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At A Glance

Produced byGuide Dogs for the Blind, Inc.

www.guidedogs.com • (800) 295-4050

350 Los Ranchitos Road, San Rafael, CA 9490332901 S.E. Kelso Road, Boring, OR 97009

© 1999

An Educational Resource Guide

At A GlanceAAnn EEdduuccaattiioonnaall RReessoouurrccee GGuuiiddee

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At A Glance — AAnn EEdduuccaattiioonnaall RReessoouurrccee GGuuiiddee is brought to you by Guide Dogs for theBlind, Inc. The purpose of At A Glance is to provide information on blindness and guide dog use to teachers and students for the development of curriculum, reports, and projectson blindness and disability. The following supplemental material is included for use in conjunction with the guide:

AA.. At A Glance Curriculum and Classroom Activity Planners: Sample tests, puzzles,and instructional activities for groups of students that can be accomplished usingmaterials found in the classroom or household. The planners are divided into twolevels — grades K-4 and grades 5-8.

BB.. At A Glance Resource Materials: Newspaper and magazine feature articles,bibliography, and a listing of related Web sites that can be used to continue thelearning exploration in further depth. [The Resource Materials are appropriate forolder students (grades 9-12) and adults.]

CC.. At A Glance Poster: Attractive wall poster showing puppies, guide dogs, andinformation about the eye and diseases of the eye.

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The At A Glance educational resource guide and supplemental material provide informationwhich will help students gain a basic understanding of what a guide dog does to assistsomeone who is blind.

By using this material, students will learn:

• how the dogs are raised and trained• about eye diseases and their effects on vision• tips on appropriate ways to interact with people who are blind and their guides

In addition, they’ll have the opportunity to gain a sense of appreciation for people who,because of their loss of vision, have learned to use creative and alternative methods toaccomplish everyday tasks.

At A Glance: An Educational Resource Guide • Page iii

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After reviewing the material and participating in the activities provided, students should beable to demonstrate the knowledge they have gained by:

• explaining how a guide dog assists someone with vision loss• naming examples of places a guide dog is allowed in public• illustrating appropriate behavior when interacting with a person who is blind or with

a working dog• listing the main causes of blindness and explaining their effects on vision• giving examples of how common tasks can be completed without using sight

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At A Glance provides several alternate pathways for students to improve their knowledgeof blindness and guide dog use. Instructional material is available on each topic for all agegroups using a variety of educational tools: illustration, literature, activities, tests, games andInternet resources.

At A Glance: An Educational Resource Guide • Page iv

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At A Glance: An Educational Resource Guide ..............................................................................................iii

Table of Contents............................................................................................................................................................................. v

** NNoottee:: SSeeccttiioonnss aarree iinnddiivviidduuaallllyy nnuummbbeerreedd **

Section A:About Guide Dogs for the Blind, Inc.

History; Mission Statement ................................................................................................................................... A 1The Guide Dog Breeds; Puppy Raising....................................................................................................... A2The Making of a Guide Dog Team.................................................................................................................... A3

Section B:General Information

What Does a Guide Dog Do?............................................................................................................................... B 1When You Meet a Person Who Is Blind ....................................................................................................... B2When You Meet a Working Guide Dog Team ......................................................................................... B3Where Guide Dogs are Allowed ....................................................................................................................... B4The Eye ................................................................................................................................................................................... B5

How We See; Blindness and Visual Impairment Statistics Partial Vision Loss ......................................................................................................................................................... B6

Peripheral, Tunnel and Spotted/Blurred VisionAccommodation ............................................................................................................................................................. B7

Braille; Adaptive TechnologySkills for Independent Living; Recreation

Section C:Curriculum and Classroom Activity Planners GGrraaddeess KK--44 ........................................................................................................................................................................................ C 1

Curriculum —Lesson Concept #1: Adapting to Vision Loss ......................................................................................... C 1Lesson Concept #2: Puppy Raising and Guide Dog Training ......................................................... C 1

Classroom Activities —Origami Guide Dog Puppy Instructions ..................................................................................................... C2“Juno Becomes a Guide Dog” Story ........................................................................................................... C3

At A Glance: Table of Contents • Page v

Section C (continued):Curriculum and Classroom Activity PlannersGGrraaddeess 55--88 ........................................................................................................................................................................................ C4

Curriculum —Lesson Concept #1: Orientation ................................................................................................................... C4Lesson Concept #2: Mobility .......................................................................................................................... C5Lesson Concept #3: Accommodation ...................................................................................................... C6Lesson Concept #4: Issues Relating to Blindness ............................................................................... C7

Classroom Activities —Braille Message and Decoder ................................................................................................................... C 1 0Crossword Puzzle ............................................................................................................................................ C 1 1Word Search ....................................................................................................................................................... C 1 2Word Scramble .................................................................................................................................................. C 1 3“What Do You Know About Blindness?” Quiz ..................................................................................... C 1 4

Section D:Resource Materials

“Adjusting to Vision Loss” ....................................................................................................................................... D2Resources for People with Vision Loss ..................................................................................................... D6

“Training a Dog to be a Guide” ........................................................................................................................... D8“Leaders of the Pack” (Guide Dog Instructor Career Information) ................................................... D 1 0Newspaper and Magazine Feature Articles

“Learning About Blindness: Parenting” ................................................................................................... D 1 3“From the Pros: Who’s In Charge?” ........................................................................................................... D 1 5“Face to Face: Morgan Watkins and ‘Fantom’ ” .................................................................................. D 1 6“Face to Face: Doug Edwards and ‘Dell’ ” ............................................................................................ D 1 8“Face to Face: Cara Dunne and ‘Hayley’ ” ............................................................................................ D20“Face to Face: Joan Patche and ‘Jemmy’ ” ......................................................................................... D 2 1“Blind Student Triumphs Over Adversity, Discovers Shades of Life” ....................................... D22“Raising a Guide Dog Pup: What a Joy!” ................................................................................................ D23“What Blindness Helped Her See” ............................................................................................................ D25

Bibliography and Internet Resources ....................................................................................................... D27

Enclosed MaterialsActivity SheetWall Poster

At A Glance: Table of Contents • Page vi

Teachers —For a copy of the Activity Sheet or Wall Poster, please

contact Guide Dogs for the Blind via email at iteachers.com;or write to us at the following address:

At A Glance, c/o the Volunteer DepartmentP.O. Box 151200

San Rafael, CA 94915-1200

* Please include your name, your school’s name, addressand phone number, and the grade level you teach.

At AGlance

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Guide Dogs for the Blind was first established to serve blind World War II veterans, andtoday serves people from all walks of life. We operate two training facilities, one in San

Rafael, California (20 miles north of San Francisco) and another in Boring, Oregon (25 mileseast of Portland).

We accept visually impaired people ages 16 and older from throughout the United Statesand Canada for up to 28 days of training with a Guide Dog. Transportation, tuition, room andboard, the dog, costs of training and all other services are provided completely free ofcharge. We are supported entirely by private donations.

Our students have access to instructors, counselors, veterinarians, and a full-time nursing staff. In addition, dedicated dormitory and support staff attend to each student’sneeds in order to make their stay pleasant and enjoyable.

Guide Dogs for the Blind has provided more than 8,000 dogs to people with vision loss inour 50+ year history. You can find us on the Web at: www.guidedogs.com.

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Established in 1942, Guide Dogs for the Blindcontinues its dedication to quality student training

services and extensive follow-up support for graduates.Our programs are made possible through the teamwork of

staff, volunteers and generous donors. Services areprovided to students from the United States

and Canada at no cost to them.

At A Glance: About Guide Dogs for the Blind, Inc. • Page A1

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A t Guide Dogs for the Blind, we breed Labrador Retrievers, German Shepherds, GoldenRetrievers, and Lab/Golden crosses from our own specially-selected, purebred stock.

Each of these four breeds meets the basic requirements of a guide dog:

• a willing and stable temperament• a realistic size and weight for accompanying a person• a double coat that is easily maintained and suitable for a variety of climates

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Puppy raising is an excellent way to have fun while being involved in community service.Adults and children 9 years and older who live throughout eight Western states (California,

Oregon, Washington, Idaho, Utah, Colorado, Arizona and Nevada) volunteer to raise puppies forthe Guide Dog program. There are approximately 1,000 families raising puppies for Guide Dogsfor the Blind.

The raisers receive the puppies when the pups are approximately 2 months old. Guide Dog puppies sleep inside the house and are membersof the family. Housebreaking and basic mannersare taught at an early age. To prepare them fortheir future work as guides, the puppies areexposed to grocery stores, restaurants, schools,malls, offices, etc. Each raiser is asked to bringtheir pup to local meetings with other raisers towork on socialization techniques.

The dogs are returned to Guide Dogs when they arebetween 12-18 months old. Many people ask if it is hard togive up a puppy. Yes, it is very hard, but raisers know that thereis someone who needs the puppy more than they do. Puppy raisers experience the joy ofknowing they have given their puppy a solid foundation for future training, and that they haveeach contributed to “lighting a path for a fellow human being on his or her journey through life,”as one of our raisers so aptly put it.

The raisers have the opportunity to see their dogs again after they have completed their formalGuide Dog training. Each puppy raiser formally presents the dog they raised to the dog’s newpartner in a moving graduation ceremony. The raisers meet their dogs’ blind partners and sharestories about their experiences.


TThhee MMaakkiinngg ooff aa GGuuiiddee DDoogg TTeeaamm

A fter approximately five months oftraining with licensed Guide Dog

Instructors, the dogs are paired with blindor visually impaired students at our school.These students spend up to a monthlearning to travel with their new Guide Dogsas teams. Their instruction and trainingbegins in rural areas and progresses to busycity streets. They ride buses, taxis, elevatorsand escalators. They travel safely throughcrowds of pedestrians, across lanes ofheavy traffic, and on subway platforms.

Guide Dogs are eager to please and willingto work. They enjoy accompanying theirpartners to work, on shopping excursions, torestaurants, and many other places. Verbaland physical praise are the methods ofreward used to train Guide Dogs. The dogs’response to praise has been developedsince they were pups — they thrive on praiseand will favorably respond to commands inorder to receive it.

Verbal and leash/collar corrections are used in addition to praise to help shape adog’s behavior. They communicate that thedog should cease a behavior or action, anddo not harm the dog in any way. Correctionsare only effective if the dog understands whyit is being corrected. The moment the dogstops the undesired behavior, it is givenpraise to reinforce its resumed attention and focus.


At AGlance

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At A Glance focuses primarily on what a guide dog is trained to do; however, usinga guide dog is only one of the choices a blind person has in getting from place to

place (mobility).

A person who chooses to use a guide dog for mobility (known as a guide dog handler)must know the directions to travel in order to reach a desired destination. The handlerdirects the dog with verbal commands; the guide dog safely navigates the indicatedcourse. The guide dog is not trained to read traffic lights. At street corners, the handler must listen for the flow of traffic, decide when it is safe to cross the street, and then give the dog the command to do so. The dog is trained to disobey the command if it sees a cardangerously approaching.

Guidework takes skill and communication. The dogs must avoid distractions such as noises,interesting or unusual smells, other animals and people in order to concentrate on their work.The handler is able to gauge the dog’s actions through the motion of the specially-designed harness handle, and learns to recognize and follow the dog’s movement when it veers froma straight line in order to avoid obstacles. The handler also knows to stop or proceed withcaution when the dog slows or stops.

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• a long white cane• a guide dog• “trailing a wall” to get about

inside a house or office• the assistance of a sighted

person (sighted guide)

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• to lead a person from pointA to point B in a straight line

• to stop for all changes inelevation (curbs, stairs)

• to lead their partner aroundobstacles, including overheadobstacles that only the dogwould be able to pass under

At A Glance: General Information • Page B1

• Treat people who are blind or visuallyimpaired as you would anyone else. They dothe same things as you do, but sometimesuse different techniques.

• If you were blind, you would want someoneto speak to you in a normal tone of voice.Shouting won’t improve a person’s vision.

• Talk directly to a person who is blind, notthrough their companion. Loss of sight isnot loss of intellect.

• When entering or leaving a room, identifyyourself and be sure to mention when youare leaving. Address the person by name sothey will know you are speaking to them.

• Don’t worry about using common, everydaywords and phrases like “look,” “see” or“watching TV” around people who are blind.

• If someone looks as though they mayneed assistance, ask. They will tell you ifthey do. If they are about to encounter adangerous situation, voice your concernsin a calm and clear manner.

• Pulling or steering a person is awkward andconfusing. Avoid grabbing their arm or theirdog’s harness.

• Ask “Would you like me to guide you?”Offering your elbow is an effective anddignified way to lead a person who is blind.Do not be afraid to identify yourself as aninexperienced sighted guide and ask theperson for tips on how to improve.

• If you leave a person who is blind alonein an unfamiliar area, make sure it is nearsomething they can touch — a wall, table,rail, etc. Being left out in empty space canbe very uncomfortable.

• Be sure to give useful directions. Phrasessuch as “across the street” and “left at thenext corner” are more helpful than vaguedescriptions like “over there.”

• In a restaurant, give clear directions toavailable seats. Your offer to read the menualoud may be appreciated, but you shouldn’tassume that a blind person would not wantto order their own food.

• When the food arrives, ask if they would liketo know what is on their plate. You candescribe the location of food items by usingclock positions: “Your coffee is at 3 o’clock;”“The sugar is at 1 o’clock.”

• Be considerate. If you notice a spot or stainon a person’s clothing tell them privately (justas you would like to be told).

• Leave doors all the way open or all the wayclosed — half-open doors or cupboards aredangerous. Don’t rearrange furniture or per-sonal belongings without letting them know.

• Be sensitive when questioning peopleabout their blindness. This is personalinformation and boundaries should berespected.

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• As tempting as it may be to peta guide dog, remember that thisdog is responsible for leadingsomeone who cannot see. Thedog should never be distractedfrom that duty. A person’s safetymay depend on their dog’salertness and concentration.

• It is okay to ask someone if youmay pet their guide. Many peopleenjoy introducing their dogs whenthey have the time. The dog’sprimary responsibility is to itsblind partner and it is importantthat the dog not become solicitous.

• A guide dog should never beoffered food or other distractingtreats. The dogs are fed on aschedule and follow a specificdiet in order to keep them inoptimum condition. Even slightdeviations from their routine candisrupt their regular eating andrelieving schedules and seriouslyinconvenience their handlers.Guide dogs are trained to resistoffers of food so they will beable to visit restaurants withoutbegging. Feeding treats to aguide dog weakens this training.

• Although guide dogs cannotread traffic signals, they areresponsible for helping theirhandlers safely cross a street.Calling out to a guide dog orintentionally obstructing its pathcan be dangerous for the teamas it could break the dog’sconcentration on its work.

• Listening for traffic flow hasbecome harder for guide doghandlers due to quieter carengines and the increasingnumber of cars on the road.Please don’t honk your horn orcall out from your car to signalwhen it is safe to cross, whichcan be distracting and confusing.Be especially careful of pedestri-ans in crosswalks when turningright on a red stoplight.

• It’s not all work and no play for aguide dog. When they are not inharness, they are treated in muchthe same way as pets. However,for their safety they are onlyallowed to play with specific toys.Please don’t offer them toyswithout first asking their handler’spermission.

• In some situations, working with aguide dog may not be appropriate.Instead, the handler may prefer totake your arm just above theelbow and allow their dog to heel.Others will prefer to have their dogfollow you. In this case, be sure totalk to the handler and not the dogwhen giving directions for turns.

• From time to time, a guide dogwill make a mistake and must becorrected in order to maintain itstraining. This correction usuallyinvolves a verbal admonishmentcoupled with a leash correction.Guide dog handlers have beentaught the appropriate correctionmethods to use with their dogs.

WWhheenn YYoouu MMeeeett aa WWoorrkkiinngg GGuuiiddee DDoogg TTeeaamm


WWhheerreeGGuuiiddee DDooggss AArree AAlllloowweedd

Access laws in theUnited States andCanada, includingthe Americans WithDisabilities Act, permit guide dogsand their handlers togo everywhere thegeneral public isallowed:

• stores• restaurants• office buildings• taxis• busses• trains and

airplanes• all areas of public

accommodation

A guide dog istrained to stand, sitor lie quietly in publicplaces when notleading.


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According to the National Institute of Health’s National EyeInstitute (NEI),* current estimates indicate that there are more

than three million Americans with low vision, almost one millionwho are “legally blind,” and roughly 200,000 who are totally blind.The NEI states that when vision impairment is more broadlydefined as “visual problems that hamper the performance andenjoyment of everyday activities,” the estimated number ofAmericans who are visually impaired is closer to 14 million.

Older adults represent the vast majority of those affected. In fact,the leading causes of vision impairment are conditions that arecommon to the elderly: macular degeneration, cataracts, glaucoma,diabetic retinopathy and optic nerve atrophy. More than two-thirdsof those with vision impairment are over age 65 and it is estimatedthat the over-65 population will surpass 68 million in the UnitedStates by the year 2030.

*“Vision Research — A National Plan: 1999-2003” ; National Institutes of Health, National Eye Institute

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light. A healthy eyereceives light, reflected

from the surface ofobjects, through thetransparent cornea.

The lens then preciselyfocuses it on a layer of

light-sensitive cellscalled the retina. Theimage — a pattern of

light and dark — isconverted into electrical

impulses sent alongthe optic nerve to the

brain, where ‘seeing’actually takes place.

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V isual impairment and blindness are usually the result of disease, injury to the eye, or aninherited or congenital condition. Blindness isn’t always total blackness. More often it’s

peripheral, tunnel, or spotted/blurred vision.

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Loss of central vision is caused bydamage to the mmaaccuullaa (a tiny and

extremely light-sensitive part of the retinathat provides color and fine detail).

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Various conditions (DDiiaabbeettiiccrreettiinnooppaatthhyy,, rreettiinnooppaatthhyy ooff

pprree--mmaattuurriittyy,, iinnjjuurriieess,, ddeettaacchheeddrreettiinnaass,, etc.) can affect the entirefield of vision, producing spotted,

blurred or double vision.

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Diseases or injuries affecting therreettiinnaa will obstruct the peripheral

field of vision. GGllaauuccoommaa andrreettiinniittiiss ppiiggmmeennttoossaa are two

common eye diseases that canresult in tunnel vision.


For those who can see, the idea of blindness can be frightening. For those who dealwith blindness and visual impairment on a daily basis, the problems are real, but not

insurmountable.

Blindness does not stop people from leading active, productive lives. With minor adjustments,people who are blind can enjoy many of the same careers and recreational activities asothers. Some things might call for teamwork with a person who can see, but often no outside assistance is needed. Here are a few of the methods, techniques, and systemsused by people who are blind or visually impaired to accomplish everyday tasks.

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raille is a tactile system used by

many (but not all) people who are blind.

It was developed in Parisby Louis Braille in 1829.

By using combinations ofup to six raised dots, a

person can interpretprinted codes for letters

(or combinations of letters)and numbers by running

their fingers across raiseddots on the page.

Braille is also used formusical notation.

B raille can be produced in many ways. The mostbasic method is to use a slate and stylus. A slate is

a hinged piece of metal with a series of 6-hole cells; astylus looks similar to a carpenter’s awl. Paper is insertedbetween the hinges of the slate and the pointed stylus isused to emboss the paper through the cell holes.

Braille typewriters (manual and computerized) make iteasy for people to take class notes, write and read.Software is available that converts computerized textinto Braille which can then be embossed on a Braille printer. Hand-held label machines produce adhesive-backed Braille tape that can be used to identify officefiles, appliance settings, cds and cassettes, clothing,room names, etc. Braille is also used to identify suchthings as playing cards and board game pieces.

A daptive technology assists people with vision loss in many ways: computerscreen magnification helps those with low vision; other software can actually

“read” the computer screen aloud in a synthesized voice. The Internet provides awealth of information which is in an accessible format for people who are blind.

There are organizations that provide cassette tape recordings or Brailletranslations of newspapers, magazines and books. Box-office hits areavailable on videotape that have narrative descriptions of scenery and

action added during pauses in dialog. There are many talking deviceslike clocks, watches, scales and thermometers.

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People who are blind orvisually impaired learn

independent living skills toenable them to accomplishdaily tasks without assistance.Techniques for cooking, washing clothes, ironing,putting on make-up, arranginga wardrobe, and other tricksand tips are taught to helpmake life easier for a personadjusting to a loss of vision.Through organization, creativity,and an ability to use sensesother than sight, people canmaintain their sense of independence.

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Recreational activitiesare not limited for those

who are blind or visuallyimpaired. Skiers listen fordirection from sighted guides;rowers and tandem-cyclistspair up with sighted partners.Balls that make beeping noisesare used for beep baseball,goal ball and other sports.Karate, yoga and dance arefavorite pastimes for manyblind people.


At AGlance

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At A GlanceCCuurrrriiccuulluumm aanndd CCllaassssrroooomm AAccttiivviittyy PPllaannnneerr // GGrraaddeess KK--44

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At a Glance Children’s Activity SheetThe Children’s Activity Sheet provides an entertaining format for younger students to learn thebasics about guide dogs and Braille. It includes drawings to color, Braille words to decode, and amaze puzzle. Students will learn that they shouldn’t pet a working dog; they’ll be able to describewhat a guide dog does to assist a person with mobility, and list places the dogs are allowed.

At a Glance Wall PosterThe poster shows diagrams of the eye and explains major causes of vision loss. It also providesinformation on guide dogs. After they have had a chance to study the poster, have students verbalizewhat they have learned.

Origami Guide Dog Puppy Instructions See Lesson Concept #1

“Juno Becomes a Guide Dog” StorySee Lesson Concept #2

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When someone loses their vision, they must depend on other senses to accomplishdaily tasks.

•• AAccttiivviittyy:: While seated on the floor in a circle, have the students remove one of their shoes. Askthem to close their eyes and put their shoes back on. Have students describe the experi-ence and identify the senses they used to accomplish the task without using their sight.

•• AAccttiivviittyy:: Ask the students to list all the things they did that morning to get ready for school. Havethem list ways they might do each task differently if they couldn’t use their sight. (Ex: Howwould they know what time they should get up? How would they choose their clothes sothey’d match? How could they pour a glass of milk without spilling it?)

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In order to become a guide, a dog must learn to behave in social situations and to help ablind person travel safely

•• AAccttiivviittyy:: Have the students make and name an origami guide dog puppy out of colored paper(instructions enclosed). They can then use their puppies to tell stories about what apuppy needs to learn in order to become a guide dog.

•• AAccttiivviittyy:: Have the students illustrate the enclosed story, “Juno Becomes a Guide Dog.”

At A Glance: Curriculum and Classroom Activity Planners • Page C1

Origami Guide Dog Puppy

1

2

3

1. Start with a squarepiece of paperplaced with one of thecorners facing you.Fold the top cornerdown to line up withthe bottom corner toform a triangle.

2. Somewhere between 1/3and 1/2-way across the topof your triangle, fold one ofthe corners down toward thetriangle’s point but stickingover the edge of the paper.Repeat this fold with theother corner. These flaps willbe your origami puppy’s ears.

3. Make a foldalong thebottom pointof the originaltriangle tocreate yourorigamipuppy’s chin.

4. Now for the finishing touches! Draw aface on your puppy and give him a name.

4


Juno Becomes a Guide Dog

Juno was a little puppy living with his mother and his brothersand sisters in the kennel. One day, he met a young girl named

Susan. Susan brought Juno to her house and told him that shewould be his puppy raiser. Juno was very happy.

Susan taught Juno how to behave in the house — not to jump upon the furniture or to chew socks and shoes. Whenever Juno wasgoing outside, Susan would dress him in a green coat that read“Guide Dog Puppy In Training.” She took Juno to school and tothe store.

When he was a little older, Susan took Juno to guide dog school. Instead of wearing his green coat, he wore a guide dogharness. The harness was made of leather and had a handlethat a person could hold on to. Whenever he was wearing theharness, Juno knew it was time to work.

At guide dog school, Juno worked with a trainer named Mark.Mark taught Juno to lead him around obstacles like telephonepoles and mailboxes, and to cross the street safely.

One day, Mark took Juno to meet a man who was blind. Theman’s name was Sam. Juno and Sam became great friends, and Juno became Sam’s guide dog, leading him safely aroundobstacles and across streets. He was a very good dog.

— The End —


At A GlanceCCuurrrriiccuulluumm aanndd CCllaassssrroooomm AAccttiivviittyy PPllaannnneerr // GGrraaddeess 55--88

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At a Glance Wall PosterThe poster shows diagrams of the eye and explains major causes of vision loss. It also providesinformation on guide dogs. After they have had a chance to study the poster, have students verbalizewhat they have learned.

Braille Message / Braille DecoderSee Lesson Concept #3

At A Glance Puppy Raising Puzzles and Word Games See Lesson Concept #4

“What Do You Know About Blindness?” QuizSee Lesson Concept #4

SSuuggggeesstteedd MMaatteerriiaallss::

Compass Plastic water pitchers and drinking glassesHandkerchief or blindfold Paper towelsToothbrush and toothpaste Coins of varying denominations

CCuurrrriiccuulluumm::LLeessssoonn CCoonncceepptt ##11:: OOrriieennttaattiioonn

In order to use a cane or a guide dog, a person who is blind must develop their orientationskills. Orientation is defined as: a person’s sense of spacial awareness and direction in

relation to themselves.

•• LLeessssoonn:: Ask students to use the word “orientation” in a meaningful sentence. Include the word“orientation” in spelling lessons.

•• AAccttiivviittyy:: Draw a simple map of your classroom and hallways on the blackboard. Show where all exitsare located. Use a compass to determine where the cardinal directions are with relation toyour map (North, South, East, West). Label each exit according to it’s directional position(ex: the northeast exit). Ask students to show you on the map which directions they wouldneed to travel to reach each exit. Blindfold one student using a handkerchief. Have anotherstudent direct the blindfolded student to an exit by using phrases such as “turn to the north,”“halt,” “continue,” “turn to the south,” etc. The teacher should supervise each pair during thisexercise to ensure the exercise is accomplished safely. (The blindfolded student shouldkeep a hand in front of his or her face, palm outward, for added safety.)


LLeessssoonn CCoonncceepptt ##22:: MMoobbiilliittyy

While people who are blind travel independently by using a cane or guide dog, thereare some situations in which the assistance of a sighted guide is more appropriate.

A person acting as a sighted guide should always remember to ask before offeringassistance, instead of assuming automatically that a blind person needs help.

Instead of pulling, pushing, or steering, the sighted guide should offer their arm and allow the person to hold on above the elbow and follow with confidence. The guide should keep theirarm relaxed by their side, and should stop or slow before steps and curbs and give verbalcues such as: “We’re coming to some steps. We’re about to go through a narrow door,which will open out and to the right.” Chair backs, seats or table tops can be tapped to provide audible cues to their location. Clear instructions should be used, such as “the chairis to your right,” instead of generalities like “over here” or “this way.”

•• AAccttiivviittyy:: Taking turns, blindfold one student and have a partner be their sighted guide.

LLeessssoonn CCoonncceepptt ##33:: AAccccoommmmooddaattiioonn

In order to accomplish everyday tasks, people with vision loss must learn to use sensesother than sight. Accommodation means “adjustment or adaptation.”

•• LLeessssoonn:: Ask students to use the word “accommodation” in a meaningful sentence. Include theword “accommodation” in spelling lessons.

•• LLeessssoonn:: Laurie B. is in the eighth grade and she is blind. She uses a computer. But instead of usingsight to read the computer screen, she uses her hearing. She has talking software whichreads the words aloud. It also announces the words as she types them. Ask studentswhat senses other than sight she could use to read a book for a book report. (Ex: Shecould use her sense of hearing to listen to a talking book on cassette, or use her sense oftouch to read the book in Braille.)

Laurie’s computer software allows her to surf the Internet. Instead of using a mouse,however, she uses keyboard commands to navigate around the screen. Her teachersscan her assignments into the computer and then print them out in Braille so that Lauriecan read them.

•• AAccttiivviittyy:: Have students decode the enclosed Braille message with the Braille decoder.

•• AAccttiivviittyy:: Set a table with the following objects: toothbrushes, tubes of toothpaste, plastic waterpitchers, plastic water glasses, a roll of paper towels, and several coins of varying denom-inations. With one or more students under blindfold, have them each try to apply tooth-paste to a toothbrush, fill a glass with water and identify the coins. Some helpful hints:

• One way to get toothpaste neatly on to a toothbrush is to place your finger besidethe bristles of the brush to feel how much paste is being squeezed from the tube andwhere it is being applied.

• When pouring any cold liquid, place your finger over the edge of the glass to feel thelevel of the liquid as it reaches the top of the glass.

• Coins are easily differentiated by their size and the ribs on their edges. Quarters anddimes, of course, both have ribbed edges, and pennies and nickels have smooth edges.


LLeessssoonn CCoonncceepptt ##44:: IIssssuueess RReellaattiinngg ttoo BBlliinnddnneessss

There are many issues related to blindness and mobility; this lesson provides quiz materi-al, puzzles and games to test students’ knowledge on a variety of these issues. After

completing the activities, subsequent classroom discussion can be used to uncover anddispel any misconceptions or stereotypes the students may have surrounding blindness.

•• AAccttiivviittyy:: Have students complete the enclosed puppy raising puzzles and word games.

CCrroosssswwoorrdd PPuuzzzzllee AAnnsswweerr KKeeyy

At A Glance: Curriculum andClassroom Activity Planners

Page C6

Teachers —For a copy of the Answer Key, please contact

Guide Dogs for the Blind via email at iteachers.com;or write to us at the following address:




WWoorrdd SSeeaarrcchh AAnnsswweerr KKeeyy

WWoorrdd SSccrraammbbllee AAnnsswweerr KKeeyy







•• AAccttiivviittyy:: Have your students answer the true-or-false questions in the “What Do You Know AboutBlindness?” quiz provided.

““WWhhaatt DDoo YYoouu KKnnooww AAbboouutt BBlliinnddnneessss”” QQuuiizz AAnnsswweerr KKeeyy







a b c d e f g

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Braille Decoder

Answer:

Braille Message


Crossword Puzzle

Across11.. Someone who

socializes a puppy tobecome a guide dogis a .

22.. A person without sightis .

33.. A person’s sense ofspacial awarenessand direction in rela-tion to themselves isdefined as: .

44.. A guide dog puppy intraining wears a spe-cial puppy .

55.. A long white staffused for travel by

some people who areblind is called a

.

66.. Getting from place toplace is defined as:

.

77.. A dog that guides aperson who is blind iscalled a .

88.. Guide dogs stop for and curbs.

99.. Someone who hasonly partial sight is

impaired.

1100.. Adjustment oradaptation is definedas: .

Down11.. A guide dog and his

handler are .

22.. A tactile alphabetmade up of a series ofraised dots.

33.. A dog’s leash attachesto its .

44.. A guide dog is trainedto avoid inits path.

55.. A guide dog wears aleather .

66.. A guide dog handlerdirects the dog byusing .

77.. Pinhole vision is alsoknown asvision.

88.. Guide Dogs aretrained to stop at

on streetcorners.

99.. A guide dogs and itshandler learn to worktogether as a .

22

11

33

33 44 44

55

55

66

66

77

77

88

88

99

99

1100


Word Search

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PUPPY GOLDEN RETRIEVER TAILKENNEL COLLAR GUIDE DOGLEASH WAG KIBBLEGERMAN SHEPHERD HARNESS BARKVETERINARIAN LABRADOR RETRIEVER PAWS


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TThhee bbrreeeeddss uusseedd aass GGuuiiddee DDooggss

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REOTSS FOFIEC GINBISULD

NEARILPSA ANSTIR


WWhat Do You KnowAbout Blindness?

AAnnsswweerr tthhee ffoolllloowwiinngg TTrruuee oorr FFaallssee QQuueessttiioonnss::

Someone who is legally blind cannot see anything.❑ True ❑ False

Guide dogs are allowed in restaurants.❑ True ❑ False

All people who are blind read Braille.❑ True ❑ False

Guide dogs know how to tell when a traffic light is red.❑ True ❑ False

You should never use words like “see” or “look” whentalking with someone who is blind.❑ True ❑ False

All people who are blind use guide dogs.❑ True ❑ False

Guide dogs are also trained as guard dogs.❑ True ❑ False


At AGlance

SSeeccttiioonn DD::RReessoouurrccee MMaatteerriiaallss

At A GlanceRReessoouurrccee MMaatteerriiaallss

EEnncclloosseedd RReessoouurrccee MMaatteerriiaallss::

“Adjusting to Vision Loss” Including resources for people with vision loss

“Training a Dog to be a Guide”An overview of Guide Dogs for the Blind’s dog training program

”Leaders of the Pack” Guide Dog Instructor Career Information

Newspaper and Magazine Feature Articles Relating to blindness, Guide Dog use and dogs

Bibliography and Internet Resources

At A Glance: Resource Materials • Page D1

Guide Dogs for the Blindprovides information to

agencies and professionalsserving people who haverecently experienced visionloss. The following hasbeen produced on cassettefor clients of these agencies.Its purpose is to assistpeople who are adjusting topermanent vision loss byproviding specific tips foraccomplishing many tasksthat formerly required sight,an introduction to orienta-tion and mobility conceptsand training, and important contact information onorganizations that providehelpful products or services.

As a person experiencing permanent vision loss, youshould know that you are not alone. Thousands of

people have been declared legally blind in the U.S.

EEmmoottiioonnaall AAddjjuussttmmeenntt

While discovering new ways to accomplish taskswhich formerly required sight, some people may

at the same time experience a conflicting desire todeny that any change in method or lifestyle need occur.This reaction is common. There may also be feelingsof loss, sadness and anger after learning of permanentvisual impairment. A person may feel “this isn’t me,this isn’t who I am.” Adjusting to vision loss can be anemotional process and you will need to find ways toexpress your feelings so that you can accept thisradical change and integrate it into your life. It’s importantto give yourself some time to adjust — every day.

Losing your sight can, at first, appear to be like havingto forge an entirely new identity, however, once youlearn to use your other senses and find alternative waysof doing things, life will become less of a challenge thanit may now seem. Patience and creativity can go a longway toward easing the process until formal training canbe obtained.

M any people find it helpful toget some sort of counseling

or peer support at this time. Youmay find these services at a localindependent living center or centerfor the blind, such as the ones list-ed on the resource section. It canbe very reassuring to be able toexpress your feelings to someonewho is knowledgeable and able toanswer your questions.

RReehhaabbiilliittaattiioonn

Y ou’ll hear the term “rehabilita-tion” used. It simply means

learning how to do things by using

senses other than sight in order torestore your highest level of inde-pendence in daily activities.During the process of rehabilita-tion, you may learn new ways tocook and get around, learn Brailleand how to use computer screenreaders, enjoy sports and recre-ational activities, and gain skillsthat will help you in your job.

Rehabilitation teachers for the blind and visually impaired provide specialized training withpersonal management, activitiesof daily living, communication

and recreation. Communicationskills for reading and writinginclude Braille, talking books andclosed circuit television (CCTV).

Special computer programs andequipment can assist with screenreading tasks. Voice output or“talking” computer programsassist in word processing pro-grams and accessing theInternet. There are other devicesfor the blind and visually impairedthat a rehabilitation teacher cansuggest to enhance personalcommunication skills.

— continued

AAddjjuussttiinngg ttoo VViissiioonn LLoossss


LLooww VViissiioonn SSeerrvviicceess

A person who retains somevision may benefit from low

vision services. A low vision spe-cialist can help maximize the useof residual vision to the person’sbest advantage. Low vision spe-cialists provide assistance withnear and distant reading andviewing tasks. Devices such ashand-held magnifiers, head-borneequipment and freestandingdevices may help with near read-ing tasks. Low-vision specialistscan also help with distant viewingby suggesting the use of monocu-lars and/or hand held telescopes.

While you arrange to receiverehabilitation services, you canbenefit from the following tips.Knowing your immediate environ-ment and keeping it safe is imper-ative. You’ll want to take steps tomake it easy to travel throughyour house safely. Because youwill depend on your memory ofwhere items are in your house, it’sa good idea not to make anymajor changes right away. Whileyou may want to adjust some fur-niture to keep pathways clear, it’simportant for you to participatewith other household members inthe decision to rearrange furniture,so you can avoid possible injuryand frustration.

MMoobbiilliittyy TTiippss

Here are a couple of techniquesto assist you in mobility.

Trailing a wall: In the beginning, youmay wish to trail the walls whileyou move through a room or hall.Keep the upper part of your arm

flush with your body with your fore-arm positioned at a 45 degreeangle to the floor, palm down. Withyour fingers curled under and wristloose, you will stay relaxed andlessen the risk of jamming your fin-gers. The side of your hand, littlefinger and arm make contact withthe wall. You may also want to putyour other hand in front of yourface for protection.

Bending at the knees instead of atthe waist will decrease the risk ofhitting your head on counters andcupboards.

Emphasize the need for others tokeep doors and cabinets eitherfully opened or closed and toavoid clutter to prevent injury. Askothers not to move or clear yourpersonal items without consultingyou first. Even something as sim-ple as moving a tea strainer ashort distance from the sink to thewindowsill may put it out of reachfor someone who can’t see it anddoesn’t know where it is.

The second technique will helpyou in moving through free spacelike an open room. Once again,your forearm is at a relaxed 45degree angle to the floor, palmdown, in front of your abdomen.The other hand is near your facefor protection.

OOrrggaanniizziinngg MMoonneeyy,, KKeeyyss,, IInnffoorrmmaattiioonn

You can organize your moneyfor easy identification. One

system is to fold ones in half, fiveslength-wise, tens twice, and twen-ties three times. That way you will

know by feel what you are takingout of your wallet.

Coins are easy to differentiatebecause of their size and the ribson the edges of the coins.Quarters and dimes, of course,both have ribbed edges, and pen-nies and nickels have smoothedges. You can feel the differencein the sizes of each of them.

Organizing your keys on a key-chain is helpful. They can be keptin order, identified by size and tex-ture or you can develop a systemof labeling them.

A microcassette recorder allowsyou to tape messages, phonenumbers, or keep anything that youwant to remember handy. Talkingclocks or watches, and talking cal-culators can be found at mostelectronic appliance centers ordepartment stores. Telephoneswith enlarged keypads, and clockswith large or lighted numbers canassist those with low vision.

Check the resources section atthe end of this section for compa-nies that sell these and other helpful items.

AApppplliiaanncceess

Labeling or marking the appli-ances and devices in your

home adds to your independence.For example, marking the dials ornumber pads on your washer anddryer, microwave oven and stovewill make it easier for you toaccess them yourself. GeneralElectric Company has a Brailletemplate available for the

— continued

AAddjjuussttiinngg ttoo VViissiioonn LLoosssscontinued


keypads of GE brand microwaveovens. In most locales, utilitycompanies will come to yourhouse, free of charge, and markyour oven, microwave and ther-mostat with raised dots.

You can label items yourselfusing a puff paint, such as onecalled “High Marks,” available incraft stores. The paint comes outas a liquid and then dries as ahard, raised dot.

The phone company can providephones with very large print num-bers on an enlarged keypad.Using universal speed dialing, youcan program phone numbers thatyou use all the time. Directoryassistance is also free if you areunable to use a phone book.

Cell phones are very usefulespecially in case of an emer-gency when it may be hard tolocate a phone booth. In manyareas there are special rates forpeople with disabilities. Mostbanks offer automatic bill pay-ments through your checking orsavings accounts.

PPeerrssoonnaall HHyyggiieennee

Here are some hints you mightfind helpful regarding personal

hygiene and grooming.

One way to get toothpaste neat-ly on to a toothbrush is to placeyour finger beside the brush soyou can feel how much paste iscoming out and where. Or, youmay prefer having your personaltube of paste to squirt directly

into your mouth instead of on thebrush. Creative solutions likethese sometimes make all the difference.

MMaakkee--uupp aanndd CCllootthhiinngg

I t’s advisable to have a sightedpartner at first when learning to

apply make-up by feel, so youcan be given feedback and colorsuggestions if needed.

Clothing can be labeled discretelyas to color in order to make surepieces don’t clash when worntogether. Some people useFrench knots sewn into the collarof a shirt or blouse or the waist-band of a skirt or pair of slacksfor identification. For example,one knot could indicate green;two, yellow, and so on. Texturesof the clothes can help in identifi-cation as well. Some people findit helpful to hang their clothestogether in outfits.

You can use Braille labels on tem-perature resistant Teflon tape toindicate the colors and organizeclothes with pants, dresses, andblouses in specific areas of thecloset. Another method is to usesafety pins, either to code for col-ors, or to differentiate betweentwo items that feel similar, or areidentical except for color.

Taking note of the placement ofclothing labels and seams helpskeep items right-side-out andpositioned correctly. Socks canbe pinned in pairs before they arewashed so they won’t get sepa-rated or mixed.

MMeeaallss

I t may feel awkward, at first, to eatin front of someone else after

you’ve recently lost your vision, butthis feeling passes with time andpractice. Here are some tips to helpmake it easier.

Slide your hand lightly over thetable to find objects, so that youdon’t knock over a glass or putyour hands in food. With your littlefingers leading the way, you canvery delicately survey the table’ssurface and its contents.

Your friends and family candescribe the location of the food inquadrants on your plate, for exam-ple, “The peas are at the left top ofyour plate, the mashed potatoesare at the right top, the meat is atthe lower right and the applesauceis at the lower left.” Or, they can usethe clock method: “The peas are at11 o’clock, the mashed potatoes areat two, the meat is at five, and theapplesauce is at seven.”

You may prefer just being able toexplore by simply tasting and test-ing. You may want to cut your saladin a grid pattern so the pieces willbe small enough.

When you’re pouring milk or anycold liquid, you may want to putyour finger over the edge of theglass so that you can feel the levelof the liquid. You will feel the steamfrom a hot liquid as it comes closerto your fingers before actuallytouching them. There is a batteryoperated device available called a“Say-When,” that fits over the

— continued



edge of a mug and makes asound when the cup is full. Thisdevice is especially helpful if you have a loss of sensitivity inyour fingers.

Your sense of smell is important in identifying food — milk versusorange juice, or salt versus pep-per, for example. Items in similarpackaging can be distinguishedby marking them with tape or rub-ber bands. Measuring cups andspoons that stack into themselvesare really helpful. It’s very easy totell which is a fourth of a cup, athird, a half, etc.

When cutting vegetables, hold thevegetable with your free hand, andkeep your fingers curled towardyour palm to avoid accidentalencounters with the knife. Whilebaking, oven mitts provide moreprotection and dexterity than pot-holders.

SShhooppppiinngg

When shopping, ask for aCourtesy Clerk. They can

help you identify items in groceryor clothing stores. Door-to-doordelivery services may be avail-able and some are provided freeof charge.

SSiigghhtteedd GGuuiiddeess

Most people who have losttheir sight will initially depend

on other people to be their “sight-ed guides.” A sighted guideshould always remember to askbefore offering assistance, insteadof assuming that a blind personautomatically needs help. Instead of pulling, pushing, or

steering, the guide should offertheir arm and allow the person tohold on above the elbow and fol-low with confidence. The guideshould keep their arm relaxed bytheir side and should stop or slowbefore steps and curbs and giveverbal cues such as: “We’re com-ing to some steps. We’re about togo through a narrow door, whichwill open out and to the right.”

Chair backs, seats or table tops canbe tapped to provide audible cuesto their location. When giving direc-tions, clear instructions such as “toyour right” or “one block north”should be used, instead of generali-ties such as “over there” or “this way.”

OOrriieennttaattiioonn aanndd MMoobbiilliittyy

O rientation and mobility, (orO&M for short), are terms you

will hear a lot. They mean, simply,the skills needed to move aboutsafely and get where you intend togo. O&M training is very important.Whether you eventually use acane or a guide dog, you will needto have a basic knowledge of yourneighborhood, learn to be a navi-gator and determine how to get toyour destination. In the process,you will also need to know how tolisten for traffic flow to determinewhen it is safe to cross a street.

UUssiinngg aa CCaannee

Awhite cane is the primarymobility aid used by blind or

visually impaired people. Trainingin the use of a cane should beginas soon as possible in order toprovide independence in mobilityand confidence in travel outsideyour home.

Rhythmically touching the tip of thecane side to side in front of youallows you to locate obstacles inyour path and walk safely down astreet. You need to know whereyou are in your environment.

Sometimes other people’s descrip-tions of a place will assist you inorienting yourself. Sounds andsmells provide valuable information(for instance: you can usually tellwhen you’re near a coffee shop orbakery by the wonderful smells;you’ll know you are approaching anintersection by the sound of traffic).

Crossing streets and using publictransportation represent the last andoften most challenging phases ofindependent travel training.

UUssiinngg aa GGuuiiddee DDoogg

Many people enjoy using aguide dog as an alternative to

the white cane. Traveling with aguide dog differs from using a canein that the dog navigates aroundobstacles, stops for stairs andother changes in elevation, andeven avoids overhead obstacles.

Although they work as a team, theperson is in charge, not the dog.The person needs to know whereto go and how to get there, andgives instructions to the dog. Thedogs are trained to disobey a com-mand if safety is in question.

Guide dogs make great compan-ions, but require responsible careand feeding. The guide dog is nota pet; it’s a working animal andthrives on a variety of routes tostay motivated.


— continued


There are a few differ-ences between using acane and using a dog.Dog users enjoy thepartnership of theworking relationship, aswell as the companion-ship a dog provides.Cane users like the factthat a cane can be putin a corner or folded upwhen not being used.They never have tofeed, groom, play with,or (especially when inbad weather), take outtheir canes to relieve.

Cane users like thefact that a cane givesaccess to informationabout the environment,such as the location oftrash cans, mailboxesetc. Dog users like thefact that a dog guidesthem around thesetypes of obstacles, so that it’s often fasterand easier to getwhere they’re going.

Once the light turnsgreen, cane and guidedog users listen fortraffic flow and deter-mine when it is safe tocross the street. Dogusers like having theadded safeguard ofknowing that once acommand to go for-ward is given, the dogwill refuse to obeyunless or until it is safe.


Rehabilitation services offer train-ing in independent living skills

(e.g. cooking, organizing clothes,etc.), orientation and mobility training(learning to move about safely andgetting where you intend to go), aswell as Braille, computer, and voca-tional training.

The individual programs may vary.There are in-residence, in-home orday programs. There are both stateagencies and private ones.

For more information about the rehab centers in your area contact:NNaattiioonnaall RReehhaabbiilliittaattiioonn IInnffoorrmmaattiioonnCCeenntteerr:: (800-346-2742); 8455Coleville Road, Suite 935, SilverSpring, MD 20910.

The Hadley School for the Blindoffers many correspondence courses in daily living skills, Braille,computer programs, academic subjects, and music as well ascourses for families of newly blindadults and for parents of blind children. TThhee HHaaddlleeyy SScchhooooll FFoorr tthhee BBlliinndd (800-323-4238); 700 Elm St., Winnetka, IL 60093.

Local independent living centersprovide peer support, advocacy,benefits counseling, and otheraccessibility services for those whoare blind or disabled. For informationabout independent living centers inyour area contact: NNaattiioonnaall CCoouunncciillooff IInnddeeppeennddeenntt LLiivviinngg: (703-525-

3406); 1916 Wilson Boulevard, Suite209, Arlington, VA 22201.

Once you have competently mas-tered the use of the cane, and havebecome an independent traveler, youmay wish to consider applying for aguide dog.

Founded in 1942, Guide Dogs ForThe Blind operates training centersnear San Francisco, Calif. andPortland, Ore. We provide a 28-dayin-residence training program, anduse the Labrador Retriever, GoldenRetriever, Labrador/ Golden cross,and German Shepherd dogs.

To find out more, contact: GGuuiiddeeDDooggss ffoorr tthhee BBlliinndd: (800-295-4050);PO Box 151200, San Rafael, CA94915-1200 or visit our web site atwwwwww..gguuiiddeeddooggss..ccoomm.

““AA GGuuiiddee ttoo GGuuiiddee DDoogg SScchhoooollss,,”” presents detailed information aboutthe other guide dog schools in theUnited States. It’s published byDisabled on the Go. It is availableeither through Braille and talkingbook libraries on cassette. To pur-chase a print copy, contact authorsEEdd aanndd TToonnii EEaammeess (209-224-0544);3376 North Wishon Ave., Fresno, CA93704.

Many current and classic books areavailable on tape, in large print, and inBraille, or on computer disk free topeople who are legally blind. Special

RReessoouurrcceess ffoorr PPeeooppllee WWiitthh VViissiioonn LLoossss

— continued


cassette players are provided.The books and cassettes aresent by mail. Contact: NNaattiioonnaallLLiibbrraarryy SSeerrvviiccee,, DDiivviissiioonn ffoorr tthheeBBlliinndd aanndd PPhhyyssiiccaallllyyHHaannddiiccaappppeedd: (202-707-5100);1291 Taylor St. NW, Washington,DC 20542.

Recording for the Blind andDyslexic provides textbooks andprofessional journals as well asnovels on cassette or disk, andwill record books on request.RReeccoorrddiinngg ffoorr tthhee BBlliinndd aannddDDyysslleexxiicc: (800-221-4792); 20Roszel Rd., Princeton, NJ 08540.

Radio Reading Services providedaily audio newspaper readingsand programming. NNaattiioonnaall RRaaddiiooRReeaaddiinngg SSeerrvviiccee: (800-280-5325); 1200 Wharton St. Suite 140,Pittsburgh, PA 15203.

TThhee DDeessccrriippttiivvee VViiddeeoo SSeerrvviiccee((DDVVSS)) offers videocassettes ofpopular movies with audio descrip-tion added. (800-333-1203)

The following are companies ororganizations which supply usefuladaptive equipment or productssuch as: writing aids, Braille andlarge print books, tape recorders,talking and Braille clocks andwatches, health and cooking aids,appliances, etc.

For catalogues contact:

AAmmeerriiccaann PPrriinnttiinngg HHoouussee ffoorr tthheeBBlliinndd: (800-223-1839); P.O. Box6085, Louisville, KY 40206.

AAmmeerriiccaann FFoouunnddaattiioonn ffoorr tthheeBBlliinndd: (212-620-2000); 28 West

23th St. NY, NY 10011.HHoowwee PPrreessss: (617-924-3490)LL SS AAnndd SS GGrroouupp: (800-468-4789) MMAAXXII-- aaiiddss: (800-522-6294) SScciieennccee PPrroodduuccttss: (800-888-7400)

To find out if you are eligible forSocial Security SupplementalInsurance and/ or Social SecurityDisability Insurance contact: TThheeSSoocciiaall SSeeccuurriittyy AAddmmiinniissttrraattiioonn(800-772-1213); 6401 SecurityBoulevard, Baltimore, MD 21235.

For information on special tax benefits for those who arelegally blind contact: TThhee IInntteerrnnaall RReevveennuuee SSeerrvviiccee (800-829-1040).

There are a wide variety of services available to veterans,including: rehabilitation centers and out-patient clinics, orientationand mobility training, ophthalmolo-gy and optometry, counseling,medical care, education, family programs, community resources,technology devices, travel andsensory aids, and prosthetics.

Contact the VVeetteerraannssAAddmmiinniissttrraattiioonn,, BBlliinndd RReehhaabbSSeerrvviicceess (202-273-8481) 810Vermont Ave. NorthwestWashington D.C. 20420.

For educational information con-tact: OOffffiiccee ooff SSppeecciiaall EEdduuccaattiioonnPPrrooggrraammss,, DDiivviissiioonn ooff tthhee BBlliinnddaanndd VViissuuaallllyy IImmppaaiirreedd (202-205-5507); 600 Independence SW,Room 3086, Washington, DC20202-2570.

TThhee AAssssoocciiaattiioonn ffoorr EEdduuccaattiioonnaanndd RReehhaabbiilliittaattiioonn ooff tthhee BBlliinndd aannddVViissuuaallllyy IImmppaaiirreedd ((AAEERR)) can bereached at (703-823-9690);4600 Duke St. Suite 430,Alexandria, VA 22314.

To apply for a state I.D. card inplace of a driver’s license, as wellas a disability parking placard,contact your local Department ofMotor Vehicles.

Contact the Department ofHealth and Human Services orSocial Services in your stateand county to find out if you areeligible for medicaid health benefits, in-home supportive services (an assistant to helpwith housekeeping, shoppingetc.), and paratransit services.

The following national consumerorganizations have local chaptersand many divisions:

TThhee AAmmeerriiccaann CCoouunncciill ooff tthheeBBlliinndd: (800-424-8666); 1155 15thSt. NW, Suite 720, Washington, DC20005. They publish The BrailleForum.

NNaattiioonnaall FFeeddeerraattiioonn ooff tthhee BBlliinndd:(410-659-9314); 1800 JohnsonStreet, Baltimore, MD 21230. Theypublish The Braille Monitor .

A resource site on the Internet:hhttttpp::////wwwwww..hhiiccoomm..nneett//~~ooeeddiippuuss//bblliinndd..hhttmm .

TThhee AAmmeerriiccaannss WWiitthh DDiissaabbiilliittiieessAAcctt hhoottlliinnee: (800-514-0301).

continued


T he Guide Dog training program is designed tomaximize a dog’s potential for success. Each

dog in a “string” (a group of about 25-30 dogs thatbegin their formal training at the same time) is takenthrough the systematic training program, with theend goal being that all of the dogs in the stringbecome ready for class placement simultaneouslyto begin training with people who are blind. Just likepeople, however, dogs don’t all learn at the same rate.

The average length of formal guidework trainingis four to five months, but can last as long as six tonine months.

In addition, a dog’s class placement doesn’tdepend solely on the dog’s capabilities. Each dog ispaired with a blind person only when a suitablematch with a student in class can be made. Classassignment occurs when the instructor feels that notonly is the dog’s work exemplary, but that it has thepersonality and physical qualities that would make acompatible match with a particular student as well.

PPaatttteerrnn TTrraaiinniinngg

Certain dogs begin their formal guidework trainingusing a method known as “pattern training.” This

type of training is specifically designed for dogs thatmay be timid, unsure or unfocused.

In pattern training, the dogs are patterned togive a specific response. Initially, the instructorwalks the dog (without the harness) through severalguide workouts to show how it should respond tovarious commands and situations. By having thedog react to commands and situations in exactlythe same way each time, the dog becomes pat-terned in its responses.

Eventually, when the dog does begin wearing aharness during its workouts, it will continue torespond the same way — guiding as it did whenfirst introduced to the commands and situations.This may sound fairly simple to do, but it takes agreat deal of concentration on the instructor’s partto simulate guidework for the dog when it is notbeing asked to guide. Each response and move thedog makes must follow an exact pattern every time.

Once a dog reaches a certain level of ability andconfidence, pattern training is phased out. Pattern-trained dogs that are ready for class show no differ-

ence in the quality of their work from those dogs thathave received regular guidework training. Patterntraining has proved to be very successful for dogsthat would have had difficulty adjusting to our tradi-tional training program.

SSyysstteemmaattiicc GGuuiiddeewwoorrkk TTrraaiinniinngg

T raditional guidework training follows a very sys-tematic approach: basic concepts, commands

and skills are taught first, laying the foundation formore difficult training situations down the line.

At the outset of their training, the dogs are allgiven pre-training physical exams (including x-raysand eye checks), and are neutered/spayed. They areintroduced to, and socialized with, other dogs in thekennel’s community dog run. They begin to adjust tothe kennel schedule for feeding, etc.

Instructor assistants (IAs) take them for relaxingwalks on the campus and play with them. The dogsreceive daily care, grooming and handling. Their initialtraining workouts with instructors begin with simplewalks on leash.

During the next step in their training, the dogs areintroduced to wearing the harness and begin prelimi-nary obedience training. Their workouts take place oncampus, where they are trained to respond to funda-mental guidework commands such as “Forward,”“Halt,” “Hopp Up” and “Steady.” The dogs are alsointroduced to the campus obstacle course, whichthey begin to navigate while on leash.

TTrraaiinniinngg aa DDoogg ttoo bbee aa GGuuiiddee

— continued

The GuideDog Harness


Once comfortable with those rudimentary guide-work basics, the dogs begin training in harness onquiet, residential sidewalks. There, they learn addition-al guidework commands — “Right,” “Left,” “Straight” —and are introduced to more advanced concepts likestopping for curbs and overhead obstructions. (GuideDogs are trained to stop for overhead objects suchas tree branches that a person might run into but thata dog could easily pass under.) The dogs’ obstaclecourse and obedience training progresses on cam-pus, and they are familiarized with escalators at ashopping mall.

As sidewalk training progresses, the dogs areintroduced to all curb types (square curbs, roundedcurbs, wheelchair ramps, etc.) and are exposed toheavier traffic conditions. They receive 15-20 work-outs in guidework basics while the trainer is underblindfold.

About this time, very specific traffic conditioningtraining begins, and obedience training progresses toan advanced level. The dogs undergo mid-traininghealth evaluations. Formal escalator training (board-ing, riding and exiting) begins, and the dogs are intro-duced to the “intelligent disobedience” response.Intelligent disobedience means that if the dog isgiven a command to go forward and it is unsafe to doso (for example: if a car is dangerously approaching,or there is an obstruction in the path, etc.), the dog willdisobey the command.

From this point on in the training cycle, guideworktraining becomes more challenging. The dogs nowwork in moderate pedestrian traffic, up and downstairs, on elevators, escalators, and a variety of floorsurfaces. Their formal traffic training is completed.The dogs work routes in downtown city environmentsand on city buses. Obedience and obstacle coursework on campus are at advanced levels. They begintraining on residential streets without sidewalks andon rural, country roads.

The guidework routes at this point are the mostdifficult and challenging levels of work environments:

heavy pedestrian and vehicle traffic, wide streetcrossings, and hectic, bustling atmospheres. Thedogs are introduced to subway platform edges andwork on light rail transit systems. Advanced obedi-ence training continues. Guidework training is nearlycomplete.

Final testing in guidework and obedience is per-formed while the instructors are under blindfold.The dogs are also given final physical examinationsat this time.

“Class ready” dogs are available to be pairedwith people who are blind or visually impaired onceproper matches have been determined.

However, the dogs can be reassigned or passedback for more training at any given time. Class readydogs may continue in training for several months wait-ing to be matched with students who require dogswith particular abilities and qualities. Dogs may bedropped from the program up to the day of graduationand even after going to the graduate’s home for avariety of reasons, including: health, temperament orsafety in guiding.

Once the dogs have been paired with blind han-dlers, the duos spend up to a month in Guide Dogs’ in-residence training program learning to work togetheras teams. The class training progression is similar tothe dogs’ guidework training progression: teams learnto safely navigate quiet, residential areas andprogress to bustling urban centers. Together, they areexposed to a variety of situations, areas and environ-ments — pedestrian and vehicle traffic, overheadobstacles, obedience training, etc.

A public graduation ceremony marks the comple-tion of class training. The dogs’ puppy raisers areinvited to formally present their former charges to thedogs’ new handlers.

Once the teams return to their homes after gradu-ation, the real work of guiding begins for the dogs.They are with their new partners all hours of the dayand night, and guide them in all of their daily travelactivities.

TTrraaiinniinngg aa DDoogg ttoo bbee aa GGuuiiddee continued


A light frost lay on the ground as Instructor JimDugan made his way out to the kennels. Bundled

against the cold, he was still feeling an inner warmthfrom his morning cup of coffee. He raised the latch onthe kennel gate with an echoing clang. In response,he was greeted with happy barks. The dogs wereobviously feeling frisky this morning, all dancing andcavorting, their breath like white smoke in the still air.They were happy to see him, eager to get going. And,Jim realized, he was happy to be training them.

His charges, eight dogs currently in their secondmonth of training, are at a stage where Jim is teachingthem the fundamentals of becoming a guide.

“It’s a lot of trial and error for the dogs,” he explained.“My job is to get them relaxed so they can respondcomfortably to commands. I allow them to makedecisions on their own so they build confidence inthemselves.”

Being a Guide Dog instructor involves a lot more thanjust training dogs. The job cycle includes: dog training,class training (where the dogs are matched with theirblind partners and learn to work as teams), gradua-tion and follow-up. Instructors usually take somevacation time after graduation, and then travel on fol-low-up visits to graduates in the field. They then returnto campus, are assigned a new group of dogs, andbegin the cycle once again.

The job requires extensive people skills — tact, professionalism, humor, flexibility, and the ability toteach others. It challenges the body, the mind, and the emotions.

PPhhyyssiiccaall CChhaalllleennggeess

Every part of the job has its unique challenges.Instructor Emily Scott explained some of the

physical challenges Guide Dog instructorsencounter:

“When you’re training dogs every day, dealing withthe weather is a big factor,” she said. “And it’s a chal-lenge to keep your body in shape. The first part ofdog training is the hardest on the body, and if you’vebeen through a cycle of class, vacation and follow-up,your tendency is to let yourself go. It’s really importantto stay in shape by using weights and doing someform of aerobic exercise so your body will be strongenough to return to dog training.”

Unlike Jim, Emily is at the other end of the job cycle.She’s preparing for a trip to Arizona to visit graduateson follow-up, physically demanding in itself due to tenlong days spent on the road. But that’s part of whatkeeps being an instructor an exciting career choice.Emily said, “The job is wonderful because of the vari-ety. It doesn’t get monotonous or become routine.”

EEmmoottiioonnaall AAssppeeccttss

Apetite black Lab looks up lovingly at InstructorKathy O’Connor in response to her words of

praise. Kathy’s dogs are being readied for a class ofnew students that arrive in just two weeks. She is atthe point in the training cycle where she soon willhave to let go of her attachment to the dogs she hasspent months growing to love.

“For me, personally, the day that the dogs are matchedwith the students is the day that you try to detach emo-tionally from the dogs. You start to see the team beforeyou see the individual dog,” she said. “That’s the hard-est day and also the best day. From then on, it’s mucheasier for me to deal with the loss — and you do feelloss because you’ve put so much into the training ofthese dogs. But now you have a new project: help thisteam become successful; help this team complete 28days and go home with a good foundation.”

Kathy says that the consolation to saying goodbye iswitnessing the tremendous impact a Guide Dog hason its new partner.

The following article appeared in the Spring 1999 issue of “Guide Dog News.”It focuses on what it is like to be a Guide Dog Instructor.

LLeeaaddeerrss ooff tthhee PPaacckk

— continued


“My first couple of times going toclass, there were quite a few tears— there are still tears,” she said.“Then I started to experience the funof class and the exhilaration of see-ing the bond between the dog andthe student build — that’s specialand that’s what I look forward to.That’s what has driven me and that’swhat has inspired me.

“Even though there’s a lot of emotioninvolved with the dogs and letting goand moving on to the next group,” shecontinued, “the reward — there’s noth-ing really to compare it to. You gotta’go on — you gotta’ know that you’regoing to fall in love with another littleblack Labrador Retriever who’s goingto be fun and hard to work with andsmart and challenging... and that’swhat keeps you going.”

Fellow Instructor Todd Jurek feels thesame way. “When I first started here,it used to be very difficult for me to letgo,” he said. “After a few years youget more professional and it doesn’tbother you as much. You definitelybond with some more than others.You always remember the dogs youhad to work the hardest with.”

Tears of loss, tears of pride — there’sa lot of emotion that goes along withbeing an instructor, as Emily’s expe-riences illustrate:

“After graduation, I spend my firsttwo days off just vegetating —watching videos and TV just tounwind,” she said. “But I also checkmy voice mail all the time. I want tohear from the graduates. I want toknow how their dogs are doing. Youget so attached to people when

they’re in class. My last class gaveme a poem and a picture —I know I’lllook at that in years to come andalways remember them. Class isjust the best!”

Despite the emotional roller coaster,Emily wouldn’t have it any other way.

“While I’m training a dog, I’m alwaysthinking, ‘Who do I see paired with adog like this?’ The best part of thejob for me is taking dogs to a certainlevel and then watching them justblossom when they’re paired with astudent,” she said. “I love it whenthey far surpass all my expecta-tions. Seeing the person put all theirtrust in the dog, and the dogrespond to them by taking responsi-bility, gives an instructor a hugesense of pride and accomplish-ment. There’s no other job like it.”

MMeennttaall EExxeerrttiioonn“This is not just a 9-to-5 job,”

Emily said. “You have to bededicated and flexible. Things canchange on a daily basis and you justhave to roll with it. We are continuallychanging and improving our training— there are new things to learnevery time I go into class. I find iteasier to be positive toward change— it really helps if you don’t get rigid.”

Class sometimes amounts to 80hours of work in as little as 6 days.“You live, eat, and breathe the dorm,”she continued. “Sometimes my onlycontact with what’s going on in theoutside world is what I hear from thestudents. It’s hard to leave your fami-ly to spend nights in the dorm, but itgives you a chance to get to knowthe students on a level aside from

training. Class can be hard some-times. It’s more mental exertion thanphysical for the instructors. “

She explains why: “For many of ourstudents, leaving friends, family andhome to spend a month in training isa daunting proposition.” If studentsare stressed, worried, or anxious,that has a direct impact on aninstructor’s mindset, and vice versa.“If I can be supportive, honest andup-front from the outset, I can helpthem. I’m not the kind of person tosmooth things over and make itseem as though everything is allright if it isn’t. I think it’s better to workthings out in a respectful way.”

Emily also believes that, in additionto a positive attitude, communica-tion and humor are two crucial ele-ments in alleviating some of themental strain that can take placeduring class training.

“I think it’s really important to getinput from students -—especiallyour retrain students,” she said.“Some of them have been usingGuide Dogs since before I was born!They have things to teach me! And Ilike helping my students to laugh —if they’re laughing, it means they feelcomfortable, and if they’re comfort-able, they’ll learn.”

TTeeaammwwoorrkk

Guide Dogs and their blind part-ners aren’t the only teams at

Guide Dogs. Todd and Kathy areboth team leaders in regards to theirworking relationships with otherTraining Department staff. They takeresponsibility for, lead, and organizetheir respective “teams” — groups

— continued

LLeeaaddeerrss ooff tthhee PPaacckkcontinued


of 4-6 people consisting of instructors, appren-tices and instructor assistants — as they pre-pare a string of starting with 25-50 dogs forclass. Team leaders, in turn, are guided by theknowledge and experience of class supervisorswho work with them from early dog training righton through to graduation. Supervisors ensureteams are communicating and that there’s conti-nuity in all phases of training.

“There isn’t one person here who does it bythemselves,” Kathy said. “We all have a group ofpeople who are our partners. There’s a lot ofwork to do when we’re training dogs and weneed each other.”

CCoommmmiittmmeenntt“Acareer as an instructor is truly a commit-

ment — it’s not just playing with dogs,” Jimexplained. “Yes, it’s wonderful, even incredible,but it’s hard to train a Guide Dog. Our standardsas a school are incredibly high. Dogs just don’tpop out of the womb knowing how to be guides.Instructors invest many years of their lives learn-ing to train them.”

Kathy agreed. “There are some days you feelthat your job is just a big struggle and other dayswhen you feel that it’s magical, but mostly it’s justhard work. If you’re able to come to work in themorning and get out there and dig in, it’s clear toeveryone who works with you,” she said.

“The instructors that I admire the most are theones who clearly love what they’re doing andwho show a lot of ingenuity and creativity in theway they work with students. They have fun inthe process. I appreciate their ability to be inspir-ing and motivational because it is hard.

“Passion, inspiration, dedication, and a spiritthat says, ‘This is what I’m going to do with mylife and I’m going to do the best I can at it,’ aretraits that make a good Guide Dog instructor. Ihope that people can get that kind of inspira-tion from me.”

• Cyndi studied psychologyand communication in col-lege with an emphasis onworking with physically andmentally challenged individu-als. She has competed inobedience and conformationwith her four Rottweilers whorange in age from 2 to 10years old.

• Dennis studied exotic animaltraining and management incollege, and worked at theOregon Humane Society.

• Christine’s 14 years of experi-ence as a professional horsetrainer (riding lessons, show-ing, breeding) were goodpreparation for her currentcareer. “I spent a lot of timeteaching people how tocommunicate with and con-trol animals with which theyhad no familiarity,” she said.

• Stacy remembers watchingGuide Dog training on thestreets of San Rafael whenshe was a young girl. In 1993,she began working in our SanRafael Kennel Departmentand decided to pursue acareer as a Guide Doginstructor. She has two petcareer changed GermanShepherds, “Rolo” and“Gage,” and is currently rais-ing her fourth Guide Dogpuppy, a German Shepherdnamed “Kyleah.”

• Pam studied animal behaviorand psychology in collegeand did an internship atMystic Marine LifeOceanarium, where sheworked with Beluga whales,dolphins, sea lions, seals,and penguins. She was amarine mammal trainer inMississippi and has experi-enced working in kennelsand zoos.

• Trisch’s love of animalsbegan in childhood when shestarted riding, showing andtraining horses. She studiedanimal science in collegeand managed an ArabianHorse farm upon graduation.Trisch trains and trials herdogs in obedience, herdingand agility as well as breedring competitions in the USand Canada. She trained anabused pup she’d rescuedfrom an animal shelter toearn a CD title, in addition tothe CD titles she’s earnedwith her Bouviers and aSiberian Husky. One of herBouviers was ranked thenumber two herding Bouvierin the country last year.

• Sioux has worked withelephants at the OregonZoo. She trains all of her petdogs in agility. She hasraised nine puppies forGuide Dogs and is activewith the Washington County,Ore., puppy raising club.

WWhhaatt bbaacckkggrroouunndd ddooeess ssoommeeoonnee nneeeedd iinn oorrddeerrttoo ccoonnssiiddeerr aa ccaarreeeerr iinn gguuiiddee ddoogg ttrraaiinniinngg??

I f a person has had professional experience workingwith animals or people, they will better their chances of

being accepted into the apprenticeship program tobecome a Guide Dog Instructor. Here are examples ofInstructors’ backgrounds:

LLeeaaddeerrss ooff tthhee PPaacckkcontinued


“I can do just about anything a sighted person can do; I just do it differently!” Thisstatement is echoed by many who are blind or visually impaired and highlights the creativity, innovation, determi-nation and independent attitudewith which they address dailyliving. For some who aresighted, it is hard to imaginehow various tasks areaccomplished.Parents may wonder,for example, howsomeone who is blindcopes with raising asighted child.

Deborah Kendrick hasbeen blind since earlychildhood. A formerteacher of visuallyimpaired children andadults, she is the author of“Jobs to Be Proud Of:Profiles of Workers who areBlind or Visually Impaired.” She is a columnistfor the Cincinnati Enquirer, and has writtenarticles for Woman’s Day, Parenting andother publications as a freelance writer. Sheresides in Cincinnati, Ohio, with her threechildren and Black Labrador Retriever guide“Clarice.” She related her experiences inraising her children in an article she wrotefor Dialogue, a general—interest magazinefor people who are blind. The followingincludes excerpts from that article.

TThhee ssyysstteemm

Y ou may have heard the adage, “A place for every-thing, and everything in its place!” Aside from

being a time and energy saver, this statement is a ruleto live by for people who are blind. Deborah writes, “In

the changing table, sleepers live in one drawer, out-fits in another, undershirts and socks in a third.

Those quick-to-vanish little baby socksare safety-pinned in pairs on theirway to the laundry basket and backagain. Each outfit is folded as a unit(pants folded around shirt) to assure

that baby is color-coordinated.”

The same organization con-tinues in the kitchen. “Babyspoon, feeding dish, bibs, train-ing cup and Cheerios all have

very definite locations whennot in use. While this samesystem is beneficial to anyparent, it is particularly wisefor a blind parent who can’ttake in the entire kitchen at a

glance when baby is screamingfor her apple juice!” she explains.

Toys, books, clothes and suppliesare placed back in their assigned spaces everymorning and again at day’s end. “Children respondwell to structure,” Deborah continues, “and by orga-nizing toys for your own convenience, you are alsocreating the structured environment your child needs.”

FFeeeeddiinngg bbaabbyy

Deborah found that breast feeding her childrenwas easy compared to fussing with bottles and

formulas. When bottles are used however,she hasfound placing a finger alongside the nipple helpsdirect it to the baby’s mouth. “Spoon-feeding is anotheradventure altogether,” she relates. “Pediatricians will

— continued

The following article appeared in the Summer 1997 issue of “Guide Dog News.”It focuses on what it is like to be a blind or visually impaired parent.

LLeeaarrnniinngg AAbboouutt BBlliinnddnneessss:: PPaarreennttiinngg


recommend that this procedurebegin anywhere from three to sixmonths. As a blind parent, it wasmuch easier for me to wait until mybabies could sit independently(about six months) before intro-ducing this initially sticky business.When the baby can sit upright inthe high chair, you are left with bothhands free, which makes the taskmuch simpler.

“With two of my children, I stoodbehind the high chair placing myleft hand under the baby’s chin andfeeding with the right. At the time,this seemed the neatest, most log-ical way to do it (wielding thespoon in the same direction as tofeed myself), but I now do it differ-ently. I pull a chair up to face thebaby, gently touch her chin withone hand (for aim) and feed withthe other. I also keep a wash clothor napkin close at hand to keepour hands clean.”

SSaaffeettyy

“Many blind parents are, infact, far more conscien-

tious in this area than their sightedpeers,” Deborah explains. “Whenyou can’t look from one room tothe next to determine in an instantwhat baby is doing, necessity dic-tates that caution take a high prior-ity. During their infancy, I neverturned from any of my children foreven a second while they lay on a

changing table or were propped ina corner of the sofa. Because ‘see-ing’ translates as ‘hands on’ for me,my hand was constantly on thebaby when the child was notsecured by a crib, playpen, orsafety belt.”

She continues, “As baby becomesmobile, other tactics come intoplay. Again, organization andcleanliness are keys to success.Beyond the obvious measurestaken by all parents (coveringelectrical outlets, putting child-proof latches on doors and draw-ers containing dangers, and plac-ing all hazardous substancescompletely out of reach), a blindparent needs to know the com-plete contents of areas wherebaby plays. Vacuuming daily,straightening the play area repeat-edly and, yes, sometimes crawlingaround on hands and knees to seethe room from baby’s perspectiveare all important steps to prevent-ing disasters.

“A physically defined spacemakes life easier, too. Rather thanallowing my daughter to roamfreely throughout four intercon-necting rooms on our first floor, Iestablish temporary boundariesfor varying periods of time. WhenI’m in the kitchen, I close thedoors to keep her in the sameroom with me.

A six-piece collapsible ‘play yard’allows me to set up temporaryboundaries at a moment’s notice— to block baby’s admission to thestairway, a particular room, or evento divide the living room in half forawhile. For the most part, justknowing your own baby enablesyou to recognize her movementsby listening, but limiting her roam-ing territory can make the job easi-er and safer.”

TTeeaacchhiinngg

“W ith simple picture books, Istamp words in Braille on

clear dymo tape and affix it to thepage,” Deborah explains. “By hav-ing someone who can see placemy Braille label for ‘bear’ directlyon some portion of that picture, Ican teach my baby the names ofobjects beyond those threedimensional ones I can ‘see’ formyself.”

While some adaptive parentingtechniques may differ from thosethat Deborah found useful, theiruse has enabled thousands ofblind parents successfully raisechildren who are sighted. AsDeborah concludes, “The essen-tial elements of baby care, after all— bathing and diapering and cud-dling and rocking and singing andrejoicing in this precious little being— have nothing at all to do witheyesight.”

LLeeaarrnniinngg AAbboouutt BBlliinnddnneessss:: PPaarreennttiinnggcontinued


The following article appeared in the Summer 1998 issue of “Guide Dog News.”It focuses on some of the fundamentals of dog training.

FFrroomm tthhee PPrrooss:: WWhhoo’’ss IInn CChhaarrggee??

BByy AAnnnnee WWoorrkkmmaannGuide Dogs for the Blind Breeding Stock Coordinator

J ust like their wolf ancestors, dogs are pack ani-mals. They depend on members of their packs for

survival. Their instinctive pack behaviors are neces-sary to successfully hunt, defend valuable resources,and produce offspring to ensure the pack’s longevity.Every pack has a pecking order or hierarchy, andeach dog has a very clear idea of its position in thepack’s hierarchical ladder.

When problems occur with training and behavior inthe home, it often helps to do some repair work at avery basic level and look at the problem from the dog’sperspective. The most basic place to start is to examine how your dog views his rank in your family“pack.” Dogs that view themselves with a higher rankstatus than their family members will feel entitled totake the privileges of pack leaders. If your pack doesn’thave a clear, consistent leader, your dog may think hemust take over in order for his pack to survive!

Below are the basic privileges that a pack leadercontrols. If pack leadership has become your dog’sresponsibility instead of yours, you can begin to changeyour dog’s behaviors by applying the following problemmodifications:

FFoooodd —— The pack leader gets to eat first andlower members must wait until he’s finished. Hecan also demand food from other pack members. MMooddiiffiiccaattiioonn:: Make it a point to feed your dogafter you have eaten, not on his demand. Get himto offer you a behavior, like sitting, before givinghim his food dish.

SSlleeeeppiinngg AArrrraannggeemmeennttss —— The pack leader getsto sleep in the highest, driest, most comfortablespot. He also has the right to move other mem-

bers from their sleeping spots whenever hefeels like it.MMooddiiffiiccaattiioonn:: Don’t let your dog on your bed or fur-niture. Occasionally move his bed and even sit in it!

TTeerrrriittoorryy —— The pack leader gets to be the first toexplore new territory. He also has the right to patrolhis territory and prevent intruders from entering. MMooddiiffiiccaattiioonn:: Have your dog wait at doorwayswhile you go through first. If he is in your way, havehim move, don’t step around him. You can evendeny him access to parts of your house.

PPoosssseessssiioonnss —— The pack leader gets to decidewhat he plays with and can take toys away fromother pack members. MMooddiiffiiccaattiioonn:: Keep most of his toys in an out-of-reach spot. Don’t give him free access to all ofhis toys at once.

GGrroooommiinngg aanndd AAtttteennttiioonn —— The pack leader caninitiate and end attention and grooming sessions. MMooddiiffiiccaattiioonn:: Groom and pet your dog on yourterms, not his. Occasionally ignore him when hedemands attention.

PPllaayyiinngg aanndd GGaammeess —— The pack leader alwayswins at strength games (like tug-of-war).MMooddiiffiiccaattiioonn:: Initiate play as often or more thanyour dog does. Make sure you can win at gameslike tug-of-war. Playing fetch and retrieval gamesgets your dog working cooperatively with you,not using his strength against you.

Being a pack leader does not mean you have to bebig and aggressive. Nor does it mean that there hasto be a battle of wills, after which you are the victor. Apack leader is clear, consistent and level-headed. Leadership is a state of mind. It is the basis for mutualrespect and provides the building blocks for commu-nication between you and your dog.


The following article appeared in the Spring 1996 issue of “Guide Dog News.”It is the personal story of a Guide Dogs for the Blind graduate and his guide.

FFaaccee ttoo FFaaccee:: MMoorrggaann WWaattkkiinnss aanndd ““FFaannttoomm””

A t the young age of 11,G. Morgan Watkins was

told that he would eventual-ly go blind. The statementhad a profound effect onhis approach to life. Fromthat moment he decidedthat his personal goalwould be to always stayone step ahead of his dis-ease, preparing for thechanges in his life beforethey happened.

Retinitis pigmentosashowed itself first in theform of night blindness buthad little effect on his dayvision through most of hisyouth. He learned to read,drive, and carry on a normallife along with his peers. Butat the age of 23, he realizedit was time to hang up hiscar keys.

He began using a cane atnight when he was 17, andfull—time by the age of 26.By the time he was 30, hehad lost the ability to readprint altogether. Over thelast 10 years, the remainingvision has been blurred byadvancing cataracts andthe natural degenerationfrom his retinal disease.

Morgan claims the greatestfactor in obtaining a GuideDog was noise. “After 15

years of the constant tap-tap-tapping, I had had enough.”

Morgan is an adept caneuser and travels a fairamount; however, he justdidn’t care for some of thelimitations that come witha cane. Even though thecane was extremely inex-pensive and required nextto no care, “I was tired ofhitting every pole that wasever erected on a street,”he said.

“ Each trash can greetedme with a loud bang. Thethought of a dog, one thatcould steer me aroundobstacles, was veryappealing. And I was tired of conversations start-ing with people telling meabout their blind relatives.There is more to me thanblindness.”

Getting a Guide Dog wasmore of a business deci-sion than anything. “I reallydidn’t think of a dog as apotential friend or compan-ion. I knew that I could like adog. I’d had a pet dog 30years ago, but I was most interested in the dog as atool for travel.”

— continued

Morgan Watkins created the University of Texas MicrocomputerTechnologies Department, and developed a research team of morethan 80 employees. In 1994, he designedand now manages the 2.2 million dollarStudent Microcomputer Facility(SMURF) which contains over 200machines, an electronic teaching classroom, and full access for the blindand physically handicapped. SMURFtakes up the entire second floor of UT’slibrary. He conceptualized a laboratorymanagement system that is currentlyunder consideration for licensing with amajor computer company.

He co-authored “The Educator’s Guide to HyperCard and HyperTalk,” a popular graduate school textbooknow in its second edition and fifth printing. He writes humorous insightsabout the computer industry forMacWeek magazine as a regularguest columnist, and received the City of Austin Disabled Employee ofthe Year award in October 1995.

Morgan lives with his wife Dee Dee and8-year-old son Richard in Austin, Texas.Upon meeting him, one is impressed bythe gentle humor that peppers everyconversation. He seems at home withhimself, clear about his life and his goals,and thoroughly in love with his GuideDog, “Fantom.”


He relates, “We were walking in the San Franciscobusiness district during training when I realized I hadundergone an amazing metamorphosis. I was walkingcompletely differently than I had been for the lastdecade and a half. I suddenly rediscovered how comfortable I could be while traveling.

“I’ve listened to the various materials and videos aboutGuide Dogs and often hear about how these wonderfulcreatures become companions. It is true, more than Icould have believed, but it is almost selling the whole relationship short to leave it at that. As odd as it maysound, I look at ‘Fantom’ as an extension of myself.When we are working, we become one. He sees andleads, I direct and praise. It feels really good.

“People frequently ask if ‘Fantom’ is in training,assuming that I can see what we are doing. What anincredible compliment for me, ‘Fantom’ and GuideDogs. ‘Fantom’ and I are so good at our job that peo-ple no longer see me as a handicapped person. I amnot ashamed of my blindness, but it really doesn’thelp me if people focus on it. How you appear to yourprofessional peers should not be tied to gender, raceor disability. Know me for my work. Even when theydiscover that I am a blind handler, the focus remainson the ease with which we move. This is good for meas a person and as a professional.”

FFaaccee ttoo FFaaccee:: MMoorrggaann WWaattkkiinnss aanndd ““FFaannttoomm””continued

“Being blind doespresent challengesthat sighted folksnever encounter. Butthat doesn’t matterin the real world. Youeither compete onequivalent ground oryou don’t get to playthe game.

“Blindness cannot beignored — the rest ofthe world depends onvision. Compensatingfor lost abilities andmaking it look easyis of paramountimportance. A well-trained Guide Dogfills part of this bill. “

— Morgan Watkins


The following article appeared in the Fall 1996 issue of “Guide Dog News.”It is the personal story of a Guide Dogs for the Blind graduate and his guide.

FFaaccee ttoo FFaaccee:: DDoouugg EEddwwaarrddss aanndd ““DDeellll””

E rland (Doug) Edwards was born in Harlem at theheight of its Renaissance to a father who was an

ex-professional boxer and a mother who made cer-tain he was exposed to the best in African-Americanculture. The city was alive with entertain-ment, and segregation only made itmore possible for him to come intocontact with those African-Americans who were shapingthe art scene.

The Big Band sounds ofCount Basie and DukeEllington spilled out into thestreets from nightclub door-ways where he and hisfriends would stand listening.But it would be many yearsbefore Doug would realize theimpact these experienceswould have on the rest of his life.

In 1947, the 17-year-old drummerjoined the Army and was sent to Korea,Japan, and eventually Europe. Six years later,leaving his boots and his drumsticks behind, Dougaccepted a job with a Dutch airline company allowinghim to travel throughout Europe and the Caribbean.

In 1963, he settled in California, married and had ason. Throughout the years he accepted a variety ofjobs including work as a movie projectionist andonce helping to rehabilitate former prison inmates.But it was a volunteer job that spoke to the musicianin his soul and opened the door to his current careeras “Jazzmaster.”

“I’ve always enjoyed music,” Doug relates. “I taughtmyself to read scores and play the flute and vibes,but I was not a professional musician. I consideredmyself a passive jazz fan.

In 1978, I joined a jazz society and volunteered forKPOO radio in San Francisco. I had a program calledThe Audible Art Gallery and began featuring themusic of area artists. Realizing there was so much tal-

ent out there that was never heard becauseradio stations focused all their attention

on a few big stars, I became a ‘jazzactivist,’ devoted to providing resi-

dent artists such a venue.”

Oftentimes he would broadcastlive from local clubs or wouldrecord events for later broad-cast. He soon became well-known for his commitment tothe music community.

In 1980, KPFA radio in Berkeleyasked him to come on board.

This was an important step, as itincreased his reach beyond the

immediate Bay Area to include mostof Northern California. The Jazz Party

was born — live studio jam sessions withmusicians who were just coming off their gigs at 2

a.m. and were still eager to play.

Doug’s current program, Ear Thyme — Home GrownAural Herbs, airs every Saturday at 11 p.m. He is a fre-quent master of ceremonies for jazz festivalsthroughout Northern California, and reviews nightclubperformances of major national and internationalmusicians, including Wynton and Branford Marsallis,Max Roach and others. He is also the marketingdirector for Jazz Now magazine in Oakland.

“I love my show because I enjoy being around musi-cians who have a passion for what they do,” Dougsaid. “That’s also what I enjoyed about Guide Dogs —everyone from staff to students was so enthusiastic.We were all energized by the program.”

“I am the kind ofperson who strives for

perfection in everything I do.‘Dell’ is the perfect dog for me.

He’s very conscientious abouthis work. And in addition to theguidework he learned at the SanRafael school, I’ve taught him to findthe local mailbox, my bus stop, theelevator and countless other

things through repetition. He’san intelligent dog.”

— Doug Edwards

— continued


Life began to change for Doug in1989 when he was diagnosed withglaucoma. As his sight deterioratedhe learned to use a cane and cameto Guide Dogs for training in 1994.With “Dell,” his German Shepherd,he found it much easier to travel towork at night using public transit.

This past November, “Dell” passedthe ultimate test. A fire broke out inDoug’s apartment. Past screamingneighbors and shouting firefighters,through smoke, heat and commo-tion, “Dell” helped lead Doug downthree flights of stairs to safety. “He was cool and calm and totallyfocused the whole time,” Doug

said. “I now call him ‘Lord Dell’ asin: Oh lord, ‘Dell,’ get me out of this!”

The fire destroyed more than the usual personal belongings. Itconsumed irreplaceable record-ings of performances by localmusicians, and his lifetime collec-tion of albums and compact disks.The jazz community responded tothe news by throwing a benefitconcert in his honor.

Doug was overwhelmed by thesupport he received from musi-cians, friends and Guide Dog staff.In September, the PeninsulaHumane Society will pay tribute to

“Dell” by honoring him with a CanineHero Certificate in a ceremonyaboard a San Francisco ferryboat.

Doug credits the community sup-port for helping him get throughthis stressful time. “Lord Dell” and“The Doug of Edwards” will contin-ue to be one of the Bay Area’sfavorite duos for times to come.

FFaaccee ttoo FFaaccee:: DDoouugg EEddwwaarrddss aanndd ““DDeellll””continued


The following article appeared in the Summer 1997 issue of “Guide Dog News.”It is the personal story of a Guide Dogs for the Blind graduate and her guide.

FFaaccee ttoo FFaaccee:: CCaarraa DDuunnnnee aanndd ““HHaayylleeyy””

“Time is wasted if we don’t do anything with it”— Cara Dunne

T his story is about teamwork.We talk about teamwork a

lot at Guide Dogs for the Blind.It’s not sufficient to train a dog tobe a guide and expect it to worklike a mobility machine with justanybody. Both members of theteam have to combine their skills— the dog leading and the persondirecting — in order for them tobe successful.

Cara Dunne of Los Angeles andher guide “Hayley” have beenteammates for two and a halfyears. The black Lab has helpedher navigate around the UCLAcampus where she received hergraduate degree in law this spring(earlier, she graduated magna cum laude from Harvard).

But Cara’s story doesn’t end there.The word “teamwork” is her modusoperandi. Not only does she use aguide for walking, but also for skiing, cycling and winning medalsin competitions — no, not a dog,but a human guide. She has been amember of the U. S. Disabled SkiTeam for six years and has wonten world championships in guideddownhill skiing.

She relied on a sighted guide ski-ing nearby to give her the informa-tion she needed to traverse theslopes in Innsbruck, Austria, buther skill in skiing is what won herthe silver medals.

Cara is an accomplished cyclistas well. At speeds in excess of 30miles per hour, she and teammateScott Evans battled other tandemcyclists to win silver and bronzemedals at the Paralympic Gamesat Stone Mountain Velodrome inAtlanta, Ga., last fall.

The sighted pilots of the tandemsare strong cyclists, but cannot beOlympic racers. The U.S. para-lympic cycling team includes 25blind cyclists who compete withathletes from France, Italy,Australia and other countries.

Her stunning achievements are asimpressive as the hardships she haspulled herself through. As a 10-month-old infant, one of her eyes hadto be removed due to cancer. Whenshe was 3, it became necessary toremove the remaining eye, but herdoctor was hesitant for fear the dis-figurement in one so young would

keep her from leading a good life. At22, the cancer reappeared, and thathas been the real challenge.

Cara has proven that attitude iseverything. Perhaps because ofher illnesses, she lives life to thefullest, believing “time is wasted if we don’t do anything with it.”

“She has an incredible ability towork with what she has rather thandwell on what she has lost,” saidher father, Mike Dunne, who,together with her mother Mary areCara’s biggest fans.

As Cara and Scott’s agent, Mike iscurrently soliciting sponsors forthem to compete in the summerParalympic Games in Sydney,Australia in the year 2000. Caraand her family have been the sub-ject of countless media interviews,in Sports Illustrated and other mag-azines, and on local and nationaltelevision shows. They wererecently interviewed for a 20/20segment on the ABC network.

Her story is compelling and shehopes it will motivate others to follow their dreams.


The following article appeared in the Summer 1997 issue of “Guide Dog News.”It is the personal story of a Guide Dogs for the Blind graduate and her guide.

FFaaccee ttoo FFaaccee:: JJooaann PPaattcchhee aanndd ““JJeemmmmyy””

Joan Patche gives “Jemmy” ahug as the Golden wiggles and

wags and gives her a lick in return.It’s obvious they’ve already bond-ed even though they’ve onlyknown each other for three weeks.

“She’s great!” Joan exclaimed. “I’vealways had great dogs!” A GuideDog user for 24 years, she smiles asshe relates that this one will be herfifth. “I can appreciate the cane as auseful tool, but frankly, I was neverquite comfortable with it. When Itried my first dog, I was like a kidwho’d just been given the biggestice cream sundae in the world. It’sstill exciting to me. That freedom —it’s just a neat way to travel.”

Joan was born prematurely andreceived too much oxygen whichpermanently damaged her sight.She has prosthetic eyes now andoften wears glasses painted withbright yellow smiley faces. Thesmiles are mirrored on the faces ofall she passes.

Joan’s family is interesting in thattwo of her three children and alsoher husband are visually impaired.Her husband, Paul, has aniridiawhich simply means he was bornwith no irises. His eyes are always

dilated and he is sensitive to light.He knows he would be safer usinga cane, but has not had any formalmobility training as yet.

The couple knew of Paul’s diseasebut were unaware that it is heredi-tary. Their first son, Christopher, 12,was born with normal vision, buttheir second, Paul, 11, inherited notonly his father’s name but his eyedisease as well. Robin, 7, also hasthe condition.

Although all three have the sameeye disease, it effects them at different levels. They each experi-ence a loss of focus in certainareas of their visual fields and itcan vary from moment to moment.They are at high risk of developingglaucoma or cataracts.

Robin is “mainstreamed” in regularpublic school classes. She canread large print, but must put herface very close to the page whenshe writes. She’s very outgoingand when her classmates ques-tion or taunt her, she has no troublein coming up with responses: “Yes,my eyes wiggle, but it means I cansee faster,” or, “I’m sorry I bumpedinto you, but it’s not because I’mstupid; I just don’t see well.”

Young Paul, on the other hand, ismore sensitive to teasing and it affected him emotionally as wellas academically.

“We finally switched him to theCalifornia School for the Blind,”Joan said. “It’s hard to send yourchild off to a boarding school, but itwas the right decision in this case.He also has dyslexia, so his prob-lems are more complex. We’rethrilled that he has Sister AnnGelles as his teacher!” (Sister Ann is a Guide Dog graduate andmember of the Board of Directors.) Although he has some useful travelvision, he is learning Braille and how to use a cane.

Joan remembers back to her ownchildhood. One of seven children,her parents did not have the timeto learn Braille, although shebelieves it is an important way forparents to communicate with theirchildren who are blind.

“Mine used magnetic letters on the refrigerator to leave me mes-sages,” she said, “and as a result, Ilearned how to leave them printedmessages because I knew whatthe letters were supposed to looklike. Although I was totally blind,they taught me to ride a bike andtook me tobogganing and on sum-mer vacations. They encouragedme to take reasonable risks and to challenge myself. I think that’sreally important for any child.”

“I think it’s important for parents to nurture a positive attitude,a sense of independence, an involvement in what’s going onin the world, and above all else, a love for life.”

— Joan Patche


Lauren Brennan is blind, but notincapable. Like every other 8th

grader at Hall Middle School, shegoes from class to class everydayand participates in the same activi-ties as the other students.

Brennan was born blind, soher disability is itself not an obsta-cle but a condition.The obstacle istrying to function in a visually ori-ented world, or more specificallytrying to learn in an educationalsystem that relies heavily on visualteaching techniques.Two tools armher against this adversity: technolo-gy, and the compassion of herteachers and peers.

By participating in the main-stream program, Brennan provesthat blindness is more of a timeconsuming problem than it is a lim-iting disability. With the aid of atalking software called Jaws, whichannounces the words as she typesthem, she is able to do her assign-ments on a regular computer.When she is done with an assign-ment, she prints it out and thenputs it into a Braille typewriter toput a heading on it by which shecan later identify it.

With Jaws she can also surf theInternet. Instead of using themouse to make selections, though,she has to make every commandwith keystrokes. She also has aBraille printer that she can hookup to the computer. Her teacherstake assignments and scan theminto the computer and then printthem out in Braille so that she canread them. In addition to the regu-lar classes in the curriculum,Brennan takes a few special educa-tion classes like orientation andmobility and spends a lot of extra

time learning how to use her spe-cial software.

Next year Brennan will go onto Redwood High School andaccording to Pat Morgan, who isone of Brennan’s teachers, adminis-trators from Hall and Redwood arecurrently working together toinsure that the transition issmooth. Morgan said there aremany considerations that must bemade for her, like adequate spacefor her computer equipment andmaterials. For example, a single reg-ular textbook might expand into25 or 30 volumes when translatedinto Braille, Morgan said.

Brennan said she loves to readand write and that language arts isher favorite subject. Her otherinterests include singing and play-ing the piano. Currently she singsin a children’s chorus and is learn-ing to play Beethoven’s“Moonlight” piano sonata. Brennansaid she wants to be a writer and asinger when she grows up.

Last year she moved to CorteMadera from Massachusetts.As aneighth-grader at Hall she found shewas required to take social studies,

which she said she was not tooexcited about. Brennan said shenow finds social studies very inter-esting, largely due to Susan Boley,who teaches the class.

Boley said that before shecame to the school the teachersand students underwent trainingto learn how to accommodate avisually impaired student.

Boley said that having Brennanin the class has been “very interest-ing and exciting” and has helpedher to realize how intensely visualis her teaching method.

Among other things, the stu-dents learned to sign on and offwhen they are working with herin a group so that she knows whois around her. Boley said the otherstudents are very open and inclu-sive and that they have since takenthe initiative in making Brennanfeel comfortable.

Brennan cited Boley as herfavorite teacher at Hall.“If you getMs. Boley you’re in good hands,” shesaid.

“She believes in me and sinceI’ve moved here my self-confidencehas greatly increased.”

Boley reciprocates the affec-tion.“I help her do whatever shewants to do,” Boley said.“And I haveabsolutely no doubt that she isgoing to continue to do whatevershe wants to do in life.

“If she wants to be a corporateexecutive for some Fortune 500company, she will.”

For the mean time, Brennansaid her main goal is to becomecompletely independent of specialeducation when she goes toRedwood next year.After that, thesky’s the limit.

Blind student triumphs over adversity, discovers shades of life

Lauren sings in achildren’s chorus and

is learning to playBeethoven’s

“Moonlight” pianosonata. She wants to

be a writer and asinger when she

grows up.

FFeeaattuurreedd iinn ““TThhee TTwwiinn CCiittiieess TTiimmeess,,”” AApprriill 1144,, 11999999.. WWrriitttteenn bbyy GGaabbee PPaaggee..


By NICOLE SPEDICK

If you want to talk about famous people and theattention they receive from the public, Marie is right

up there among the best of them.Everywhere she goes people say she’s beautiful,

everyone always wants to pet her, the subject of ourconversations never strays from her, and the strangerscome up out of nowhere and inquire as to the gor-geous dog in aisle seven.

Dog? That’s right; four-footed, tall-wagging, and yel-low Marie is no ordinary dog, though (no, she’s not aLassie-in-training) — she’s a guide dog puppy.

A few of you out there may be wondering, what isa guide dog puppy? A guide dog Is a trained dog thatis paired up with a person who is partially or entirelyblind.This dog is then in charge of being that person'seyes, leading them everywhere they go, and mostImportantly, being their friend.

Marie belongs to a nonprofit organization in SanRafael, Calif., that is devoted solely to providing guidedogs for people with visual Impairments.This organi-zation, Guide Dogs for the Blind Inc., also has a newschool in Boring, Ore.

When a blind person gets a dog, they are gettingmore than just any dog.They are getting many manyhours of hard work, they are getting love that is moreloyal than anything else on earth, and they are gettinga partnership that Is worth about $35,000.Amazinglynone of this money comes from the government.Guide Dogs for the Blind gets all their financial sup-port from private donations.

Guide Dogs for the Blind was Incorporated in1942 and since then they have been using only thefinest purebred dogs. Now they use four breeds forthe guide work: yellow and black Labradors, goldenretrievers, and German shepherds.Another breedthey have been experimenting with is the goldenretriever-lab mix.

When we, as puppy raisers, get our puppies they are cute little fuzz balls that are about eightweeks old. From then until the puppies are about 16 months old, we have them to love and to raise.We teach them six basic commands (sit, down, staylet’s go, wait, stand), and we socialize them every-

where (or nearly everywhere) we go.When theblind person gets their dog, we want the dog to befamiliar with every situation that it has to be in.When you see Marie about town, that’s exactly whatwe’re doing.

After our time to be with her is up, she will goback to Guide Dogs for the Blind training school inBoring.We will drop her off at the school, knowingthat our life with her is over.The next four monthswhile she is at the school will be spent in intensetraining, making her a Guide Dog.

The dogs go through seven phases while theyare at college; the first three phases are introducingnew guidework commands. Physical evaluations willalso be made during the first few weeks. Phases fourand five deal with more challenging environments,and escalator training.The last two phases, six andseven, are done In very challenging situations, andblindfold testing.After all this work, when theyreach phase seven, they are finally ready to get apartner and change someone’s life.

Once the dog has completed phase seven, thedog Is ready to begin training with their partner.Knowing how to be a guide and being someone’seyes are different things. Not only does the dog needto know how to guide someone, it needs to knowhow to work with that person, to adapt to theirhabits and styles.The dogs and their partners traintogether for one month, and after this time is upthey should be ready to graduate.

— continued

Raising a Guide Dog pup:What a joy!

Editor's note: Nicole Spedick is a 13-year-old student at Hood River Middle School whoraises guide dog puppies. Moreinformation about Guide Dogpuppy raising may be obtainedby calling 800-295-4050.


FFeeaattuurreedd iinn ““HHoooodd RRiivveerr NNeewwss,,”” NNoovveemmbbeerr 55,, 11999977..

Raising a Guide Dog pupcontinued

Marie was the perfect dog forus. She is friendly sweet, smart, obe-dient, calm and an irresistibly cutedog. Her only problem is maybe sheis too perfect.

Often I took her to my schooland she would be so quiet and calmthat frequently the entire class peri-od would go by before some of thestudents would realize that she hadeven been there.

One time we were in churchand she licked the leg of the per-son in front of us.The personfroze as stiff as a board, and likean owl, swiveled her head aroundand looked at me, eyes narrow asslits.What I would give to know

what she was thinking!Through all of our time with

Marie, we always tried to keep a clear mind on who she is, whoshe belongs to, and the life she’sgoing to change. Then, when thetime comes to give her up it is not as difficult.

One of the things that makes it easier to give up the dog after being with it for a yearis knowing that you will get to see it graduate with its partner.Before the graduation you get tomeet the person,and it reallymakes you feel good knowing that this person can now ‘see.’

During the ceremony the raisers get to present their dogs to the blind person and we arehanded the microphone to give

a bit of a speech.We are humans, too, and

crying is not a stranger to theseceremonies.When I get up on the stage, it is hard for me to cry because I feel so proud of“my” puppy and because I am so excited for the future of the team.

If you think that I will not miss Marie, you are very wrong.There will be nights where I willreach over to her bed beside mineand feel the emptiness of it. I willmourn the loss, but yet a strongerfeeling surpasses that of sadness,my feelings of joy and of love forMarie and her partner.

So, yes, it is hard to give themup, but it is the most wonderfulexperience in the entire world.


By AERIAL GILBERTas told to Dianne Hales

Just like most people, Ihad always taken my

vision for granted. I reliedon my eyes constantly:Asa pediatric nurse I wasalways reading vital signsand looking at kids in thehospital to assess howsick they were. I madejewelry, working on intri-cate designs in fine met-als. Because my husbandwas interested in flying, Igot my pilot’s license.AndI loved reading, and look-ing at works of art.

Then, without warn-ing, I lost my sight. InMarch 1988, when I was34 years old, I camehome from working thenight shift at a hospital inMarin County, north ofSan Francisco, and myeyes felt irritated. I put insome over-the-countereye-drops I’d bought at astore.As soon as-I felt thepain, I knew somethingwas terribly wrong; Ifound out later that thedrops had been adulterat-ed with lye. I was thatone-in-ten-million personwho becomes a randomvictim of tampering.

For four months I shut down. I wasdepressed and scared.

I didn’t feel like getting out of bed. I’d spend daysjust listening to music.Then one morning Iwoke up and thought,“This is going to be onelong, boring life. If I don’tlearn how to functionindependently, I might aswell be dead.”

My family and friendsfelt really bad for me, andfelt obligated to makethem feel better. It washardest for my mother —all she wanted was totake care of me, althoughshe understood that I hadto figure out how to dothings for myself.

It was hard on myhusband too. He wantedthings to stay the same,and they couldn’t.Wesplit up about four yearsafter my accident. I’m not resentful; it just happened, and we’re still friends.

Learning to live again

What I wanted mostwas to get my

independence back--but Ihad become a toddler ina 34-year-old body. I hadto learn everything--howto feed myself, how todress myself, how towalk without bumping

into things--all overagain. People ask mehow l did it, and I say,“The same way you eatan elephant: one bite at atime.”

The first skill I hadto learn — and the hard-est — was walking witha cane. I felt like an alienon the planet. I can’t tellyou how many times Iwas hit in the face by alow tree branch ortripped by a tiny hole inthe pavement. I learnedto wear a hat with abrim so I’d have ananosecond of warningbefore walking intosomething.At the end ofeach day I was exhaust-ed from the effort ofwhat I had to do to getthrough it.

In the fall of 1988,I began a six-month residential program at the Orientation Centerfor the Blind in Albany,east of San Francisco.Atfirst the cafeteria seemedmiles away, because ittook me so long to make my way there with a cane.

In time I learned tohear the differencebetween the sound ofmy cane bouncing off awall or echoing into anopen doorway. I was

constantly interpretingevery shred of informationI could get from my othersenses.And by the end ofthe program I was able totake a bus or subway fromthe center to a nearbytown and back. It wasn’teasy or stress-free, but Icould do it.

Traveling by myselfwas a major step, but Ialso had to acquire theskills I needed to live onmy own.

In cooking classes Ilearned to listen for thesound of water boilingand to keep my fingersout of the way when Iused a knife. I’m probablysafer in the kitchen orwith an iron than a sight-ed person because I’mconcentrating 100 percentevery moment.

You have to whenyou’re blind. If you day-dream, you get instantreminders — usuallypainful — to pay atten-tion.You also have to bevery organized. Everythingfrom lipstick to spices hasto be labeled in Braille andalways has to go back inthe same place. My clothesand shoes have Braillelabels so I can be sure thatwhat I’m wearing matches.

— continued

What blindness helped her seeShe was a nurse, a pilot, an artist — but when

she lost her sight she learned she could be even more.How one woman turned a cruel trick of fate into triumph.


FFeeaattuurreedd iinn ““MMccCCaallll’’ss,,”” DDeecceemmbbeerr,, 11999944..

What blindness helped her seecontinued

Love at first bark

After I graduated I knew that the key to being trulyindependent would be getting a guide dog.

Meeting Webster, my first dog, in June 1989 at GuideDogs for the Blind in San Rafael, Calif.., was the mostexciting day of my life.We had an instant bond. By thetime we left the center, we were a team.

After four years Webster developed degenerativedisk disease and went to live with the family who’draised him as a puppy. I never thought I could loveanother dog as much as I loved Webster, but my sec-ond dog, P.J., is extraordinary. Our first morning togeth-er, I woke up with his head draped across my neck,and I knew we belonged together.

Soon after I got Webster, I asked myself the hard-est question:“What am I going to do when I grow upagain?” To prove that I could be reliable, I got a jobdeveloping X-rays at the hospital where I’d worked asa nurse.After a year I switched to medical transcrib-ing, using my computer with voice output — whichtells what’s on the screen — to type up the notes doc-tors had dictated about patients. I worked at home —which was convenient, but isolating.

For my “people fix,” I began volunteering at GuideDogs for the Blind. I was the first blind tour guide atthe center, and I especially loved giving tours forschoolchildren.To give kids a sense of what it’s like tobe blind, I’d have them sit down and take off oneshoe, then try to put it back on with their eyes closed.They’d say,“I remember where the laces are,” or “I canuse my fingers to get it on.” I’d explain that you do alot of remembering and using your fingers whenyou’re blind.

Last summer I started an exciting paid job as coor-dinator of volunteers at Guide Dogs.There are 245 vol-unteers and all sorts of programs, including hundredsof field trips and visitor tours every month. I can’timagine a more perfect occupation for me. I feel like areal role model, especially for the blind.As a totallyindependent blind person, I live the mission of thisorganization every day.

There’s only one difference

Most of my sighted friends have remained close,but some couldn’t even bring themselves to use

the word “see” in front of me. I’d tell blindness jokes

just to help them relax. I remember one friend saying,“I can’t believe it. You’re no different!” I said,“Whatdid you expect? The only difference is I can’t see.”

Some of my deepest friendships today are withother blind people.We’re at ease with one another,and there are special things we like to do, like takeour dogs for a walk together or go to a perfumecounter to smell the scents.

I wish more people would realize that the blind are just like everyone else, except we do things alittle differently. I still go rowing on San Francisco Bay;my friends row alongside to guide me. I ride a tandemmountain bike. I go hiking. I roller-skate by holding onto a friend’s hand. I grow vegetables and flowers withwonderful scents in my garden. I also have aboyfriend, a very special man who has accepted me as I am.

He loves telling me what he sees, and he has adescriptive ability that goes beyond that of anyone I’veever known. He likes to read and to share what hereads with me. I love listening to him because he hassuch a wonderful voice.

I still have bad days, like anyone else.There isn’t awaking moment when I’m not aware of being blind.You never, ever get used to blindness.At times some-one will be describing something to me, and I’ll sud-denly miss seeing the things I know are out there. I’vealso had to let go of worrying about how l look. Iturned 40 this year and I thought,“God, I haven’t seenmyself in a mirror for six years!”

But I’ve added new things to my life too. I’vetaken guitar lessons; I’m learning to play the piano.And I’ve learned to “see” things with my ears that Ididn’t before.When someone describes a scene, I forman image in my mind. It may sound odd, but I’m still avery visual person.

I used to be very shy and retiring, but I’ve becomemuch more open and gregarious. I’ve made it back tobeing a fully independent grown-up, and I’m more self-confident than I ever was before.

My life today really pleases me. I have a greatcareer and wonderful friends. I’m active and athletic. Istill enjoy the things I love.And I’ve learned somethingimportant:You don’t need vision to see what mattersmost in life.

Dianne Hales is a freelance writerwho frequently contributes to McCALL’s

and other national magazines.


BBiibblliiooggrraapphhyy aanndd IInntteerrnneett RReessoouurrcceessGGeenneerraall ddooggssThe Complete Dog Book

(American Kennel Club)

Golden Retrievers Today (Foss, Valerie)

The Total German Shepherd Dog (Lanting, Fred L.)

The Versatile Labrador Retriever (Martin, Nancy)

DDoogg ttrraaiinniinnggBeyond Basic Dog Training

(Bauman, Diane)

Don't Shoot the Dog (Pryor, Karen)

How to be Your Dog's Best Friend (Monks of New Skete)

The Tellington T-touch(Tellington-Jones, Linda)

Training Your Dog (Rogerson, John)

GGuuiiddee ddooggssA Brief History of Dog Guides for the Blind (Coon, Nelson)

A Guide to Guide Dog Schools (Eames, Gardiner, Gingold)

Guide Dogs for the Blind (Clewes, Dorothy)

Guide Dogs for the Blind — Looking Ahead (Harrington, Paula)

The Complete Guide Dog for the Blind (Robson, Robbie)

SSttoorriieess aabboouutt GGuuiiddee DDooggssA Guide Dog Puppy Grows Up

(Arnold, Caroline)

A Walk In the Dark (Stranger, Joyce)

Another Pair of Eyes (Ireson, Peter)

Banner, Forward! (Rappaport, Eva)

Dogs Against Darkness (Hartwell, Dickson)

Greff: The Story of a Guide Dog (Curtis, Patricia)

Guide Dog Mystery (Warner, Gertrude Chandler)

Harnessing Thought (Johnson, Bruce)

Lead with a Watchful Eye (Branson, V. M.)

No Dogs Allowed (Yale, Michael and Jo-Anne)

Partners in Independence (Eames, Ed and Toni)

Steve and the Guide Dogs (Armer)

Tess: The Story of a Guide Dog (Godwin, Fay; Purves, Peter)

The Eyes That Lead (Tucker, Michael)

The Four-Footed Therapist (Ruckert, Dr. Janet)

Tom and Bear (McPhee, Richard)

AAuuttoobbiiooggrraapphhiieessAnd There Was Light

(Lusseyran, Jacques)

Corridors of Light (Brown Ph.D., Eleanor G.)

Elena (Zelayeta, Elena)

Emma & I (Hocken, Sheila)

Farewell to Fear (Keitlen, Tomi)

My Eyes Have a Cold Nose (Chevigny, Hector)

None So Blind (Clifton, Bernice)

Planet of the Blind (Kuusisto, Stephen)

Still My World (Foulk, Sgt. Leonard M.)

The Story of my Life (Keller, Helen)

Touching the Rock (Hull, John M.)

BBlliinnddnneessssAmerican Girl Magazine (Jan/Feb 1999)

— article about Cortney Osolinski and what she thinks about being blind.

Blindness: What It Is, What It Does and How To Live With It

(Carroll, Rev.Thomas J.)

Career Perspectives — Interviews with Blind and Visually ImpairedProfessionals (Attmore, Marie)

General Ophthalmology(Vaughan, Asbury)

Jobs to be Proud Of — Profiles of Workers Who Are Blind or VisuallyImpaired (Kendrick, Deborah)

The Causes of Blindness in Childhood (Fraser, G.R.; Friedmann, A.I.)

The Dick and Jane Primer of Common Eye Disorders (Neer, Frances Lief)

The Meaning of Blindness (Mohbeck)

Visual impairment: An Overview (Bailey, Ian L.; Hall, Amanda)

Your Eyes (Chalkley, M.D, Thomas)

LLiinnkkss —— BBlliinnddnneesssswwwwww..aaccbb..oorrgg//RReessoouurrcceess//lliinnkkss..hhttmmll

(resources)

wwwwww..aaffbb..oorrgg//aaffbb (Helen Keller archives)

wwwwww..rrnniibb..oorrgg..uukk//bbrraaiillllee//wweellccoommee..hhttmm (interactive Braille translations)

wwwwww..eeiinneett..nneett//ggaallaaxxyy//mmeeddiicciinnee//DDiisseeaasseess--aanndd--DDiissoorrddeerrss//EEyyee DDiisseeaasseess..hhttmmll (eye disorders)

wwwwww..eexxpplloorraattoorriiuumm..eedduu//ssnnaacckkss//iiccoonnppeerrcceeppttiioonn

(fun ways to explore the subject of sight)

wwwwww..hhiiccoomm..nneett//~~ooeeddiippuuss//bblliinndd..hhttmmll (links)

wwwwww..lliigghhtthhoouussee..oorrgg//rreesseeaarrcchhssttaattss..ppddff (research resources)

wwwwww..nneeii..nniihh..ggoovv//ppuubblliiccaattiioonnss//ppllaann//ppllaann..hhttmm (research)

wwwwww..nnyyiissee..oorrgg//bblliinndd..hhttmm (links)

LLiinnkkss —— DDooggss,, GGuuiiddee DDooggss aanndd PPuuppppyy RRaaiissiinnggwwwwww..aakkcc..oorrgg (purebred dogs)

wwwwww..ffoouurrHHccoouunncciill..eedduu//(National 4-H Council)

wwwwww..ggeeoocciittiieess..ccoomm//HHeeaarrttllaanndd//EEssttaatteess//33550088// (raiser site)

wwwwww..ggeeoocciittiieess..ccoomm//HHeeaarrttllaanndd//HHiillllss//55447722// (raiser site)

wwwwww..ggeeoocciittiieess..ccoomm//HHeeaarrttllaanndd//PPooiinnttee//44119999// (raiser site)

wwwwww..hheeaalltthhyyppeett..ccoomm::8800//BBooookkssttoorree//iinnddeexx..hhttmmll

(American Animal Hospital Association)

hhttttpp::////mmeemmbbeerrss..hhiimmee..ccoomm//jjjjooiinneerr//iinnddeexx..hhttmm (raiser site)

wwwwww..sseerrrraasscchhooooll..oorrgg//gguuiiddeeddooggss(raiser site)

hhttttpp::////sslleeeeppyy..uussuu..eedduu//~~nnaannccyyrr//ddooggss..hhttmmll##gguuiiddee ddooggppuuppppiieess

(raiser site)

hhttttpp::////uusseerrss..iinntteerrccoommmm..ccoomm//wwiisshh//(raiser site)

hhttttpp::////wwwwww..tteelleevvaarr..ccoomm//~~rriivvrrggoolldd//(raiser site)


at a glance v2 - land of puregoldlandofpuregold.com/the-pdfs/ataglance-resourceguide.pdfat a glance...

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