                       THE BRAILLE SPECTATOR

                         Al Maneki, Editor

                         Summer/Fall 1994

     The National Federation of the Blind of Maryland, an affiliate of the National
Federation of the Blind, is a non-profit organization of blind people whose purpose is to
promote equal opportunities for the blind.  We provide advocacy services for the blind,
special training programs for parents of blind children, job referrals and placements for the
blind, public  education programs, scholarships to blind students, and help the newly blinded
to acquire special techniques for maintaining productive lives.
     The Braille Spectator is published quarterly for members of the National Federation
of the Blind of Maryland and others who share an interest in the work of this organization. 
The recorded edition, available on cassette, can be obtained upon request. Cassettes may
be returned to the National Center for the Blind, 1800 Johnson Street, Baltimore, MD 21230.
     Send all inquiries, donations, news items, articles, letters to the editor, address
changes and additions to the circulation list to the NFB of Maryland, 9736 Basket Ring Road,
Columbia, MD 21045.

     Officers of the NFB of Maryland: Sharon Maneki, President; Eileen Rivera, First Vice
President, Barry Hond, Second Vice President; Debbie Brown, Secretary; Judy Rasmussen,
Treasurer.
     Members of the Board of Directors: Ken Canterbery, Ronald Coleman, Jean
Faulkner, Fred Flowers, Blanche Payne, Brenda Williams.           



CHAPTERS AND DIVISIONS OF THE
NATIONAL FEDERATION OF THE BLIND OF MARYLAND

Baltimore County Chapter, Hilda Cullison, president (410)284-2575
     Monthly meetings second Thursday
Greater Baltimore Chapter, Eileen Rivera, president (410)433-5176
     Monthly meetings third Saturday
Central Maryland Chapter, Dick McCloud, president (410)997-1862
     Monthly meetings first Tuesday
Greater Cumberland Chapter, Gary Klatt, president (301)777-0131
     Monthly meetings first Tuesday
Frederick County Chapter, Gerald Schultz, president (301)662-6803
     Monthly meetings fourth Tuesday
Sligo Creek Chapter, Debbie Brown, president (301)881-1892
     Monthly meetings second Saturday
Mountain City Chapter, Jean Faulkner, president (301)729-8942
     Monthly meetings third Thursday
Southern Maryland Chapter, Ken Silberman, president (301)552-2839
     Monthly meetings fourth Saturday
Parents of Blind Children Division, Barbara Cheadle, president (410)747-3472
Business Division, Barry Hond, president (410)484-7041
Diabetics Support Network, Donna Goodman, chairman (410)730-9430
     Monthly meetings fourth Tuesday
                     NFB SUPPORTS METRO;
              DON'T INSTALL THOSE DANGEROUS DOMES

From The Editor:  The Washington Area Metropolitan Transit Authority (WMATA or
Metro) has always opposed the installation of truncated dome tiles on the edges of
its platforms on economic grounds.  On Monday, July 25, the National Federation of
the Blind held a news conference at the 12th and F Streets entrance of WMATA's
Metro Center Station to support Metro's action against the installation of truncated
dome tiles at the edges of its subway platforms.  Here is the text of the flier that was
handed out at the news conference and at other Metro stations by hard-working
members of our Sligo Creek Chapter and other Federationists.  

What's the matter?  A small group of blind people along with a few uninformed federal
officials have claimed that Metro is not safe for blind people because it does not have
a bumpy surface along the edge of subway platforms.  The bumps that they want
(known as "truncated domes") are supposed to let blind people know that the edge
of the platform is near.  The small group has complained that without this edge
protection, blind people are in danger.  

What are the facts?  Blind people travel on the subway in the United States and in
other nations without incident every day.  There are 2,500 blind or severely visually
impaired people who travel daily on Metro as a matter of course.  Metro is among the
safest subway systems in the world.  Adding the bumps to the edge of platforms will
increase the danger to subway users without increasing safety for the blind.  All
travelers who use the subway must negotiate the bumpy surfaces.  All of the evidence
gathered by the National Federation of the Blind demonstrates that these uneven
surfaces cause pedestrians to fall.  The danger is enhanced if the persons traveling
use support canes or crutches.  It is also more dangerous for those with high heels,
those with wheelchairs, and those who are infants in strollers.  Then, there is the
added danger to those who are simply frail, tired, or inattentive.  A rough, uneven
surface causes accidents under the best of conditions.  If this uneven surface traps
snow, ice, or dirt, (which is unavoidable), the likelihood of a fall is even greater. 

Most blind travelers learn to get around with a white cane or a guide dog.  With these
travel aids, locating the edge of a subway platform is not difficult.  Although accidents
inevitably occur, they are not more common for the blind than for others, and installing
the domes will not help.  To the contrary, they will cause people to fall.

How much are the domes?  It is estimated that installing these unnecessary and
dangerous bumps will cost thirty million dollars.  It is not only that this thirty million
dollars will be wasted, but that there will also be positive danger created by the
expense.

What does metro think?  Officials at the Washington Metropolitan Area Transit
Authority (WMATA) have indicated that they oppose installation of truncated domes. 
We believe their approach is thoughtful, sensitive, and logical.  We applaud Metro for
doing what is right.  We look forward to working with them to make Metro accessible
to handicapped travelers and safe for everybody.  This is what is required by the
Americans With Disabilities Act (ADA), and Metro is doing the right thing.

                      LBPH STAFF UP BY 5;
                   1994 LEGISLATIVE WRAP-UP
                       by Sharon Maneki

Because of the hard work of our members, the 1994 session of the Maryland General
Assembly was a very successful one for the National Federation of the Blind of
Maryland.  

First, our diligent efforts of the past several years have finally paid off.  We now have
the additional staff positions for the Maryland State Library for the Blind and Physically
Handicapped.  This year, the Maryland General Assembly approved all 5 of the
additional positions that were included in Governor Schaeffer's budget request.  Our
vigorous letter writing campaign to Governor Schaeffer and Education Secretary
Grasmick last year, requesting the inclusion of these additional positions in the
budget, had its desired effect.  In this session of the General Assembly, Secretary
Grasmick turned out to be an important ally in our quest.  But beyond the Secretary's
help, we also visited every member of the house and senate budget committees on
numerous occasions.  We again attended all of the endless budget hearings to make
sure that the delegates and senators would not forget the small budget line item for
LBPH.  In the coming months, a children's librarian, two other professionals, and two
clerical assistants will be joining the LBPH staff.  We can now look forward to
improved and expanded services from LBPH.  

Second, as I reported in the last issue of The Braille Spectator, the National
Federation of the Blind of Maryland was instrumental in the General Assembly's
passage of HB 388, requiring increased consumer representation on the Maryland
Advisory Council on Individuals with Disabilities.  

During the legislative session, we review every bill for its impact on blind and visually
impaired persons.  Sometimes we find bills that are very helpful and work for their
passage.  Among the 2,500 bills that were introduced in this session, we found SB
697, introduced by Senator Hafer, requiring the Police Training Commission to offer
training on disability issues to police officers.  This bill became the third and final item
in our legislative agenda for 1994.  However, it failed in committee because the
director of the Police Training Commission agreed to provide this training without the
passage of this bill.  As a result of our work on SB 697, we are beginning to work with
police departments to provide training in the Maryland White Cane Law and to provide
a better understanding of the true capabilities of blind persons.  

The General Assembly considered other bills of interest to us.  We summarize the
most significant ones here.  

There were two bills about the Maryland Vending Program for the Blind.  One of them,
SB 217, introduced by Senators Green and Denis, was enacted into law.  This bill
exempts a vending facility from the Maryland Sales and Use Tax if that facility is
located on a federal property, such as a military reservation, that is already exempt
from this state tax.  The other bill, SB 622, is no stranger to the Senate.  As in its
previous versions, this bill would grant a priority to the Maryland Vending Program for
the Blind on state properties, but with the same endless list of exemptions.  The bill
mercifully died in committee.  

According to the Maryland White Cane Law, drivers of motor vehicles must yield the
right-of-way to blind or visually impaired pedestrians using a guide dog or carrying a
cane predominantly white or metallic in color.  The passage of SB 445 expands right-
of-way protection to deaf and mobility impaired pedestrians.  This law applies to a
deaf or hearing impaired pedestrian accompanied by a guide dog and a mobility
impaired person using a mobility-assisted device.  

Parents of students in special education should take note of the passage of HB 639. 
Under this new law, the Office of Administrative Hearings will conduct due process
hearings on the state level.  Parents have a role in the selection of one administrative
hearing judge and in the selection of two hearing officers for the panel.  An individual
may not serve as a panel member if he is an employee of the State Board of
Education, or any county board of education, or has an interest that would conflict with
his objectivity in the hearing.    

As this legislative term comes to a close, many delegates and senators have
announced their intention not to seek re-election.  Some are retiring, while others will
be running  for other offices.  We note with sadness the retirements of Senators
Garrott, Malkus, and Smelser, for they have been of valuable assistance to us for
many years.  We wish them well in their future endeavors.  Let us individually take 
an active part in the fall elections, to promote those who stand for equal rights and
equal opportunities for blind persons.  

                   MCFARLAND NAMED LBPH HEAD

                       by Sharon Maneki

On June 22, 1994, Sharron McFarland began her tenure as the new director of the
Maryland State Library for the Blind and Physically Handicapped (LBPH), succeeding
the recently retired Lance Finney.  Her credentials are impressive, and she has an
extensive background in work with libraries.  Here is the biographical data that she
has provided.  

She earned B.A. and M.L.S. degrees from the University of Texas at Austin.

Her previous work experience includes:  head of the National Rehabilitation
Information Center (NARIC) library services when it was located at the Catholic
University Campus (1977-1986); Adjunct professor at the Catholic University teaching
Cataloging and Classification Systems in the graduate school of Library and
Information Science (1983-1984); Community Relations Coordinator of the Stockton-
San Joaquin County Public Library in Stockton, California, including public relations,
marketing, and planning for the 11 branch library system (1986-1987); Supervisor of
Systems Implementation at the NASA Scientific and Technical Information Center
(now CASI) which implemented the NOTIS on-line bibliographic system at 14
information centers in the NASA library network located throughout the United States
(1987-1989).  

Prior to her appointment as the LBPH director, Ms. McFarland served as the Maryland
State Department of Education, Division of Library Development and Services, LSCA
(Library Services and Construction Act) Coordinator since November of 1989.  She
also serves on the Department's ADA (Americans with Disabilities Act) Taskforce and
served as the total quality facilitator for the Division.           

Her list of honors includes: Phi Kappa Phi, interdisciplinary honor society; Beta Phi
Mu, honor society; nominee State Employee of the Year 1994, Outstanding Employee
Award, Maryland State Department of Education, 1993; Outstanding Team Award,
Maryland State Department of Education, 1993; Tuition grant for two years of
graduate study from Texas Rehabilitation Commission, Austin, Texas.  

Sharron and her husband Jim live on the Chesapeake Bay in Anne Arundel County. 
They have two grown sons who live in Tennessee and Texas.  They have two
granddaughters and a grandson.  Sharron raises cactus and has a six foot cactus in
her living room.

Let me end this article by pointing out that Ms. McFarland assumes the LBPH
directorship at an auspicious time.  The Library has moved into new quarters, and it
has just been provided with five additional staff positions, thanks to the National
Federation of the Blind.  The challenge ahead of her is clear: build the book collection
and improve the circulation of books to borrowers.  We congratulate Ms. McFarland
on her recent appointment and look forward to working with her.

                NFB PROTESTS WEAK REGULATIONS 
               FOR VISION TEACHER CERTIFICATION

From The Editor:  It seems to be a common experience among the states in which
Braille bills have been enacted that the enactment of the legislation is easier to
accomplish than the writing up of the regulations to enforce that legislation.  Such is
the case in Maryland.  Although there was consumer representation on the advisory
committee to the Professional Standards Teacher Education Board (PSTEB), the
board which is responsible for establishing  certification and re-certification
requirements for all teachers in Maryland, and although these consumer
representatives were fairly united on the issue of strict requirements for Braille
proficiency by vision teachers, the consumers were a distinct minority on the advisory
committee.  The proposed regulations for the certification and re-certification of vision
teachers are an improvement over the previous regulations.  But it is clear that these
new regulations do not go far enough to ensure that vision teachers are competent
to teach Braille. In typical Federation style, we are taking advantage of the comment
period for these proposed regulations to let PSTEB know just how dissatisfied we are. 
In typical federation style, we have gone a step further to strengthen the requirements
for certification and re-certification by calling on the Administrative Executive and
Legislative Review (AELR) Committee, a joint House and Senate committee of the
Maryland General Assembly, to exercise its oversight responsibility over the Maryland
State Department of Education, and to require PSTEB to accept the recommendations
of the National Federation of the Blind of Maryland on certification and re-certification. 
Because of the significance of this issue, we are reprinting four letters in this article:
a letter by Sharon Maneki to Sen. Hollinger, Chairman AELR committee; two letters
from Barbara Cheadle and Loretta White to Rochelle Clemson, Assistant
Superintendent, Division of Certification and Accreditation, to whom comments were
to be addressed; and a letter from Don Morris to Sen. Smelser, AELR committee. 
Here are the four letters.

Dear Senator Hollinger,

Blind and visually impaired children in Maryland continue to need your help in the battle for
literacy.  
In 1992, you and your colleagues in the Maryland General Assembly were instrumental in
enacting the Maryland Literacy Rights and Education Act for Blind and Visually Impaired
Students, "for the purpose of establishing the Blind Student's Literacy Rights and Education
Act; creating a presumption that proficiency in certain skills is essential to the literacy of
blind and visually impaired students; providing for strengthening requirements in certain skills
for candidates for certification and recertification."  The Act also states that "for the purpose
of achieving successful implementation of this section, the state board and the Professional
Standards Teacher Education Board shall adopt certification standards for teachers of blind
and visually impaired students." 

In compliance with this act, the Professional Standards Teacher Education Board (PSTEB)
will publish new regulations for the certification and recertification of vision teachers, those
teachers who are primarily responsible for teaching Braille to blind and visually impaired
students.  According to the proposed regulations, vision teachers must have, "knowledge of
Braille, including the following: (i) Braille code, and (ii) Methods of teaching Braille reading
and writing including portable techniques to advanced technologies" for certification.  Under
the renewal section the proposed regulations require that "all teachers certified for teaching
students with visual impairments shall present at least one course or continuing education unit
indicating additional Braille knowledge as part of the renewal credit."    

The proposed regulations for certification and renewal are too passive and too vague.  They
do not provide a qualitative standard for a vision teacher's competence in Braille reading and
writing because they do not require a vision teacher to demonstrate a working knowledge of
Braille.  Under these proposed regulations a vision teacher may be certified without having
an adequate knowledge of reading and writing Braille.  Given the poor job that our nation's
colleges and universities have done in training vision teachers, we cannot expect to improve
the competence of Maryland's vision teachers by merely requiring the accumulation of college
credits.  

While these passive requirements are an improvement over the present certification rules for
vision teachers in Maryland, they will not ensure a vision teacher's ability to read and write
Braille proficiently.  The Maryland Literacy Rights and Education Act for Blind and Visually
Impaired Students will fail to meet its purpose unless a level of competence in Braille reading
and writing is explicitly defined for vision teachers.  Other states such as Kansas, Texas, and
Wisconsin have adopted certification requirements that include the demonstration of Braille
competence.  

If the proposed regulations are adopted, PSTEB will be imposing a double standard.  It is not
sufficient for teachers of reading and writing in the print medium to have a knowledge of the
print code.  They are expected to know how to read and write print.  Parents of sighted
children would rebel if teachers with only a minimal knowledge of reading and writing in the
print medium were allowed into the classrooms.  Blind and visually impaired children are just
as entitled to have teachers fluent in Braille reading and writing.      
In response to the need for a Braille competency standard the National Library Service for
the Blind and Physically Handicapped, Library of Congress (NLS), the preeminent Braille
authority for the United States, has developed the Literary Braille Competency Test.  The
National Federation of the Blind of Maryland recommends that, for certification, the proposed
regulations require vision teachers to demonstrate the same level of competence that would
be demonstrated by taking and passing the NLS Literary Braille Competency Test.  

The National Federation of the Blind of Maryland has explained its reservations about the
proposed regulations to the members of PSTEB on numerous occasions.  PSTEB, however,
has a pro-teacher bias, and is more concerned with offending vision teachers by requiring
them to demonstrate their competence.

Please exercise the AELR's review and oversight authority to amend the certification
requirements for vision teachers as recommended by the National Federation of the Blind of
Maryland.  

I will be pleased to meet with you to answer your questions and to provide additional
information on this matter.  Thank you for considering the recommendation of the National
Federation of the Blind of Maryland.  I look forward to your response.

Sincerely,
Sharon Maneki
   
Dear Ms. Clemson:

I am writing to you regarding the proposed certification standards for
teachers of visually impaired students.  As the parent of a blind seven-
year-old, I am very pleased at this action, as I believe it will improve the
quality of education for all visually impaired children in Maryland.

Generally, I believe the requirements are appropriate; however, the
requirement regarding Braille concerns me.  Literacy is the key to all
education and Braille is the key to literacy for blind children.  Most of the
blind children in our state do not have skilled blind role models.  Often,
the only users of Braille these children have contact with is the teacher
and sometimes other blind students.  It is imperative that these teachers
have strong Braille skills in order to promote literacy.  This means that
blind children need teachers who are skilled, comfortable and confident in
their own Braille skills.  Such a teacher will not only teach our children
the basic skills of Braille (i.e. literacy), but they will also provide good
role models and positive attitudes toward Braille, which are so important
to learning any skill.

"Having a knowledge of Braille" is a very vague definition.  In May of
1995, I will graduate from Coppin State College with a degree in special
education.  I am an excellent student and have worked with disabled
children in various capacities for years.  I help my daughter with reading
and math homework regularly--in Braille.  I do, indeed, claim to have a
"knowledge of Braille."  But am I qualified to teach Braille?  No way!! 
It is my hope to someday be a teacher of visually impaired children, but
my Braille skills have a long way to go first!

I urge you to strengthen the Braille requirement in the regulations by
adding a standard that demonstrates Braille competency, such as the
Braille competency test given by the National Library Service.  Braille is
the key to education of the blind and our teachers must be strong in this
area.

Sincerely,
Loretta White

Dear Ms. Clemson:

I am writing in regard to the proposed regulations for certification and
recertification of teachers of the visually impaired.

The proposed regulations are disappointingly weak and inadequate in the
requirements concerning Braille proficiency.  In fact, the proposed
regulations will scarcely make any difference at all in the level of Braille
proficiency among Maryland's teachers of the blind and visually impaired. 
They are based upon the false assumption that accumulation of college
credit courses is a demonstration of adequate knowledge and proficiency
in Braille.  I this were so, we would not have experienced the crisis in
Braille literacy in this state which led to the enactment of the Maryland
literacy Rights and Education Act for Blind and Visually Impaired
Students in 1992.

I am the parent of a sixteen-year-old partially sighted son who receives
Braille instruction.  Over the years I have attended Braille workshops,
studied Braille independently, and even spent one summer taking graduate
level courses for the preparation of teachers of the visually impaired.  And
though I could not meet all the requirements as outlined in the proposed
regulations, I believe I could meet the requirements for Braille knowledge
and Braille proficiency.  This horrifies me, for I know that my skill and
knowledge of Braille are not nearly adequate for the competent teaching
of Braille.

It is imperative that the proposed regulations set out an explicit standard
by which Braille knowledge and proficiency sufficient for the competent
teaching of Braille may be demonstrated.  The means by which this might
be accomplished is not difficult or unusual.  Other states such as Texas,
Wisconsin, and Kansas have established certification requirements which
include such a demonstration of Braille competency.

The Literary Braille Competency Test was developed expressly for this
purpose by the National Library for the Blind and Physically Handicapped,
Library of Congress (NLS).  NLS is, by the way, the unrivaled Braille
authority in the United States.  The parents of Blind Children of Maryland
strongly recommends that the regulations be amended to provide that
knowledge of Braille and proficiency in Braille reading and writing be
defined as that level of competency which could be demonstrated by
taking and passing the NLS Literary Braille competency Test.

I have enclosed a copy of an article which contains the text of my remarks
to the Professional Standards Teacher Education Board (PSTEB)
concerning this issue.  The article goes into more detail concerning the
need to have this specific standard adopted for the certification and
renewal of teachers of the visually impaired.

Literacy is as important to Maryland's blind Braille-reading students as it
is to our sighted print-reading students.  It is not too much to ask that the
teachers who teach them Braille reading and writing have met standards
which demonstrate their proficiency in the use of this unique tactile
medium.

Sincerely yours,
Mrs. Barbara Cheadle, President
Parents of Blind Children Division
National Federation of the Blind
of Maryland           

Dear Senator Smelser,  

Imagine the public outcry and demand for change which would occur if
the following story appeared in the newspaper.

"Algebra too hard for Math Teachers!"  Dateline...Maryland

"It was learned today that Maryland public school children are being
taught mathematics by teachers who can count from 1 to 100, but who
cannot add, subtract, multiply, or divide.  And, of course, say school
administrators, `Algebra is clearly out of the question.  It's much too hard
for our teachers to grasp.' School administrators have long insisted that
math teachers must be familiar with numbers.  `Teachers and students do
not agree on the standard which should be required, so we just make sure
that all of our teachers can count well.  Some have said we should make
them pass a test to show that they are competent in all aspects of
mathematics.  But we feel this would be unfair since so few of our
students require math.  Algebra, of course, is not only beyond the
knowledge of our teachers, but what would students really do with it
anyway?'"

Parents and legislators would be up in arms if such a story were true.  Yet
blind children and their parents are expected to accept a similar standard
regarding Braille instruction.  

With support from the National Federation of the Blind and others, the
Legislature enacted in 1992 the Maryland Literacy Rights and Education
Act for Blind and Visually Impaired Students.  The purpose was to assure
that Maryland's blind school students would have the opportunity to
actually learn and achieve proficiency in Braille.  It was intended to
require that Braille teachers be proficient in their knowledge of Braille. 
Even though the new law requires certification, blind children are still at
risk.

The reason that risk continues lies in the proposed rules for certification
and renewal; they do not adequately prescribe the requirements for
certification.  The proposed regulations are vague and scarcely do more
than offer lip service to the real requirements of teaching Braille.  The
proposed standard does not require a vision teacher to demonstrate a
working knowledge of Braille.

The National Library Service for the Blind, an adjunct of the Library of
Congress, has developed the authoritative certification for Braille
competency.  Passage of the NLS certification must be required if
Maryland's blind children are to have any chance of succeeding in life.

I'm sure it seems as incredible to you as it does to me, that we are
graduating effective illiterates if one cannot read print and has inadequate
training in Braille because the teacher wasn't qualified.  Then illiteracy,
low income, unemployment, and welfare are the likely outcome.

Although your remaining time on the AELR Committee is short, it is my
hope that you can use that good office to help us implement the Maryland
Literacy Rights and Education Act for Blind and Visually Impaired
Students.  For this important legislation to have real meaning and to do
the good it intends to, we must adopt the NLS Literary Braille
Competency Test.  Only if Braille teachers are actually competent in
Braille can we have any hope of our blind children receiving a fair
education.

Following are three alarming statistics:
1.  According to the National Library Service, less than 10 percent of all
blind people are Braille readers.
2.  According to the Federal Department of Labor, it was determined that
"70 percent of all able-bodied working-age blind men and women are
unemployed or grossly underemployed."
3.  It has recently been determined that of the less than ten percent of
blind people who are Braille readers, 91 percent are employed.
These statistics bring home with clarity the terrible impact of illiteracy;
please help us teach blind kids to read and write.

Best personal regards, 
Donald J. Morris

                    ESCAPE FROM SLAVERY OR
                 MY FIRST NATIONAL CONVENTION

                     by Jeffrey J. Treptow

From The Editor:  We met Jeff Treptow at the 1994 convention of the
NFB in Detroit.  He was one of the scholarship finalists.  His story speaks
poignantly of what is so wrong about the sheltered workshop and
rehabilitation systems.  It is also an affirmation of the resilience of the
human spirit.  It would have been an entirely different matter if he had
wanted an assembly-line job and if his workshop were a progressive one. 
But clearly, his interests and abilities lay elsewhere, and the rehab agency
in Arizona did nothing to help him.   His story is a further reminder about
the continuing need for the National Federation of the Blind, and why it
is important for each of us to take an active part in the movement.  Here,
in his own words, is his story.  

     It was late March 1974, early in the evening, and Mom had just
finished putting the supper dishes in the dishwasher.  "The Waltons" was
almost over, and Jeff was sitting in the den watching the black & white
TV when he heard Mom and Dad engage in a somewhat loud
conversation.
     The conversation lasted only a few minutes, and Jeff went back to
watching the end of "The Waltons."  The lull lasted for only a short time. 
"Hawaii Five-O" was just barely getting started when another row erupted. 
Hopes for a quiet evening flew out the window as the commotion
continued for a longer period of time.  As the arguing grew louder and
Jeff's curiosity arose, he got up out of his chair and walked to the end of
the hallway and stopped at the kitchen door to see what the arguing was
about.  He could hear from the kitchen door that the argument was about
him.
     The next morning, Jeff was to go into Phoenix to meet with a
rehabilitation counselor who was going to enroll him in a job training
program.  According to the plans that Jeff and Mom laid out, he was to
take the Sun Valley bus into Phoenix, transfer to a city bus that would
take him to the counselor's office, and go to the training facility from
there.  Dad was supposed to take him to the Greyhound bus terminal
where the Sun Valley bus leaves from, but Dad did not want to bother
with taking him to the bus.  He felt that Jeff should just stay home and
collect SSI benefits so that Dad could pocket the money. 
     Mom finally convinced Dad to take Jeff to the counselor's office. 
The training program lasted approximately three years, after which Jeff
landed only a temporary receptionist job at a non-profit agency that
provided recreational activities for the blind.  When the job ended, a long
period of unemployment began.  Jeff did not find another job because of
discrimination, the lack of transportation, and the unwillingness of the
state agency to help him find something.  Jeff was unemployed for five
years, and the skills that he acquired through the training program
languished, making him unemployable again.  During the five years of
unemployment, he made frequent attempts to find another job.
     During the five-year period of unemployment, Dad missed no
opportunity to tell Jeff that no one would hire him, and that his best bet
was just to stay home, collect SSI checks, and give him the money when
the $1,500.00 limit was reached.  Finally, in July of 1983, suffering from
profound frustration and lack of hope, Jeff agreed to start working at
Arizona Industries for the Blind (AIB), a sheltered workshop operated by
the Department of Economic Security.  Jeff has since had suspicions that
his counselor, Sara Barr, maneuvered him into the shop by not providing
him the help he needed.  The sheltered workshop was located on the west
side of Phoenix, which meant that Jeff would have to endure a one-and-a-
half to two-hour commute by bus from his parents' home in Mesa.  The
only hope that working in the sheltered shop gave him was the hope that
Jeff would someday get off SSI and not have to give any of the money to
his custodialistic father.  Jeff never did give Dad any money.  Instead, he
held off handing over any money right from the start, and Dad never saw
a dime.
     As Jeff entered the shop, he walked down the narrow corridor past
the timeclock, into the sewing room where he worked.  Arriving at his
work station, a foreboding feeling of hopelessness and depression
enveloped him.
     Jeff's job was to fold the pillowcases, surgical wrappers, towels,
rags, and other assorted products made in the sewing room.  His
supervisor was a big German woman who looked as though she could
throw a person across the room with one hand.  If she were angered, the
mere sound of her voice could pick a person up and throw them across the
room.
     Shortly after Jeff started work at Arizona Industries for the Blind,
his mother, who worked at Motorola, brought home an application for a
job opening.  He filled out the application over the weekend and gave it
back to Mom so that she could submit it to the personnel office Monday
morning.  This gave him some hope that there might be a better future. 
Months passed and Jeff anxiously awaited the green light to abandon the
shop and begin a more meaningful career with a large corporation. 
Several more months passed, and there was still no word on the
application.
     It was late November, 1983, and the bus rattled down Apache
Boulevard through Mesa and Tempe.  Jeff was sitting in his seat starting
out in the early morning darkness, and all he could see was a few lights
flash by from closed stores at his reflection in the window.  As the bus
crossed the Mill Avenue bridge over the dry Salt River bed, the feelings
of helplessness, hopelessness, and depression became extremely pervasive.
     The bus continued down Van Buren Street to 48th, then turned onto
Washington into Downtown Phoenix.  Jeff was on his way to work at the
shop when it finally became apparent that news of the application would
never come.  During the nine years at the shop, he made numerous
attempts to find a better job, but he could never find one.
     Even though the shop served mainly as a dumping ground and place
of exile from the mainstream of the economy, Jeff was able to save
enough money to move from his parents' home in Mesa.  In late June of
1984, he moved into an apartment on the east side of Phoenix.  This cut
down the commuting time somewhat, and liberated him from the
custodianship his father tried to impose.  It provided relief from the
frequent bickering between Mom and Dad; it also allowed him to do many
of the things he could not have done while living at home.  In 1984, there
was almost no bus service in Mesa, which made it difficult to get around. 
Despite the relative smoothness in the transition, Jeff still felt somewhat
apprehensive; however, once the move was complete and he became
accustomed to living on his own, he did not understand how he had stood
living at home for so long.
     Now, with the shackles of custodialism thrown off, Jeff had the
freedom to do the things he couldn't do before, like fly to Madison,
Wisconsin, to visit his favorite aunt who lived there.  Life became more
normal with the added freedom.
     It was late April of 1992, and the decrease in defense spending
caused a downsizing of defense contractors.  Since defense and
government contracts made up more than half of all work done at AIB,
there would be almost certain lay-offs in the coming weeks.  Jeff was
finally laid off from the sheltered workshop in May of 1992, which gave
him an uplifting feeling.  This was the first time in nine years that he
really could feel good about himself.  During all the years of working in
the shop, it had become more and more difficult to keep hoping for
something better.  Along with the pervasive feelings of hopelessness had
come the insatiable desire for a better career.  It took an enormous amount
of strength to persevere and to not succumb to the self-resignation of just
staying there the rest of his life and becoming like his co-workers.
     During the following months, Jeff looked for another job, but he
could not find one -- not even a part-time job to earn some extra money
while going to school.  He knew that he didn't have the skills needed to
pursue a more meaningful career; therefore, he decided to go back to
school to further his education.  He went back to Vocational Rehabilitation
to get his case re-opened.  He met with a counselor, Arlene Graham, who
seemed somewhat receptive to what he wanted to do; but later on, she told
him that he should just wait until the shop called him back.
     This angered Jeff, and he was more determined than ever to better
himself so that he would not have to do menial labor.  Graham said that
menial labor is not all that bad, but Jeff now knew better than to listen to
her.  One evening in early September of 1992, Jeff was watching the news
on TV and getting his dinner ready when a story about computer training
for the handicapped appeared.  The story drew Jeff's attention, and he
grabbed a pen and note pad to take down any phone number or address
where more information could be obtained.  
     The training program was at Goodwill Industries, and it had just
gotten started a few months earlier.  Jeff made an appointment to see
about entering the program, but his hopes were dashed again upon finding
out that he needed a rehabilitation counselor to enter the program.  He
then approached Graham one more time, but he met with continued
resistance and stonewalling.  Later that month, he wrote to the supervisor
and complained about Graham and her stonewalling.  He also wrote to the
Client Assistance Program requesting assistance in dealing with the agency
and getting a new counselor.  The agency later caved in to Jeff's demands
and gave him a new counselor, since Arlene Graham was a very narrow-
minded, selfish, self-centered, bigoted person who had no business in a
counseling position.  In January of 1993, Jeff entered Phoenix College to
begin working on a degree in Office Automations.
     Even though he had a counselor who was willing to help him, Jeff
was anxious to get started and paid out of his own pocket for the first
semester at Phoenix College.  He felt that if he took the initiative to start
something, it would show the agency both that he was worthy of
assistance and an example of what he could accomplish.  Once he started
the first semester of school, Jeff needed to find a part-time job to earn
some extra money to supplement his $371-a-month disability check.
     In the fall of 1993, Jeff applied for a work-study grant and was
awarded funding.  He took a job in the Phoenix College Psychology
Department Office as a clerk answering the phone, distributing the mail,
receiving visitors, some light typing, and filing.  He also applied for a
scholarship from the National Federation of the Blind in early 1994.  He
was surprised to hear that he was awarded one.  Being awarded the
scholarship and attending the national convention in Detroit represented
a major turning point in Jeff's life.  It is certain now that he will not have
to return to sheltered workshops and custodialism as a way of life.  It is
to be hoped that his success will inspire others he leaves behind in the
sheltered workshop, particularly Arizona Industries for the Blind.
     For most people, a mid-life career change is a world of uncertainty. 
For a visually impaired person, however, it may seem all that much more
insurmountable.  Jeff's mother deserves to share in his newfound glory
because she was the driving force behind him in his twenty-year quest for
a better life.  She was there for him right from the very start, from that
evening in late March of 1974, right up to the time he got his scholarship;
it was unfortunate that she could not be there at the banquet when he
received his scholarship.
     Even though a mid-life career change may present sighted people
with a lot of anxiety, Jeff has done a remarkable job of weathering the
change from a sheltered workshop worker to a person in a more
meaningful career.  It should be noted that if he can do it, any other blind
or visually impaired person should be able to do the same.

            "CARE & FEEDING OF THE LONG WHITE CANE"

                      by Thomas Bickford

From The Editor:  Here are four excerpts from Thomas Bickford's book,
"Care and Feeding of the Long White Cane," published by the National
Federation of the Blind.  Tom is a long-time member of the NFB of
Maryland's Sligo Creek Chapter.  He is articulate and enthusiastic about
using the long white cane.  His book is "must" reading for all blind
persons and for anyone who wishes to teach mobility to the blind.  Copies
of Tom's book may be purchased from the National Federation of the
Blind, 1800 Johnson Street, Baltimore, MD 21230, Phone (410) 659-9314. 


Walking With The Cane, Rule One:  

My first travel teacher taught us Rule One:  "When the body is in motion,
the cane is in rhythm."  That means: tap the cane from side to side, one
tap per step, about two inches beyond the width of your shoulders.  Keep
the tip low, but not constantly dragging on the ground.
     The idea of Rule One is to clear an area, and step into it.  Clear the
next area, and step into it.  You can do it faster than you can say it.  As
you step left, tap right; as you step right, tap left.  As a beginner, you may
think that swinging the cane beyond your shoulders is too wide, but you
will learn soon enough that you need the width.  With the right length of
cane and using this technique, you can learn to walk safely and with
confidence.  You will locate obstacles and drop-offs and be prepared for
them.  If you keep the taps at a steady two inches beyond your shoulders,
it will help to even out your stride and keep you walking straight.  In
crowds or other close quarter, shorten up on the handle and narrow your
swing.  You are still a member of the human race, so remember your
basic courtesies.
     The cane, of course, will not find every small obstacle on the
ground.  It can go around an obstacle the size of a brick, but it will find
things larger than that.  Sometimes there are holes in the sidewalk, and the
cane may go completely over a dip the size of a dinner plate or a place
mat.  True the cane is not perfect, but nothing else is, either.  Sighted or
blind, all have stories of how they tripped over or stepped into something.
     The cane can tell you what is ahead, but be sure to give it the
chance t do that.  If you are about to turn in an open area of go around a
corner, let the cane clear the area before you step there.  The headlights
on a car point there ahead and do not look around the corner before the
car turns.  With a cane you can and should check the area where you are
about to turn and step; side-stepping can be dangerous. 
     There are may unnumbered lesser rules, but always remember Rule
One:  "When the body is in motion, the cane is in rhythm."

Wash, Feed, and Dress your Cane.  

The washing part is obvious, but I am a poor one to tell you, since I don't
do it often enough, myself.  Collapsible canes that are held together by an
internal elastic cord need watching.  Keep track of the wear on the elastic
cord, and be smart enough to replace it the day before it breaks.  Of
course, it is better to be a month early than a day late.  
     Cane tips last me anywhere from a few weeks to a few months.  I
carry a spare tip with me most of the time.  A cane tip with a hole in it
sounds different from a tip without the hole, and that is the sign to carry
a spare tip all the time.  I have worn out or lost tips unexpectedly.  The
unprotected end of any cane, especially fiberglass, is damaged quickly
when rubbed against concrete.  Just wave the cane, and keep the tapping
to a minimum.  
     Does your cane have reflective tape on it?  If not, you could put
some on it anywhere along the stem.  It is an investment in night-time
safety.  Reflective surfaces need to be kept clean or replaced to maintain
their reflective value.  
     If you associate with other blind people, as I do, you may want
some unique mark on your cane.  I write may name in Braille on Dymo
tape and stick it on the bottom end of the handle.
Where Does The Cane Go When Not In Use?  

When answering this question,   you discover the great advantage of the
folding or collapsible cane.  Those styles can fit in a pocket, purse, on a
lap, or under a chair very easily.
     There are two horizontal dimensions and one vertical dimension. 
Find someplace out of the way:  lying on the floor under a chair or table,
standing in a corner, or leaning against a wall.  Be sure that the cane is
lying flat on the floor and not resting on something that holds it an inch
or two above the floor where it will be just high enough to trip the
unsuspecting passer-by.  In some crowded areas "up" is the only way left. 
When I am seated, I sometimes lean the cane from the floor to my
shoulder, hooked behind my heel.
     Once in a restaurant, I lost the tip while retrieving the cane from a
tiny place behind the booth.  I remember that incident, and sometimes I
take the tip off before jamming the cane into tight places.  In air travel I
stick the cane in some out-of-the-way place but do not let the crew take
it away from me.  The regulations are now on our side.

Which Hand Do You Cane With?  

The most obvious answer to this question is that you cane with your
dominant hand.  I am right-handed, but I trade off when I carry a heavy
object.  There may be a landmark I want to check on the other side. 
When I am walking with someone else, holding on or not, it may be better
t have the cane on the other side to stay away from feet or another cane. 
If someone is holding my cane arm, it restricts the movement.  I don't
want that.  I have had enough practice with my left hand so that I am
fully adequate, but I am still more comfortable with the cane in the right
hand. The question of which hand you use is a matter of the convenience
of the moment.

                            SPECKS

TOMORROW'S LEADERS.  We congratulate the participants of the 1994
Braille Readers Are Leaders Contest:  Gina Bunting, grade 7, Fort Meade: 
739 pages; Christine Difato, grade 4, Gaithersburg:  1427 pages; Rebecca
Dieckhans, grade 6, Olney:  170 pages; Lydia Richardson, grade 6,
Pocomoke:  444 pages; Beth Smaligo, grade 2, Hamstead:  330 pages;
Emine Watson, grade 6, Pocomoke:  1108 pages.  Several students from
the Maryland School for the Blind also took part in the contest.  

WEDDING BELLS.  Two members of the Mountain City Chapter, Penny
Miller and Bob Webber, were married on May 7.  Laura Havard, of the
Sligo Creek chapter, was married to Daniel Elwell on August 27. 
Congratulations to the newlyweds.  

KUDOS FOR MARYLAND'S BRAILLE BILL.  Joanie Reisfeld is a
vision teacher in Montgomery County.  Her comments were posted on
NFBNET, the NFB's electronic bulletin board, on June 14. This is what
she said.

Hi guys, In Montgomery County, we are offering the opportunity for our
visually impaired students to learn Braille each year at the annual review
conference.  Since the Braille Bill in Maryland is now law, it has opened
up this opportunity to many kids we might not have considered in the
past.  I had the experience this year of teaching a low-visioned student of
mine Braille.  It was a wonderful experience for both.  In two years she
went from not knowing any Braille to reading on the eighth-grade level. 
She is now reading independent reading books, taking them on babysitting
jobs, and has her lunch menu in Braille so she doesn't have to ask her
mom what is for lunch everyday in school.  This is a kid who depended
greatly on a CCTV in every class at school.  Large print wa never large
enough.  I could ramble on forever!!!  Anyway, I am grateful that all the
different organizations in the field are working together toward these
important issues.  

ATTENTION DIABETICS.  Ed Bryant is the energetic president of the
NFB's national Diabetics Division.  Here is a portion of his introductory
letter to potential Diabetics Division members.  (Check date, time, and
location for monthly meetings of NFB of Maryland's diabetics support
network elsewhere in this issue.)  

The Diabetics Division is a national support and information network for
all diabetics.  Many of our members are blind or losing vision due to
diabetes.  Others have not experienced complications, yet want to be a part
of a caring support network.

Enclosed is a copy of our quarterly magazine, the Voice of the Diabetic,
which is the main medium of our support network.  Personal stories share
experiences and coping strategies.  The Voice also has a medical question
and answer column, a recipe corner, a resource column, and information
about all aspects of diabetes.

We have established committees that are ready to help those with special
diabetes concerns:  blindness/visual dysfunction, amputation and
prevention, heart disease and stroke, insulin pump, legislative issues,
pancreas transplantation, renal failure--dialysis and kidney transplantation,
resource library, sexual dysfunction/male impotence, and resources--
aids/appliances.

You are cordially invited to become a member of the Diabetics Division
or subscribe to the Voice.  Membership in the Diabetics Division is free
and includes a complimentary subscription to the Voice of the Diabetic. 


DIES.  We are saddened to have to announce the death of Willie
Thompson on Thursday, July 7.  Willie was a charter member of the NFB
of Maryland.  During his lengthy period of membership, he held numerous
chapter and state offices, including the NFB of Maryland's presidency
from 1978 to 1982.  He was a source of inspiration to all of us after the
sudden death of John McCraw in September, 1978.  His support and
loyalty to our movement were unquestionable.  We extend our sympathies
to his wife, Azalee, his four children, three grandchildren, and three great
grandchildren.  May he rest in peace.

HIRED.  On August 1, Tom Venesky began work as an airline reservation
agent for Northwest Airlines.  He learned of this position through the
NFB's Job Opportunities For The Blind program.  Tom graduated from
the BISM rehabilitation program on July 22, 1994, and credits BISM with
giving him the blindness skills that enabled him to land this job. 
Congratulations, Tom.

STORY HOUR.  Once again this year, the Parents of Blind Children
sponsored a successful Braille Story Hour at LBPH for blind children from
kindergarten through third grade every Saturday in August.  Each week,
a different blind adult read a book to the children.  Each child had a
Braille Buddy, a blind teenager or adult to help him read along.  Many
friendships were developed, and the adults had as much fun as the
children did. 

BEST BUS DRIVER.  On April 16, the Greater Baltimore Chapter
presented Richard Murray with its annual "Bus Driver of the Year" award. 
The award is designed to recognize MTA operators who provide
outstanding service to Blind passengers.  Outstanding service includes
calling out cross streets as the bus approaches them, indicating major
transfer points, announcing the bus numbers, and providing other
information in a courteous manner.  Mr. Murray has been an MTA
operator for 26 years, most recently on the number 17 bus line, which
goes from Pasadena to the Downtown Baltimore area.  Ron Metenyi
nominated Mr. Murray for this award.

HONORED.  Doris Johnson, long-time member of the Greater Baltimore
Chapter, was recognized at the banquet of this year's National Convention
with the NFB's Distinguished Service Award.  In presenting the award,
Dr. Jernigan recognized Doris' many hours of volunteer work at the
NFB's headquarters for many years.  Doris has already performed 1000
hours of volunteer service for the NFB this year.  She presently serves as
a member of the Greater Baltimore Chapter's Board of Directors. 
Congratulations, Doris.

PICNIC FOR MSB STUDENTS.  On July 26, students in the Maryland
School for the Blind's Skills for Independence summer program visited the
NFB headquarters at Johnson Street.  Students in this program ranged
from grades 7-12, and attend public school during the normal school year. 
After they toured the facilities, including the Technology Center and the
Materials Center, they enthusiastically took part in a career program
presented by successfully employed blind persons.  Plans for an outdoor
picnic with traditional outdoor activities were dashed by a late-afternoon
thunderstorm.  Instead, dinner was served indoors, and activities were
limited to "The Cane Game."  Drawings for door prizes concluded the late
afternoon's activities.  

DEADLINE.  Tuesday, November 15:  Submission deadline for articles
for the next issue of the Braille Spectator.

DISTINGUISHED MARYLAND EDUCATOR OF BLIND CHILDREN AWARD
APPLICATION

Name: 
Home address: 
City: 
State:                                                       Zip: 
Day phone:                        Evening phone:
School:
Address: 
City:                                          State:            Zip:

1. List your degrees, the institutions from which they were received, and your
major area or areas of study.

2. How long and in what programs have you taught blind children?

3. In what setting do you currently teach? Itinerant program[    ] Residential school
classroom[  ] Special education classroom [   ]  Other [   ] Please explain

4. How many students do you teach regularly this year?  What subjects do you
teach?

5. How many of your students read and write primarily using: Braille [ ] large print
[ ] closed circuit television [ ] recorded materials [ ] small print [ ].

Please complete this application and attach your letter of nomination and a personal
letter discussing your beliefs and approach to teaching blind students. You may
wish to include such topics as the following: 

What are your views on the importance to your students of Braille, large print, and
magnification devices, and what issues do you consider when making
recommendations about learning media for your students? 
When do you recommend that your students begin the following: reading Braille,
writing with a slate and stylus, using a Braille writer, learning to travel
independently with a white cane? 
How should one determine which children should learn cane travel and which
should not?
When should typing be introduced and when should a child be expected to hand
in typed assignments? 

Send all material by October 1, 1994 to Barbara Cheadle, Chairman, 230 North
Beaumont Avenue, Baltimore, Maryland 21228-4309.DISTINGUISHED MARYLAND EDUCATOR OF BLIND CHILDREN
AWARD 

                      by Barbara Cheadle

The National Federation of the Blind of Maryland will recognize an outstanding
Maryland teacher of blind children at our 1994 convention, November 4, 5, and 6
in Cumberland, Maryland. The winner of this award will receive an appropriate
plaque at the banquet Saturday evening, November 5, and an opportunity to make
a presentation about the education of blind children to the Parents of Blind
Children Division of the NFB of Maryland Annual Luncheon Meeting also on
Saturday, November 5.  The recipient's convention expenses will be paid by the
National Federation of the Blind of Maryland.  

Anyone who is currently teaching or counseling blind children or administering a
program for blind children within the state of Maryland is eligible to receive this
award. It is not necessary to be a member of the National Federation of the Blind
to apply. However, the winner must attend the Maryland Convention. Teachers may
be nominated by colleagues, supervisors, parents, or friends. The letter of
nomination should explain why the teacher is being recommended for this award.

The education of blind children is one of our most important concerns. Attendance
at a National Federation of the Blind of Maryland state convention will enrich a
teacher's experience by affording her or him the opportunity to meet other teachers
who work with blind children, to meet parents, and to meet blind adults who have
had experiences in a variety of educational programs. Help us recognize a
distinguished teacher by distributing this form (see application on the reverse side)
and encouraging teachers to submit their credentials. We are pleased to offer this
award and look forward to applications from many well-qualified educators.


NATIONAL FEDERATION OF THE BLIND OF MARYLAND

TWENTY-EIGHTH ANNUAL
CONVENTION

HOLIDAY INN
Cumberland, Maryland

Friday, November 4 - Sunday, November 6, 1994



Celebrate the 25th Anniversary of the Greater Cumberland
Chapter of the NFB of MD
Join us for a weekend of hometown hospitality in the beautiful Allegany Mountains.  Enjoy
the country, walk to the nearby C&O Canal.  Or if shopping is for you, go to the Historic
downtown mall (only 2 blocks away).  After a busy day relax in Harrigan's restaurant &
lounge.  

ATTRACTIVE ROOM RATES
$55.00 per night per room, tax included.  Special room rate is available from 
Thursday, Nov. 3 to Sunday, Nov. 6.


RESERVE YOUR ROOM NOW
Send your completed reservation form and full payment for your room to Shirley Morris by
October 8, 1994.  Do not call the hotel for room reservations.

FOR MORE INFORMATION
Call Sharon Maneki, President, NFB of Maryland (410) 992-9608.CONVENTION PREVIEW


National Representative
Homer Page, President, National Federation of the Blind of Colorado; Chairman, Board of
Directors, Colorado Center for the Blind;  Chairman, Board of Directors, Colorado School for
the Deaf and Blind; Chairman, County Commissioners, Boulder County, Colorado.


From the 70% Problem to the 30% Solution:  A Seminar
for the Unemployed and the Underemployed
The successfully employed are invited to share their experiences.
1:30pm - 4:00pm Friday

Board of Directors Meeting 4:00pm

Resolutions Committee Meeting 7:00pm


Barn Dance
Novice or expert, come one, come all 
Country Line Dancing, snacks, and cash bar
9:00pm Friday
Kid's Country Dance at 8:00pm.

Saturday Evening Banquet
Awards, scholarships, banquet address, auction.


General Sessions on Saturday morning, Saturday afternoon, and Sunday morning.




Door prizes given throughout the General Sessions and the Banquet.

Special events for blind business persons, blind students and parents of blind children.

Adjourn at Noon, Sunday.
              NATIONAL FEDERATION OF THE BLIND OF MARYLAND
                                    
                    1994 CONVENTION AND DONATION FORM


Please complete and return this form by October 8, 1994, even if you do not plan to attend
the 1994 Convention or if someone else is reserving a room for you.  Donations are
appreciated.  This is the only opportunity that we have to ask for donations from most of you.

Mail completed forms and checks to Shirley Morris, 16547 Old Emmitsburg Road,
Emmitsburg, MD 21727. Do not contact the Holiday Inn for reservations.  No reservation will
be confirmed without the total payment of your room.  
               

     Name:           
__________________________________________________________

     Address:        
__________________________________________________________

     City/State/Zip: 
__________________________________________________________

     Telephone:      
__________________________________________________________




___________     I would like to receive the Braille Spectator (quarterly publication of the
                National Federation of the Blind of Maryland).  (I am not receiving it
                now.)

                _____  Print   _____  Cassette

___________     I would like to receive the Braille Monitor (monthly publication of the
                National Federation of the Blind).  (I am not receiving it now.)

           _____  Braille   _____  Disk   _____ Cassette    _____  Print



I wish to make a donation of $___________ to the National Federation of the Blind of
Maryland.  My check is enclosed.  (Make check payable to NFB of Maryland.)



_______   I will     _______   I will not 

     attend the 1994 Convention to be held at the Holiday Inn Cumberland, Friday,
     November 4 through Sunday, November 6, 1994.

               
                        Continued on Reverse SideTRANSPORTATION AND ROOM RESERVATION 

Transportation from the National Center for the Blind to the Holiday Inn will be available on
Friday, November 4, and returning on Sunday, November 6, departure times to be announced. 
Please check below if you or any members of your group need transportation. There will be
a transportation charge of $20.00 per person.


__________I wish to reserve a room in my name at the Holiday Inn.  Special room rate
          starts Thursday night: $55.00 per night singles, doubles, triples or quads. 

          Arrival date: _____________   
          Departure date: _____________
          Number of persons in room: _________________
          Smoking or nonsmoking:______________________


$____________   Payment in full for room reservation for _______ nights (due by October
                8).

List names of all people, including yourself and any children, who will occupy the room with
you:
                                    Check if     Needs        
Name                                   under 18    Transportation? 

__________________________________________    _____        ______       
__________________________________________    _____        ______       
__________________________________________    _____        ______       
__________________________________________    _____        ______       



__________I am requesting child care service for _____ child(ren) during the Saturday
          sessions and the banquet.


Amount enclosed:

   Donation          ________________    Transportation    ______________
   Room payment   ________________
   Total             ________________

        Make check payable to the NFB of Maryland.

I understand that in order to qualify for the special hotel rates I must register at the convention
and pay the convention fee of $10.00.


_________________________________________
Signature