                               THE BRAILLE MONITOR

                                  October, 1996

                             Barbara Pierce, Editor


             Published in inkprint, Braille, on talking-book disc, 
                                and cassette by 


                      THE NATIONAL FEDERATION OF THE BLIND 
                             MARC MAURER, PRESIDENT 
 


                                 National Office
                               1800 Johnson Street
                           Baltimore, Maryland 21230 

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the subscription cost. Donations should be made payable to National Federation
of the Blind and sent to: 
 

                        National Federation of the Blind
                               1800 Johnson Street
                           Baltimore, Maryland 21230 

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THE NATIONAL FEDERATION OF THE BLIND IS NOT AN ORGANIZATION SPEAKING FOR THE
BLIND--IT IS THE BLIND SPEAKING FOR THEMSELVES

ISSN 0006-8829

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THE BRAILLE MONITOR
PUBLICATION OF THE NATIONAL FEDERATION OF THE BLIND


                            CONTENTS
                                                    OCTOBER, 1996


THOUGHTS ON RESIDENTIAL SCHOOLS FOR THE BLIND
  by Kenneth Jernigan

                     THE CONTINUING EVOLUTION OF THE TEXAS SCHOOL

FOR THE BLIND AND VISUALLY IMPAIRED
  by Phil Hatlen, Ph.D.

                                THE KENTUCKY SCHOOL FOR THE BLIND

  by Ralph Bartley, Ph.D.

                      THE INDIANA SCHOOL FOR THE BLIND AS SEEN BY

ONE OF ITS GRADUATES: A COLD DINNER, A WARM FUZZY,
AND GOOD FOOD FOR THOUGHT
  by Michael J. Bina, Ed.D.

                            WASHINGTON STATE SCHOOL FOR THE BLIND

A RICH HISTORY AND A BRIGHT FUTURE
  by Dean O. Stenehjem, Ed.D.

                        OF OSTRICHES AND THE TEMPTATIONS OF POWER

THE STORY OF THE NEW MEXICO SCHOOL
FOR THE VISUALLY HANDICAPPED
  by Barbara Pierce

                                                        COMPLAINT

                            ARKANSAS SCHOOL CASE BACK IN THE NEWS


                                              NAC AND WATERSPOUTS

  by Peggy Elliott

                                         IN MEMORIAM--RON JOHNSON

  by Kenneth Jernigan

                                        IN MEMORIAM--NELL BONNELL

  by Kenneth Jernigan

                                                       OMISSIONS:
  by Peggy Elliott

                                                          RECIPES

                                               MONITOR MINIATURES



      Copyright (&+c) 1996 National Federation of the Blind
__[LEAD PHOTO: The lead photo is one of several rose gardens at
the New Mexico School for the Visually Handicapped. A gazebo with
people seated in it is prominently displayed. Nearly 20 rose
bushes in full bloom are at the center of the garden, and a
surrounding path can be seen in the foreground.
Caption: This issue of the Braille Monitor is devoted in large
part to the subject of residential schools and the blind children
they educate. Everyone agrees that the challenges facing these
schools are significant. Some administrators and teachers are
finding exciting ways to equip their students to meet the demands
of adulthood in the twentieth century. Unfortunately, other
schools have done profound and lasting harm to the very children
they were responsible for protecting and educating. Pictured here
is one of several rose gardens at the New Mexico School for the
Visually Handicapped. The institution is lucky enough to have an
endowment of millions, and no expense is spared in making its
physical plant a jewel in the desert of southern New _Mexico.]

[Photo/Caption #1: Dr. Kenneth Jernigan]


         __THOUGHTS ON RESIDENTIAL SCHOOLS FOR THE BLIND

                      by Kenneth _Jernigan
  Now and again, as long-time readers of the _Monitor know, all
(or almost all) of an issue of the magazine is devoted to a
single topic; but this is not our usual pattern. In fact, we do
it rarely. The subject has to be important and complex enough to
merit a great deal of space and a diversity of presentation. That
is the case in the present instance. Not all but most of this
issue of the _Monitor is concerned with residential schools for
the blind.
  During the past several years we have published quite a number
of articles dealing with conditions at one or another of the
residential schools throughout the nation, and most of the
articles have spotlighted problems, some of a very serious
nature. We have reported scandals, sexual abuse of students,
uncontrolled use of drugs on campuses, poor administration, and
more. Journalists are often accused of emphasizing the negative.
This is understandable since (regardless of how it seems) scandal
and abuse are the exception instead of the norm, and exceptions
make news. It is easy to forget that most of the people who work
in government; most of those who run businesses; and, yes, most
of those who run schools for the blind do a good job on a daily
basis, mostly without fanfare or recognition. This is not to say
that we have not featured positive stories about residential
schools during past issues of the _Monitor, for we have; but the
sensational and the negative regrettably get headlines and
capture attention.
  Somebody recently asked me whether the National Federation of
the Blind is opposed to residential schools as a setting for the
education of blind children, and I said, "Of course not." In many
instances the residential school is the most appropriate
placement. The question of where a blind child should be educated
(public school or residential school) cannot be answered with a
rigid formula. It depends on the home environment of the child,
the quality of the available residential school, the nature of
the public school program, and the needs of the individual.
  In this issue of the _Monitor you will find stories about five
residential schools for the blind. We think that four of them are
doing an excellent job, and we have asked their superintendents
to give us details. We think the fifth school has serious
problems and needs improvement. I want to tell you how we chose
these five schools. In doing so I hope to give balance and
perspective to what is happening in today's residential schools.
  I have long heard that Phil Hatlen is running a good school for
the blind in Texas. The blind of the state say so; my contacts
with him would indicate it; and I have heard nothing credible to
the contrary. So I started with him. I called him and told him
that I would like to have an article about the Texas School for
the Blind. What was the school trying to accomplish? How was it
setting about it? He could make the article as long or as short
as he liked. I wanted the story of the school from his point of
view and with his emphasis. He said that he would be glad to do
it, so article number one was underway.
  At the conclusion of my conversation with Dr. Hatlen, I asked
him to suggest a few other schools that he thought might be doing
an outstanding job. He said that there were quite a number, but
he gave emphasis to three--Kentucky, Indiana, and Washington.
  Since I am quite well acquainted with Ralph Bartley, I picked
him as the next to call. In view of the fact that he has been
superintendent of the Kentucky School for the Blind for only a
short time, and in further view of the fact that the Kentucky
School has a long history of providing good educational
opportunities to blind children, it seemed a good second stop on
my survey. A few years ago the Kentucky School refused to lower
its educational standards and went so far as to engage in a
lawsuit about the matter--a lawsuit, incidentally, which I am
glad to say it won. Will Evans, the superintendent at the time,
was from all accounts a good educator and a credit to the school.
  When I called Dr. Bartley, he said he would be pleased to write
an article for the _Monitor, and he did. As I had done with Dr.
Hatlen, I told Dr. Bartley that he had complete leeway in what he
said and how he said it. What we wanted was a picture of the
Kentucky School for the Blind as it functions on a daily basis.
Dr. Bartley could tell it in the way that he thought best.
  As to my question about other residential schools for the blind
that were doing a good job, Dr. Bartley joined Phil Hatlen in
mentioning Indiana and Washington. He talked about others as
well, but these were high on his list.
  So I called Michael Bina at the Indiana School for the Blind.
He requires special comment. Dr. Bina and I have known each other
for quite some time, having served together in affairs of the
World Blind Union and on various committees. We have discussed
educational philosophy and our general notions about blindness,
and we have not always agreed--a fact not relevant in the context
of what I was now doing.
  Last year I received an anonymous letter purporting to be from
staff members at the Indiana School for the Blind. It made
serious charges about Dr. Bina and his operation of the school.
Anonymous letters are usually worth about as much as their
signatures, but this one contained such specific and detailed
accusations that it seemed necessary to investigate.
  Without giving Dr. Bina advanced warning, we sent a reporter to
Indianapolis to talk with state officials, staff and students at
the school, and Dr. Bina himself. Upon arrival in Indianapolis
our reporter visited Dr. Bina's superiors. Then he went
unannounced to the school. He simply walked in and began looking
around, waiting to be challenged.
  News of such visits is quick to circulate, and Dr. Bina soon
showed up. He was probably a little apprehensive (who wouldn't
be), but he didn't try to stop our reporter from investigating.
In fact, he let him pick students and staff at random and gave
him a room for interviewing. He permitted our reporter to go
anywhere he liked and willingly answered questions. Despite the
tenseness of the situation, Dr. Bina was in every way
cooperative.
  Our reporter came away from the school believing that Dr. Bina
is doing an excellent job and running a good program. He was
convinced that the students are receiving a good educational
opportunity, that they overwhelmingly like Dr. Bina and the
staff, and that they feel they are treated well. This view is
shared by the blind of the state with whom we talked.
  In the circumstances I will not repeat the charges that were
made against Dr. Bina and the school. If I do, it will simply
give them currency even if I say that we found no grounds for
them. If we had found the charges to have substance, we would
have printed them and done so in detail. Let anyone who doubts it
read past issues of the _Monitor, particularly those dealing with
schools for the blind. We print the truth as we find it
regardless of the consequences.
  And here we come to the nub of what I think our responsibility
is. Educational systems for the blind (residential or otherwise)
have tremendous power over the lives of the children in their
care. They train and educate, manage and mold. This is not
necessarily bad. But whether bad or good, it is inevitable.
  Children are inventive. They are highly suggestible. They
fantasize, hold petty grudges, and sometimes misassess. Usually
the teachers, custodial staff, dorm workers, and administrators
who are charged with their care and teaching are conscientious
and sensitive. They have standing in the community, and the
presumption is that they are doing the right thing and telling
the truth when a dispute arises.
  Yet sometimes, as we know, trust is abused, and teachers,
administrators, and other staff go bad. When this occurs, the
violation is worse than an ordinary abuse of trust since the
victims are particularly vulnerable and unable to fend for
themselves. They may not (especially when they are quite young)
have the judgment and the perspective to know that what is
happening is wrong. Everything I have said is doubled and tripled
when the victims are not only blind but also possessed of other
disabilities.
  When things do go bad in an educational program for the blind
(especially when physical or sexual abuse is involved), all of us
in a position to know have a responsibility to take action. This
is particularly true of the organized blind movement and its
publication. Except in unusual cases, these are not our
biological children--but at the deeper levels (the moral and the
spiritual) they _are our children with all that the term implies.
We must love them, nurture them, protect them, and defend them.
We must also see that they get the best education that is
possible and that they have the chance to be and achieve all that
their potential allows.
  This means fearlessly exposing bad programs and the abuse of
trust. But it also means protecting and publicizing good
programs. It means going to legislatures and getting money. It
means taking time to tell each other and the community at large
about the excellence that exists. Finally, it means not becoming
so caught up in exposing the bad that we forget to talk about the
good, even if the good is undramatic and demands no headlines.
  That is what the _Monitor tries to do, and that is why we are
glad to publicize Mike Bina's work in Indiana regardless of
whether at times we disagree with him. It is why we will not
detail the charges that were made against him, because as I have
said, we found no basis for them. Enumerating them would do
nothing but cause problems.
  Dr. Bina's article appears in this issue along with the others
I have mentioned. He joined with Dr. Bartley and Dr. Hatlen in
commending the work of Dean Stenehjem at the Washington School
for the Blind, so I called Dr. Stenehjem. He was glad to write
about the Washington School, and his article appears in this
issue along with the others. Besides the superintendents, I have
another source for verifying that Dr. Stenehjem is doing good
work. Denise Mackenstadt, one of our leaders in the State of
Washington, is a member of his board, and she says that he is
competent and caring. I have heard nothing to the contrary from
any of the blind of the state.
  So there you have the four articles from schools for the blind
that we feature as examples of excellence--Texas, Kentucky,
Indiana, and Washington. They are not the only ones. We could
have mentioned others. Regrettably in this issue we must also
feature a fifth residential school, New Mexico. Read the story,
and judge for yourself. We think the New Mexico School has
serious problems and that the students are not receiving the
education or the treatment they deserve and are entitled to
receive. We think we are as obligated to report what we have
found in New Mexico as in the other states.
  At the personal level I have every reason to respect and
support residential schools for the blind. I attended one, and I
think it played a principal part in helping me achieve whatever
success I have attained. It was January of 1933 when my mother
and father took me to Nashville to enroll me in the Tennessee
School for the Blind. I didn't leave the campus (not once) until
Easter. There were good days and bad, fights with other boys,
periods of homesickness, and painful adjustments; but the
totality of the experience was wonderfully positive--even more so
because of the time it took me to learn just how positive it was.
  In those days spanking and paddling were much in vogue, and I
got my share. I also got scoldings and tongue-lashings. But there
was never abuse, not the slightest bit of it. In fact, even when
I complained most bitterly about the treatment I received from
the teachers, it never even occurred to me to question their
motives or purpose. Deep inside I knew that they were doing what
they thought was in my best interests. I respected them, and they
deserved the respect. I still respect them, even more now than I
did then.
  And it wasn't just personal care and good physical treatment
that I got. I got a first-rate academic education, one that has
stood me in good stead through the years, helping me survive in
the rough and tumble of a sometimes turbulent life. My teachers
wanted me to learn, but they didn't stop at that. They insisted
that I learn. If there was any controversy about it, they had the
means and the will to help me see it their way--and I usually
did.
  In the Tennessee of that day it would have been a tragedy for
me if I had not gone to the residential school for the blind.
Yes, I hated to be away from home and Mother and Dad. And yes, my
mother shed tears. But a lot of the sentimental twaddle about how
a child must be in his or her home environment during the early
years or be ruined for life is just that, sentimental twaddle. In
fact, a lot that I hear about education in general these days is
sentimental twaddle, but that is another story, one that will
wait for a future telling.
  Let me leave it at this: I believe that a residential school
for the blind can give the same excellent education today that it
did when I was a boy, and I believe that a public school can do
the same. What are needed are conscientious, competent teachers
and the right kind of philosophy. Given these things, a good
education will follow. Without them it won't. Through the
_Braille _Monitor and otherwise, the National Federation of the
Blind will do everything that it can to see that blind children
have the opportunity for a first-class education. We will do it
with as little controversy as possible, but we will do it--and we
will not be much concerned about whether we receive criticism in
the process.

__[Photo/Caption #2: Superintendent Phil Hatlen is pictured in
his office with three members of the class of 1996 at the Texas
School for the Blind and Visually _Impaired.]

__[Photo #3: Twenty students are grouped on walkways under the
sign at the entrance to the Texas School for the Blind and
Visually Impaired. The school's sign is above them. Several
students in the group are making faces. _Caption: Students at the
main entrance to the Texas School for the Blind and Visually
Impaired.]


                 __THE CONTINUING EVOLUTION _OF

     __THE TEXAS SCHOOL FOR THE BLIND AND VISUALLY _IMPAIRED

                    __by Phil Hatlen, _Ph.D.

                         _Superintendent

  In my professional lifetime schools for the blind have traveled
through three distinct periods. In the beginning they were highly
regarded academic institutions, and they carefully chose students
who had the most potential to succeed in an academic environment.
Then schools for the blind became the place where local school
districts sent blind and visually impaired children with
additional disabilities. Finally, many of these schools are now
guiding their own transition and are becoming viable, exciting
schools that offer vital learning experiences for blind and
visually impaired children.
  My own professional life began as a resource teacher for blind
students in a local public elementary school. In my training I
had become convinced that schools for the blind were antiquated
systems and should be shut down. Beginning in 1956, I worked with
students in an inclusion model, in which children spent the
majority of every school day in regular classrooms. I deeply
believed that this educational system would work successfully for
all blind children. However, after a few years as a resource
teacher I began to have serious misgivings about regular day
school placement for all blind children. I had students who I
believed for a variety of reasons were not being well-served by
spending most of every day in a regular classroom. They needed a
bit more developmental time. They needed more time from a teacher
who could adapt learning experiences. Or they needed the
opportunity to attend a residential school.
  My misgivings mounted until I decided that I wouldn't know the
assets and liabilities of schools for the blind unless I worked
at one. In 1962 Berthold Lowenfeld asked me to become the
principal of the California School for the Blind (CSB) in
Berkeley, California. I accepted the position, and I began to
learn how critical it is that we have schools for the blind as an
educational option for students. When I left CSB in 1966 to join
the faculty at San Francisco State University, I told the CSB
staff that some day I would return to a school for the blind. I
was convinced then, and I remain so today, that we are capable of
doing a better job in defining and marketing the services that
schools for the blind can offer.
  In 1990 I became the superintendent of the Texas School for the
Blind and Visually Impaired (TSBVI). I did not take over a school
in desperate need of help. Rather, TSBVI had experienced good
leadership, had a solid reputation as a high-quality school, and
employed an outstanding staff. My desire to be superintendent was
to continue to move the school toward a vision I had of the
modern, state-of-the-art school for the blind that was in charge
of its own destiny.
  Many of my early efforts were directed at curriculum
development and working toward a program in which curriculum fit
the child rather than fitting the child to existing curriculum.
One result is that TSBVI now has five distinct curricular areas,
giving us the capability to provide individualized instruction
effectively. The five areas are:

  (1) Academics;
  (2) Applied Academics;
  (3) Functional Academics;
  (4) Early Concepts; and
  (5) Basic Skills.

  The first three areas require further explanation. We made
these distinctions because, like the sighted population, blind
and visually impaired students have various levels of academic
ability. In the past some students have struggled in a pure
academic program, but they have had the capability to learn to
read, write, perform mathematic computations, etc., at a level
that would be satisfying and productive for them. Therefore we
have designed levels of academic learning that attempt to meet
individual needs. The first listed, "Academics," is a
comprehensive program that meets the state's requirements for all
typical academic subjects. Students take at least some of these
courses at local middle and senior high schools.
  "Applied Academics" is designed for students who are more than
two grade levels below their chronological age. The knowledge and
skills taught are those deemed essential for adult living and
working in the community. The focus of "Functional Academics" is
teaching students how to use their academic skills in a variety
of functional tasks and, whenever possible, to develop and
improve those skills. Students may be taught in the classroom,
residence, or community, depending upon their individual needs
and abilities.
  This program replaces a two-area organization that simply
divided students between those with additional disabilities and
those with no disabilities other than visual impairment or
blindness. Let me emphasize that use of these five curricular
areas does not constitute tracking, an approach occasionally used
in general education that has not been very successful. The fact
that students move in and out of one or more of the five areas,
according to current needs, and that they often take courses in
more than one area at a time illustrates how different from
tracking our approach is.
  As our effort to develop curriculum evolved, it became obvious
that we would miss many important opportunities for teaching and
learning if we confined our attention to the hours of the school
day. At a school for the blind every waking moment is an
opportunity for learning. Therefore residential staff must be
capable and ready to instruct students when those learning
moments occur. Of the five areas of instruction previously
mentioned, independent living skills and social interaction
skills are a shared responsibility of teachers and the
residential staff. We have dropped the term "houseparent" and
adopted the title of "residential instructor" (RI) for these
important teachers. Prerequisites for these positions were
raised, and staff development was intensified so that residential
instructors are now more qualified for these increased
responsibilities.
  As is true of all schools for the blind, TSBVI can provide an
instructional day from the time the students arise in the morning
until they go to bed at night. This extended instructional day is
never all work and no play. Learning to play and develop
recreational and leisure time interests is an important part of
learning for our students.
  Fundamental to the role that TSBVI plays in Texas is the
philosophical position it fosters as it relates to local day
school programs. Because I have long advocated a continuum of
educational services for blind and visually impaired students, I
have often been called a "segregationist" by extremists in the
inclusion movement. It is tragic that so many of my colleagues
have become polarized on the issue of educational placement. For
the past several years it has been politically correct among
special educators--and among an alarming number of parents--to
support the position that full inclusion in the regular classroom
is the only acceptable placement for all children with
disabilities. Every time I have written or spoken on this topic,
I have adamantly pointed out that I support an educational system
that assesses the needs of blind and visually impaired children
on an individual basis and that makes decisions about educational
placement based on needs. This is the philosophy that governs
TSBVI.
  As we all know, placement of blind children in local day school
classes began in Chicago in 1900, but it didn't reach the level
of a solid movement until the retrolental fibroplasia children
began entering school in the mid-1950's. At this point a massive
proliferation of local day school programs for blind children
began. Education of blind students would never, ever, be the
same. Schools for the blind would never, ever, be the same.
  Because the movement was new, still learning from its many
mistakes, the local day school programs of the 1950's and 1960's
were not always successful in providing the quality of education
blind children deserved. But many of these programs have become
better and better, have learned from their mistakes, and have
discovered that it is possible to adapt almost every learning
experience so that it can be meaningful for blind students.
  This is not to suggest that in Texas all local school districts
have the resources necessary to provide appropriate educational
services for blind and visually impaired students. Sometimes we
find that they do not know what blind students need; sometimes
they believe that what they offer is adequate when it isn't; and
in a few cases the local districts do not wish to provide
appropriate services. In these few cases we find it our
responsibility to assist school district personnel and parents by
helping them understand the meaning of a quality education for
blind children.
  TSBVI acknowledges and respects the rich history of education
for blind and visually impaired students in local day schools. We
do not want to compete with high-quality local programs. Rather
we view our role as that of providing services for students when
local school districts recognize that more resources than they
have available are needed for a particular student. Placement at
TSBVI is a decision made by three parties--representatives from
the local district, the parents, and TSBVI staff--meeting
together and determining how best to meet an individual student's
current needs. A promising goal, in progress if not yet achieved,
is that these parties can discuss the needs of a child and make
decisions about educational placement without any hint of turf-
protection, recruitment, or suspicion. What a far cry this will
be from the days when schools for the blind were thought to be
recruiting students away from local schools and when parents
believed that the normalization of their children could occur
only if they were placed in a classroom with their sighted peers.
  Of major importance in establishing this atmosphere of mutual
responsibility and cooperation is the acknowledgment by me and my
colleagues at TSBVI that for many children services in their
local school district are more desirable than those which we have
to offer. TSBVI is not a better placement for most blind and
visually impaired students in Texas. It is an option for all and
a better placement for some--at least for a certain period of
time in their lives. This is reminiscent of a philosophy that I
heard stated first by Josephine Taylor:

  There is no best educational placement for a blind child. There
  is _a best placement for _a particular child at _a particular
  time in his or her life.

  When parents and local school district personnel both agree
that placement at TSBVI should be considered, a referral is made
to us. Teamwork among all three parties (parents, local district,
and TSBVI) is essential if the best interests of the child are to
be the basis for a placement decision. In this process of
referral, evaluation, and admission to TSBVI, we stress the
importance of the local district's maintaining educational
responsibility for the child, regardless of placement. Decisions
regarding curriculum, priorities in learning, and length of stay
at TSBVI are made cooperatively by district personnel, parents,
and us. Fundamental to this process is a level of trust between
the local district, parents, and TSBVI.
  The Texas Legislature has mandated through law that TSBVI has
some responsibility for all blind and visually impaired students
in the state. In order to meet this mandate, we offer three
distinct programs. One is our on-campus school year program. For
the past few years our enrollment in this program on any given
day has averaged around 145. These are the students who have been
referred by the local districts and parents and who have been
accepted by our referral committee. Most of these students come
to TSBVI with very specific needs. They may need a more
concentrated instructional program in Braille reading and
writing, in orientation and mobility, in career education, etc.
Our teachers concentrate their efforts on those specific needs,
although the student will receive a full, comprehensive education
while he or she is here. During this tenure TSBVI pays close
attention to the original reasons for referral, as well as the
student's evolving educational needs. An ongoing dialogue with
the local district and the parents assists us in mutually
determining when it is time for a student to return home.
  During the time between admission of a child and a referral
back to the local district, we offer the district whatever
assistance it requests in order to serve the student best when
she or he comes home.
  The on-campus school year program provides many opportunities
for individualized instruction, community-based learning
experiences, and classroom teaching. If a student comes to TSBVI
needing an intensive instructional program in technology, we are
capable of meeting that need. If a student is seriously lacking
Braille literacy skills, we can provide intensive instruction in
this area. Most of our students who have additional disabilities
learn in community-based settings. They learn how to access
services, and they have opportunities to work at real job sites.
Their education is often focused on learning the basic skills of
a productive, enjoyable life in the community.
  TSBVI considers short-term placement as from one to four years.
Sometimes these years may be consecutive, and at other times they
may be interspersed by time spent in a local school. This length
of time provides us with a realistic opportunity to have a
significant impact on a child's learning. It means that the child
will not be removed from the home community for so long that re-
entry is difficult. Some students will need the services of TSBVI
for a longer period. For a variety of reasons, there will
continue to be students who will be best served by a long-term
placement. But unlike former eras in the history of schools for
the blind, by far the majority of students who attend TSBVI are
there for short-term placements.
  Throughout the history of schools for the blind, the concern
most often expressed by parents and professionals has been the
possible negative impact of removing a child from his or her home
and placing that child in an institutional setting. It has been
gratifying for me to observe many schools for the blind finding
ways to remove the institutional aura from their campuses and to
provide a climate that promotes self-esteem and dignity among
students. TSBVI has been sensitive to this problem, and we have
recently instituted several programs that attempt to retain the
sanctity of the home while maintaining a respect for the school.
One effort is our "Weekends Home" program, in which one-third of
our students return to their families and communities every
weekend. There are schools for the blind that actually close on
weekends, sending all students home. The geography of Texas does
not permit that.
  Dormitories are continually becoming more home-like and
student-friendly. Many students have their own rooms. There are
common rooms and fully-equipped kitchens in every dorm. One
building has been converted to studio apartments, the final on-
campus step toward independent living for students. Doing
laundry, keeping bank accounts, planning menus, and going
shopping are only a few of the expectations we have for older
students. TSBVI continually searches for ways to make campus life
satisfying, fulfilling, and challenging. Through these efforts we
believe we are building dignity and self-esteem in our students.
  The second way in which we meet our statewide mandate is by
providing students with a variety of enrichment summer programs.
During the summer of 1996 TSBVI offered fourteen different
programs, varying in length over a nine-week period. TSBVI served
almost 300 students during the summer of 1996, only a few of whom
were students during the school year program. These summer
programs provide students who attend local schools, and who are
often the only visually impaired students in their schools, with
an opportunity to learn specific skills and enjoy leisure and
recreation activities and to mingle and become friends with their
blind and visually impaired peers.
  This Fall (as we do every year) we will be sending out surveys
to summer program students, their parents, and their school-year
teachers. In this way we learn whether our programs have been
successful and whether there is follow-up on skills learned when
the student returns home.
  The third way in which we meet our statewide mandate is through
our Outreach Department. Outreach provides technical assistance
to local district teachers and administrators and to parents on
an on-call basis. Sometimes our Outreach teachers confer with a
parent or a teacher on the needs of a specific student. At other
times Outreach sponsors staff development for all professionals
and parents in a large region. TSBVI believes that if a student
can be well-served at the local level with some professional
assistance from our Outreach staff, we have accomplished our
goal.
  The efforts of TSBVI to improve its services and continually
grow are resulting in new and exciting programs. Ideas and
concepts for change do not come from a single source. We need
direction from many sources, including parents, students,
teachers, and rehabilitation professionals. But above all, we
need advice and assistance from blind adults in the community.
When we form advisory committees and task forces, we make certain
that representatives of the organized blind are members of these
groups. As we try to improve and work hard to provide the best
possible educational services for individual children, we need
assistance from blind persons in the community.
  There are many areas in which TSBVI needs to improve. Examples
are:

  1. Career Education: While the number of graduates of TSBVI who
    are employed is growing, we have a long way to go before we
    will be satisfied with the knowledge and skills our students
    have in career education when they leave our school. Our goal
    is to infuse career-education curriculum into our educational
    services, beginning in early childhood. Eventually, through a
    gradual and sequential process, we will graduate young people
    who have a thorough understanding of work and of their
    strengths and skills--young people with work experience that
    will enhance their opportunities for employment.

  2. Curriculum Development: Every student deserves an education
    that is appropriate to his or her needs, strengths, and
    interests. This requires multiple educational approaches
    using many different curriculum materials and methodological
    techniques. The result should be a truly individualized
    curriculum that is both realistic and challenging. We have
    devoted considerable resources to curriculum development, and
    the results have been truly gratifying. This work is, first
    and foremost, for students whom we teach in the on-campus
    school year program. Because some of what we have developed
    has received praise from our colleagues, we have made
    curriculum guides and resource guides available world-wide.
    While we are very proud of our efforts in this area, we still
    have a long way to go. Appropriate curriculum for all
    students is a work in progress.

  3. Marketing: The TSBVI Board of Trustees has asked that the
    superintendent develop a marketing plan for the school. We
    have made a clear distinction between marketing and
    recruitment. Marketing consists of presenting a quality
    product to your potential customers. Acceptance of this
    product remains with the customers, who in our case are
    almost always parents and local teachers. The marketing of
    TSBVI has been defined as:
    a. Helping parents and teachers toward a thorough
      understanding of the potential educational strengths and
      needs of a blind child;
    b. Asking them to determine whether the local district can
      adequately address the strengths and meet the needs;
    c. Describing what TSBVI does well; and
    d. Letting the potential customer decide whether the services
      of TSBVI are needed.
    Our marketing plan is also a work in progress.

  4. Effective Use of Volunteers: Another request by the Board of
    TSBVI is that a plan be developed so that volunteers can be
    used productively. We have not yet been successful in using
    volunteers in meaningful ways that enhance the education of
    children. We are currently actively working on such a plan.

  5. Continual, Effective Use of Blind Texans: While we have
    benefited significantly from the counsel of members of the
    organized blind, we believe that there are many additional
    ways in which these persons, most of whom have a deep
    commitment to TSBVI, can be of even greater help. We will
    continue to discuss with representatives of the blind
    community of Texas ways in which we can learn from them and
    they can help us.

  TSBVI has the greatest concentration of expertise in the
education of blind and visually impaired children in the state.
We must make that expertise available to every child, school
district, and parent in Texas. We have chosen to do this through
a combination of
    (a) school-year on-campus services;
    (b) summer programs; and
    (c) outreach services.

  Each of these three programs is continually evolving. An
ongoing process of needs assessment, program implementation and
monitoring, and evaluation results in a dynamic school that is
ever-changing and which always considers the educational needs of
students first: this is the Texas School for the Blind and
Visually Impaired.

[Photo/Caption #4: Superintendent Ralph Bartley talks to students
in the gymnasium at the Kentucky School for the Blind.]
[Photo/Caption #5: Front Entrance for the Kentucky School for the
Blind.]


              __THE KENTUCKY SCHOOL FOR THE _BLIND

                   __by Ralph Bartley, _Ph.D.

                         _Superintendent

  The question has been asked why do the blind of Kentucky
support the Kentucky School for the Blind (KSB). The following
article lists many of the reasons for this support.

1. The KSB Tradition . . . A Future with Promise
  The Kentucky School for the Blind has a long history of making
a difference in the lives of blind and visually impaired students
throughout Kentucky.
  Students at KSB do what all students do, all day, every day.
Students attend classes, make friends, play sports, and take part
in a full range of student activities. They learn, they achieve,
they excel.
  The School began with five students in 1842 and has been at its
present campus in east Louisville since 1855. KSB continues to
help blind students develop their talents, skills, and attitudes
to become confident, competent, and independent adults.
  After graduation many students go on to college or technical
training schools; others go immediately into full-time jobs. KSB
graduates are radio broadcasters, lawyers, and teachers. They are
working in florist shops, hospitals, restaurants, auto body
shops, schools--everywhere.

2. A Commitment to Education of the Total Child
  At the core of every educational program is academics. The
difference in KSB academic courses is not in course content but
in the teaching methods, technology, and adapted materials and
equipment used with each student.
  Along with the basic academic subjects, students take courses
to develop the alternative skills they need to be independent.
Reading and writing Braille begins in kindergarten, and students
with adequate residual vision are provided with enlarged print
materials.
  Students may choose to attend local schools for part of the
school day. This strengthens their academic and vocational skills
and gives them opportunities to interact with students who are
not blind.
  KSB vocational courses use computer-adapted equipment to teach
skills needed in business and industry and at advanced vocational
technical schools.
  The KSB library offers Braille, large-print, and recorded books
and magazines for academic assignments and leisure reading.

3. Families Are Involved
  Parents are faced with many difficult decisions in choosing an
educational program for their children. The Kentucky School for
the Blind is an option and strives to make these decisions
easier. School staff and parents work closely together on
students' individual educational needs and cooperate in
developing independence, life skills, and self-esteem.
  KSB has a Parent-Staff Organization; and the school newsletter,
_The _School _Bell, is mailed to families. Students make frequent
trips home to remain an integral part of their families. Parents
are encouraged to visit the campus.

4. Pursuing Independence
  Success in all life activities depends on mastering everyday
skills. KSB's Orientation and Mobility Program teaches students
to travel independently and safely to everyday destinations. In
the Independent/Adult Living Program, selected juniors and
seniors live in apartment-style dormitories and learn budgeting,
grocery shopping, meal preparation, and home management.
  The KSB Career Development/Work Transition Program helps
college-bound and vocational program students develop skills in
preparing resumes, interviewing, and career planning. On-campus
and off-campus paid-work programs give students practical
experience in the areas they plan to enter or study after
graduation.

5. Developing Talents: Music
  Comprehensive music education, offered to students at all
levels, includes vocal, string, keyboard, band, and classroom
music. A variety of musical productions and performances gives
students many opportunities to showcase their achievements.
  At KSB technology is blended into the arts as well as academic
areas. A computer-integrated recording studio allows students to
compose music and expand their creativity and confidence.

6. Campus Life
  Students who are not able to commute to KSB daily enjoy well-
rounded residential living. Dormitories have comfortable rooms,
plus homelike living rooms and kitchen areas for relaxing,
preparing meals, and socializing. Students can do homework in
attractive, well-equipped study areas. Living on campus provides
more opportunity for developing life skills and enhances
independence. Students are served three nourishing meals each day
and are encouraged to participate in making sound nutritional
decisions.
  Treatment for minor health problems and routine medications are
handled by the KSB Health Center. Parents are notified when a
child is ill. Students return home when a health problem will
keep them out of class for a period of time.

7. Recreation Is Learning
  After-school hours are time for students to try out a variety
of activities for individual, group, and family leisure time.
Those who participate in the school radio station,
horticulture/greenhouse projects, and concession stand operation
are also exploring career-related skills.
  Students go to movies and concerts; play both active and table
games; and go shopping, ice-skating, snow skiing, roller skating,
and swimming. These activities enrich the students' environment
and broaden their participation in family life and in their
communities.

_Summary

- KSB's success is a combination of tradition, innovation, and
widespread involvement in various constituencies (especially
families and the blind community).

- KSB has changed, when needed, and this change has been
supported by the citizens of the Commonwealth of Kentucky and
their elected officials.

- KSB has high expectations for all blind children of the
Commonwealth.

- KSB has been perceived as helping school districts solve
problems, and KSB is perceived as an educationally happening
place.

- KSB has been innovative; e.g., fifty years ago shared
instruction between KSB and local high schools was available to
KSB students.

  The aforementioned examples of KSB successes represent the
views of the many people who care about and support KSB, which
has truly been the leader and model for education of blind
children in Kentucky. The challenge will be to ensure that the
citizens of Kentucky, the Governor, other elected officials, the
Kentucky Board of Education, and the blind community continue to
support KSB.
[Photo/Caption #6: Superintendent Mike Bina]
[Photo #7: This is a picture of a young man proudly displaying
his high school diploma. Just visible in the same hand is his
white cane. Caption: Shawn is a recent graduate of the Indiana
School for the Blind.]


    __THE INDIANA SCHOOL FOR THE BLIND AS SEEN BY ONE OF ITS
                           _GRADUATES:

    __A COLD DINNER, A WARM FUZZY, AND GOOD FOOD FOR _THOUGHT

                  __by Michael J. Bina, _Ed.D.

                         _Superintendent

  At the end of a very long day, I was going out the front door
of the school and exchanged "Good-night and see-you-tomorrow"
greetings with Shawn, a twenty-one-year-old graduate of ISB (the
Indiana School for the Blind), who was waiting for transportation
for his trip home. Shawn, blind since birth, was finishing the
last week of an internship in social work at ISB, which was the
last requirement for his bachelor's degree from the University of
Evansville, a well-respected and rigorous Indiana college.
  After Shawn answered my inquiry on how his internship was going
and what prospects he had for employment after graduation from
college, he asked if he could give me a little feedback on ISB. I
tried to anticipate what he might say. Surely he wouldn't still
be focusing on the school food while my own meal was waiting for
me at home and getting colder. No, it couldn't be the food. Shawn
was always quite mature, and four years after graduation
cafeteria food couldn't be the issue on his mind. Shawn had not
been the typical teenager, who wanted hamburgers and French fries
for every meal or who complained about certain perfectly good
meals or that the portions were always too small. It must be
something else, and something much more substantial, given his
serious manner and the lateness of the hour.
  Shawn's request created some anxiety. Goodness, I thought to
myself, what am I going to hear? I knew that Shawn was not
bashful or reluctant to tell it like it was, and from my
establishment-well-over-thirty-adult perspective, sometimes in
typical teenage fashion he challenged authority and could be
seriously tenacious. His tenacity was a trait which served him
well in academics and particularly in wrestling, where I often
felt sympathy for his opponents. Whatever feedback he had for me,
I was prepared to hear and respond to it, but I was honestly not
overly excited about a late afternoon verbal wrestling match with
Shawn. Add to that my knowledge that my dinner was getting colder
and colder. Nonetheless, having already committed to hearing him
out, I took a deep breath and braced myself.
  What I heard surprised me--particularly coming from such a
young alumnus. What Shawn told me typically came from older, more
mature graduates, who, unlike their younger counterparts, had had
more time for experience and perspective, time to evaluate the
worth of their education and to test it against real-world
situations--time, in short, to place life's bigger picture
alongside the small snapshots of teenage experience and arrive at
valid conclusions.
  Shawn explained that, while he was enrolled at ISB, he knew
that he had developed solid confidence in himself--primarily
because of two factors which he showed me were interrelated. His
confidence, he explained, was the result of success he had
achieved, and his success was a result of the skills he had
acquired--particularly the solid Braille, mobility, living, and
social skills that the school staff and his family had helped him
develop. He explained that without these skills the door would
never have been opened for him to be as effective and go as far
as his lifelong reference--his highly successful twin sister.
  Hearing that Shawn had confidence in himself was not the
biggest revelation for me that day, for I already knew that about
Shawn. I had many times observed what I could characterize as
just the right amount of healthy, never boastful, quiet
confidence. What grabbed me that day and was particularly good
news to my ears was his linking his self-confidence to something
else. He explained that in college he had grown even more
confident in himself because he discovered how confident he could
be in his alma mater. Shawn went on, "Dr. Bina, I knew when I was
in high school that I was getting a good education because I
could compare it to what my sister was getting from our public
school, but until I got to college I really didn't recognize how
very well I was being prepared."
  In detail Shawn described how the pre-med students in his
fraternity house frequently sought him out to assist them with
themes, research papers, and math assignments. He knew that his
ability to match subjects with verbs, organize his thoughts on
paper, and manipulate and calculate numbers was superior in many
cases to that of some of his fraternity brothers who someday
might prescribe him medicines or even stitch his incision after
surgery. Shawn didn't seem worried by this possibility, for he
said they were sharp but just needed some assistance. He said,
however, (without boasting) that he felt more mature than the
rest of his fraternity brothers because of his early dormitory
experience dealing with and adapting to others.
  Next Shawn expressed appreciation and gratitude for individual
teachers and houseparents, which I looked forward to passing on
to the many deserving staff Shawn pinpointed. He admitted that at
times he had thought the teachers and houseparents expected too
much of him. In retrospect, he said he now realized that they had
expected only what he was capable of doing, and in Shawn's case
that was substantial. Eating some humble pie, he even admitted
that now he always uses his cane. This had been an ongoing topic
of debate between the two of us. I was glad for him.
  My concern about my dinner's getting colder was diminished by
Shawn's articulate connection among three words: skills, success,
and confidence. Shawn summarized in three words what my teacher
preparation classes, heavily laden with educationese, did not
teach as succinctly or clearly. At what was supposed to be my
supper time, Shawn gave me lots of solid food for thought and
something which could be savored for many days to come. This was
a nice ending to a much less than perfect day. I couldn't wait to
share his report with the staff the next day.
  About a month later I realized that the pride Shawn had
verbalized in his alma mater was something that I had heard
before. I heard it also from other Indiana graduates, and, when I
considered the matter, also from alumni in Texas, Wisconsin, and
South Dakota (states in which I had worked previously). I also
realized that I had heard the same message from alumni who
spanned three generations. Without a doubt, at least from my
experience, irrespective of geography or generation, alumni
clearly shared a recognition of the positive impact the special
school had had on them.
  What do the specialized schools have or do that makes their
graduates express such appreciation and gratitude? I can't
imagine that Shawn's twin sister, who was equally skilled,
successful, and confident, made it a point to share her
appreciation with her high school teachers, principal, or
district superintendent--but then again, perhaps she did.
  What do ISB and its counterparts around the country have or do
which resulted in Bob's (a 1965 ISB graduate) saying matter-of-
factly that he had breezed through the mechanical engineering
curriculum at Purdue University , a large, prestigious, and
challenging member of the Big Ten. What did ISB have or do which,
according to Bob, gave him a distinctive edge over his
academically competitive and highly motivated Boilermaker
classmates, in spite of Bob's significant visual disability?
Likewise, why does seventy-year-old Elizabeth use the same words
as her younger counterparts to describe their pride in their
school and the positive impact it had on them? What strikes me is
that they continue to do so year after year whenever they return
to our campus for their alumni conference.
  And then there are ISB students like Megan, who will never
share the experience of receiving a college diploma with Shawn,
Bob, and Elizabeth but does share those same three words: skills,
confidence, and success. Megan comes to mind singing the National
Anthem at the Opening Ceremonies at Indiana State Special
Olympics. Megan was so wrapped up singing that I don't think she
could see the pride in her accomplishment on her parents' faces
and on those of the ISB staff. What then does ISB have or do
which allows such high achievement by its students?
  This question is a good one to ponder, and the answer to it
could be used to respond to the _Braille _Monitor's request of me
to describe, not so much ISB's programs, as the impact of its
programs on its students. Dissecting what Shawn said, I am
confident, would result in a more authentic and accurate
description of ISB and what is special about a specialized school
than a strict factual description by its superintendent.
  As a superintendent I probably would describe ISB using brick-
and-mortar or factual descriptors (perhaps with heavy doses of
educationese) such as "ISB, which will celebrate its 150th
anniversary in 1997, is located on a wooded sixty-four-acre
campus dissected by Williams Creek and is housed in
architecturally unique and well-maintained buildings." I probably
would describe ISB using statistics such as its 9 million dollar
budget and staff of 220. I could cite enrollment data showing
that in 1996 ISB served 25 percent or 205 of the 775 blind
children in Indiana in its on-campus program and that the school
is very likely to serve 215 students in 1997. Or I could point
out that ISB Outreach programs (which are designed to assist
blind children enrolled in their public schools) served 24
percent or 138 of the 575 identified blind students enrolled in
Indiana public schools. But these facts do not explain and are
not responsible for Shawn's or Megan's success.
  Moreover, statistics like the following--all ISB students go
home every week end; approximately 45 percent of the student body
(those living in the Indianapolis area) go home every evening;
the school is governed and supported by the Indiana Department of
Health; and 7 percent of students return and are reintegrated
into their local public schools every year--still do not answer
the question. To be sure, breaking down the ISB student body by
race (white, 81 percent; black, 17 percent; Hispanic, Native
American, and Asian, 2 percent) or by gender (males, 59 percent,
and females, 41 percent) adds interesting information but doesn't
answer the question.
  Perhaps what our parents and our graduates say may shed some
light and help to explain Shawn's success. In surveys done in
1988, 1989, and 1995, the number of parents who were "extremely
pleased" rose from 46 percent to 73 percent to 78 percent with a
vast majority of the remaining parents in the "pleased" category,
only a few parents in the "neither pleased nor displeased" group,
and no parents in 1989 or 1995 indicating overall displeasure.
I'm not sure if Shawn responded to the graduate survey, but 21
percent of the graduates in the past ten years indicated that
they were highly satisfied, 59 percent were satisfied, 6 percent
were neutral, 7 percent were somewhat dissatisfied, and only one
individual indicated displeasure in the overall program. In these
surveys the parents and the graduates were clear about what was
responsible for their satisfaction and their children's success.
It was not the school's brick and mortar, the curriculum, or the
superintendent. It was what goes on day in and day out in the
direct, face-to-face contact and connections between the students
and the staff. And, according to the parents and the alumni, it
was the staff's hardworking, ongoing effort, coupled with high
expectations, that was responsible for their child's achievement
and, as a result, their high satisfaction.
  In a similar vein the North Central Association of Schools and
Colleges accreditation report gives an assessment which points
out again that the ISB staff is the key factor and is largely
responsible for Shawn and Megan's being confident, skilled, and
successful. The NCA reported, "To say ISB is unique is easy. To
describe all of its unique characteristics is challenging but
fascinating. There is a strong desire to continue to improve the
level of cooperation with the state's schools system. Outstanding
features are public relations, progressive attitude, staff
development, outreach, strong commitment to Individual Education
Plans, a well-organized residential program, and a strong
commitment to student welfare (diet, exercise, cleanliness, and
security)."
  The NCA report continues, "The school climate at ISB is child-
centered and focused on individual success through positive
school experiences both educationally and socially. The climate
in many public schools is threatening. Here at ISB it is warm and
inviting. One cannot spend the better part of a week in this
school without being aware of staff, parents, and students' being
conscious of improvements which have taken place and continue.
They are impressed with the openness they find in the staff. The
staff obviously like working here and have stayed a long time
while others expect to do that. The administration has not just
talked about empowerment, it has designed mechanisms to bring it
about. The staff have not missed that; they see it clearly in
their daily work.. Parents and alumni indicated that the school is
open to change and the staff listen to parents and students."
  In our conversation Shawn also mentioned high expectations.
This is reflected in ISB's philosophy, which states, "In
preparing students for responsible and successful roles in
school, careers, and society, the school is strongly committed to
respecting each student as a unique individual; designing
programs and expectations tailored to the individual student's
needs; providing appropriate, challenging, and realistic learning
experiences in a safe and positive atmosphere for maximum student
achievement; and supporting and working cooperatively with
parents, families, and all agencies."
  Perhaps the best judges of ISB's Philosophy and Guiding
Principles and Standards, which the staff adopted in 1993, are
its current students like Megan and graduates like Shawn and
their parents, for words are easily generated and are without
meaning unless put into daily action. ISB's Guiding Principles
and Standards are intended to serve as a compass for the staff in
their dealings with students. Indications, based on parent and
alumni surveys and on the unsolicited feedback I received from
Shawn, appear to be that the staff truly live the words. The
Guiding Principles and Standards encourage the staff to strive to
insure that students exit from the school with healthy self-
esteem, the maximum skills possible in all areas, and realistic
expectations and knowledge of their abilities; that parents can
entrust the education, care, and safety of their children with
full and absolute confidence; that staff are child-centered,
positive, and well-trained and work to make the school meet the
highest standards; that administrators will manage and hold
themselves and others accountable by the highest standards of
ethics, fairness, and professionalism in a positive, cooperative
climate in which staff are empowered and receive support and
recognition; that alumni continue to exhibit pride in their alma
mater; that citizens throughout the state view the school as a
helpful and cooperative resource; that facilities are clean,
safe, pleasant, and comfortable; that programs blend innovations
with traditional hallmarks; that instruction is relevant to
current and future needs; and that the school will continue to
improve its relationship by seeking input from and being
sensitive and responsive to students and their parents.
  I am glad that Shawn and I were both in the right place at the
right time for me to get his feedback. Superintendents nowadays
with increased paperwork and other hurdles to jump probably don't
get the time our counterparts did in times past to connect with
students--and that indeed is most unfortunate. Perhaps my next
encounter with one of our alumni will provide feedback much
different from and less positive than that Shawn shared with me.
That too will be good, for we need to hear all types of feedback.
  While our staff, students, parents, and alumni have much pride
in our school, we are realistic enough to know that it is not
perfect, but for each and every student who comes to Indianapolis
and for their parents we are sincere in our attempt to give them
the most that we are capable of giving and which they are most
deserving of receiving. The degree to which the parents and the
students come to ISB with high expectations for safe care and an
opportunity to be all that the student can be, I trust is
matched, and even exceeded, by the expectations and dedication of
ISB's staff.
  ISB is similar to other schools for the blind in which I have
worked in South Dakota, Wisconsin, and Texas, and countless
others which I have visited. The graduates of Indiana are not any
different or better prepared than ones from Iowa, Tennessee, or
Georgia. And ISB's staff is not any more caring or competent than
their counterparts in other states. Our specialized schools
dating back to Perkins' establishment in 1829 have provided
quality, caring instruction to thousands of graduates for whom no
one can question or deny their achievements and success. Some
claim that schools for blind children are things of the past. I
fully agree. Our specialized schools are a thing of the past, for
sure, considering the impact they have had on many thousands of
graduates. But also I firmly know that our specialized schools
are very much needed now--and most definitely are very much a
needed provision for the future. Blind children need neither
public school nor residential school programs--they need both to
provide high expectation, quality instruction, caring secure
supervision, and realistic opportunities to learn skills, develop
confidence, and be successful--like Shawn and Megan. To me,
carefully observing and listening to them perhaps is the best,
most accurate, and valid description of the school they attend.

__[Photo/Caption #8: Dr. Dean Stenehjem with graduate Meria
Solinger, spring of 1996.]
[Photo #9: Five students and a teacher are holding up the frame
wall of a greenhouse. Caption: Students and staff at the
Washington State School for the Blind learn the construction
trade by building a _greenhouse.]
__[Photo #10: Three young children are sitting on a huge pumpkin.
The two girls are laughing, and the boy in the middle seems
determined to keep his seat. Caption: Senja Teppo, Trent Hollett,
and Trinette Anthony, students from the Washington State School
for the Blind, enjoying the big pumpkin they brought back from
their trip to the pumpkin _patch.]



            __WASHINGTON STATE SCHOOL FOR THE _BLIND

              __A RICH HISTORY AND A BRIGHT _FUTURE

                 __by Dean O. Stenehjem, _Ed.D.

                         Superintendent

_Brief _History:
  The Washington State School for the Blind had its beginning in
1886, three years before Washington gained statehood. Under the
direction of Territorial Governor Watson C. Squire, a residential
school for blind, deaf, and mentally disabled was established in
Vancouver, Washington. The School was located in Vancouver,
across the mighty Columbia River from Portland, Oregon, because a
group of Citizens in Vancouver contributed the funds for the
purchase of the School site. In 1913 the School for the Deaf and
Blind became two separate schools to provide better programs for
both disability groups. The School for the Blind has been under a
number of state organizational structures during its 110-year
history. In 1986, with the help of blind consumer organizations,
the School for the Blind became a separate state agency. This was
one of the more significant developments for the school, allowing
for creative expansion of programs, freedom to implement change,
and the ability to have greater control over its own destiny.

_Organizational _Structure:
  As the head of a state agency, the superintendent of the School
for the Blind is on the governor's small agency cabinet and is
directly responsible to the governor. The school also has a Board
of Trustees made up of nine trustees, each representing the
constituents in the nine congressional districts of the state.
Each of the nine trustees is appointed by the governor and
confirmed by the senate. In addition to the nine trustees, there
are five ex-officio trustees--representatives from the National
Federation of the Blind of Washington, the Washington Council of
the Blind, parents of blind children, the teachers' association,
and the classified employees' union. The purpose of the Board of
Trustees is to provide advice to the superintendent and school.
This organizational structure has worked very effectively in
helping to improve services to blind and visually impaired
children in our state. It is also a very flat organizational
structure, which means change can occur without a lot of
bureaucratic road blocks, and accountability is easy to determine
and measure.

__School for the Blind _Overview:
  The primary purpose of the Washington State School for the
Blind (WSSB) is to educate blind and visually-impaired children
(Revised Code of Washington 72.40.010). It is from this premise
that the School's mission statement, purpose, and goals
statements have been developed. The single most important word to
describe WSSB's mission is "Independence."
  In the spring of 1993 the Board of Trustees adopted a future-
directions document, consisting of seven global goals. These
goals have been instrumental in helping to shape the direction of
services for blind children within our state and in improving the
quality of services. This document states that the Washington
State School for the Blind will:

  1. Work in partnership with the educational and human services
    community to assist in improving services and support to
    blind and visually impaired infants, young children, and
    their families.

  2. Place more emphasis on ways of actively including parents in
    their children's educational programs.

  3. Work on becoming a model demonstration and resource center
    for best practices for the education of blind and visually
    impaired youth.

  4. Develop a program which assists students in developing
    positive self-images about blindness and visual impairment.

  5. Strengthen educational programs emphasizing intensive short-
    term placement and high expectations; and have major focuses
    on experiential education, strong academics, compensatory
    (blind) skills, vocational preparation, recreation/leisure,
    and other skills that lead toward opportunities for
    successful inclusion.

  6. Strengthen its mission by making sure that each student
    accepted for enrollment has a visual disability as a primary
    handicapping condition. It is important to note this is not
    an acuity-dependent issue, but dependent upon each child's
    independent evaluation and functional/ performance-based
    vision assessment.

  7. Work with students, parents, staff, and the community to
    promote school pride and sensitivity and education about
    blindness/visual impairment throughout the state.

  The mission of the Washington State School for the Blind is to
provide specialized twenty-four-hour quality educational services
to visually impaired youths ages zero to twenty-one within the
State of Washington.
  The School is nationally accredited by the Northwest
Association of Schools and Colleges and serves as a statewide
demonstration and resource center providing direct and indirect
services to students both on campus and in the children's local
communities. Services are provided to families, educators, blind
consumers, and others interested in assisting visually-impaired
youths to become independent and contributing citizens.
  WSSB believes all students have the right to learn and the
right to an appropriate education. We also believe that all
students can benefit from intensive short-term placement options
and a menu of services provided through partnerships with local
school districts and educational service districts. Conceptually,
we believe the School for the Blind is like a revolving door that
allows students to enter, learn skills, and exit back into their
local districts, then re-enter for additional intensive learning
and exit again. It is this ease of movement among local school
districts and education service districts and WSSB which has
helped improve the over-all programs for blind and visually-
impaired children throughout the entire state. WSSB's yearly
student population changes by as much as 42 percent during any
one year, with an average turnover rate of approximately 30
percent. The mean time spent in on-campus programs is
approximately two years. No one school or agency can accomplish
what blind children need without a spirit of cooperation and
sharing.

_On _Campus _Programs:
  In order to be a solid statewide resource, we believe our on-
campus programs must be the best they can be and serve as models
of best practices. This is only possible by making sure that
staff are highly capable, well trained, and have a strong belief
in the goal of independence for each child.
  Children who enter the School for the Blind on-campus program
do so through an evaluation process to determine appropriate
placement and program. The parents, local school district, and
students all become active participants in helping to make this
determination. If the child attends WSSB, a twenty-four-hour
Individual Education Program (IEP) is developed to help
facilitate efficient and effective use of staff time in helping
the child gain the needed skills in a consistent manner. At this
same time a transition plan is developed to provide the parent,
student, and local district an estimate of how long the child
will be attending WSSB and when to expect the child back in the
local district. This has worked quite well. The total education
program at WSSB is designed to facilitate the particular learning
characteristics of the students enrolled. Likewise, all staff
have been trained in specific subject areas and in the area of
visual impairment and blindness to ensure quality programs on
campus and to visually impaired and blind students throughout the
state.
  We believe the residential school has a wealth of expertise and
experience that needs to be tapped by all who serve visually
impaired and blind students throughout the state. Consequently
the residential school becomes a hub of quality service delivery
for these students.
  Students attending WSSB range in ability from severe and
profoundly disabled to gifted. With an emphasis on short-term
intensive programs, WSSB's on-campus population, which used to be
made up of about 80 percent multihandicapped, has dropped to
about 40 percent. We believe this has occurred because of the
School's good working relationship with the local districts and
because more parents, teachers, and administrators are beginning
to realize that the residential school can provide a rich,
intensive environment that facilitates rapid development of
specialized skills.
  An example of one of the many unique programs at WSSB is the
week-long accelerated learning programs (ALPS) for gifted blind
students. This program has included opportunities for high
school-age students to experience marine biology, archeology, and
computer technology. Kids not only develop new skills but gain
confidence about many career options open to them. It has been
said, "We really don't know what jobs blind people can do. Every
time someone says that a blind person can't do something, a blind
person disproves that idea." This is an important fact we want
all staff to realize. Don't limit kids' dreams. Help them
discover new ways to make things possible.
  All programs at WSSB involve the community, and the community
is actively involved with the school. The experiential learning
that occurs as a result is tremendous, not only for the kids and
staff, but also for the community. This is a great way to break
down old stereotypes, which sometimes stand in the way of
students' realizing their dreams. We strongly believe that our
students must gain all the skills necessary to live and be
successful in our society.
  The residential component at WSSB consists of four cottages,
which are designed with an emphasis on teaching independent-
living skills. Students prepare their own morning meals and do
their own laundry, and many are on self-medication programs
designed to assist them in taking care of their medical needs.
Students are encouraged to become actively involved in a wide
range of recreational opportunities from downhill skiing to
community theater to trips to local stores, etc. Cottage staff
are important members of the twenty-four-hour IEP team and,
together with teachers, serve as advocates for the students.
  WSSB has wonderful facilities, which we strongly believe need
to be used efficiently by us and by the community. Whenever
possible, WSSB's facilities are open to the public for its use.
Over 40,000 people a year use the facilities of the school. This
not only promotes interest in the school but helps educate the
public about blind and visually impaired children. This open-door
policy has also been an effective way for us to work with the
legislature to secure funding to upgrade facilities and has
helped the school establish an excellent reputation with the
governor's office and local legislators as an agency which makes
wise use of its resources. The rent received from outside
organizations goes back into programs for kids.

_Outreach _Services:
  As part of our mission the school has worked with other
agencies and blind consumer organizations to become the Braille
Access Center for state government. This program has been highly
successful and has provided blind consumers in our state with
over one and one-half million pages of Braille in a little over
two years. The State of Washington is one of a few states where
blind citizens have Brailling of public documents on demand in a
timely manner. This has been instrumental in opening doors for
blind consumers to a wealth of information, which helps lead
toward independence and future employment. It has also been very
important as a public relations tool by helping our state
government realize the importance of Braille in its quest to
improve Braille literacy.
  An additional role for the school is providing in-service and
pre-service to public school educators of blind and visually
impaired students through specialized training. As the population
of our state has grown, this role has expanded to meet the
demands of local school districts throughout our state. There is
no training program for teachers of the blind and visually
impaired in our state. The School for the Blind helps fill this
void.
  As services continue to expand, WSSB needs to examine its
future-directions statements constantly. These statements were
developed with input from blind consumers within our state and
from staff, parents, students, and others interested in improving
services for blind children. The school's strategic planning has
been based upon the future-directions statements. The School
continues to work to become a one-stop center for services for
blind children within our state. As this work progresses,
improvements in services to blind and visually impaired children
will continue to occur and display the efficiency with which
these services are provided. During the 1995-96 school year,
WSSB's outreach mission was expanded with the addition of the
statewide Technology Center for the Blind and Visually Impaired.
This program has proven to be extremely valuable to local school
districts, parents, and children and has also assisted districts
in making wise purchases of technology for their visually
impaired students.
  Beginning with the 1996-97 school year, WSSB will again expand
services through consolidation of statewide vision programs with
the acquisition of the Washington Instructional Resource Center
(WIRC) for Blind and Visually Impaired Children. This Center
provides materials and supplies to 1,400 blind and visually
impaired children throughout the state. Consolidation of this
program will result in improved services for blind children and
the development of more cost-effective ways of providing
appropriate services.
  WSSB will continue to diversify its services during the 1995-97
biennium through collaboration with other agencies, thereby
increasing efficiency and reaching a greater number of children
without the need for additional direct funding. WSSB has tripled
the number of students receiving direct on-campus and
itinerant/consultative services off-campus since the 1991 school
year. Currently the school is providing services to approximately
233 children per month; 72 of these are on-campus students. With
the addition of the state's Instructional Resource Center for the
Blind and Visually Impaired (IRC) in the fall of 1996, the number
of blind children receiving services through WSSB will increase
significantly.
  Through diversification WSSB has improved on-campus services
and has developed an excellent partnership with local school
districts, state agencies, blind consumer organizations, and the
private sector. It has helped improve the quality of services to
many children in local school districts. We are not at the end of
our quest for better services for blind children. Rather we are
in an ever-evolving process of program improvement.

  __If you or a friend would like to remember the National
Federation of the Blind in your will, you can do so by employing
the following _language:

  __"I give, devise, and bequeath unto the National Federation of
the Blind, 1800 Johnson Street, Baltimore, Maryland 21230, a
District of Columbia nonprofit corporation, the sum of
$__________ (or "______ percent of my net estate" or "the
following stocks and bonds: ________") to be used for its worthy
purposes on behalf of blind _persons."

__[Photo/Caption #11: The entrance to the New Mexico School for
the Visually Handicapped.]
[Photo #12: Picture is of a large and opulent brick mansion.
Caption: The superintendent's residence at the New Mexico School
for the Visually Handicapped.]
[Photo #13: A man stands on a balcony in an auditorium looking
down at the action below. Caption: Bill Davis, chairman of the
New Mexico School for the Visually Handicapped superintendent
search committee, surveys the gathering crowd in the school
auditorium before the Board of Trustees announces its decision.]
[Photo/Caption #14: Joe Salazar, only blind member of the New
Mexico School for the Visually Handicapped Board of Trustees.]
[Photo #15: The members of the New Mexico School for the Visually
Handicapped Board of Trustees are seated at a long table at the
front of an auditorium. A woman at the center of the picture is
pounding a gavel on the table. Caption: Chairwoman Linnie
Townsend gavels for order during a public meeting of the New
Mexico School for the Visually Handicapped Board of Trustees. The
board's attorney and other trustees wait for order to be
_restored.]


          __OF OSTRICHES AND THE TEMPTATIONS OF _POWER

      __THE STORY OF THE NEW MEXICO SCHOOL FOR THE VISUALLY
                          _HANDICAPPED

                      _by _Barbara _Pierce

  One enters or leaves Alamogordo, New Mexico, on Route 54. Not
far from the city limits is a sign for an ostrich farm. For those
who know nothing about the recent revelations at the New Mexico
School for the Visually Handicapped (NMSVH), this may be nothing
more than an unexpected and unusual landmark; but for many in the
blindness community, it looms as a powerful and ironic symbol of
a way of life and a dream gone sour. Whether or not ostriches
really hide their heads in the sand at the approach of danger,
such behavior seems to be the kindest construction that can be
placed on the actions of administrators and staff at the New
Mexico School for the Visually Handicapped. For more than two
decades there has been an increasing crescendo of allegations of
misconduct and criminal behavior--pregnancy, alcohol, and drugs
ever more common among students, and corresponding improprieties
on the part of the staff.
  When one begins reading the affidavits, the letters, and the
newspaper articles and when one listens to the parents, alumni,
and students talk about what has happened, one is tempted to
begin a report like this with a detailed recital of the stories
we have been told of rapes, drugs-for-sex deals by staff, alcohol
smuggling, and violent attacks on students. But in the end there
is so much of it, and the alleged victims have been so powerless
to seek redress, that one is overwhelmed by the impossibility of
accurately conveying the magnitude of the agony that the students
through the years have apparently endured. Those in positions of
authority have wielded the power that arises from wealth and the
conviction of moral and social superiority. One is finally
stunned and incredulous, horrified at how much evil can occur,
even when officials do not set out to do anything other than
good. For good people are associated with the New Mexico School
for the Visually Handicapped--people who care about the students,
some through the years who have even tried to stop what was
happening. They usually didn't last long, according to alumni,
but even today students report that the occasional staff member
puts his or her job on the line to try to do what is right and to
protect students from the consequences of telling their parents
and the school administration what has happened to them on
campus.
  This is a story of betrayal of trust, of misguided allegiances,
the arrogance of power, and outright moral perversion. This
article is not an expose. There is too much horror to tell it
all, and the more press exposure the story gets in the Southwest,
the more alumni and parents come forward with their own personal
accounts of past assaults and injustices. We will only attempt to
outline the kinds of things that people have told the _Braille
_Monitor, other representatives of the press, and the New Mexico
Attorney General. We can also explain in general terms what has
happened and what the National Federation of the Blind of New
Mexico is doing about it.
  Though the story began almost a quarter of a century ago, the
first inkling President Maurer had of trouble at the New Mexico
School was an anonymous letter he received in the summer of 1995.
It was filled with many allegations of wrong-doing at the School.
These ranged from fiscal impropriety, nepotism, and
administrative mismanagement to rape, substance abuse, and
murder. But the letter contained no names and few identifiable
facts. President Maurer asked Joe Cordova, President of the
National Federation of the Blind of New Mexico, to look into the
allegations to ascertain how much truth they might contain.
  The New Mexico School for the Visually Handicapped is
practically a sacred cow in Alamogordo and throughout the state.
Established by state law in 1903, it is a land-grant institution,
which means that, though it receives state funding, it also has a
great deal of autonomy. Its five-member board of trustees is
appointed by the governor, and it is expected to abide by the
laws of New Mexico and the United States of America, but it is
otherwise independent and independently wealthy, having,
according to School officials, about $81.5 million in oil and gas
leases on land that it owns and $11.5 million in accessible cash
reserves. Almost certainly it is the richest residential school
for the blind in the country.
  The result is that the physical plant at the School is
breathtaking. In the desert country of southern New Mexico, the
campus glows with lush grass and beautiful roses in the School's
several rose gardens. In the parking area for institution
vehicles we counted eleven Suburbans, though judging from the
numbering system on the license plates, the fleet may well be
larger. The day we wandered around the virtually deserted
facility, there was no sign of the bus that School alumni assured
us does exist. Last year School officials decided that the sixty-
five to seventy students should leave campus on Fridays and
return late Sunday evening, but alumni tell us that the School
vans are not used to convey students to their homes each weekend.
According to Larry Clark, Director of Support Services for NMSVH,
the School contracts with a bus company to transport the
students, except for those who live furthest away. They are flown
home from Alamogordo's small airport. The Suburbans are used to
carry students to and from area public schools for their
mainstreamed classes.
  Also according to Mr. Clark, the School maintains a staff of
185. Many of these, of course, devote their time to maintenance
of the lawns and gardens. Not surprising in a state in which
Anglos constitute a minority, many on the grounds staff appear to
be Hispanic or Native American. More disturbing is staff
distribution. Bea Moya, the NMSVH business manager, is, as far as
we could learn, the only ethnic minority member of the
administrative or teaching staff. Similarly, Patti Harmon, a
dedicated English teacher--hired before the current
superintendent came to the School--seems currently to be the only
blind member of the faculty. (Superintendent Jerry Watkins told
the press that he hired three legally blind staff members, but
they have all left the School's employ.) Despite the undoubted
presence of a number of caring staff members, as attested by many
alumni and current students, it is dismaying to discover that
there are so few adults with whom the blind and predominantly
Hispanic and Native American students can easily identify or
after whom they can pattern themselves.
  This brings us to the man who presided over NMSVH from 1972
until the middle of this year, Jerry Watkins, superintendent of
the School. His supporters--and there are many--characterize
Watkins as generous almost to a fault, kind, and caring about
students and staff alike. That is the way Linnie Townsend,
Chairwoman of the board of trustees, described him; and the wide-
spread hostility directed toward those beginning to tell a
different story indicates that she is far from alone in holding
this view.
  NMSVH is a major employer in the little town of Alamogordo, and
for nearly a century the townspeople have grown used to thinking
of the School as a wonderful and wealthy facility that takes care
of poor, unfortunate blind children and concurrently provides
townspeople with steady employment. A number of parents told us
that this was the impression they had formed of the School when
they decided to enroll their blind children at NMSVH.
  When NFB of New Mexico President Joe Cordova began inquiring
into the allegations made in the anonymous letter of July, 1995,
he began to hear stories of rapes by students and staff members,
abuse of various kinds against students, and improper contacts
between staff and students going back to the mid-seventies.
Alumni began talking about what had happened to them and to their
friends, and parents began to speak out about what had happened
to their children when they were students at the School. Cordova
admits that, though he was horrified by what he was hearing, he
at first tried to persuade himself that it was history and that,
with Watkins about to leave, maybe things would quiet down so
that life could return to normal.
  Then several things happened that brought history alive and
demonstrated that students were still being hurt. Jennifer
Switzer-Hensley came forward after twenty years of personal
denial and nightmares to admit to having been raped by four
students in April of 1976 and having been told by Jerry Watkins
that she must keep quiet because her parents would think she was
a "bad girl" if they found out what had happened. After all, the
male students maintained that the episode had been consensual,
and she was the one restricted to her quarters for the remainder
of the school year, according to Switzer-Hensley. In addition,
Brenda Platero Ludi, a student at NMSVH from 1978 to 1988, wrote
a signed letter recounting in painful detail a number of
incidents during the 1980's that had occurred to her and her
friends, including her rape by another student in early 1983.
Finally, Joe Cordova was notified that a young woman student had
been raped early in 1994 by a staff member and that two parents
had removed their sons from the School during October of 1995
because of incidents that had just taken place in which their
children had been physically abused by staff members. Cordova
decided to contact the State Attorney General to request an
investigation of the School.
  The press got hold of some of these accusations at about this
time, and stories began appearing in New Mexico papers. On
November 6, 1995, an investigative reporter named Rene Romo wrote
his first story on the School in the _Albuquerque _Journal. It is
fairly clear from the tone of the article that Romo had a hard
time crediting the allegations made against the School and Jerry
Watkins, but once his story in the state's largest circulation
newspaper was out, there was no pretending that everything was
still perfect in NMSVH paradise. Here is the text of the story
that appeared on November 6, 1995:


      __AG Inquiry Targets New Mexico School for the _Blind

             __Unreported Assault, Nepotism _Alleged

                         _by _Rene _Romo

  _Alamogordo--The state Attorney General's Office has begun an
inquiry into charges that administrators at the state's school
for the blind engaged in misconduct, including nepotism in hiring
and failure to report an alleged sexual assault at the school in
1976.
  The wide-ranging list of accusations and questions focuses on
the twenty-three-year administration of Jerry R. Watkins, the
outgoing superintendent of the New Mexico School for the Visually
Handicapped.
  They were forwarded to the Attorney General's Office by a
former school regent and the president of the National Federation
of the Blind's state chapter in late September and early October..
  Watkins is accused of misusing school funds, holding private
functions on school grounds, placing family members on the school
payroll, and failing to hire more blind people.
  Watkins, who is scheduled to retire from his $82,000
superintendent's job after a successor is found, said last
Thursday the charges of misconduct are untrue.
  He said an inquiry would clear his name and preserve the
school's reputation.
  "We welcome any type of investigation," Watkins, sixty-seven,
said in an interview in his office.
  The complaints have been lodged by Albuquerque resident Joe
Cordova, president of the state chapter of the National
Federation of the Blind, and Adelmo Vigil, a former regent and an
administrator for the New Mexico Commission for the Blind in
Alamogordo.
  Cordova and Vigil said they sought an investigation by the
attorney general because they have been flooded with complaints
and reports of misconduct from parents, students, and staff at
the school in recent months, particularly since the announcement
of Watkins's retirement in July.
  "It's time now to really just clean this up," Cordova, who
graduated from the school in 1969, said in a telephone interview
from Albuquerque. "Our organization doesn't do investigations. We
want to know the truth, but we don't have the resources to do
this."
  In August, Cordova mailed an open letter to 2,000 people in the
Federation of the Blind in which he mentioned "reports" of
"possible criminal misconduct, fraud, physical and sexual abuse
of blind students" and fiscal impropriety at the school.
  Kay Roybal, spokeswoman for the Attorney General's Office, said
the preliminary inquiry will determine whether there are grounds
to begin a full-fledged investigation. The complaint, however,
contains a number of broad questions about whether there has been
misconduct, and Roybal said investigators have requested more
details from Cordova and Vigil.
  Watkins, who was hailed as a "legend" in the local newspaper,
said the suggestions of misconduct are a painful way to end his
career.
  The school, which opened in 1906, has about seventy students
who live there and provides services to about 300 students
mainstreamed into public schools around the state. The 35-acre
campus is dotted by red brick buildings, and pathways meander
between classrooms, a gymnasium, and dormitories.
  The school has 182 employees, and its $7 million operating
budget is supported by a roughly $100 million endowment fund,
Watkins said.
  Watkins, a former principal of Alamogordo High School, was
appointed superintendent in 1972.
  A central accusation leveled against Watkins comes from NMSVH
graduate Jennifer Switzer Hensley, who has said she was raped in
the school gymnasium by four male students in 1976. Hensley said
Watkins learned of the incident and urged her to keep quiet about
it afterward.
  Watkins said he has "no recollection of this incident" and says
he never had a conversation about it with Hensley, a seventeen-
year-old junior at the time.
  Under state law, school officials are required to report
suspected physical or sexual abuse to police and what is now the
state Department of Children, Youth, and Families.
  "Who can know what happened nineteen years ago? I can tell you
that, had I known, there would not have been a hush-hush. There
would have been a direct confrontation of the issue," Watkins
said.
  Hensley, who was a top student at the school and class officer,
said she has had to cope with the trauma of the sexual assault
and the alleged unresponsiveness of the school administration for
the last nineteen years. A licensed social worker who is
unemployed, Hensley said she decided to go public with her story
because she is "morally and ethically bound to prevent anyone
else from being victimized."
  The statute of limitations on rape is fifteen years, the
Attorney General's Office said.
  Cordova said he has received correspondence from twelve others
who claim they were victims of sexual assault, physical abuse or
improper sexual contact by school staff or students, or had
firsthand knowledge of such conduct spanning the last twenty
years. In some cases Cordova said school administrators ignored
misconduct. Cordova said he is preparing to submit the signed
statements by the end of the month.
  The letters to the attorney general also point out that since
1974 six members of Watkins's family--a brother, a son, three
daughters, and a grandson--have been hired by the school.
  During the same period Cordova and Vigil say Watkin's record of
hiring blind teachers has been abysmal.
  Watkins acknowledges that he's hired relatives but said he
never violated the school's policy prohibiting an employee from
working under the direct supervision of a relative.
  In the letter submitted to the Attorney General's Office, Vigil
asked: "Is it appropriate for a chief executive, who has the
power to influence all other staff hiring, to have so many
immediate family members employed within the same organization?"
  Watkins said he never believed having family members on the
school's payroll might foster a perception among employees that
his relatives received preferential treatment.
  "It's a little awkward to look at some of your family members
working on campus, but they volunteered far more than they
worked, and they lived on campus. So they mixed and mingled,"
Watkins said. "They've all gone through the same screening
process as everyone else, and I have never signed off on their
time cards or supervised their work."
  Cordova and Vigil also accused Watkins of engaging in a
"continuous pattern of deliberate discrimination against blind
persons" in hiring. They claim the school has not reached out to
blind job applicants.
  Watkins said he has hired three blind teachers in the last two
decades.
  The School for the Visually Handicapped issues notices every
six months that it is accepting applications for job categories.
As specific jobs open up, positions are filled by the resumes on
hand, said Susan Wride, the school's education services
coordinator.
  "We consider the students to be the priority constituency, and
we try to hire the best teachers available to us at the time, and
that's been how we proceeded to this time," Watkins said.
  The complaints about Watkins have reached parents around the
state and institutions for the blind around the country, school
officials said.
  "We welcome the opportunity to (defend ourselves) because we
can substantiate our record," said Larry Clark, the school's
director of support services. "It's real frustrating to have that
cloud hanging over your head."
  Watkins said he believes that the swirling accusations are part
of an organized attempt by accusers to influence the selection of
the new superintendent. The superintendent search committee,
which doesn't include any members of the Federation of the Blind,
is scheduled to advertise the job this month and fill the
position by the spring. The eleven-member committee includes
representatives of the school, staff, alumni, and parents.
  "All we care about is that both sides of the investigation be
put forth to the public," Cordova said. "Let the investigation
take its course, and let's move on to what we are really all
about, which is to educate blind children in the state."

  __The following story appeared in a box on the same page as the
larger _article:


             __Woman Tells of Alleged Night of _Rape

                         _by _Rene _Romo

  _Las _Cruces--Jennifer Switzer Hensley says four male students
at the New Mexico School for the Visually Handicapped raped her
at knifepoint in 1976--the night before her seventeenth birthday.
  Someone had called Hensley in her school dorm room minutes
before and told her she was needed at practice for an annual Gym
Circus gymnastics exhibition.
  "They came out of the bushes; they grabbed me by the arms and
covered my mouth and put a switchblade to my throat," Hensley
said of her attackers the night of April 4, 1976.
  "They took me into the gym through the girls' ballet room door,
and there were mats there on the floor because we stretched. They
took turns holding me down, and they took turns raping me," she
said in an interview recently in her Las Cruces home.
  The horror didn't end there, Hensley said.
  After a few days, when she overcame fears of reprisals by the
boys, she said she informed then-dean of students Paul Tapia. But
Hensley said Superintendent Jerry Watkins later contacted her and
urged her "`not to make a big deal out of it'" and not to inform
her parents.
  Tapia, reached at his home in Alamogordo, declined comment.
"I'm going to reserve comment on all that until things develop,
if they do," he said.
  Advocates for the blind have shown the Attorney General's
Office a copy of a two-page account Hensley wrote in August about
the rape.
  Watkins says he never talked about the assault with Hensley,
then a school cheerleader and class officer, and knew nothing
about the incident. Hensley never reported the incident to
police, saying she had been discouraged from complaining by
school administrators.
  "I suspect that something happened in her life that was very
distressing," Watkins said this week from the school's red brick
offices in Alamogordo. "I wish she had come forward at the time
to tell me."
  Hensley said she decided to go public now because, as a
licensed social worker, she is "morally and ethically bound to
prevent anyone else from being victimized." She said she wants
parents to know how the incident was, as she claims, ignored by
school administrators.
  Hensley said she has only returned to the School for the
Visually Handicapped, sixty-five miles from her home, two or
three times since graduating in 1977.
  Hensley said her attackers tormented her, calling her on the
phone, cornering her in school hallways. She said the boys told
school administrators that they had consensual sex with her.
  "I still have nightmares about being at that school and trying
to get away," Hensley wrote in an account of the incident. "In
the dreams, no matter what I do, I cannot get away. The phones
don't work, or I'm trying to hide from faceless men with knives."

  The incidents mentioned in this article were only the
beginning. As newspapers in New Mexico and Texas began reporting
the NMSVH situation, more alumni contacted the NFB of New Mexico
to tell their own histories. The people who identified themselves
as victims expressed deep rage at what they said they had been
through. Many said they had spent years feeling shame and
emotional isolation because of what they alleged had happened to
them and because of the response they said they received from
School staff members.
  Disturbing examples of this alleged treatment and its effect on
the victims are reported by at least three women who attended
NMSVH in three different decades. In each case Jerry Watkins is
reported by the alleged victim to have persuaded her not to press
charges. Jennifer Switzer-Hensley, who says she was gang raped by
students in 1976, told the _Braille _Monitor that Watkins told
her that, if she told her parents what had happened, they would
think she was a bad girl; that the four boys said she had
consented to the activity; and that no one would believe her
version of what had happened.
  In 1983, after a male student married to another student
already pregnant with his baby allegedly raped Brenda Platero,
Jerry Watkins reportedly told her parents that Brenda should
remain on campus, where medication could be administered to her
reliably. The Plateros, who according to their daughter are not
well educated, thought they were doing their best for her by
following Watkins's advice. According to Brenda, Mr. Platero
later told her that, when he did raise a question with the
superintendent about the School's handling of the rape, Watkins
had made a comment to the effect that people were much more
likely to believe the superintendent of the New Mexico School for
the Blind than they were to believe a poor, uneducated Indian.
Mr. Platero did eventually explore the possibility of suing the
School, but Brenda says that his attorney was told that the
School had no record of any such incident.
  In 1994, when then student Ann Widman reported having been
raped by a member of the dorm staff, Watkins told Widman,
according to her, that he simply did not believe that the man
would have done such a thing. According to Widman, the detectives
who investigated the case were convinced by School officials that
she was not emotionally stable enough to testify against Jerry
Valenzuela, the man she had accused. Watkins, however, according
to Widman and several other people, did fire Valenzuela following
this event and then, after Widman graduated in the spring of
1995, rehired Valenzuela so that he was once again on staff by
the fall of that year.
  Students and alumni in a number of student generations report
laxness in staff supervision of the School. People told us of
multiple instances of male and female staff members' providing
alcohol and drugs in return for sexual favors. Brenda Platero
Ludi explained that in her day confiscated liquor was stored in a
file cabinet. When the boys learned of this, they simply raided
the cabinet and reclaimed their alcohol with no one's doing
anything about it. Mrs. Ludi expressed dismay at staff
unwillingness even to intervene when a staff member was the butt
of inappropriate behavior. She reported that a male acquaintance
invited her to move to the front of the bus during a field trip
and sit behind the seat in which he and a female chaperon--a
member of the staff--were sitting. The woman in question was,
according to Ludi, a recognized alcoholic, who usually carried a
fitted case with her containing a selection of liquors. Brenda
says that she was rather drunk, and that while Brenda watched,
the young man put his arm around the woman and fondled her both
above and below the waist--activity which she seemed to enjoy
since she greeted each bit of groping with what Brenda
characterized as both giggles and howls. The other adults on the
bus merely told the student to leave the woman alone.
  One parent who has come forward described to the NFB what she
believes to be the experience that ruined her son's life. The
NMSVH student, whom we will call Glenn A, uses a wheelchair and
appears to have some emotional and mental difficulties in
addition to blindness, although it is hard to know what he was
like before his experience at the New Mexico School. Glenn was a
day student at NMSVH for two years before his mother says the
administration insisted that he become a residential student. She
says they told her that he would benefit from the experience of
dorm life, and she says they insisted on enrolling him in the
residential program. Mrs. A was aware that something was
happening to Glenn as the year progressed, but she says she could
not get him to tell her what it was. Before beginning to live at
the School, Glenn had been outgoing and trusting, his mother
says; but he now became increasingly withdrawn and antisocial.
Years after leaving the School and settling into a reclusive,
silent way of life in his parents' home, Glenn finally told his
mother, she says, that his roommate during that last year at the
School had repeatedly raped him at knifepoint during the evening
hours. Mrs. A says that a staff member made rounds at 4 p.m.
every day, but according to Glenn no staff member ever ventured
into the student rooms after that hour. His roommate told him,
the mother says, that if he ever told anyone about what happened
to him during the evenings, Glenn could count on being killed
before the roommate was arrested.
  Mrs. A says that she has never been able to get a hearing for
her allegations. The roommate left the state, and School
personnel were not told of the abuse while it was going on. But
Mrs. A believes unswervingly that, if staff members had bothered
to check on her son during the evenings, they would have
discovered what was happening to him and very well might have
prevented the profound psychological damage which she believes he
has sustained as a result of his prolonged suffering and fear.
  From time to time through the years individual staff members
have apparently tried to call public attention to what was
occurring at the School. A grand jury was impaneled in 1982 after
the murder of Ralph Garner, NMSVH School principal. There seems,
according to all we were told, little question that Garner was
gay and solicited sexual favors from male NMSVH students. No one
was ever arrested for his murder, but an anonymous letter,
believed to have been written by a staff member at the School,
was handed to the grand jury. Many of the same allegations that
have recently been made by students and parents were also made in
the letter. This letter was eventually attributed to a School
employee, Marilyn Redman, who soon after lost her job and,
according to a reporter who looked into court records of the
period, was sued by the School. She counter-sued the following
year and won some kind of monetary settlement, according to this
source.
  Several other times through the years staff members with
personal grudges against the NMSVH administration have leaked
stories about staff and student improprieties at the School. But
because of their personal circumstances, it has been easy for
School officials to brush off their revelations as the inventions
of embittered employees or ex-employees. The problem is that the
incidents these staff people recounted are now echoed by alumni
and parent revelations.
  When it became clear that the allegations being made were too
numerous and too disturbing to be ignored but that the Attorney
General might well dismiss most or all of the cases because of
technical difficulties, the National Federation of the Blind of
New Mexico arranged for many of those who had come forward to
prepare affidavits so that we could at least publish sworn
statements about what had happened to students through the years
at the School. Dr. Harold Snider went to New Mexico twice to
interview parents, alumni, and School officials. Jerry Watkins
refused on the advice of his attorney to speak to us, though
several other staff members did consent to talk on the
understanding that their identities would be withheld.
  Armed with affidavits prepared by a number of alumni, Joe
Cordova (president of the National Federation of the Blind of New
Mexico) went to attorney Bruce Pasternack, whose law firm has won
some notable civil suits in New Mexico against large
institutions. Pasternack read the material Joe brought him and
agreed to take the case. On May 14, 1996, he filed a suit on
behalf of nine former NMSVH students against the Board of
Trustees of the New Mexico School for the Visually Handicapped,
Jerry Watkins, and eight NMSVH staff and former staff members.
(On June 25 the suit was amended to include a total of seventeen
plaintiffs and, as defendants, thirteen current or former staff
members in addition to Jerry Watkins and the board.) The evening
of May 14 and the next, the NBC Evening News carried a two-part
story on the lawsuit and the allegations made by the plaintiffs.
President Maurer made a statement as part of that story, and it
became clear that the matter would not go away.
  Meanwhile a search committee had been appointed by the School's
board of trustees to find Jerry Watkins's successor. The eleven-
member search committee did not include a single representative
from consumer organizations, and blind adults across the state
were angry at the way the search was being conducted. On May 16,
1996, over fifty blind people, almost entirely members of the NFB
and parents of blind students at the School, but also including
the president of the ACB affiliate in the state, gathered at the
Statehouse in Santa Fe and asked for a meeting with Governor Gary
Johnson. The governor listened to the group's concerns and urged
them to communicate their views to the School's board of
trustees.
  The next meeting of the board was May 24, and blind people
began making plans to converge on Alamogordo to express their
worries. President Maurer led the delegation of about a hundred
into the meeting, where the group was first told that they could
not be heard because, though they had notified the governor of
their intention to raise their concerns with the board, they had
not given to the board itself twenty-four hours' written notice
of their wish to place an item on the agenda.
  Chairwoman Townsend then offered President Maurer first five
and then ten minutes in which to present the group's numerous
concerns. He turned down the offer as totally inadequate, and the
board then attempted to conduct its ongoing business with angry
blind people and parents periodically expressing their
dissatisfaction with what they characterized as "business as
usual while the children suffer." One of the actions that the
board took during this meeting was final approval of a plan to
name a new building on campus for Jerry Watkins. The decision had
been made earlier, but Joe Salazar, the sole blind member of the
board, moved that the action be held up in the face of growing
criticism of Watkins. Salazar and Carl Harms, the newest member
of the board, voted in favor of Salazar's motion, but the three
women, all of whom are long-time board members, voted to carry
out the original plan.
  The board did postpone for a week its final vote to choose the
new superintendent in an apparent concession to the governor's
request that the board respond to consumer pleas to investigate
the underlying problems surrounding the appointment before making
its decision. When this announcement was made, the blind
consumers responded that they would be back the next week. Many
consumers assumed that the board was merely hoping to avoid
publicity by putting off the announcement of their decision for a
week. But if anything there were more blind people on hand the
following Friday, May 31, 1996. They had come, not only from
across New Mexico, but from California, Colorado, Arizona, and
Texas as well. President Maurer was back, and this time he had
given ample notice to the board that parents and blind citizens
wanted time on the agenda to talk about the pattern of abuse and
misconduct at the New Mexico School for the Visually Handicapped.
  Chairwoman Linnie Townsend was scrupulous about holding each
speaker to his or her time and about parcelling out unused time
to other speakers. A few people rose to speak in support of the
School, including two members of the search committee, who talked
at length about the fairness of the process they had used. They
had missed entirely the point made by the NFB that, without
consumer representation on the committee, there was no way for
the committee to benefit from that perspective or body of
knowledge about the pool of candidates--and, therefore, no way
that the process could have been fair.
  The other interesting School supporter was the mother of a
young boy who had been a student at the School for one year. She
is herself a special education teacher with expertise in
blindness, who has established collegial relationships with her
son's teachers. She and her son are Anglo, and it seems clear
from what she said that her son's experience during the past year
has been a happy one, for which we can all be grateful. But no
one has ever said that every child has been abused at the New
Mexico School for the Visually Handicapped, only that a
disturbing number of children have been and that there has been a
continuing pattern of abuse. Also, almost all of these have been
Hispanic or Native American, and most have come from families
without the benefit of post-secondary education.
  President Maurer laid out the concerns of the organized blind,
and virtually all of the remaining speakers were parents and
alumni who talked about their personal experiences and about
their insistence that the abuse they had experienced come to an
end. When they finished speaking, the board went into executive
session and voted four to one--Salazar cast the dissenting vote--
to hire J. Kirk Walter, the Director of External Relations at the
Maryland School for the Blind.
  When the opponents of business as usual at the School gathered
in a park across the street following the board meeting,
President Maurer told them that they could go home and continue
to write letters protesting what the School was doing, or the
entire group could climb aboard the vans and the bus they had
brought to Alamogordo and drive back across the state to Santa Fe
to tell the governor what had happened. The crowd cheered its
approval of the plan, grabbed sandwiches and cold drinks, and
headed north to the state capital.
  By 6:00 p.m. the group was in conference with Lou Gallegos, the
governor's chief of staff. Governor Johnson was chairing a
conference of state chief executives on both sides of the Mexican
border and was unable to meet with the group in person. But Mr.
Gallegos assured the group that the governor was aware of the
meeting of the board of trustees and that he was determined to
bring about change in the way the School was being run. According
to Gallegos, the governor's plan was to replace long-time members
of the board with new blood as soon as possible, and Gallegos
pledged that the governor would consult blind consumers in the
process.
  Here, is the text of the story that appeared in the June 1,
1996, edition of the _Albuquerque _Journal:


                  __Maryland Man to Run _School

            __Activists for Blind Pack Meeting _Hall

                      _by _Fritz _Thompson

  A Maryland man was chosen superintendent of the New Mexico
School for the Visually Handicapped on Friday, saying he is
willing to take over the troubled state school, where a number of
students have alleged they were physically and sexually abused.
  New superintendent J. Kirk Walter of Baltimore said in a
telephone interview Friday that one of his priorities will be to
provide a safe environment for the students.
  "I'm not responsible for what happened in the past," he said.
"I want to provide a safe environment, and I want to establish a
positive attitude for the students, their parents, and the staff.
. . . I'm very willing to communicate."
  Walter will receive an annual salary of $70,000. His one-year
contract begins July 1.
  About 200 people attended the meeting, filling all available
chairs in an auditorium at the school. Some of the people arrived
in a chartered bus. Most of them have voiced displeasure with the
board and the operation of the school.
  Walter, fifty-five, is director of external relations for the
Maryland School for the Blind. He was one of two finalists for
the New Mexico position; the other was William S. Koehler, forty-
five, superintendent at the Wisconsin School for the Visually
Handicapped.
  Walter takes over a beleaguered school, where nine former
students have sued the Board of Regents, long-time superintendent
Jerry R. Watkins, and eight former or current staff members. The
former students allege that they were abused and that school
administrators did nothing to help them.
  The alleged incidents extend from 1973 through last February.
  Meanwhile, spokesmen for advocacy groups for the blind have
demanded the resignation of three of the five board members,
saying they have been on the board too long and have failed to
protect students during their tenure.
  The board voted 4-1 to hire Walter. The action came swiftly
after a noontime executive session.
  Voting for Walter were chairwoman Linnie Townsend and members
Sonja Lujan, Carl Harms, and Jean Lee. Voting against Walter was
Joe Salazar.
  In contrast with a tumultuous, angry meeting last week, the
vote Friday met with little objection from what has previously
been a critical audience more than willing to express its views
in either words or applause.
  As they have before, activists accused the board of pre-
selecting the superintendent in a secret meeting.
  Marc Maurer, president of the National Federation of the Blind,
predicted before the vote that the board would select "an
individual from Maryland, 4-1."
  Phil Davis, chairman of the search committee, said later that
he was closely involved with the board. "I know there was no
official vote before the meeting," he said.
  "We understand the individual has been asked if he dislikes the
National Federation of the Blind," Maurer said. "We hear that he
replied that `dislike' was not the right word, that a better word
would be `detest.'"
  Walter said he "can't imagine I would ever say that" and that
"I would be glad to talk to Mr. Maurer or whoever said that I
said it."
  Walter said he has sometimes disagreed with the approach of the
Federation, "but they have done a lot of good things."
  Salazar said he voted against Walter because of his "cavalier
attitude" during his job interview. "I think his concerns are
superficial," Salazar said. "He lacks the energy, the enthusiasm,
and the courage to run this school."
  Salazar is the only legally blind person on the board.
Advocates for the blind have demanded the resignations of board
members Townsend, Lujan, and Lee.
  The school has seventy resident students ranging up to age
twenty-one at its Alamogordo campus and provides services to
about 300 others around the state.

  This is what the _Albuquerque _Journal said, and as the article
states, Mr. Walter assumed his duties July 1, and he wasted no
time contacting Joe Cordova and indicating interest in meeting to
discuss Federation concerns. As a matter of fact, he called Joe
during the NFB's National Convention in Anaheim, so it is clear
that important communication has begun.
  Can J. Kirk Walter change business as usual at the New Mexico
School for the Visually Handicapped? Will he exert the energy and
stimulate the necessary commitment to protect the students and
improve the quality of their academic and personal lives that
must occur if future generations are to be safe and healthy? Will
Governor Johnson make the changes in the board of trustees that
his chief of staff indicated he would? Will informed and
concerned blind adults, representatives of the National
Federation of the Blind of New Mexico, be allowed to play their
necessary role in ensuring that NMSVH moves into the twenty-first
century as an effective part of the educational program serving
blind students in New Mexico?
  No one today has the answers to any of these questions. Much
remains to be resolved. Many on both sides remain deeply angry,
and it is frankly hard to imagine who might stand up and exert
the leadership and engender the degree of trust necessary to
permit the healing everyone yearns for.
  Many have sacrificed and have been sacrificed in the past
twenty years and in the terrible struggle of the last twelve
months. Sadly in too many instances the suffering continues with
no end in sight. Some have shown great courage and determination
to see, whatever the cost to themselves, that future students at
the School they love will not have to face what happened to them.
One of these is Brenda Platero Ludi, who at the close of an
interview with a _Monitor reporter summed up her motives in the
following words:
  "Because I wrote a long letter and I did mention other students
[by name] and things that had happened to them, I know that I
have made some people angry with me. But I didn't do it to hurt
anybody; I didn't do it to make anybody angry; I didn't do it to
embarrass anybody. I did it because I care. I don't want it to
happen anymore! To this day it [abuse of students] still happens
at that school, and it needs to stop! Somebody needs to stand up
and say, `This is wrong.' If I make a few enemies by standing up
and saying, `This is wrong, and these things should _never happen
to _any of us,' then I'll accept that."
  _Monitor reporter: "You have also made a lot of blind and
sighted people very proud of you."
  Ludi: "I hope so, because I know that I will probably lose
friends that I have known for almost all my life."
  Like Brenda Platero Ludi everyone who cares about the children
at NMSVH must depend on hope and must trust that integrity, where
it still exists, and simple self-interest will henceforward work
together in the light of public scrutiny in favor of the safety
and protection of the students at the New Mexico School for the
Visually Handicapped and, for that matter, at every other
educational institution in the country (whether residential or
mainstream) working with blind students. We have recently learned
that the New Mexico Attorney General's Office is going forward
with its investigation, and the civil suit will eventually reach
the court. Justice may be slow, but for the children's sake, we
hope that it will be sure.

__[Photo/Caption #16: Quimby Gymnasium at the New Mexico School
for the Visually _Handicapped.]


                           _Complaint

  From the Editor: One pauses before devoting more than ten pages
of this magazine to the actual text of a complaint filed in a
lawsuit in Federal Court. The reader may reasonably ask,
"Couldn't you have summarized it?" But supporters of the Watkins
administration at the New Mexico School for the Visually
Handicapped consistently dismiss the allegations made against
school staff members as the inventions of disturbed and
unbalanced people. Attorney Bruce Pasternack and his staff have
sorted through the statements of a number of angry students,
parents, and NMSVH alumni to identify the incidents they believe
they can most clearly and successfully take to court and prove in
a lawsuit that will force the New Mexico School to reform its
policies and practices. The experiences of seventeen people have
been put together in one document and placed in the context of
the laws that these attorneys believe have been violated. The
depth of the suffering endured and the scope of the abuse
experienced by students through the years that are alleged here
are powerful and unsettling. We decided that _Braille _Monitor
readers deserved the right to read the entire complaint, or as
much of it as they could stomach. To provide greater ease of
reading, a very few editorial liberties have been taken with the
original text, but the sense of the document is unimpaired. Here
is the complaint first filed on May 14, 1996, and amended June
25, 1996:


                __Second Judicial District _Court

                     _County _of _Bernalillo

                     __State of New _Mexico

Plaintiffs: Jennifer Switzer-Hensley, George Mendoza, Clorinda
Brenda Platero, Ann Widman, Daniel Sanchez, as parent and next
friend of Joshua Sanchez, a minor, Desiree Kontur, as parent and
next friend of Michael Kontur, a minor, Angie Pena Christensen,
Martin Samora and Gloria Lopez Werstein, Lawrence Otero, Johnna
Dorsett Watts, Tim Martin, Pete Nalda, Virginia Lantis, as parent
and next friend of Christella Garcia, a minor, and Bernadette
Montoya,

  vs.

Defendants: The Board of Trustees of the New Mexico School for
the Visually Handicapped, a body corporate; Jeriel R. Watkins, in
his individual and official capacities; Michael McKinney, in his
individual and official capacities; Kenny Lindsey, in his
individual and official capacities; Jerry Valenzuela, in his
individual and official capacities; Jack Harmon, in his
individual and official capacities; Diane Stegemeir, in her
individual and official capacities; Ed Malone, in his individual
and official capacities; Juan Cardiel, in his individual and
official capacities; Theresa Russell, in her individual and
official capacities; Carol Kasai-Love, in her individual and
official capacities; Juanna Jones, in her individual and official
capacities; Claudia Lopez, in her individual and official
capacities; Jake Luevano, in his individual and official
capacities; and Linda Towne, in her individual and official
capacities.


                __Complaint for Negligence _Under

        __New Mexico Tort Claims Act and Related _Claims

Plaintiffs state:


                          Introduction

  1. This case involves the alleged negligence of the Board of
Trustees of the New Mexico School for the Visually Handicapped
(hereafter "Board"); the school's superintendent, Jeriel R.
Watkins (hereafter "Watkins"); several teachers, administrators,
and dorm parents, and the resulting sexual and physical abuse of
school children at the New Mexico School for the Visually
Handicapped (hereafter "NMSVH") in Alamogordo, New Mexico. The
aforesaid negligence caused dangerous conditions on the premises
at NMSVH which created dangers to NMSVH students and to the
general public.


                     Jurisdiction and Venue

  2. The case is filed pursuant to New Mexico Tort Claims Act,
S.41-1-1, M.M.S.A. 1978, _et _seq. (1995 Supp.), and the federal
laws discussed at Count III, _infra. Venue is proper in this
district in accordance with S.41-4-18, N.M.S.A. 1978 (1995
Supp.). Plaintiffs timely provided notice of their claims
pursuant to S.41-4-16, N.M.S.A. 1978 and S.41-4-4, _et. _seq.
(1995 Supp.), by submitting written notices to NMSVH and the
State of New Mexico Risk Management Division within ninety days
of the time that their injuries manifested themselves and became
ascertainable, thereby giving rise to claims. Removal is improper
as discussed more fully at Paragraph 93, _infra. Based on the
cases cited therein, removal would be sanctionable.


                             Parties

  3. Jennifer Switzer-Hensley (hereafter "Jennifer") is a
resident of Las Cruces, Dona Ana County, New Mexico.
  4. George Mendoza (hereafter "George") is a resident of Las
Cruces, Dona Ana County, New Mexico.
  5. Clorinda Brenda Platero (hereafter "Brenda") is a resident
of San Diego, San Diego County, California.
  6. Ann Widman (hereafter "Ann") is a resident of Hobbs, Lea
County, New Mexico.
  7. Daniel Sanchez, as parent and next friend of Joshua Sanchez
(hereafter "Joshua"), is a resident of Grants, Cibola County, New
Mexico.
  8. Desiree Kontur, as parent and next friend of Michael Kontur
(hereafter "Michael") is a resident of Albuquerque, Bernalillo
County, New Mexico.
  9. Angie Pena Christensen (hereafter "Angie") is a resident of
Fort Hood, Bell County, Texas.
  10. Martin Samora (hereafter "Martin") is a resident of
Albuquerque, Bernalillo County, New Mexico.
  11. Gloria Lopez Werstein (hereinafter "Gloria") is a resident
of Olympia, Thurston County, Washington.
  12. Lawrence Otero (hereinafter "Lawrence") is a resident of
Washington, D.C.
  13. Johnna Dorsett Watts (hereinafter "Johnna") is a resident
of Scottville, Mason County, Michigan.
  14. Tim Martin (hereafter "Tim") is a resident of Grants,
Cibola County, New Mexico.
  15. Pete Nalda (hereafter "Pete") is a resident of Austin,
Travis County, Texas.
  16. Virginia Lantis, as parent and next friend of Christella
Garcia (hereafter "Christella") is a resident of Rio Rancho,
Sandoval County, New Mexico.
  17. Bernadette Montoya (hereafter "Bernadette") is a resident
of Las Vegas, San Miguel County, New Mexico.
  18. Defendant Board is a New Mexico body corporate created in
accordance with S.21-5-1 _et _seq., N.M.S.A. (Repl. Pamp.). The
Board sets the policies for, supervises, and controls NMSVH and
all property belonging to NMSVH, and possesses all those powers
and duties enumerated in S.21-5-2 N.M.S.A. (Repl. Pamp. 1992).
NMSVH is a state educational institution as specified in Article
VII, S.11 of the Constitution of the State of New Mexico. The
Board is entitled to adopt regulations pertaining to the
administration of all of its powers or duties, to approve or
disapprove employment of school personnel, to hire and to
terminate school personnel, to sue and be sued. Plaintiffs are
all legally blind and at all times material hereto were students
at NMSVH. Plaintiffs were compelled to attend NMSVH by virtue of
S.21-5-5 and 8, N.M.S.A. (Repl. Pamp. 1992). The Board and the
remaining Defendants owed an affirmative duty to protect
Plaintiffs and not to create and subject the Plaintiffs to
dangers which were egregious, outrageous, and fraught with
unreasonable risk.
  19. Defendant Jeriel R. Watkins (hereafter "Watkins") was, at
all times material hereto, the Superintendent of NMSVH. Watkins
is a resident of Alamogordo, Otero County, New Mexico.
  20. Defendant Michael McKinney (hereafter "McKinney") was, at
all times material hereto, a teacher and administrator at NMSVH.
Upon information and belief, McKinney is a resident of
Albuquerque, Bernalillo County, New Mexico.
  21. Defendant Kenny Lindsey (hereafter "Lindsey") was, at all
times material hereto, a teacher and administrator at NMSVH. Upon
information and belief, Lindsey is a resident of Woodland Park,
Teller County, Colorado.
  22. Defendant Jerry Valenzuela (hereafter "Valenzuela") was, at
all times material hereto, a dorm parent at NMSVH. Valenzuela is
a resident of Alamogordo, Otero County, New Mexico.
  23. Defendant Jack Harmon (hereafter "Harmon") was, at all
times material hereto, a coach and teacher at NMSVH. Harmon is a
resident of Alamogordo, Otero County, New Mexico.
  24. Defendant Diane Stegemeier (hereafter "Stegemeier") was, at
all times material hereto, a multi-handicapped teacher at NMSVH.
Stegemeier is a resident of Durango, La Plata County, Colorado.
  25. Defendant Ed Malone (hereafter "Malone") was, at all times
material hereto, a dorm parent at NMSVH. Malone is a resident of
Alamogordo, Otero County, New Mexico.
  26. Defendant Juan Cardiel (hereafter "Cardiel") was, at all
times material hereto, a teacher at NMSVH. Cardiel is a resident
of Alamogordo, Otero County, New Mexico.
  27. Defendant Theresa Russell (hereafter "Russell") was, at all
times material hereto, a dorm parent at NMSVH. Russell is a
resident of Lander, Fremont County, Wyoming.
  28. Defendant Carol Kasai-Love (hereafter "Love") is a resident
of Greeley, Weld County, Colorado.
  29. Defendant Luana Jones (hereafter "Jones") was, at all times
material hereto, a dorm parent at NMSVH. Jones is a resident of
Indianapolis, Marion County, Indiana.
  30. Defendant Claudia Lopez (hereafter "Lopez") was, at all
times material hereto, a dorm parent at NMSVH. Lopez is a
resident of Tularosa, Otero County, New Mexico.
  31. Defendant Jake Luevano (hereafter "Luevano") was, at all
times material hereto, a central receiving clerk at NMSVH.
Luevano is a resident of Tularosa, Otero County, New Mexico.
  32. Defendant Linda Towne (hereafter "Towne") was, at all times
material hereto, a recreation worker at NMSVH. Towne is a
resident of Temple, Bell County, Texas.
  33. McKinney, Lindsey, Valenzuela, Harmon, Stegemeier, Malone,
Cardiel, Russell, Love, Jones, Lopez, Luevano and Towne will be
referred to hereafter, in the aggregate, as the "Individual
Perpetrators."


               __Creation of Dangerous _Conditions

  34. The Board and Watkins established and enforced policies in
the 1970's, 1980's, and 1990's, through and including 1996, which
created conditions on the premises at NMSVH which posed a danger
to Plaintiffs and to the general public. Among those policies was
the hiring of individuals who were psychologically unfit for the
positions they held including, without limitation, the following:
    A. Dennis "Speedy" Burns. Watkins and the Board hired Burns
as a maintenance man at NMSVH. Burns engaged in sexual contact
with a female child who was a student at NMSVH.
    B. Juan Cardiel. Watkins and the Board hired Cardiel as a
media teacher at NMSVH. Cardiel engaged in sexual contact with
numerous female children who were students at NMSVH, some as
young as fourteen years of age. Watkins and the Board knew for
many years that Cardiel was sexually abusing female children at
NMSVH.
    C. Ralph Garner. Watkins and the Board hired Garner as the
Principal at NMSVH. Garner was a long-time friend of Watkins.
Garner was an ephebophile who engaged in sexual contact with
numerous male children who were students at NMSVH. Garner
continued to serve as principal at NMSVH and to sexually abuse
male children who were students at NMSVH from 1973 until 1982
when he was shot to death in Albuquerque after picking up a young
man for sex at a gay bar. While principal at NMSVH, Garner lived
openly with a male child who was a student at NMSVH and carried
on a relationship with that child in the presence of Watkins.
    D. Jack Harmon. Watkins and the Board hired Harmon as a coach
at NMSVH. Harmon has a history of physically abusing NMSVH
students who were children.
    E. Scott Kyle. Watkins and the board hired Kyle as a
teacher's aide at NMSVH. Kyle has sexually abused at least one
female child who was a student at NMSVH. In 1990 Kyle was
indicted for child abuse of another child and received probation
and a deferred sentence.
    F. Kenny Lindsey. Watkins and the Board hired Lindsey as a
teacher of multi-handicapped children at NMSVH. Lindsey sexually
abused numerous female children who were students at NMSVH and
provided them with liquor and drugs in exchange for sex.
    G. Michael McKinney. Watkins and the Board hired McKinney as
a recreation center employee at NMSVH. McKinney sexually abused
numerous female children who were students at NMSVH, and provided
them with liquor and drugs in exchange for sex. McKinney was
criminally prosecuted for possession of drugs with intent to
distribute and was sentenced on those charges in 1990.
    H. Jake Luevano. Watkins and the Board hired Luevano as a
Central Receiving clerk at NMSVH. Luevano provided marijuana to
children who were students at NMSVH.
    I. Theresa Russell. Watkins and the Board hired Russell as a
dorm parent at NMSVH. Russell sexually abused at least one male
child who was a student at NMSVH.
    J. Diane Stegemeier. Watkins and the Board hired Stegemeier
to work with multi-handicapped students at NMSVH. Stegemeier
physically abused at least one child who was a multi-handicapped
student at NMSVH.
    K. Jerry Valenzuela. Watkins and the Board hired Valenzuela
as a dorm parent at NMSVH. Valenzuela sexually abused at least
one female child who was a student at NMSVH.
  35. The Board and Watkins failed to establish and enforce
policies and regulations in the 1970's, 1980's, and 1990's,
through and including 1996, which failure created additional
conditions on the premises at NMSVH which posed a danger to
Plaintiffs and to the general public. Among those failures were
the following:
    A. Failing to provide sex education to NMSVH students despite
exposing them to the above-referenced individuals. As a result,
when certain of the above-referenced individuals behaved in an
abusive manner toward NMSVH students, the students were unable to
take necessary protective action or even know the abuse was
wrong. In other cases NMSVH students reacted to their own
victimization by forming roaming gangs who sexually acted out
their abuse on other NMSVH students.
    B. Failing to provide adequate security personnel and
physical plant security in the buildings on the NMSVH campus such
that NMSVH staff and faculty were allowed to have secluded
environs, without supervision or intervention of security
personnel, in which to sexually abuse NMSVH students.
    C. Failing to provide adequate security personnel and
physical plant security in the buildings on the NMSVH campus such
that NMSVH students were allowed to have secluded environs,
without supervision or intervention of security personnel, in
which to sexually abuse other NMSVH students.
    D. Failing to adopt and enforce comprehensive policies,
regulations, and procedures for ascertaining the fitness of
individuals who sought employment at NMSVH and failing to adopt
and enforce comprehensive policies, regulations, and procedures
for maintaining that fitness in faculty and staff once hired.
    E. Failing to adopt and enforce comprehensive policies,
regulations, and procedures regarding the protection of students
at NMSVH from physical and/or sexual abuse, and mandating the
reporting of such abuse to law enforcement and social services
agencies.
    F. Discouraging NMSVH students who were victimized physically
and/or sexually from reporting that abuse and instead taking
punitive action against students who reported abusive
individuals.
    G. Failing to appreciate that visually handicapped children
who are removed from their parents' homes and taken to live many
miles from their parents' homes are both physically and
emotionally challenged and rendered vulnerable by those
circumstances and are entitled to the highest levels of
protection given their vulnerabilities.
    H. Requiring young boys and older boys to live together in
the same dorm rooms, thereby subjecting the young boys to
physical and sexual abuse by the older boys.


                    __Conduct of the _Parties

  36. Jennifer was a student at NMSVH from 1970 through the
spring of 1977. Jennifer is completely blind. On April 4, 1976,
during her junior year, Jennifer was told to report to the
gymnasium at NMSVH. She was a cheerleader, and this was not an
unusual request. While on her way to the gymnasium, she was
accosted by a roaming gang of four NMSVH students who gang-raped
Jennifer at knife point. She was threatened by these students not
to tell anyone.
  37. Jennifer was then called in to speak with Watkins, who said
that he had taken care of the problem and that Jennifer was not
to tell anyone, particularly her parents. Watkins said that, if
her parents knew, they would think that she was not a good girl.
Watkins required Jennifer to continue to attend class with the
perpetrators, and Watkins placed Jennifer on restricted status
within the campus, meaning that she was not allowed to engage in
extracurricular activities and was only allowed to leave her dorm
room for classes and meals.
  38. Jennifer was sixteen years old when the rape occurred.
Pursuant to the Mandatory Reporting Law S.32A-4-3, N.M.S.A. 1978
(Repl. Pamp. 1993), Watkins was required to report the rape to
law enforcement and social services agencies in Alamogordo, which
he failed to do. This failure constitutes a violation of the
criminal laws of the State of New Mexico, and in particular
S.32A-4-3. In all of the following circumstances, Watkins also
violated the Mandatory Reporting Law.
  39. George was born on April 1, 1955. George is an author, an
internationally renowned athlete, and a member of the New Mexico
Governor's Commission on the Concerns of the Handicapped. He is
the subject of a PBS documentary and a book about his life titled
__Running Toward the _Light. Originally sighted, George lost
almost all of his vision at the age of fifteen. He retains only
limited peripheral vision. Shortly after he lost his sight,
George's family moved to New Mexico, and he attended his senior
year of high school, the 1972-1973 school year, at NMSVH. During
this time in which George was coping with the depression of
losing his sight and losing a promising athletic career, George
was befriended by Garner, who had been brought to NMSVH by
Watkins as a consultant. Garner took advantage of George's
handicap and emotional vulnerability by performing non-consensual
sex acts on George.
  40. Brenda is a Navajo Indian. She is originally from Thoreau,
New Mexico. Brenda attended NMSVH from 1978 through 1988. She is
completely blind.
  41. In February of 1983 another student at NMSVH asked Brenda
to go outside to talk to him about his wife and her pregnancy.
The student had impregnated another child at NMSVH. While both
were students at NMSVH, they had married, and the student said he
wanted to discuss his wife with Brenda. As soon as they were
outside of the dorm room, the student grabbed Brenda by her wrist
and pushed her arm behind her back. He then took her near the
home of Watkins where there was a picnic bench. He pushed her
down on the ground, forcibly removed her clothing, and raped her.
  42. Brenda went back to her room after the rape, took a shower,
wrapped herself in a blanket, and sat on her bed. After a few
hours she reported the rape to a dorm parent, and the next
morning she was taken to the hospital, where several tests were
performed. She was later called into Watkins' office, who told
her that he had heard about what had happened and that the
student had said that Brenda consented to the sex. Watkins told
Brenda that her parents had been contacted and told not to come
to the school because she was fine.
  43. Subsequent to this episode, Brenda was sexually assaulted
by NMSVH staff member Michael McKinney, who took her into the
basement of a house, grabbed her, tried to kiss her, groped her,
and fondled her.
  44. In 1988 another NMSVH staff member, Kenny Lindsey, took
Brenda for a walk with other students. He sat her on a bench and
began to kiss and fondle her. He insisted that she have sex with
him, but there was no sexual contact beyond the foregoing.
  45. Ann is from Hobbs, New Mexico. She attended NMSVH from 1991
until May of 1995. Ann is completely blind.
  46. In 1994, when Ann was seventeen years old, she was sexually
assaulted by an NMSVH dorm parent named Jerry Valenzuela.
  47. Ann attempted to discuss the events with Watkins, but he
told her that he did not believe Valenzuela had sexually
assaulted her and instructed her to take no action regarding the
events.
  48. Joshua was born on September 27, 1987. He is completely
blind and multi-handicapped. He also suffers from a seizure
disorder. Because of Joshua's fragile medical condition, when
Joshua's parents, Daniel and Veronica, were informed that Joshua
would have to attend NMSVH, they visited the NMSVH campus in
Alamogordo and spoke with Principal Diane Baker, specifically
asking her about hiring practices, if background checks were
conducted on employees, and if appropriate security measures were
in place to protect against the abuse of children at NMSVH. Diane
Baker told Daniel and Veronica that all employees were screened
prior to being hired and that NMSVH provided a safe environment
suitable to the enhanced needs of blind and multi-handicapped
children.
  49. On February 29, 1996, Joshua was physically abused by
Harmon, a coach at NMSVH. Specifically, Harmon locked Joshua in a
closet. Joshua was only nine years old at this time and was
multi-handicapped, and this experience severely frightened and
traumatized him.
  50. Subsequent to these events, Joshua's parents, Daniel and
Veronica, were told by Diane Baker that this was the first time
Harmon had ever physically abused a child. Daniel was also told
by Fred Baker, the Student Services Director at NMSVH, that this
was the first time Harmon had ever physically abused a child.
These representations were false, for in reality Harmon had a
history of physically abusing children who were students at NMSVH
and had physically abused children who were students at NMSVH in
the past, something which was known to Diane Baker and Fred Baker
when they assured Daniel and Veronica to the contrary.
Subsequently, Daniel has learned that Joshua was also physically
abused by Diane Stegemeier, that this abuse was repeatedly
reported to NMSVH administration including Fred Baker by another
teacher, and that this abuse was withheld from Daniel and
Veronica as well as from law enforcement and social services
personnel.
  51. Michael was born on December 15, 1985. He attended NMSVH
from the fall of 1994 until October of 1995. Michael is
completely blind.
  52. During the winter of 1994-1995, while Michael was home for
a weekend, his mother, Desiree, noticed red marks on Michael's
neck. Michael told her that he had been choked by Ed Malone, his
dorm parent. Desiree notified NMSVH of this physical abuse and
was told that it would be taken care of. However, Malone remained
in his position.
  53. Shortly after the choking incident, Michael was sexually
attacked by another NMSVH student. The student removed Michael's
pants and put his penis in Michael's mouth. Michael felt that he
could not report this incident because he would have had to
report it to Malone. He feared Malone because of Malone's
previous physical abuse. Michael's mother removed him from NMSVH
in October of 1995.
  54. Angie was born on January 5, 1975, and lost her vision at
the age of two in an automobile accident in which her father and
sister were killed. Angie and her mother lived in Alamogordo, and
Angie attended NMSVH as a day student. She attended NMSVH from
1979 until 1989.
  55. When Angie was approximately thirteen years old, she took a
walk with a fellow student. The student pulled Angie to the
ground, removed her clothing, and raped Angie.
  56. Even before this rape, Angie had been sexually abused by
two other fellow students. When she was nine or ten years old,
one of the students took her to his dorm room with his dorm
parent's approval and forced her to lie on top of him. the other
student took her pants off and attempted to sodomize her.
  57. Gloria was born on February 1, 1967, and attended NMSVH
from 1974 until 1981. Gloria is completely blind.
  58. At age fourteen, Juan Cardiel, manager of the school's
multi-media department, began forcing Gloria to have sex with him
in the darkroom of the media center. When administrators at NMSVH
found out that Cardiel was engaging in sexual contact with
Gloria, they did not report the situation to law enforcement
personnel, but rather they provided Gloria with birth control
pills from the NMSVH infirmary. Cardiel was not terminated until
several years later, and only after he had sexually abused
several other female NMSVH students.
  59. Gloria was also sexually abused by Mike McKinney in 1983,
and raped by another NMSVH student in 1984.
  60. Martin was born on November 30, 1972, and attended NMSVH
until he graduated in 1991. Martin is completely blind. In 1987,
when Martin was fifteen years old, he was repeatedly sexually
molested by Theresa Russell, a dorm parent in the adjoining
girls' dormitory. Russell would enter Martin's dorm room after
hours and sexually abuse him either there or after leading him to
the television room in the girls' dormitory. Watkins found out
about the sexual abuse of Martin by Russell but took no action to
keep it from continuing.
  61.Lawrence was born on October 11, 1970. He attended NMSVH
from 1984 until 1989. Lawrence is completely blind.
  62. In 1988 and 1989, when Lawrence was eighteen years old, he
was sexually molested by Love, Jones, and Lopez, dorm parents in
the adjoining girls' dormitory. Love, Jones and Lopez would enter
Lawrence's dorm room after hours and sexually abuse him there or
in other locations.
  63. Johnna was born on February 26, 1967 and attended NMSVH
from 1982 until 1985. Johnna is completely blind.
  64. In 1983, when Johnna was sixteen years old, she was raped
by a visitor to the campus. Johnna reported the rape to Fred
Baker, but no action was taken.
  65. Johnna was also physically abused by a fellow student
outside the boys' gym at NMSVH. She reported this beating to
NMSVH administrators, but no action was taken.
  66. Subsequent to these attacks, two NMSVH students attempted
to rape Johnna. She reported this to Mike Julian, the dorm
supervisor, but no action was taken.
  67. Luevano then provided liquor to Johnna and subsequently
raped her.
  68. Tim was born on September 1, 1959. He is completely blind.
  69. In 1973, when Tim was fourteen years old, he was sexually
abused by two senior boys at NMSVH, one of whom is now on the
NMSVH faculty. A housemother walked in on one of the episodes of
abuse, but she turned around and did not do anything or take any
action to report the abuse or protect Tim.
  70. In 1976 and 1977, when Tim was eighteen years old, NMSVH
faculty member Red Soistman purchased liquor for him and consumed
it with him.
  71. Also in 1976 and 1977, Towne served as the van driver at
NMSVH and would drive Tim to classes at Alamogordo High School.
On the way to the classes, Towne would provide Tim with marijuana
and use it with him.
  72. Pete was born on November 11, 1960, and attended NMSVH from
1975 until 1978. Pete is completely blind.
  73. In 1975, when Pete was fourteen years old, he was sexually
assaulted by an older boy at the school with whom he had been
required to live.
  74. Christella was born on November 11, 1978. She has attended
NMSVH since 1985.
  75. When Christella was twelve years old, she was repeatedly
raped by a fellow NMSVH student.
  76. In 1995 Christella was sexually abused by Malone. The abuse
was reported to NMSVH administration, but nothing was done.
  77. Bernadette was born on September 6, 1961. She attended
NMSVH from 1968 to 1980.
  78. In 1975, when Bernadette was in the eighth grade and only
fourteen years old, Cardiel began to sexually abuse her. This
abuse continued through Bernadette's ninth grade year in 1977 and
occurred many times.
  79. In approximately 1975 or 1976, when Bernadette was fourteen
years old, Harmon sexually abused her during an NMSVH fishing
trip.
  80. As a result of the foregoing conduct by the Board, the
individual perpetrators, and Watkins, Plaintiffs have suffered
and will continue to suffer serious emotional injuries.


                       _Causes _of _Action

_Count _I
(Negligent Operation of School Buildings and Facilities/Board,
Watkins, and Individual Perpetrators)

  81. Plaintiffs re-allege paragraphs 1 through 80 hereinabove in
full.
  82. The Board, Watkins, and the Individual Perpetrators were
under a duty to ensure that the buildings and premises of and
surrounding NMSVH were operated in a safe and proper manner and
to refrain from permitting conditions which created a potential
risk to the general public. In that regard the Board, Watkins,
and the Individual Perpetrators were under a duty to ensure that
school children and the general public were not exposed to
conditions which created a potential risk of injury.
  83. The aforesaid conduct by the Board, Watkins, and the
Individual Perpetrators constitutes a breach of the aforesaid
duty.
  84. As a direct result of the aforesaid conduct by the Board,
Watkins, and the Individual Perpetrators, Plaintiffs have
suffered, and will continue to suffer, the injuries stated above.
  WHEREFORE, on Count I, Plaintiffs pray for actual damages of
the Board, Watkins, and the Individual Perpetrators in an
appropriate amount and such further relief as the Court deems
proper.

_Count _II

          (Assault and Battery/Individual Perpetrators)

  85. Plaintiffs re-allege paragraphs 1 through 84 hereinabove in
full.
  86. In performing their duties as teachers, dorm parents,
coaches, and staff at NMSVH, the Individual Perpetrators were
under a duty to touch Plaintiffs only in those ways that a
reasonable person would believe, under all circumstances, had
been consented to and was legally appropriate. The conduct of the
Individual Perpetrators constituted breaches of the aforesaid
duties and batteries by the Individual Perpetrators upon
Plaintiffs Brenda, Ann, Joshua, Michael, Gloria and Martin.
  87. As a direct result of the aforesaid conduct by the
Individual Perpetrators, Plaintiffs Brenda, Ann, Joshua, Michael,
Gloria, and Martin have suffered, and will continue to suffer,
the injuries stated above.
  WHEREFORE, on Count II, Plaintiffs Brenda, Ann, Joshua,
Michael, Gloria, Martin, Lawrence, Johnna, Tim, Christella, and
Bernadette pray for actual damages of the Individual Perpetrators
in an appropriate amount and such further relief as the Court
deems proper.

_Count _III

    (Sex Discrimination Pursuant to Title IX of the Education

   Amendments of 1972 codified at 20 U.S.C. S.1681, _et _seq.
                             (1982))

  88. Plaintiffs re-allege paragraphs 1 through 87 hereinabove in
full.
  89. NMSVH, at all times relevant to this action, has been and
remains a local education agency (LEA) as defined by S.1000(f) of
the Elementary and Secondary Act of 1965 (codified at 20 U.S.C.
S.3381), and the regulations contained at 34 C.F.R. S.106.2(j)
(1988).
  90. NMSVH is the recipient of federal financial assistance as
the terms "recipient" and "federal financial assistance" have
been defined in the regulations contained at 34 C.F.R. S.106.2(g)
and (h) (1988).
  91. NMSVH is subject to the prohibitions of the Education
Amendments of 1972, as codified at 20 U.S.C. S.1681 and has, upon
information and belief, provided satisfactory assurance of
compliance with the anti-discrimination provisions of the
Education Amendments of 1972 to the Assistant Secretary of Civil
Rights of the United States Department of Education.
  92. NMSVH and its programs are part of the education program
and activity contemplated within the meaning of 20 U.S.C. S.1681
by virtue of S.3(a) of the Civil Rights Restoration Act of 1987
(codified at 20 U.S.C. S.1687).
  93. For all acts complained of herein which occurred subsequent
to October 21, 1986, NMSVH is not immune under the Eleventh
Amendment of the Constitution of the United States from a suit in
federal court for violation of Title IX of the Education
Amendments of 1972, Chapter 39, 886 Stat. 235 (1972), (codified
at 20 U.S.C. S.1681, _et _seq. (1982)). However, NMSVH is immune
from suit in federal court under Title IX for all acts complained
of herein which occurred prior to October 21, 1986, but may be
sued in state court for those claims. Consequently, this case
cannot properly be removed to federal court. __See Atwa v. State
of N.M. Highway Dep't., et _al, Civ. No. 95-948 (Mem. Op. &
Order, D.N.M. December 11, 1995; __See Fay v. _Davis, Civ. No.
95-949 JP/WWD (Mem. Op. & Order of Remand, D.N.M. December 5,
1995); _Flores _v. _Long, Civ 94-731 LH/LFG (Mem. Op. & Order,
D.N.M. Aug. 17, 1995); __McKay v. Boyd Const. _Co., 769 F.2d 1084
(5th Cir. 1985). Additionally, removal as to all claims has been
waived in accordance with __Jennies v. Arctic Sales, Inc., et
_al, Civ. No. 95-1117 LH/WWD (Mem. Op. & Order, D.N.M. February
28, 1996).
  94. Jennifer, George, Brenda, Ann, Michael, Angie, Martin,
Gloria, Lawrence, Johnna, Tim, Pete, Bernadette, and Christella
are members of a protected group. They were subjected to
unwelcome sexual harassment as specified hereinabove. The
harassment was based on sex. The persistent sexual assaults and
harassment on Jennifer, George, Brenda, Ann, Michael, Angie,
Martin, Gloria, Lawrence, Johnna, Tim, Pete, Bernadette, and
Christella were sufficiently severe or pervasive to alter the
conditions of their education and create an abusive environment
which interfered with their ability to attend school and perform
their studies and activities. Had Watkins intervened as was
necessary, the injuries to Jennifer, George, Brenda, Ann,
Michael, Angie, Martin, Gloria, Lawrence, Johnna, Tim, Pete,
Bernadette, and Christella would have been mitigated, and the
situation would have ended.
  95. The deliberate indifference of the Defendants to the
unwelcome sexual assaults of NMSVH students and staff upon
Jennifer, George, Brenda, Ann, Michael, Angie, Martin, Gloria,
Lawrence, Johnna, Tim, Pete, Bernadette, and Christella created
an intimidating, hostile, offensive, and abusive school
environment in violation of Title IX and the Education Amendments
of 1972, Chapter 39, 886 Stat. 235 (1972), (codified at 20 U.S.C.
S.1681, _et _seq. (1982)).
  96. The Defendants' indifference to the needs of students, and
the needs of Jennifer, George, Brenda, Ann, Michael, Angie,
Martin, Gloria, Lawrence, Johnna, Tim, Pete, Bernadette, and
Christella specifically, was deliberate and done under color of
state law. The Defendants' failure to take action resulted in
extreme emotional damage to Jennifer, George, Brenda, Ann,
Michael, Angie, Martin, Gloria, Lawrence, Johnna, Tim, Pete,
Bernadette, and Christella. This conduct gives rise to claims
under Title IX of the Education Amendments of 1972, Chapter 39,
886 Stat. 235 (1972), (codified at 20 U.S.C. S.1681, _et _seq.
(1982)) for injunctive relief and money damages in an appropriate
amount as a direct result of deliberate indifference and
intentional discrimination against Jennifer, George, Brenda, Ann,
Michael, Angie, Martin, Gloria, Lawrence, Johnna, Tim, Pete,
Bernadette, and Christella by employees of NMSVH.
  WHEREFORE, on Count III, Plaintiffs Jennifer, George, Brenda,
Ann, Michael, Angie, Martin, Gloria, Lawrence, Johnna, Tim, Pete,
Bernadette, and Christella pray for actual damages of NMSVH and
the Individual Perpetrators in an appropriate amount, punitive
damages upon a showing of culpable mental state, and such further
relief as the Court deems proper. Plaintiffs Jennifer, George,
Brenda, Ann, Michael, Angie, Martin, Gloria, Lawrence, Johnna,
Tim, Pete, Bernadette, and Christella also seek a permanent
injunction requiring the following:
  1. The immediate implementation and enforcement of a mandatory
    screening process of applicants for employment at NMSVH,
    including background investigations, drug and alcohol
    screening, and psychological evaluations.
  2. The immediate implementation and enforcement of appropriate
    security measures at the NMSVH physical facility and the
    development of written policies, procedures, and regulations
    to protect students from physical and/or sexual abuse.
  3. The immediate adoption and enforcement of comprehensive
    policies, regulations, and procedures regarding the
    protection of students at NMSVH from physical and/or sexual
    abuse and mandating the reporting of such abuse to law
    enforcement and social services agencies.

_Count _IV

                (Americans with Disabilities Act)

  97. Plaintiffs re-allege paragraphs 1 through 96 hereinabove in
full.
  98. Because NMSVH is a department of New Mexico's state
government, it is subject to the requirements of Subtitle A,
Title II of the Americans with Disabilities Act (ADA), 42
U.S.C.A. S.S.12131-34, and the regulations promulgated
thereunder, 56 Fed. Reg. 35694 (codified at 28 C.F.R. Part 35)
(July 26, 1991).
  99. The ADA prohibits state governments from, _inter _alia,
subjecting any qualified individual with a disability to
discrimination in state programs on the basis of disability. The
ADA applies to all claims which arose herein after July of 1992.
  100. Among Defendants' discriminatory actions which are
prohibited by the ADA and its implementing regulations are:
  a. denying qualified individuals with disabilities the
    opportunity to participate in or benefit from the programs or
    services of state government;
  b. denying qualified individuals with disabilities aid,
    benefits, or services that are as effective as those provided
    to non-disabled persons;
  c. denying qualified individuals with disabilities any aid,
    benefit, or service that affords these individuals an equal
    opportunity to obtain the same result, gain the same benefit,
    or reach the same level of achievement in the program as that
    provided to non-disabled persons;
  d. using criteria or methods of administration that have the
    purpose or effect of defeating or substantially impairing
    accomplishment of the objectives of the programs with respect
    to individuals with disabilities;
  e. requiring qualified individuals with disabilities to
    participate in different or separate services or when these
    separate programs are not necessary to ensure that
    individuals with disabilities receive aid, benefits, or
    services that are as effective as those provided to non-
    disabled individuals;
  f. failing to provide state programs, activities, and services
    in the most integrated setting appropriate to the needs of
    qualified individuals with disabilities;
  g. establishing and/or administering licensing or certification
    programs that subject qualified individuals with disabilities
    to discrimination;
  h. imposing or applying eligibility criteria for state services
    that deny individuals with disabilities the full and equal
    enjoyment of services or programs;
  i. failing to make reasonable modifications in state programs,
    policies, and procedures when necessary to avoid
    discrimination on the basis of disability; and
  j. otherwise limiting qualified individuals with disabilities
    in the enjoyment of rights, privileges, advantages, or
    opportunities enjoyed by others receiving state aid,
    benefits, or services.
  101. Plaintiffs Ann, Joshua, Michael, and Christella are
"disabled" within the meaning of the ADA and protected from
discrimination by the Act because they have mental and/or
developmental impairments which substantially limit one or more
major life activities, have a record of such impairments, or are
regarded as having such impairments. Their claims arose
subsequent to July of 1992.
  102. Plaintiffs Ann, Joshua, Michael, and Christella are
"qualified individuals with disabilities" within the meaning of
the ADA and thus protected against discrimination by the Act
because they can, with or without reasonable accommodations, meet
the essential eligibility requirements for the receipt of NMSVH
services.
  103. NMSVH, in the administration of its programs, has violated
the rights of Ann, Joshua, Michael, and Christella under the ADA
by conduct specified hereinabove.
  104. Plaintiffs Ann, Joshua, Michael, and Christella are
entitled to damages as a consequence of the above-referenced
discrimination.
  WHEREFORE, on Count IV, Plaintiffs Ann, Joshua, Michael, and
Christella pray for actual damages of NMSVH and the Individual
Perpetrators in an appropriate amount, punitive damages upon a
showing of culpable mental state, and such further relief as the
Court deems proper.

_Count _V

(Substantive Due Process Rights to Minimally Adequate Treatment)

  105. Plaintiffs re-allege paragraphs 1 through 104 hereinabove
in full.
  106. As children in state custody who were injured by state
actors, Plaintiffs George, Brenda, Ann, Joshua, Michael, Angie,
Martin, Gloria, Lawrence, Johnna, Tim, Pete, Bernadette, and
Christella had substantive rights to due process of law,
guaranteed by the Fourteenth Amendment to the United States
Constitution, to safety, freedom from undue restraint, and
minimally adequate treatment.
  107. The Individual Perpetrators have violated Plaintiffs
George, Brenda, Ann, Joshua, Michael, Angie, Martin, Gloria,
Lawrence, Johnna, Tim, Pete, Bernadette, and Christella's
substantive due process rights by, among other things:
  a. Failing to protect them from serious emotional, physical,
    and mental injury and other unreasonable risks to their
    safety while in state custody;
  b. Failing to provide them with minimally adequate medical
    care;
  c. Failing to provide them with minimally adequate treatment
    for their emotional and mental disabilities, including the
    failure to provide therapeutic services after each of them
    was abused by a state actor;
  d. Failing to provide them with adequate training and
    habilitation, including the failure to ensure that the
    educational needs of children who are handicapped within the
    meaning of federal special education laws are taken into
    account in decisions regarding their treatment and care;
  e. Causing their emotional condition to deteriorate by
    providing them inadequate services and unreasonably
    jeopardizing their safety and freedom; and
  f. Making and implementing decisions about their treatment
    based on administrative and fiscal convenience, rather than
    professional judgment and accepted professional norms.
  WHEREFORE, on Count V, Plaintiffs Jennifer, George, Brenda,
Ann, Joshua, Michael, Angie, Martin, Gloria, Lawrence, Johnna,
Tim, Pete, Bernadette, and Christella pray for actual damages of
the Individual Perpetrators in an appropriate amount, punitive
damages upon a showing of culpable mental state, attorney's fees
and costs, and such further relief as the Court deems proper.
                   Pasternack & Blake, A Professional Corporation

                                          by Bruce E. Pasternack

                                          Attorney for Plaintiffs

                                         Albuquerque, New Mexico


Endorsed and filed in my office this June 25, 1996, Monica A.
Lucero, Clerk, District Court

[Photo/Caption #17: Leonard Ogburn]

            __ARKANSAS SCHOOL CASE BACK IN THE _NEWS

  From the Editor: Over the past two years we have reported from
time to time on the situation at the Arkansas School for the
Blind and on its longtime superintendent Leonard Ogburn, who was
forced to resign in September of 1994. A number of staff members
and former students had charged him with inappropriate behavior,
and in January of 1995 he pleaded no contest to several of these
charges. Some months after the case seemed to have been closed
once and for all, Ogburn filed a complaint against the school's
board of trustees and two men who had both been members of the
Arkansas Legislature during the months of the original
investigation of Ogburn's conduct.
  The following story appeared in the _Arkansas _Gazette
_Democrat on July 3, 1996. It provides what one hopes is truly
the final chapter in this sordid little story, which has become a
footnote to the saga of the ongoing struggle to provide quality
education for Arkansas's blind children. Here it is:


     __Called Spanker, Ex-school Chief Fails in Lawsuit _Bid

                    _by _Oliver _Uyttebrouck

  A federal judge rejected a lawsuit filed against the Arkansas
School for the Blind by former Superintendent Leonard Ogburn, who
resigned in 1994 amid allegations that he spanked his employees.
  U.S. District Judge George Howard Jr. ruled that school board
members violated none of Ogburn's constitutional rights when they
forced him to resign.
  Ogburn pleaded no contest in January, 1995, to a misdemeanor
harassment charge.
  Howard also rejected Ogburn's claim that state Representatives
Mark Riable and Phil Wyrick, both D-Little Rock, made false
statements to the media about Ogburn before his resignation
September 23, 1994.
  "The burden is on Ogburn to demonstrate that such statements,
if made, were false and stigmatizing," Howard wrote Friday in his
eight-page order. Ogburn made "vague references to media
coverage" but didn't point to specific public statements made by
legislators or board members, Howard wrote.
  Howard acknowledged that board of trustees Chairman Race Drake
told a television reporter the board had asked Ogburn to resign.
  But Howard said the statement didn't stigmatize Ogburn or
damage his reputation.
  The School for the Blind board suspended Ogburn at a June 24,
1994, board meeting; Ogburn resigned September 23.
  Howard also ruled that board members committed no contract
violations when they asked Ogburn to resign. Under state law the
superintendent serves at the behest of the board of trustees, who
are ultimately responsible for management of the school, Howard
wrote.
  Former Little Rock Municipal Court Judge Lee Munson sentenced
Ogburn to one year of probation and a $250 fine after Ogburn's
plea.
  A blind woman who pressed the charge said Ogburn spanked them
and said he wanted to be spanked while they were students at the
school.


                     _NAC _AND _WATERSPOUTS

                       _by _Peggy _Elliott

  From the Editor: Peggy Pinder Elliott, NFB Second Vice
President, is back with another update on the fortunes of the
National Accreditation Council for Agencies Serving the Blind and
Visually Handicapped (NAC). This is what she says:

  In NAC's early days its own descriptions of its work always
reminded me of a spider in its web--an active body at the center
busily spinning strands connecting itself to ever more earnestly
occupied agencies, with other strands connecting many of those
agencies to each other. The picture was of a complex, interwoven
web, humming with activity, that represented high standards and
professionalism in the blindness field. It always struck me as
just plain spidery.
  Now, as NAC celebrates its thirtieth birthday in 1996, NAC is
much more like the itsy bitsy spider. You remember the child's
song about the poor little arachnid going up the water spout and
being washed out by torrents of rain and starting up the spout
again. Think of the thing from the itsy bitsy spider's point of
view. Wouldn't you be tired and maybe a little discouraged after
getting washed out of a water spout? But you bravely try again
and get the same result with a little more tiredness, a little
deeper discouragement. Every time you start up the water spout,
it happens again, and you weaken a little more.
  Approaching the time for its six-month accreditation lists must
feel to NAC like being washed down the water spout again. Every
time a new accreditation list is issued, more agencies have
dropped off. How many more trips up this particular water spout
can be left in the itsy bitsy NAC spider before it lies down and
gets up no more? These days even staff members from accredited
agencies joke about how much longer NAC will last. They pass off
pleas to disassociate themselves with the excuse that it's not
worth the effort since NAC will be gone soon anyway.
  On the July, 1996, list of accredited agencies, what do we
find? Has the spider made it a little higher up the water spout?
No. That question is pretty easy to answer definitively. In the
past six months four schools for the blind (those located in
Arkansas, New Jersey, West Virginia, and Wisconsin) have left the
list of accredited agencies. At the beginning of 1996 NAC had
fifteen accredited schools. Today, it has eleven. This means that
more than one quarter of the residential schools accredited by
NAC at the beginning of the year have now disassociated from NAC.
And only Arkansas was scheduled to come up for re-accreditation
at this time. The other three just stepped nimbly off the sinking
ship.
  One new agency was accredited, a low vision clinic in Akron,
Ohio. A second name has re-appeared on the list of accredited
agencies, one that has caused no end of merriment in Minnesota.
For a number of years, the Duluth Lighthouse was the only NAC-
accredited agency in Minnesota. At the beginning of 1996 the
Duluth Lighthouse was dropped from the list of accredited
agencies. Federationists in Minnesota celebrated the dawning of
the NAC-free environment in their state, and one called the
Lighthouse to offer congratulations. To her surprise, the agency
head stated in no uncertain terms that the Lighthouse had not
disassociated itself, had most certainly paid its dues, and fully
intended to be NAC-accredited until the crack of doom or NAC's
demise, whichever came first. Sure enough, the Duluth Lighthouse
re-appears on the July, 1996, list. This can hardly be counted as
a new accreditation. Rather it will probably set off a whole new
round of mirth in Minnesota over the agency that NAC forgot, one
of the very few that still wants to be accredited, summarily
dropped from the list anyway.
  Today 94 percent of state rehab agencies, 85 percent of schools
for the blind, and 80 percent of workshops for the blind are not
accredited by NAC. Smaller agencies--those not a state V.R.
agency, school, or workshop--comprise twenty-nine of the fifty-
nine agencies now accredited or 49 percent of the total. More and
more, NAC is the accreditor of the small, the out-of-the-way, the
narrow-focused (either by topic or geography) agencies. The way
things are going, the itsy bitsy spider is undoubtedly grateful
for any help it can get in these perilous water spouts.
  But more states each year can celebrate truly NAC-free
environments. New Jersey, West Virginia, and Wisconsin joined the
list, now at twenty-five, of states with no NAC agencies. Sixteen
states now have one NAC agency. Almost half the states (we of
course include the District of Columbia and Puerto Rico in the
Federation's list of states) are now NAC-free. And 72 percent of
all NAC agencies are found in just eleven states.
  Looking at the lists of agencies who have dropped NAC yields
some interesting information. At some time during NAC's life,
thirty schools for the blind have been accredited. Nineteen have
now dropped NAC. At one time or another, thirteen V.R. agencies
received accreditation. Ten have now dropped NAC. Likewise forty
workshops have sought and received accreditation during NAC's
life. Twenty-four have now dropped their accreditation. One
wonders sometimes what the directors of the agencies still
accredited think they are getting. They certainly aren't getting
safety in numbers any more than they are getting accreditation
that is demonstrably related to bettering the lives of blind
persons. Maybe these agency heads are a little like the itsy
bitsy spider themselves. That little spider always travels by
itself, a kind of lonely position with which NAC and its still-
accredited agencies must be very familiar.
  The overall totals are the best news of all. At one time or
another, 129 agencies have sought and received NAC accreditation.
Of these, seventy have now dropped their association with NAC.
NAC's retention rate is 46 percent, and 54 percent of agencies
have fled from NAC. Poor old NAC is starting up the water spout
again. Its next list of accredited agencies will be issued at the
end of the year. Based on the past several years of semi-annual
lists, I think NAC can count on the rain coming down and washing
it out yet again. One of these times, the poor little spider will
be too tired and too discouraged to get up and start back up that
water spout. Will it be in 1996? We'll see. If just a few of
those agency heads who now joke in private about NAC would act on
their observations and save their agencies the wasted expense of
paying dues to the itsy bitsy spider, we might be able to put the
spider to rest once and for all.

__States With No NAC-accredited Agencies as of July, _1996:

Alaska
Colorado
Connecticut
Delaware
District of Columbia
Idaho
Kentucky
Louisiana
Massachusetts
Mississippi
Montana
Nebraska
Nevada
New Jersey
New Mexico
North Carolina
Oregon
Puerto Rico
Rhode Island
South Carolina
Vermont
Virginia
West Virginia
Wisconsin
Wyoming

__States With One NAC-accredited Agency as of July, _1996:

Alabama
Arkansas
Hawaii
Iowa
Indiana
Kansas
Maine
Maryland
Minnesota
Missouri
New Hampshire
North Dakota
South Dakota
Texas
Utah
Washington

[Photo #18: This is a map of the entire United States, including
Puerto Rico. Caption: The states shaded dark gray have more than
one NAC-accredited agency. Those with a striped fill have only
one, and the clear states can boast a NAC-free environment.]

__[Photo/Caption #19: Ron _Johnson]

                  _IN _MEMORIAM_--RON _JOHNSON

                     _by _Kenneth _Jernigan

  __From the Editor Emeritus: Ron Johnson was one of the band of
Iowans who distinguished themselves in the 1970's as core
activists in the Federation. He never held high office, but he
never wanted or needed to. He knew what he believed; he knew what
he needed to do to promote his belief; and he knew that for him
that was sufficient.
  A few years back, when it was clear that he was going to lose
the battle with diabetes, he said: "I want to do whatever I can
to promote the Federation, so I have taken out a $50,000 life
insurance policy with the Federation as beneficiary. Maybe I
can't do other things, but at least I can do this."
  Toward the end, his mind and spirit were about all he had left.
His legs had been amputated; his kidneys had failed; and the rest
of his body was not functioning. But his will and courage never
failed.
  Two days before his death in mid-May he called me to say
goodbye. He said that he was grateful for what the Federation had
done for him, that it had made his life better and helped him in
time of need. He said he prayed that the organization would
progress in the years ahead--and then he said goodbye. It was
that simple and that modest. To the very end he was unassuming
and undramatic.
  The statistics of his life don't add much beyond what I have
already said. At the time of his death he was fifty-five. He had
had diabetes since he was ten and had been blind for almost
twenty years. I met him very soon after he lost his sight, and we
continued as colleagues and friends until the day of his death.
  In writing about Ron, Peggy Elliott, President of the National
Federation of the Blind of Iowa, _says:

  After losing his sight, Ron got a degree in computer
programming and worked for over a decade at the former Banker's
Trust, now Principal Financial, the fast-growing financial
management firm headquartered in Des Moines. The company doesn't
employ laggards, and Ron's work record establishes that he kept
the pace. But Ron's real work was his family and the Federation.
His four daughters teasingly called him stubborn, and we were
always glad Ron was -- stubborn about believing in blind people
and his responsibility to reach out and help his fellow blind men
and women.
  Whenever I got a call from Ron, I knew it would be about the
troubles of some member. Ron never wanted me to do anything. He
just wanted to know what more or differently he should do to help
the chapter member. Stubborn included taking responsibility on
himself to get things done to help his fellow blind men and
women.
  In his last several years, diabetes progressed, and Ron used a
walker to get around. No one is very speedy with a walker, and
many would have decided the effort was too great or the time too
much. Ron never did. He planned ahead, took the time, and was
always at every Federation function here and every National
Convention. His sister Jackie Purdy started coming to Federation
functions with him, and she is now as valued and loved a member
as Ron with her always-cheerful, ever-committed view of life, the
view she shared with Ron. Jackie was with us as a delegate in
Anaheim, and we were as glad to have her as we will be grieved to
miss Ron.

__[Photo/Caption #20: Nell _Bonnell]

                  _IN _MEMORIAM--NELL _BONNELL

                     _by _Kenneth _Jernigan

  The article that came across my desk was straightforward and
clinically factual. The first sentence said: "Nell Bonnell, 93,
815 Forest Ave., died Aug. 17, 1996, at Tompkins Memorial Health
Center."
  Since I had received a call from Nell's daughter Jean a short
time earlier, the article was no surprise, but its impact was
nonetheless strong.
  As anyone with any awareness of the happenings in Iowa
concerning the blind in the late 1970's would know, Nell Bonnell
was more than a name to me. She was more than a colleague, more
than a friend. She was ally, defender, fearless advocate,
comforter, and wise counselor. She was an essential element in
building a philosophy and establishing a program that brought
hope and opportunity to the blind of Iowa and provided
inspiration and guidance to blind people throughout the nation
and, indeed, the world.
  I first met Mrs. Bonnell (I called her "Nell") in the 1960's.
She was a leader (and later president) of the Iowa Federation of
Women's Clubs. The Women's Clubs had worked with the Iowa
Commission for the Blind for many years (in fact, the
relationship started before I came to Iowa in 1958) to sell
towels and other products made by the blind in the home
industries program. But Nell helped revolutionize the
relationship to a broader vision and a more productive effort.
She was appointed to the board of the Iowa Commission for the
Blind in 1969, but long before that she had been using her
contacts and exerting her influence to change what it meant to be
blind in Iowa.
  She was not a passive member of the Commission board. She was
secure enough in her person and clear enough in her thinking not
to feel the necessity of disagreeing on every issue just to show
that she was independent and able to think for herself. She
disagreed when she needed to and said what she thought needed
saying, but there was a close bond between us. She trusted me,
and I trusted her, each of us knowing that the other would be
there when needed and not susceptible to intimidation, flattery,
or flim-flam. She never felt the need for the center of the stage
but went about doing what was needed in a quiet, efficient way.
  In an age when the term has been debased by those who mostly
can't measure up, Nell Bonnell was a _lady. She could put you in
your place without being shrill, and she did not equate
femininity with bad manners and overt aggressiveness. And then
there was Wayne. He to her and she to him made a team of husband
and wife hard to find and a joy to observe. Wayne took part in
Federation activities and supported the work of the Iowa
Commission for the Blind. He was generous and genuine.
  When Michael Gartner, Jerry Szumski, and a few others at the
_Des _Moines _Register tried to boost the newspaper's sagging
circulation by attacking me as an individual and the Commission
as an organization in the late 1970's, Nell did not do what many
did. She did not neutralize and run. She did not cower at the
bullying tactics of the slanted reporting and the downright lies.
She stood her ground and never wavered. As so often happens, time
proved her to be right. Anyone who remembers Michael Gartner's
disgrace in the scandal that developed when he was head of NBC
News will know what I mean.
  After the end of her term on the board of the Iowa Commission
for the Blind, Nell continued her interest in affairs of the
blind. As long as her health permitted, she came to NFB
conventions and took part in state and national activities. She
was truly part of our movement. She cared; she understood; and
she translated her belief into action. Her going is a great loss
--to me personally and to the blind of the nation.

                           _OMISSIONS:

                       _by _Peggy _Elliott

  __From the Editor: Peggy Pinder Elliott is a long-time
Federationist. Early last spring an event occurred about which
she had very strong feelings. Here is what she said about _it:

  I have always taken pride in the fact that in the _Braille
_Monitor we publish what we believe to be true. Sometimes that
means offering criticism and identifying room for improvement
according to our beliefs. We rarely take note of the positions of
others in the blindness field unless they correlate with our own.
We naturally prefer to convey our message, not someone else's.
  However, there are times when taking note of another
organization's position is instructive.
  Federationists know that we have worked for more than twenty-
five years to raise or remove altogether the earnings limitation
looming over Social Security Disability Insurance (SSDI)
recipients who attempt to work. We have always known this was a
long-term goal, and we have made significant advances elsewhere
while continuing to work on the earnings limit. But in 1995 it
looked as though it might happen. Congress became serious about
raising the earnings limit for retirees under seventy, and we
hoped to be included. We tried to preserve the language that
already linked seniors and the blind in the SSDI method of
determining eligibility, which considers earnings and one
additional, measurable characteristic--either blindness or age.
  The Federation believes that a substantial increase in the
earnings limitation or its abolition will be the single biggest
employment booster for working-age blind people, only 30 percent
of whom are now employed. Through 1995 and the first three months
of 1996, we called, wrote, visited, did whatever we could think
of to convince Members of Congress to include us. The final vote
was taken in March of 1996, in the middle of a thicket of bills,
rules, procedures, and customs involving both the House and the
Senate. Though it was close, we lost. The link between the blind
and seniors has now been broken. As a result the earnings limit
for seniors will almost triple in the next seven years while that
for the blind will creep up to about $14,000 in that same period.
We were disappointed and vowed to continue our struggle. Some of
the most disappointed were the fifty or so men and women from
throughout the country who dropped everything and raced to
Washington in the final week leading up to the decisive vote.
  Now we come back to the omission. As these Federationists
traversed Capitol Hill, they realized that they had arrived
almost simultaneously with participants in the legislative
seminar jointly sponsored by the American Council of the Blind
and the Affiliated Leadership League of and for the Blind.
Federationists were seeing members and staff just ahead of or
just behind ACB and ALL folks. ACB's agenda included a lengthy
piece on public transportation as well as treatment of Social
Security.
  Imagine our amazement upon reading the ACB legislative memo
when we found not one single instance of the phrase, "preserve
the linkage" or the phrase "raise the earnings limit" or the
phrase "remove the earnings limit." How could this be? The issue
has been on the front burner for more than a year. Its climactic
days were those on which ACB and ALL were there. Didn't they
know? Didn't they care? Did they write their document a month or
two earlier and then feel disinclined to change it in the
circumstances? Who knows? The one thing we do know is that the
written material presented to House members that fateful week by
the ACB and ALL bore no mention of preserving the link or raising
the earnings limit. It's a good thing those fifty Federationists
dropped everything and went to Washington. Without them this
issue, so pivotal to blind people, would not have been discussed
at all immediately before the vote.


                            _RECIPES

  __This month's recipes were submitted by members of the
National Federation of the Blind of _Utah.

[Photo/Caption #21: Kristen Jocums]

                   _COUNTRY-STYLE _PORK _RIBS

                      _by _Kristen _Jocums

  __After having served as First Vice President of the National
Federation of the Blind of Utah for three years, Kristen Jocums
was elected President on June 1, 1996. She was a National
Federation of the Blind scholarship winner in 1992 and now owns
and operates her own law practice in Salt Lake City, Utah.
Kristen served as Salt Lake City Chapter President for four
years. The following recipes for pork ribs and yogurt pie are
dishes Kristen serves at summer cookouts. The pesto recipe is one
of her favorite low-fat _dishes.

_Ingredients:
1 cup red wine
1 cup red wine vinegar
1 carrot, peeled and grated
1 small onion, peeled and stuck with three whole cloves
1/4 teaspoon thyme
2 cloves garlic, minced
3 pounds country-style ribs, cut into individual servings
1 teaspoon salt
finely ground black pepper to taste
1 recipe sour cream sauce (recipe follows)

  _Method: For the marinade, combine the ingredients in the list
from red wine to garlic in a large glass or ceramic bowl. Reserve
1/2 cup marinade for sour cream sauce. Sprinkle ribs with salt
and pepper, place in bowl with marinade and soak two hours at
room temperature or in refrigerator overnight (turn ribs
occasionally).


                       _SOUR _CREAM _SAUCE

_Ingredients:
2 tablespoons unsalted butter
2 small onions, finely minced
1/2 cup reserved marinade
1/4 teaspoon freshly ground black pepper
1/4 cup sour cream at room temperature
1/4 cup finely minced parsley

  _Method: Melt the butter in a small skillet over medium heat.
Add the onions and saute until soft and transparent. Add reserved
marinade, increase the heat, and bring the mixture to a boil.
Lower heat and simmer until mixture is reduced by one third. Add
the pepper and stir in the sour cream. Remove the mixture from
the heat as soon as sour cream is well incorporated. Do not boil.
Stir in parsley. Refrigerate the sauce while preparing ribs.
Remove ribs from marinade and grill on an outdoor barbecue for
approximately ten minutes. Flip the ribs over, baste with
reserved marinade, and grill for another ten minutes. Continue
the process, basting and grilling both sides of ribs until the
marinade forms a thick glaze over the meat. Grilling time will
vary but will take approximately forty-five minutes. You may also
cook these ribs under the broiler in the oven, using the same
glazing technique. Serve with sour cream sauce.


                          _YOGURT _PIE

                      _by _Kristen _Jocums

_Ingredients:
1 Graham cracker crust
1 3-ounce package lemon Jello
2/3 cup boiling water
2 8-ounce containers plain yogurt
1 tablespoon lemon juice
2 teaspoons lemon peel
Cool Whip

  _Method: Make the Jello with boiling water, stir in the
remaining ingredients (except Cool Whip), making sure mixture is
smooth. Pour into graham cracker crust and refrigerate overnight.
Top with Cool Whip and serve.


                        _BROCCOLI _PESTO

                      _by _Kristen _Jocums

_Ingredients:
4 cups chopped broccoli florets
1 cup chicken broth
4 garlic cloves, peeled
1 cup tightly packed fresh basil leaves
1/4 cup lightly toasted almonds
1/4 cup grated parmesan cheese
1/8 teaspoon salt

  _Method: In a large pot, steam the broccoli over the broth for
five minutes, or until tender. To the remaining broth add enough
liquid to measure six tablespoons. Using a food processor or
blender, drop garlic into the work bowl and process until minced.
Add basil and almonds until finely chopped. Add two tablespoons
of the broth and process until smooth. Add the broccoli, salt,
parmesan, and remaining liquid. Process until very smooth,
scraping the sides frequently. Serve over your favorite pasta.

[Photo/Caption #22: Gloria Taylor]

                     _SELF-FILLED _CUPCAKES

                       _by _Gloria _Taylor

  __Michael and Gloria Taylor are from Taylorsville, Utah, the
newest city in Utah as of July, 1996. They have both been very
active in the Salt Lake Chapter of the National Federation of the
Blind for many years. They work wherever or whenever called upon
in any assignment given to them. Here are several favorite
recipes they cook and prepare for others to _enjoy.

_Ingredients:
1 package 2-layer chocolate cake mix
1 8-ounce package cream cheese, softened
1/3 cup sugar
1 egg
dash salt
1 6-ounce package chocolate chips

  _Method: prepare cake according to package directions. Fill
muffin cups about 1/3 full. Cream the cheese with the sugar. Beat
in egg and salt. Stir in chocolate chips. Drop one rounded
teaspoon cheese mixture into each cupcake. Add another 1/3 cake
mixture, filling cups 2/3 full. Bake as package directs. Makes
about thirty cupcakes. Frost with chocolate or vanilla frosting.

[Photo/Caption #23: Michael Taylor]

                  __THE TAYLORS' SPECIAL _PUNCH

                     __by S. Michael _Taylor

_Ingredients:
6 bananas, mashed in blender
1 standard can crushed pineapple, about 14 ounces
1 large can frozen orange juice
1 small can frozen lemon juice
1 large can pineapple juice
3 cups hot water
2 cups sugar

  _Method: Combine all ingredients and pour into clean milk
cartons to freeze, two to four days prior to party. Thirty
minutes before serving, remove from freezer and add three quarts
of 7-Up. Makes six quarts.


                        _SHEPHERD'S _PIE

                       _by _Gloria _Taylor

_Ingredients:
1 pound (or more) ground beef
1 small onion, chopped (dried onion may be substituted)
3 or 4 large potatoes
2 cans tomato soup
1 can vegetables (corn, beans, or peas)
1 cup grated cheese
1 cup crushed potato chips

  _Method: Cook potatoes and make into mashed potatoes. Brown
hamburger and onions, seasoning well with salt and pepper. Layer
ingredients in greased casserole dish in the following order:
ground beef and onions, tomato soup, vegetables, mashed potatoes,
cheese, and crushed potato chips. Serve with a green salad and a
hot roll, and you've got a delicious meal.


                  __* * MONITOR MINIATURES * _*

__* Fifth Format _Available:
  As _Monitor readers know, This magazine has been available for
some time in four formats: print, Braille, cassette, and NFBNET--
our bulletinboard service. Brian Buhrow, Chairman of the NFB's
Research and Development Committee, reports that the _Braille
_Monitor is now available through e-mail. This is what he says:

  The National Federation of the Blind is proud to announce the
availability of the _Braille _Monitor by electronic mail. Now you
can receive an electronic copy of this publication in your e-mail
box every month.
  To receive a monthly subscription to the _Braille _Monitor by
electronic mail, follow these instructions:
  Send an electronic message to listserv@braille.org, containing
the line subscribe brl-monitor FirstName LastName.
Be sure to replace "FirstName LastName" with your full name. Also
be sure to send your subscription request from the e-mail address
at which you wish to receive the electronic text. We will use
your return e-mail address to send you the _Monitor each month.
  Once you have sent this request and we have entered your name
in the mailing list, you will receive an acknowledgement stating
that you have been added to the list and welcoming you aboard.
  Once you are subscribed, you will receive an electronic copy of
the _Braille _Monitor each month. No other messages will come
from this list. If you attempt to reply to the messages
containing the _Braille _Monitor, your replies will not be read.
If you wish to communicate with the National Center, send e-mail
to nfb@digex.net or telephone (410)659-9314. If you wish to
communicate with the administrator of the electronic distribution
software, send e-mail to: postmaster@braille.org.
  NOTE: If you have any questions about the list, how to
subscribe or unsubscribe; or if you want to say something about
the distribution mechanism, feel free to send mail to:
postmaster@braille.org.
  We hope you enjoy this latest method of access to the
periodical of the organization that's changing what it means to
be blind, the National Federation of the Blind.

_* _For _Sale:
  We have been asked to carry the following announcement:
  Perkins Braille writer in guaranteed perfect condition (has
just been serviced) $400. Call John Stiff at (901) 925-5108.

__* New International Radio _Program:
  We have been asked to carry the following announcement:
  For the first time in history the experiences of people with
disabilities can be heard on radio around the world. Issues,
events, and political analysis affecting people with disabilities
are the subject matter of the weekly half-hour program,
Disability Radio World-wide. Recent programs have included
reproductive health care and women with disabilities, the history
of people with disabilities, the values of disability culture,
people with disabilities in the Holocaust, community-building,
the experiences of women with disabilities at the NGO Forum on
Women in Beijing, the progress of children with disabilities in
Nicaragua, and the effects of Agent Orange on Vietnam veterans.
  Producer and host Jean Parker is a well-known disability rights
activist, with years of experience working in the movement. "This
program is creating a global forum for the exchange of
information and ideas over great geographic distances for the
first time," said Henry Enns, Executive Director of Disabled
People's International and a recent guest on the program. "People
with disabilities all around the globe can hear interviews with
leaders in the movement as well as those who have a story to
tell. Radio provides an excellent way for us to communicate with
each other as well as to document our experiences for the
future."
  Disability Radio World-wide is broadcast from Costa Rica on
Radio for Peace International on short wave frequencies 7385 and
15050, Mondays at 19:00 UTC, and Saturdays at 22:00 UTC, each
with a second broadcast eight hours later on 7385. It is also
carried by KGNU Radio in Boulder, Colorado. For more information
write to P.O. Box 200567, Denver, Colorado 80220, USA.

__* Clearinghouse Service _Available:
  We have been asked to carry the following announcement:
  The Used Equipment Clearinghouse is a free service that matches
someone who wants to buy (for example a slate) with a person who
wishes to sell one. For more information write in print or
Braille or on tape or 3.5" or 5.25" IBM ASCII disk to Barbara
Mattson, 519 E. Main St., #8, Spartanburg, South Carolina 29302,
phone, (864) 585-7323.

_For _Sale:
  We have been asked to carry the following announcement:
  TeleSensory Braille Interface Terminal (BIT) with 20-cell
Braille display, Braille keyboard, PC card, joystick, software,
and manuals: $1,500. Also Personal Touch Braille Notetaker with
20-cell display, one megabyte of memory, PCMaster software,
connecting cables, and manuals: $2,000. Prices do not include
shipping. Call Harold Snider (301) 460-4142.

_* _Wedding _Bells:
  In June President Maurer received a postcard from Rick Fox,
President of the National Federation of the Blind of Connecticut,
giving official notification that he and Debby Bloomer were
married. The card was postmarked "Bermuda" and read:
  On June 1, 1996, Debbie Bloomer and I were married. We are
honeymooning in Bermuda. We are making momentous decisions such
as when to go to the beach and how long to stay in the water,
Rick Fox.
  Congratulations to the Foxes.

_* _Elected:
  Pamela Provost, President of the Chicago Chapter of the
National Federation of the Blind of Illinois, reports that on
April 13, 1996, the chapter elected the following officers:
Pamela Provost, President; Debbie Stein, First Vice President;
Tony Burda, Second Vice President; Catalina Martinez, Secretary;
and Connie Davis, Treasurer. Board members are Pam Gillmore,
Eileen Truschke, Steve Hastalis, and Brian Johnson.

_* _Information _Needed:
  We have been asked to carry the following request:
  Seeking home-based business or employment opportunities. Please
send information to John Murphy, 24A Coddington Street, Newport,
Rhode Island 02840.

__* For Sale and Hoping to _Buy:
  We have been asked to carry the following announcement:
  Colorado trakker T-1000 external tape back-up system for sale.
Connects to your computer through the parallel port. Has a pass-
through parallel port feature for printer connection. Transfer
rate is five to eight megabytes per minute. Capacity is 800
megabytes per tape cartridge. Software works well with speech
programs. Comes with power adapter and connection cable. Asking
$350. I am willing to trade for a Perkins Brailler in fine
condition or several Perkins Braillers in poor condition. For a
cash sale a payment plan is negotiable.
  Reconditioned Perkins Braille Writers for sale. Costs start at
$300. Trade-ins are accepted. Payment plans are negotiable.
  Interested in earning some extra cash? I am looking to purchase
some Perkins Braille Writers. Look deep into those hidden places.
If you have a Perkins Braille Writer that you'd like to sell
(working or non-working, missing some parts or all together),
contact Nino Pacini (evenings and weekends only) at (313)
885-7330.

__* Creative Inventor _Needed:
  We have been asked to carry the following announcement:
  Attention all companies that develop adaptive technologies:
Visually impaired employee needs screen enlargement capability
for a single terminal on a Windows-based telemarketing
computerized dialing system which uses one lead terminal that
controls thirty-two dummy terminals. An emulator that would
enlarge all the computer screens is unacceptable to my employer,
who is willing to provide a reasonable accommodation but does not
want to disrupt the system in any way. Research indicates that
there is no current solution to this problem. But I believe that
somewhere there is a knowledgeable, creative inventor interested
in developing such a product that could be marketed to the
booming telemarketing industry. Your ingenuity could open wider
the doors of employment opportunity and greatly help to decrease
the 70 percent unemployment rate of those with visual
impairments. I want to keep my job, and I know there are many
others who are ready, willing, and able but still waiting to go
to work. Can you help, or do you know someone who can? Please
contact me between 1:00 p.m. and 3:00 p.m., Eastern Time at (717)
244-8144, or write to Norma Jean Flinchbaugh, 1225 Snyder Corner
Road, Red Lion, Pennsylvania 17356-9774.

_* _Elected:
  Mary Hartle-Smith, Secretary of the Bix Beiderbecke Chapter of
the National Federation of the Blind of Iowa, reports the
chapter's election results: Deb Smith, President; Tom
TeBockhorst, Vice President; Mary Hartle-Smith, Secretary; John
TeBockhorst, Treasurer; and Mike Smith, Board member.

_* _Correction:
  The recipes column in the June issue of the _Braille _Monitor
included Ruth Broadnax's Hummingbird Cake. The list of
ingredients failed to include 11/2 cups oil. We apologize for not
noticing this omission.

__* Religious Cassette Magazine _Available:
  We have been asked to carry the following announcement:
  The "Circle of Love" is a ninety-minute Christian cassette
magazine that features music, Bible games, a prayer request
section, a pen-pal section, a birthday column, a timely sermon,
and other matters of interest to blind individuals. There is a
$15 per year cost for the magazine, but a free sample will be
sent upon request. Contact Circle of Love Tape Ministry for the
Blind, 1002 Johnson St., Pasadena, Texas 77506-4618, or call
(800) 677-1207 and then enter pin #1250. Immediately press the
pound key (lower right key on touchtone pad) and give your name
and address, spelling any difficult names.

_* _For _Sale:
  We have been asked to carry the following announcement:
  Sturdy black check-writing guides, which fit standard-size bank
checks, are available for $4.50 each. These guides hold the check
securely and have cutouts for date, payee, check description, and
amount, plus the signature. They double as excellent signature
guides. Make checks payable to Rev. George E. Gray, 1002 Johnson
St., Pasadena, Texas 77506-4618.

__* Fun and Entertaining Computer Games for the _Blind:
  Curtis Chong, President of the National Federation of the Blind
in Computer Science, recently wrote us with the following
information:
  Whenever blind people talk about computers today, it is mostly
in the context of doing this or that piece of work. We need to
run the word processor to write a paper or a letter. We want to
run the data base program to analyze data or produce a report.
Rarely do we think of the computer as something that can be fun.
  Even in the early days of the IBM Personal Computer, we had to
content ourselves with intellectually challenging text games such
as Zork, Adventure, Hitchhiker's Guide to the Galaxy, and the
like. But let's face it. These games might have been
intellectually stimulating, but they weren't really
entertainment. They never tested our physical reflexes, our
ability to detect small sounds, or our hand-to-ear coordination.
  Now there is a company which markets a few really good, fun,
sometimes educational computer games--games designed especially
for the blind. The name of the company is Personal Computer
Systems. One of the games I have tried is called Shooting Range.
This game, which was written especially for the blind, is a
tremendous test of one's hand-to-ear coordination. It produces
real sound effects (better sound if you have a multimedia sound
card), and it is really fun to play! The cost? Well, Shooting
Range sells for only $30.
  The company also sells a Monopoly game, a bowling game, and a
math game for blind children--all for very reasonable prices. For
further information contact Personal Computer Systems, 551
Compton Avenue, Perth Amboy, New Jersey 08861, Phone (908)
826-1917.

_* _Stork _Report:
  Robin Zook Doyle, a 1990 National Federation of the Blind
scholarship winner, gave birth to a seven-pound, one-ounce son
named Hiram Patrick Doyle on July 9, 1996, at 10:14 p.m. The
whole family is doing well.
  Also, we have just learned that at 3:25 a.m., Thursday,
September 5, Philip Kenneth Gabias came into the world weighing 8
pounds, 4 ounces and measuring 191/2 inches long. Mother Mary
Ellen; Dad Paul, President of the National Association of Guide
Dog Users and President of the National Federation of the Blind-
Advocates for Equality; big sister Joanne; and big brother
Goeffrey are all fine and excited at the prospect of having
another member of the Canadian delegation at next summer's
National Convention. Congratulations to the entire Gabias family.

_* _Successful _Workshop:
  Buffa Hanse, President of the National Federation of the Blind
of Arkansas, sent us the following short report:
  A Windows access seminar for the blind sponsored by the
National Federation of the Blind of Arkansas and the Arkansas
Department of Services for the Blind was held May 13, 1996, in
Little Rock. A wide-ranging and lively discussion about the
challenges of graphical user interfaces (GUI) was led by
Federationist, consultant, and R & D Committee member Dr. Harold
Snider in the morning. In the afternoon participants, including
vision consultants and teachers, rehabilitation counselors,
students, and consumer group representatives, engaged in hands-on
demonstrations with computer vendors representing Micro-Talk,
Henter-Joyce, G.W. Micro, TeleSensory, and Artic Technologies.
Participants left with a clear understanding of the visual nature
of the Windows Operating System, some training resources,
challenges, and an awareness of the leadership role of the
International Braille & Technology Center and the R & D Committee
of the National Federation of the Blind.

__* A Guide to Home Ownership _Available:
  We have been asked to carry the following announcement:
  The Fannie Mae Corporation has produced __A Guide to Home
_Ownership on cassette and in Braille. The cost is $10, and it
can be ordered by calling (800) 471-5554 or by writing Fannie
Mae, Customer Education Group; 3900 Wisconsin Avenue, N.W.;
Washington, D.C. 20016-2899.

__* Two Medical Pamphlets Available on _Tape:
  We have been asked to carry the following announcement:
  The Agency for Health Care Policy and Research is releasing a
new audiotape to help consumers make informed decisions about
surgery and pain control after surgery. The audiotape is a
narration of two agency booklets, __Be Informed: Questions To Ask
Your Doctor Before You Have _Surgery (Side A) and __Pain Control
After Surgery--A Patient's _Guide (Side B). Side A provides
twelve questions for patients to ask their primary care doctor
and surgeon before having surgery--and why each question is
important. Side B explains treatment options and other
information to help patients suffering from post-surgical pain.
  Free single copies are available from AHCPR Publications
Clearinghouse, P.O. Box 8547, Silver Spring, Maryland 20907, or
call (800) 358-9295. Please refer to AHCpR #96-DP02 when
ordering. Supplies are limited. Copies are also available from
the Library of Congress's regional and sub-regional libraries for
the blind and physically handicapped.
  The brochures are available online through the AHCPR website at
http://www.ahcpr.gov:80/consumer/surgery.htm (surgery) and at
http://text.nlm.nih.gov/ftrs/dbaccess/apmp (pain control)

__* Hoping to _Buy:
  We have been asked to carry the following announcement:
  I am currently a student attending the Columbia Lighthouse for
the Blind, and I am in need of a CCTV. I would like to have a
used model in good condition and would be willing to pay up to
$150. Contact Janis Baker at (202) 544-6792.

_* _For _Sale:
  We have been asked to carry the following announcement:
  DECtalk Express and DECtalk internal PC card synthesizers, $950
each. Also external DECtalk Classic synthesizer. Make a
reasonable offer. You can contact me in any format -- print,
tape, or Braille -- and by phone. I will ship all items UPS-
insured. Contact Roger Behm, 1611 Clover Lane, Janesville,
Wisconsin 53545, (608) 754-0658.

_* _Correspondents _Wanted:
  We have been asked to carry the following announcement:
  I am a college student who has recently acquired my first guide
dog and am interested in corresponding by cassette with other
college students who have guide dogs. I hope that people who have
had more experience working with a guide dog can share helpful
suggestions and experiences with me. If interested, please send
correspondence to Carmella Broome, 129 Broome Lane, Jackson,
South Carolina 29831.

_* _For _Sale:
  We have been asked to carry the following announcement:
  Braille 'n Speak Classic, asking $350 (negotiable). Dymo tape,
five rolls for $18 plus $3 shipping and handling. Ten rolls for
$30 plus $3 shipping and handling. Contact Isaac Obie, 755
Tremont Street, Apt. 205, Boston, Massachusetts 02118, (617)
247-0026.

__* Spreading the _Word:
  Peggy Chong, President of the Metro Chapter of the National
Federation of the Blind of Minnesota, writes as follows:
  __Old Dogs and New _Tricks is the latest Kernel Book, and we in
Minnesota look forward to adding it to our collection of
literature. We ordered over 1,100 copies of this book. Many will
go into our Christmas mailing to all of our donors from our mail
campaign. Many more will find their way into school libraries
throughout the Metro area.
  Each time we go out to speak to public school classes, civic
clubs, or groups of employers--we take along NFB materials. Many
times this means copies of Kernel Books. In fact, in some cases
we have been called back and asked if there are any other Kernel
Books that the school could add to its library.

__[Photo/Caption #24: Reggie and Erlina Lindsey with daughter
Chelsey and son _Anthony.]
_* _Adopted:
  Ruth Broadnax, Secretary of the National Federation of the
Blind of Tennessee, writes to say that the NFB of Tennessee
congratulates Reggie Lindsey, affiliate president, and his wife
Erlina, who after long anticipation have become the proud parents
of five-year-old Chelsey and seven-year-old Anthony Lindsey.
Reggie and Erlina have served as foster parents for many years.
They have opened their hearts as well as their home to several
children. Upon returning home from the National Convention in
Anaheim in July, Reggie and Erlina were graced with the good news
that Chelsey and Anthony would now be little Lindseys. Chelsey
and Anthony attended the National Convention with their proud dad
and mom. Congratulations and lots of luck to all the Lindseys.

__* Cassette Tutorials _Available:
  We have been asked to carry the following announcement:
  Talk-Me-Through Tutorials by Phil Scovell are what their name
implies -- clear, concise, step-by-step instructions with at-the-
computer demonstrations on cassettes of many popular PC computer
programs used by blind persons, such as WordPerfect, DOS, Commo,
Telix, Talking Directory, Q&A, Readit, and many more. You don't
have to be blind to take advantage of this easy way to learn
computer programs.
  There are TMT tutorials on how to access the Internet, how to
send and receive e-mail, how to join chat groups, and how to
download files from the Internet. There are TMT tutorials on
faxing, cleaning up viruses, DOS utilities, and many other
subjects. Appropriate software is available with many of the TMT
tutorials for a nominal cost. To order or for more information,
contact Ray Lemos, 780 Post Street #26, San Francisco, California
94109 or e-mail raylemos@netcom.com

_* _Catalogs _Available:
  We have been asked to carry the following announcement:
  International Disabled Marketing Associates (IDMA) is pleased
to announce the immediate availability of the following catalogs
for 1996-97: (1)The Ann Morris Enterprises catalog of innovative
products for blind and visually impaired people, featuring 190
new products. Available in large print; audio cassette, and IBM
disk (no charge); or Braille edition, $6.
  (2)Electronics catalog for home and business, one cassette, $1.
  (3)The Amway Christmas catalog, two cassettes, $1.50.
  IDMA pays substantial cash rebates for products purchased
through both Ann Morris Enterprises, Inc., and Amway. Contact
Jack Morgan, President, IDMA, 901 Freeport Road, Creighton,
Pennsylvania 15030-1049, (412) 226-9855.

_* _For _Sale:
  We have been asked to carry the following announcement:
  Exercise tape, guitar instructions, country music. "Moving With
Marge," a 50-minute exercise program, was produced for people of
all ages. Side one contains detailed instructions for many
exercises, which are to be done to the music on side two. Each
side is more than 50 minutes in length. "Learn to Play Country
Quickly" is a 90-minute instructional tape for beginner
guitarists. "To You With Love," a tape of ten country songs,
features Ray and Lois Howard and their seven adult children. Each
of the cassettes sells for $7.50 per copy.
  The Howards also have for sale a Yamaha Programmable Rhythm
Section, $150; a set of three never-used cordless mikes, $60; and
a Morse Code keyboard, $25.
  You may contact the Howards at 61951 High Hill Road, Cambridge,
Ohio 43725 or (614) 432-2287.

_* _New _Chapter:
  Buffa Hanse, President of the NFB of Arkansas, reports the
following good news:
  The Arkansas May primary coincided with the birthday of the
Howard County Chapter of the National Federation of the Blind of
Arkansas. Officers include Charles Epton, President; Daisy
Johnson, Vice President; and Rose Bissell, Secretary/Treasurer.
Board members are Bill Strong, Norman Adamson, Charlie Caldwell,
and Willie Benson. Newly elected state Senator Jim Hill, members
of the press, and community residents enjoyed a catfish dinner.

__* Fun and Food in _Mississippi:
  We have been asked to carry the following announcement:
  Hardy Enterprise is sponsoring a 1997 Super Feast of the
Disabled. The festival will be held on Saturday, January 25,
1997, at the Frank Cochran Center located at 1725 Carseal Drive
in Meridian, Mississippi. The festival will include a talent
showcase, comedy show, talk and discussion segment, as well as a
picnic.
  The festival will take place from 10:00 a.m. to 4:00 p.m., and
an after party will be held from 8:00 p.m. to midnight. Tickets
are $25 (non-refundable); the deadline for tickets is January 1,
1997. One price includes all activities. I am also looking for
disabled talent to participate in the talent show and talk
segment of the feast.
  For more information about the festival and hotel group rates,
call Mr. Eldridge Hardy at (334) 269-5870, Monday through
Thursday evenings, and weekends at (334) 418-0308.

_* _Elected:
  On April 25, 1996, the Harbor View Chapter of the National
Federation of the Blind of Maine held its annual election. The
following officers were elected: Robert Whitney, President; Bruce
Westfall, Vice President; and Walter Stredt, Secretary/Treasurer.

__* New Hadley Catalog _Available:
  We have been asked to carry the following announcement:
  The Hadley School for the Blind is pleased to offer a brand new
course catalog available in large print and Braille and on audio
cassette and disk. Students can select from more than ninety
courses in six core course areas: Academic and High School,
Braille and other Communication Skills, Independent Living and
Life Adjustment, Recreation and Leisure Time, Technology, and
Parent/Family Programs. To that end, Hadley offers courses for
the parents of blind children, for the families of adult blind
individuals, for high school students preparing for college, and
independent living courses for older adults who have become blind
later in life.
  To order the catalog, contact Hadley School for the Blind, 700
Elm Street, Winnetka, Illinois 60093-0299, (847) 446-8111.

__* Another Advance In Eye _Research:
  The following item appeared in a recent publication issued by
Johns Hopkins University:

          New Protein Tricks Body Into Attacking Cornea
  Johns Hopkins researchers have found a previously unknown
protein in the eye that leads to "meltdown" of the cornea, the
clear covering of the opening of the eye, which leads to painful
blindness.
  The Hopkins team found evidence that part of the protein,
called CO-Ag, may resemble the surfaces of certain bacteria or
viruses. In a disease called Mooren's ulcer, this similarity
apparently fools the immune system into mistaking the protein for
a germ. In the resulting attack on the protein, the cornea is
destroyed.
  "The finding should help us determine the cause of this disease
and why only certain groups of people get it," says John Gottsch,
associate professor of ophthalmology at the Wilmer Eye Institute
at Hopkins.

_* _Elected:
  We have been asked to carry the following announcement:
  The Springfield Chapter of the National Federation of the Blind
of Massachusetts recently elected Diane Hall, President; Paulette
Gordon, Recording Secretary; Keith Bartin, Treasurer; and Joseph
Mitchell, Sergeant at Arms. Wenda Ryan, and Joan Merrill were
elected to the board.

__* New Catalog _Available:
  We have been asked to carry the following announcement:
  Give the gift that says something. Our new fall/winter, 1996
catalog promises to be the best yet. Speak to Me will premiere a
generous selection of Christmas holiday gifts and decorations
plus a wide variety of children's and novelty products. There are
plenty of singing and musical holiday Santas and bears, singing
and talking greeting cards, "Star Trek" and "X Files" talking
products, a new 60-second recording pen that lets you even
retrieve erased messages, fun singing and musical Coke
collectibles, serenity prayer key chain, new hand-held talking
bingo box, and lots more. For the kiddies, a loveable and cuddly
talking blanket along with a child's lamp that dims every fifteen
minutes with a song until it goes completely out. Plenty of wacky
and zany novelty items for those who tend to like the more
unusual. Call (800) 248-9965 (PST) to receive your free '96 Speak
to Me catalog. Request print, cassette, or IBM floppy copy.

__* Sir Isaac Newton Meets Arthur Segal: The Effects of Gravity
on the Bionic _Man:
  Don Morris, Treasurer of the Merchants Division, recently wrote
the following report:
  It was a warm summer Sunday when Sir Isaac Newton, asleep under
a tree (he swears he was only thinking with his eyes shut), was
hit on the head by an apple which had lost its grip. No one else
having claimed the honor, Newton declared thereupon that he had
discovered gravity. Gravity is that irresistible force which
makes true the statement, "Everything that goes up must come
down." But you already knew that.
  Now, in your mind move forward several hundreds of years and
again imagine a warm summer Sunday. This time, however, our
intrepid hero is long-time Federationist Arthur Segal. He and a
friend were visiting a farmer's market in downtown Baltimore.
Like Newton, Arthur is a man of distinction and honor. He is a
former president of the Merchants Division of the National
Federation of the Blind and one of a handful of life members of
the division. Arthur's friend owns a nice leather leash, one end
of which she attaches to her dog. Arthur volunteered to hold the
other end while his friend finished her shopping. The dog waited
patiently with Arthur for approximately twenty-eight seconds
before it felt compelled to circle Arthur and then try to make
its escape. With his leg tangled in the leash, certain events
inevitably took place. As Arthur lost his balance, Newton's
discovery once more came into play. Terpsichorean sashay
notwithstanding, gravity ultimately won out, and Arthur (as they
say) "bit the dust."
  You've probably wondered at what point the bionic man would
enter this story. The answer is right now, or at least when
Arthur was released from surgery with a steel pin in his arm,
which rejoined the three broken pieces. Arthur and the Six
Million Dollar Man assumed a common bond.
  Arthur asks that this article include three important points:
He is on the mend and doing well. Second, he thanks his friends
for their cards and phone calls. And third, the two jars of jam
he was holding both survived the ordeal unscathed.

__* Recipe Collections on _Tape:
  We have been asked to carry the following announcement:
  Six recipe tapes on 90-minute cassettes for sale: _Crockpot
_Recipes, _Diabetic _Recipes, _Vegetarian _Dishes, _Microwave
_Recipes, _One-Meal _Dishes, and _Desserts--all packed with
delicious recipes. Each cassette is $12. Place your order in
print or cassette format (I do not read Braille). Send check,
money order, or cash to Janet Murphy, 24A Coddington St.,
Newport, Rhode Island 02840. Your cassette will be sent the next
day.

__* Technical Toy Committee _Established:
  Robert Jaquiss of the NFB's Science and Engineering Division
writes as follows:
  Modern technology has changed the way people are educated.
Books with narrative texts and classroom models that showed
objects, systems,and concepts have given way to more pictures,
video presentations, and even virtual reality. A blind person
cannot learn and keep pace with sighted peers in such an
environment. As a consequence blind learners must have access to
diagrams and models in order to stay competitive. Some sighted
people also benefit when presented with tactual experiences. For
example, the Montessori educational approach is one of the most
widely known methods for teaching by engaging all the senses.
Whenever possible, models should be used in addition to
experiences from the real world. When models such as animals are
used with small children, the children must understand that a toy
cow is not a living cow. The best way to learn about a cow is to
feel a real cow.
  A model is a three-dimensional object. There are several
classes of models including scale models, conceptual models, and
learning systems. Scale models are models of large objects such
as airplanes, ships, and automobiles. Anatomical models fall into
this category. Conceptual models explain concepts such as the
dissection of a cone and other concepts used in plain and
spherical geometry.
  Learning systems are the most advanced form of models. Examples
of learning systems include everything from toy automobiles,
airplanes, and boats that can move to construction sets such as
Erector, Mechano, Lego, and Fischertechnik.
  The Science and Engineering Division of the National Federation
of the Blind has formed a committee to address the issue of
technical toys for the blind. The purpose of the committee is to
create sets of instructions for construction toys suitable for
blind people. This committee intends that blind children and
blind parents be able to use the various construction toys such
as Lego, Erector Set, Fischertechnik, and others now on the
market. Blind people can work with construction toys if they have
accessible instructions. If you are interested in helping with
this project, or for more information, please contact Robert
Jaquiss, 11970 SW 9th Street, Beaverton, Oregon 97005, phone
(503) 626-7174 (Home), e-mail robertj@teleport.com

_* _Fund-Raisers _Available:
  We have been asked to carry the following announcement:
  The Blind Center in Washington, North Carolina, has items that
can be sold as fund raisers. These items have been made by the
blind and visually impaired in this area. Contact the Blind
Center, P.O. Box 491, Washington, North Carolina 27889, or call
(919) 946-6208 for more information.

__* More about _Rebounders:
  From the Editor: In the June issue we carried a notice about
the virtues of Rebounders, small trampolines for exercise. I have
now purchased one of these units and find it easy and fun to use.
Michelle Landry, who asked us to run the original miniature, now
writes as follows:
  I have a concept for modifying the Rebounder so that blind
users can exercise with it and still use their arms for
additional activity. The manufacturer that makes the top-of-the-
line Rebounder that I sell is willing to work with me. He can
produce the finished product in just a few months. Aerobic
classes can use these units. Rebounding is excellent for
everyone, young and old: pregnant women and those with sports
injuries, bad backs, or cancer--because of its detoxifying
effects on the lymphatic system. Weight-lifters can use it for
enhanced results. They can also use weights while rebounding for
building unbelievable strength. Excellent for anyone with a
missing leg. Rebounding is next to non-impact exercise, making it
an excellent exercise for everyone.
  The Rebounder is friendly when the weather isn't. I would like
to use this notice as a survey to find out how much interest
there is in my idea of modifying the rebounder to dispense with
the stabilizing bar for additional exercise. Sending $1 with a
business-sized SASE will provide complete information about
rebounding and its benefits.
  Any interest, comments, or suggestions will be greatly
appreciated. I need survey results to apply for grants and to
show the manufacturer.
  The Rebounder measures 40 inches in diameter. It comes in non-
fold or half-fold styles and classic (firm) or soft bounce (for a
bouncier bounce, more popular than firm). The classic is for a
heavier or larger person or for heavy workouts. The half-fold is
excellent for travel and storage (more popular than non-fold
model). The half-fold comes with a carrying case and a book in
its pocket.
  I am selling the Rebounders at the manufacturer's suggested
price. The shipping for the Rebounder or the stabilizing bar,
when ordered separately, is $15 each. If the Rebounder is ordered
together with the stabilizing bar, I'll absorb the shipping,
which will come to $20.
  Prices are Half-fold (soft bounce), $249.95; Half-fold Classic
(firm), $229.95; Non-fold (soft bounce), $219.95; Non-fold
Classic (firm), $198; stabilizing bar, $50.
  I would appreciate a very quick call to my answering machine
including name, address, phone number, and comments to keep on
file to show to manufacturer and to apply for grants. Contact
Michelle Landry, Air Robics, P.O. Box 28362, Parkville, Maryland
21234, phone (410) 668-7120.

__* New Book _Available:
  We have just learned that __Hip Deep in Trouble and Angling for
_More, a novel suitable for teens, is available for $12 from the
author Loraine Stayer, Editor of _Slate _and _Style, the
quarterly publication of the NFB Writers Division. To order the
book in print, contact her at 2704 Beach Drive, Merrick, New York
11566. It can be ordered in Braille for $30 (3 volumes) from
Volunteer Braille Services, Route 1, Box 398, Coulterville,
Illinois 62237, or call (516) 868-8718.

_* _New _Chapter:
  Don Capps, President of the National Federation of the Blind of
South Carolina, reports that the affiliate has added still
another chapter to its family, the fifty-third. The McCormick
County Chapter was organized Thursday evening, June 6.
Representing some of McCormick County's most prominent families,
the new and enthusiastic chapter has excellent leadership. The
new officers are Lavinia Newell, President; Edwin Bell, Vice
President; Arlene Wilkie, Secretary; Irene Bandy, Treasurer; and
Rev. Gil Harper, Chaplain. Some time ago newly elected vice
president Ed Bell contacted the Federation Center in Columbia, so
naturally Don followed up the contact by organizing this new
chapter. The organizing dinner was held at the historic Fannie
Kate's Country Inn and Restaurant located in downtown McCormick.

_* _Elected:
  Raymond J. Toolan, Secretary of the National Federation of the
Blind of Vermont, reports the following election of officers:
Susan J. Toolan, President; Rose Dolly, Vice President; Raymond
J. Toolan, Secretary; and Bruce Holland, Treasurer.

__* Book Available from _NLS:
  Tom Bickford, a long-time Federationist who works for the
National Library Service, recently wrote to call our attention to
the following notice that appeared in the July/August, 1996,
_Talking _Book _Topics:
  __The Struggle of Blind People for Self-Determination, the
Dependency/Rehabilitation Conflict, Empowerment in the Blindness
_Community, by C. Edwin Vaughan, 8 sides (2 cassettes), Library
of Congress annotation: The focus of the book is the struggle of
people with visual handicaps and people who work to educate and
rehabilitate them with emphasis on those whose experiences with
visual handicaps and the rehabilitation system began early in
life. 1993.
  Dr. Vaughan is the chairman of the Department of Sociology at
the University of Missouri, Columbia. He is a long-time
Federationist and makes use of extensive quotations from
Federation literature and Federation members.
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