January 3, 2010

Listening to Braille
By RACHEL AVIV

AT 4 O’CLOCK each morning, Laura J. Sloate begins her daily reading. She calls a phone service that reads newspapers aloud in a synthetic voice, and she listens to The Wall Street Journal at 300 words a minute, which is nearly twice the average pace of speech. Later, an assistant reads The Financial Times to her while she uses her computer’s text-to-speech system to play The Economist aloud. She devotes one ear to the paper and the other to the magazine. The managing director of a Wall Street investment management firm, Sloate has been blind since age 6, and although she reads constantly, poring over the news and the economic reports for several hours every morning, she does not use Braille. “Knowledge goes from my ears to my brain, not from my finger to my brain,” she says. As a child she learned how the letters of the alphabet sounded, not how they appeared or felt on the page. She doesn’t think of a comma in terms of its written form but rather as “a stop on the way before continuing.” This, she says, is the future of reading for the blind. “Literacy evolves,” she told me. “When Braille was invented, in the 19th century, we had nothing else. We didn’t even have radio. At that time, blindness was a disability. Now it’s just a minor, minor impairment.”

A few decades ago, commentators predicted that the electronic age would create a postliterate generation as new forms of media eclipsed the written word. Marshall McLuhan claimed that Western culture would return to the “tribal and oral pattern.” But the decline of written language has become a reality for only the blind. Although Sloate does regret not spending more time learning to spell in her youth – she writes by dictation – she says she thinks that using Braille would have only isolated her from her sighted peers. “It’s an arcane means of communication, which for the most part should be abolished,” she told me. “It’s just not needed today.”

Braille books are expensive and cumbersome, requiring reams of thick, oversize paper. The National Braille Press, an 83-year-old publishing house in Boston, printed the Harry Potter series on its Heidelberg cylinder; the final product was 56 volumes, each nearly a foot tall. Because a single textbook can cost more than $1,000 and there’s a shortage of Braille teachers in public schools, visually impaired students often read using MP3 players, audiobooks and computer-screen-reading software.

A report released last year by the National Federation of the Blind, an advocacy group with 50,000 members, said that less than 10 percent of the

1.3 million legally blind Americans read Braille. Whereas roughly half of all blind children learned Braille in the 1950s, today that number is as low as 1 in 10, according to the report. The figures are controversial because there is debate about when a child with residual vision has “too much sight” for Braille and because the causes of blindness have changed over the decades – in recent years more blind children have multiple disabilities, because of premature births. It is clear, though, that Braille literacy has been waning for some time, even among the most intellectually capable, and the report has inspired a fervent movement to change the way blind people read. “What we’re finding are students who are very smart, very verbally able – and illiterate,” Jim Marks, a board member for the past five years of the Association on Higher Education and Disability, told me. “We stopped teaching our nation’s blind children how to read and write. We put a tape player, then a computer, on their desks. Now their writing is phonetic and butchered. They never got to learn the beauty and shape and structure of language.”

For much of the past century, blind children attended residential institutions where they learned to read by touching the words. Today, visually impaired children can be well versed in literature without knowing how to read; computer-screen-reading software will even break down each word and read the individual letters aloud. Literacy has become much harder to define, even for educators.

“If all you have in the world is what you hear people say, then your mind is limited,” Darrell Shandrow, who runs a blog called Blind Access Journal, told me. “You need written symbols to organize your mind. If you can’t feel or see the word, what does it mean? The substance is gone.” Like many Braille readers, Shandrow says that new computers, which form a single line of Braille cells at a time, will revive the code of bumps, but these devices are still extremely costly and not yet widely used. Shandrow views the decline in Braille literacy as a sign of regression, not progress: “This is like going back to the 1400s, before Gutenberg’s printing press came on the scene,” he said. “Only the scholars and monks knew how to read and write.

And then there were the illiterate masses, the peasants.”

UNTIL THE 19TH CENTURY, blind people were confined to an oral culture. Some tried to read letters carved in wood or wax, formed by wire or outlined in felt with pins. Dissatisfied with such makeshift methods, Louis Braille, a student at the Royal Institute for Blind Youth in Paris, began studying a cipher language of bumps, called night writing, developed by a French Army officer so soldiers could send messages in the dark. Braille modified the code so that it could be read more efficiently – each letter or punctuation symbol is represented by a pattern of one to six dots on a matrix of three rows and two columns – and added abbreviations for commonly used words like “knowledge,” “people” and “Lord.” Endowed with a reliable method of written communication for the first time in history, blind people had a significant rise in social status, and Louis Braille was embraced as a kind of liberator and spiritual savior. With his “godlike courage,” Helen Keller wrote, Braille built a “firm stairway for millions of sense-crippled human beings to climb from hopeless darkness to the Mind Eternal.”

At the time, blindness was viewed not just as the absence of sight but also as a condition that created a separate kind of species, more innocent and malleable, not fully formed. Some scholars said that blind people spoke a different sort of language, disconnected from visual experience. In his 1933 book, “The Blind in School and Society,” the psychologist Thomas Cutsforth, who lost his sight at age 11, warned that students who were too rapidly assimilated into the sighted world would become lost in “verbal unreality.”

At some residential schools, teachers avoided words that referenced color or light because, they said, students might stretch the meanings beyond sense.

These theories have since been discredited, and studies have shown that blind children as young as 4 understand the difference in meaning between words like “look,” “touch” and “see.” And yet Cutsforth was not entirely misguided in his argument that sensory deprivation restructures the mind. In the 1990s, a series of brain-imaging studies revealed that the visual cortices of the blind are not rendered useless, as previously assumed. When test subjects swept their fingers over a line of Braille, they showed intense activation in the parts of the brain that typically process visual input.

These imaging studies have been cited by some educators as proof that Braille is essential for blind children’s cognitive development, as the visual cortex takes more than 20 percent of the brain. Given the brain’s plasticity, it is difficult to make the argument that one kind of reading – whether the information is absorbed by ear, finger or retina – is inherently better than another, at least with regard to cognitive function. The architecture of the brain is not fixed, and without images to process, the visual cortex can reorganize for new functions. A 2003 study in Nature Neuroscience found that blind subjects consistently surpassed sighted ones on tests of verbal memory, and their superior performance was caused, the authors suggested, by the extra processing that took place in the visual regions of their brains.

Learning to read is so entwined in the normal course of child development that it is easy to assume that our brains are naturally wired for print literacy. But humans have been reading for fewer than 6,000 years (and literacy has been widespread for no more than a century and a half). The activity of reading itself alters the anatomy of the brain. In a report released in 2009 in the journal Nature, the neuroscientist Manuel Carreiras studies illiterate former guerrillas in Colombia who, after years of combat, had abandoned their weapons, left the jungle and rejoined civilization.

Carreiras compares 20 adults who had recently completed a literacy program with 22 people who had not yet begun it. In M.R.I. scans of their brains, the newly literate subjects showed more gray matter in their angular gyri, an area crucial for language processing, and more white matter in part of the corpus callosum, which links the two hemispheres. Deficiencies in these regions were previously observed in dyslexics, and the study suggests that those brain patterns weren’t the cause of their illiteracy, as had been hypothesized, but a result.

There is no doubt that literacy changes brain circuitry, but how this reorganization affects our capacity for language is still a matter of debate. In moving from written to spoken language, the greatest consequences for blind people may not be cognitive but cultural – a loss much harder to avoid. In one of the few studies of blind people’s prose, Doug Brent, a professor of communication at the University of Calgary, and his wife, Diana Brent, a teacher of visually impaired students, analyzed stories by students who didn’t use Braille but rather composed on a regular keyboard and edited by listening to their words played aloud. One 16-year-old wrote a fictional story about a character named Mark who had “sleep bombs”:

He looked in the house windo that was his da windo his dad was walking around with a mask on he took it off he opend the windo and fell on his bed sleeping mark took two bombs and tosed them in the windo the popt his dad lept up but before he could grab the mask it explodedhe fell down asleep.

In describing this story and others like it, the Brents invoked the literary scholar Walter Ong, who argued that members of literate societies think differently than members of oral societies. The act of writing, Ong said – the ability to revisit your ideas and, in the process, refine them – transformed the shape of thought. The Brents characterized the writing of many audio-only readers as disorganized, “as if all of their ideas are crammed into a container, shaken and thrown randomly onto a sheet of paper like dice onto a table.” The beginnings and endings of sentences seem arbitrary, one thought emerging in the midst of another with a kind of breathless energy. The authors concluded, “It just doesn’t seem to reflect the qualities of organized sequence and complex thought that we value in a literate society.”

OUR DEFINITION of a literate society inevitably shifts as our tools for reading and writing evolve, but the brief history of literacy for blind people makes the prospect of change particularly fraught. Since the 1820s, when Louis Braille invented his writing system – so that blind people would no longer be “despised or patronized by condescending sighted people,” as he put it – there has always been, among blind people, a political and even moral dimension to learning to read. Braille is viewed by many as a mark of independence, a sign that blind people have moved away from an oral culture seen as primitive and isolating. In recent years, however, this narrative has been complicated. Schoolchildren in developed countries, like the U.S.

and Britain, are now thought to have lower Braille literacy than those in developing ones, like Indonesia and Botswana, where there are few alternatives to Braille. Tim Connell, the managing director of an assistive-technology company in Australia, told me that he has heard this described as “one of the advantages of being poor.”

Braille readers do not deny that new reading technology has been transformative, but Braille looms so large in the mythology of blindness that it has assumed a kind of talismanic status. Those who have residual vision and still try to read print – very slowly or by holding the page an inch or two from their faces – are generally frowned upon by the National Federation of the Blind, which fashions itself as the leader of a civil rights movement for the blind. Its president, Marc Maurer, a voracious reader, compares Louis Braille to Abraham Lincoln. At the annual convention for the federation, held at a Detroit Marriott last July, I heard the mantra “listening is not literacy” repeated everywhere, from panels on the Braille crisis to conversations among middle-school girls. Horror stories circulating around the convention featured children who don’t know what a paragraph is or why we capitalize letters or that “happily ever after” is made up of three separate words.

Declaring your own illiteracy seemed to be a rite of passage. A vice president of the federation, Fredric Schroeder, served as commissioner of the Rehabilitation Services Administration under President Clinton and relies primarily on audio technologies. He was openly repentant about his lack of reading skills. “I am now over 50 years old, and it wasn’t until two months ago that I realized that ‘dissent,’ to disagree, is different than ‘descent,’ to lower something,” he told me. “I’m functionally illiterate.

People say, ‘Oh, no, you’re not.’ Yes, I am. I’m sorry about it, but I’m not embarrassed to admit it.”

While people like Laura Sloate or the governor of New York, David A.

Paterson, who also reads by listening, may be able to achieve without the help of Braille, their success requires accommodations that many cannot afford. Like Sloate, Paterson dictates his memos, and his staff members select pertinent newspaper articles for him and read them aloud on his voice mail every morning. (He calls himself “overassimilated” and told me that as a child he was “mainstreamed so much that I psychologically got the message that I’m not really supposed to be blind.”) Among people with fewer resources, Braille-readers tend to form the blind elite, in part because it is more plausible for a blind person to find work doing intellectual rather than manual labor.

A 1996 study showed that of a sample of visually impaired adults, those who learned Braille as children were more than twice as likely to be employed as those who had not. At the convention this statistic was frequently cited with pride, so much so that those who didn’t know Braille were sometimes made to feel like outsiders. “There is definitely a sense of peer pressure from the older guard,” James Brown, a 35-year-old who reads using text-to-speech software, told me. “If we could live in our own little Braille world, then that’d be perfect,” he added. “But we live in a visual world.”

When deaf people began getting cochlear implants in the late 1980s, many in the deaf community felt betrayed. The new technology pushed people to think of the disability in a new way – as an identity and a culture. Technology has changed the nature of many disabilities, lifting the burdens but also complicating people’s sense of what is physically natural, because bodies can so often be tweaked until “fixed.” Arielle Silverman, a graduate student at the convention who has been blind since birth, told me that if she had the choice to have vision, she was not sure she would take it. Recently she purchased a pocket-size reading machine that takes photographs of text and then reads the words aloud, and she said she thought of vision like that, as “just another piece of technology.”

The modern history of blind people is in many ways a history of reading, with the scope of the disability – the extent to which you are viewed as ignorant or civilized, helpless or independent – determined largely by your ability to access the printed word. For 150 years, Braille books were designed to function as much as possible like print books. But now the computer has essentially done away with the limits of form, because information, once it has been digitized, can be conveyed through sound or touch. For sighted people, the transition from print to digital text has been relatively subtle, but for many blind people the shift to computerized speech is an unwelcome and uncharted experiment. In grappling with what has been lost, several federation members recited to me various takes on the classic expression Scripta manent, verba volant: What is written remains, what is spoken vanishes into air.

Are you tired of spending hours shopping and waiting in long lines to make those special holiday purchases? Thankfully, there is a quick and easy way to cut out the stress of the season.

The Louis Braille Bicentennial Silver Dollar is a unique and beautiful gift that benefits the National Federation of the Blind’s “Braille Readers are Leaders” campaign, a national initiative created to double the number of blind children learning Braille by 2015, improve certification standards for teachers of Braille, and conduct innovative programs to support Braille literacy.

Simply visit the U.S. Mint’s Web site or call 1-800-USA-MINT (872-6468) by December 11, 2009, to give the gift of Braille literacy today.

The U.S. Mint guarantees delivery by December 25, 2009, on any in-stock item, to anywhere in the United States for orders placed by December 7, 2009, for standard delivery, and December 11, 2009, for express delivery. Orders over $300 will receive free expedited shipping.

The Louis Braille Bicentennial Silver Dollar is a wonderful gift to show friends and family you care. To learn more about the coin and the Braille Readers are Leaders campaign, visit www.braille.org

200 East Wells Street at Jernigan Place
Baltimore, Maryland 21230
(410) 659-9314    Fax (410) 659-5129

The National Federation of the Blind meets the rigorous Standards for Charity Accountability set forth by the BBB Wise Giving Alliance and is Top-Rated by the American Institute of Philanthropy.

The first event was the announcement that President Obama was awarded the Nobel peace prize.  The second more subtle part to the national dialogue on teamwork came with the announcement that Minnesota Vikings’ quarterback Brett Farve “has now beaten every NFL team.”  What do these two events have in common?  In both cases, golden opportunities were missed to highlight “team spirit” and to enhance a greater feeling of unity in this country during such a critical time in our nation’s history.

In the case of “Brett Farve defeating every NFL team,” the last time I checked, football was not an individual sport but rather a game based on team play.  In fact, Mr. Farve has not, and I quote, “defeated every team.”  A more appropriate headline would have been, “Brett Farve has led his teams to victory against every NFL team.”  Brett Farve is a true leader and as such he himself has always pointed out that he is part of a team and that his victories are the team’s victories.  He like other true team sports heroes recognizes the value of teamwork.

His greatest accomplishment, I submit, is not his play on the field but rather the work behind the scenes which he accomplishes to create a winning team spirit and to unify a diverse group of people into a cohesive winning and successful team.

Now let’s take a look at President Obama’s achievement.  After the announcement was made that President Barack Obama had won the Nobel Peace Prize, the backlash throughout the media was not a sense of pride over the positive recognition the President had brought to America by winning such a universally accepted honor but rather negative commentary such as: “what has he really accomplished to deserve this prize?, and “perhaps the Nobel Prize committee was making a political statement” instead of awarding the prize to someone who truly deserved it.

Of course, many of the less-than-positive comments directed toward this incredible award were politically motivated.  Steeped in politics or not, all of the negative commentary throughout the United States political spectrum only served to show how little concern our so-called “thought leaders” have for team spirit or desire to create a sense of unity in this country.

Over the past several years I have written many articles and given many speeches concerning the subject of teamwork and the concepts of teambuilding.  I constantly marvel at the fact that so many people say they want to build better teams but when shown how to do so refuse to take responsibility for making teaming relationships a  reality.  I constantly wonder why if teamwork is such an important goal and if people wanted so much why is it so hard to achieve?

I suspect that the answer is that people don’t really understand teamwork or they are hesitant to subject themselves to the interdependence that teamwork requires.

So how can we contribute to bringing back a sense of unity and teamwork in the United States?  First, we must want to be part of the team.  The fact is that we have team relationships throughout every aspect of our lives.  We have relationships with coworkers, spouses, other students and teachers if we are in school, and some of us even have strong team relationships with other creatures such as the one I have with my guide dog, Africa.  Think of what our world would be like if we didn’t have such team relationships.  We should be grateful for these relationships and the opportunities they afford us to add value and help shape our destiny, personally and nationally.

A sense of unity and teamwork in our country is no different.  It doesn’t matter that the whole United States team contains over 350 million members.  The fact is we should still view our entire population as other members on the same team.  If we don’t value and accept our interdependence and make that work for the greater good, how can we expect to reach our potential greatness as a country?

Second, we must lead by example.  What is each of us doing to help create a sense of teamwork in the United States?  Are we demanding that our political leaders find ways to work together?  Are we insisting that the various factions of Congress stopped throwing stones and start getting creative in finding solutions to our country’s problems?

I leave you with this question.  What have you done today to help build a better team?

There are three primary reasons for this educational crisis:

1. There are not enough Braille teachers.

2. Some teachers of blind children have not received enough training.

3. Many educators do not fully understand the significance of Braille instruction.

To bring critically needed attention to this educational crisis, the United States Congress authorized the minting of the 2009 Louis Braille Bicentennial Silver Dollar with a portion of the sale of each coin going toward a comprehensive Braille literacy campaign.

Learning to read and write is fundamental to education, which in turn is paramount to full and equal participation in American society. This coin, the first U.S. coin to have proper tactile Braille, symbolizes independence, opportunity, and the potential of blind people to make significant contributions to society when they are taught to read and write using Braille. To learn more, read our report The Braille Literacy Crisis in America or watch our video Change with a Dollar.

Please purchase this unique and beautiful coin now and help solve this educational crisis for blind children in America. The law authorizing this 2009 silver dollar requires that any coins not sold by midnight on December 31, 2009, be melted down. Time is of the essence–a 90 percent illiteracy rate is not acceptable and the opportunity to purchase this coin will soon be gone.

Be part of the solution. Give the gift of literacy. Create new opportunities. Buy the Louis Braille Bicentennial Silver Dollar today.

Marc Maurer, President
NATIONAL FEDERATION OF THE BLIND

Thursday, March 26, 2009 marks a defining moment in American History: the launch of the 2009 Louis Braille Bicentennial Silver Dollar taking place at the National Federation of the Blind Jernigan Institute in Baltimore, Maryland. The 2009 Louis Braille Bicentennial Silver Dollar commemorates the 200th anniversary of the birth of Louis Braille, inventor of the Braille system, a vital tool used by the blind to read and write. This coin is the focal point of a national effort to bring awareness to the Braille literacy crisis.

The average person may wonder why Braille literacy is such an important issue, especially in this modern electronic age when there are so many technological alternatives to “old fashioned” reading and writing. For the blind in particular, there have been some remarkable advances in what is known as “assistive technology” to provide electronic alternatives to reading.

The world of assistive technology and the world of Braille literacy seem to be antithetical. If a blind person can use a hand-held reader, wouldn’t that mean they don’t need to be able to read Braille?

As a user of both Braille literacy and Assistive Technology, I am able to share first hand the importance of Braille literacy in the technological age. I attended the proceedings in Baltimore, as an Ambassador for Braille Literacy for the National Federation of the Blind. As many of you know, I am also the National Sales Director for the KNFB Reader Mobile, the first hand-held device that a blind person can use anywhere to access the printed word.

The launch of the newly minted 2009 Louis Braille Bicentennial Silver Dollar is a perfect opportunity to dispel the misconceptions about the role of Braille and the importance of Braille literacy in America.

To appreciate why Braille literacy still important with all the new advances in assistive technology, one must first understand that Braille is a language. Electronic media such as audio books of all genres, whether educational, recreational, or artistic, are becoming increasingly popular ways to deliver content which enriches our lives, blind and sighted alike. But the primary basis for the information that is transmitted is language.

The process of language involves reading, writing, hearing and speaking. For a blind person, Braille is written language, the only way of engaging the reading and writing components of language. The literacy rate for sighted people in this country is 98%; the literacy rate for blind people is 10%. 40 years ago, the literacy rate for blind people was 50%.

The 2009 Louis Braille Silver Dollar will help the National Federation of the Blind raise money for Braille literacy, as well as raise awareness of the crisis. One of their most important objectives is to change attitudes about Braille. As educational programs fall under the scalpel, it would be easy to be lulled into false complacency, that technology will solve all of our problems. As a nation, we cannot overlook access to language as a fundamental human right.

For blind people throughout the world, regardless of their native tongue, Braille opens up their ability to fully communicate and contribute to human culture. Despite its rich history and almost quaintly poetic story of how it originated, Braille remains as vital and “cutting edge” as the latest technology, as it is essential to our use of language and ability to communicate.

At this historic launch of the first-ever U.S. coin to feature readable Braille, we should consider the words inscribed on the coin itself: “Liberty; In God We Trust, Louise Braille 1809 2009” Liberty is one of the founding principals of our nation. The preservation and perpetuation of Braille as a vital, living language, ensures liberty and equality for everyone.

Earlier today I decided to put a little adventure in my life and answer an invitation to take an online survey. In this case I knew the source of the survey and was expecting it. In the course of answering the numerous questions on a wide variety of subjects I was asked my employment status. I was asked to check the box most relevant to my situation. The choices I was given included “employed,” “concerned about my employment status,” “have a family member who is unemployed,” “unemployed,” and “retired or disabled.” “Ding ding ding” went the alarm bells in my head! “Retired or disabled”? What a strange choice to offer. I am sure that the creator of the survey had the best of intentions, but in that one choice he or she promulgated the long-standing inequality faced by disabled people and once again promoted the perception that disabled people could not really be employed.

As a disabled person or, if you will, a person with a disability, I encounter daily misconceptions and incorrect perceptions about my blindness. For example, when I am using my guide dog people often ask me questions such as “how does your dog know where it is going” or “how did your dog know to make that last left or right turn”? The perception is that the dog does everything and that I just tag along for the ride. When I use my white cane instead of a guide dog people seem to think that I’m even worse off and are always asking if they can “help” me especially when in the course of walking my cane encounters an obstacle. In reality, the cane is supposed to find obstacles and objects and then I determined how to go around or avoid them. However, sighted people interpret my cane locating an object as me bumping into it which in fact is hardly the case.

I understand these misconceptions because from birth, children in our society are taught to see without getting any real instruction about how to use their other senses as alternatives to sight. We do not teach children real inclusiveness where disabilities are concerned. Our children grow up to believe that if they could not see they would not be able to function.

For many years the Gallup polling organization has conducted surveys which show that one of the top five fears in our country is the fear of blindness. To a slightly lesser degree, so-called able-bodied people fear most any disability according to Gallup surveys. Certainly we all feel afraid of the possibility that we might lose something that we deem important in our lives. Losing a sense or”ability” would constitute a dramatic change in the way any of us live. However, there’s a difference between the fear of losing an ability and the perception that without it we could not live a “normal life.”

When people ask me if I need assistance while walking down the street I know for the most part they have the best of intentions. The fact is, like any of us, sometimes I even need assistance. Each one of us needs help and assistance from time to time. For example, someone simply walking to their car while carrying a number of bags or packages can always use an extra hand or two. There is the occasional person who will offer assistance to an individual laden down with stuff they are caring to their car. Far be it from me to condemn someone who offers me assistance because the person asking to help might very well be the one who would lend an extra hand to the person carrying all those packages.

The fact is, however, that many people offer assistance to persons with a disability because they do not know that disability does not mean lack of ability or competence. For my part, it is important that I respond appropriately to offers of help. It does no one any good to react in anger to offers of assistance. An invitation to help is at least an opportunity to educate just a bit. I must admit that sometimes the role of constant educator does get a bit trying. Nevertheless it is important to me to be patient, and sometimes even bite my tongue while attempting to change someone’s incorrect perception about what I can and cannot do.

I am often asked if I believe that blind and other disabled persons are better off today than in the past. In some ways I believe that we are. For example for me as a blind person Braille is easier and cheaper to produce. Technology offers me a plethora of ways to access information, travel more independently than ever, and in general live life with less difficulty than before those technological marvels were made available to me.

On the other hand, are we more socially integrated into society than we were 50, 20, or even 10 years ago? I think not, or at least I do not believe that we are significantly better off from a true social integration standpoint. The survey I took this morning is a perfect example of the lack of integration we face. Rather than offering an option of “retired or disabled” a more appropriate choice of words would’ve been “retired or unable to work”. Being unable to work opens up a whole realm of possibilities including temporary injury, illness, a family situation, and yes even a possibility of a severe disability which specifically keeps someone from working.

I will know that I am truly integrated into society when people regard me as amazing because of some amazing thing that I do rather than because I do the same things that they do except that I happened to be blind. I will know that I’m a real first-class citizen when I can walk into restaurants with friends and the wait staff asked me for my order rather than asking my sighted colleagues “what does he want?” I will know that I have arrived when I can go to meetings and conventions where all the materials given to sighted people are available to me in Braille or another accessible form.

In 2008 we elected a new president of the United States who ran on a platform of change and hope. President-elect Obama’s platform included statements reflecting his concern about improving the status of persons with disabilities in this country. I hope he follows through on the views he expressed on his website during the campaign concerning disabled people.

True and full integration is not easy. It starts with desire and it continues with education. I invite your comments and thoughts on the discussion. Only through enlightened and frank talk can we come to a better understanding of ourselves and each other and eventually attain a real inclusive world.

Marc Maurer
President, National Federation of the Blind Braille Reader

Terry Bradshaw
Hall of Fame Quarterback

Michael Hingson
Motivational Speaker
Braille Reader

Dr. Abraham Nemeth
Professor Emeritus
Inventor of the Nemeth Code
Braille Reader

The Honorable Pat Schroeder
Executive Director, Association of American Publishers Former Member of Congress

Dr. Geerat Vermeij
Professor of Geology, University of California at Davis Braille Reader

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December 15, 2008, Issue #4

A Note from Dr. Fred Schroeder

In just a few short weeks, the world will celebrate the two hundredth anniversary of the birth of Louis Braille, the man who, in his too short life, gave so much to blind people everywhere. For thousands of blind people, this landmark day will be a powerful reminder of the far-reaching impact this young visionary had on our lives when he developed his code so many years ago. We will pause and reflect on how so many of our accomplishments have been possible because of the miraculous invention of Braille, and we will be thankful for the opportunities it has given us.

For billions of sighted people, however, Louis Braille’s birthday will be just another January 4. For many of these people, Braille is a curiosity and a momentary fascination, not a vital component to the success. They occasionally glimpse Braille in a public place, and they are briefly intrigued, but most of them do not know that for thousands of blind people, Braille is the critical link to independence—the sole factor standing between success and failure.

Louis Braille believed in the capabilities of all blind people, and he designed his code so that we could be given the chance to succeed. He understood the critical role that being able to read and write plays in being able to function in society, and he knew the benefits that increased access to information would bring to his fellow blind people. Today, his remarkable invention enables many to achieve full independence in society. From participating fully in the work force, to achieving top marks in school, the benefits of Braille can be seen everywhere.

But for many blind people, the benefits of Braille literacy are not being realized. Our children are not taught to read Braille at an early age, and so they struggle through school, forced to strain their eyes to read print they can barely see, or taught to read and write only by listening to pre-recorded books. For many who lose vision later in life, Braille is described as being too difficult or too cumbersome, and they are kept from regaining their independence and securing meaningful employment.

We in the National Federation of the Blind are aware of the necessity of Braille, and thus, we will continue to work to insure that all blind people are given the chance to be literate. We will continue to work to spread awareness of the staggering illiteracy rate among the blind, and we will continue to work to pass legislation that mandates the teaching of Braille to all blind students. This has been our mission for many years, and it will continue to be our mission until our goals have been met.

Our work cannot simply be accomplished in the halls of Congress, however. It cannot be achieved solely in meetings with teachers, parents, and school officials. In order for us to be most effective, we must work with the entire public as partners and friends. We must demonstrate our love for Braille and the independence it brings, and through our commitment, spread that passion to everyone around us.

On January 4, 2009, the National Federation of the Blind will be holding events all across this country to commemorate the birth of Louis Braille. We will meet in bookstores and libraries, churches and homes, and we will demonstrate through our enthusiasm and commitment just how important Braille is to our success and independence. The public will see blind children reading Braille books, and they will understand that Braille can be just as effective as print. They will see Braille labels and clothing tags, and they will learn how Braille can help us to participate in everyday activities. They will see the blind writing on Braille notetakers, and they will realize that even as technology advances, Braille is still key to our empowerment.

Sadly, when Louis Braille invented his code nearly two hundred years ago, it was not seen as the revolution it truly was. Today, however, we understand just how important Braille is to so many people. On January 4, we intend to spread that understanding to our friends and community members. We will share with them the knowledge that Braille is not just important, but crucial in our quest for independence, and we will demonstrate on a grand scale that Braille readers truly are leaders.

How You Can Help

Give the gift of literacy. Although the Louis Braille Commemerative coin is not yet available, you can download a gift card to give to recipients. Then when the coin becomes available in 2009, you can buy it from the U.S. Mint.

As always, please encourage people to join this campaign list . This campaign is an excellent vehicle for us to build our list of individuals who want to learn more about Braille, want to help with Braille literacy, or are interested in buying coins. Every new subscriber is another opportunity for us to share our message, a message that carries with it the hopes and dreams of a future filled with equality and opportunity for every blind American.
Cut and paste this link to join the NFB-Braille Commemorative Coin & Literacy Campaign: http://tinyurl.com/6jdajq .

Twitter is a service for friends, family, and co-workers to communicate through e-mail and texting quick frequent answers to one question: what are you doing? Now, when you are asked, “what are you doing?” you can answer, “making Braille literacy a reality for all blind people!”

The Impact of Braille

Do you know a Braille reader who is a great leader? If so, please let us know. You can e-mail your stories of Braille readers who are leaders to emakowske@nfb.org .

Watch the video Braille: Unlocking the code . In this the exciting new video, the history and importance of Braille is explored with commentary and insights from successful Braille readers.

Coming Up

Look for the Louis Braille events in your area. Plan to attend and participate on the January 4 events, then tell us about it. Send an e-mail to emakowske@nfb.org and let us know about your experience. We want to hear all of your stories.

Also

Need Braille Books? Want to get rid of some old Braille books but cannot find anyone to take them? Wondering how to build your Braille book library? Want to help get more books into the hands of blind children? Never fear, the ShareBraille revolution is coming. . .

Photo: Blind girl reading Braille

Jim Portill assists Tim Kelly on a Braillewriter

Photo: Blind girl reading

A child reading a Braille book

NFB Braille Readers are Leaders logo

Visit Braille.org Visit the U.S. Mint

National Federation of the Blind
1800 Johnson Street
Baltimore, Maryland 21230
410-659-9314 * Fax 410-659-5129

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