
                    NOTES FROM THE PRESIDENT . . . . . . . . .  2

STATUS OF THE NATIONAL LITERARY BRAILLE. . . . . . . . . . . .  4

                 LITERACY:  OUR QUEST CONTINUES. . . . . . . .  5
     House Bill No. 6064 . . . . . . . . . . . . . . . . . . .  5

IF ONLY WE COULD SEE THROUGH THE EYES OF A CHILD
by Sue Drapinski . . . . . . . . . . . . . . . . . . . . . . .  7
     summary of HB 6075. . . . . . . . . . . . . . . . . . . .  8

         Conventions, Fundraisers, Hobbies And Marriage. . . . 11

                NATIONAL FEDERATION OF THE BLIND
              PARENTS OF BLIND CHILDREN OF MICHIGAN
                    by Dawn Neddo, President . . . . . . . . . 12

             1996-97 NFBM PARENTS OF BLIND CHILDREN
                        SATURDAY SCHOOL  . . . . . . . . . . . 12

CALENDAR OF EVENTS . . . . . . . . . . . . . . . . . . . . . . 12

1996 NFB of Michigan State Convention. . . . . . . . . . . . . 13

Why the NFB?????
by Allen Harris. . . . . . . . . . . . . . . . . . . . . . . . 14

MERCHANT DIVISION PRESIDENT MAKES THE
CAPITOL A LOTTERY LOSER
by Danny Griffin . . . . . . . . . . . . . . . . . . . . . . . 15

                   Greetings From Ann Arbor!!

                      Liz Lindsey-Mckinley . . . . . . . . . . 16

Detroit Chapter News
 by Joy Harris,
 Detroit Chapter President . . . . . . . . . . . . . . . . . . 16

Lansing Forms a Support Group
 for Parents of Blind and Visually Impaired Children

                         by Geer Wilcox. . . . . . . . . . . . 17

Thoughts about Popcorn

                         by Mary Wurtzel . . . . . . . . . . . 17

Who's Who in the Greater Lansing Area Sports Hall of Fame. . . 18

            "BLIND" MISSING FROM SKILLS OF BLINDNESS
                  IN EXPANDED CORE CURRICULUM 

                       by Fred J. Wurtzel. . . . . . . . . . . 19

THE CORE CURRICULUM FOR BLIND AND VISUALLY IMPAIRED STUDENTS,
     INCLUDING THOSE WITH ADDITIONAL DISABIliTIES* . . . . . . 20
     prepared by

Phil Hatlen. . . . . . . . . . . . . . . . . . . . . . . . . . 20

FOR FURTHER INFORMATION REGARDING THE NATIONAL FEDERATION OF
     THE BLIND . . . . . . . . . . . . . . . . . . . . . . . . 28

NFB of Michigan Officers

President: Allen Harris, Dearborn MI
1st Vice President: Fred Wurtzel, Lansing MI
2nd Vice President: Steve Hanschu, Detroit MI
Secretary: Georgia Kitchen, Flint MI
Treasurer: Sue Drapinski, Hazel Park MI
Board Member: Joy Harris, Dearborn MI
Board Member: Angela Curvin, Detroit MI
Board Member: Danny Griffin, Lansing MI
Board Member: Larry Posont, Dearborn Hts MI

Please send address changes to FOCUS, 111 W Woodward Hts., Hazel
Park MI 48030 or email   NFB of MI@AOL.COM
Please send letters, comments or articles to the editor as follows:
     Michigan Focus
     c/o Fred Wurtzel, Editor
     1212 N. Foster
     Lansing MI 48912
     Email 72401.145@COMPUSERVE.COM
     fax: 517-485-4645

To be considered for publication, material must be formatted in one
of the ways as follows:
     l.  Material is preferred to be E-mailed to the above Email 
         address.
     2. Material may be sent on computer disk in either ASCII DOS
         format, or in Word Perfect 5.1 for DOS
     3. Printed material may be mailed or sent via FAX.  If
material      submitted in print, it must:
          a.  be flat, not folded in any way
          b.  be typed, not handwritten
     4.  Braille
     5.  Tape recorded

Your cooperation will assure consideration for the publication of
your submission in future issues of the MICHIGAN FOCUS.

                    NOTES FROM THE PRESIDENT
 by Allen Harris

     As I begin writing for this issue of the Michigan Focus, some
very good news has reached us from the office of Representative
Alan Cropsey on our Braille Bill.   The latest version of our
Children's Right to Read Braille Literacy Bill has been introduced
and is numbered HB 6064.  We have been assured by Representative
Cropsey that he will move the bill as quickly as possible while
continuing to gain support from other members of the House and
Senate.  We are pleased with the present version of HB 6064 as it
contains the fundamental provisions that we have worked for.  The
central strength of HB 6064 is it's requirement that blind and
visually impaired students read at an age and grade appropriate
level.  We believe this approach addresses the problem of Braille
illiteracy while resisting the temptations to prescribe all of the
particulars for achieving this goal.  You can help by writing and
calling representatives and senators indicating support for HB6064,
and explaining why it's passage is so very important to the future
of blind and visually impaired children.

     We are also working to find funding for NFB NEWSLINE, our
call-up newspaper service.  We have presented a grant proposal to
the Michigan Commission for the Blind and while this has not
produced results yet, we are hopeful that the MCB will work with us
to find funding.  In addition, we will submit our grant proposal to
major foundations in Michigan and any other sources which may be
helpful.  If you have ideas or suggestions I would welcome them 
and urge you to contact me.  NEWSLINE for the Blind allows blind
persons to phone a local service center and choose from among the
New York Times, USA Today, and the Chicago Tribune anytime of the
day.  Furthermore, NFB NEWSLINE is adding other national newspapers
and will provide local papers in the local service center areas. 
The local service center will also provide access to any
information that we choose to put on this service.  After the
initial expense of approximately $40,000, the service will require
about $1,000 per month plus telephone charges.  This service is
truly a breakthrough for blind persons providing on demand print
information otherwise not available. 

Beginning  on the first weekend in October, we will again provide
tutoring for blind students in Braille, cane, and other skills of
blindness.  We meet the first and third Saturday of each month at
Webb Junior High School, located at 2100  W. Woodward Hts, between
I-75 and Hilton, in Ferndale.  A schedule of dates for the 1996-97
school year is provided in this issue of the Michigan Focus.  If
you have questions or require additional information you may
contact Dawn Neddo, President of Parents of Blind Children, NFB of
Michigan at 810-363-1956.  Each year we are reminded of the
importance that blindness skills and attitudes about blindness have
for school age youngsters who are blind.

We are pleased to announce that our Lansing chapter has begun a
parents group in their area.  For additional information, contact
Geer Wilcox at 517-351-8122 or Mary Wurtzel, President of the
Lansing chapter of the NFB of Michigan, at 517-485-0326.  Our
parents organization has really begun to grow and the results are
most gratifying for we understand the future for blind children is
in education and opportunity.

The "M.A.R.C." legislation (maintaining a residential choice) has
been introduced and is HB 6075. The purpose of this legislation is
to assure that a residential educational placement is available for
blind and visually impaired students who can best benefit from this
opportunity.  Moreover, the M.A.R.C. legislation establishes
standards and a level of quality which will contribute to the
quality education to which all blind students are entitled.  If you
have questions or need additional information, contact Fred Wurtzel
at 517-485-0326.

The NFB of Michigan had a  good turnout at our national convention
in Anaheim, California and participated in a wide variety of both
entertaining and work directed opportunities.  We tied for 10th
place in attendance with 70 delegates.  We will work to increase
this number for the 1997 NFB convention in New Orleans, Louisiana. 
Watch for details during the coming months as we will be working on
ways to assist and encourage our members participation.

Our state convention will be held on November 15-17 in East Lansing
Michigan at the Marriott Hotel.  Convention information is provided
in this issue of the Focus. If you have suggestions for agenda
items or other ideas please contact me at 313-271-8700.

As you can see, the NFB of Michigan continues to be active and busy
working on a variety of projects in our effort to change what it
means to be blind.  We need your support and participation to gain
continued success in our efforts at the local, state and national
levels.

STATUS OF THE NATIONAL LITERARY BRAILLE
COMPETENCY TEST

    From the Editor: We recently received the following report from the
National Library Service. what happens in the validation process of the
Literary Braille Competency Test is of vital importance to all blind people.
Here is the NLS update:

   The National Literary Braille Competency Test (NLBCT) was developed by the
National Library Service for the Blind and Physically Handicapped in
collaboration with leading organizations promoting the use of Braille. It is
intended primarily to allow teachers of blind children and adults to
demonstrate a basic knowledge of Braille. The test has been in use since May,
1994.
   Plans are underway to conduct a validation study of the test beginning in
the spring of 1996. A statement of work is in process, and a solicitation for
bids to do the study was made in December, with the contract to be awarded in
March. The study is expected to take two years. First a validation study of
the overall test will be done, including a job analysis and an assessment of
the conditions under which the test is administered. In the job analysis
teachers, supervisors, and subject-matter experts in the teaching of Braille
to children and adults will examine the task of teaching Braille. The
information that comes from this analysis will be compared with the current
test and recommendations made, if indicated, to make changes in the content
of the test. Conditions of administration that may be looked at include
organization of the test, number and order of pans, time frame, use of
reference materials, special accommodations for low-vision candidates, and
test/re-test interval. The validation study will be followed by a reliability
study, including an item analysis of the four versions of the test as
modified by the validation study.
   Through September, 1995, 224 tests were taken with forty-six candidates
(20.5 percent) passing. Of these tests, 171 were taken using the print
edition, with twenty-four candidates (14 percent) passing, and fifty-three
were taken using the Braille edition, with twenty-two candidates (41.5
percent) passing. Twenty-six states have been represented among the
candidates.
   For additional information about the NLBCT, contact the Braille
Development Section, National Library Service for the Blind and Physically
Handicapped, The Library of Congress, Washington, D.C. 20542, or call (800)
424-8567 and ask for Mary Lou Stark.

                      LITERACY:  OUR QUEST CONTINUES

EDITORS' NOTE:            According to the American Printing House for the
                          Blind, Braille literacy rates have dropped from
                          40% to 9%.  This statistic seems stark, but it
                          comes into sharp focus when one considers that 90%
                          of blind persons, who are employed, are Braille
                          users.  The National Federation of the Blind of
                          michigan believes in action.  We are serious when
                          we say, "we are changing what it means to be
                          blind."  In case you have been told what the
                          Braille Literacy bill does or does not do, it is
                          printed here so you can read it for yourself.  You
                          will find, because it is so, that we, blind
                          people, only expect that blind children will read
                          and write Braille.  We will not stop until we have
                          achieved our goal.

House Bill No. 6064 


Education, special, braille literacy for visually impaired pupils.  Provide
for education, special education, curricula handicapped, 6064.


     A Bill to amend Act No. 451 of the Public Acts of 1976 entitled as
amended, "The Revised School Code"  as amended, being Sections 380.1-
-380.1852 of the Michigan Compiled Laws by adding Section 1704.  

THE PEOPLE OF THE STATE OF MICHIGAN ENACT:  

     Section 1. Act NO. 451 of the Public Acts of 1976 as amended being
Sections 380.1--380-181852 of the Michigan Compiled Laws by adding Section
1704 to read as follows:  


     Section 1704.  (1) For visually impaired pupils, State Board Rules
promulgated under this Article shall provide for at least all of the
following:

     (A)  A rebuttable presumption that proficiency in braille reading and
writing is essential for satisfactory educational progress for a visually
impaired pupil who is not able to
communicate in print with the same level of proficiency as a pupil of
otherwise comparable ability at the same grade level.  A pupil for whom
braille services are appropriate as defined in this subsection shall be
entitled to instruction in braille reading and writing that is sufficient to
enable the pupil to communicate with the same level of proficiency as a pupil
with otherwise comparable ability at the same grade level.  

     (B)  Instruction in braille reading and writing may be used in
combination with other special education services appropriate to the pupil's
educational needs.  

     (C)  The annual review of the pupil's individualized education program
shall include discussion of instruction in braille reading and writing and a
written explanation of the reasons why the pupil is using a given reading and
writing medium or media.  If the reasons have not changed since the previous
year, the written explanation for the current year may refer to the fuller
explanation from the previous year.  

     (D)  If the pupil's primary learning medium is expected to change the
pupil shall begin instruction in the new medium, before it is the only medium
the pupil can effectively use.  

     (E)  A pupil who receives instruction in braille reading and writing
under this Section shall be taught by a teacher who has demonstrated
competency in reading and writing braille according to standards established
by the State Board and consistent with the standards adopted by the National
Library Service for the Blind and Physically Handicapped of the United States
Library of Congress.  

     (2)  The Department of Education shall prepare and distribute to local
and intermediate school districts information describing the benefits of
instruction in braille reading and  writing.  A local or intermediate school
district shall provide this
information to a person assisting in the development of an
individualized education program of a visually impaired pupil.  

     (3)  A local or intermediate school district shall use for pupil
instruction, textbooks that are available in braille or in a machine readable
version in the best available format for
electronic braille translation.  

     (4)  As used in this Section, "visually impaired pupil" means a pupil
who is determined to be visually impaired under State Board Rules and
includes a pupil who retains some sight, but has a medically diagnosed
expectation that visual deterioration will occur in preadolescence,
adolescence, or adulthood to the extent that the pupil will become visually
impaired as determined under State Board Rules.  

     (5)  This Section shall be know and may be sighted as the "Blind
Children's Literacy Rights Act".  

IF ONLY WE COULD SEE THROUGH THE EYES OF A CHILD
by Sue Drapinski
The importance of our tutoring program and the education of our blind
children is immeasurable.  However, the education of the general public
about blindness issues and the capabilities of those who are blind also has
to be on the top of our list of priorities.  The children of today are the
best teachers.  The following tradition in our family portrays how easy it
is, if only society could see things through the eyes of a child.

Each year, our family has a barbecue on Memorial Day weekend.  We invite
friends and family and enjoy outdoor games, food, fellowship, and the local
carnival games and rides just a block away.  Each year we have new friends
who join us.  This year, Sid and Dawn Neddo and their children came.  Kyle
Neddo, who is an 8 year old blind child, was one of 12 children under the
age of 10.  He ate with the rest of the kids, played with the rest of the
kids and went to the carnival with the rest of the kids.  Because Kyle and
his family are a part of our "Federation family", and because they believe
in and live our philosophy, Kyle has never been excluded from children's
activities.  During the barbecue, never once did any of the children
question Kyle's abilities.  Never once did they treat him differently, and
most importantly, never once did they assume there was something he
couldn't do.  The same is not true for the adults watching the children
play.  Some wondered if Kyle should be running, some worried that he would
get hurt, some marveled at all of the "exceptional" things he was able to
do(such as playing like any other 8 year old).  One by one, the concerned
adults realized that neither Kyle's parents, nor those of us who know Kyle,
were concerned.  They began to understand a little bit of NFB
philosophy-Kyle is no different because he is blind and he doesn't need to
be treated any differently because he is blind.  The next step is for these
same adults to realize that Kyle is not "exceptional", nor has he "overcome
great adversity".   Kyle, like all of the other children, was just having
fun "being a kid".

As we meet new people and try to spread our philosophy, our ultimate goal
is for everyone to understand the truth just a simply as the children
do--blindness does not make a difference in who a person is, what he/she
can do, or how he/she should be treated.

We have a long way to go, but if each of us takes advantage of the
opportunities presented to us, our philosophy will prevail.

THE MARC MARCH FOR SCHOOL CHOICE

EDITOR'S NOTE:The National Federation of the Blind of Michigan is
supporting HB 6075, known as the MARC (Maintain A Residential Choice)
bill.There is wide variation in the quality of education being provided to
blind children throughout the state.  Some blind children are receiving a
good education in their local communities.  Others are receiving barely
adequate educations requiring large expenditures of time and money by
parents and the NFBM.  Still others are receiving poor educations, despite
our best efforts.

              Just as we have done in the Braille Literacy Bill, we have
put the final decision for blind children's education in the parent's
hands.  We believe that parents are best equipped to make informed
decisions about their children's education, including the setting in which
they are educated.  Following is a summary of the main points of the MARC
Bill, adapted from MARC Committee material.

summary of HB 6075

Following is the introduction to HB 6075 as introduced. 

Education of Deaf, Blind and Deaf-Blind: 
The Residential School Option Preserved and Enhanced


Purpose: 

To reorganize the state residential schools for the Blind and for the Deaf,
to change the funding mechanism for the state schools in order to ensure
that appropriate and adequate funding exist for maximizing the potential of
special education students; to foster, encourage, promote and provide
assistance to the people of the state by developing academic and other
programs at the state schools for preparing and training individuals
intending to, or currently working with, the blind, deaf or hard of hearing
residents of the state; to provide statewide coordination and clearinghouse
for media materials to be used by deaf, blind and deaf-blind students; to
ensure that the blind, deaf and hard of hearing residents of the state and
their families have knowledge of, and access to, information regarding
residential and other programs developed and offered within the full
continuum of services as mandated by state and federal laws.

The Issues and background information:

For over one hundred years,  the separate residential schools were
successful in the education of blind and deaf children. For the most part,
blind and deaf children received quality academic training, more important,
they received knowledge and skills from qualified blind and deaf
instructors who also served as role models. Thousands of  deaf or blind
graduates became productive members of American society. 

When the new state and federal laws began to require the public schools to
be responsible for educating deaf and blind children within their districts
in the mid-1970's, the quality of education for deaf and blind children
began to diminish. This led to stunting  natural growth toward mature,
fully functioning and independent adulthood for many blind and deaf
children.  The residential school option in the continuum was ignored and
discouraged by school administrators. Many times parents were not informed
of this option.  Many local school districts were unable to find qualified
personnel and were unable or unwilling to provide enough funds to support
comprehensive services for deaf or blind children.

The result is there has been a substantial enrollment drop at the
residential schools over the years since the enactment of 94-142.  The
School for the Blind had to move to the Flint campus. The local schools
denied the parents the residential option for their deaf or blind children
due to two major factors: the high cost and the perceived mandate to
educate them with hearing or sighted children. 

The nationwide status of education of deaf and blind children is best
described by the following passages: In the Commission on Education of the
Deafts 1988 report to the President and the Congress of the United States,
the present status of education for persons who are deaf in the United
States is unsatisfactory and unacceptable. (Toward Equality, Education of
the Deaf, Feb. 1988) tAlthough many school programs are providing the
specialized instruction that visually impaired students need in addition to
their academic instruction, there is much room for improvement. Too many
visually impaired high school students graduate without having mastered the
tools for higher education or economic survival.t (The National Agenda for
the Education of Children and Youths with Visual Impairments, Including
Those with Multiple Disabilities)

The MARC Bill (HB 6075) is an attempt to reorganize and restore the
residential schools to their stature. It recognizes the residential schools
as the state center of information and technical assistance for the public.
It will help statets public schools improve education of deaf and blind
children.

Bill Summary:

This bill will:

1. Reaffirm the state's commitment  to maintain MSD and MSB;

2. Establish two independent boards to govern MSD and MSB made up of a
majority of blind or deaf persons or parents of blind or deaf children, as
appropriate;

3. Require the Governor to appoint board members with the advice and
consent of the Michigan Senate.

4. Authorize the independent boards to select and employ the superintendent
and to develop, prepare and present to the legislature school budget
recommendations;

5. Require all school employees to be state employees under civil service.

6. Require the state to fully support each school;

7. Enable residential school boards and superintendents to have direct
access to the State Legislature for appropriations and other necessary
purposes.

8. Require the legislature to appropriate funds according to instructions
in the bill to each residential school each fiscal year;

9. Limit the residential schools from charging  tuition to the local school
district any more than two times the school districtts foundation
allowance;

10. Prohibit any program not related to the education of deaf or blind
people from being located on the campus;

11. Enable more deaf, blind or deaf-blind students to participate in and
benefit from the expanded core curriculum (skills of blindness and
deafness) offered at the residential schools.

12. Enable each residential school to offer prevocational, vocational
programs and services on-campus and off-campus to deaf, blind and deaf-
blind students, parents  and educators.

13. Allow pupils to stay over weekends or during summer programs.

14. Enable each residential school to establish and freely provide outreach
and community educational programs.

15. Enable each residential school to train persons who want to work in the
deaf or blind field and update the skills of those working in the field.

16. Provide an opportunity for regular education students to learn and
benefit from interacting and living with their deaf, blind or deaf-blind
peers.

17. Enable each school to maintain a statewide library and media center to
serve deaf, blind and deaf-blind students. 

18. Enable each residential school to freely offer to Michigan families and
schools programs and services for assessing and evaluating the educational
needs of blind, deaf-blind deaf and hard of hearing pupils in the state.

19. Enable each residential school to facilitate access to information and
facilitate competitiveness for persons who are deaf or blind.

20. Require a school district, public school academy or intermediate school
district to annually provide the name, age, address, parentts or legal
guardiants name, and related information of each pupil who is deaf or blind
to the residential schools.

21. Prohibit the board or an official of a school district, public school
academy or intermediate school district from restricting or interfering
with a personts participation in the educational program at the residential
schools;

22. Empower parents and legal guardians of deaf, blind or deaf-blind
children to make the final choice for placement in local programs or
residential schools.

23. Remove old MSB and MSD laws.

This summary was prepared by Maintain A Residential Choice (MARC) for
public information. October, 1996. For further information, contact Bruce
Allen: 810-257-1449 V/T , Becky Calaman: 810-332-3331 V or 332-3323 T, or
Amy VanDallen: 616-385-4236 V/T, Fred Wurtzel - (517) 485-0326.

              Conventions, Fundraisers, Hobbies And Marriage

                            by Georgia Kitchen

    Many things take place while attending a NFBM state convention as those
of you know who come every year.  Among the things I spend time
participating in are the many informative meetings, hospitality hours,
helping in child care and attending the banquet
One year while I was attending the NFB auction which takes place after the
banquet President Harris began to auction off Old Time Radio tapes. I had
heard about old time radio and I said to my husband, Ken, "I would like
those."  He bought them for me.  

                          At the time of the auction, I didn't know that my
husband listened to radio when he was growing up in Arkansas.  Would we had
discovered our interest in OTR another way? Possibly, however, my husband
hates to shop so I doubt it.

                          Listening to OTR (Old Time Radio) shows has
become one of our common interests. My husband has become a member of the
Society to Preserve Encourage Radio Drama, Variety and Comedy a membership
club in California which has the largest library of cassettes and reels of
old time radio shows.  I have just joined the National Lum 'n Abner
Society. Soon we plan to take a Greyhound bus trip to a 3 day convention in
New Jersey.

Below are listed some of the OTR resources that I have collected. 
   Come to this years state convention in East Lansing at the Marriott
Hotel.  You will learn many things about services for blind children and
adults.  You will also have a lot of fun.

Membership Clubs

Old Time Radio Club
c/o Richard Olday
100 Harvey Drive
Lancaster, NY 14086
716-684-1604
Membership Club, Library Taped Catalog and Newsletter Available to blind
members, also annual convention.

SPERDVAC
P.O. Box 7177
Van Nuys, CA 91409
310-947-9800
Membership Club, Library for Members.

North American Radio Archives
C/O Janis DeMoss
134 Vincewood Drive
Nicholasville, Kentucky 40356
Membership Club, Annual Convention


                     NATIONAL FEDERATION OF THE BLIND
                   PARENTS OF BLIND CHILDREN OF MICHIGAN

                         by Dawn Neddo, President

   This past year has flown past for our NFB family.  We have had an active
NFB life with our Saturday School (tutoring) Program coming along and
growing each year.  We wish we could be all over the state, especially for
all the children we have met.  

   Our Day Camp was so much fun.  We even learned some things, too.  Our
Day Camp participants looked good riding horses and we loved the zoo. We
got to hold butterfly cocoons, which twitched with life. We toured a Coast
Guard boat and even got to sit in the Captain's chair and pretend to steer
the boat.  

   Our picnic was a great ending to the week.  We, of course, had our
traditional water balloon fight with a few mini attacks on the side.  We
had lots of food and play.  The kids climbed on play ground equipment and
everyone ended the day with a swim.  We, once again, had a wonderful Summer
Day Camp Program.  We always wish more families could join us for all the
great fun and activities.  Try and set aside some time next year for some
family fun with your NFB family.  

   Some of our parents and children attended our National NFB Convention in
Anaheim, California (including trips to Disneyland).  Everyone had a great
time and collected lots of information that they will share with us at our
support group meetings.  

   We are now looking forward to our State Convention,November 15-17. 
Plans are being made.  We are going back to basics.  We have plans for
hands-on experiences that will help parents and other understand how
important it is  to learn the basics.  We really know   the skills that
will help your child to succeed in all aspects of life.  The Convention is
a chance for parents of blind children from all across the state to meet
and network.  We need to stand together to advocate for our blind and
visually impaired children.  We have child care available and the kids love
it.  

   I hope to meet new parents and talk with all of you, especially those of
you who I have only talked with over the phone.   Come to East Lansing and
become an active part of our NFB family.  

                  1996-97 NFBM PARENTS OF BLIND CHILDREN
                             SATURDAY SCHOOL 

   Whether your blind or visually impaired child is academically falling
behind his/her peers or needs to  brush up on skills of blindness or would
benefit from meeting and socializing with some blind and visually impaired
peers, There is available help.  We have tutors who are experts in Braille,
cane travel, abacus, slate and stylus and much more.  We also have fun  ,
play sports and provide visually impaired and blind role models.  While our
children are learning, we parents have our Parents of Blind Children (POBC)
Support group.  We help each other learn about computers, Braille and what
your children need to be successful.  Don't be uninformed or misinformed.

                            CALENDAR OF EVENTS

October
5  Tutoring and Parent support group
15 Braille Literacy Summit/White cane safety Day State Capitol Building
19 Tutoring and Parent support Group

November 
2  Tutoring and Parent support Group
15 Back to the Basics Parents Workshop -- East Lansing Marriott
15-17                     NFBM State Convention -- East Lansing Marriott

December
7  Tutoring and Parents Support Group
21 Tutoring and Parents Support Group

January
4  Tutoring and Parents Support Group
18 Tutoring and Parents Support Group

February
1  Tutoring and Parents Support Group
15 Tutoring and Parents Support Group

March
1  Tutoring and Parents Support Group
15 Tutoring and Parents Support Group
April
5  Tutoring and Parents Support Group
19 Tutoring and Parents Support Group

May 
3  Tutoring and Parents Support Group
17 Tutoring and Parents Support Group

June
7  Picnic
Tutoring and Parents Support Group -- 
Time 11:00
Place:                    Webb Junior High 2100 W. Woodward Heights,
Ferndale, Michigan
Contact:                  Dawn Neddo, (810) 363-1956

1996 NFB of Michigan State Convention

This year's convention will be held November 15-17 at the Marriott East
Lansing, located at 300 M.A.C. in East Lansing.  Room rates are $58.00
across the board and reservations can be made directly with the hotel by
calling 517-337-4440.  Reservation deadline is October 31, 1996.

Friday activities will include a parents seminar focusing on Braille and
cane travel lessons for parents and a Kareoke Festival on Friday night. 
General session will be Saturday with a variety of speakers and topics.
Saturday night will be the banquet.  This year the banquet address will be
given by Ramona Walhof, Secretary of the National Federation of the Blind,
and President of the NFB of Idaho.  Banquet tickets are $20.00 each.

Sunday morning will be the regular business meeting and election of
officers.

We have a new contest this year designed to bring new people to our
convention.  Each member who brings and registers a new person at the
convention will have their name (both the bringer and the "bringee")
entered for a drawing of $250.  Each person has to be present at the
drawing on Sunday morning, and the bringer and "bringee" will split the
$250.  Let's each do our part to make this our biggest convention ever.

Convention registration will be $5.00 per person.  Door prizes will be
given away throughout the convention.  If you have door prizes to donate,
please contact Sue Drapinski at 810-546-6910.

If you have any other convention questions, please call Joy Harris at
313-271-8700.

Why the NFB?????
by Allen Harris

   Nothing can more clearly define the need for the NFB than the following
letter which I wrote on September 8, 1996.  As of this writing, we are
waiting for a response.

John Hertel, General Manager
Michigan State Fair
1120 W.State Fair Ave.
Detroit MI 48203

Dear Mr. Hertel:
I am writing on behalf of the National Federation of the Blind of Michigan. 
First, let me congratulate you on the excellence which the Michigan State
Fair has achieved under your leadership.  Not many years ago, the State
Fair was pronounced dead and waited only for burial.  You have not only
brought life back to the State Fair, but have positioned it among the most
successful events of its kind in our country. clearly, your leadership and
dedication have been responsible for the State Fair's resurgence and we
want to be among the community organizations to recognize this achievement.

The purpose of this letter is to bring to your attention a problem which
occurred that involved three blind persons in our organization who were
interested in volunteering at the State Fair.  Mr. Leonard Gross, Ms. Carol
Harris, and Mr. Nelson Lewis participated in the volunteer  orientation
held on August 15, 1996.  At this time, they were told by Julie (I do not
know her last name), Director of Volunteers, that if they intended  to
participate they would have to be accompanied by a "housekeeper" or some
other responsible adult who could "take care of them."  In any event, they
were not discouraged, and decided to appear at their designated time on
August 20,1996, to fulfill their volunteer service.  When they arrived,
they were met with resistance and generally chastened for failing to bring
a "housekeeper" or responsible adult.  As I understand it, they completed
their volunteer service for that day but chose not to return as they were
reminded by Julie that when they came back, they must be accompanied.

Mr. Hertel, these are three people whose intentions were to volunteer and
provide whatever service they could.  It strikes me as insensitive,
mean-spirited, and completely diminishing to ask three adults to
participate on terms which treated them as children.  All three of these
individuals were prepared and did take two buses from their home to the
State Fair and performed to their capacity whatever duties were assigned. 
Their initiative and willingness to participate as volunteers should gain
them respect and appropriate treatment, not ridicule and abuse.  You may
say that they were not ridiculed or abused, but if you think about it, they
certainly were.  they are adults with limitations and abilities like all of
the people you and I know.  they were terribly humiliated by the notion
that they were to be accompanied by a responsible adult.  Moreover, their
sincere efforts to participate were met with resistance and warnings not to
repeat the act of appearing without help.

I trust that you will review this matter with Julie and other responsible
persons on your staff to see that there is no repeat of this behavior. 
Moreover, I hope you will contact us so that we may consider any concerns
which may arise in the event that blind persons choose to volunteer at the
State Fair.

You may contact me at 313-271-8700.

Sincerely,
Allen Harris, President
National Federation of the Blind of Michigan


MERCHANT DIVISION PRESIDENT MAKES THE
CAPITOL A LOTTERY LOSER

by Danny Griffin

   Because the Michigan Lottery Licensee at the Capitol Building in
Lansing, Michigan is blind and the Lottery terminal WAS NOT ACCESSIBLE, the
terminal has been removed.

   After being a licensee for over one year and having all questions of
accessibility ignored, I had a meeting with the Lottery Commissioner, Bill
Martin. Martin was not interested in doing anything to make the terminal
accessible.  His stance was to use it as it was or remove it. I chose to
remove the machine.

   A press release was put out about the problems of the Lottery not
complying with A D A.  The release caught the interest of a reporter with
the Associated Press. She did an in depth
interview with me about the problem. Many newspapers throughout Michigan
and even some in Ohio and Indiana ran the article. (Some with a picture of
me and Cruiser, my seeing eye dog guide, in front of the Capitol
Building.)

   Needless to say, Bill Martin decided because the problem was brought
before the public in newspapers,TV interviews, and word of mouth to State
Legislators, the Lottery Commissioner was now willing to meet with the
Commission for the Blind B.E.P. Director and computer experts to try and
remedy the situation.  Support for my actions have received very favorable
reactions
from State Legislators and their staffs. There are a few people who just
want their lottery tickets and don't care why the terminal is not there. 
But most everyone coming into the concession stand applaud the fact I am
standing up for blind vendors rights!



                        Greetings From Ann Arbor!!

                           Liz Lindsey-Mckinley

Our chapter celebrated its first anniversary in July of this past summer. 
It has been an exciting year for those of us who are members.  Our chapter
is 15 people strong and we are hopeful that this year will be as successful
with gathering new members.
   In January of this year, two of our members, Liz Lindsey and Richard
McKinley, were a part of the Michigan contingency for the Washington
Seminar.  It was a great opportunity for both of us.  Neither of us had
ever been to the National Office in Baltimore and were happy to finally get
there.  Being able to meet with and talk to our representatives in
Washington about issues of concern to the blind community helped create a
sense of interconnectedness with you all.
   In June, we had a very successful yard sale that raised over $200 for
our chapter.  We are going to be exploring some additional fund-raising
ideas and will most likely repeat the yard sale next year.  (If you haven't
considered this for your chapter, it is a lot of fun).  THANK YOU to
everyone who helped out.
   On a more personal note, many of you know that Richard and I were
married on August 25.  It was a wonderful day for an outside wedding.  A
good time was had by all.  
   With the wedding preparations over and successfully behind us, we are
looking forward to putting more energy into building our chapter.  Some of
our members will be joining you in Lansing, on October 15, for the Braille
Literacy Rally.  We will be at  the state convention in Lansing in
November.  We are looking forward to seeing you all there.
   We continue to meet on the fourth Sunday of each month, from 1:00 pm to
3:00 pm, at The Ann Arbor Center for Independent Living.  For directions,
call (313)973-7439.       






Detroit Chapter News
 by Joy Harris,
 Detroit Chapter President

I am pleased to report that the Detroit chapter continues to actively
support the programs  of the National Federation of the Blind.  Each month
we commit $40.00 to the SUN program and $50.00 to the PAc plan.  At our
monthly meetings we raise money with a 50/50 raffle and auction at the
conclusion of every meeting, this amounts to around $40.00 each month.  

Over the past year, our members have sold $3000 in candy sales, with some
proceeds to our treasury and a percentage for individuals to use for their
trip to national convention.  More than 20 people were able to earn money
towards their trip to Anaheim.  We are currently selling Gold C Coupon
Books and expect to raise $1000.

Our future plans include participating in the Braille Summit on October 15
at the State Capitol.  Also we are planning to bring as members and friends
as possible to this year's state convention in East Lansing.  For
information about the Detroit Chapter, contact Joy Harris at 313-271-8700.


EDITOR'S NOTE:            In addition to our broad efforts to change laws
                          on behalf of blind children, the NFBM works
                          directly with parents and children to demonstrate
                          in a practical way that our message has meaning
                          beyond words.
 
Lansing Forms a Support Group
 for Parents of Blind and Visually Impaired Children

                              by Geer Wilcox

The Lansing Chapter of the NFB of M invited the Capital Area Council of the
Blind to join with us to forma support group for parents of blind children. 
The group's first meeting was in April and it has met monthly since then.  There
is a core of about three or four families.  Other families  have
dropped
in  from time to time.

     The group has spent a lot of time sharing concerns, problems and resources. 
There is a strong interest in having a tutoring program to help kids improve
their skills in braille, mobility or other daily living skills.

There is interest in having  programs such as trips to the State
Library for the Blind and Physically Handicapped for hands on experiences with
the children.

  We would like to thank  the First Christian Church (Disciples of
Christ) in Lansing for providing a place to get our group started.   

   Beginning in October, our meetings will be the 3rd Tuesday of the month. 
Meetings will be held at 7:00 in room 208 at Sparrow Hospital 1215 E. Michigan
Avenue in Lansing.   Anyone who would like to attend is welcome.

Thoughts about Popcorn

                              by Mary Wurtzel

     Our son, Marc, is a second-grader at Post Oak school in Lansing.  His older
siblings attended the school, Freddie had started there eleven years ago.  Thus,
I am very familiar and involved with Post Oak and have served on the PTA board
in former years.  However, of course, all the present board was new to me. 
I was elected secretary of the board and in August attended the first board
meeting.  Is it me or them?, I wondered as people talked to one another all
around me.  Is it my being blind, or just being new and these folks all have
a history of working together.  I usually feel left out in a new group like
this, and I thought, why is it worse when it is a new group of sighted people? 
Am I a bad Federationist to feel this way?  Why do I feel so much more freedom
when going to a new group of blind people?  I thought of Laurie Eckery's article
in the June Monitor about her choir and the need to educate sighted people all
the time about blindness.  Do we borrow trouble, to feel sighted folks will
automatically not accept us just like any other new person?  I may disappoint
you when I don't offer a definitive answer to my own questions.  Maybe it is
a little of both, our own paranoia and the real issues we have faced on an ongoing
basis.

    Anyway, on with my entrancing story about PTA.  In the course of the first
meeting it was noted that every Friday parents volunteered to come to school
and pop popcorn to be sold for a quarter a bag.  It serves as an incentive for
the kids and a small fund raiser for the PTA.  There weren't enough parents
signed up yet to pop corn.  I left the meeting wondering if I should volunteer
to pop corn.  Though, I had run a snack bar, I had not run a popcorn machine. 
However, I knew that many blind vendors I know did have machines.  Well, if
they did it then I could do it.  But----I'm not very coordinated.  That machine
gets real hot, what if I make a fool of myself?  Then those people will affirm
their belief that blind people are not capable of doing the simplest things. 
Then I thought no one else would spend so much time thinking about this, as
I am.  

     At the next board meeting there was still a shortage of parent poppers. 
Well, I do have the time, I thought, and lots of blind people pop popcorn. 
I volunteered to come over the next Friday.

    It was a beautiful crisp Fall as Marc and I walked our usual mile walk to
school.  I decided to be there early so I could scope out the machine before
it was turned on and got hot.  Debbie, the person in charge was very matter-of-fact. 
She showed me where things were stored.  She showed me the machine and how it
worked, and no big deal to her it seemed.  I began popping corn, and we sold
over 300 bags of popcorn that day, and I popped it all.  Other parents filled
the bags and sold to the kids, but it was just an efficient division of labor. 
I was a bit tired as I walked home, but I was really glad that I could contribute
and be a part of the PTA team.

     And what does all this have to do with NFB.?  Well, I believe it was my
knowing that other blind people had done a thing that gave me confidence to
step out and do it myself.  I knew I could have called someone and asked how
they dealt with doing the job if I had a problem.  The other parents accepted
me and didn't make a big deal about me popping corn.  In fact, in my own insecurity,
I had said that maybe I was going too slow, and they all assured me that I wasn't
at all.  

   We make presentations to groups about the capabilities of blind people. 
I have been making such presentations at Post Oak school for eleven years, now. 
Why?  Because I am a Federationist.  I want to change attitudes for our children. 
We have wonderful literature and videos.  We have tremendous leadership to inspire
us.  Maybe it really is making a difference in our society.  I know I need all
of your support to live my life fully with faith and confidence.

Who's Who in the Greater Lansing Area Sports Hall of Fame

On Wednesday, July 10, 1996, another team was inducted to the Greater Lansing
Area Sports Hall of Fame.  The 1963 Michigan School For the Blind Wrestling
Team coached by Fran Hetherington and lead by captain Allen Harris, received
the prestigious honor at a luncheon held in their honor at the Lansing Sheraton
Hotel.  There were also two receptions held to honor the team for their accomplishments. 
 

Allen Harris, coach of the 1963 championship team and current president of the
NFB of Michigan was interviewed by Neil Koepke from the Lansing State Journal
and said, "Our coach, Fran Hetherington told us that we were as good as anybody
we would encounter, and the difference in winning and losing would be in skill
level and not have anything to do with being blind.  The issue of vision never
occurred to us.  It's a wonderful thing to be included in the Hall of Fame. 
We knew what a big accomplishment it was for us to be state champions, now I
think other people realize what a big deal it was.  For us, it's special because
we were such a small school and not because we were blind."

Other members of the 1963 championship team include Ray Goodrich, Lloyd Frees,
Gerry Frees, Roger Boehmer, Curtis Grandberry, Dan Brewer, Larry Sikora, Frank
Whittaker, Ed Rodgers, Frank Kapugia, Larry Powell, Mike Alcorn, Bruce Raymond
and manager Bob Springstein.

Congratulations to the 1963 Michigan School for the Blind Championship Wrestling
Team.

                 "BLIND" MISSING FROM SKILLS OF BLINDNESS
                       IN EXPANDED CORE CURRICULUM 

                            by Fred J. Wurtzel

   The National Federation of the Blind of Michigan is putting a large amount
of resources into efforts to improve the educational futures of Michigan's blind
children.  This is not a complaint.  It is our mission to change what it means
to be blind.  Part of this mission is assuring that blind children receive the
quality education that will enable them to compete with the world and achieve
their maximum potential.

   Some of these activities include passage of our Braille literacy bill (H.B.
6064) and the M.A.R.C. Bill (H.B. 6075).  We are actively building and encouraging
parent support groups.  We are providing tutoring for blind children.  We are
active in efforts to develop and improve Camp Tuhsmeheta.  We advocate for parents
and blind children in I.E.P.'s.  

   We gladly do these things because they must be done.  We are engaged in the
act of social change.  We are moving blind people into first class citizenship. 
This is a large task.  We have been so engaged for nearly 60 years.  If necessary
we will continue for another 60 years.  We will not cease until every blind
person has achieved first class citizenship.

   The next article is reprinted with permission of the author, Phil Hatlen. 
It is a good article.  It is positive and constructive.  In the article Mr.
Hatlen describes what he calls the "expanded core curriculum."  

   We have been describing and advocating what we call "skills of blindness
since our inception in 1940.  It is encouraging that an educator of national
prominence, such as Mr. Hatlen, has recognized these skills as necessary for
fully succeeding in gaining an education.  There is an underlying assumption
of the viability of the techniques and, more importantly, the ability of blind
people to employ these skills to compete on terms of equality with our sighted
peers.

   Mr. Hatlen has missed one crucial point.  In his article, mr. Hatlen, repeatedly
describe how sighted children gain as much as 80% of their knowledge from observing
(visually) others doing the activity to be learned.  He emphasizes that blind
children do not have the capacity to learn in this way.

   This points out the task yet before us.  Mr. Hatlen fails to acknowledge
the important (unavoidable) need for blind children to relate to their blind
peers and to positive blind role models.  Until this need is accepted on a level
with the need for cane travel or Braille, we will not have achieved our goal. 

   It is no coincidence that it is still not possible for a blind person to
be certified to teach other blind persons to travel.  Cultural prejudices are
very difficult to exorcise.  In this case, our culture does not have confidence
in the ability of blind persons to teach other blind persons skills that are
only relevant to blind persons.  This may seem absurd on the face of it, but
you are challenged to convince such formidable institutions as Western Michigan
university to fully accept blind persons int to their orientation and mobility
programs.

   It is self-evident to this writer that association among persons with similar
interests has synergistic value.  All one needs to do is to observe the proliferation
of special interest, support and self-help groups on every topic, vocation and
avocation imaginable.  Our culture is permeated with paternalistic, demeaning
and condescending attitudes toward blind persons.  Despite political correctness,
inclusion, consumerism, empowerment and a whole dictionary full of trendy buzz
words, blind people are still being excluded from participating in defining
our own identity, and thus, our future.  We will not sit quietly and let it
pass.  Mr. Hatlen, we are here to let you know that we, blind people, will determine
our destiny.

   The way blind children can "observe" others doing the things that they need
to learn is for blind children to meet and associate with other successful blind
peers and adults.  Until the professional educators acknowledge and advocate
this fundamental concept as a basic part of teaching method, we will continue
to spend large amounts of resources to change what it means to be blind.

THE CORE CURRICULUM FOR BLIND AND VISUALLY IMPAIRED STUDENTS, INCLUDING
THOSE WITH ADDITIONAL DISABIliTIES*

prepared by

Phil Hatlen, Co-Chair
                      National Agenda Advisory Board


(Revised January 10, 1996)
(*The term "including those with additional disabilities" will not be repeated,
as it should be assumed under the definition of "blind and visually impaired
students.)

Preface: Some years ago, a reporter asked a prominent blind woman, "What is
it that blind people would want from society?" The woman replied, "The opportunity
to be equal and the right to be different."

As Lowenfeld so graphically portrayed in The Changing Status of the Blind: From
Separation to Integration (Charles C. Thomas, Springfield, 1975), opportunities
for equality grew tremendously in the 20th Century.

   "In the field of education then the move from separation to integration is
   evident. Educational provisions for blind children, the administration of
   these educational provisions, and teacher preparation, all moved from special
   or separated arrangements to integrated ones. This move has been consistently
   spearheaded and supported by legislation..." (Lowenfeld, 1975, p. 117.)

It was Lowenfeld's belief that the American Creed (all of us are equal under
the law) has resulted in educational integration for blind and visually impaired
students. Integration with their sighted, peers, which, for visually impaired
students, began at the turn of the century, has provided these students with
the opportunity to be equal.

All of us - parents, consumers, professionals, and others - continue to promote
equal opportunities for blind persons. But how do we feel, and how do we react,
to "...the right to be different...? " What did this woman mean by two remarks
that seem diametrically opposite? Perhaps she meant that print and,braille are
equal, but very different; that the need for independent travel is similar for
sighted and blind persons, but the skills are learned very differently by blind
people; and that concepts and learning that occur for sighted people in a natural,
spontaneous manner require different learning experiences for blind persons.
Perhaps she was emphasizing that blind persons should have the opportunity to
learn the same knowledge and skills as sighted people, but that their manner
of learning will be different.

Historically, many educators behaved as though they did not believe that blind
and visually impaired students had "...the right to be different.1, The integration
soon to be called "mainstreaming," then "inclusion") of blind students into
regular classrooms in great numbers, beginning in the 1950s, brought with it
an era of belief that the only need a visually impaired student had was adapted
academic material so that she/he could

learn in the regular classroom. The only difference acknowledged by many teachers,
(indeed, the profession itself), was the media and materials used for learning.

Few, if any, changes or additions were made to the curricula offered these students.
Therefore, early efforts to include visually impaired students in regular classrooms
sometimes attempted to provide "...the opportunity to be equal..." without recognizing
the student's "...right (and need) to be different..."

It has been demonstrated that curriculum developed for sighted students is available
for, and success in its mastery is achievable by, visually impaired students.
If the educational system provides students who have a necessary foundation
of experiential learning with appropriate educational materials, and if there
are excellent support services, including qualified and credentialed teachers
of visually impaired students and orientation and mobility instructors, then
the existing curriculum for sighted students will provide the visually impaired
student the "...opportunity to be equal..."

However, "...the right to be different..." clearly implies that there is more
to education for visually impaired students than the exact same curriculum provided
to sighted students. This added curriculum that is specific to visually impaired
students is also well-known, but has not been diligently implemented. Could
it be that parents and professionals have no problem with the ...opportunity
to be equal...", but have difficulty with "...the right to be different..."?

It has not been an easy transition for professionals-in education for visually
impaired learners to accept the concept that visually  -impaired students have
educational needs that are in addition to curriculum required for sighted students.
Many factors have made this transition difficult. Some professionals are loathe
to give up the belief that there is any difference between the educational needs
of sighted students and visually impaired students. Others have difficulty accepting
the idea that an expanded curriculum is the responsibility of educators. Still,
others find it impossible to add to their teaching responsibilities because
of time and/or size of caseload.

Though our profession has documentation and ample evidence of the need for a
"Core Curriculum for Blind and Visually Impaired Children and Youths, Including
those with Additional Disabilities," it has not been uniformly recognized, accepted,
or implemented. Goal 8 of the National Agenda will directly address this issue
and bring educators and parents together to ensure the blind and visually impaired
children and youths of the nation an appropriate education based on this expanded
core curriculum.

What is a Core Curriculum?

Educators define "core curriculum" as the knowledge and skills expected to be
learned by a student by high school graduation. Generally, the core curriculum
consists of knowledge and skills related to academic subjects.  Mastery of the
core curriculum is what both parents and teachers stress as essential for academic
success in school, and later in life. In most states, opportunities are provided
for students to meet other criteria in cases when those students cannot meet
the academic demands of the core curriculum.

There are many versions of the core curriculum. In our country, each state assumes
responsibility for minimum standards for high school graduation. This core curriculum
becomes the foundation for almost all learning, from kindergarten through high
school. With respect to blind and visually impaired students, the existing core
curriculum, as developed for sighted students, is entirely appropriate and generally
available. Because educators of visually impaired students have developed expertise
in curriculum adaptation, it should be possible to take any curriculum that
has been developed and make it readily available for visually impaired learners.
If blindness or visual impairment presents only the problem of accessibility
to learning materials, then the issue of education of visually impaired students
is solved by adaptation of the existing core curriculum.

Some educators of visually impaired students believe that it is true that the
child in a regular classroom who has access to all curricular materials is as
equally prepared to learn as her sighted classmates. But most professionals
hold a strong position that there is an expanded core curriculum for visually
impaired students that requires additional areas of learning

There are experiences and concepts casually and incidentally learned by sighted
students that must be systematically and sequentially taught to the visually
impaired student. The core curriculum for visually impaired students is not
the same as for sighted students. Indeed, it is much larger and more complex.

The concept of a core curriculum for visually impaired learners has been discussed
by -professionals and parents for many years. It has been called many things.
It has been. referred to as the specialized curriculum, or specialized needs,
the unique curriculum, or unique needs, the non-academic curriculum, the dual
curriculum, and most recently, the disability.specific curriculum.

These other terms are sometimes a distraction to the important issue. The term
core curriculum has been used to define the basic educational needs of sighted
students for many years. It is proposed that the term core curriculum for blind
and visually impaired students be used to define the basic educational needs
for this population. It conveys the same message as the original core curriculum.
Words like specialized, unique, and disability-specific are not needed, and,
indeed, may give an erroneous connotation to basic educational needs. The terms
imply two separate lists of educational needs for visually impaired students.
One list contains the elements of a traditional core curriculum. The other is
a list of "disability-specific" needs. Two lists provide educators with options,
such as one list being required and the other consisting of electives. There
should be only one list, and that should consist of the required core curriculum
for visually impaired students.

- The existence of special needs, or a unique core curriculum for blind and
visually impaired students, has been known for years. References to the subject
of grooming skills date back as far as 1891. The need for social interaction
skills appears in the literature in 1929 and again in 1948. Between the years
1953 and 1975, there are more than two dozen references to books and articles
written about daily living skills and visually impaired students.  Many more
articles and documents have been written about orientation and mobility and
career education. The expanded core curriculum n being promoted is not new--its
need has been known for decades.

Although states determine the content of the core curriculum individually, most
state' demand that competencies in basic subjects be mastered. The following
example incorporates these basic subjects and adds the expanded core curriculum
for visually impaired students:

            The Core Curriculum for Blind and Visually Impaired
                            Children and Youths
                       The Existing Core Curriculum:
English language arts
other languages, to the
extent possible
mathematics
science
health
physical education
fine arts
social studies
economics
business education
vocational education
history
                       The Expanded Core Curriculum:
compensatory academic skills,
including communication modes
orientation and mobility
social interaction skills
independent living skills
recreation and leisure skills              career education
use of assistive technology
visual efficiency skills
A short description for each of these areas of expanded core curriculum follow:
Compensatory or Functional Academic Skills, including Communication Modes:
(Note: for this area of the expanded core curriculum for blind and visually
impaired students, a distinction must be made between compensatory skills
and functional skills. Compensatory skills are those needed by blind
and visually impaired students in order to access all areas of core curriculum.
Mastery of compensatory skills will usually mean that the visually impaired
student has access to learning in a manner equal to that of sighted peers.
Functional skills refers to the skills that students with multiple disabilities
learn that provide them with the opportunity to work, play, socialize,
and take care of personal needs to the highest level possible.)

Compensatory and functional skills include such learning experiences 
as concept development, spatial understanding, study and organizational
skills, speaking and listening skills, and adaptations necessary for
accessing all areas of the existing core curriculum. Communication needs
will vary, depending on degree of functional vision, effects of additional
disabilities, and the task to be done. Children may use braille, large
print, print with the use of optical devices, regular print, tactile
symbols, a calendar system, sign language, and/or recorded materials
to communicate. Regardless, each student will need instruction from a
teacher with professional preparation to instruct students with visual
impairments in each of the compensatory and functional skills they need
to master. These compensatory and functional needs of the visually impaired
child are significant, and are not addressed with sufficient specificity
in the existing core curriculum.

Orientation and Mobility: As a part of the expanded core curriculum,
orientation and mobility is a vital area of learning. Teachers who have
been specifically prepared to teach orientation and mobility to blind
and visually impaired learners are necessary in the delivery of this
curriculum. Students will need to learn about themselves and the environment
in which they move - from basic body image to independent travel in rural
areas and busy cities. The existing core curriculum does not include
provision for this instruction. It has been said that the two primary
effects of blindness on the individual are communication and locomotion.
The expanded core curriculum must include emphasis on the fundamental
need and basic right of visually impaired persons to travel as independently
as possible, enjoying and learning from the environment through which
they are passing to the greatest extent possible.

Social Interaction Skills: Almost all social skills used by sighted children
and adults have been learned by visually observing the environment and
other persons, and behaving in socially appropriate ways based on that
information. Social interaction skills are not learned casually and incidentally
by blind and visually impaired individuals as they are by sighted persons.
Social skills must be carefully, consciously, and sequentially taught
to blind and visually impaired students. Nothing in the existing core
curriculum addresses this critical need in a satisfactory manner. Thus,
instruction in social interaction skills becomes a part of the expanded
core curriculum as a need so fundamental that it can often mean the difference
between social isolation and a satisfying and fulfilling life as an adult.

Independent Living Skills: This area of the expanded core curriculum
is often referred to as "daily living skills." It consists of all the
tasks and functions persons perform, in accordance with their abilities,
in order to lead lives as independently as possible. These curricular
needs are varied, as they include skills in personal hygiene, food preparation,
money management, time monitoring, organization, etc. Some independent
living skills are addressed in the existing core curriculum, but they
often are introduced as splinter skills, appearing in learning material,
disappearing, and then re-appearing. This approach will not adequately
prepare blind and visually impaired students for adult life. Traditional
classes in home economics and family life are not enough to meet the
learning needs of most visually impaired students, since they assume
a basic level.of knowledge, acquired incidentally through vision. The
skills and knowledge that sighted students acquire by casually and incidentally
observing and interacting with their environment are often difficult,
if not impossible, for blind and visually impaired students to learn
without direct, sequential instruction by knowledgeable persons.

Recreation and Leisure Skills: Skills in recreation and leisure are seldom
off part of the existing core curriculum. Rather, physical education
in the form of team games and athletics are the usual way in which physical
fitness needs are met for sighted students. Many of the activities in
physical education are excellent and appropriate for visually impaired
students. In addition, however, these students need to -develop activities
in recreation and leisure that they can enjoy throughout their adult
lives. Most often sighted persons select their recreation and leisure
activity repertoire by visually observing activities and choosing those
in which they wish to participate. The teaching of recreation and leisure
skills to blind and visually impaired students must be planned and deliberately
taught, and should focus on the development of life-long skills.

Career Education: There is a need for general vocational education, as
offered in the traditional core curriculum, as well as the need for career
education offered specifically for blind and visually impaired students.
Many of the skills and knowledge offered to all students through vocational
education can be of value to blind and visually impaired students. They
will not be sufficient, however, to prepare students for adult life,
since such instruction assumes a basic knowledge of the world of work
based on prior visual experiences. Career education in an expanded core
curriculum will provide the visually impaired learner of all ages with
the opportunity to learn first-hand the work done by the bank teller,
the gardener, the social worker, the artist, etc. It will provide the
student opportunities to explore strengths -and interests in a systematic,
well-planned manner. Once more, the disadvantage facing the visually
impaired learner is the lack of information about work and jobs that
the sighted student acquires by observation.

Because unemployment and underemployment have been the leading problem
facing adult visually impaired persons in the United States, this portion
of the expanded core curriculum is vital to students, and should be part
of the expanded curriculum for even the youngest of these individuals.

Technology: Technology is a tool to unlock learning and expand the horizons
of students. It is not, in reality, a curriculum area. However, it is
added to the expanded core curriculum because technology occupies a special
place in the education of blind and visually impaired students. Technology
can be a great equalizer. For the braille user, it allows the student
to provide feedback to teachers by first producing material in braille
for personal use, and then in print for the teacher, classmate and parents.
It gives blind persons the capability of storing and retrieving information.
It brings the gift of a library under the fingertips of the visually
impaired person. Technology enhances communication and learning, as well
as expands the world of blind and visually impaired persons in many significant
ways. Thus, technology is a tool to master, and is essential as a part
of the expanded core curriculum.

Visual Efficiency Skills

The visual acuity of children diagnosed as being visually impaired varies
greatly. Through the use of thorough, systematic training, most students
with remaining functional vision can be taught to better and more efficiently
utilize their remaining vision. The responsibility for performing a functional
vision assessment, planning appropriate learning activities for effective
visual utilization, and instructing students in using their functional
vision in effective and efficient ways is clearly an area of the expanded
core curriculum. Educational responsibility for teaching visual efficiency
skills falls to the professionally prepared teacher of visually impaired
learners.

Bringing together all of these skills learned in the expanded core curriculum
produces a concept of the blind or visually impaired person in the community.
It is difficult to imagine that a congenitally blind or visually impaired
person could be entirely at ease and at home within the social, recreational,
and vocational structure of the general community without mastering the
elements of the expanded core curriculum. What is known about congenitally
blind and visually impaired students is that, unless skills such as orientation
and mobility, social interaction, and independent living are learned,
these students are at high risk for lonely, isolated, unproductive lives.
Accomplishments and joys such as shopping, dining, attending and participating
in recreational activities are a right, not a privilege, for blind and
visually impaired persons. Responsibilities such as banking, taking care
of health needs, and using public and private services are a part of
a full life for all persons, including those who are blind or visually
impaired. Adoption and implementation of a core curriculum for blind
and visually impaired students, including those with additional disabilities,
will assure students of the opportunity to function well and completely
in the general community.  

The components of the expanded core curriculum present educators with
a means of addressing the needs of visually impaired children with additional
disabilities. The educational requirements of this population are often
not met since the lack of vision is considered "minor", especially when
the child is severely impacted by cognitive and physical disabilities.
Each area in the expanded core curriculum can be further defined to address
the educational issues facing these children and assist parents and educators
to fulfill their  needs.

This expanded core curriculum is the heart of the responsibility of educators
serving visually impaired students. These areas are not adequately addressed
by regular classroom teachers, nor should they be, for this is the core
curriculum that is essential only to blind and visually impaired students,
and it epitomizes their "...right to be different..."

          The Delivery of the Core Curriculum for Blind and
                     Visually Impaired Students.
In varying ways, and to various degrees, the existing core curriculum
is essential to the learning of blind and visually impaired learners.
This fact has been generally accepted in the profession of educators
for visually impaired learners and by parents of visually impaired students.
Of equal importance is the acceptance of the expanded core curriculum
as being necessary for blind and visually impaired students. Assuming
this second level of acceptance has occurred, what must be done next
is to determine how the expanded core curriculum will be provided for
visually impaired learners.

The Expanded Core Curriculum for Blind and Visually Impaired Students
will be difficult to complete in 12 years of education, especially for
students who academic learners. Several approaches for fitting the Expanded
Core Curriculum normal education career have been suggested. One possibility
that has been us depend on the infused competencies contained in the
Existing Core Curriculum providing the additional skills and knowledge
needed by the visually impaired learner. 

While it appears as though many of the competencies reflected in the
expanded core curriculum might be achievable when infused within the
existing, traditional curriculum, there is compelling evidence that infusion
is risky and does not provide the appropriate urgency and emphasis to
the expanded core curriculum. These students learn differently, in ways
that are not intuitively obvious to individuals who rely on their visual
sense for 80% of all that they learn and understand. Because blind and
low vision youngsters often do not bring the same visual experiences
to the learning environment, it is very likely that all of their curriculum
needs will not be met without planned, sequential, direct instruction
by individuals who understand their learning style.

At this time, no single, simple method has been developed that assures
visually impaired students of accessing both traditional and expanded
core curricula within the same time frame as their sighted peers. This
remains a significant, but attainable challenge.

For too many years educators behaved as though they were unaware of the
unique and specialized needs of blind and visually impaired students.
The outcome has become a modern tragedy, with too many products of our
educational efforts living isolated, troubled lives. For too many years
educators have known the content of the curricula needed by blind and
visually impaired learners that would equalize education by neutralizing
the effects of visual impairments on incidental learning. And for too
many years educators have found reasons not to implement the expanded
core curriculum.

The additional learning experiences contained in the expanded core curriculum
are not easy to implement. They require time to teach, and the need for
them does not diminish with age or competency. The professionally prepared
teacher of visually impaired students must be responsible for assessment,
instruction, and evaluation in unique and specialized curricular areas.
This educator needs to teach the skills and knowledge necessary or to
orchestrate the teaching through utilization of other community resources.

The competencies that result in an expanded core curriculum require that
educational time be allocated to teach these skills. Programming that
appropriately addresses all of the educational needs of blind and visually
impaired students must assume that most students will need sizable periods
of time in order to master the competencies required in the expanded
core curriculum. If the profession does not demand that this time be
made available, it has done a disservice to students with visual impairments,
and may disable them in their efforts to successfully transition from
school to adulthood.

The expanded core curriculum must become the unifying issue among educators
for visually impaired students. It must first be adopted by the profession
as the education needed by blind and visually impaired students. Once
the profession has adopted the expanded core curriculum, it then takes
on the enormous task of carrying the curriculum message to parents, administrators,
and the public at large.  The message must transcend fiscal issues, conflicting
philosophical and political positions, and the doubts and misgivings
of educators and parents.  The spotlight must be on the individual child,
and must begin with a thorough assessment of the child, one that covers
every area of the expanded core curriculum.  Using assessment results
and invaluable information from parents, goals and objectives must be
developed for the individual child, based on assessment.  If assessment
has truly covered every area of the expanded core curriculum, then there
will likely be goals and objectives for each area.  Someone must meet,
or orchestrate  the meeting of, all goals and objectives.  This will
be the professional teacher for visually impaired children.  Decisions
must be made on placement, on priorities, and on frequency and duration
of instruction.  Care must be taken that the competencies contained in
the expanded core curriculum receive equal attention to academic competencies,
as stressed in the existing curriculum.

All students with visual impairments, including those with additional
disabilities, have a fundamental right to an expanded core curriculum
that emphasizes students' "...opportunities to be equal and right to
be different..."

The Advisory Council of the National Agenda calls all professionals and
parents to action on this issue.  Action includes knowledge, familiarity,
acceptance, commitment, and implementation.  Knowledge means that educators
and parents are ready and willing to make sacrifices   and change beliefs
in order to make it happen.  Implementation means that our lives as professionals
and parents will be dramatically changed.  Implementation means that
parents and professionals will become partners in preparing their children
for a rich and fulfilling adult life.  And, finally, implementation means
that the blind and visually impaired students to whom we have committed
our love, our talents, our hopes, and our gifts for teaching will enjoy
a full, exciting and productive life.


FOR FURTHER INFORMATION REGARDING THE NATIONAL FEDERATION OF THE BLIND
or questions regarding this issue of the MICHIGAN FOCUS, PLEASE CONTACT
US  THROUGH ONE OF THE FOLLOWING E-MAIL ADDRESSES, OR ONE OF THE FOLLOWING
PEOPLE:

E-MAIL US AT           NFB OF MI@AOL.COM
                                                       OR
                                                                     
                 72401.145@COMPUSERVE.COM

DETROIT AREA:                                              Joy Harris,
Chapter President
                                                           313-271-8700
                                                           Meetings the
fourth Saturday of each month.
                                                           1:00 p.m.----Rehabilitation
Institute
                                                                261 Mack
Ave.
                                                                     
    Detroit MI 48201
IN THE WASHTENAW COUNTY AREA:
                                                           Liz Lindsey,
President
                                                           313-973=7439
                                                           Meetings the
3rd Saturday of each month
                                                           1:00 p.m.
at the Center for Independent
                                                           Living, 2568
Packard
IN THE LANSING AREA:
                                                           Mary Wurtzel,
President
                                                           517-485-0326
                                                           4th Saturday
at 10:30 a.m.
                                                           205 Sparrow
Hospital

IN THE GRAND RAPIDS AREA:
                                                           Joanne Butts
                                                           616-532-8831

IN THE FLINT AREA:
                                                           Georgia Kitchen
                                                           810-767-0870

IN THE ADRIAN AREA:
                                                           Laura Biro
                                                           
517-265-1339                                               

uired in the expanded
core curriculum. If the prof