Developing an Idea of Independence and a Spirit of Advocacy

If you have been following our blog, you will remember we have been talking about independence and advocacy. Today, Anita Adkins asks the question: How do people who are blind or visually impaired acquire the skills and knowledge to develop an idea of independence and a spirit of advocacy? Let's take a look at blindness education.

First, we must be aware, people have various degrees of vision from total blindness to 20/20. Depending on the eye condition, a person may prefer a well-lit room, while another individual may need lower lighting. Also, vision fluctuates, and so a person might need different accommodations at different times. In addition to all of these factors, some people who are blind or visually impaired have been so since birth. Others may have lost their sight in childhood; others in their adulthood; still  others as elderly individuals. So how is it determined what strategies and tools must be used, and thus learned, by someone who is blind or visually impaired?

For children birth to age 21, the focus seems to be on accommodations for completing educational tasks rather than on developing acceptance to blindness or building blindness skills. For example, a student is taught to use a screen magnification program to access a textbook. That same child might be taught to use a cane so she can travel after dark. But, how effective are these tools for this student? Is she developing a positive blindness philosophy that will provide her with a high quality of life and a deep sense of freedom? Is she given training in all blindness and low vision skills, or only the ones necessary to meet the minimum requirements on her individualized education plan, or IEP? From my experiences as a blind student, all the necessary skills are not taught in this manner. I learned how to use a cane and travel a prescribed route. I also learned braille and some basic kitchen skills. However, I did not develop confidence in the kitchen or in travel. I did master braille probably because I am strong academically and am a non-visual reader; in other words, I have only light perception and could not visually access large print. What were your blindness training experiences as a student in grades pre-k to 12?

As an adult, I had the privilege to work at Blind Industries and Services of Maryland, or BISM. In addition to being a seamstress in their sewing department, I also taught in their rehabilitation department. I went through sleep shade training for about a month, and i attended classes in independent living, braille, technology, cane travel, wood shop, and most important, blindness philosophy. I had splintered blindness skills training at the blind school and from my own experiences traveling about and experimenting. I also went to a rehab center for about six weeks after graduating high school. I still have some skills to build, though more of it is now due to lack of confidence rather than lack of skill. For example, I am not as comfortable with frying foods in the kitchen as I would like to be. However, I know that if I concentrated on practicing these skills, my confidence would rise, and my level of skill would increase. The training I received through BISM was an eighth of what most students receive. Imagine how much more confident I would be, if I had been able to attend classes for the prescribed amount of time.

I have told you The basic classes, but there is no way for me to convey to you in writing how much you learn and how much confidence you build while attending one of these training programs. Some would argue that people with residual vision do not always need to learn all of those non-visual skills. I disagree. Before one can decide the best techniques and tools necessary to overcome challenges related to blindness and visual impairments, one must first be well rounded in the knowledge and skills necessary to function with no vision. Remember, I mentioned vision can fluctuate and different environments can be different for different people. There is nothing wrong with using residual vision; first, however, it is important to be able to perform a given task with no vision. Then, one can make an informed decision regarding the safest and most effective method for solving the challenge.

Often, people with blindness and low vision are ashamed of their disability. They want to hide it. In fact, they want to hide it so much that they will do anything to pretend it does not exist, and this includes using unsafe and  inefficient methods and tools to accomplish tasks. I know of one of my former students who wouldn't give up driving until he was in an accident. After a student is competent and confident in blindness skills and has developed a positive blindness philosophy, then a student can learn to use other tools and techniques to aid them in making the best use of their residual vision.

In conclusion, from my experiences as a blind person and as a blind educator, it is essential to build good blindness skills and a positive blindness philosophy in order to live a high quality life in which a person who is blind or visually impaired is productive in the community. The best placement for this training to be taught successfully is currently at a blindness training program, such as the one offered at BISM. We need to figure out how to ensure that school-age students who do not live in a town near such a center receive this essential part of their blindness education. All people who are blind or visually impaired need to have access to the type of training at such a blindness training center, regardless of age or visual diagnosis. Then, they need introduced to tools and taught strategies to help them make use of any useful residual vision they may have.