From craigcooper2013 at gmail.com  Wed Feb  5 00:24:30 2014
From: craigcooper2013 at gmail.com (Craig Cooper)
Date: Tue, 4 Feb 2014 16:24:30 -0800
Subject: [nobe-l] teaching techniques questions
Message-ID: <CACbqkM6xtvApoTqokTth4T3HzDJv9KiRJQsu0pY24NoxsT7K6w@mail.gmail.com>

Greetings,
My name is Craig Cooper.  I am a member of the NFB of Oregon, and am
enrolled in a Master of Arts in Teaching program.  After volunteering
in public school classrooms for a couple of weeks, I have a few
questions.
1.  Students usually begin class by writing answers to a "warm up,"
which they write by hand.  I do not see well enough to read these
assignments.  Please share your ideas for evaluating and grading such
papers.
2.  Next year, I will begin student teaching.  Given the fast pace of
changing technology, and the challenges of keeping up with accessing
new software, what do you believe are the most important tools,
devices, and/or technologies to learn, to teach sighted kids, in a
middle or high school classroom?
I am excited about the opportunity to teach, but I want to be able to
anser the principal's questions, as to how I will perform various
tasks.
Thank you so much for any and all ideas.
Sincerely,
Craig Cooper



From fredhardyway at live.com  Wed Feb  5 01:04:10 2014
From: fredhardyway at live.com (Fredrick Hardyway)
Date: Tue, 4 Feb 2014 17:04:10 -0800
Subject: [nobe-l] teaching techniques questions
In-Reply-To: <CACbqkM6xtvApoTqokTth4T3HzDJv9KiRJQsu0pY24NoxsT7K6w@mail.gmail.com>
References: <CACbqkM6xtvApoTqokTth4T3HzDJv9KiRJQsu0pY24NoxsT7K6w@mail.gmail.com>
Message-ID: <SNT151-DS19D73A807DB24ED6ADD88DBF950@phx.gbl>

Hello Craig,
I am on my second semester as a TA at Washington State University, and while
I am working with college students, I have experienced a few of the things
you are talking about.  
As far as handwritten papers, I had a Professor I worked with last semester
who required written exams.  Luckily I was able to have my wife read the
majority of them to me.
I also utilized from time to time a CCTV.  I do not know the level of your
vision however, so I do not know if this would work for you.  Also, if you
do have some vision, and a smart phone, I have an Android, there are apps
which will magnify similar to, if not better than a CCtv.
Creatively, you may want to have the students come up to you and read what
they write and turn it into a class discussion.
As too your second question, yes I utilize a screen reading software, NVDA,
which is free and allows you to create a thumb drive version to take with
you.  When I am lecturing, or giving presentations, I just put in the thumb
drive and turn any computer into a "talking accessible" computer.  With
PowerPoints, the screen reader will report the page to you, and unlike JAWS,
the NVDA can be set to read items and characters under the mouse!
Ultimately, I have not found the need to be high-tech to teach, which is
nice.  Many laptops, PacMates, and other devices have a built in Bluetooth,
which is what many Whiteboards and projector units are utilizing in
classrooms today, you should have no problem interfacing with these devices
with your own technology.
I hope this helps, and I would enjoy more dialogue with you.
Fred

-----Original Message-----
From: nobe-l [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Craig Cooper
Sent: Tuesday, February 04, 2014 4:25 PM
To: nobe-l at nfbnet.org
Subject: [nobe-l] teaching techniques questions

Greetings,
My name is Craig Cooper.  I am a member of the NFB of Oregon, and am
enrolled in a Master of Arts in Teaching program.  After volunteering
in public school classrooms for a couple of weeks, I have a few
questions.
1.  Students usually begin class by writing answers to a "warm up,"
which they write by hand.  I do not see well enough to read these
assignments.  Please share your ideas for evaluating and grading such
papers.
2.  Next year, I will begin student teaching.  Given the fast pace of
changing technology, and the challenges of keeping up with accessing
new software, what do you believe are the most important tools,
devices, and/or technologies to learn, to teach sighted kids, in a
middle or high school classroom?
I am excited about the opportunity to teach, but I want to be able to
anser the principal's questions, as to how I will perform various
tasks.
Thank you so much for any and all ideas.
Sincerely,
Craig Cooper

_______________________________________________
nobe-l mailing list
nobe-l at nfbnet.org
http://nfbnet.org/mailman/listinfo/nobe-l_nfbnet.org
To unsubscribe, change your list options or get your account info for
nobe-l:
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From kapa3960 at verizon.net  Wed Feb  5 01:31:19 2014
From: kapa3960 at verizon.net (Karen Palau)
Date: Tue, 04 Feb 2014 20:31:19 -0500
Subject: [nobe-l] teaching techniques questions
In-Reply-To: <CACbqkM6xtvApoTqokTth4T3HzDJv9KiRJQsu0pY24NoxsT7K6w@mail.gmail.com>
References: <CACbqkM6xtvApoTqokTth4T3HzDJv9KiRJQsu0pY24NoxsT7K6w@mail.gmail.com>
Message-ID: <15DB2900CB08485F88F407707B3B408C@KarenHP>

Hi Craig:

I'm a blind teacher of blind and visually impaired children in an urban 
public school district.  I teach students from kindergarten through 12th 
grade.  In response to your two questions:

1.  Hire a local college student who is studying to become an English 
teacher to read the warmups to you.  Contact your local university(s) 
financial aid office or job locator on campus.  Prepare a checklist of items 
that you are interested in evaluating and use the checklist to arrive at a 
final grade for the warmup exercise.
2.  Teach your students how to create PowerPoint projects.  The PP project 
can be taylored to any subject area and is fully accessible for all students 
to use.

Please do not hesitate to ask additional questions.

Karen

-----Original Message----- 
From: Craig Cooper
Sent: Tuesday, February 04, 2014 7:24 PM
To: nobe-l at nfbnet.org
Subject: [nobe-l] teaching techniques questions

Greetings,
My name is Craig Cooper.  I am a member of the NFB of Oregon, and am
enrolled in a Master of Arts in Teaching program.  After volunteering
in public school classrooms for a couple of weeks, I have a few
questions.
1.  Students usually begin class by writing answers to a "warm up,"
which they write by hand.  I do not see well enough to read these
assignments.  Please share your ideas for evaluating and grading such
papers.
2.  Next year, I will begin student teaching.  Given the fast pace of
changing technology, and the challenges of keeping up with accessing
new software, what do you believe are the most important tools,
devices, and/or technologies to learn, to teach sighted kids, in a
middle or high school classroom?
I am excited about the opportunity to teach, but I want to be able to
anser the principal's questions, as to how I will perform various
tasks.
Thank you so much for any and all ideas.
Sincerely,
Craig Cooper

_______________________________________________
nobe-l mailing list
nobe-l at nfbnet.org
http://nfbnet.org/mailman/listinfo/nobe-l_nfbnet.org
To unsubscribe, change your list options or get your account info for 
nobe-l:
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From dandrews at visi.com  Wed Feb  5 01:45:01 2014
From: dandrews at visi.com (David Andrews)
Date: Tue, 04 Feb 2014 19:45:01 -0600
Subject: [nobe-l] Fwd: Seeking Field Evaluators for Math Graphing Kit
Message-ID: <auto-000141922758@mailfront3.g2host.com>


>From: Li Zhou <lzhou at aph.org>
>To: "dandrews at visi.com" <dandrews at visi.com>
>Subject: Seeking Field Evaluators for Math Graphing Kit



>Dear David,
>
>     My name is Li Zhou, a Core-Curriculum project leader at APH. We 
> were wondering if you can help us post the evaluator recruitment 
> letter below on NFB's BlindMath listserv. This product is designed 
> to facilitate math graphing for students with blindness and low vision.
>
>     Should you have any questions, please let me know. Thank you very much!
>
>     Sincerely,
>
>Li Zhou
>
>Li Zhou, Ed.D.
>Core-Curriculum Project Leader
>American Printing House for the Blind
>P.O. Box 6085
>Louisville, Kentucky 40206
>Phone: 800-223-1839, ext. 424
>Email: lzhou at aph.org
>
>
>Seeking Field Evaluators for Math Graphing Kit
>
>     APH is seeking field evaluators for Math Graphing Kit (please 
> see the picture below), an assistive tool to facilitate graphing in 
> elementary, middle, and high school math. As a modernization of 
> APH's Graphic Aid for Mathematics, the new Math Graphing Kit is 
> designed to be more powerful and portable. This tool is designed 
> for laying out of calculation procedures in arithmetic, 
> illustrating function graphics in algebra, exploring shapes and 
> relationships in geometry, and constructing histograms and pie 
> charts in statistics, among other tasks done by students in math 
> classes. Universal design also makes it good for use by teachers, 
> parents, and sighted peers.
>
>     Field evaluators will be asked to use the prototype with 
> multiple students with blindness and low vision. Evaluators will 
> then complete and return a product evaluation form at the end of 
> the testing period. Field test sites will be selected based upon 
> geographic location, number of available students, and type of 
> instructional setting. The number of prototypes is limited. Field 
> testing will begin in March 2014 and extend to May 2014.
>
>     If you are interested in possibly serving as a field evaluator, 
> please provide the following information:
>
>a. your name, title, school/agency, and type of setting (e.g., 
>residential, itinerant);
>
>b. number of available students (with ages, grade levels, and 
>primary reading media indicated);
>
>c. your preferred medium for reading evaluation materials and 
>completing the evaluation form; and
>
>d. your complete contact information (phone number, mailing address, 
>and e-mail address).
>
>     Send this information to Li Zhou, Core Curriculum Project 
> Leader, at <mailto:lzhou at aph.org>lzhou at aph.org by February 21, 
> 2014. You may also contact Li at 800-223-1839, ext. 424. Thank you!
>
>[]
>
>
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From grandstaffjeremy at gmail.com  Wed Feb  5 10:12:43 2014
From: grandstaffjeremy at gmail.com (Jeremy Grandstaff)
Date: Wed, 5 Feb 2014 05:12:43 -0500
Subject: [nobe-l] teaching techniques questions
In-Reply-To: <15DB2900CB08485F88F407707B3B408C@KarenHP>
References: <CACbqkM6xtvApoTqokTth4T3HzDJv9KiRJQsu0pY24NoxsT7K6w@mail.gmail.com>
	<15DB2900CB08485F88F407707B3B408C@KarenHP>
Message-ID: <0c5101cf225a$d04cf860$70e6e920$@gmail.com>

I'm not a teacher, but I am a meeting facilitator who is blind and thought
that my opinion might be helpful. Most of the meetings I facilitate are with
sighted individuals, which to be honest presents little challenges to me.

My comment is that the warm up exercise is probably an assignment that
getting them to share/read with the rest of the class would be more helpful
in several ways (see below). In addition, you could break them into groups
instead of having them share with the class as a whole, and even impower
them to help grade the assignments
It teaches them to share their thoughts with others;
It allows others in the class to benefit from hearing what a student did for
their warm up;
It can lead to a feeling of comradery with the class;
And, yep, it allows you to grade their assignment real-time.

I can't speak to your other question but do wonder if this is an opportunity
to help the students also embrace technology with their papers.

Just my thoughts and hope they help,
Jeremy

Jeremy Grandstaff, Organizational Consultant
S & G Endeavors: Helping organizations take strategic action | Blog |
Facebook | Google Plus
614-519-3026 | JWG at SGEndeavors.com
Connect with me: Facebook | Twitter | LinkedIn (Recommendations &
endorsements)



-----Original Message-----
From: nobe-l [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Karen Palau
Sent: Tuesday, February 04, 2014 8:31 PM
To: National Organization of Blind Educators Mailing List
Subject: Re: [nobe-l] teaching techniques questions

Hi Craig:

I'm a blind teacher of blind and visually impaired children in an urban
public school district.  I teach students from kindergarten through 12th
grade.  In response to your two questions:

1.  Hire a local college student who is studying to become an English
teacher to read the warmups to you.  Contact your local university(s)
financial aid office or job locator on campus.  Prepare a checklist of items
that you are interested in evaluating and use the checklist to arrive at a
final grade for the warmup exercise.
2.  Teach your students how to create PowerPoint projects.  The PP project
can be taylored to any subject area and is fully accessible for all students
to use.

Please do not hesitate to ask additional questions.

Karen

-----Original Message-----
From: Craig Cooper
Sent: Tuesday, February 04, 2014 7:24 PM
To: nobe-l at nfbnet.org
Subject: [nobe-l] teaching techniques questions

Greetings,
My name is Craig Cooper.  I am a member of the NFB of Oregon, and am
enrolled in a Master of Arts in Teaching program.  After volunteering in
public school classrooms for a couple of weeks, I have a few questions.
1.  Students usually begin class by writing answers to a "warm up,"
which they write by hand.  I do not see well enough to read these
assignments.  Please share your ideas for evaluating and grading such
papers.
2.  Next year, I will begin student teaching.  Given the fast pace of
changing technology, and the challenges of keeping up with accessing new
software, what do you believe are the most important tools, devices, and/or
technologies to learn, to teach sighted kids, in a middle or high school
classroom?
I am excited about the opportunity to teach, but I want to be able to anser
the principal's questions, as to how I will perform various tasks.
Thank you so much for any and all ideas.
Sincerely,
Craig Cooper

_______________________________________________
nobe-l mailing list
nobe-l at nfbnet.org
http://nfbnet.org/mailman/listinfo/nobe-l_nfbnet.org
To unsubscribe, change your list options or get your account info for
nobe-l:
http://nfbnet.org/mailman/options/nobe-l_nfbnet.org/kapa3960%40verizon.net 


_______________________________________________
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http://nfbnet.org/mailman/listinfo/nobe-l_nfbnet.org
To unsubscribe, change your list options or get your account info for
nobe-l:
http://nfbnet.org/mailman/options/nobe-l_nfbnet.org/grandstaffjeremy%40gmail
.com




From dlmillette at friendlycity.net  Wed Feb  5 13:14:55 2014
From: dlmillette at friendlycity.net (CityNet Customer)
Date: Wed, 5 Feb 2014 08:14:55 -0500
Subject: [nobe-l] teaching techniques questions
In-Reply-To: <0c5101cf225a$d04cf860$70e6e920$@gmail.com>
References: <CACbqkM6xtvApoTqokTth4T3HzDJv9KiRJQsu0pY24NoxsT7K6w@mail.gmail.com>
	<15DB2900CB08485F88F407707B3B408C@KarenHP>
	<0c5101cf225a$d04cf860$70e6e920$@gmail.com>
Message-ID: <CACMunEz6o57W6WBoPLVauKdTEMMkYca=ubWZhjyuffGLP_rs1w@mail.gmail.com>

I am so glad to read these questions and responses!  I am working on
my Master's as a TVI through the University of Northern Colorado.  I
am in my last semester and doing my practicum and have had very
similar questions.
I appreciate your thoughts about explaining to a principal or other
administrator how these sorts of situations can be handled.  We know
they will have questions and it shows our professionalism when we are
prepared with well thought out responses!
I hope to glean more suggestions and tips from those of you on this list!
Thanks
Denise Millette

On 2/5/14, Jeremy Grandstaff <grandstaffjeremy at gmail.com> wrote:
> I'm not a teacher, but I am a meeting facilitator who is blind and thought
> that my opinion might be helpful. Most of the meetings I facilitate are
> with
> sighted individuals, which to be honest presents little challenges to me.
>
> My comment is that the warm up exercise is probably an assignment that
> getting them to share/read with the rest of the class would be more helpful
> in several ways (see below). In addition, you could break them into groups
> instead of having them share with the class as a whole, and even impower
> them to help grade the assignments
> It teaches them to share their thoughts with others;
> It allows others in the class to benefit from hearing what a student did
> for
> their warm up;
> It can lead to a feeling of comradery with the class;
> And, yep, it allows you to grade their assignment real-time.
>
> I can't speak to your other question but do wonder if this is an
> opportunity
> to help the students also embrace technology with their papers.
>
> Just my thoughts and hope they help,
> Jeremy
>
> Jeremy Grandstaff, Organizational Consultant
> S & G Endeavors: Helping organizations take strategic action | Blog |
> Facebook | Google Plus
> 614-519-3026 | JWG at SGEndeavors.com
> Connect with me: Facebook | Twitter | LinkedIn (Recommendations &
> endorsements)
>
>
>
> -----Original Message-----
> From: nobe-l [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Karen Palau
> Sent: Tuesday, February 04, 2014 8:31 PM
> To: National Organization of Blind Educators Mailing List
> Subject: Re: [nobe-l] teaching techniques questions
>
> Hi Craig:
>
> I'm a blind teacher of blind and visually impaired children in an urban
> public school district.  I teach students from kindergarten through 12th
> grade.  In response to your two questions:
>
> 1.  Hire a local college student who is studying to become an English
> teacher to read the warmups to you.  Contact your local university(s)
> financial aid office or job locator on campus.  Prepare a checklist of
> items
> that you are interested in evaluating and use the checklist to arrive at a
> final grade for the warmup exercise.
> 2.  Teach your students how to create PowerPoint projects.  The PP project
> can be taylored to any subject area and is fully accessible for all
> students
> to use.
>
> Please do not hesitate to ask additional questions.
>
> Karen
>
> -----Original Message-----
> From: Craig Cooper
> Sent: Tuesday, February 04, 2014 7:24 PM
> To: nobe-l at nfbnet.org
> Subject: [nobe-l] teaching techniques questions
>
> Greetings,
> My name is Craig Cooper.  I am a member of the NFB of Oregon, and am
> enrolled in a Master of Arts in Teaching program.  After volunteering in
> public school classrooms for a couple of weeks, I have a few questions.
> 1.  Students usually begin class by writing answers to a "warm up,"
> which they write by hand.  I do not see well enough to read these
> assignments.  Please share your ideas for evaluating and grading such
> papers.
> 2.  Next year, I will begin student teaching.  Given the fast pace of
> changing technology, and the challenges of keeping up with accessing new
> software, what do you believe are the most important tools, devices, and/or
> technologies to learn, to teach sighted kids, in a middle or high school
> classroom?
> I am excited about the opportunity to teach, but I want to be able to anser
> the principal's questions, as to how I will perform various tasks.
> Thank you so much for any and all ideas.
> Sincerely,
> Craig Cooper
>
> _______________________________________________
> nobe-l mailing list
> nobe-l at nfbnet.org
> http://nfbnet.org/mailman/listinfo/nobe-l_nfbnet.org
> To unsubscribe, change your list options or get your account info for
> nobe-l:
> http://nfbnet.org/mailman/options/nobe-l_nfbnet.org/kapa3960%40verizon.net
>
>
> _______________________________________________
> nobe-l mailing list
> nobe-l at nfbnet.org
> http://nfbnet.org/mailman/listinfo/nobe-l_nfbnet.org
> To unsubscribe, change your list options or get your account info for
> nobe-l:
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> .com
>
>
> _______________________________________________
> nobe-l mailing list
> nobe-l at nfbnet.org
> http://nfbnet.org/mailman/listinfo/nobe-l_nfbnet.org
> To unsubscribe, change your list options or get your account info for
> nobe-l:
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>



From corey.grandstaff at gmail.com  Wed Feb  5 13:40:09 2014
From: corey.grandstaff at gmail.com (Corey Grandstaff)
Date: Wed, 5 Feb 2014 05:40:09 -0800
Subject: [nobe-l] teaching techniques questions
In-Reply-To: <0c5101cf225a$d04cf860$70e6e920$@gmail.com>
References: <CACbqkM6xtvApoTqokTth4T3HzDJv9KiRJQsu0pY24NoxsT7K6w@mail.gmail.com>
	<15DB2900CB08485F88F407707B3B408C@KarenHP>
	<0c5101cf225a$d04cf860$70e6e920$@gmail.com>
Message-ID: <001801cf2277$cb15cd50$614167f0$@gmail.com>

Craig:
I am also a teacher who is blind who completed student teaching in a similar
setting, but now teaches at a school for the blind. What Jeremy suggests
here is an excellent strategy not only for the reasons Jeremy listed, but
also because it encourages discussion, something that is very important in
the classroom. In addition, if you truly want to read the papers, I used to
have my students type their assignments and either collect on a flashdrive
or e-mail. As far as technologies, definitely learn all the Microsoft suite
of programs, as well as the MAC and I-Pad since many schools are going with
apple products. In addition, trying to find a video creation program,
depending on which subject you teach, is really important in the public
school classroom. If you need any additional advice/questions answered, I
had an experience in which I had to justify both to a college professor, my
student teaching supervisors, and a principal how I was going to do the job,
so feel free to send me an e-mail at corey.grandstaff at gmail.com.

-----Original Message-----
From: nobe-l [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Jeremy
Grandstaff
Sent: Wednesday, February 05, 2014 2:13 AM
To: 'National Organization of Blind Educators Mailing List'
Subject: Re: [nobe-l] teaching techniques questions

I'm not a teacher, but I am a meeting facilitator who is blind and thought
that my opinion might be helpful. Most of the meetings I facilitate are with
sighted individuals, which to be honest presents little challenges to me.

My comment is that the warm up exercise is probably an assignment that
getting them to share/read with the rest of the class would be more helpful
in several ways (see below). In addition, you could break them into groups
instead of having them share with the class as a whole, and even impower
them to help grade the assignments It teaches them to share their thoughts
with others; It allows others in the class to benefit from hearing what a
student did for their warm up; It can lead to a feeling of comradery with
the class; And, yep, it allows you to grade their assignment real-time.

I can't speak to your other question but do wonder if this is an opportunity
to help the students also embrace technology with their papers.

Just my thoughts and hope they help,
Jeremy

Jeremy Grandstaff, Organizational Consultant S & G Endeavors: Helping
organizations take strategic action | Blog | Facebook | Google Plus
614-519-3026 | JWG at SGEndeavors.com
Connect with me: Facebook | Twitter | LinkedIn (Recommendations &
endorsements)



-----Original Message-----
From: nobe-l [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Karen Palau
Sent: Tuesday, February 04, 2014 8:31 PM
To: National Organization of Blind Educators Mailing List
Subject: Re: [nobe-l] teaching techniques questions

Hi Craig:

I'm a blind teacher of blind and visually impaired children in an urban
public school district.  I teach students from kindergarten through 12th
grade.  In response to your two questions:

1.  Hire a local college student who is studying to become an English
teacher to read the warmups to you.  Contact your local university(s)
financial aid office or job locator on campus.  Prepare a checklist of items
that you are interested in evaluating and use the checklist to arrive at a
final grade for the warmup exercise.
2.  Teach your students how to create PowerPoint projects.  The PP project
can be taylored to any subject area and is fully accessible for all students
to use.

Please do not hesitate to ask additional questions.

Karen

-----Original Message-----
From: Craig Cooper
Sent: Tuesday, February 04, 2014 7:24 PM
To: nobe-l at nfbnet.org
Subject: [nobe-l] teaching techniques questions

Greetings,
My name is Craig Cooper.  I am a member of the NFB of Oregon, and am
enrolled in a Master of Arts in Teaching program.  After volunteering in
public school classrooms for a couple of weeks, I have a few questions.
1.  Students usually begin class by writing answers to a "warm up,"
which they write by hand.  I do not see well enough to read these
assignments.  Please share your ideas for evaluating and grading such
papers.
2.  Next year, I will begin student teaching.  Given the fast pace of
changing technology, and the challenges of keeping up with accessing new
software, what do you believe are the most important tools, devices, and/or
technologies to learn, to teach sighted kids, in a middle or high school
classroom?
I am excited about the opportunity to teach, but I want to be able to anser
the principal's questions, as to how I will perform various tasks.
Thank you so much for any and all ideas.
Sincerely,
Craig Cooper

_______________________________________________
nobe-l mailing list
nobe-l at nfbnet.org
http://nfbnet.org/mailman/listinfo/nobe-l_nfbnet.org
To unsubscribe, change your list options or get your account info for
nobe-l:
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From dandrews at visi.com  Tue Feb 18 16:45:14 2014
From: dandrews at visi.com (David Andrews)
Date: Tue, 18 Feb 2014 10:45:14 -0600
Subject: [nobe-l] FW: Vacancy - Site Superintendent - California School for
 the Blind
Message-ID: <auto-000143099773@mailfront4.g2host.com>


>
>The California Department of Education seeks a dynamic and 
>experienced leader and communicator for the position of Site 
>Superintendent at the California School for the Blind (CSB).  CSB 
>services address a wide range of needs for students who are blind or 
>visually impaired, in accordance with the goals and policies of the 
>California Department of Education and state and federal rules and 
>guidelines.  CSB provides a wide range of services for blind, 
>visually impaired, deaf-blind including those with additional 
>disabilities from birth to age 21.
>
>As a partner in blind education in the State of California, I 
>respectfully request that your agency consider promoting and 
>advertising the attached announcements.  Your cooperation would be 
>most appreciated as we recruit and select a highly visible and 
>visionary leader who will continue to build a strong image for CSB 
>at local, state and national levels.
>
>You are invited to contact me if you have any questions.  Thank you again.
>
>
>Scott Kerby
>Director
>State Special Schools and Services Division
>California Department of Education
>1430 N Street, Suite 2307
>Sacramento, CA. 95814-5901
>916-327-3850
>(VP) 916-993-3022
>
>
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From dandrews at visi.com  Fri Feb 21 04:39:04 2014
From: dandrews at visi.com (David Andrews)
Date: Thu, 20 Feb 2014 22:39:04 -0600
Subject: [nobe-l] Of Interest to Blind Music teachers and users
Message-ID: <auto-000143510281@mailfront4.g2host.com>


>
>I thought list members may be interested in the following.
>Cheers,  Neal
>
>Please send any comments or questions to:
><mailto:info at DancingDots.com>info at DancingDots.com
>
>
>Dancing Dots is pleased to announce the long-awaited release of :
>
>
>
>An Introduction to Music for the Blind Student
>
>Part III: Teacher Training
>
>By Richard Taesch
>
>
>
>Since the dawn of the new millennium, Richard Taesch's courses have 
>successfully guided teachers who may not have had any previous 
>experience with music braille to instruct their students in 
>acquiring the skills of reading and writing it. With his Part III, 
>Taesch addresses the braille music educator directly with the aim of 
>helping that educator to optimize the application of the material 
>presented in parts I and II as well as to equip and challenge them 
>to develop their own materials best suited to the needs of their students.
>
>
>
> From the Foreword by Stephanie Pieck, Music Educator, Teacher and 
> Composer who is blind:
>
>
>
>"With Part III, the author distills decades of his own experiences 
>of writing about, thinking about, and teaching braille music into a 
>single handbook."
>
>
>
>In his prefatory "PRELIMINARY THOUGHTS FOR STUDENTS AND TEACHERS OF 
>MUSIC BRAILLE", Taesch writes:
>
>"It cannot be overstressed that the primary objective here is solely 
>the training of the music braille educator, and not the music transcriber."
>
>
>
>Dancing Dots is the "Sole Source" for braille music courses by 
>Richard Taesch and offers a 30-Day Evaluation Period for All of his 
>publications.  See return policy on our website.
>
>
>
>An Introduction to Music for the Blind Student Part III (406 print pages)
>
><http://r20.rs6.net/tn.jsp?f=0012UAiW1T4H1r2IOktbZpFLVbRisDDOZST4tLCxJss56M2tIDW7ALW3N4c6bXHgBMxSs1nYetk1zCRXgcC7CNrUXwORDwg4n2pJlFet3iulrN54qGpa_EpY7fFP9J1kT0ubW4ui-7G1BGBha5rkc3NxjlT37QpcVyTiaB3tMvMhN5M8ZPvrEhemSDBRXt8PUS0YnnL24LD-NUbccKJxnLCOA==&c=qUdc-eQeiKQIbOa6h06jLi0CFZriQT0yaNfx_0LVzufI79J_qxFetw==&ch=9M6Q9yrSod_art_KM5BC2QrtfvN5Kc4p4ers53ko4UdKsAUs1nZzpw==>Part 
>III Print (1 volume) - $99.00
>
>Accessible digital version coming soon!
>
>
>
>An Introduction to Music for the Blind Student Part III Answer Key
>
>Answer Key lists correct responses to Part 1 & Part II Theory 
>Examinations as well as a Self-Test for Teachers of Early to 
>Intermediate College Preparatory students.
>
><http://r20.rs6.net/tn.jsp?f=0012UAiW1T4H1r2IOktbZpFLVbRisDDOZST4tLCxJss56M2tIDW7ALW3N4c6bXHgBMxSs1nYetk1zCRXgcC7CNrUXwORDwg4n2pJlFet3iulrN54qGpa_EpY7fFP9J1kT0ubW4ui-7G1BGBha5rkc3NxjlT37QpcVyTiaB3tMvMhN5M8ZPvrEhemSDBRXt8PUS0YnnL24LD-NUbccKJxnLCOA==&c=qUdc-eQeiKQIbOa6h06jLi0CFZriQT0yaNfx_0LVzufI79J_qxFetw==&ch=9M6Q9yrSod_art_KM5BC2QrtfvN5Kc4p4ers53ko4UdKsAUs1nZzpw==>Part 
>III Print Answer Key (1 volume) - $39.00
>
>Accessible digital version coming soon!
>
>The end!
>


From zementwala at yahoo.com  Mon Feb 24 03:51:46 2014
From: zementwala at yahoo.com (Zainub Cementwala)
Date: Sun, 24 Feb 2014 04:51:46 +0100
Subject: [nobe-l] {Spam?} Zainub Cementwala
Message-ID: <mailman.3.1593445897.14389.nobe-l_nfbnet.org@nfbnet.org>

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From Doug.Trimble at wssb.wa.gov  Mon Feb 24 20:50:35 2014
From: Doug.Trimble at wssb.wa.gov (Doug Trimble)
Date: Mon, 24 Feb 2014 20:50:35 +0000
Subject: [nobe-l] test
Message-ID: <A2C08319CA56394FAC64DD7E5AE261286C3B8BF8@POB.wssb.wa.gov>

test

Doug Trimble
Orientation & Mobility Instructor
Washington State School for the Blind
2214 E. 13th Street Vancouver,  WA  98661
office ph. 360-696-6321 #102
cell:360-909-0833



From Doug.Trimble at wssb.wa.gov  Mon Feb 24 20:51:50 2014
From: Doug.Trimble at wssb.wa.gov (Doug Trimble)
Date: Mon, 24 Feb 2014 20:51:50 +0000
Subject: [nobe-l] FW: Upcoming trainings through the summer
In-Reply-To: <0C8F3A4DC4E57E46B5665C965384A53757DB7073@POB.wssb.wa.gov>
References: <0C8F3A4DC4E57E46B5665C965384A53757DB7073@POB.wssb.wa.gov>
Message-ID: <A2C08319CA56394FAC64DD7E5AE261286C3B8C0E@POB.wssb.wa.gov>

Upcoming trainings at the Washington State School for the Blind

Doug Trimble
Orientation & Mobility Instructor
Washington State School for the Blind
2214 E. 13th Street Vancouver,  WA  98661
office ph. 360-696-6321 #102
cell:360-909-0833

From: Everyone for blindness/Visual Education [mailto:EVE at LISTSERV.WSSB.WA.GOV] On Behalf Of Craig Meador
Sent: Tuesday, February 18, 2014 1:10 PM
To: EVE at LISTSERV.WSSB.WA.GOV
Subject: [EVE] Upcoming trainings through the summer

Good afternoon,

I have attached the upcoming trainings that will occur in the state over the next few months and the summer.  Most of the registrations will open on the WSSB website beginning March 7th.   Millie Smith will be presenting in May and Chris Roman will be back this summer for the CVI workshop.

Craig Meador
Director of Outreach
Washington State School for the Blind
State Vision Consultant
Washington Sensory Disabilities Services
(360)696-6321 ext. 124
Craig.meador at wssb.wa.gov<mailto:Craig.meador at wssb.wa.gov>

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From auroranebulosa at yahoo.com  Tue Feb 25 07:48:06 2014
From: auroranebulosa at yahoo.com (Misty K)
Date: Mon, 25 Feb 2014 08:48:06 +0100
Subject: [nobe-l] {Spam?} Misty K
Message-ID: <mailman.4.1593445897.14389.nobe-l_nfbnet.org@nfbnet.org>

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