly, the staff at the American Foundation for the Blind has created a Holiday Guide filled with great gift ideas and decorating tips. They also have some travel tips for you to share with your visually impaired loved one who may be flying or taking the train to see you this holiday season.

Click this link to read the Holiday Guide at the AFB Senior Site.

Feel ‘n Peel Sheets: a Carousel of Textures

noreply@blogger.com (Michael McCarty) — Mon, 12 Dec 2011 13:06:27 PST

by Kristie Smith, M.Ed, CTVI

“Then the carousel started, and I watched her go round and round. . . All the kids tried to grasp for the gold ring…” J.D. Salinger

The other day, I met with one of my favorite early childhood specialist, Michelle. We discussed how one of our young, totally blind students was not responding any more to textures. When you asked to see the baby’s hands, she would withdraw and make a sad face.

“What can we do?” Michelle asked, “And why has she just begun to dislike textures?” I responded that the only thing that came to my mind was that she was becoming more aware of her surroundings and was noticing more sounds, textures and perhaps more vision- in other words, she was becoming overwhelmed.

I promise you, I received a gift from God today when I went into my cubicle to do an order. There in my chair sat a box labeled Feel ‘n Peel Sheets Carousel of Textures and I did not remember ordering it. Talk about perfect timing.

Ecstatic is an understatement for how I felt when I opened the box of translucent “rough” vinyl sheets, translucent “bump” vinyl sheets, corrugated sheets, craft foam sheets, foam glitter (my favorite), velour, vivelle with adhesive backs and a double –backed adhesive sheet all in various colors such as: red, blue, purple, dark green, light green, orange, yellow, pink, lilac, brown, and gray.

Imagine all the fun you can have and the educational activities you can do with this amazing product from the American Printing House for the Blind (APH).

Below, I have listed a few activities that can be enhanced by the carousel of textures, colors and fun. Be creative, have fun and watch your students enjoy adaptive materials that help level the ground of learning- and like the carousel, learning will be never-ending.

For early childhood- kindergarten:

Use the felt side on the All-in-One-Board after placing the adhesive backed vivelle sheet on the back of different textures from the kit. I place my students hand on the different textures and verbalize “soft”, “scratchy”, “smooth”, “bumpy”, etc.
When teaching colors to younger children, use their favorite foods such as: a banana smell to help to reinforce the color yellow. Have the toddler to touch the textured (bumpy) yellow sheet, smell a banana while you verbalize the color yellow and the word “bumpy”.
Sing with the Color, Shape and Thematic CD’s from Frog Street Press. Cut the textures into shapes and spray them with scents that represent colors.
Make a textured mat and allow the child to explore.
Play “same” and “different”. Children will match like textures, smells and colors.

For elementary ages: grades 1-3:

Use the Game Kit from APH (also one of my favorites) and place textures around the board. If a child lands on a bumpy texture he must go back to the start. If she or he lands on a smooth texture they may advance four spaces, etc.
Make a bar graph using the different textures. See how many children in the class or the neighborhood like different types of jellybeans. To reinforce the bar graph, read the amazing book, Jellybean Jungle, also available through APH>.
Play “Word Play/Texture Day” Dolch word cards available from APH are added to the back of different textures. Children will feel two bumpy cards and turn them over to view words on the other side. This game is similar to playing the Memory Game. If the cards have the same word on them, the student may keep the two cards, but if the words are different they must put them back where they were.
Have students make a puzzle by cutting out shapes from a texture and putting it back together again.
Read the book from APH’s catalog: Bumpy Rolls Away, Great for tracking practice and textures.
Place the textures onto different objects and ask the child to sort according to the texture and or color. For example, put a scratchy texture on the outside of a coffee can. The student will feel various objects on the table in front of them and place all the scratchy objects into the can. Repeat for each type of texture.
Cook with different types of textures from any recipe. Ask the student to identify each ingredient according to their texture and placing them beside the texture they match.

The world is full of textures, colors, smells and tastes that are there for our enjoyment, and as Dr. Virginia Bishop once said, “If you can’t bring the child to the world, bring the world to the child.”

The Carousel

By Karen Polensa

Carousel.........

Come ride the carousel with me,
enjoy yourself, smile, giggle with glee.
Miniature brass band, music is playing,
up and down motion gently swaying.

Men made of brass dressed in clothing of yore,
play a minuet and waltz, but yearning for more.
Hold on to the pole and climb aboard,
ready for an adventure, take hold of the cord.

Carousel is beginning to circle around,
choose your seat before hitting the ground.
Sit on a rabbit and wave to the crowd,
feeling pretty good, perhaps even proud.

Can Blind People Be Mainstream People?

noreply@blogger.com (Michael McCarty) — Mon, 12 Dec 2011 12:00:49 PST

by Donna J. Jodhan

This is a very thought provoking question and one that is often asked of me. In response, I would venture to say that the answer is probably no and I say this with a lump in my throat.

For as long as society continues to treat us with a difference, with kid gloves, or as second class citizens; we should not expect to be classified as mainstream. However, let's just say that if all of this were to somehow and magically change, if somehow we were to find ourselves in an almost perfect society, then the chances of us being classified as mainstream would be greater; but we need to be realistic.

People who are blind are different because they are unable to see. They use or employ different strategies to live their lives. They use different technology in order to communicate; that being access technology. They depend on sighted assistance to help them deal with those tasks and challenges that require eyesight in order to complete them. The list can go on and on but I am sure that by now you are getting the picture.

So, what do you think? Please leave your comments below. I'd love to read what you think on this question.

The Right to Read

noreply@blogger.com (Michael McCarty) — Mon, 12 Dec 2011 11:52:57 PST

by Donna J. Jodhan

So many of us take the ability to read for granted. We are living in an informational society and a knowledge based economy and it is so vital for us to be able to read whatever we desire, when we desire, and in whatever mode we desire.

For people who are blind, the right to read is so important and must be preserved at all costs.

True it is that we, as people who are blind, have seen progress; the evolution of devices that enables us to red more freely and widely. We can now access more books online; much more than a decade ago. The digital era has enabled us to start taking advantage of digital media but there is still much more work for us to carry out if we wish to truly preserve our right to read. We need equal access to library facilities and services. In other words, whatever the mainstream person has access to, we should have as well. We need to be able to download the same books that the mainstream person can download and we need to be able to access books in our choice of alternate formats. Braille books should not be made redundant; the deaf/blind person depends heavily on this format.

Without equal access to library services, many blind and even print disabled people will stand to suffer greatly. Those in rural areas are uppermost among them. For those without adequate technology to access the Internet, the lack of access to library services is a great loss. The right to read for the blind is even more paramount and acute because it is one of the most important ways for them to access and acquire information.

So in the final analysis, two vital pieces are needed if we are to protect our right to read. Library services and access to websites that are accessible.

Cookies in a Muffin Pan

noreply@blogger.com (Michael McCarty) — Mon, 12 Dec 2011 06:45:03 PST

This idea came from Jay on the Cooking in the Dark email list.

I use only silicone muffin pans when I bake cookies. I just follow the directions for the cookie recipe, but instead of placing the cookies on a cookie sheet, I drop them into the cups of the silicone muffin pans.

Being silicone, I never grease the pans and so far have had no trouble removing the finished cookies. I just allow them to cool then invert the pan and press each cookie out of the cup onto a plate or into a bowl and I'm done.

I find that my cookies turn out perfectly round and the baking time doesn't seem to be effected by the thickness of the cookies. I've never used a metal muffin pan for cookies.

For more great cooking ideas, click this link to join the Cooking in the Dark email list.

2 Minute Microwave Fudge

noreply@blogger.com (Michael McCarty) — Mon, 12 Dec 2011 06:36:23 PST

Who doesn't like fudge? Who wants to take all day to make it? Not me! Here's a great recipe that will have you licking your fingers in about two minutes!

Here's what you'll need:

1 pound of powdered sugar
1/2 cup cocoa
1/4 teaspoon salt
1/4 cup milk
1 Tablespoon vanilla extract
1/4 pound butter/margarine (Use real butter for best results)
1 cup chopped nuts

Here's what to do:

Mix all dry ingredients together in a 8x8 inch microwave safe pan (important to use this size pan).
Add milk and vanilla extract.
Place chunk of butter/margarine in center ( leave butter as whole do not chop up).
Microwave on high for 2 minutes until bottom of dish feels warm.
Stir vigorously and blend in chopped nuts.
Put in mold or whatever and chill for 1 hour.

Article Source:
Cooking in the Dark Email List

TextExpander App Saves Keystrokes

noreply@blogger.com (Michael McCarty) — Mon, 12 Dec 2011 06:17:05 PST

by Paul Hamilton

It may not be quite accurate to describe this app as “nearly free” at $4.99, but for users who really need to reduce keystrokes when writing, the price probably will not seem excessive.

TextExpander is an iOS app that is based on a utility that has been available for Mac OS X, from SmileOnMyMac. This app works by offering customizable abbreviation expansion. The user creates “snippets” of text for frequently used longer phrases, sentences, or such things as addresses and signatures. For example, I could create the snippet pwbp for ‘Paul has written another brilliant blog post about a helpful learning resource.’ Then whenever I type ‘pwbp’ into any app that is enabled to work with TextExpander, the full sentence is automatically input.

Text can be typed directly into TextExpander’s text-editing utility and then copied and pasted or sent elsewhere. Or, TextExpander will work inside an extensive and growing list of other apps that have been designed to work with it.

Click this link to learn more about TextExpander.

Multiplication/Division Table Kit

noreply@blogger.com (Michael McCarty) — Thu, 08 Dec 2011 12:16:02 PST

This handy kit helps students quickly find the products and quotients of whole numbers.

Large print/braille tool helps math students with multiplication and division problems. The chart is printed/embossed on white index stock and is punched for a 3-ring binder. Alternating rows are highlighted to help low vision students easily track numbers. The Multiplication/Division Table Kit has been expanded so students can find the products of two whole numbers from 1–10 or the quotient of a related division problem.

Includes

10 charts (grids)
Print guidebook

Note: APH does not sell a braille edition of The Multiplication/Division Guidebook. This publication is available from the APH website as a free download in the accessible formats of .brf and .txt.

Catalog Number: 5-82700-01
Click this link to purchase the Multiplication/Division Table Kit.

American Printing House for the Blind, Inc.
1839 Frankfort Avenue
Mailing Address: P.O. Box 6085
Louisville, Kentucky 40206-0085
Toll Free: 800-223-1839
Phone: 502-895-2405
Fax: 502-899-2274
E-mail: info@aph.org
Web site: http://www.aph.org
APH Shopping Home: http://shop.aph.org

Moving Ahead Series: Goin' on a Bear Hunt, Splish the Fish, The Boy and the Wolf, and Turtle and Rabbit

noreply@blogger.com (Michael McCarty) — Thu, 08 Dec 2011 12:02:22 PST

Storybooks designed to be the next step for students who have had experience with simple tactile representations such as those in APH's On the Way to Literacy Series. Moving Ahead storybooks introduce symbolic representation, more complex illustrations, and an increased emphasis on text. These read-aloud books combine tactile pictures, print/braille text, and a fun story.

Goin' on a Bear Hunt

Goin' on a Bear Hunt is the first title in this series. In the process of hunting for the bear, the reader follows a tactile line through the "tall grass," up a "hill," etc. until the child reaches the "cave" and then back home again. At the end of the book is a fold-out tactile "map" to use in retelling the story. The book's illustrations include braille words provided on customer-applied labels, allowing the reader to choose contracted or uncontracted braille.

The Reader's Guide, (braille edition sold separately) contains general information about both literacy and tactile graphics, tips on using Bear Hunt, and additional resources. Recommended ages: Pre-K to 3rd grade.

Goin' on a Bear Hunt (Print/Braille, Large Print Reader's Guide):
Catalog Number: 6-77903-00

Goin' on a Bear Hunt Reader's Guide only, braille: Catalog Number: 6-77907-00
Click this link to purchase Goin' on a Bear Hunt.

Splish the Fish

This read-aloud rhyming story features simple raised-line symbols representing Splish and his friends embedded in an areal pattern representing the ocean. The child tactually searches for Splish and helps him find his way back to his friends. An accompanying storyboard with Velcro-backed pieces permits the child to retell the story.

Splish the Fish Print/Braille Book with Large Print Reader's Guide:
Catalog Number: 6-77902-00

Splish Reader's Guide only, Braille:
Catalog Number: 6-77906-00
Click this link to purchase Splish the Fish.

The Boy and the Wolf

This rhyming story features a twist on the classic tale of the boy who cried wolf. Simple raised line symbols represent the Wolf, the Boy, and his small flock of sheep. As the story is read, the child is invited to tactually search the page for these characters, to count and compare like and different pairs of sheep, and notice differing orientations. The story and its graphics introduce a variety of concepts: left, right, top, bottom, near, far, first, last. A simple key presents the symbols used in the book. Includes a storyboard and symbols for the story’s characters, which permit the child to create his own tactile displays. As the child retells the story using the storyboard, he gains understanding of how tactile graphics can be used to symbolize objects and show spatial position.

Recommended ages: Preschool through 2nd grade.
Click this link to purchase The Boy and the Wolf.

Turtle and Rabbit

Turtle and Rabbit is the fourth title in the Moving Ahead Series and is a retelling of the classic tale about the race between the tortoise and the hare, which shows that the race is not always won by the swiftest. Simple raised-line symbols represent the main characters (Turtle and Rabbit) and several secondary characters. The tactile illustrations allow the child to follow the progress of the race by tracking from left to right along the raised lines of Turtle (smooth, thin line) and Rabbit (wide, dotted line).

As the story is read, the child is invited to tactually search the page for these characters, and to track and compare each racer's position. The story and its graphics introduce a variety of concepts: left, right, top, bottom, near, far, first, last, fast, slow, start, finish. A simple key presents the symbols used in the book.

The accompanying storyboard and symbols for the story's characters (Velcro®-backed pieces) permit the child to create his or her own tactile displays as he or she retells the story. As the story is being retold, the child gains an understanding of how tactile graphics can be used to symbolize objects and show spatial position.

Recommended ages: Preschool through 2nd grade.
Click this link to purchase Turtle and Rabbit.

American Printing House for the Blind, Inc.
1839 Frankfort Avenue
Mailing Address: P.O. Box 6085
Louisville, Kentucky 40206-0085
Toll Free: 800-223-1839
Phone: 502-895-2405
Fax: 502-899-2274
E-mail: info@aph.org
Web site: http://www.aph.org

Clean Your Freezer with Vanilla to Cast Out Musty Smells

noreply@blogger.com (Michael McCarty) — Wed, 07 Dec 2011 07:38:05 PST

If your freezer's musty scent is infusing your frozen foods and ice cubes with the scent of old socks, home and living site Real Simple recommends a quick wipe down with vanilla extract to cure the problem.

By dampening a cotton pad with a small amount of vanilla extract, the stale smell wafting out of your freezer will be banished away and in turn, your frozen foods and ice will taste a little better. It's a simple and quick fix to remove the funk that seems to plague even the cleanest of freezers.

Oldies but Goodies: The "Established" APH Product Series

noreply@blogger.com (Michael McCarty) — Fri, 13 Jan 2012 12:07:52 PST

by Monica Turner

As a Field Services Representative, one of my responsibilities is to go to conferences and exhibit APH products. Oftentimes I will display many of the new and exciting products that we have to offer in order to provide consumers an opportunity to see the items firsthand before making the decision to purchase them. While it is wonderful that APH has been producing so many new products over the past several years, I find that I'm not often able to take along as many of the wonderful, older products that we still have available. We give you information about our new products each month as they are released, and we have been thinking that it might be beneficial to also go back and revisit some of the "oldies but goodies." We hope you agree and we welcome any suggestions you may have about products that you would like to see highlighted. Please send your comments and suggestions to Monica Turner at mmturner@aph.org.

DRAFTSMAN Tactile Drawing Board

The first product that we would like to revisit with you is the DRAFTSMAN Tactile Drawing Board which was first produced in 2005. This product is a versatile tactile drawing board that is used in combination with special film and a stylus to create raised-line drawings instantly. It is intended for a wide audience, such as visually impaired students, teachers, parents, and adults, and can be used in a wide variety of situations, whenever a simple raised-line drawing is needed. APH Tactile Graphics Project Leader, Karen Poppe has created a PowerPoint presentation (.ppt)to provide further information about this product. This information is also provided in a text-only format.

This video clip, http://www.aphmedia.org/video/draftsman.avi, demonstrates exactly how to prepare the DRAFTSMAN for use.

Staying in the Driver's Seat When You No Longer Drive

Reclaiming Independence: Staying in the Driver's Seat When You No Longer Drive is a product developed by Penny Rosenblum, Ph.D. and Terrie Terlau, Ph.D., released in 2007. This kit includes a large print resource guide, a cassette recording of the resource guide, and a DVD or VHS video. The 45-minute video follows six older persons, who stopped driving because of vision loss, as they continue to lead active, independent lives. These individuals discuss issues such as dealing with loss, and finding low vision, rehabilitation, and transportation resources that allow them to become successful non-drivers. The accompanying resource guide provides information about understanding visual impairment, services for adults with vision loss, transportation options and strategies for using them successfully, and finding resources that work. This product can offer people with low vision and their families validation, role models, information, examples of positive outcomes, and hope. The link below will allow you to watch an 8-minute complimentary preview trailer of the video.

http://www.aphmedia.org/video/ReclaimingIndependence.wmv

If you know of anyone who might benefit from receiving a DVD copy of this complementary preview along with an informative brochure, we do have a limited supply available. Please contact Terrie Terlau at tterlau@aph.org with their mailing information.

Card Chart Kit

The Card Chart Kit holds the 3 1/2 x 2 inch braille/print cards sold by APH. The chart board measures 19 1/2 x 12 1/4 inches and has holes for hanging and a corner cut for orientation. Up to five cards can be inserted into each of the six high contrast slots. The kit includes 90 blank cards. Additional blank cards may be purchased separately and several sets of prepared cards are available for purchase.

The Expanded Dolch Word Cards consist of 220 sight vocabulary words and 95 words with pictures. These cards can be used for reading practice or an informal assessment of a student's ability to read words in contracted braille and to spell words in uncontracted braille. Words are shown in contracted braille on one side and uncontracted braille on the other, with large print on both sides.

Braille Contraction Cards are large print/braille flashcards that can be used for practicing the Literary Braille contractions. This set includes the alphabet and numbers, punctuation and composition signs, two-cell contractions, one-cell whole-word and part-word contractions, and short-form words. There are 247 cards in this kit. The first 26 cards contain the braille alphabet on one side and large print on the other side. Remaining cards contain contracted braille on one side and both uncontracted braille and large print on the other side.

The Math Drill Cards that are available for use with the Card Chart Kit include Number & Math Signs, Addition, Subtraction, Multiplication, and Division. The cards in the Number & Math Sign set have a math sign or number sign in braille on one side and large print and braille on the opposite side. Large print/braille math operations cards have a math fact on one side and the fact with the answer on the opposite side. These cards are done using the Nemeth Braille Code for Mathematics.

Together with any of these card collections or with cards that you create yourself using the blank cards, the Card Chart can be used for a variety of activities such as:

Alphabetizing
Matching (i.e., states and capitols)
Categorizing (i.e., verbs and nouns)
Reproducing information from a worksheet or blackboard
Sentence structure
Constructing a class seating chart
Scheduling activities
And many, many more.

Geometry Tactile Graphics Kit

Geometry Tactile Graphics Kit is a set of thermoformed raised-line drawings depicting geometry concepts, figures, and relationships which are covered in nearly all geometry textbooks. The graphics in this kit, however, are larger and easier for students to measure than those in most braille textbooks. They are intended to supplement, not replace, the graphics in a student’s adapted textbook.

This kit includes 26 white plastic thermoform sheets measuring 8 1/2 x 11 inches (52 drawings total), two specially adapted protractors, a teacher's guide in print and braille, and a storage binder. The protractor itself has several unique features, designed specifically for use with the graphics in this kit, which make it easier to use than an adapted commercial model. The teacher’s guide provides specific instructions about the recommended procedure for using the protractor, as well as a description of each drawing and instructional hints for teaching each concept.

In the PowerPoint that follows, you can see the line drawing of each graphic provided in the kit. Note: The black line drawings shown are not included in the kit, only the thermoformed graphics, but each line drawing is currently available for download from the Tactile Graphic Image Library.

Download the Geometry Tactile Graphics Kit PowerPoint.

Fine Motor Development Materials Kit: Twist, Turn, and Learn was designed to help young children who are visually impaired or multiply disabled in developing and refining fine motor functions. Fine motor activities encourage the development of eye-hand coordination and help children practice the skills required to handle or manipulate small objects with their fingers. The eight specially designed modules included in the kit assist students in developing such skills as reaching, grasping, raking, pincer grasp, wrist rotation, searching technique, palmar grasp, and visual-motor/visual-perceptual coordination and attract the child's attention with bright colors and ringing bells. The modules nest together for convenient storage in a durable carrying bag. Also included is a set of straps designed to allow the modules to be hung on playpens or cribs. This product comes with a teacher’s guidebook that contains ideas and suggestions for utilizing the modules.

This PowerPoint provides photographs and a brief explanation of each module.

The Brannan Cubarithm Slate is a rubber slate with a 16 x 16 grid pattern of nests which will hold small 3/8" plastic Brannan Cubarithm Cubes which are placed in the squares of the frame. Slate and cubes are sold separately. Each cube represents one digit and are numbered 0 through 9 in braille (no print). The cubes are available in a set of 100. Young students may find it easier to use this slate and cubes, rather than a brailler, to align problems such as multiplication.

The Brannan slate was designed by R.E. Brannan of Summit, New Jersey. Brannan turned over his rights to the invention to APH. APH began manufacturing the Brannan Cubarithm Slate and Cubes in 1957. Directions for how to use this device are available on our Fred's Head Blog. Photographs of the device and the mathematical equations described in the blog can be viewed in this PowerPoint.

The Everyday Exposure to Experiences for Enjoyment Calendar, also called the Everyday Activities Calendar, was written by Nancy Smith, a Wisconsin state-wide consultant for children who are blind or visually impaired and produced by APH in 2001. It is an idea-filled calendar that suggests a fun preschool activity for each day of the year. The calendar was designed specifically for young (ages 3-8) visually impaired children, but all children may benefit from and enjoy participating in the activities. The activities are drawn from everyday occurrences in a child’s life and make use of easily accessible, low cost materials typically available in the home. The large print/braille calendar comes in a three-ring binder with a colored dividing page between each month. The calendar is formatted with two days per page. This calendar does not track any specific year, and can therefore be used year after year.

The introduction for this product includes detailed task analyses of washing the dishes and of crushing crackers for meat loaf stuffing. These are provided in order to demonstrate examples of how to break an everyday experience down into the smaller steps that make up the experience. Because visual impairment results in a deficit of learning through visual observations and it is necessary to use a multisensory approach that takes advantage of the child’s remaining senses. Activities may need to be broken into smaller segments and repeated multiple times.

Examples of some of the everyday experiences that are included in this calendar are:

“What is a salad? Help make one for dinner.”

“Use an alarm clock to wake up.”

“Pick all the nickels from a pile of coins and buy something with them.”

“Find pairs of things, like shoes, socks, and dishes.”

“Visit a vegetable garden. What’s growing there?”

It is not required that every activity in the calendar be completed, but rather, the calendar is meant to be a compilation of ideas from which to draw inspiration and expand upon. The calendar is designed so that the user may begin at any point and choose activities appropriate for the child, the occasion, and the lifestyle of the family. Cross-environmental teaching is encouraged and activities may be taught by a variety of different “teachers” and in a variety of locations.

Listen and Think Auditory Readiness (AR) Level Listen and Think Level C

Listen and Think is a classic product to develop and improve listening comprehension and thinking skills. Listen and Think was originally released in print in 1968 and was adapted by Eleanor Pester and first sold by APH around 1987. In 2009 the listening materials began being produced in CD format when the audiocassette editions were discontinued.

Listen and Think Auditory Readiness (AR) Level (5-7 years) includes 15 lessons and covers basic listening skills such as understanding positional placement (e.g., up, down, behind, between, beside, etc.), comparing, classifying, cause and effect, sequencing, and predicting outcomes. The AR level includes an introduction and lessons on CDs, a print teacher's handbook, simple multiple-choice answer sheets, and crayons.

Advanced levels Listen and Think Level B (7-8 years) and Listen and Think Level C (8-9 years) introduce such concepts as main ideas, summarizing, outlining, and comparing. Level B and C each include introductory material and lessons on CDs, a print teacher's handbook, braille and large print multiple-choice answer sheets, braille and large print progress charts, crayons and marking pins.

Each lesson presents a recorded passage to the student which introduces various concepts. At the end of each passage are recorded questions that the student can answer using the provided crayons and simplified answer sheet. The correct answers and necessary explanations are provided on the recording as well so that these lessons can be completed independently, in small groupings, or with the entire class, providing flexibility for the teacher. Within the Teacher’s Handbook are additional questions and activities that can be used for follow-up reinforcement and to further extend the concepts presented to the curriculum areas of Language Arts, Social Studies, Science, and Music.

Money Handling and Budgeting is a collection of techniques and resources for teaching adolescents or young adults who are blind and visually impaired the skills necessary to manage money in daily life. This guide is based on the premise that daily living skills must be learned in natural settings and with real-life applications whenever possible.

A variety of fundamental, interconnected skills are addressed in this product, including: coin and bill identification; counting money and making change; budgeting; basic employment strategies; banking skills; and handling money in a number of simulated and actual daily living situations, such as visiting a store or a bank.

Appendices include a glossary, references, resources, an aids/devices chart, and a record keeping skills chart. Included with this product is an adapted practice checkbook with a vinyl cover; a pack of 28 yellow, raised-line, large type practice checks bound with 8 white, raised-line, large type practice deposit tickets; and a white, large type, columned practice checks and deposits register. The resource guide, along with the adapted practice checkbook, helps students learn vital money handling skills.

O & M Tactile Graphics is a tool for helping teach orientation and mobility concepts such as compass directions, clock locations, and navigating outside and inside. It contains 10 high-contrast print/tactile graphics and a teacher's guide in print and in braille. The teacher's guide gives you basic ideas for lesson planning using the graphics, suggested concepts, and instructional hints for each graphic.

The graphics included address the following concepts:

straight lines and points
compass circle and clock face
city block with sidewalks
intersection with lanes and sidewalks
types of intersections
T intersection
city blocks, 4X4 grid
advanced city block
hallway and rooms
room with objects

The Chang Tactual Diagram Kit is made up of a board covered with black hook/loop material and over 100 Velcro-backed geometric forms in 27 shapes and sizes, which allow for a wide variety of concept development activities. This versatile tactile aid allows for instruction in orientation and mobility concepts as well as other curricula areas.

The kit comes with a printed instructional guidebook. This guidebook provides 36 lesson plans that cover topics which include:

Introducing symbolic representation of objects and structures (scanning workspace, room representation, making a picture, left-right relationships, etc.)
Mathematics (angle construction, area comparison, grouping, and equivalent fractions)
Social studies (representation of organizational patterns, population information, and governmental body seating)
Science (representation of wiring diagrams)
Daily living skills (table setting, and dial-face orientations)
Orientation and mobility (representation of street layouts, intersections, cardinal directions, traffic movement, etc.)

The Chang kit is easy for young children to manipulate and has a pleasing texture. The stick people that are included have different left and right hands and the face is only incised on one side of the figure. This allows these figures to be used to mirror left-right relationships. They can also simply add an element of play to the lessons since they can be used to navigate the layouts that are created by the student.

The kit can be easily added to and modified as needed by the instructor. For example, the kit does not contain small point symbols, but these can be made by adhering the included Velcro strips onto items to be used as symbols or by using Feel n’ Peel Stickers. This kit can also be used in conjunction with the Picture Maker: Wheatley Tactile Diagramming Kit (its smaller, more colorful, and more complex predecessor), the All-In-One Board, or the

The projects included in the guidebook are:

Fake Fossils
Raised Line Drawings
Sandscript
Mural
Aluminum Repoussé
Papier-Mâché Bowls
Free-Form Fuzzy Wire Shapes
Fuzzy Wire Animals
Mixed-Media Puzzle of Me
Weaving
Wire Sculpture
Pinch Pot
Coiled Pot

Please keep in mind that while APH strives to give you products that are timeless and durable, some of the materials that we use will eventually show signs of age. Please always inspect products—especially older products that may have been sitting unused for a period of time—before use, to ensure there are no signs of breakage or loose parts that could be dangerous for small children.