Links to those with Independence

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Here are links where you can learn more about each of these remarkable individuals, along with the “Thriving Blind” community:

  1. Chris Downey: Architect
  2. Marla Runyan: Olympic Runner
  3. Tiffany Brar: Jyothirgamaya Foundation
  4. Dr. Mona Minkara: Bio-Engineer
  5. Daniel Kish: World Access For The Blind
  6. Marcus Roberts: Jazz Pianist

And here’s the link to the Thriving Blind community, which focuses on empowering the blind and visually impaired: Thriving Blind

These resources can serve as valuable references for educators and parents who wish to better understand what blind/VI individuals are capable of achieving.

More than Existing

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Where are some stories about independent blind people.

  1. Chris Downey: An architect who lost his sight but continued to work in his field, using his other senses to ‘see’ spaces differently. His work proves that careers don’t have to end with vision loss.
  2. Marla Runyan: A legally blind Olympic runner who competed in the 1,500-meter race in Sydney 2000. She’s an example of how physical activity is entirely within reach for the blind/VI.
  3. Tiffany Brar: Founder of the Jyothirgamaya Foundation in India, which aims to empower blind people through various training programs. She herself is blind and has dedicated her life to education and empowerment.
  4. Dr. Mona Minkara: A bio-engineer who won the Holman Prize for Blind Ambition, dedicated to empowering blind people to build meaningful careers. She’s now a researcher and university professor.
  5. Daniel Kish: Known as the “real-life Batman,” he is blind and uses echolocation to navigate the world. He teaches mobility to blind children, promoting independence.
  6. Marcus Roberts: An acclaimed jazz pianist who lost his sight at a young age but went on to have a successful career in music. He’s a testament to the fact that creative fields are also accessible to the blind/VI.

Sharing stories like these can inspire teachers and parents to set higher expectations, thereby encouraging students to reach their full potential.

Dignity of Risk

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The term that comes closest to describing the concept of “having the right to be included and possibly get hurt” is “Dignity of Risk.”

  1. Dignity of Risk: This term is often used in contexts like disability services, aged care, and healthcare to acknowledge that every individual has the right to take some risks in life, even if those risks might result in failure or harm. It’s grounded in the belief that risk-taking is a part of the learning process and essential for personal growth and independence.
  2. Balance of Safety and Autonomy: The idea behind the dignity of risk is to balance safety concerns with personal autonomy. Overprotecting individuals can stifle their growth, self-esteem, and life experiences, which contradicts the aim of fostering independence.
  3. Educational Context: In the educational setting, this means that students, including those with disabilities, have the right to participate in activities even if they are considered “risky.” Of course, reasonable precautions should be taken, but the inherent right to experience and learn from those activities remains.
  4. Legal Framework: Although “Dignity of Risk” isn’t explicitly stated in laws like IDEA or Section 504, the concept aligns well with the legal mandates that call for inclusive education and reasonable accommodations.

In simpler terms, “Dignity of Risk” is the idea that everyone has the right to try things out for themselves and maybe even stumble a bit along the way. It’s all part of learning and growing.

IEP Information for Parents

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An Individualized Education Plan (IEP) meeting is crucial in designing a tailored education plan for a child with disabilities, including visual impairment. Here are some key terms a parent might find helpful to know:

  1. IEP (Individualized Education Plan): A legal document outlining a child’s learning needs, goals, and the services the school will provide.
  2. FAPE (Free Appropriate Public Education): An essential legal right ensuring that every student has access to a public education tailored to their individual needs.
  3. LRE (Least Restrictive Environment): This means that a child should be educated with non-disabled peers to the greatest extent appropriate. However, there are times when the LRE is being educated with peers that share your specific disability has it’s advantages: make sure that you explore ALL the options.
  4. IDEA (Individuals with Disabilities Education Act): The U.S. law that ensures students with disabilities receive necessary special education services.
  5. 504 Plan: A plan that outlines accommodations for a child with a disability within a regular classroom setting.
  6. Accommodations: Changes in the classroom environment or in how a student is taught, such as providing tactile materials for visually impaired students.
  7. Modifications: Changes to what a child is taught or expected to learn, often altering the curriculum itself.
  8. Transition Plan: Part of the IEP that helps prepare students for life after school, including employment and living arrangements.
  9. BIP (Behavior Intervention Plan): A strategy for managing behaviors that may impede a child’s learning.
  10. Related Services: Additional services like speech therapy, occupational therapy, or counseling that help support the child’s education.
  11. Assistive Technology: Devices or tools to help a child with disabilities access the curriculum, such as Braille materials for a visually impaired student.
  12. Parental Rights: Understanding the rights of a parent in the IEP process, including consent, access to records, and dispute resolution, is vital.

Understanding these terms can empower parents in advocating for their child’s education, ensuring they receive proper support, accommodations, and services.

Least Restrictive Environment (LRE)

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The concept of Least Restrictive Environment (LRE) is an essential part of special education law, specifically the Individuals with Disabilities Education Act (IDEA). Here’s a simple explanation:

LRE refers to the setting where a child with disabilities can receive an appropriate education designed to meet their unique needs, alongside non-disabled peers, to the greatest extent appropriate. The idea is to ensure that children with disabilities are not unnecessarily separated from their peers.

Here’s how it works:

  1. Assessment: The child’s educational needs are evaluated.
  2. Inclusion: The child is placed in a regular education classroom if possible.
  3. Supplementary Services: If needed, extra support, such as an aide or specialized equipment, is provided.
  4. Specialized Settings: If the regular classroom isn’t suitable, other settings like a resource room or self-contained classroom might be considered.

The goal is to find the balance that offers the child the support they need without isolating them from their peers. It promotes social interaction and inclusion, essential for the overall development of the child.

Expanded Core Curriculum

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The ECC, or Expanded Core Curriculum, is particularly important for the education of blind and visually impaired students. It’s a framework designed to address the specific needs of these students that might not be met by the general education curriculum.

Here’s an overview of the key components:

  1. Orientation and Mobility: Teaching students how to navigate their environment safely and efficiently.
  2. Assistive Technology: Training in the use of specialized tools and technology to enhance learning.
  3. Independent Living Skills: Teaching daily life skills such as cooking, personal hygiene, and managing money.
  4. Social Interaction Skills: Developing interpersonal skills to help build relationships and interact with peers.
  5. Recreation and Leisure Skills: Encouraging participation in hobbies and activities that are enjoyable and accessible.
  6. Career Education: Introducing concepts related to future employment and vocational training.
  7. Self-Determination: Helping students become active participants in decision-making.
  8. Sensory Efficiency Skills: Teaching how to use remaining senses effectively.
  9. Visual Efficiency Skills: For those with low vision, training to utilize their remaining vision in the most efficient way.

These components align closely with the interest of the students and their rights to being creating independent. By focusing on these areas, educ

Dignity of Risk

/in

The term that comes closest to describing the concept of “having the right to be included and possibly get hurt” is “Dignity of Risk.”

  1. Dignity of Risk: This term is often used in contexts like disability services, aged care, and healthcare to acknowledge that every individual has the right to take some risks in life, even if those risks might result in failure or harm. It’s grounded in the belief that risk-taking is a part of the learning process and essential for personal growth and independence.
  2. Balance of Safety and Autonomy: The idea behind the dignity of risk is to balance safety concerns with personal autonomy. Overprotecting individuals can stifle their growth, self-esteem, and life experiences, which contradicts the aim of fostering independence.
  3. Educational Context: In the educational setting, this means that students, including those with disabilities, have the right to participate in activities even if they are considered “risky.” Of course, reasonable precautions should be taken, but the inherent right to experience and learn from those activities remains.
  4. Legal Framework: Although “Dignity of Risk” isn’t explicitly stated in laws like IDEA or Section 504, the concept aligns well with the legal mandates that call for inclusive education and reasonable accommodations.

In simpler terms, “Dignity of Risk” is the idea that everyone has the right to fully participate in all offered activities and or classes even if there is a perceived danger.

More than Existing

/in

Where are some stories about independent blind people.

  1. Chris Downey: An architect who lost his sight but continued to work in his field, using his other senses to ‘see’ spaces differently. His work proves that careers don’t have to end with vision loss.
  2. Marla Runyan: A legally blind Olympic runner who competed in the 1,500-meter race in Sydney 2000. She’s an example of how physical activity is entirely within reach for the blind/VI.
  3. Tiffany Brar: Founder of the Jyothirgamaya Foundation in India, which aims to empower blind people through various training programs. She herself is blind and has dedicated her life to education and empowerment.
  4. Dr. Mona Minkara: A bio-engineer who won the Holman Prize for Blind Ambition, dedicated to empowering blind people to build meaningful careers. She’s now a researcher and university professor.
  5. Daniel Kish: Known as the “real-life Batman,” he is blind and uses echolocation to navigate the world. He teaches mobility to blind children, promoting independence.
  6. Marcus Roberts: An acclaimed jazz pianist who lost his sight at a young age but went on to have a successful career in music. He’s a testament to the fact that creative fields are also accessible to the blind/VI.

Sharing stories like these can inspire teachers and parents to set higher expectations, thereby encouraging students to reach their full potential.