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Best Regards, Bill Stankiewicz Vice President and General Manager Shippers Warehouse of Georgia Office: 678-364-3475 [email protected] http://www.linkedin.com/in/billstankiewicz2006http://www.slideshare.net/BillStankiewicz

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Table of Contents

4 Getting Ready Welcome to Dialog in the Dark The Dialog Begins What to Expect on your Field Trip Guide Reference Chart

12 Upper Elementary and Middle School Part 1: Seeing the World Differently Lesson 1: Causes of visual disabilities Lesson 2: Adventures for your senses—hear,

smell, feel Lesson 3: Finding your way Lesson 4: How do you do see what I see? Lesson 5: Breaking barriers

Part 2: Acceptable & Accessible Lesson 1: Looking back Lesson 2: Famous people Lesson 3: The Americans with Disabilities Act Lesson 4: Enforcing accessibility

Answer keys

39 High School Part 1: Seeing the World Differently Lesson 1: Causes of visual disabilities

Lesson 2: Adventures for your senses—audition, olfaction, somatosensation

Lesson 3: Finding your way Lesson 4: How do you do see what I see? Lesson 5: Breaking barriers

Part 2: Acceptable & Accessible Lesson 1: Looking back Lesson 2: Famous people Lesson 3: Evolution of inclusion Lesson 4: The Americans with Disabilities Act Lesson 5: Enforcing accessibility

Answer keys

73 After the Field Trip Debriefing Friends with Disabilities In Your Community

Premier Exhibitions, Inc.3340 Peachtree Road, NESuite 2250Atlanta, GA 30326www.prxi.com

Content: Cassie Jones with Cheryl Muré, Mike Johnson, and Joanna Rotchford.

Special thanks: Andreas Heinecke, Orna Cohen, Susana Ruiz, Consens Ausstellungs GmbH, and

Dialog Education teams around the world.

Design: Carrie Jones

© 2008 Premier Exhibitions, Inc.All rights reserved. Except for educational fair use, no portion of this guide may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other without explicit prior permission from Premier Exhibitions, Inc. Multiple copies may only be made by or for the teacher for class use or discussion.

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Table of Contents

81 Resources Timeline and Crossword Puzzle Facts on Visual Disabilities in the U.S. Recommended Reading Additional Projects and Connections to Other Subjects Visual arts Language arts Biographies Science

98 Curriculum Standards National Curriculum Correlations State Curriculum Correlations

Getting Ready

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Welcome to Dialog in the Dark

The Dialog Begins

What to Expect on Your Field Trip

Guide Reference Chart

“ It is only with the heart that one can see rightly; what is essential is invisible to the eye.” —Antoine de Saint-Exupery

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and Character Development classes will all find relevant activities in the Teacher’s Guide. These innovative lesson plans can be used both before and after your field trip to Dialog in the Dark.

The first section of this Guide tells the story of the Exhibition’s creator, Andreas Heinecke. You will also find a description of what teachers and students can expect on their field trip and a quick-reference chart to locate lessons highlighting specific themes or content areas. The chart also indicates if that lesson contains a ready-to-use reproducible activity page for your students.

This Teacher’s Guide features a variety of methods and projects for those educators who strive for differentiated instruction in their classrooms. The lesson plans are divided into two grade levels. The first group is for upper elementary and middle school students; however, the activities can be easily simplified for lower elementary grades. The next set is directed towards high school level students and can also be used with adult groups.

In both levels, the lesson plans are grouped into two themes. In “Seeing the World Differently” students focus on how we use our senses and how the world appears to someone without

vision. “Acceptable and Accessible” begins with an historical perspective on attitudes towards people with visual disabilities. It also discusses the evolution of disability rights and opportunities in the U.S.

A section called “After the Field Trip” helps your students process their experience at the Exhibition and extend what they have learned from Dialog in the Dark beyond the classroom. The “Resources” section contains a variety of materials and references: a timeline activity, facts on visual disabilities in the U.S., a list of recommended books, and additional project ideas. At the end of the Guide, teachers will find correlations to the relevant national curriculum standards as well as to their state curriculum requirements.

Dialog in the Dark has been experienced by over 5 million people in over 20 countries in Europe, Asia and South America. Now, for the first time, Premier Exhibitions brings Dialog in the Dark to the U.S. Teachers will find something to engage students of all skill levels and interests on a field trip to this Exhibition. Thank you for sharing this innovative learning experience with your students. We look forward to seeing you at Dialog in the Dark...Your Senses Will Never Be The Same.

Welcome to Dialog in the Dark

“ The only way to learn is through encounters.” –Martin Buber

Welcome to Dialog in the Dark, a field trip where there is nothing to see but much to discover. The concept is simple: in completely darkened rooms, guides who are visually impaired or blind lead small groups of students through an Exhibition in which everyday situations are experienced altogether differently, without vision. The complete darkness opens your students’ eyes to new ways of experiencing the world around them.

In the dark, the daily routine becomes a new experience and roles are reversed. Sighted people leave their comfort zones and lose the sense they rely on most. Guides who are visually impaired or blind provide security, comfort, and direction, while at the same time help students see the world without pictures. Dialog in the Dark changes sighted people’s perceptions of what life must be like for people who cannot see by demonstrating that for blind and visually-impaired people, the world is not inferior, just different.

The sensory experiences of the Exhibition combined with its themes of communication, empathy and tolerance offer learning opportunities across the curriculum. Teachers of Science, History, Civics, Physical Education, Language Arts, Visual Arts

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Andreas Heinecke was born in 1955 and grew up in Baden-Baden, Germany. His family was both Jewish and German, a dichotomy which drove him to explore questions about how and why humans judge one other as “worthy”. He studied German language, literature and history at Johann-Wolfgang Goethe University in Frankfurt before he began work as a journalist and documentary writer at the Südwestfunk broadcasting corporation. It was here that he was asked to train a journalist who had lost his sight from a car accident. Heinecke remembers his initial reaction of surprise.

“I had no qualifications or inclination in this area at all. My basic attitude was more to avoid contact with handi-capped people, and the idea of being blind scared me. I met this blind young man and was deeply touched by his positive personality, his potential, his positive outlook on life, his humor and his intelligence. I regarded my attitude, consisting of a mixture of pity, empathy, anxiety and insecurity, as something shameful. Even my years of searching for understanding for the acceptance of being different could not keep me from judging people’s lives… A blind person had to come into my life to open my eyes.”

Heinecke was fascinated by the experiences of blind people and shocked by the discrimination against them, which still exists today. In 1988—the year Dialog in the Dark began—he started working with the Stiftung Blindenanstalt (Home for the Blind Foundation) in Frankfurt am Main, so that he could share the experiences he had gained so far with other broadcasting companies. He teamed up with a large computer company to develop electronic devices for blind people long before the Internet was commonplace. He published an electronic newspaper and digital reference books, and established a database with job announcements.

Heinecke was also looking for ways to engage blind and sighted people in conversations where their interest in each other would not be hindered by pity, insecurities and prejudices. The obvious solution was to create an opportunity for blind and sighted people to meet in the dark, which meant daring to reverse roles and thus experiencing each others’ limits and possibilities. In 1996, Heinecke left the Stiftung Blindenanstalt in order to form his own company to spread the idea of Dialog in the Dark. Since its inception, Dialog in the Dark has passed through over 20 countries with stops in the

The Dialog Begins: Origins of the Exhibition

“ Dialog in the Dark is

connected so closely to me

and my history that it has

become an inextricable part

of me.” —Andreas Heinecke

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Americas, Asia, the Middle East, and Europe. The first permanent version of the Exhibition opened in Hamburg in 2000. Together with his wife, Orna Cohen, he also developed Dialog in Silence—an exhibition similar to Dialog in the Dark, but which explores the world of the hearing impaired.

Andreas Heinecke is the CEO of Consens Ausstellungs GmbH which he founded to promote empathy among people without disabilities towards those with visual and hearing impairments. His ultimate goal is for people with disabilities to be integrated as fully-valued employees in the workforce. While one goal of Dialog in the Dark is to open the eyes of sighted people, another goal is to offer employment to a sector of society that is usually overlooked. For many of the visually impaired employees, working at Dialog in the Dark is their first paid job and gives them the confidence, experience, and qualifications to pursue opportunities elsewhere. Heinecke explains the effects.

“Being a guide changes the perception of themselves and the relations of the seeing population; it also increases their self-esteem. Blind people gain strength in their acting and communicating competence, take responsibility, work together in a team and learn to defend their interests. Their own income helps them to be independent and strengthens the respect among family and friends.”

In recent years, Andreas Heinecke has won several awards for his efforts: the “Stevie Wonder Vision Award” in New York (1998) was followed by “Best Practice in Universal Design” in Japan (2004). He is the first Ashoka Fellow in Western Europe (2005). For his work in social entrepreneurship, Heinecke was awarded the Deutscher UnternehmerPreis (German Enterprise Award) by the Harvard Business School Association of Germany’s

Andreas Heinecke, creator of Dialog in the Dark

Entrepreneurship Club (2006) and in 2007 he was honored as an outstanding global social entre-preneur by the Schwab Foundation. Most recently, he became a member of the World Economic Forum’s Global Agenda Council on Social Entrepreneurship.

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Welcome!

Upon arrival, your school group is greeted by a member of our Education staff and then led to a preliminary workshop. The students engage in discussions and perform activities to prepare them for their upcoming experience in the dark. The Education staff will also discuss topics like fears, stereotypes, and prejudice and how they correlate to darkness.

Before they enter the Exhibition, students will be asked to leave all bags, purses, cell phones, cameras, etc. at our secure check-in. Anything else that emits light, such as a pager, light-up watch, tennis shoes, cell phone or iPod, will also need to be removed and checked. Students who wear glasses may also to wish to check them, as they won’t be needed in the dark. Students should wear closed, low-heeled shoes on this field trip. Avoid flip flops, clogs, and heels.

Students are taken through the Exhibition in groups of nine plus their school chaperone. Each group has their own guide who is blind or visually disabled who will lead, help, orient, and encourage them through the galleries.

Galleries

As the students enter the Exhibition, they receive their canes in the Immersion room and experience a short program introducing them to Dialog in the Dark. After the program, the room grows increasingly darker. When there is complete darkness, the guide greets the group and takes over while the Education staff leaves.

You begin by making your way through a park. Then you will experience a wharf and a boat ride, a busy street in the city, a grocery store, and a café. You will spend about 15 minutes in each room.

What to Expect on Your Field Trip

“ The most beautiful things in

the world cannot be seen or

even touched; they must

be felt with the heart.” —Helen Keller

Students line up for their field trip to the Exhibition in Monterrey, Mexico.

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Sounds, smells, temperatures, and textures convey the characteristics of these daily environments.

In the park, you may encounter trees, a fountain, or a bench. At the wharf, you will board a boat—be careful where you step! You will have to deal with traffic and cross the street safely in the loud, busy city. In the grocery store, you may be asked to find and retrieve a specific item from the shelves.

The tour ends in a café where drinks and snacks are available for purchase, so don’t forget to bring some money. In the café you will also have an opportunity to ask your guide questions before he or she returns you to an Education staff team member.

At the End

Students exit through a Reflection room in which they are gradually returned to a visible, well-lit world. After their experience in the Exhibition, students have the opportunity to participate in a variety of follow-up exercises and discussions, led by a member of the Education staff. Exercises may include writing a letter to their guide, learning how the Braille system works, writing in Braille, drawing, and using other tactile learning aids.

What Students Want to Know

• Isitscary?

Certainly not. The dark can teach us many, many things not only about ourselves, but also how to adapt to a new and yet familiar environment. You will be traveling in groups and will have a guide who knows the Exhibition very well.

• Isitsafe?

Yes. You will use your cane and your guide will help direct you along the way. The Exhibition is also under constant monitoring with special cameras and each gallery has an emergency exit.

• Whowillbeourguide?

Each guide is a visually impaired or blind person who teaches you how to use your other senses in order to complete ordinary tasks. These individuals tend to be quite inspiring. Feel free to ask the guides

questions about themselves and about their experience with Dialog in the Dark.

• WhatwillI“see”?

Dialog in the Dark submerges you into a new world of perception. Tasks that used to be so simple are now challenging. You will hopefully walk away with a better understanding of yourself, beauty that isn’t seen, and an appreciation of people with disabilities.

Chaperone Responsibilities

As a chaperone, you are responsible for helping your students get the most out of this very unique learning experience. To keep order, you need to stay with your assigned group of students throughout your visit. Please supervise your students in the retail area as well. We know that this is a fascinating Exhibition, but please remember that your top priority is to monitor your students and keep them focused so they will enjoy the Exhibition safely and meet their teachers’ expectations.

Each group that goes through the Exhibition must have an adult chaperone. If you are afraid of the dark or do not wish to go through the galleries of the Exhibition, let your lead teacher know ahead of time so that your school can arrange for the appropriate amount of chaperones. We greatly appreciate your partici-pation in making this a memorable field trip for everyone from your school. Thank you!

Students learn to use the white canes at the Exhibition in Monterrey, Mexico.

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This Teacher’s Guide is designed to be used before and after a field trip to Dialog in the Dark. The lesson plans are divided into levels. The first set is for upper elementary and middle school students. With a few adjust-ments, many of these can also used for lower elementary students. The second set is aimed towards the high school level and above. Following the lesson plans, the section “After the Field Trip” will help students process and extend their experience. The last part, “Resources” contains additional activities as well as curriculum correlations for national and state standards.

Teachers will find connections to many content areas in this guide, including Social Studies, Science, Language Arts, and Visual Arts classes. Character development themes such as Leadership and Empathy are also featured. A quick-reference chart identifies the subjects and themes addressed by each lesson. It also indicates whether or not a reproducible student activity sheet is included. While some lessons contain only instructions for the teacher on how to lead the lesson, many have pages to reproduce and pass out to students.

Key: UES Upper Elementary

School level

MS Middle School level

HS High School level

FA Fine Arts

S/T Science & Technology

LA Language Arts

SS Social Studies

AA Active Activities

EC Empathy & compassion

LC Leadership & courage

CS Communication skills

SA Self-awareness

CA Community action

FD For debate

Using the Teacher’s Guide

“ Seeing a known

world in a new

way.” —Dialog in the Dark visitor

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Lesson Plan Reference Chart

Title Level Subjects Themes Page for Students1.1 Causes of visual disabilities UES & MS S/T EC yes

1.2 Adventures for your senses UES & MS AA, S/T CS, EC, SA yes

1.3 Finding your way UES & MS FA, LA, AA EC, SA yes

1.4 How do you see what I see? UES & MS LA, S/T CS, EC, SA yes

1.5 Breaking barriers UES & MS LA, AA CA, LC yes

2.1 Looking back UES & MS LA, SS na yes

2.2 Famous people UES & MS LA, SS LC yes

2.3 The ADA UES & MS SS FD yes

2.4 Enforcing accessibility UES & MS SS EC, FD yes

1.1 Causes of visual disabilities HS S/T EC yes

1.2 Adventures for your senses HS AA, S/T CS, EC, SA no

1.3 Finding your way HS FA, LA, AA EC, SA yes

1.4 How do you see what I see? HS LA, S/T CS, EC, SA yes

1.5 Breaking barriers HS LA, AA CA, LC yes

2.1 Looking back HS LA, SS na yes

2.2 Famous people HS LA, SS LC yes

2.3 Evolution of inclusion HS SS FD yes

2.4 The ADA HS SS EC, FD yes

2.5 Enforcing accessibility HS SS EC, FD yes

Debriefing UES & MS, HS FA, LA CS, EC, LC, SA yes

Friends with Visual Disabilities UES & MS, HS na CA, EC, LC no

In Your Community UES & MS, HS LA, AA, SS CA, CS, EC, LC, SA yes

Timeline and Puzzle UES & MS, HS SS na yes

U.S. Facts UES & MS, HS na na no

Recommended Reading UES & MS, HS LA, AA, SS CS, EC, LC, SA no

Additional Projects UES & MS, HS FA, LA, S/T CS no

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Upper Elementary and Middle School

“ People get trapped into thinking about just one way of doing things.” —Erik Weihenmayer

Part 1: Seeing the World Differently

Lesson 1: Causes of visual disabilities

Lesson 2: Adventures for your senses— hear, smell, feel

Lesson 3: Finding your way

Lesson 4: How do you do see what I see?

Lesson 5: Breaking barriers

Part 2: Acceptable & Accessible

Lesson 1: Looking back

Lesson 2: Famous people

Lesson 3: The American with Disabilities Act

Lesson 4: Enforcing accessibility

Answer keys

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1.1 Seeing the World Differently: Causes of visual disabilities

Being blind doesn’t mean that all you see is blackness. Most blind people—about 90%—have a little vision. Some are able to see colors and others see shadows, or at least the difference between light and dark.

Only 1% of the people in the U.S. who are blind were born that way. Very few are visually impaired as a result of an accident. Most people lose their sight because of an illness. In parts of the world where medicine is hard to get, people become blind from diseases that can be easily prevented and treated in the U.S.

Research the causes of visual disabilities to complete the matching activity that follows. Use these sources:

• NationalEyeInstitutewww.nei.nih.gov/health/

• LighthouseInternationalwww.lighthouse.org/medical/eye-disorders/

• WorldHealthOrganizationwww.who.int/mediacentre/factsheets/fs282/en/

“ Just because a man lacks the use of his eyes

doesn’t mean he lacks vision.” —StevieWonder

Students discuss what it means to be visually impaired.

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Part 1: Why?

What can cause a person to have a visual disability? Match the term to the definition.

1. Macular degeneration

2. Ocular histoplasmosis syndrome

3. Cataract

4. Glaucoma

5. Cortical impairment

6. Trachoma

7. Strabismus

8. Diabetic retinopathy

9. Onchocerciasis

10. Retinopathy of prematurity

A. the lens of the eye gradually becomes cloudy; often affects older people and can be fixed with surgery

B. a disease that is common in Africa and Central America; it is passed by black fly bites and is sometimes called “river blindness”

C. disease associated with getting older that gradually destroys sharp, central vision (needed for seeing objects clearly, for things like reading and driving); a leading cause of vision loss in Americans 60 and older

D. cross-eyed; both eyes cannot focus on the same thing at the same time

E. the name for a group of diseases that affect the optic nerve; caused when the pressure of the fluid inside the eye increases and often affects older people

F. a contagious disease which is easily treated, but the #1 cause of blindness in the world; caused by the bacteria Chlamydia trachomatis

G. disease caused by the microscopic fungus Histoplasma capsulatum; often found in the dirt where there have been bird or bat droppings

H. a cause of blindness for small babies born too soon whose eye cells aren’t finished forming; one of the most common causes of blindness for children

I. when a vision problem is caused by a problem along the nerve paths between the eye and the brain, instead of by a problem with the actual eyeball

J. one of the effects of having diabetes; causes changes in the retina’s blood vessels

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Part 2: Where, when, how? Find out more.

1. How do the countries where people live affect the reasons why they may have a visual disability?

2. How do people’s ages affect the reasons why they may have a visual disability?

3. To see how certain conditions may affect your vision, try the low-vision simulations at the following sites.

• www.lighthouse.org/medical/eye-disorders/

• www.brailleinstitute.org/Services/Whatitsliketobevisuallyimpaired.htm

• www.nei.nih.gov/photo/keyword.asp?narrow=Eye+Disease+Simulation

A picture of two children as seen with normal vision, on the left, and how it appears to someone with glaucoma, on the right.

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Hear 1. For 2 minutes, students sit quietly and write down

every noise they hear during that time, and then compare lists. Examples could be voices from the next room, someone walking down the hallway, birds outside the window, hum of the air condition-ing, etc. Some sounds may only heard by students in a particular area of the room. This activity is also easily done outside.

2. Fill small, opaque containers (like plastic eggs or film canisters) with a variety of small objects and materials. Shake each one. Students try to figure out what is inside each container based only on the sound it makes.

3. Once the contents from the activity above have been identified, shake the same containers in a specific order. Pause briefly. Students write down the order in which they remember hearing the sounds. This activity can also be done by having the students close their eyes while various surfaces in the room are struck or musical instruments played in a particular order.

4. Without the students looking, the teacher creates sound from 3 different objects or actions. For example, slide a chair, close the door, or turn on a faucet. Students write down what they think is the source each sound, then write or tell a short story that incorporates all of the sounds.

5. Signature sound: think of 3 sounds that are specific to your favorite place or a location in your neighbor-hood. Recreate those sounds, using either props or audio on a computer. Ask a partner or your class to identify “your place.”

6. For this activity you will need an open space. Push the chairs and desks to the back of the classroom or use the gym.

a. Divide the class into groups of 4 or 5. In each group, one student will be blindfolded. Each group also must decide on a strategy, such as a particular sound, they can use to locate each other when they are split up and spread out.

b. The blindfolded students stand in the middle of the room. For 5–8 seconds, the rest of the class spreads out around the room. When time is up, everyone stops and stands wherever they are.

c. Using only their predetermined strategy, the blind person must find the rest of the people in their group.

d. When the blind student locates a group member, the member puts on a blindfold as well and walks around together with the first student to continue rounding up the rest.

e. The first team to reunite all its members wins. What made the task easier or harder? How does the activity relate to events in the daily life of a person with a visual disability?

“ It often seems to me that it’s as if I have four

senses and sighted people only have one.” —Dialog in the Dark Guide

1.2 Seeing the World Differently: Adventures for your senses

Introduce the lesson

People who are able to see clearly take in 90% of what they know about the world around them through their eyes. That leaves only 10% for all the other senses combined. People with visual disabilities have to pay close attention to what they hear, smell, and feel. They don’t have superhero senses, but they do have a lot of practice listening to what their other senses have to say. With the activities in this lesson, your students will “see” how much they can learn and do without using their eyes.

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Smell 1. For one day (or a portion of a day for younger

students, such as six hours) students pay atten-tion to all smells they are able to distinguish. Instruct students to write down every smell they encounter. The next day, students compare lists. Discuss what factual data each smell provides as well as any memories or emotions associated with it.

2. On a smaller scale, the activity above can be used with a walking tour around the school.

3. Hold a “Smelling Bee.” Using the rules of a spelling bee, students compete by correctly identifying a variety of odors. One way to do this is by putting liquids on cotton balls. Another way is to put the objects in identical opaque containers and pierce holes in the lid.

4. Using scent samples like those created for the “Smelling Bee,” students identify the item by smell, decide how it smells to them (pleasant, bad, neutral, strong, etc.), and explain any memories associated with the scent.

5. Explore the connections between vision, smell, and taste by conducting blind taste-tests of the edible products you are using and see if students can identify them correctly.

Suggestions for experiments with the sense of smell: dried herbs, spices (like ginger and cinnamon), coffee, onion, coco powder, baking extracts (like vanilla and almond), garlic, banana, moth balls, orange juice, fruit peels, piece of apple, vinegar, perfume, shampoo, cedar, mint, saw dust, air freshener sprays, baby powder, flowers, dirt, pine needles, peanut butter, bubble gum.

Feel 1. Three participants line up. One by one, each person

says his or her name while shaking hands with the sixth participant who is blindfolded. Then the five people quietly rearrange their order. The blind person shakes their hands again and tries to guess the identity of each person based only on feeling their hands.

2. Place a variety of items inside of individual boxes or bags so that the items cannot be seen.

a. Students reach inside each bag or box to feel the object and try to identify what is inside.

b. Extend the activity by using items that relate to something the class may already be studying in science, social studies, or other subject.

3. Place a variety of smaller items into one box or bag.

a. A student will reach in without looking and retrieve a requested item, using only the sense of touch to find it.

b. Using the same collection of objects, a student randomly selects 3 items from the bag (returning the items afterwards for the next student). Use all of the chosen items in a creative writing assignment such as a poem or short story.

4. Students can complete the following worksheet on using the Braille alphabet.

(The answer to #2 is: Louis Braille was fifteen when he invented this alphabet.)

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1.2 Seeing the World Differently: Adventures for your senses

Reading by Braille

Many people with visual disabilities use their sense of touch to read. The Braille alphabet, created by Louis Braille in the 19th century, has combinations of raised dots for letters, numbers, and punctuation.

a b c d e f g h i j k l m

n o p q r s t u v w x y z

ch ed er gh ou ow sh th wh and for

of the with

“ Discover the world by feeling and listening.” —Dialog in the Dark visitor

Louis Braille

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1. Write this sentence in Braille, filling in your information:

I am [YOUR FIRST NAME] and I go to [YOUR SCHOOL NAME].

2. What does this say?

3. Make a set of Braille letters. Enlarge the chart above and copy on heavy paper or cardstock. Glue a small bead or sequin on top of each black dot. You can also just use a dot of glue. When it dries, cut out each letter and practice identifying the letters by touch.

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“ Habit is the sixth sense that dominates the

other five.” —Arab proverb

1.3 Seeing the World Differently: Finding your way

Introduce the lesson:

Only 35% of the visually impaired people in the U.S. use a white cane and only 2% have a guide dog to help them get around. Knowing where to go and how to get there are challenging when you are visually impaired. Your sense of hearing as well as your memory become very important.

Activities

1. This activity requires two participants. There must be absolute silence in the room.

a. Player A sits in a chair blindfolded. Player B begins to slowly and quietly walk up behind Player A (without running into the chair).

b. When Player A believes Player B is standing directly behind the chair, he or she says “stop”.

c. How close did Player B get? Why did Player A decide it was time to say “stop”? Repeat and switch roles.

2. Each student needs paper and crayons, colored pencils, or markers. Describe a simple scene with vivid images, like a sunny day at the park with children flying kites.

a. Students close their eyes and imagine the picture in their mind as they listen.

b. When the description is over, the students will draw the picture on paper with their eyes still closed or blindfolded. When everyone is finished they may look at their drawings.

c. How did everyone portray what they heard? How closely do the finished products match their mental images? Was it possible to use colors realistically? Were the same objects included in everyone’s picture?

d. For an alternate version, describe a route from one point to another such as the way from the classroom to the principal’s office. The students will draw the route, blindfolded, as they hear it step by step.

e. For younger students, give them a shape (circle, triangle, etc.) to try to draw without looking.

Practicing orientation and mobility— knowing where to go and how to get there—enhances communication skills.

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3. This activity requires a partner and space to move around. There must be silence in the room.

a. The partners stand face to face, toe to toe, and raise their hands up to shoulder level, palms facing out. The partners put their hands against each other and are then blindfolded.

b. They separate, each slowly walking backward, away from the other for 8 seconds (adjust time for age group and space allowances).

c. When time is called they must walk towards each other and attempt to end up back together where they started.

d. Did they meet up again? How accurate is their aim on the return trip? Is it hard to walk in a straight line when you can’t see?

4. This human knot game with a twist challenges individual spatial awareness and fosters group communication. For an extra challenge, blindfold the students before they even begin to “tie” their knot. Vary the difficulty by having more or less students in the group or by imposing a time limit for the untangling. For yet another variation, the students are not blindfolded but they cannot speak to each other.

a. A group of 4–6 students stand close together in a circle and extend their arms forward into the middle of the circle.

b. Each student grabs hold of two other students’ hands (you can’t hold both hands with just one other person). Then each member of the group is blindfolded.

c. The objective is for the students to get them-selves as “untied” as possible without ever letting go of each other and without looking.

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1.3 Seeing the World Differently: Finding your way

Map making:

Sabriye Tenbarken, a young blind woman from Germany, set up a school for blind children in Lhasa, the capital city of Tibet. Here, she describes the way through the city from her home to the school. (from My Path Leads to Tibet by Sabriye Tenbarken, Arcade Pub., 2004)

“ I begin my journey on the edge of an open square…To my right there is a street busy with cars, which is my first landmark. I cross over the square always remembering to keep the traffic on my right at the same distance. I now head for a row of market stalls where Chinese vendors offer their fruit for sale at the tops of their voices. As soon as the smell of apples and pears in the summer, and oranges and grapefruits in the winter, reaches my nose, I cautiously turn right to avoid getting in the customers’ way…Quite close to the street, with the noises of the cars to my right again, I walk straight ahead until my cane comes up against a kind of curb that is now my new point of direction…

My journey leads me past cobblers who have set up their stalls on the roadside—I recognize them because of their constant hammering and the pungent smell of leather. Shortly after that, my route veers to the left. At this point the curb ends and I stop in the middle of the road because we are now in the old part of town. There are fewer vehicles here and they can only move at a snail’s pace. On my right there are hot food stalls; at different times of day the smell of freshly baked bread or meat and noodle dishes pervades in the air…The alleyway ends in a T-junction at which I turn left…

In front of a stone wall that blocks the way straight ahead, a street leads to the left…It’s only one and a half meters wide and about fifty meters long. Sighted people often have the impression here that the houses tilt together over their head. In the entrances to these houses sit mostly older people who greet me in a friendly way and warn me about piles of trash and puddles…The alley ends at another T-junc-tion. I turn right. This path is wide and even. It leads to a busy road in a zigzag fashion…The traffic noises are heard only quietly at first and then louder and louder. Since local drivers have often bought their driving license without any driving experience…sometimes I ask people passing by to help me cross the ‘race track’. I then go left behind a building site onto a sandy road, to the left again after an entrance to a courtyard and then in the second courtyard on the right hand side.

“ 1,000 steps in the dark brought me a step closer to

the world of the visually impaired.” —Dialog in the Dark visitor

Raised maps and globes help visually impaired students learn geography.

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1. Define these terms: vendor, cobbler, pungent, veer, pervades. Then highlight where they are used in the story.

2. Make a list of the smells and sounds Sabriye uses to find her way to the school.

3. Based on her description of the route, draw a map of her route.

4. Write out the directions from your house to someplace nearby (like your school, the grocery store, or a friends’ house) in a way that a blind person with a cane would be able to find his or her way. Include specific sounds and smells they may encounter along the way. Do you walk past a bakery? A construction site? A yard with a dog? A coffee shop?

At Dialog in the Dark in Tel Aviv, Israel

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1.4 Seeing the World Differently: How do you do see what I see?

One of the goals of Dialog in the Dark is for sighted visitors to understand that a person with a visual disability is first and foremost a person. There is a saying that warns us not to judge other people until we have first walked a mile in their shoes. These activities and your trip to Dialog in the Dark will give you a chance to “walk a mile” in the shoes of a person with a visual disability.

• Gettoandfromschool

• FindacanofsoupandaboxofCheerios® in the grocery store

• Countyourmoney

• Knowwhentocrossthestreet

• Keepyoursockstogether

• Matchyourclothes

• Playsoccerorbasketball

• Sendanemail

• Gettoyourgateandyourseatforaflight

• Pickupyourluggageafteraflight

3. What adaptations and products are available that would help make daily life easier for a person with a visual disability? Make a list of the items you would want or need. Look for them online at sites like www.lighthouse-sf.org/catalog/ and www.human-ware.com. As you list the things you’d want to purchase, include the prices. What is your total cost?

“ The highest result of education is tolerance.” —Helen Keller

Part 1: Activities

1. List the steps of your morning “getting-ready-for-school” or your “after-school–until-bedtime” routine. Include specific steps like “brush teeth” or “pack lunch.” Now go back through the list and describe how each activity would be different if you had a visual disability. Try it out: the next time you get dressed in the morning or change into your pajamas, keep your eyes closed.

2. Working in partners or groups, brainstorm ways in which you would be able to accomplish the following activities if you had a visual impairment. For tips and suggestions, select the “Search” option at “Fred’s Head Database”: www.aph.org/fh/index.html

• Playcardsoraboardgame

• Telltime

• Pouraglassofjuice

• Measureyourroomforcarpet

Baseball Braille machineHands reading Braille Watch for the blindTactile feature on Canadian $20 bill

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4. (a) What is your favorite TV show? Try to “watch” it blindfolded or with your back to the TV, so you hear it but not see it. Was it harder for you to follow what was happening? Why or why not? (b) Repeat the process with a partner. This time, listen to only 5 minutes of a TV show while your partner tries to describe what is going on visually. Did that help? Why or why not? Reverse roles and try again.

5. Interview a person with a disability in your family or community. Find out about what adaptations he or she makes and what he or she feels are their greatest challenges.

6. In May 2008, a court decided that paper money in the U.S. discriminates against blind and visually impaired people. Coins can be identified by size, weight, and the images engraved on them but paper bills are all the same size and shape in the U.S. Some countries avoid this problem with different sizes and shapes, adding raised dot to the bill, or adding foil that can be felt. You have been hired by the U.S. Treasury Department to help create money that can be identified by touch alone. Revamp the current designs for the $1, $5, $10, and $20 bill (www.bep.treas.gov/) so that a person who cannot see would be able to tell them apart. For inspiration, check out the first U.S. coin with readable Braille characters: a commemorative silver dollar available in 2009, celebrating the 200th birthday of Louis Braille (www.usmint.gov/pressroom/index.cfm?action=Photo).

Part 2: Reflection

1. What surprised you the most during your “mile in another person’s shoes?”

2. What would be the hardest adjustment for you to make if your vision failed? What would you have to do differently? What would you be able to do the same?

3. Have your ideas of what people with disabilities are like changed? How?

4. Often, a bully is a person who isn’t very good at understanding how other people may see the world. How could a trip to Dialog in the Dark help a bully learn how his or her actions affect other people?

Louis Braille 2009 Commemorative Silver

Dollar Coin

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Part 1: Adaptable activities

Pick an activity, sport, or game that interests you. Explore what changes can be made so that people with visual disabilities are able to participate or play, too. Write a short report on how your favorite sport or game has been adapted. Is the equipment different? Are the rules different? How? Include pictures.

If you would like, expand your research to include other forms of disabilities. If you learn that your favorite activity doesn’t have an adapted version, invent one and explain how it works in your report.

Start with the sites below which mention canoeing, kayaking, hiking, rock climbing, bowling, camping, cycling, golf, gymnastics, judo, power lifting, skiing, snowboarding, mountaineering, swimming, wrestling, sailing, and traveling abroad.

• www.carroll.org/recreation

• www.usaba.org

• www.blindsailing.org/

• www.absf.org

“ Just because you lose your sight, doesn’t mean

you lose your vision.” —ErikWeihenmayer

1.5 Seeing the World Differently: Breaking barriers

Would you like to climb a mountain some day? Travel around the world? Sail a boat? Snowboard or ski? Run a marathon? Scuba dive? Compete in the Olympics? These activities require amazing courage and dedication. They are also the careers and hobbies of people with visual disabilities.

Wheelchair racer participating in a marathon

Ready for the 100m race

Blind climber at summer camp

Blind horseback rider

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Part 2: Barrier breaking biographies

Learn more about a person alive today who is changing the way the world sees people with disabilities. Choose from the list of people below or find another person who interests you. When you present the person’s biography, use one of the formats suggested in the Resources section of the Teacher’s Guide.

• Erik Weihenmeyer is a former middle school teacher who became the first blind person to summit Mt. Everest, along with several of the world’s other major peaks. Learn more at www.touchthetop.com/about.htm and www.nobarriers-dolomiti.com.

• Sabriye Tenberken is a blind woman from Germany who started a school for blind children in Tibet and invented a Braille system for their language. Learn more at www.braillewithoutborders.org and www.connal.com/bwb/sabriye.htm.

• Tom Dempsey played professional football in the 1970s, in spite of having been born with half a right foot and no right hand. Learn more in a 2003 Football Digest article at findarticles.com/p/articles/mi_m0FCL/is_10_32/ai_102656419.

• Forsuggestionsonotherpeople,read“9 People WhoDidItAnyway” at www.mentalfloss.com/blogs/archives/13601.

• Afterlosingbothlegsinatrainaccidentatage17, Pascale Bercovitch went on to become a docu-mentary director, writer, and a world-class athlete in swimming and rowing.

• Oscar Pistorius is a double-amputee and Paralympic runner who won the right to try out for the 2008 Olympics against able-bodied athletes. Learn more at sportsillustrated.cnn.com/2008/writers/david_epstein/05/16/Pistorius/index.html.

• Natalie du Tout, who lost one of her legs in a car accident in 2001, competes against able-bodied swimmers and qualified for the 2008 Olympics. Learn more at www.nataliedutoit.com/.

• Jim Abbott, who was born without a right hand, became a professional baseball pitcher. Learn more at www.jimabbott.info/biography.html.

Erik WeihenmeyerCourtesyofEdWeihenmeyer

Jim AbbottPascale Bercovitchwww.hamartzim.co.il

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2.1 Acceptable & Accessible: Looking back

Use the timeline found in the “Resources” section, on page 82, to complete this lesson.

History & Geography

1. Using a long piece of bulletin board paper or poster board, draw a line 21 inches long. Mark off each inch on your line.

a. Starting with the year “0” at the very beginning of the line, assign a century to each inch-mark all the way up to 2100.

b. Number each CE (AD) year on the list of dates provided, starting with “29: Aulus Cornelius Celsus, a Roman…” as #1. The last year, 2008, will be #63.

c. Insert the number for each of these years in their appropriate place on the 21 inch timeline you made. Start by writing “1” where the year 29 should be, between O and 100.

d. What patterns do you notice? Which centuries are the busiest? Which centuries are the least busy? Why?

2. On a map, locate all the countries mentioned by name. What patterns do you notice?

3. Explain why Dr. Sebastien Guillié’s comment in 1819 is ironic.

4. How long has the Snellen Eye chart (“the big E”) been used to test vision?

5. When and for what does the U.S. first appear?

6. When did the first training center for guide dogs open in the U.S.? What was the name of the school and where was it located?

7. In 1931, in what format would “talking books” be available?

8. When is the word “handicap” officially replaced by the word “disability” in the U.S. laws? What is the difference between the two words? Is there a difference between the phrases “a disabled person” and “a person with a disability?”

9. Add the date you were born to the timeline. Are there other events already on the timeline for that year?

“ Seek first to understand, then to be understood.” —Stephen R. Covey

Snellen Eye Chart

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1. Accessible/accessibility

2. Acuity

3. Amendment

4. Assyrian

5. Cataract

6. Civil Rights

7. Correspondence

8. Deafblind

9. Degraded

10. Dialog

11. Disability/disabled

12. Discrimination

13. Handicap/handicapped

14. Hospice

15. Magna cum laude

16. Mobile (mobility)

17. Ophthalmology

18. Ophthalmoscope

19. Ordinance

20. Paralympic

21. Polytechnic

22. Prosthesis

23. Retina (retinal)

24. Stereotypemaker

25. Typhlocomium

26. Valedictorian

27. Vegetate

28. Vocational

Vocabulary: • Workingwithapartner,divideupthislistofvocabularywordsandfindthedefinition.Ifatermhasmorethan

one definition, select the one that best fits its context.

• Together,findandhighlightoneplaceonthetimelinewhereeachtermisused.

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2.2 Acceptable & Accessible: Famous people

Identify the people listed below. Be sure to include who they are or for what they are known, when they lived, and where they lived.

“ Only those who risk going too far can possibly

find out how far they can go.” —T.S. Eliot

Alicia Alonso

Andrea Bocelli

Ray Charles

Arizona Dranes

José Feliciano

Elizabeth Goldring

Homer

Lemon Jefferson

Helen Keller

Claude Monet

Claude Montal

Marla Runyan

Sabriye Tenberken

Erik Weihenmayer

Stevie Wonder

Extension:

1. Find each person’s country on a world map.

2. Add these peoples’ names and dates in the appropriate points on the timeline.

3. Which job, skill, or reason for being well-known shows up most often on the list? Why do you think it is so frequent?

4. Select one person who interests you and learn more about them. Use the Biographies project list from the “Resources” section of the Teacher’s Guide to present your research.

Ray Charles Helen Keller Lemon Jeffersonwww.governor.state.tx.us/divisions/music/caption

Claude Monet Erik WeihenmeyerCourtesyofEdWeihenmeyer

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1. (a) What is the definition of “disability”? (b) List some of the physical conditions included in the ADA. (c) What mental conditions are covered?

2. You have probably seen a guide dog in a restaurant, close-captioning on TV, or a special section for wheelchairs in a theater. These are all accommodations and adjustments required by the ADA. List other modifications you have seen. What kinds of disabilities do your examples affect? For example, the wider stall in a public bathroom is helpful for a person in a wheelchair.

2.3 Acceptable & Accessible: The Americans with Disabilities Act

Many laws have been passed to make sure that people with disabilities have the same opportunities as anyone else in the U.S. and to make sure they are treated fairly. The most recent one is called the American with Disabilities Act, or the ADA. The ADA became a law in 1990 and has had a few changes made to it since then. Similar laws make sure people are also not discriminated against because of their race, color, gender, national origin, age, sexual orientation, or religion.

Different parts of the ADA have to do with being able to do different things: getting and keeping jobs, using govern-ment services, using public transportation, and getting into and moving around in buildings.

Many online resources explain how the ADA works, including its own website www.ada.gov. It is summarized at www.ada.gov/pcatoolkit/chap1toolkit.htm and on a FAQ at www.ada.gov/q%26aeng02.htm. Use these sites to learn about the ADA for the following activities.

“ Injustice anywhere is a threat to justice everywhere.” —Martin Luther King, Jr.

Close-captioning on TV

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3. The ADA has very specific directions on how buildings should be constructed in order to make them accessible to everyone. Some examples include having a restroom door wide enough for a wheelchair, including an elevator in a restaurant with a second floor, or announcing subway stops. The ADA’s rules are explained at www.access-board.gov/adaag/html/adaag.htm and www.ada.gov/adastd94.pdf. Read through some of them. Do the standards for accessible buildings apply more to persons with physical or mental disabilities?

4. Using the website www.access-board.gov/adaag/html/adaag.htm to research the ADA building requirements, choose one particular form of disability and keep that in mind as you look at the rules. Working in groups, find 3 rules and explain how the ADA applies in that particular circumstance to a person with that particular disability. For example, do the rules for “Detectable Warnings” and ”Dressing and Fitting Rooms” help a person with a visual disability? A hearing disability? How?

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2.4 Acceptable & Accessible: Enforcing accessibility

What happens if you aren’t allowed to try out for a team because of your disability? What if you can’t shop online at your favorite store because the site isn’t usable by someone with your disability? What if a book you need for school isn’t available in a way that you are able to read? Sometimes the laws designed to help people with disabilities are not always followed.

The cases used in this activity are all real and involve a variety of disabilities. You can learn more about them at the following sites.

• www.ada.gov/new.htm

• www.ada.gov/julsep07.htm

• www.ada.gov/statrpt.htm

• www.ada.gov/pubs/10thrpt.htm

• www.dralegal.org/cases/index.php

For each situation, discuss:

a. What is the disabled person being stopped from doing or having?

b. Do you think the complaint of discrimination is fair?

c. What do you think the solution should be? Do you agree with how it was worked out?

“ We know that equality of individual ability has never existed

and never will, but we do insist that equality of opportunity

must still be sought.” —Franklin D. Roosevelt

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1. A deaf person in Colorado said that the sheriff’s office, which is responsible for providing 9-1-1 emergency services, did not respond to calls made with a TTY (a telecommunication device for the deaf). Also, the sheriff’s office did not respond the right way to “silent/no voice contact” calls, which is when the 911 call is answered but there is no one speaking on the line.

Resolution: The sheriff’s office took steps to ensure that the rules for responding to 9-1-1 calls were followed correctly.

2. A patient who uses a service animal (guide dog) said that a doctor’s office in Arizona wouldn’t let her service animal go into the examination room with her.

Resolution: The doctor adopted a written policy welcoming people with disabilities who have service animals. He made sure that his staff followed the rules of this policy and placed a sticker on his office door welcoming service animals.

3. An inmate who uses a wheelchair complained that people with mobility disabilities could not get into the shower stalls at a Florida county jail.

Resolution: The jail rebuilt five showers to make them accessible for prisoners in wheelchairs.

4. In Illinois, a woman with Asperger’s Syndrome (a disorder related to autism) said that a symphony orchestra wouldn’t let her join because of her disability. Although she had already won her audition and earned a spot in the orchestra, her membership was revoked after they learned about her disability.

Resolution: The orchestra adopted a policy against disability discrimination and made reasonable modifications in their policies, practices, and procedures so that individuals with disabilities can participate. The orchestra also agreed to participate in a benefit concert and to pay a fine of $2,000.

5. A person who is deaf complained that a Florida doctor’s office did not provide a sign language interpreter for an appointment, making it difficult for the patient to communicate with the doctor and the office staff.

Resolution: The office agreed to provide qualified interpreters upon request, posted a sign in the office about the availability of interpreters, and trained all staff in complying with the ADA.

6. A person with a mobility disability found that people who use wheelchairs couldn’t get around at a family campground in Pennsylvania.

Resolution: The campground made changes to the camp store and recreation hall by providing accessible entrances and routes for them. They also added an accessible portable toilet and installed accessible electric and water hook-ups at designated campsites.

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7. In Florida, a man with a wheelchair said that an accessible hotel guest room, which he had reserved in advance, was not given to him. Instead, the hotel put him in a standard room which meant he had to use the portable toilet in his van since he couldn’t get into the hotel room’s bathroom.

Resolution: The hotel installed two fully-accessible guest rooms, including one with a roll-in shower. The hotel also developed a reservation system to ensure that reservations for accessible rooms are held and they trained their staff to make sure that guests’ accessibility requests are met. The owner of the hotel also apologized and refunded the night’s stay.

8. A man who is HIV positive (which means he has the virus that can lead to AIDS) believed he was discriminated against when the city of Philadelphia refused to provide emergency medical services for him because of his illness.

Resolution: The city of Philadelphia paid the man $50,000. The city also promised that they would no longer withhold emergency medical services from a person because of his or her disability or illness. The city also had to create a program on HIV and other infectious diseases that will become part of the standard training for paramedics and fire department EMTs.

9. A blind woman in Florida reported that a taxi cab driver refused to allow her and her guide dog into a cab. The driver told her the car was not equipped for transporting animals.

Resolution: The cab company promised not to deny rides to customers with disabilities and their service animals. The company developed a Service Animal Policy and made sure everyone who worked for the company followed the rules. The cab company also paid the women $1,000 and posted signs stating: “Persons with disabilities accompanied by service animals are welcome.”

10. A national association of blind people sued a large, popular retail company because it was not possible for a person with a visual disability to shop online with the store’s website.

Resolution: The store began to make changes to its website to make it usable by people who are visually disabled. However, the case is still pending and has not been resolved yet.

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Answer Key: Upper and Middle School

1.1 Seeing the World Differently: Causes of visual disabilities (pages 13–15)

Part 1: 1C 2G 3A 4E 5I 6F 7D 8J 9B 10H

Part 2: (1) Countries where people have more money, like in North America and Europe, do not have as many problems with causes of blindness from contagious diseases, like in Africa or Asia. Countries like the United States can afford better medical care. (2) Some causes of blindness only happen at certain stages of life, like at a premature birth (ROP) or when a person gets older (glaucoma, cataract).

1.3 Seeing the World Differently: Finding your way, “Map making” (pages 22–23)

1. Suggested definitions

vendor: a person who sells things

cobbler: a person who fixes and makes shoes

pungent: striking your sense of smell or taste strongly

veer: turns slightly

pervades: present everywhere

2. Smells: fruit (apples, pears, oranges, grapefruit), leather, hot food (baked bread, meat & noodle dishes); Sounds: cars/traffic, vendors and customers, hammering on shoes, people in the entrances to their houses

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Answer Key: Upper and Middle School (continued)

2.1 Acceptable & Accessible: Looking back (pages 28–29)

History & Geography

1. (d) Sporadic developments early on, long expanses of time with no events, slowest in the Middle Ages, increases in Industrial Revolution, most in 20th century.

2. Locations are clustered chronologically in the Middle East, Europe, and North America. Countries: Austria, Denmark, Egypt, France , Germany, Great Britain/UK/England, Greece, India, Iran, Iraq, Israel, Italy, Netherlands, Spain, Switzerland, Turkey, U.S.

3. He was responsible for educating, advocating for, and caring for blind people and yet even he feels they are less-worthy humans.

4. 146 years (in 2008).

5. 1829, the 1st school for the blind in the U.S. is chartered.

6. 1919, The Seeing Eye, New Jersey.

7. Phonographs/record albums.

8. 1990; discuss the connotations and denotations of the terms, how they are interpreted subjectively, and why some are considered derogatory. For example, the term handicap comes from “cap in hand,” as in the past disabled people often resorted to begging for their basic needs.

Vocabulary: Terms are in most standard dictionaries, including online services like www.dictionary.com except for “stereotypemaker” and “typhlocomium” which are defined within the text of the timeline.

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2.2 Acceptable & Accessible: Famous people (page 30)

Name Who/Why When WhereAlicia Alonso ballerina & choreographer b. 1920, diagnosed in 1941 Cuba

Andrea Bocelli opera singer b. 1958, 1st album in 1994 Italy

Ray Charles singer/songwriter/musician 1930–2004 U.S.

Arizona Dranes singer, one of the 1st popular gospel artists c.1891–c.1963 U.S.

José Feliciano singer, guitarist b.1945, 1st album in 1966 Puerto Rico

Elizabeth Goldring artist, writer, helped invent a "seeing machine" Retinal Imaging Machine Vision System (RIMVS)

b.1945, invention in 2006 U.S.

Homer poet, author of Iliad & Odyssey 8th century BC Greece

Lemon Jefferson musician, founder of "Texas Blues" 1894–1929 U.S.

Helen Keller author, activist 1880–1968 U.S.

Claude Monet artist, impressionist 1840–1926 France

Claude Montal piano player, piano tuner, successful business c. 1834 France

Marla Runyan marathon runner b.1969, 2000 Olympics U.S.

Sabriye Tenberken activist, created Braille Without Borders in Tibet b. 1970, opened school in Tibet in 1998

Germany

Erik Weihenmayer teacher, mtn climber, summitted Everest b.1968, Everest in 2001 U.S.

Stevie Wonder singer/songwriter/musician b.1950, 1st Grammy in 1974 U.S.

Extension: 3. musician

2.3 Acceptable & Accessible: The Americans with Disabilities Act (pages 31–32)

1. (a) 42 U.S.C. § 12202(2)(A-C): a mental or physical impairment that substantially limits one or more major life activities.(b) Physical impairments: 28 C.F.R. § 35.104(1)(i)(A). (c) Mental impairments: 28 C.F.R. § 35.104(1)(i)(B)

3. physical

Answer Key: Upper and Middle School (continued)

39

High School

“ We should acknowledge differences, we should greet differences, until difference makes no difference anymore.” —Adela A. Allen

Part 1: Seeing the World Differently

Lesson 1: Causes of visual disabilities

Lesson 2: Adventures for your senses— audition, olfaction, somatosensation

Lesson 3: Finding your way

Lesson 4: How do you do see what I see?

Lesson 5: Breaking barriers

Part 2: Acceptable & Accessible

Lesson 1: Looking back

Lesson 2: Famous people

Lesson 3: Evolution of inclusion

Lesson 4: The Americans with Disabilities Act

Lesson 5: Enforcing accessibility

Answer keys

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1.1 Seeing the World Differently: Causes of visual disabilities

Who is blind? The answer may depend on whom you ask. There are many different words used to describe someone who has a serious problem with their eyesight: blind, low vision, legally blind, visually impaired, visually disabled. Being blind doesn’t mean that all you see is blackness. Most blind people—about 90%—have a little vision. Some are able to see colors and others see shadows, or at least the difference between light and dark.

Only 1% of the people in the U.S. who are blind were born that way. Few (about 3%) are visually impaired as a result of an accident. Most people lose their sight because of an illness. In the U.S., the leading causes of blindness are diseases people get as they get older. In parts of the world where medicine is hard to get, people become blind from diseases that could be easily prevented and treated. According to the World Health Organization, over half of the visual impairments in the world are in Southeast Asia and the Pacific, areas of the world that are quite poor.

Research the causes of visual disabilities. Use these sources:

• NationalEyeInstitutewww.nei.nih.gov/health/

• LighthouseInternationalwww.lighthouse.org/medical/eye-disorders/

• WorldHealthOrganizationwww.who.int/mediacentre/factsheets/fs282/en/

1. Describe these causes of vision loss: macular degeneration, ocular histoplasmosis syndrome, cataracts, glaucoma, Retinitis Pigmentosa, diabetic retinopathy, optic nerve hypoplasia, trachoma, Retinopathy of Prematurity, onchocerciasis, refractive errors, strabismus, retinal detachment, and cortical impairment.

“ Just because a man lacks the use of his eyes

doesn’t mean he lacks vision.” —StevieWonder

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A picture of two children as seen with normal vision, on the left, and how it appears to someone with glaucoma, on the right.

2. Who do you think is most affected by each of the conditions above? Is there a particular age group or part of the world? Which conditions are treatable?

3. To experience how certain conditions may affect your vision, see the low-vision simulations at the following sites.

• www.lighthouse.org/medical/eye-disorders/

• www.brailleinstitute.org/Services/Whatitsliketobevisuallyimpaired.htm

• www.nei.nih.gov/photo/keyword.asp?narrow=Eye+Disease+Simulation

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1.2 Seeing the World Differently: Adventures for your senses

Introduce the lesson:

People who are able to see clearly take in 90% of what they know about the world around them through their eyes. That leaves only 10% for all the other senses combined. People with visual disabilities have to pay close attention to what they hear, smell, and feel. They don’t have superhero senses, but they do have a lot of practice listening to what their other senses have to say.

Your other senses would like an opportunity to show you how much more they have to offer. With the activities in this lesson, students will concentrate on how much they can learn and do without using their eyes.

3. Once the contents from the activity above have been identified, shake the same containers in a specific order. Pause briefly. Students write down the order in which they remember hearing the sounds. This activity can also be done by having the students close their eyes while various surfaces in the room are struck or musical instruments played in a particular order.

4. Without the students looking, the teacher creates sound from 3–5 different objects or actions. For example, slide a chair, close the door, or turn on a faucet. For greater variety, bring in objects for sounds not usually associated with a classroom. Students write down what they think is the source each sound, then write a short story that incorporates each object and action on their list.

“ It often seems to me that it’s as if I have four senses and

sighted people only have one.” —Dialog in the Dark Guide

Hear (audition)

1. For 3 minutes, students sit quietly and write down every noise they hear during that time, and then compare lists. Examples could be voices from the next room, someone walking down the hallway, birds outside the window, hum of the air conditioning, etc. Some sounds may only heard by students in a particular area of the room. This activity is also easily done outside.

2. Fill small, opaque containers (like plastic eggs or film canisters) with a variety of small objects and materials. Shake each one. Students try to figure out what is inside each container based only on the sound it makes.

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5. Signature sound: think of 3–5 sounds that are specific to your favorite place or a location in your neighborhood. Recreate those sounds, using either props or audio on a computer. Ask a partner or your class to identify your place.

6. For this activity you will need an open space. Push the chairs and desks to the back of the classroom or use the gym.

a. Divide the class into groups of 4 or 5. In each group, one student will be blindfolded. Each group also must decide on a strategy, such as a particular sound, they can use to locate each other when they are split up and spread out.

b. The blindfolded students stand in the middle of the room. For 5–8 seconds, the rest of the class spreads out around the room. When that time is up, everyone stops and stands wherever they are.

c. Using only their predetermined strategy, the blind person must find the rest of the people in their group.

d. When the blind student locates a group member, the member puts on a blindfold as well and walks around together with the first student to continue rounding up the rest.

e. The first team to reunite all its members wins. What made the task easier or harder? How does the activity relate to events in the daily life of a person with a visual disability?

Smell (olfaction)

1. For 24 hours, students pay attention to what smells they are able to distinguish by keeping a “scent diary” and writing down every smell they encoun-ter. The next day, students compare lists. Discuss what factual data each smell provides as well as any emotional and mental associations.

2. On a smaller scale, the activity above can be used with a walking tour around the school.

3. Hold a “Smelling Bee.” Using the rules of a spelling bee, students compete by correctly identifying a variety of odors. One way to do this is by putting liquids on cotton balls. Another way is to put the objects in identical opaque containers and pierce holes in the lid.

4. Using scent samples like those created for the “Smelling Bee,” students identify the item by smell, decide how it smells to them (pleasant, bad, neutral, strong, etc.), and explain any memories associated with the scent.

5. Explore the connections between vision, smell, and taste by conducting blind taste-tests of the edible products you are using and see if students can identify them correctly.

Suggestions for experiments with the sense of smell: dried herbs, spices (like ginger and cinnamon), coffee, onion, coco powder, baking extracts (like vanilla and almond), garlic, banana, moth balls, orange juice, fruit peels, piece of apple, vinegar, perfume, shampoo, cedar, mint, saw dust, air freshener sprays, baby powder, flowers, dirt, pine needles, peanut butter, bubble gum.

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Feel (Somatosensation)

1. Five participants line up. One by one, each person says his or her name while shaking hands with the sixth participant who is blindfolded. Then the five people quietly rearrange their order. The blind person shakes their hands again and tries to guess the identity of each person based on feeling their hands.

2. Place a variety of items inside of individual boxes or bags so that the items cannot be seen.

a. Students reach inside each bag or box to feel the object and try to identify what is inside.

b. Extend the activity by using items that relate to something the class may already be studying in science, social studies, or other subject.

3. Many people with visual disabilities use their sense of touch to read. The Braille alphabet, created by Louis Braille in the 19th century, consists of combinations of raised dots to represent letters, numbers, and punctuation. Each character is a rectangle, or cell, with room for up to six dots. Give each student a copy of the Braille alphabet below and ask them to complete these activities:

a b c d e f g h i j k l m

n o p q r s t u v w x y z

ch ed er gh ou ow sh th wh and for

of the with

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a. Using the Braille chart of numbers and letters, write this sentence in Braille, filling in your information:

I am [YOUR FIRST NAME] and I go to [YOUR SCHOOL NAME].

b. Write a short message about something you learned in school last week. Exchange messages with a partner and translate each other’s work.

c. Extend the activity by making a set of Braille letters. Print out the chart below on heavy paper or cardstock. Glue a small bead or sequin on top of each black dot. You can also just use a dot of glue. When it dries, cut out each letter. Practice identifying the letters and spelling words by touch.

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Activities 1. This activity requires two participants. There must

be absolute silence in the room.

a. Player A sits in a chair blindfolded. Player B begins to slowly and quietly walk up behind Player A (without running into the chair).

b. When Player A believes Player B is standing directly behind the chair, he or she says “stop”.

c. How close did Player B get? Why did Player A decide it was time to say “stop”? Repeat and switch roles.

2. Each student needs paper and crayons, colored pencils, or markers. Describe a scene using vivid images, like a sunny day at the park with kites or a busy city street scene.

a. Students will close their eyes and imagine the picture in their mind as they listen.

b. When the description is over, the students will draw the picture on paper with their eyes still closed or blindfolded. When everyone is finished they may look at their drawings.

c. How did everyone portray what they heard? How closely do the finished products match their mental images? Was it possible to use colors realistically? Were the same objects included in everyone’s picture?

d. For an alternate version, describe a route from one point to another such as the way from the classroom to the principal’s office. The students will draw the route, blindfolded, as they hear it step by step.

3. This activity requires a partner and space to move around. There must be silence in the room.

a. The partners stand face to face, toe to toe, and raise their hands up to shoulder level, palms facing out. The partners put their hands against each other and are then blindfolded.

b. They separate, each slowly walking backward, away from the other for 8 seconds (adjust time for age group and space allowances).

c. When time is called they must walk towards each other and attempt to end up back together where they started.

d. Did they meet up again? How accurate is their aim on the return trip? Is it hard to walk in a straight line when you can’t see?

4. For the next activity, give each student a copy of the excerpt below from Sabriye Tenbarken and the questions that go with it.

1.3 Seeing the World Differently: Finding your way

Introduce the lesson:

Only 35% of the visually impaired people in the U.S. use a white cane and only 2% have a guide dog to help them get around. Orientation and mobility (knowing where to go and how to get there) are essential survival skills for everyone, but they are extra challenging when you have a visual disability.

This lesson demonstrates the importance of sensing and remembering not only what is around you but also where you are relative to what is around you. Your students’ sense of hearing will be put to the test, as well as their memory and mental imaging skills.

“ Habit is the sixth sense that dominates the

other five.” —Arab proverb

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“ 1,000 steps in the dark brought me a step closer to

the world of the visually impaired.” —Dialog in the Dark visitor

1.3 Seeing the World Differently: Finding your way

Map making:

Sabriye Tenbarken, a young blind woman from Germany set up a school for blind children in Lhasa, the capital city of Tibet. In the following text she describes the way through the Lhasa city center from her home to her workplace. (from My Path Leads to Tibet by Sabriye Tenbarken, Arcade Pub., 2004)

“ This is how I experience the way from Barkhor (a neighborhood in Lhasa) to our school for the blind, where I go often: I begin my journey on the edge of an open square. I know it’s a square because I recognize the different far away voices, some come nearer, others move away. The constant rushing of a water fountain is still quite contained and without echo and therefore does not reverberated off the houses standing close together. To my right there is a street busy with cars, which is my first landmark. I cross over the square always remembering to keep the traffic on my right at the same distance.

I now head for a row of market stalls where Chinese vendors offer their fruit for sale at the tops of their voices. As soon as the smell of apples and pears in the summer, and oranges and grapefruits in the winter, reaches my nose, I cautiously turn right to avoid getting in the customers’ way…Quite close to the street, with the noises of the cars to my right again, I walk straight ahead until my cane comes up against a kind of curb that is now my new point of direction, provided there are no groups of people crowded around there.

My journey leads me past cobblers who have set up their stalls on the roadside—I recognize them because of their constant hammering and the pungent smell of leather. Shortly after that, my route veers to the left. At this point the curb ends and I stop in the middle of the road because we are now in the old part of town. There are fewer vehicles here and they can only move at a snail’s pace. On my right there are hot food stalls; at different times of day the smell of freshly baked bread or meat and noodle dishes pervades in the air. They have been sure to have this street bombarded with the loud TV speakers. I am probably one of the few people in Lhasa who, in a sense, appreciates this acoustic pollution of the environment—that is to say, it is an aid to orientating myself. After the war or boxing film on the TV on the right hand side, I turn into a side alley. I recognize it because of its very particular smell because it is also used by a lot of locals as a public toilet. This ground is also very bumpy and the cane often gets caught between the stones, in little holes, puddles of water, or human/animal waste.

Raised maps and globes help visually impaired students learn geography.

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The alleyway ends in a T-junction at which I turn left. At this point I have to find a temple because here every morning and evening a sweet smell of incense reaches my nose. I feel a puff of wind from the right that points me to a narrow, little-used pathway. I often come upon dangerous potholes without warning. They have a diameter of half a meter and are, as I’ve been told, often many meters deep. Because of these, electric wires are, for the most part, laid bare and so I take extra care at this section.

In front of a stone wall that blocks the way straight ahead, a street leads to the left that is not recom-mended for people who suffer from claustrophobia. It’s only one and a half meters wide and about fifty meters long. Sighted people often have the impression here that the houses tilt together over their head. In the entrances to these houses sit mostly older people who greet me in a friendly way and warn me about piles of trash and puddles. Here you can smell Chang, the traditional barley beer and freshly baked baleb as the Tibetan pita bread is called. The alley ends at another T-junction.

I turn right. This path is wide and even. It leads to a busy road in a zigzag fashion. Muted by the walls of the houses, the traffic noises are heard only quietly at first and then louder and louder. Since local drivers have often bought their driving license without any driving experience and have never had the purpose of a traffic light or pedestrian crossing explained to them, sometimes I ask people passing by to help me cross the ‘race track’. I then go left behind a building site on to a sandy road, to the left again after an entrance to a courtyard and then in the second courtyard on the right hand side. ”

Braille books

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1. Find Lhasa, Tibet, on the map. What indicates that it is an impoverished area, based on Sabriye’s description?

2. Make a list of the smells and sounds Sabriye uses to find her way to the school.

3. Based on her description of the route, draw a map of her route.

4. Write out the directions from your house to someplace nearby (like your school, the grocery store, or a friends’ house) in a way that a blind person with a cane would be able to find his or her way. What sounds, smells, and textures could be used as landmarks on the way?

At Dialog in the Dark in Tel Aviv, Israel

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1.4 Seeing the World Differently:

How do you do see what I see?

One of the goals of Dialog in the Dark is for sighted visitors to understand that a person with a visual disability is first and foremost a person. The familiar saying about not judging someone until you have “walked a mile in their moccasins” comes to mind. We hope your experience at this Exhibition will help increase empathy and compassion among everyone and for everyone. These activities will help you walk a mile in the shoes of a person with a visual impairment and can be completed before or after a trip to Dialog in the Dark.

“ The highest result of education is tolerance.” —Helen Keller

Part 1: Activities

1. Keep track of all your activities for a 24 hour period and make a chronological list of your day-to-day routine. Be sure to specify the tasks. For example, instead of saying “get ready for school”, include steps like “brush teeth” or “pack lunch”. Don’t forget your favorite free-time activities and hobbies. Now go back through the list and describe how each activity would be different if you had a visual disability. Try it out: the next time you get dressed in the morning or change into your pajamas, keep your eyes closed.

2. Working in partners or groups, brainstorm ways in which you would be able to accomplish the following activities if you had a visual impairment. For tips and suggestions, select the Search option at “Fred’s Head Database”: www.aph.org/fh/index.html.

• Knowwhentocrossthestreet

• Keepyoursockstogether

• Matchyourclothes

• GetmoneyoutofanATM

• Playsoccerorbasketball

• Sendanemail

• Bakeabirthdaycake

• Findtheaddressonabuilding

• Gettoyourgateandyourseatforaflight

• Pickupyourluggageafteraflight

• Ironyourshirt

• Playcardsoraboardgame

• Makespaghettifordinner

• Telltime

• Pouraglassofjuice

• Measureyourroomforcarpet

• Shave

• Gettoandfromschool

• Putonmake-up

• ShopforacanofsoupandaboxofCheerios®

• Knowthatasalesclerkhasgivenyou correct change

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3. What adaptations and products are available that would help make life easier for a person with a visual disability? Make a list of the items you would want or need. Look for them online at sites like www.lighthouse-sf.org/catalog/ and www.humanware.com. As you list the things you’d want to purchase, include the prices. What is your total cost? If you could invent an item to help, what would it be?

4. (a) Would your favorite TV show still be your favorite if you could only hear the dialogue? Pick a 30 minute show and “watch” it blind-folded or with your back to the TV. Was it harder to follow the plot? Why or why not?

(b) Repeat the process with a partner. This time, listen to only 5–10 minutes of the show while your partner tries to describe what is going on visually. Did that help? Why or why not? Reverse roles and try again.

(c) It is now possible for people with visually impairments to enjoy going to the movies and watching TV at home. The technology is called “descriptive audio” and is available for many movies and shows. Find out if your favorites are included in this format.

• ncam.wgbh.org/mopix/nowshowing.html

• main.wgbh.org/wgbh/pages/mag/services/description/dvs-faq.html

• www.audiovisioncanada.com/ ACCFMX/about.cfm

5. In May 2008, a federal court decided that paper money in the U.S. discriminates against blind and visually impaired people, based on a 1973 law. Coins can be identified by size, weight, and the images engraved on them but paper bills are all the same size and shape in the U.S. Some countries avoid this problem with different sizes and shapes, adding raised dot to the bill (Canada), or adding foil feature that can be felt (the Euro).

a. You have been hired by the U.S. Treasury Department to help create money that can be identified by touch alone. Revamp the current designs for the $1, $5, $10, and $20 bill (www.bep.treas.gov/) so that a person who cannot see would be able to tell them apart. For inspiration, check out the first U.S. coin with readable Braille characters: a commemorative silver dollar available in 2009, celebrating the 200th birthday of Louis Braille (www.usmint.gov/pressroom/index.cfm?action=Photo).

b. The lawsuit was brought against the Treasury Department by one advocacy group for the blind, but it is opposed by another such group. Read the article at www.usatoday.com/news/washington/ 2008-05-20-money-discrimination_N.htm to determine the stances of the American Council of the Blind and National Federation of the Blind. What do you feel are the advantages and disadvantages of mandating a change in U.S. banknotes?

Louis Braille 2009 Commemorative Silver

Dollar Coin

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Part 2: Reflection

1. What surprised you the most during your “mile in another person’s shoes”?

2. What would be the hardest adjustment for you to make if your vision failed? What would you have to do differently? What would you be able to do the same?

3. Have your perceptions of people with disabilities changed? How?

4. The most common cause for blindness in the U.S. is from conditions related to getting older. Does the age at which a person loses their vision make a difference? How?

5. Explain the connection between bullying and being unable to see things from another person’s perspective. How does Dialog in the Dark address some of those issues?

Baseball Braille machineHands reading Braille Watch for the blindTactile feature on Canadian $20 bill

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Part 1: Adapable activities

Pick an activity that interests you. Explore the adaptations, challenges, and accomplishments of participants with visual disabilities. Start by using the sites below, which cover canoeing, kayaking, hiking, rock climbing, bowling, camping, cycling, golf, gymnastics, judo, power lifting, skiing, snowboarding, mountaineering, swimming, wrestling, sailing, and traveling abroad. If you would like, expand your research to include other forms of disabilities.

• www.usaba.org

• www.carroll.org/recreation

• www.blindsailing.org/

• www.absf.org

1. Write a report on how your favorite sport or game has been adapted. Find a group or facility closest to your home for a disabled person to participate. Include illustrations of the modifications and equipment.

2. Act out a skit that demonstrates how your favorite sport, game, or activity can be modified for people with disabilities. If it hasn’t been done yet, invent a way!

3. “Shop” for the equipment needed to modify your sport, game, or activity. Add up the costs of everything that is needed to play or participate.

1.5 Seeing the World Differently: Breaking barriers

If you haven’t had the opportunity already, would you like to climb a mountain some day? Travel the world? Sail a boat? Snowboard or ski? Run a marathon? Scuba dive? Compete in the Olympics? These activities require intense skill, courage, and perseverance. They are also the careers and hobbies of people with visual disabilities.

“ Just because you lose your sight,

doesn’t mean you lose your vision.” —ErikWeihenmayer

Wheelchair racer participating in a marathon

Ready for the 100m race

Blind climber at summer camp

Blind horseback rider

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Part 2: Barrier breaking biographies

Learn more about a person alive today who is changing the way the world sees people with disabilities. Choose from the list of people below or find another person who interests you. When you present the person’s biography, use one of the formats suggested in the Resources section of the Teacher’s Guide.

• Sabriye Tenberken is a blind woman from Germany who started a school for blind children in Tibet and invented a Braille system for their language. Learn more at www.braillewithoutborders.org and www.connal.com/bwb/sabriye.htm.

• Thejourneyofsix blind Tibetan teenagers who climbed a mountain under Weihenmeyer’s and Tenberken’s guidance is chronicled in the movie Blindsight. Learn more at www.blindsight-themovie.com.

• Tom Dempsey played professional football in the 1970s, in spite of having been born with half a right foot and no right hand. Learn more in a 2003 Foot-ball Digest article at findarticles.com/p/articles/mi_m0FCL/is_10_32/ai_102656419.

• Forothersuggestions,read“Victories By and For the Disabled” by Susan Greenwald, at usinfo.state.gov/journals/itsv/1203/ijse/greenwald.htm and “9PeopleWhoDidItAnyway” in mental_floss magazine at www.mentalfloss.com/blogs/archives/13601.

Erik WeihenmeyerCourtesyofEdWeihenmeyer

• Afterlosingbothlegsinatrainaccidentatage17, Pascale Bercovitch went on to become a docu-mentary director, writer, and a world-class athlete in swimming and rowing.

• Oscar Pistorius is a double-amputee and Paralympic runner who won the right to try out for the 2008 Olympics, against able-bodied athletes. Learn more at sportsillustrated.cnn.com/2008/writers/david_epstein/05/16/Pistorius/index.html.

• Natalie du Tout, who lost one of her legs in a car accident in 2001, competes against able-bodied swimmers and qualified for the 2008 Olympics. Learn more at www.nataliedutoit.com.

• Jim Abbott, who was born without a right hand, became a professional baseball pitcher. Learn more at www.jimabbott.info/biography.html.

• Erik Weihenmeyer is a former middle school teacher who became the first blind person to summit Mt. Everest, along with several of the world’s other major peaks. Learn more at www.touchthetop.com/about.htm and www.nobarriers-dolomiti.com.

Jim AbbottPascale Bercovitchwww.hamartzim.co.il

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2.1 Acceptable & Accessible: Looking back

Use the timeline found in the “Resources” section, on page 82, to complete this lesson. Make copies for the class.

History & Geography

1. Using a long piece of bulletin board paper or poster board, draw a line 21 inches long. Mark off each inch on your line.

a. Starting with the year “0” at the very beginning of the line, assign a century to each inch-mark all the way up to 2100.

b. Number each CE (AD) year on the list of dates provided, starting with “29: Aulus Cornelius Celsus, a Roman…” as #1. The last year, 2008, will be #63.

c. Insert the number for each of these years in their appropriate place on the 21 inch timeline you made. Start by writing “1” where the year 29 should be, between O and 100.

d. What patterns do you notice? Which centuries are the busiest? Which centuries are the least busy? Why?

2. On a map, locate countries mentioned by name. What patterns do you notice?

3. Where were advances being made during the medieval period? Why?

4. When does a western European person first make an appearance? Who is he and from what country? What is this period in history often called?

5. Explain why Dr. Sebastien Guillié’s comment in 1819 is ironic.

6. How long has the Snellen Eye chart (“the big E”) been used to test vision?

7. When and for what does the U.S. first appear?

8. The turn of the 20th century was a time known for progressive social awareness and reform measures in the U.S. Find evidence from the timeline to support that theory.

9. Who was president of the U.S. each time a law concerning disabilities was passed or amended?

10. In 1931, in what format would “talking books” be available?

11. When is the word “handicap” officially replaced by the word “disability” in the U.S. laws? What is the difference between the two words? Why do you think it changed? Is there a difference between the phrases “a disabled person” and “a person with a disability”?

“ Seek first to understand, then to be understood.” —Stephen R. Covey

Snellen Eye Chart

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12. In what decade does the U.S. government become involved in defining and defending the rights of disabled people? What other groups were trying to claim and protect their civil rights at this time in history?

13. Find the dates of the following events and add them in the appropriate place on the timeline:

a. the year the first school for the blind opened in your state

b. the year the first disability laws were passed in your state

c. the year you were born

Vocabulary:

• Definethesewords.Ifatermhasmorethanonedefinition,selecttheonethatbestfitsitscontext.

• Findandhighlightoneplaceonthetimelinewhereeachtermisused.

1. Accessible/accessibility

2. Acuity

3. Amendment

4. Assyrian

5. Cataract

6. Civil Rights

7. Correspondence

8. Deafblind

9. Degraded

10. Dialog

11. Disability/disabled

12. Discrimination

13. Handicap/handicapped

14. Hospice

15. Magna cum laude

16. Mobile (mobility)

17. Ophthalmology

18. Ophthalmoscope

19. Ordinance

20. Paralympic

21. Polytechnic

22. Prosthesis

23. Retina (retinal)

24. Stereotypemaker

25. Typhlocomium

26. Valedictorian

27. Vegetate

28. Vocational

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Ray Charles Helen Keller Lemon Jeffersonwww.governor.state.tx.us/divisions/music/caption

Claude Monet Erik WeihenmeyerCourtesyofEdWeihenmeyer

Alicia Alonso

David Blunkett

Andrea Bocelli

Turlough Carolan

Ray Charles

Arizona Dranes

José Feliciano

Elizabeth Goldring

Chen Guangcheng

Homer

Lemon Jefferson

Kakuichi

Helen Keller

Shi Kuang

Jacques Lusseyran

John Milton

Claude Monet

Claude Montal

Abraham Nemeth

David Paterson

Marla Runyan

Ralph Teetor

Sabriye Tenberken

Ostap Veresai

Doc Watson

Erik Weihenmayer

Stevie Wonder

Extension:

1. Using a world map, find where each person lived. If one part of the world is represented more often than others, what do you think the historical or economical reasons could be?

2. Add these individuals’ names and dates in the appropriate points on the timeline.

3. Which job, skill, or reason for being well-known shows up most often on the list? Why do you think it is so frequent?

4. Select one person who interests you and learn more about them. Use the biography project idea list from the Resources section of the Teacher’s Guide to present your research.

2.2 Acceptable & Accessible: Famous people

Identify the people listed below. Be sure to include who they are or for what they are known, when they lived, and where they lived.

“ Only those who risk going too far can possibly find

out how far they can go.” —T.S. Eliot

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2.3 Acceptable & Accessible: Evolution of inclusion

In the past century, many laws have been passed and agencies created to ensure that people with disabilities have the same opportunities as anyone else in the U.S. Some of the key measures are listed below. Each one is a step towards the ideal of inclusion.

Disability Rights in the U.S.

1931: Pratt-Smoot Act

1936: Randolph-Sheppard Act

1938: Wagner-O’Day Act (later called JWOD, now AbilityOne)

1965: Elementary and Secondary Education Act (ESEA)

1968: Architectural Barriers Act (ABA)

1973: Rehabilitation Act

1975: Education for all Handicapped Children Act (EHC)

1984: Voting Accessibility for the Elderly and Handicapped Act; Carl Perkins Vocational Education Act

1986: Air Carrier Access Act

1988: Fair Housing Act of 1968 amended

1990: Individuals with Disabilities Education Act (IDEA); Americans with Disabilities Act (ADA)

1993: National Voter Registration Act

1994: Improving America’s Schools Act

1996: Telecommunications Act; Copyright Act amended

1997: IDEA amended

1998: Olympic and Amateur Sports Act

2001: ESEA becomes the No Child Left Behind Act (NCLB); ADA amended

2004: IDEA amended

“ Many people think they are thinking when they are

merely rearranging their prejudices.” —WilliamJames

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• Inadditiontointernetsearches,theinformationavailableatwww.ada.gov and www.disabilityinfo.gov is useful to complete the suggested activities and discussions.

• Severallawsaresummarizedin“AGuidetoDisabilityRightsLaws”atwww.ada.gov/cguide.htm.

• Education-relatedlawsaredescribedinmoredetailatwww.ed.gov/policy/speced/leg/idea/history30.html, www.ed.gov/about/offices/list/oese/legislation.html, and www.nichcy.org/pubs/outprint/nd15txt.htm#edforall.

• Acomprehensivelistofhistoricmeasurespertainingtothecivilrightsofthedisabledisatwww.michigan.gov/mdcd/0,1607,7-122-25392_40237_42064-12437--,00.html.

Suggested Activities and Discussions

1. In what areas of life in the U.S. is the government trying to make sure disabled people have an opportunity to be included?

2. (a) What is the definition of “blind”, as far as the U.S. government is concerned? (b) Do you think it matters whether a person with a visual disability is considered to be “blind” or to be “visually impaired”? Why or why not?

3. (a) Which measures relate specifically to education? (b) How does the U.S. government “encourage” the local governments to follow these laws?

4. The IDEA promises disabled students a “free appropriate public education” in the “least restrictive environment”. (a) What do you think is meant by “appropriate” and “least restrictive”? Who do you think should define or determine those terms? (b) Give examples of how the IDEA and NCLB pertain to a student who is visually-impaired or hearing-impaired. (c) Give examples of how they apply to a student with a learning disability, like dyslexia, or a developmental disorder, like autism. (d) Do education-related disability laws apply to public schools, private schools, or both? Why?

5. Review the 10th Amendment to the Constitution. (a) Is it possible for a state to make its own disability laws stricter or more lenient than the federal laws? Why or why not? (b) Research the accessibility laws for your state. How do they compare with the federal laws? When were they passed? Add their dates to the timeline.

6. Review the 14th Amendment to the Constitution. Why is it the basis for laws pertaining to the disabled? For an extensive lesson on the constitu-tionality of U.S. civil rights laws for the disabled, see www.disabilitystudiesforteachers.org/lesson.php?id=23.

7. Do other countries have laws similar to the IDEA and ADA? What are they and how do they compare?

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1. (a) What is the legal definition of “disability”? What physical disorders are included? Mental disorders? (b) Do you think people with HIV, learning disabilities, alcoholism, obesity, depression, or a broken leg should be protected by the ADA?

2.4 Acceptable & Accessible: The Americans with Disabilities Act

The purpose of the ADA is to make sure that people with disabilities have the same opportunities as everyone else in the U.S. Similar laws make sure people are not discriminated against based on their race, color, gender, national origin, age, sexual orientation, or religion. The goals are to both eliminate discrimination and encourage inclusion.

Some parts of the ADA have to do with being able to use government services, use public transportation, and get into and move around in buildings. Other sections address integrating people with disabilities into mainstream American society. These parts deal with employment and situations like being served in a restaurant or allowed into a store.

Many online resources explain how the ADA works, including its own website www.ada.gov. It is summarized at www.ada.gov/pcatoolkit/chap1toolkit.htm and on a FAQ list at www.ada.gov/q%26aeng02.htm. Use these sites to learn about the ADA for the following activities.

Part 1: For Discussion and Debate

“ Injustice anywhere is a threat to

justice everywhere.” —Martin Luther King, Jr.

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2. The ADA requires reasonable accommodations and modifications to be made to a building or a policy for people with disabilities. You have probably seen a guide dog in a restaurant, close-captioning on TV, a special section for wheelchairs in a stadium, or Braille on an elevator key pad. (a) List other examples you encounter in daily life. (b) Do you think these measures are designed to eliminate discrimination or encourage inclusion? Is there a difference?

3. (a) When changes need to be made for a person with a disability, who pays for it? Why? (b) What is “reasonable”? (c) In order to eliminate discrimination against a disabled person, how many adjustments to policies or structures can be expected? Do you think a height requirement on a roller coaster is considered discrimination? Do you think requiring an I.D. in the form of a driver’s license is considered discrimination? Why or why not?

4. The ADA has instructions on how to make sure people with disabilities can get into and move around in a building. Examples include ensuring the restroom door is wide enough for a wheelchair, installing an elevator in a restaurant with a second floor, or verbally announcing subway stops. The guidelines are explained at www.access-board.gov/adaag/html/adaag.htm and www.ada.gov/adastd94.pdf. Do the standards for accessible building designs apply to persons with physical or mental disabilities, or both? List several scenarios.

Close-captioning on TV

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5. All new buildings automatically incorporate the latest accessibility standards. Find out what happens if you plan to restore an 18th century house with a spiral staircase and turn it into a quaint inn. What if you want to repurpose a 19th century school building into 21st century loft apartments?

6. Use the website www.access-board.gov/adaag/html/adaag.htm to research the ADA building requirements. Choose one particular form of disability and keep that in mind as you look at the rules. Working in groups, find 5 rules and explain how the ADA applies in that particular circumstance to a person with that particular disability. For example, do the rules for “Detectable Warnings” and ”Dressing and Fitting Rooms” help a person with a visual disability? A hearing disability? How?

7. Different organizations of people with visual disabilities have differing opinions on the needs, purposes, and effects of accessibility policies, as well as on whom the burden of responsibility should lay and even what constitutes “discrimination”. Research and compare the positions of such groups as the American Council of the Blind, American Foundation for the Blind, and National Federation of the Blind.

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A guide dog at work

Additional sites for research on disability rights:

• ADAWatch,NationalCoalitionforDisabilityRights:adawatch.org/index.asp

• AmericanAssociationofPeoplewithDisabilities:www.aapd-dc.org

• Disabled&Proud: www.disabledandproud.com

• DisabilityRightsEducationandDefenseFund:www.dredf.org

• DisabilityStatisticsCenter:dsc.ucsf.edu/main.php

• IndependentLivingUSA:www.ilusa.com/

• InstituteonIndependentLiving:www.independentliving.org/

• InternationalCommissiononTechnologyandAccessibility:www.ictaglobal.org/

• NationalDisseminationCenterforChildrenwithDisabilities:www.nichcy.org/

• NationalOrganizationonDisability:www.nod.org

• WorldInstituteonDisability:www.wid.org/

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2.5 Acceptable & Accessible: Enforcing accessibility

What happens if you are told you can’t try out for a team because of your disability? What if you can’t shop online because the site you want to use isn’t adapted for someone with your disability? What if a book required for a class isn’t available in a format that you are able to read?

Part 1:

Working in groups, divide the list below to identify the issues at the centers of some recent ADA complaints. Helpful sites include www.ada.gov/new.htm, www.dralegal.org/cases/index.php, www.ada.gov/statrpt.htm, and www.ada.gov/pubs/10thrpt.htm.

What right or access is being denied in each case? Is the barrier physical or ideological? Figure out which specific laws the complainants believe were violated. Do you agree with the resolutions? Why or why not?

“ We know that equality of individual ability has never

existed and never will, but we do insist that equality of

opportunity must still be sought.” —Franklin D. Roosevelt

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18. U.S. vs. Edward Rose & Sons

19. U.S. vs. Ken Mascara, Sheriff of St. Lucie County

20. U.S. vs. Marco Polo Restaurant

21. U.S. vs. Methodist LeBonheur Healthcare

22. U.S. vs. Redhika Corporation, Country Inns & Suites hotel

23. U.S.vs.RogerWilliamsMedicalCenter

24. U.S. vs. State of Colorado Peace Officers Standards and Training Board

25. U.S. vs. Swarthmore College

26. U.S. vs. the Golden Cab Corporation

27. U.S. vs. the Log Cabin Restaurant

28. U.S.vs.theWallaceTheaterCorporation

29. U.S. vs. Travelodge of Dalton, GA

30. U.S.vs.WashingtonMetropolitanAirportsAuthority

31. U.S.vs.WestEndYMCA,OntarioCA

32. Veterans for Common Sense & Veterans for a Better Life vs. U.S. Dept of Veterans Affairs

1. AXIS vs. Hotels.com

2. Bates vs. United Parcel Service

3. Breimhorst vs. ETS

4. BrianSchafferetalv.JerryWeast

5. Chapman vs. California Board of Education

6. Gustafson vs. Regents of the University of California/U.C. Berkeley

7. Jamie S. et al vs. Milwaukee Public Schools

8. Jarron Draper vs. Atlanta Independent School System

9. John Gill Smith & U.S. vs. City of Philadelphia

10. Michigan Paralyzed Veterans of America vs. the University of Michigan

11. National Federation of the Blind vs. Target

12. Spector v. Norwegian Cruise Line Ltd.

13. Toyota Motor Manufacturing, Kentucky, Inc. vs.Williams

14. Tucker vs. California Department of Parks & Recreation

15. U.S. vs. City & County of Denver, CO

16. U.S. vs. City of Eastpointe MI & the Eastpointe Housing Authority

17. U.S. vs. City of Stockton

An accessible restroom

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1. A senior citizen with mild dementia alleged that a senior center in Maryland refused to allow her to participate in exercise classes even though her personal attendant was available to participate with her.

Resolution: The state commission overseeing the senior center acknowledged its error, delivered a letter of apology to the complainant, reprimand-ed the employee who failed to follow established procedures, and provided the employee with more training on accommodating persons with disabilities.

2. A deaf person in Colorado said that the sheriff’s office, which was responsible for providing 9-1-1 emergency services, failed to receive and respond to calls made with a TTY (a telecommunication device for the deaf). Also, the sheriff’s office did not respond the right way to “silent/no voice contact” calls, which is when they answer the 9-1-1 call but can’t hear anyone on the line.

Resolution: The sheriff’s office took steps to ensure that its procedures for responding to 9-1-1 calls were appropriately followed.

3. A patient who uses a service animal (guide dog) said that a doctor’s office in Arizona wouldn’t let her service animal go into the examination room with her.

Resolution: The doctor adopted a written policy welcoming people with disabilities who have service animals. He made sure that his staff complied with this policy and placed a sticker on his office door welcoming service animals.

4. An inmate who uses a wheelchair complained that the shower stalls at a Florida county jail were inaccessible to people with mobility disabilities.

Resolution: The jail rebuilt five showers to make them accessible for the prisoners in wheelchairs.

5. An individual who is blind complained that a southern State department of motor vehicles failed to assist her in obtaining a State-issued identification card available to all legal residents, including people who cannot drive.

Resolution: In response to the investigation, a manager at the local motor vehicle office agreed to review her documentation and issued her an identification card. The department agreed to modify procedures for identification cards from persons who are blind or who have low vision and to post information about these procedures on its website.

Part 2:

Not all allegations of disability discrimination go to trial. Many are settled out of court or mediated early on. Each example below is a real situation from 2007, found at www.ada.gov/julsep07.htm. Working in pairs or groups, debate the validity of each situation and decide if you agree or disagree with the resolution.

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6. In Illinois, a woman with Asperger’s Syndrome (a disorder related to autism) said that a symphony orchestra wouldn’t let her join because of her disability. Although she won her audition to earn a spot in the orchestra, her membership was revoked after they learned about her disability.

Resolution: The orchestra adopted a policy against disability discrimination and will make reasonable modifications in their policies, practices, and procedures so that individuals with disabilities can participate. The orchestra also agreed to participate in a benefit concert and to pay a fine of $2,000.

7. A person who is deaf complained that a Florida doctor’s office did not provide a sign language interpreter for an appointment.

Resolution: The office agreed to provide qualified interpreters upon request, posted a sign in the office about the availability of interpreters, and trained all staff in complying with the ADA.

8. A person with a mobility disability said that people who used wheelchairs couldn’t get around at a family campground in Pennsylvania.

Resolution: The campground made changes to the camp store and recreation hall by providing accessible entrances and routes for them. They also added an accessible portable toilet and installed accessible electric and water hook-ups at designated campsites.

9. In New York, a person with no arms complained that he was refused service and ridiculed when attempting to pay for his food with his feet at a fast food drive-through window.

Resolution: The restaurant recommitted itself to its existing nondiscrimination policies and train-ing program; fired the employee involved in the incident; apologized to the complainant; and paid him $6,000.

10. In Florida, a wheelchair user said that an accessible hotel guest room, which he had reserved in advance, was not given to him. Instead, the hotel put him in a standard room which meant he had to use the portable toilet in his van.

Resolution: The hotel installed two fully-accessible guest rooms, including one with a roll-in shower. The hotel also developed a reservation system to ensure that reservations for accessible rooms are held and they trained their staff to make sure that guests’ accessibility requests are met. The owner of the hotel also apologized and refunded the night’s stay to the complainant.

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Answer Key: High School

8. Trachoma: contagious disease, a leading cause of the world’s infectious blindness; caused by the bacteria Chlamydia trachomatis; begins like conjunctivits (pink eye) and swelling; eyelids may turn inward

9. Retinopathy of prematurity: (ROP) a disorder that primarily affects small premature infants. The smaller a baby is at birth, the more likely that baby is to develop ROP. Usually develops in both eyes, one of the most common causes of visual loss in childhood, can lead to lifelong vision impairment and blindness; often caused by too much oxygen given to a premature baby

10. Onchocerciasis: disease in tropical Africa and Central America, transmitted by black fly bites and caused by infestation with filariform nematodes (worms); called river blindness

11. Refractive errors: include myopia, hyperopia, presbyopia, and astigmatism; very common, most people have one or more of them, can usually be corrected with eyeglasses or contact lens

12. Strabismus: cross-eyed, a disorder of vision due to a deviation from normal orientation of one or both eyes so that both cannot be directed at the same object at the same time

13. Retinal detachment: The retina is the light-sensi-tive layer of tissue that lines the inside of the eye and sends visual messages through the optic nerve to the brain; the retina is lifted or pulled from its normal position, can cause permanent vision loss

14. Cortical impairment: visual impairment caused by a neurological (brain) problem and the connections between the eyes to the brain, rather than the eyeball

1. Macular degeneration: disease associated with aging that gradually destroys sharp, central vision (needed for seeing objects clearly and for tasks such as reading and driving); affects the macula (part of the eye that allows you to see fine detail); a leading cause of vision loss in Americans 60 and older

2. Ocular histoplasmosis syndrome: a leading cause of vision loss in Americans ages 20 to 40; disease caused by spores of the fungus Histoplasma capsulatum. The microscopic fungus, which is found throughout the world in river valleys and soil where bird or bat droppings accumulate, is released into the air when soil is disturbed.

3. Cataract: a clouding of the lens in the eye; most cataracts are related to aging but there are other causes; very common in older people

4. Glaucoma: a group of diseases that can damage the eye’s optic nerve and result in vision loss and blindness; occurs when the normal fluid pressure inside the eyes slowly rises; early treatment can prevent permanent vision loss

5. Retinitis Pigmentosa: group of inherited diseases causing retinal degeneration and a gradual decline in vision because photoreceptor cells (rods and cones) die; forms include Usher syndrome, Leber’s congenital amaurosis, rod-cone disease, Bardet-Biedl syndrome, and Refsum disease

6. Diabetic retinopathy: most common diabetic eye disease and a leading cause of blindness in American adults; caused by changes in the blood vessels of the retina

7. Optic nerve hypoplasia: small or underdevelopment of the optic nerve which sends signals from the eye to the brain; usually causes mild to severe permanent vision loss; a leading cause of blindness and visual impairment in children; present at birth

1.1 Seeing the World Differently: Causes of visual disabilities (pages 40–41)

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Answer Key: High School (continued)

1.3 Seeing the World Differently: Finding your way, “Map making” (pages 47–49)

1. Indications of poverty may include: roadside shoe repair stands; alley used as public toilet; animal/human waste in the street; large, open, unfixed potholes; electric wires laying bare on the street; buying driver’s licenses—corruption in government.

2. Smells: fruit (apples, pears, oranges, grapefruit), leather, hot food (baked bread, meat & noodle dishes), loud TV speakers, human and animal waste, incense, traditional barley beer and pita bread; Sounds: far-away voices, water rushing in a fountain, cars/traffic, vendors and customers, hammering on shoes, people in the entrances to their houses

2.1 Acceptable & Accessible: Looking back (pages 55–56)

History & Geography

1. (d) Sporadic developments early on, long expanses of time with no events, slowest in the Middle Ages, increases in Industrial Revolution, most in 20th century.

2. Locations are clustered chronologically in the Middle East, Europe, and North America. Countries: Austria, Denmark, Egypt, France, Germany, Great Britain/UK/England, Greece, India, Iran, Iraq, Israel, Italy, Nether-lands, Spain, Switzerland, Turkey, U.S.

3. Middle East (Arab/Muslim); Europe was in the “Dark Ages”

4. 1762, French ophthalmologist Jacques Daviel dies; the Enlightenment

5. He was responsible for educating, advocating for, and caring for blind people and yet even he feels they are less-worthy humans.

6. 146 years (in 2008)

7. 1829, the 1st school for the blind in the U.S. is chartered

8. organizations for the blind founded, schools for the blind opened

9. Hoover 1931; F.D.R. 1936, 1938; LBJ 1965, 1966, 1968; Nixon 1970, 1973, 1974; Ford 1975; Carter 1978; Reagan 1984, 1986, 1988; G.H. Bush 1990; G.W. Bush 2004

10. Phonographs/record albums

11. 1990. Discuss the connotations and denotations of the terms, how they are interpreted subjectively, and why some are considered derogatory. For example, the term handicap comes from “cap in hand,” as in the past disabled people often resorted to begging for their basic needs.

12. 1960s, African-American Civil Rights movement

Vocabulary:

Terms are in most standard dictionaries, including online services like www.dictionary.com except for “stereotypemaker” and “typhlocomium” which are defined within the text of the timeline.

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Answer Key: High School (continued)

2.2 Acceptable & Accessible: Famous people (page 57)

Name Who/Why When WhereAlicia Alonso ballerina & choreographer b. 1920, diagnosed in 1941 Cuba

David Blunkett politician, member of Parliament b. 1947, joined Parliament in 1987 England

Andrea Bocelli opera singer b. 1958, 1st album in 1994 Italy

Turlough Carolan harpist 1670–1738 Ireland

Ray Charles singer/songwriter/musician 1930–2004 U.S.

Arizona Dranes singer, one of the 1st popular gospel artists c.1891–c.1963 U.S.

José Feliciano singer, guitarist b.1945, 1st album in 1966 Puerto Rico

Elizabeth Goldring artist, writer, helped invent a “seeing machine” Retinal Imaging Machine Vision System (RIMVS)

b.1945, invention in 2006 U.S.

Chen Guangcheng human rights activist b.1971, imprisoned in 2006 China

Homer poet, author of Iliad & Odyssey 8th century BC Greece

Lemon Jefferson musician, founder of “Texas Blues” 1894–1929 U.S.

Kakuichi poet, compiled The Tale of the Heike epic 1371 Japan

Helen Keller author, activist 1880–1968 U.S.

Shi Kuang musician 6th century BC China

Jacques Lusseyran Author, part of French Resistance in WWII 1924–1971 France

John Milton poet, wrote Paradise Lost 1608–1674 England

Claude Monet artist, impressionist 1840–1926 France

Claude Montal piano player, piano tuner, successful business c. 1834 France

Abraham Nemeth mathematician, professor invented Braille math b.1918, invented code in 1952 U.S.

David Paterson governor of New York b. 1954, governor in 2008 U.S.

Marla Runyan marathon runner b.1969, 2000 Olympics U.S.

Ralph Teetor inventor of cruise control, other features in cars 1890–1982 U.S.

Sabriye Tenberken activist, created Braille Without Borders in Tibet b. 1970, opened school in Tibet in 1998

Germany

Ostap Veresai “kobzar”, folk musician/minstrel 1803–1890 Ukraine

Doc Watson bluegrass musician b.1923, 1st Grammy in 1973 U.S.

Erik Weihenmayer teacher, mtn climber, summitted Everest b.1968, Everest in 2001 U.S.

Stevie Wonder singer/songwriter/musician b.1950, 1st Grammy in 1974 U.S.

Extension: 1. U.S. and Western Europe

3. musician

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2.3 Acceptable & Accessible: Evolution of inclusion (pages 60–63)

1. Answers should discuss issues like public education, employment eligibility, transportation, participation in civic life, physical access to public buildings (such as office buildings or restaurants), communications, athletics, and transportation.

2. (a) Definition from the Social Security Act: An individual shall be considered to be blind for purposes of this title if he has central visual acuity of 20/200 or less in the better eye with the use of a correcting lens. An eye which is accompanied by a limitation in the fields of vision such that the widest diameter of the visual field subtends an angle no greater than 20 degrees shall be considered for purposes of the first sentence of this subsection as having a central visual acuity of 20/200 or less.

3. (a) ESEA, EHC, Carl Perkins, Improving America’s Schools, IDEA, NCLB; could also include Pratt-Smoot, Rehabilitation, Copyright (b) The federal government can give or take away funding, depending on compliance.

4. (d) public schools (But they can affect a private school. For example, if it is determined that the public system is unable to provide an appropriate education in the least restrictive environment for a student and the best option for the student is from a private school, or vice versa).

5. (a) In general, states can make their own laws as long as they do not conflict with the federal laws. Answers should include the debate over which responsibilities belong to the state governments and which are controlled by the national government; discuss the 10th Amendment vs. the Supremacy Clause (Article 6 Clause 2).

6. (a) It is the considered the civil rights amendment, with the Due Process and Equal Protection clauses.

2.4 Acceptable & Accessible: The Americans with Disabilities Act (pages 64–65)

1. (a) 42 U.S.C. § 12202(2)(A-C): a mental or physical impairment that substantially limits one or more major life activities. Physical impairments: 28 C.F.R. § 35.104(1)(i)(A). Mental impairments: 28 C.F.R. § 35.104(1)(i)(B). (b) Additional impairments: 28 C.F.R. § 35.104(1)(ii).

2. (a) 28 C.F.R. § 35.130(f): the organization, company, school, local government, etc. pays for it. However, grants are available from the federal government to help with the costs. (b) 28 C.F.R. § 35.130(b)(7): when the modifi-cations are necessary to avoid discrimination on the basis of disability, unless the public entity can demonstrate that making the modifications would fundamentally alter the nature of the service, program, or activity; (c) roller coaster, no; driver’s license, yes.

3. Building codes mostly apply to accommodating physical disabilities; however a person may have more than one disability.

4. Building requirements: 28 C.F.R. § 35.150-151; depends on age of the building and for what the space will be used, see 28 C.F.R. § 35.150(a-b).

Answer Key: High School (continued)

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2.5 Acceptable & Accessible: Enforcing accessibility (pages 57–59)

Case IssueAXIS vs. Hotels.com couldn’t search for or be guaranteed to have an accessible hotel room

Bates vs. United Parcel Service UPS to provide communication tools & chances for promotion for deaf employees

Breimhorst vs. ETS when scoring, can’t indicate which SAT, PSAT, AP tests taken w/modifications

BrianSchafferetalv.JerryWeast denied FAPE, want public system to pay private tuition

Chapman vs. California Board of Education students w/disabilities allowed to graduate regardless of scores on state exit exam

Gustafson vs. Regents of the University of California/U.C. Berkeley physical barriers on campus, buildings for person w/disability

Jamie S. et al vs. Milwaukee Public Schools many denied FAPE, not diagnosed, punished, not treated

Jarron Draper vs. Atlanta Independent School System denied FAPE, student misdiagnosed, not treated; system pays private tuition

John Gill Smith & U.S. vs. City of Philadelphia denied EMS b/c HIV

Michigan Paralyzed Veterans of America vs. the University of Michigan denied equal access to seating for wheelchairs at football stadium

National Federation of the Blind vs. Target Target’s website not accessible for visually impaired

Spector v. Norwegian Cruise Line Ltd. Is ship line required to comply with U.S. accessibility laws?

ToyotaMotorManufacturing,Kentucky,Inc.vs.Williams wouldn’t reassign worker with carpal tunnel syndrome

Tucker vs. California Department of Parks & Recreation improve state parks’ access for mobility and sensory disabled

U.S. vs. City & County of Denver, CO police dept wouldn’t reassign officer injured in line of duty

U.S. vs. City of Eastpointe MI & the Eastpointe Housing Authority city courthouse building, parking lot don’t follow guidelines

U.S. vs. City of Stockton denied EMS b/c HIV

U.S. vs. Edward Rose & Sons fair housing, apartments not accessible

U.S. vs. Ken Mascara, Sheriff of St. Lucie County didn’t provide interpreter or aids for deaf inmate

U.S. vs. Marco Polo Restaurant difficult for wheelchairs to enter & exit

U.S. vs. Methodist LeBonheur Healthcare hospital wouldn’t provide sign language interpreter for deafblind patient

U.S. vs. Redhika Corporation, Country Inns & Suites Hotel hotel didn’t want triple-amputee lady w/service dog & wheelchair to stay

U.S.vs.RogerWilliamsMedicalCenter services not provided for hearing/speech disabled

U.S. vs. State of Colorado Peace Officers Standards and Training Board test-taker w.disability denied modifications on certification test

U.S. vs. Swarthmore College buildings not accessible w/wheelchairs

U.S. vs. the Golden Cab Corporation blind person refused cab ride b/c service animal

U.S. vs. the Log Cabin Restaurant told to leave b/c service animal

U.S.vs.theWallaceTheaterCorporation movie theater not providing adequate seating for wheelchairs

U.S. vs. Travelodge of Dalton, GA, Billal and Ali, LLC, and Vishni Krupa, Inc. blind person refused service at hotel b/c of service animal

U.S.vs.WashingtonMetropolitanAirportsAuthority parking facilities not adequate for vans used by disabled

U.S.vs.WestEndYMCA,OntarioCA allowing child with autism in YMCA after-school program

Veterans for Common Sense & Veterans for a Better Life vs. U.S. Dept of Veterans Affairs

soldiers from Iraq & Afghanistan w/Post-Traumatic Stress Syndrome not treated

Answer Key: High School (continued)

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After the Field Trip

Debriefing

Friends With Disabilities

In Your Community

“Normal is in the eye of the beholder.” —Whoopi Goldberg

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Your Experience

1. Which room did you like the best? Why? Which room did you like the least? Why?

2. What sound stands out most in your memory of the experience? What texture or object?

3. Overall, what did you like most or least about your experience?

4. Draw a map of how you envision the route.

5. Summarize your experience in one word.

Looking at Yourself

1. What was your first reaction when you came into the complete darkness?

2. What parts of your experience matched what you were expecting? Which aspects were totally different from what you thought?

3. How much did you rely on your cane? Which sense became most important to you in finding your way around?

4. What did you learn about yourself from this experience?

DebriefingThe reactions to Dialog in the Dark are as varied as the number of visitors who have experienced it. A trip to the Exhibition is a very personal experience and each person responds uniquely.

Use these questions as prompts for journaling or for a group discussion to process and share opinions. Some issues may also have been touched on by the onsite educators at Dialog in the Dark during the post-trip activities.

Some students may find it easier to express themselves by drawing.

“ It’s not the situation… It’s your reaction to

the situation.” —Robert Conklin

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5. For some people who experience Dialog in the Dark, the biggest challenge is facing a fear of the dark. Children may fear the dark because of monsters and the boogeyman. Adults can be equally afraid because it makes them feel powerless, vulnerable, and anxious.

a. What is the official name for a phobia of the dark?

b. Of what are you most afraid? Does it have a phobia name? Describe a real situation in which you had to face your fear.

c. Take a poll to find out what the most common fears are among your peers.

d. Did anything at the Exhibition make you frightened or anxious? What was it?How did you handle it and what made you feel safe?

e. Ask three people in your family to name something they were (or are) afraid of and how they overcame it.

f. For additional lesson plans on facing fears, go to redcross.tallytown.com/facingfear.html for older students and www.bravemonster.com/lessonplanfear.htm for younger.

Guides from Dialog in the Dark in Estonia

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“ I hope to meet you outside, so that this time I will help you.” — Dialog in the Dark visitor, 11 years old, (note to guide)

Looking at Others

1. What did other visitors do that helped you? What did other visitors do that annoyed you?

2. What did you learn about your guide? What would you still like to know about your guide? What do you think your guide looks like? Draw a picture.

3. At the end, did you feel closer to the other members who were in your group? Why or why not? Do you think it matters who is with you (i.e., people older, younger, strangers, family, etc)?

4. How has this experience changed your perceptions about people with disabilities?

5. Would you recommend this field trip to other students? Why or why not?

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Friends with Visual DisabilitiesFor some visitors, the field trip to Dialog in the Dark may have be their first encounter with a blind person. Here are some tips from visually impaired students to help their sighted friends interact with people who are disabled.

1. My guide dog sure is cute and friendly. But remember that my guide dog is a working dog who needs to concentrate while on duty. If you want to pet my guide dog, just ask me first.

2. Let me know when you are talking directly to me or asking me a question, especially when there are other people around. You can touch me on the arm or say my name first. Also, let me know when you are finished and are walking away at the end of a conversation!

3. Don’t be afraid to use words like ”see”, “look”, or “blind” when you’re talking. I hope I do “see you later”.

4. Technology lets me use the computer for the same things you do, so I might have an email address or we might like to visit the same websites.

5. If you have a question, ask me instead of my parents, siblings, or teacher. I know best what I want to eat, drink, do, etc. Also, don’t speak too loudly—my ears are fine!

6. If you think I need help to do something like open a door, find a chair, or cross the street, please ask first. I might say “yes” but sometimes I’m fine on my own.

7. When I do need guidance while we’re walking, let me hold on to your arm instead of you taking mine. That way, I don’t get pulled.

8. I don’t really have a “sixth sense” or special powers. I have just learned to pay more attention to my other senses, like hearing and touch, and to work hard at memorizing.

9. A visual disability is what I have; it’s not who I am. I’m your friend who happens to be blind, not your blind friend.

“ Kindness is a language which the deaf can hear

and the blind can see.” —Mark Twain

Seeing Eye Dog Equipment

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Learn: What do we have here?

1. Does your city or state have a school for visually impaired children? Where is it? Is it a public or private school? When did it open? Add the date to the timeline. These sites list schools for the blind:

• www.cosb1.org/membership/memberlist.php

• www.sdsbvi.sdbor.edu/wwwresources/list.htm

• www.tsbvi.edu/othersites.htm

• www.duxburysystems.com/othrsc.asp

2. Find the closest training center for guide dogs. A list can be found at www.adionline.org/MemberDirectory/Accred.Guide100406.htm. Where is the nearest facility? What are your state’s access laws concerning guide dogs? See www.guidingeyes.org/site/PageServer?pagename=lrn_accesslawsUS.

3. How many people in your city and/or state have a disability? How many are blind? What are their unemployment rates? Begin your research with these sites:

• factfinder.census.gov/home/saff/ main.html?_lang=en

• quickfacts.census.gov/qfd/

• www.pascenter.org/state_based_stats/ index.php?state

4. Are your classroom and school accessible to the disabled? Find out if your textbooks are available in an audio or large print format. Assess your school’s accessibility to people with visual disabilities and/or other forms of disability by using the questions at www.adl.org/education/curriculum_connections/fall_2005/fall_2005_les-son5_sb_assessing.asp. Work together in research teams. If there are students with visual, hearing, or physical disabilities at your school, interview them about their thoughts on your school’s accessibility.

In Your Community Now it is time to apply what you have learned and experienced through Dialog in the Dark. Look around your school, home, and community to find ways you can make a positive difference for people with visual or other disabilities. Learn about the experiences of blind people in your state, and the opportunities either denied or provided for them in the past and today. Encourage your class or your friends to complete a service project that will make life just a little bit better for someone else.

“ Never doubt that a small group of thoughtful,

committed citizens can change the world. Indeed,

it’s the only thing that ever has.” —Margaret Mead

An unusual guide animal!

An audio book

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5. What sports leagues or clubs for visually disabled athletes are in your area? Does your favorite sport have a local or national association or league for blind athletes? Find the closest place to participate in games specifically designed for the visually disabled, like Goalball. Begin your research at:

• www.usaba.org

• www.ibsa.es/eng/

• www.nwaba.org/

• blindsports.org

• www.goalball.us

• www.dmoz.org/Sports/Disabled/Blind/

6. What are your state’s accessibility laws? When were the most recent ones enacted? Add the date to the timeline. Have there been any lawsuits in your state recently due to accessibility violations? Start your search for local cases at these sites:

• www.ada.gov/new.htm

• www.ada.gov/statrpt.htm

• www.ada.gov/pubs/10thrpt.htm

• www.ada.gov/julsep07.htm

• www.dralegal.org/cases/index.php

Goalball at 2004 Olympics Kentucky School for the Blind in 1867

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1. Become pen pals or buddies with a school for visually impaired students. If the school is nearby, plan a field day with games and activities that can be played by everyone. Impaired students can teach their communication methods to the sighted students.

2. Hold an Eye Drive. Collect used eyeglasses and donate them to the local Lions Club for their eyeglasses recycling program. Learn more at www.lionsclubs.org/EN/content/ vision_eyeglass_recycling.shtml.

3. Create a nature walk at your school or a nearby park that appeals to all our senses. Make sure the path will be safe and easy to navigate. Select plants based on the texture of their leaves and/or their scent. Include plants that will attract songbirds as well as herbs that can be sampled along the way.

4. Raise your voice. Volunteer to read aloud at a local senior citizen center, nursing home, school for the blind, or library. You can also record yourself reading a book aloud and donate the recording to the group for future use. Find your local affiliate of the Recording for the Blind and Dyslexic at www.rfbd.org/index.htm or the Radio Reading Service at www.iaais.org/locateservice.html.

5. Organize a fundraiser. Raise money to purchase large print books, Braille books, adaptive software and hardware, or adaptive sports equipment for local groups helping the visually impaired. Support a Guide Dog training center or sponsor a child to attend a special camp for children with disabilities. Contact your local Lighthouse organization for other suggestions of worthy causes and don’t forget about groups that help people with other kinds of disabilities.

6. Remember. When you encounter a person with a visual or other disability, remember your experience at Dialog in the Dark. Later in life when you are in the position to hire or work with a new employee, remember Dialog in the Dark. When you are tempted to judge somebody based on how they first appear, remember Dialog in the Dark. When you wonder how just one person can make a difference in the world, remember Dialog in the Dark.

Act: How can we help?

Teachers should take this opportunity to explore, debate and examine the important issues of social entrepreneurship, marginalization of others and tolerance of differences as they apply to their school community. Help your community by donating your time and talents. Here is a list of ideas to get you started.

What do Susan B. Anthony, Maria Montessori, John Muir, and Andreas Heinecke have in common? They are all social entrepreneurs.

What are social entrepreneurs? They are men and women with creative, unique, and practical solutions to some of society’s largest problems such as educa-tion, welfare reform, human rights, the environment, access to health care, and—in the case of Dialog in the Dark—career opportunities for people with dis-abilities.

Learn more about social entrepreneurship and how you can become involved. Go to:

www.pbs.org/now/enterprisingideas/educators.html www.genv.net/ www.ashoka.orgwww.schwabfound.orgwww.skollfoundation.orgwww.fastcompany.com/social/2008

Social Entrepreneurship

81

Resources

Timeline and Crossword Puzzle

Facts on Visual Disabilities in the U.S.

Recommended Reading

Additional Projects and Connections to Other Subjects

Visual arts

Language arts

Biographies

Science

“ What you teach your own children is what you really believe in.” —Cathy Warner Weatherford

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Acceptable & Accessible: Timeline

“ Do not go where the path may lead; go instead where

there is no path and leave a trail.” —RalphWaldoEmerson

BCE/BC

6th century: Sushruta, a surgeon in ancient India, writes about eye diseases in Sushruta Samhita. He is considered the first Indian cataract surgeon.

CE/AD

29: Aulus Cornelius Celsus, a Roman living in what is now southern France, creates an encyclopedia that mentions cataract treatment for the first time in the western world.

200: The Greek physician Galen of Pergamon (in modern-day Turkey) dies. His ideas on anatomy form the basis of medical knowledge in Europe for over a thousand years.

379: St. Basil dies. He established a hospice and provided guides for the blind at Caesarea in modern-day Israel.

630: A “typhlocomium”, or refuge for the blind, is founded in Jerusalem.

860: Assyrian physician Hunain ibn Is-hâq, from what is now Iraq, completes his Book of the Ten Treatises on the Eye which includes one of the earliest known anatomical diagrams of the eye.

FL. 1010: Arab scientist Ammar ibn ali Ali Al-Mosuli writes Book of Choices in the Treatment of Eye Diseases in Egypt. His work, which includes cases of successful cataract operations, is available only in Arabic and Hebrew until 1905.

1025: Ibn Seena (also called Avicenna), from modern-day Iran, writes The Canon of Medicine. His book, with correct diagrams of the eye, is a standard medical text for both Europeans and Muslims until the 18th and 19th centuries.

1260: A medical textbook lists 18 works on ophthalmology written by Muslim scientists from what is today Spain and the Middle East. France’s King Louis IX, later St. Louis, opens one of the first institutions for the blind. He opens a hospice to take care of soldiers returning from the Crusades.

1762: French ophthalmologist Jacques Daviel dies. He is the first to make any significant advances in cataract surgery since ancient India.

Valentin Hauy

Cross section of the human eye

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1785: In Paris, France, Valentin Haüy opens the first school for blind children to teach job skills and ways to communicate. The next year, he publishes the first book on how to teach blind students.

1791: Schools for the blind begin opening across Europe, including Austria, Germany, Switzerland, the Netherlands, Denmark, and Great Britain.

1819: After losing his vision in an accident, Louis Braille enters Haüy’s school. The head of the school, Dr. Sebastien Guillié (who opened France’s first ophthalmologic clinic) describes blind people as “degraded beings, condemned to vegetate on the earth”.

1824: At 15 years old, Louis Braille creates a system of raised dots for blind people to read and write.

1829: The first school for the blind in the U.S., Perkins School for the Blind, is chartered in Massachusetts.

1847: Pierre Foucault, a blind inventor, creates a typewriter for blind people to write using Braille’s alphabet. Charles Babbage invents the ophthalmoscope.

1860: The Missouri School for the Blind in St. Louis is the first school in the U.S. to adopt Braille as their official communication system.

1862: Dutch ophthalmologist Hermann Snellen introduces the Snellen Chart, with the big “E”, to test visual acuity.

1880: Helen Keller is born in Alabama. An illness will take away her vision in less than two years.

1886: Anne Sullivan graduates from the Perkins School for the Blind as valedictorian and becomes Helen Keller’s teacher.

1892: At a convention for the American Association of Instructors of the Blind, Frank H. Hall demon-strates a Braille typewriter he invented called a stereotypemaker. Hall was the superintendent of the Illinois School for the Blind.

1893: The Helen Keller Services for the Blind (HKSB), originally called the Industrial Home for the Blind, is founded in New York.

1900: The Columbia Polytechnic Institute for the Blind, which is now the Columbia Lighthouse, is founded in Washington, D.C.

1904: Helen Keller graduates magna cum laude from Radcliffe College (now part of Harvard University). She is the first deafblind person to earn a Bachelors of Arts degree.

Perkins School for the Blind, before 1915

Anne Sullivan and Helen Keller

Louis Braille

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1905: Lighthouse International is founded in New York, originally named The New York Association for the Blind.

1908: Sixteen schools for the blind from across the U.S. meet at the Western Pennsylvania Institute for the Blind for their first national track and field competition. Students from the school in Jackson, Illinois, come in first.

1911: Boy Scout Troop #10 forms at the Kentucky School for the Blind.

1917: Spanish ophthalmologist Ignacio Barraquer’s inventions improve cataract surgery. Forty years later, his son José Ignacio Barraquer will follow in his father’s footsteps and also invented instruments and procedures used to surgically correct vision.

1920: William Hadley, a high school teacher who became blind later in life, founds The Hadley Correspondence School for the Blind to teach Braille by distance education.

1921: American Foundation for the Blind (AFB) is founded.

1929: The Seeing Eye, the first school in the U.S. for training guide dogs, opens in New Jersey.

1930: Using the long white cane as a mobility tool by the visually impaired gains popularity and the city of Peoria, Illinois, passes the first White Cane Ordinance in the U.S., to grant blind pedestrians right of way.

1931: The U.S. Congress passes the Pratt-Smoot Act. The act creates a “talking book” program through the Library of Congress and establishes 19 Braille and Talking Book Libraries across the country.

1936: The Randolph-Sheppard Act gives preference to blind persons to operate vending machines on public property.

1938: The Wagner-O’Day Act (later called JWOD, now AbilityOne), is passed. It creates the National Industries for the Blind (NIB) to provide jobs for blind people by having them make things that the government purchases.

1940: National Federation of the Blind (NFB) is founded.

1949: British ophthalmologist Sir Harold Ridley successfully implants an artificial lens into an eye, the first procedure of its kind.

1952: Children’s books are added to the U.S. Congress’ Books for the Blind program.

1955: Andreas Heinecke, founder of Dialog in the Dark, is born in Germany.

Andreas Heinecke

Optical refractor

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1958: The U.S. Congress charters the Blinded Veterans Administration (BVA).

1960: The first Paralympic Games are held in Rome, Italy.

1961: American Council of the Blind (ACB) is founded.

1964: President Lyndon Johnson proclaims October 15th of each year as “White Cane Safety Day” in the U.S.

1965: The first Elementary and Secondary Education Act (ESEA) is passed in the U.S. to improve education for children with disabilities in public schools. It will be amended many times.

1966: The U.S. government creates the Bureau of Education for the Handicapped and the National Advisory Council, which later becomes the National Council on Disability.

1967: Disabled Vietnam War veterans form a group that is now Disabled Sports USA.

1968: Congress passes the Architectural Barriers Act (ABA).

1973: The Rehabilitation Act makes it illegal to discriminate against someone because of a disability.

1974: Educator Georgie Lee Abel officially retires, but continues to support the movement she pioneered: preparing public school systems to teach visually impaired children.

1975: President Ford signs the Education for all Handicapped Children Act into law.

1976: The U.S. Association of Blind Athletes (USABA) is founded. Inventor Ray Kurzweil unveils the first computerized reading machine.

1981: The Food and Drug Administration approves artificial lens implants as “safe and effective” in the U.S.

1984: The Voting Accessibility for the Elderly and Handicapped Act requires voting places in the U.S. to be accessible for people with physical disabilities.

1986: The Air Carrier Access Act is passed to prevent discrimination against individuals with disabilities on U.S. airlines.

Braille writer

Refreshable Braille Display

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1988: An amendment to the Fair Housing Act prohibits housing discrimination in the U.S. based on religion, sex, disability, familial status, and national origin. Andreas Heinecke creates Dialog in the Dark in Frankfurt, Germany.

1989: Greek ophthalmologist Loannis Pallikaris performs the first LASIK procedure, laser eye surgery to correct vision, on a human eye.

1990: The Individuals with Disabilities Education Act (IDEA) changes the wording of the 1975 law from “handicap” to “disability”. The Americans with Disabilities Act (ADA), a wide-ranging disability civil rights law, is also signed.

1998: The Olympic and Amateur Sports Act requires the U.S. Olympic Committee to include the Paralympics and encourages disabled individuals to participate in competitions with able-bodied athletes.

2000: The first permanent Dialog in the Dark exhibit opens in Hamburg, Germany.

2001: The ADA requires accessibility of web pages and the No Child Left Behind law passes.

2002: The World Health Organization estimates that there are 161 million visually impaired people in the world (about 2.6% of the world population); 124 million classified as having “low vision” and 37 million as “blind”. Doctors begin testing “bionic eyes” (retinal prostheses) in blind people.

2005: Ray Kurzweil introduces a pocket-size audio text reader.

2007: Doctors successfully use gene therapy to treat an inherited condition that causes blindness.

2008: Dialog in the Dark opens for the first time in the U.S.

Crosswalk warning

The Dialog in the Dark Exhibition in Hamburg, Germany

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People Who Made a Difference: Timeline Crossword Puzzle

1 2

3

4 5

6

7 8 9

10 11

12

13 14

15

16

ACROSS 6 Made first advances in cataract surgery since

ancient India

7 Dedicated her life to improving education for visually impaired students

8 Founder of Dialog in the Dark

11 King of France who opened a hospice for blinded Crusaders

12 First Indian cataract surgeon

13 Inventor of the ophthalmoscope

15 Blind inventor of a typewriter for Braille in 1847

16 Performed first LASIK procedure on a human eye

DOWN 1 Created a system for reading and writing for blind people

2 U.S. President who declared October 15th as “White Cane Day”

3 Inventor of computerized reading machines

4 His ideas formed the basis of medical knowledge in Europe for over 1,000 years

5 Also called Ibn Seena

9 Opened a school for blind children in Paris

10 Last name of father and son ophthalmologists

14 Inventor of the stereotypemaker in 1892

88

Answer Key: Timeline Crossword Puzzle

KEY Daviel 6A Made first advances in cataract surgery since ancient India Hauy 9D Opened a school for blind children in Paris Galen 4D His ideas formed the basis of medical knowledge in Europe for over 1,000 years Foucault 15A Blind inventor of a typewriter for Braille in 1847 Babbage 13A Inventor of the ophthalmoscope Braille 1D Created a system for reading and writing for blind people Sushruta 12A First Indian cataract surgeon Avicenna 5D Also called Ibn Seena Louis 11A King of France who opened a hospice for blinded Crusaders Barraquer 10D Last name of father and son ophthalmologists Hall 14D Inventor of the stereotypemaker in 1892 Heinecke 8A Founder of Dialog in the Dark Johnson 2D U.S. President who declared October 15thas“WhiteCaneDay” Pallikaris 16A Performed first LASIK procedure on a human eye Kurzweil 3D Inventor of computerized reading machines Abel 7A Dedicated her life to improving education for visually impaired students

1B 2J

R O 3K

A H U

4G I N 5A R

6D A V I E L S V Z

L L O I W

7A B E L 8H E I N E C K E 9H

N E I A

10B N 11L O U I S

A N Y

12S U S H R U T A

R

13B A B B A G E 14H

Q A

15F O U C A U L T

E L

16P A L L I K A R I S

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Facts on Visual Disabilities in the U.S.How many visually disabled people are in the U.S.? How many disabled people are there in the U.S. in general? That depends on who you ask.*

Different groups have different totals, depending on how blind or disabled you need to be counted. Sometimes “legally blind”, “blind”, “low vision”, “visually impaired” can mean the same things and sometimes they don’t. A survey of recent reports in America finds 1.3 million legally blind, 10 million blind or visually impaired, 15 million blind or visually impaired, 21.2 with vision trouble, or 38 million with significant vision impairment.

Everyone agrees, however, that people with visual disabilities face challenges as they try to survive and thrive in a society controlled by the people who can see. For example, only about a third of working-age adults with a visual disabil-ity have jobs. Why? How do the rest support themselves? One of the reasons Dialog in the Dark is so unique is because of the effect it has on the people who work there as well as the people who visit. The Exhibition provides a chance for people with visual disabilities to find a rewarding job.

Visually Disabled Fully SightedOf working age, but unemployed 70% 28%

Earned a high school diploma 45% 80%

Americans with other disabilities are in similar situations. As of 2006, 15% of Americans over the age of 5 live with least one disability—that’s about 1 out of every 7 people!

Disabled Able-bodiedEmployed 37% 75%

Live in poverty 22% 11%

Did you know? • Inthenext30 years, the number of blind or visually impaired people in the U.S. will double. As our population

grows and we are able to live longer, that number will continue to increase.

• Losingeyesightisthe3rd most feared physical condition in U.S. (after cancer and AIDS).

• ThemostcommoncauseforvisualimpairmentsinU.S.isagingandthediseasesorconditionsthatcomewithadvanced age. The leading cause of blindness in the world is cataracts.

• Every7 minutes a person in the U.S. loses their sight.

*Sources consulted: U.S. Census Bureau, CDC, Braille Institute, Research to Prevent Blindness, Journal of Visual Impairment & Blindness, U.S. Dept of Labor, National Eye Institute, American Association of People with Disabilities, Center for Accessible Society, Prevent Blindness America, NFB, and AFB.

“ The chief handicap of the blind is not blindness, but the

attitude of seeing people towards them.” —Helen Keller

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PRIMARY GRADES (preK–Grade 3)

Biography • Adler,DavidA.A Picture Book of Helen Keller.

Holiday House, 1992.

• Adler,DavidA.A Picture Book of Louis Braille. Holiday House, 1998.

• Lundell,Margo.A Girl Named Helen Keller. Cartwheel, 1995.

• Troupe,Quincy.LittleStevieWonder. Houghton Mifflin, 2005.

Diversity awareness and tolerance • McCann,JosephT.There’s a Skunk in My Bunk:

Helping Children Learn Tolerance. New Horizon Press, 2002.

• Mem,Fox.WhoeverYouAre. Red Wagon Books, 2007.

• Thomas,Pat.Don’t Call Me Special: A First Look at Disability. Barron’s Educational Series, 2005.

Guide dogs • Alexander,SallyHobart.Mom’s Best Friend. Simon

& Schuster Children’s Publishing, 1992.

• Arnold,Caroline.A Guide Dog Puppy Grows Up. HBJ, 1991.

• Finke,Beth.Hanni and Beth: Safe and Sound. Blue Marlin Publications, 2007.

• Hall,Becky.Morris and Buddy: The Story of the First Seeing Eye Dog. Albert Whitman & Co, 2007.

• Lang,Glenna.Looking Out for Sarah. Charlesbridge Publishing, 2001.

• Moore,Eva.Buddy: The First Seeing Eye Dog. Scholastic, 1996.

• Winters-Johnson,Diane.The View From Under the Pew. Abingdon Press, 2008.

Living with visual disabilities • Archambault,John&BillMartin.Knots on a

Counting Rope. Henry Holt & Co, 1997.

• Carter,AldenR.SeeingThingsMyWay. Albert Whitman & Co, 1998.

• Irwin,GayleM.Sage’s Big Adventure: Living with Blindness. Xlibris Corporation, 2007.

• Karim,Roberta.Mandy Sue Day. Clarion Books, 2003.

• McMahon,PatriciaI.Listen for the Bus: David’s Story. Boyds Mills Press, 1995.

• Rau,DanaMeachen.The Secret Code. Children’s Press, 1998.

Recommended ReadingThese lists of books are grouped by grade level and theme. Please also consult the recommendations for grades other than the one you teach. Many books are useful for all ages. For example, reading TheListeningWalk or enjoying Bill Martin’s Bear series from the primary grades’ lists are excellent ways to introduce or wrap up a lesson on using other senses for students of all ages.

Additional anti-bias resources for both teachers and students, including lesson plans and book reviews, can be found at www.adl.org/education/curriculum_connections/Default.asp.

“ The real art of discovery consists not in finding new

lands, but seeing with new eyes.” —Marcel Proust

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Using your senses • Cole.YouCan’tSmellaFlowerWithYourEar.

Grosset & Dunlap, 1994.

• Cottin,Menena.The Black Book of Colors. Groundwood Books, 2008.

• DKPublishing’sTouch and Feel Series, 1998–2007. Titles include: ABC, 123, Shapes, Home, Mealtime, Playtime, Clothes, Pets.

• Gunzi,Christiane.Feels Real! Series. Barron’s Educational Series, 2005–2007. Titles include: BigandWild,OntheFarm, Under the Sea, Fluffy Babies.

• Martin,Bill.Brown Bear, Brown Bear, WhatDoYouSee? Henry Holt & Co, 2008.

• Martin,Bill.Panda Bear, Panda Bear, WhatDoYouSee? Henry Holt & Co, 2006.

• Martin,Bill.Polar Bear, Polar Bear, WhatDoYouHear? Henry Holt & Co, 1997.

• O’Brien-Palmer,Michelle.Sense-Abilities: FunWaystoExploretheSenses. Chicago Review Press, 1998.

• Showers,Paul.TheListeningWalk. HarperTrophy, 1993.

MIDDLE GRADES AND MIDDLE SCHOOL

Biography • Alexander,SallyHobart.She Touched the

World:LauraBridgman,Deaf-BlindPioneer. Clarion Books, 2008.

• Davidson,Margaret.Helen Keller. Scholastic Paperbacks, 1989.

• Davidson,Margaret.Louis Braille, theManWhoInventedBooksfortheBlind. Scholastic Paperbacks, 1991.

• Freedman,Russell.Out of Darkness: The Story of Louis Braille. Clarion Books, 1997.

• Garrett,Leslie.Helen Keller: A Photographic Story of a Life. DK Children, 2004.

• Kent,Deborah&KathrynA.Quinlan. Extraordinary People with Disabilities. Children’s Press, 1997.

Braille • Collins,S.Harold.Braille for the Sighted.

Garlic Press, 1998.

• Jeffrey,LauraS.All About Braille: Reading by Touch. Enslow Elementary, 2004.

• Smith,KristieLyn.Dottie and Dots See Animal Spots: Learning Braille with Dots and Dottie. iUniverse, 2007.

Diversity awareness and tolerance • Meyer,DonaldJ.Views from Our Shoes:

Growing Up with a Brother or Sister with Special Needs. Woodbine House, 1997.

• Petrillo,Genevieve.KeepYourEarontheBall. Tilbury House Publishers, 2007.

• Sabin,Ellen.The Special Needs Acceptance Book: Being a Friend to Someone with Special Needs. Watering Can Press, 2007.

Guide dogs • Mueller,PamelaBauer.Hello,Goodbye,ILoveYou.

Pinata Publishing, 2003.

• Patent,DorothyHinshaw.Right Dog for the Job: Ira’s Path from Service Dog to Guide Dog. Walker Books for Young Readers, 2004.

• Pranghofer,Maureen.Ally’s Busy Day: The Story of a Service Dog. Trafford Publishing, 2006.

Living with visual disabilities • Alexander,SallyHobart.DoYouRemember

the Color Blue: The Questions Children Ask About Blindness. Puffin, 2002.

• Alexander,SallyHobart.Mom Can’t See Me. Macmillan/McGraw-Hill School Pub Co, 1993.

• Brocker,Susan.VisionWithoutSight:HumanCapabilities. Children’s Press, 2007.

• Dorris,Michael.Sees Behind Trees. Hyperion, 1999.

• Whelan,Gloria. Hannah. Random House Books for Young Readers, 1993.

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HIGH SCHOOL AND ADULT

Autobiography and memoir • Alexander,SallyHobart.On My Own: The Journey

Continues. Farrar Straus & Giroux, 1997.

• Alexander,SallyHobart.Taking Hold: My Journey into Blindness. Simon & Schuster Children’s Publishing, 1994.

• Finke,Beth.Long Time, No See. University of Illinois Press, 2003.

• Keller,Helen.The Story of My Life. W.W. Norton & Co, 2003.

• Keller,Helen.TheWorldILiveIn. NYRB Classics, 2004.

• Kleege,Georgina.Blind Rage: Letters to Helen Keller. Gallaudet University Press, 2006.

• Kleege,Georgina.Sight Unseen. Yale University Press, 1999.

• Knighton,Ryan.Cockeyed: A Memoir. Public Affairs, 2006.

• Knipfel,Jim.Slackjaw: A Memoir. Berkley Books, 2000.

• Kuusisto,Stephen.Eavesdropping: A Memoir of Blindness and Listening. W.W. Norton, 2006.

• Kuusisto,Stephen.Planet of the Blind. Delta, 1998.

• Lusseyran,Jacques.AndThereWasLight: Autobiography of Jacques Lusseyran, Blind Hero of the French Resistance. Morning Light Press, 1998.

• Schneider,Katherine.To the Left of Inspiration: Adventures in Living with Disabilities. Dog Ear Publishing, 2006.

• Tenberken,Sabriye.My Path Leads To Tibet: TheInspiringStoryofHowOneYoungBlindWom-an Brought Hope to the Blind Children of Tibet. Arcade Publishing, 2004.

• Weihenmayer,Erik.TouchtheTopoftheWorld:ABlind Man’s Journey to Climb Farther Than the Eye Can See. Penguin Group, 2002.

Biography • Hall,RuthK.Place of Her Own: The Story of

Elizabeth Garrett. Sunstone Press, 1983.

• Kurson,Robert.Crashing Through: A True Story ofRisk,Adventure,andtheManWhoDaredtoSee. Random House, 2007.

• Roberts,Jason.ASenseoftheWorld:HowaBlindMan Became History’s Greatest Traveler. Harper-Collins, 2006

Inclusion and adapted activities • Block,MartinE.Teacher’s Guide to Including

Students with Disabilities in General Physical Education. Paul H. Brookes Pub Co, 2006.

• Cowart,JimF.&LaurenK.Lieberman.Games for People with Sensory Impairments: Strategies for Including Individuals of All Ages. Human Kinetics Publishers, 1996.

• Jones,JefferyA.&MichaelJ.Paciorek.Disability Sport and Recreation Resources. Cooper Publishing Group, 2001.

Living with a visual disability • Cheney,GlennAlan.Teens with Physical Disabilities:

Real-Life Stories of Meeting the Challenges. Enslow Pub Inc, 1995.

• Deifell,Tony.Seeing Beyond Sight: Photographs by Blind Teenagers. Chronicle Books, 2007.

• Hoagland,Edward.Shooting Blind: Photographs by the Visually Impaired. Aperture, 2005.

• Thornton,Denise.Physical Disabilities: The Ulti-mate Teen Guide (It Happened to Me). The Scare-crow Press, 2007.

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Group sculptures

Supplies: blindfolds, modeling clay of various colors

• Studentsworkingroupsof3 to 5. Each member of the group is given a different colored portion of modeling clay. Working as a team, the blindfolded group tries to make a single figure with their clay.

• Foryoungerstudents,tellthegroupwhatfigure,like an animal, they are to make. Let older students choose the figure they want to make or have all groups make the same thing but with variations for each team (for example, a person sitting, dancing, or running).

• Whentheyarefinished,theteamcanremovetheirblindfolds and see the art they created. How much does the finished product look like what they had in mind? Are they pleased with the artistic qualities of their sculpture? What role did teamwork and cooperation play in the process? Is each member’s effort, represented by the color of their clay, reflected in the final product?

Individual sculptures

Supplies: blindfolds, modeling clay of various colors; clay sculpting tools (be careful when using sharp tools with children)

• Inviteeachpersontocreateasculptureindividuallywhile blindfolded. Focus on the artwork’s tactile qualities as opposed to trying to make a realistic representation.

Additional Project Ideas The possibilities for extending Dialog in the Dark in the classroom are plentiful. This section offers specific ideas for activities in additional subjects and classes like visual arts, language arts, and science. These and many of the other lesson plans from this Teacher’s Guide can also be repeated with a focus on different forms of disabilities.

VISUAL ARTS: The sum of the parts

These activities emphasize the sense of touch, encourage creativity, and demonstrate that there is more to art than what meets the eye.

“ Limitations live only in our minds. But if we use

our imaginations, our possibilities become

limitless.” —Jamie Paolinetti

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Bracelets

Supplies: blindfolds; supply of colored beads of varying sizes, colors, and shapes with large holes; wire or elastic thread for stringing the beads, cut into lengths suitable for making bracelets

• Blindfoldedparticipantswillmakebeadedbracelets,using only their sense of touch to select their beads, and evaluate their finished product.

Tactile drawing

Supplies: blindfolds; squares of aluminum or art metal foil sheets, soft enough to be embossed; wood stylus or appropriate safe substitute; pieces of soft cardboard or foam to place under the aluminum sheets.

• Whileblindfolded,createathree-dimensional“drawing” on the foil. Use the stylus and only your sense of touch to guide you.

Paint by finger

Supplies: blindfolds, finger paint sets, large pieces of paper, drop cloths, art smocks or aprons

• Thisisrealfingerpainting!Youmaywanttoworkon this on outside. Spread out the drop cloths and pieces of paper (one for each student) on the ground. Let students paint with only their fingers while blindfolded.

Photography or Video

Organize a photography or film festival centered on the themes of communicating without sight, communicating without sound, or finding images to represent how you felt as you experienced Dialog in the Dark.

Kaleidoscope

For supplies and directions to make a kaleidoscope, see the websites listed below. Some school supply stores also sell kits with all the components needed.

• Makeakaleidoscopeusingthedirectionsbelow.Then use the images seen in your handmade kaleidoscope to facilitate a discussion on how beauty is subjective. The images seen in a kaleidoscope may not be realistic or representative of an actual object, but they are still beautiful and worth seeing. Just because someone sees differently or not as clearly as a sighted person doesn’t mean that the way they perceive the world is wrong. It’s just different. Kaleidoscopes also align well with math and science lessons.

Instructions for kaleidoscope:

• www.princetonol.com/groups/iad/Files/film.htm

• optics.nasa.gov/soda_bottle.pdf

• www.craftforkids.co.uk/kaleidoscope.htm

• www.diynetwork.com/diy/kc_others/article/0,,DIY_13974_2270987,00.html

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• Findthesourcesororiginalcontextsforthequotesdispersed throughout the teacher’s guide. Research the biographies of the authors and speakers.

• Readpoemsrelatedtothesenses,suchasShelSilverstein’s “Squishy Touch” from A Light in the Attic. Write a haiku, or other form of poetry, to describe your experience at Dialog in the Dark. What other works of poetry focusing on the senses or a sensory disability can you find?

• Instories,Blindnessisoftenusedasabywordfor ignorance and ineffectiveness, as well as a punishment. Brainstorm a list of relevant expressions and idioms, such as “the blind leading the blind” or “blind rage”. What is the connotation of a visual disability?

• Findexamplesfromliteraturedepictingblindnessor a blind character. For example, how is it used in the Bible? How is blindness featured in mythology and fables? What messages do they give about blindness? Expand the lesson, by reading H.G. Wells’ story The Country of the Blind.

• Youworkforatravelagency.Pickanexcitingdestination and create a radio advertisement for it. You will have to make people want to go there based solely on your words, music, and sound effects.

• Pickonecountry’steamoronespecificeventtofollow closely through the next Paralympic games (or from the most recently held Paralympics). For example, focus on just the Norwegian Paralympians or only on the Equestrian competitions. Compile data as you track them through the games. Present an overview of that team or that sport in the form of a TV sportscaster’s report. To learn about the U.S. Paralympic team, go to paralympics.teamusa.org. To learn about what sports are played and which nations participate in the Paralympics, go to www.paralympic.org.

LANGUAGE ARTS: Perceiving blindness

In addition to the writing opportunities through the guide, these activities provide an additional format for expressing reactions to Dialog in the Dark and exploring how blindness has been depicted in the past.

Resources for students on living with visual disabilities at the Exhibition in Monterrey, Mexico

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• Interview: Work with a partner, write a script, and present the information in the format of a TV talk show.

• Book jacket: Design the cover art and write a “summary” for a pretend book about the person.

• ABC Bio: Write a list of 26 facts about the person, each one starting or somehow correlating with a letter of the alphabet, from A to Z.

• Introduction: Pretend you have to introduce the person at a school assembly. Write the speech that you would give to provide the audience with some background information.

• Picture story: Create a visual biography for the person with illustrations and captions for key moments in his or her life. You can draw your own, look for photos online, or use pictures cut out of magazines.

• Timeline: Make a timeline of the key events in the person’s life.

• Obituary: Write an obituary for the person, describing him or her and covering key accomplishments.

• Movie: Write the outline or create a storyboard for a movie that could be made about your person. Be sure to include the actors and actresses you would cast for the main characters and make a poster to advertise your movie.

• Eat Your Wheaties®: Design a cereal box that incorporates an image of the person and their biographical data. Don’t forget to explain why the person deserves to be on the front of a cereal box.

• Poetry: Write a poem to commemorate the per-son’s accomplishments.

BIOGRAPHIES: More than a report

This list contains ideas for ways students can present information when they have researched a specific person, other than in the standard research paper or essay.

A guide dog in training

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SCIENCE: Anatomy of the eye

These sites explore the physical processes that enable you to see. They include diagrams, interactive components, and directions for experiments.

• www.nei.nih.gov/education/visionschool/

• www.kidshealth.org/kid/htbw/eyes.html

• www.accessexcellence.org/AE/AEC/CC/vision_activities.php

• www.macula.org/anatomy/

• faculty.washington.edu/chudler/bigeye.html

• www.sedl.org/scimath/pasopartners/senses/welcome.html

• www.bbc.co.uk/science/humanbody/body/factfiles/sight/sight_animation.shtml

• www.education-world.com/a_lesson/lesson078.shtml

• www.exploratorium.edu/snacks/iconperception.html

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Curriculum Standards

National Curriculum Correlations

State Curriculum Correlations

“ Do you know what my favorite part of the game is? The opportunity to play.” —Mike Singletary

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National Curriculum Standards

“ The course of one’s life is like the ascent of a mountain.

Although a climber may have the privilege of standing on top,

it takes a team to get him there.” —ErikWeihenmayer

ENGLISH LANGUAGE ARTS: 1, 5, 7, 8, 12

PHYSICAL EDUCATION: 1, 5, 6

ARTS EDUCATION: MUSIC 6, 8, 9;

THEATER 1, 2, 8; VISUAL ARTS 3, 4, 6

HEALTH EDUCATION: 2.2.2, 2.5.4, 2.5.5, 2.5.6,

2.8.2, 2.8.4, 2.8.7, 2.12.2, 2.12.4, 2.12.6, 2.12.7; 3.5.2,

3.8.2, 3.8.3, 3.12.3; 7.8.2, 7.12.2; 8.8.4, 8.12.4

CHARACTER EDUCATION: 2.1, 2.3; 3.2; 5.3; 6.1

SOCIAL STUDIES

Social Studies Themes and Standards:

• Early Grades: 1A, 1C, 2B, 2D, 2E, 2F, 3B, 4D, 4E, 4F, 4G, 4H, 5B, 5D, 5E, 5F, 5G, 6A, 6C, 6H, 8A, 9F, 10B, 10C, 10G, 10I

• Middle Grades: 1A, 1C, 2B, 2D, 2F, 3B, 4B, 4C, 4E, 4F, 4G, 5B, 5D, 5E, 5F, 5G, 6A, 6C, 6H, 8A, 9F, 10B, 10C, 10G, 10H

• High School: 1A, 1C, 2B, 2D, 2F, 3B, 4B, 4D, 4F, 4G, 4H, 5B, 5D, 5E, 5F, 5G, 5H, 6A, 6C, 6H, 8A, 9F, 10B, 10C, 10F, 10G, 10J

Civics and Government:

• K–4: I.DI.E,I.F;II.D,II.E;III.B,III.C

• 5–8: III.1,III.2,III.3;V.B,V.C

• 9–12: III.A,III.B,III.C;V.B,V.C

Economics: 1, 2, 13, 16, 19

Geography: 1, 2, 17

History:

• HistoricalThinking1, 4, 5

• K–4History Topics 1–3

• 5–12 U.S. History Eras 4–10

• 5–12 World History Eras 4–7

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National Curriculum Standards

NATIONAL SCIENCE EDUCATION CONTENT STANDARDS

G. History and Nature of Science

• Science as a human endeavor

○ Men and women have made a variety of contributions throughout the history of science and technology.

5TH–8TH

B. Physical Science

• Transfer of energy

○ Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object—emitted by or scattered from it—must enter the eye.

C. Life Science

• Structure and function in living systems

○ Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells cooperate to form a tissue, such as a

K–4TH

B. Physical Science

• Light, heat, electricity, and magnetism

○ Light travels in a straight line until it strikes an object. Light can be reflected by a mirror, refracted by a lens, or absorbed by the object.

C. Life Science

• The characteristics of organisms

○ The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as change in the environment). Humans and other organisms have senses that help them detect internal and external cues.

E. Science and Technology

• Abilities of technological design

○ Propose a solution. Students should make proposals to build something or get something to work better; they should be able to describe and communicate their ideas. Students should recognize that designing a solution might have constraints, such as cost, materials, time, space, or safety.

• Understanding about science and technology

○ Women and men of all ages, backgrounds, and groups engage in a variety of scientific and technological work.

F. Science in Personal and Social Perspectives

• Personal health

○ Safety and security are basic needs of humans. Safety involves freedom from danger, risk, or injury. Security involves feelings of confidence and lack of anxiety and fear. Student under-standings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no.

• Science and technology in local challenges

○ Science and technology have greatly improved food quality and quantity, transportation, health, sanitation, and communication. These benefits of science and technology are not available to all of the people in the world.

Students participate in a pre-tour workshop at the beginning of their field trip.

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National Curriculum Standards

muscle. Different tissues are in turn grouped together to form larger functional units, called organs. Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organisms as a whole.

○ The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another.

○ Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. Others are the result of damage by infection by other organisms.

E. Science and Technology

• Abilities of technological design

○ Identify appropriate problems for technological design. Students should develop their abilities by identifying a specified need, considering its various aspects, and talking to different potential users or beneficiaries. They should appreciate that for some needs, the cultural backgrounds and beliefs of different groups can affect the criteria for a suitable product.

• Understanding about science and technology

○ Many different people in different cultures have made and continue to make contributions to science and technology.

F. Science in Personal and Social Perspectives

• Science in technology and society

○ Societal challenges often inspire questions for scientific research, and social priorities often influence research priorities through the availability of funding for research.

○ Science and technology have advanced contributions of many different people, in different cultures, at different times in history. Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies.

○ Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should understand the difference between scientific and other questions. They should appreciate what science and technology can reasonable contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.

G. History and Nature of Science

• Science as a human endeavor

○ Women and men of various social and ethnic backgrounds—and with diverse interests, talents, qualities, and motivations—engage in the activities of science, engineering, and related fields such as the health professions. Some scientists work in teams, and some work alone, but all communicate extensively with others.

• History of science

○ Many individuals have contributed to the traditions of science. Studying some of these individuals provides further understanding of scientific inquiry, science as a human endeavor, the nature of science, and the relationships between science and society.

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○ Tracing the history of science can show how difficult it was for scientific innovators to break through the accepted ideas of their time to reach the conclusions that we currently take for granted.

9TH–12TH

C. Life Science

• Behavior of organisms

○ Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells commu-nicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them.

E. Science and Technology

• Abilities of technological design

○ Identify a problem or design an opportunity. Students should be able to identify new problems or needs and to change and improve current technological design.

• Understanding about science and technology

○ Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations. Many scientific investigations require the contributions of individuals form different disciplines, including engineering. New disciplines of science, such as geophysics and biochemistry often emerge at the interface of two older disciplines.

F. Science in Personal and Social Perspectives

• Personal and community health

○ Hazards and the potential for accidents exist. Regardless of the environment, the possibility of injury, illness, disability, or death may be present. Humans have a variety of mechanisms—sensory, motor, emotional, social, and technological—that can reduce and modify hazards.

• Science in technology and society

○ Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.

G. History and Nature of Science

• Historical perspectives

○ The historical perspective of scientific explanation demonstrates how scientific knowledge changes by evolving over time, almost always building on earlier knowledge.

National Curriculum Standards

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GEORGIA PERFORMANCE STANDARDS

“ Don’t let what you cannot do interfere with

what you can do.” —JohnWooden

Science

SKCS1

Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

SKP1b

Students will describe objects in terms of the materials they are made of and their physical properties.

b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).

S1CS1

Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S1P1d

Students will investigate light and sound.

d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft.

S2CS1

Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S3CS8d

Students will understand important features of the process of scientific inquiry.

d. Science involves many different kinds of work and en-gages men and women of all ages and backgrounds.

S4P2a

Students will demonstrate how sound is produced by vibrating objects and how sound can be varied by changing the rate of vibration.

a. Investigate how sound is produced.

S4CS8d

Students will understand important features of the process of scientific inquiry.

d. Science involves many different kinds of work and en-gages men and women of all ages and backgrounds.

S5CS8d

Students will understand important features of the process of scientific inquiry.

d. Science involves many different kinds of work and en-gages men and women of all ages and backgrounds.

State Curriculum Standards

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State Curriculum Standards (continued)

S6CS8C

Students will investigate the characteristics of scientific knowledge and how it is achieved.

c. As prevailing theories are challenged by new information, scientific knowledge may change and grow.

S7CS8C

Students will investigate the characteristics of scientific knowledge and how that knowledge is achieved.

c. As prevailing theories are challenged by new information, scientific knowledge may change.

S7L2e

Students will describe the structure and function of cells, tissues, organs, and organ systems.

e. Explain the purpose of the major organ systems in the human body (i.e., digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease).

S8CS8C

Students will be familiar with the characteristics of scientific knowledge and how it is achieved.

c. As prevailing theories are challenged by new informa-tion, scientific knowledge may change.

S8P4C-e

Students will explore the wave nature of sound and electromagnetic radiation.

c. Explain how the human eye sees objects and colors in terms of wavelengths.

d. Describe how the behavior of waves is affected by medium (such as air, water, solids).

e. Relate the properties of sound to everyday experiences.

SCSh7C

Students will analyze how scientific knowledge is developed.

c. From time to time, major shifts occur in the scientific view of how the world works. More often, however, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge. Major shifts in scientific views typically occur after the observation of a new phenomenon or an insightful interpretation of existing data by an individual or research group.

SP4e

Students will analyze the properties and applications of waves.

e. Determine the location and nature of images formed by the reflection or refraction of light.

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Social Studies

SS1CG1

The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for the environment, conser-vation, courage, equality, tolerance, perseverance, and commitment.

SS2CG3

The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.

SS3CG2

The student will describe how the historical figures in SS3H2a display positive character traits of cooperation, diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of authority.

SS4CG1a

The student will describe the meaning of

a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness).

SS4CG3b

The student will describe the functions of government.

b. Explain managing conflicts and protecting rights.

SS4CG5

The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness).

SS5CG1

The student will explain how a citizen’s rights are protected under the U.S. Constitution.

SS8CG1C

The student will describe the role of citizens under Georgia’s constitution.

c. Describe the rights and responsibilities of citizens.

SSCG18a

The student will demonstrate knowledge of the powers of Georgia’s state and local governments.

a. Examine the powers of state and local government.

SSCG6d-e

The student will demonstrate knowledge of civil liberties and civil rights.

d. Explain how government seeks to maintain the balance between individual liberties and the public interest.

e. Explain every citizen’s right to be treated equally under the law.

State Curriculum Standards (continued)

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Career, Technical, & Agricultural:

bCS-be-12a

The student evaluates personal responsibility of ethical behavior.

a. Identifies ethical character traits (example: honesty, integrity, justice)

bCS-be-13a-b

The student investigates the relationship between ethics and law.

a. Describes a person’s responsibility under the law as it relates to business activities.

b. Classifies unethical and illegal conduct in business and related consequences.

bCS-be-32d

The student analyzes the role of agency law & employment law as it relates to entrepreneurship.

d. Assesses how legislation regulates employees’ rights in Title VII of the Civil Rights Act, Americans with Disabilities Act, Immigration Reform and Control Act, and the Occupational Safety and Health Act.

bCS-be-33C

The student analyzes and assesses government regulations and the effects on entrepreneurial ventures.

c. Analyzes government agencies and regulations affecting the operation of a business (i.e., OSHA, EEOC, ADA, FMLA, FTC, EPA, and FCC).

bCS-Leb-1d

The student summarizes the ethical responsibilities of business owners.

d. Examines the role of social responsibility in business.

bCS-Leb-2b

The student summarizes the effects of diverse cultures and customs on business.

b. Compares and contrasts differences in legal systems among the states and countries.

bCS-Leb-3C

The student determines ethical issues directly related to government regulations.

c. Classifies unethical and illegal conduct in business and their related consequences.

bCS-Leb-7a

The student analyzes the role and importance of agency law and employment law as they relate to the conduct of business in the national and international marketplaces.

a. Researches and discusses federal law on fair hiring practices.

bCS-eV-1d

The student acquires meaning from written material and applies the information to a task.

d. Analyzes company resources to ascertain policies and procedures.

bCS-eV-24e

The student describes the role and function of a human resource unit in an organization.

e. Examines the role of legislation affecting the recruitment and selection process (i.e., affirmative action, right to privacy, and Americans with Disabilities Act) has on the workplace.

bCS-eV-25h

The student utilizes techniques to staff a unit within an organization.

h. Determines and applies appropriate selection criteria for new hires.

bCS-eV-3a

The student effectively communicates with people of different cultures and/or countries.

a. Demonstrates proper respect for diversity

State Curriculum Standards (continued)

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bCS-CMW-1f

Students will explore the different careers available in the field of computing.

f. Identify gender and diversity related issues in computing.

bCS-CMW-2d

Students will identify key developments and individuals relating to the history of computing and explore emerging technologies.

d. Identify and describe emerging technologies.

bCS-CMW-7d

Students will demonstrate an understanding of how pictures, sounds, and video are represented in a computer.

d. Compare and contrast image formats, sound/song formats, and video formats.

hS-IhS-4C

The student will describe the attributes of effective teamwork and leadership.

c. Analyze different types of teams, identify team members and discuss their roles and responsibilities.

hS-IhS-5d

The student will communicate effectively orally and in writing applying academic knowledge in healthcare science communications.

d. Adapt communication to the needs of the individual in a responsive rather than reactive manner.

hS-IhS-7a

The student will compare and contrast the life changes from conception throughout the lifespan as it relates to all growth and developmental needs.

a. Investigate the interdependence of the various body systems to each other and to the body as a whole.

hS-IhS-8C

The student will demonstrate integration of accepted ethical practices with respect to cultural, social, and ethnic differences within the healthcare classroom and all clinical environments utilized.

c. Differentiate between federal and state regulations/laws of healthcare and discuss Professional Standards of Care.

hS-aTS-8b-d

The student will analyze the anatomy, physiology and basic pathophysiology of each of the body’s systems and apply knowledge in performance of evaluating, monitoring, and treatment of client(s) and/or simulations.

b. Analyze the interdependence of the integumentary, skeletal, and muscular systems as these relate to the protection, support and movement of the human body.

c. Assess the integration and coordination of body functions and their dependence on the endocrine and nervous systems to regulate physiological activities.

d. Analyze the interdependence of the body’s systems as related to wellness, disease, and disorders.

hS-Ne-1

The student will apply the academic subject matter required for proficiency as a nursing assistant.

hS-Ne-11G

The student will use information on the resident/patient/client care plan to assist with Activities of Daily Living (ADL’s) skills while promoting the residents’/patients’/clients’ independence. Beginning and ending procedures will be properly sequenced and performed with all resident/patient/client care.

g. Demonstrate the use of adaptive devices for dressing and grooming.

hS-Ne-13C

The student will demonstrate nursing assistant skills which incorporate the principles of restorative nursing.

c. Demonstrate the use of assistive devices and equipment in transferring and ambulation.

State Curriculum Standards (continued)

108

Health

1.12 Demonstrates the ability to respect and cooperate with peers.

2.9 Identifies the right to differ from others in many ways.

2.10 Demonstrates ways to show respect for others

3.10 Define violence

4.11 Names and practices skills that communicate care, consideration, and respect of self and others, including those with disabilities.

6.16 Identifies the parts and major functions of the nervous system.

6.20 Explains factors that could escalate and reduce conflict.

7.23 Discusses prejudices, its roots, and its effects.

8.23 Discusses the influence of self-identity and group acceptance in choosing friends.

State Curriculum Standards (continued)

109

Character Education

3 Citizenship

Equality: the right and opportunity to develop one’s potential as a human being.

5 Citizenship

Justice: equal and impartial treatment under the law.

7 Citizenship

Tolerance: the allowable deviation from a standard. Indulgence for beliefs or practices differing from or con-flicting with one’s own.

11 Respect for Others

Altruism: concern for and motivation to act for the welfare of others.

11.1 Civility and cheerfulness: courtesy and politeness in action of speech.

11.2 Compassion, kindness and generosity: concern for suffering or distress of others and response to their feeling and needs.

11.3 Courtesy and cooperation: recognition of mutual interdependence with others resulting in polite treatment and respect for them.

12 Respect for Others

Integrity: confirmed virtue and uprightness of character, freedom from hypocrisy.

12.1 Honesty: truthfulness and sincerity.

12.2 Truth: freedom from deceit or falseness; based on fact or reality.

12.3 Trustworthiness: worthy of confidence.

12.4 Fairness and good sportsmanship: freedom from favoritism, self-interest, or indulgence of one’s likes and dislikes; abiding by the rules of a contest and accepts victory or defeat graciously.

12.5 Patience: not being hasty or impetuous.

13 Respect for Self

Accountability: responsibility for one’s actions and their consequences.

13.1 Commitment: being emotionally, physically or intellectually bound to something.

13.2 Perseverance and diligence: adherence to actions and their consequences.

13.3 Self control and virtue: exercising authority over one’s emotions and actions.

13.4 Frugality: effective use of resources; thrift.

State Curriculum Standards (continued)

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Notes

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Notes