Iowa Department For The Blind - Rules: Chapter 2 Exceptions regarding education and experience can only be made by the commissionfor the blind upon recommendation 3. Ability to teach and develop alternative http://www.blind.state.ia.us/laws/chapter2-rules.htm
Extractions: PERSONNEL IAC 12-3-97 1112.1(216B) Qualifications of personnel. 2.1(1) State-licensed professions. Persons employed in positions for which licensure is required by the state are required to hold the appropriate license at the time of hire and maintain it throughout their term of employment even when the Iowa Code exempts individuals employed by a state agency from the licensure requirement. 2.1(2) Service specialist for the blind 2 and senior service specialist for the blind 1 (vocational rehabilitation counselor). Certification shall be required of all vocational rehabilitation counselors employed by the department. a. At the time of hire into the position, an individual holding at least a bachelor's degree from an accredited college or university and one year of work experience shall be granted provisional certification. Exceptions regarding education and experience can only be made by the commission for the blind upon the recommendation of the director. Provisional certification shall be recognized for a maximum period of 18 months. b. An individual may obtain full certification as a vocational rehabilitation counselor by demonstrating competency in the following areas.
Extractions: Printed in PHS #13, 1996. From the day of their births, I read the Bible to our children. The day that our oldest child was born, I began with chapter one of Genesis and read two chapters to her. I then placed a bookmark at chapter three and turned to chapter one of Matthew. I then read her two chapters from Matthew and placed another bookmark. Thus I began a daily routine of continually reading both the Old and New Testaments straight through, which continues in our home to this day. As other children were born, they were also present for this daily Bible reading. This was our first step in teaching our children a Christian worldview. The second step was family prayer. As the children grew older, family prayer at the breakfast table became our second method for teaching a Christian worldview. Each morning after the Bible reading, we began at the head of the table and prayed aloud in turn. One day, however, when my son Benjamin noted that we were frequently repeating each other's prayers, he asked each of us to choose one particular area of prayer for these family prayer times. As a result, one of us now prays for our homeschool, another for healing for ourselves and others, another for finances, another for salvation for unsaved friends and extended family members, etc. Our third step in creating a Christian worldview was weekly scripture memorization. Each week since 1990 we have chosen several scripture verses which everyone, including me, is required to memorize "word perfect." Although we may practice all week, no credit is given until the weekend when we recite the verses for credit. At that time, our names are entered into a log showing that we have completed those verses. Everyone must have recited his verses "word perfect" by Sunday evening.
History News Network Subject RE blind Professors and the Elephant Primary and secondary education havechanged Those teachers have much more to teach in less time and for less money http://hnn.us/comments/776.html
Extractions: Roundup Subject: RE: Blind Professors and the Elephant. Posted By: Peter Mark Williams Date Posted: March 9, 2002, 6:09 PM A few things occur to me as a read your correspondence. First, you all are a touchy bunch. But seriously folks, you all are as right as you think the others are wrong and vice viersa. Primary and secondary education have changed. Those teachers have much more to teach in less time and for less money. Now factor in the emphasis on "test scores." I have friends who teach and they complain that they teach "Kaplin-style." Too much of their year is spent teaching the kids how to take standardized tests. The curriculum is now based on the test itself. So, don't look for much "enrichment" reading. The students scores are higher, but they know less. Yes, more people can avail themselves of higher education, but increasingly, they learn less in college than in generations past, as education is more specialized than ever. (I studied policial science in undergrad in the 1980s and have yet to read Candide. What can I say, it was never assigned in any class I ever had). As a TA in a history of technology and societies survey which was targeted for engineering students, I learned that some very bright students, with very high mathamatical and analytical skills could be surpisingly weak in writing. Sixty-three students and maybe two good thesis sentenses among them. I adjusted. They didn't know how to write simple essay form when I met them...but they do now. And I know more about what it means to teach then I did going in.
Pearson Education Home that speeds production of braille textbooks for blind students all the developmentof its online education network 02/24/00, Sams teach Yourself EParenting Today http://www.pearsoneducation.com/press_00.htm
About Art Education For Blind and The National Federation of the blind have polled for educational materials designedto teach art history the visual arts is integral to higher education. http://www.artseducation.info/about.html
Extractions: Founded by Elisabeth Salzhauer Axel in 1987, Art Education for the Blind, Inc. (AEB) is committed to the belief that blind and visually impaired individuals can and should be provided with the perceptual information necessary to have full intellectual understanding of the history and the culture of our world. With this goal in mind, Art Education for the Blind is providing access to art history and art appreciation to blind and visually impaired individuals. This is accomplished through specific programs, and through the development of educational materials suitable for use by blind and visually impaired individuals in museums, in educational institutions, and at home through independent learning. AEB is a nonprofit organization. History of the Development of Art Education Methods In the nineteenth century, experiments were conducted utilizing tactile pictures to educate blind people. However, these pictures were not successful. They were based on intangible concepts that could not be understood by blind people, such as color, shadows, and areas of light and dark. Additionally, since blind individuals were not given enough time and information necessary to explore the pictures, tactiles were rejected as educationally unsound.
Certification Programs The Special education Certificate qualifies students to teach exceptional learnersat the blind or Visually Impaired, Sharon Wyland, (815) 7538359. http://www.niu.edu/teachers/certification_programs.htm
Extractions: Northern Illinois University has 27 initial teacher certification programs that are approved by the Illinois State Board of Education (ISBE) and which, upon successful completion, entitle a student to an Illinois Teaching Certificate. The following initial teacher certification programs offered at NIU are listed by type of certificate. The name of the program and academic department administering the program is listed. Early Childhood Certificate (IL Type 04) The School of Family, Consumer and Nutrition Sciences (FCNS) offers a program leading to a Bachelor's of Science degree (B.S.) with a major in early childhood studies including the Type 04 Certification. This program will prepare personnel for professional roles serving children from birth through eight years of age and their families. Graduates qualify for Illinois early Childhood Teacher Certification enabling them to teach children from birth through grade three in Illinois public schools. Students in the 04 certification emphasis are prepared to teach a diverse student population in inclusive classrooms. The Department of Teaching and Learning (TLRN) offers a program leading to a Bachelor's of Science in Education (B.S.) degree including the Type 04 Certificate and the Preschool Special Education Approval (Birth - Age 6).
Upshaw Institute For The Blind: Educational Resources. education Web Sites blind adults, family members of blind persons, and professionalsin the for Microsoft Windows 3.1 or Windows 95 intended to teach the Nemeth http://www.upshawinst.org/edu.htm
Extractions: We hope the resources on this page will prove helpful. If you have any suggestions, please e-mail us at webmaster@upshawinst.org Education Web Sites. Michigan Parents of the Visually Impaired: Resources for Parents . The Michigan Parents of the Visually Impaired resources page includes numerous links to information on educational programs geared to persons with special needs. It also contains links to Public Broadcasting System children's and family programming that emphasizes many types of learning. Perkins School for the Blind, Watertown, Massachusetts . Perkins was the first school for the blind in the United States. They provide a wide variety of services locally, nationally, and internationally. Texas School for the Blind and Visually Impaired . The Texas School for the Blind and Visually Impaired's web site not only contains information about the school itself, but it also has a wide array of other educational resources. Hadley School for the Blind, Winnetka, Illinois.
Kids Online Resources - Special Education Resources Pg1 A centre of excellence for the education of children National Library Service forthe blind and Physically Performs a remarkable work we teach deaf children http://www.kidsolr.com/specialeducation/
Extractions: (Ph.D. University of Georgia, 1999) Journal of Learning Disabilities . Currently, she has written an article on analysis of spelling in elementary grades and a chapter about assessing cognitive abilities in children with specific language impairment (in press). Previous publications were on language and learning disabilities in children with learning disabilities and/or hearing impairments. She is currently the program coordinator of Project RIMES 2000, and is involved in professional development and research. For further information, follow this link: http://www.u.arizona.edu/~pforeman/prof_bios.html#Kroese Levine, Linda M., Adjunct Assistant Professor
TownHall.com: Conservative Columnists: Walter Williams Yet, that teacher was assigned to teach learningdisabled That's classic the blindleading the blind. are graduates of the nation's schools of education. http://www.townhall.com/columnists/walterwilliams/ww20011024.shtml
Extractions: printer-friendly version October 24, 2001 What's wrong with education? Here are some test questions. Question 1: Which of the following is equal to a quarter of a million? (a) 40,000 (b) 250,000 (c) 2,500,000 (d) 1/4,000,000 or (e) 4/1,000,000? Question 2: Martin Luther King Jr. (insert the correct choice) for the poor of all races. (a) spoke out passionately (b) spoke out passionate (c) did spoke out passionately (d) has spoke out passionately or (e) had spoken out passionate. Question 3: What would you do if your student sprained an ankle? (a) Put a Band-Aid on it (b) Ice it (c) Rinse it with water.
Education & Virtual Reality with special features built in to teach orientation and with the Oregon State Departmentof education and the Oregon School for the blind, to create and http://www.ori.org/educationvr.html
Extractions: Independent mobility provides an essential underpinning for cognitive, perceptual, and social development in children. Children with severe physical disabilities are limited in the extent to which they can actively and independently explore their environments. These limitations can pose serious problems in academic achievement and social adjustment. The purpose of the proposed work is to investigate the effectiveness of this network-based approach for teaching orthopedically impaired children to drive motorized wheelchairs safely in the natural environment. Our approach will be to implement rigorous field-based research and evaluation techniques to determine the intervention's effectiveness in educational settings. Our plan is to work through regional State Departments of Education to identify and approach possible schools, classrooms or training programs which might be interested in implementing Wheelchair Network Programs and helping us to determine the extent to which it is effective in improving driving skills in the real world.
Adding Feeling, Sound And Equal Access To Distance Education In education, the use of graphics has increased dramatically. alternatives for thestudent who is blind is not created at great expense to teach subjects which http://www.utoronto.ca/atrc/rd/library/papers/TREVIR_J.html
Extractions: Adding Feeling, Sound and Equal Access to Distance Education Jutta Treviranus, Adaptive Technology Resource Centre, University of Toronto, jutta.treviranus@utoronto.ca Abstract Presently, Internet or Intranet delivered curriculum does not simulate the experience of touching and manipulating objects or environments (referred to as haptics). This restricts the number of subjects that can be effectively taught, and the types of students who can access the curriculum. This paper describes a project that will develop software applications that make it possible to deliver curriculum that can be touched, manipulated and heard over the Internet or an Intranet. Both the necessary software tools and exemplary curriculum modules will be developed. Developments will be based upon the 3D ISO standard VRML, and a Haptic API developed by Haptics Technology Inc. The Need "Haptics" is a term which encompasses both the sensing and action involved in touching and manipulating. The primary reason the haptic modality is often the preferred mode of exploration is that it is the most active and interactive. Unlike the visual and auditory modality, by its very nature it is bidirectional and interactive. We manipulate the objects we are sensing in a continuous action, feedback, reaction loop. Thus many people do not feel they have really "seen" an object unless they have handled it and explored it using their haptic sense (thereby contributing to the frustration of many museum and art gallery curators).
Organizations For Information And Support Hadley School for the blind A tuitionfree correspondence school with a varietyof courses for parent/child education, including Reach Out and teach, a parent http://www.rdcbraille.com/pbpb-ro.html
Extractions: New York Institute for Special Education a school for the blind with an excellent home page. Probably the best web links to other blindness sites. Hadley School for the Blind: A tuition-free correspondence school with a variety of courses for parent/child education, including Reach Out and Teach, a parent-directed teaching program for young children with visual impairments. The instructors offer personalized assistance to parents and provide information about resources. Publishes the newsletter, In Touch . Address: 700 Elm Street; Winnetka, IL 60093; 847-446-8111. BRL: Braille through Remote Learning An excellent course on braille offered through the internet. Texas School for the Blind Mathematics Some excellent material on Nemeth code (the braille code for math and science) and teaching mathematics to blind students. American Printing House for the Blind produces many items for blind students. They have a most extensive catalog. EASI: The Main Disability Web Page . EASI stands for Equal Access to Software and Information. This site is devoted to materials to give access to colleges and universities for those with disabilities. American Council of the Blind is one of the major organizations of the blind in the United States. Offers a wide variety of services to people with visual impairments. Publishes the
FSDB 6D-Scope And Purpose 6D2.005 Specific Objectives in the Department for the blind. (2) To teach the basictools of education reading, writing, arithmetic and study habits http://www.fsdb.k12.fl.us/administration/6dscopepurpose.html
Extractions: The Florida School for the Deaf and the Blind is a part of the public school system of the State, and has for its objective the education of hearing impaired and visually impaired students of the State, who meet enrollment criteria. The School provides support services which promote appropriate education and appropriate related evaluation and counseling services to sensory impaired students in the State. The mission of the Florida School for the Deaf and the Blind, as a Center of Excellence, is to provide free appropriate public education for eligible hearing impaired and visually impaired students of Florida, and offer educational opportunities which promote the development of healthy minds and bodies; adult lives of independence and self-sufficiency; meaningful personal, family and community lives; and useful, productive occupational lives.
Free Teens Book: Condomnation ed based on sound science, or on blind assumptions which he catalogs the failuresof sex education in the One of the boys complains, they teach us condoms this http://www.freeteens.org/stories/condomnation.htm
Extractions: Condom Nation: Blind Faith, Bad Science , released in early 1997 (160 pp), uncovers the absurd contradictions and misinformation contained in many "AIDS Prevention" programs being used in U.S. schools and asks: "is sex ed based on sound science, or on blind assumptions?" "Condom Nation underscores the fundamental need for a counterpoint to the amorality that currently dominates [sex education]."
Lifestyle - Frustrations With Education ask, is every American given the chance of an education? about Voc Rehab I thinkthat any blind or visually voc rehab system is going to teach them everything http://www.enablelink.com/frustrations_with_education.htm
Extractions: Lifestyle Click Here to Skip Navigation Bar I guess my original Frustrations article touched a nerve with a lot of people. It seems we, the blind, deal with more discrimination than most think. Here are how some feel about ways we are treated unfairly in the field of education. Also included are some tips and suggestions in solving some of the problems we are faced with. Just some thoughts on vocational training: I expect this will offend somemaybe it should? During the recent explosion of educational coverage of the Islamic religion, I kept noticing these "blind" religious leaders. Where are their counterparts in western civilization? Blind blues bands, blind singers, and blind beggars are all recognized "blind" positions. I can't think of any leadership positions that would match up? Why is this different in Islamic society, and what does it indicate about their society and ours? I have to ask, is every American given the chance of an education? Many blind people are very dissatisfied with what the US calls Vocational rehabilitation. Its services are offered to help the disabled find employment. But there are different factors in every case. VR can only help so much. Some people have multi disabilities, some have family responsibilities, some have learning issues, and some want to live where they want to.
Blind The government decided to teach them massage, and in a few years time, the privateschool for the blind¾was founded and spawned a new era of blind education. http://www.snakelyone.com/BLIND.htm
Extractions: ACUPUNCTURE'S BLIND SIDE (from Tokyo Time Out) by Blake More Blind acupuncture is a nationally recognized practice that has openly existed in Japan since the early Edo Period (1603-1867). Currently, 30 percent of the roughly 90,000 licensed acupuncturists in Japan are blind. These visually challenged are found nationwide mixed among the sighted at clinics and hospitals, carrying out private practices, and passing on their skills to others like themselves in special schools for the blind. They hold the same licenses, earn the same wages, and charge the same fees. They even have Zenshinshikai, a national association for blind acupuncturists, to set future agendas and provide a buffer against possible discrimination. Insiders believe that blind acupuncturists have been able to carve out such a lasting niche for themselves because those without sight must develop their senses in ways people with 20/20 vision rarely appreciate. When this heightened awareness is coupled with acupuncture, it seems logical that a blind acupuncturist may be able to perceive things that a sighted practitioner might overlook a big plus when you consider that acupuncturists never see the organs they're supposed to be dealing with in the first place.
Extractions: (St. John, III, 3.) [33] I. In our discussion of these five major initiations we shall seek to do three things. First, we shall endeavor to realize that Christianity is the flower and the fruitage of the religions of the past, being the last to be given out, with the exception of the Mohammedan religion. We have seen that the emphasis of the Christian religion has been laid upon the unit in the human family, and also upon the unique mission of Christ Himself. Christ came to teach the supreme value of the individual, as I have already indicated in the previous chapter. (See p. 15.) Secondly, we must remember to think in terms of the whole and to realize that the great expansions of consciousness to which we shall constantly refer have their universal parallels. Some of these unfoldments in the race lie in past racial history. Some lie ahead. One lies immediately possible in the present. As man's physical and mechanical equipment develops to meet his expanding consciousness, he is gradually led to experience more and more of the divine Immanence, to perceive more of the divine Transcendence, and to register with an increasingly illumined awareness the revelation which is sequentially presented for his education and his cultural growth.
Extractions: To Netnews Homepage Previous Next Index ... Table of Contents Discipleship in the New Age I - Personal Instructions to Disciples - R.V.B. June 1936 BROTHER OF MINE: As money has in the past ministered to personal and family need, so in the future it must minister to group and world need. Each unit has, in the past, attempted to act as a magnet and to attract to itself that which will meet what it regards as its need - using personal activity and labor, if of no influence or education, and financial manipulation where that was possible. Groups in the future must act as magnets; they must see to it that they are animated by a spirit of love. I give you a thought here which is capable of much expansion. Need, love and magnetic power are the three things which - consciously or unconsciously - attract money. But they must all manifest at once. The need in the past has not always been real, though it has been felt (such is the world glamor and illusion). The love has been selfish or unreal; the demand for things material has been for that which is not necessary to health or happiness. The magnetic force utilized has been, therefore, wrongly motivated and this process - carried forward over so long a time - has led to the present dire financial situation in the world. By the transmutation of these factors and the expression of their higher correspondences - through right love, right thought or meditation and right technique - the financial requirements [273] of the new groups and of the New Group of World Servers will be found. I would suggest that an elaboration of these ideas should be disseminated among all whom you know who could help. I would ask you to ponder much on these ideas for, in the education of the intelligent world servers, this question of money and of right attitudes towards money and right meditation upon money must be boldly faced. The emphasis laid by certain large groups on meditation for the raising of funds (usually for personal use or for the selfish ends of their own particular organization or group) has been based upon this emerging concept of the
Bangkok Post Thursday 20 March 2003 - A Light For Others more education to a school for the blind in the University and a master's degree inspecial education for visually I learned a lot about how to teach the blind http://www.bangkokpost.net/en/Outlook/20Mar2003_out51.html
