The RT News
Newsletter of Division 11
June 2004
Association for the Education and Rehabilitation of the Blind and Visually Impaired
Letter From the Secretary/Treasurer:
A Beautiful Patchwork
What is a quilt? It’s a patchwork of fabric, composed of a variety of materials, textures, and prints – some very small and some quite large – that are stitched together in patterns to form blocks. The blocks, in turn, are sewn together to form the beautiful, often intricate, overall design of the quilt. The decorated quilt “top” is then backed with batting and additional material to form a fabric “sandwich.” The entire piece is held together with stitches that pierce all of the layers and hold the quilt together. The stitching creates the actual quilting of the piece and is often executed in a design that accentuates the pattern of the top.
“What does this have to do with me?” you might be asking. Everything! It’s important that we see the bigger picture and always feel that we are part of something much larger and grander than just our agency or ourselves. We don’t always get the positive feedback and reinforcements that we need, but be assured that individuals in every other agency share the same struggles and issues that each of us face every working day. Together we unite to form an intricate patchwork of services to people with vision impairments. If each person was not present, if the team was not functioning, the quilt would not be whole. It’s important to alert each other to new resources, techniques and skills, mentor new professionals, and tap the strengths of individuals with many years of experience. In other words, shine in your own space and in your own way and reach out to others as best you can.
If a call goes out for action on the Medicare Bill or any other major professional issue and we do not respond, the effect will be enormous! A lack of action will have as important an effect on our future as will a proactive response. It’s important to be involved, to react, and to respond – these are essential components of the package of our professional rights and responsibilities. We are the fabric of the vision rehabilitation “quilt” and together we represent a powerful force. Remember, our future is in our hands.
Nancy Paskin, RTC, CLVT (and quilter) Secretary/Treasurer 2002-2004
INTERNATIONAL CONFERENCE UPDATE
The AER 2004 International Conference will be held at the Hilton at Disney Resort in Orlando, Florida from July 13-19, 2004.Please plan to join us at the following meetings of specific interest to Rehabilitation Teachers: - First business meeting: Thursday, July 15, 5-8 pm
- Second business meeting: Friday, July 16, 2-5 pm
- All awards banquet: Friday, July 16, 6-9 pm
For further International Conference information, please contact Barbara C. Sherr, CMP, Association for Education and Rehabilitation of the Blind and Visually Impaired, 1703 North Beauregard Street, Suite 440, Alexandria, VA 22311; phone: 703-671-4500 x201; e-mail: bsherr@aerbvi.org or visit www.aerbvi.org.
We’ll see you in sunny Florida!
Meet A Member:
Mala D. Naraine
Toronto, Canada
How did you enter the vision rehabilitation field?Mala D. Naraine Toronto, Canada
In 1988, I was an M.Ed. candidate in Adult Education. I wanted to specialize in public education and literacy for persons who are blind or visually impaired. As a visually impaired person, I realized that I did not have equal and immediate access to general information that was available to the public. I believe that this is a significant barrier not only to higher education, but also to employment. I also realized that the field of Adult Education was limited because it does not encompass disability issues within its theoretical framework. Upon completing my Master’s degree, I had explored the possibility of becoming a rehabilitation teacher by applying for a Master of Rehabilitation Teaching. However, in the early 1990s the program was not yet offered in Canada. I was not in a financial position to move to the United States as a foreign student; thus, in 1993, two years after I graduated with my M. Ed. degree, I applied to the Doctor of Education program for a degree in Special Education at the Ontario Institute for Studies in Education, which has now merged with the University of Toronto (OISE/UT).
How long have you been a rehabilitation teacher/vision rehabilitation professional?
Although I was not employed in the rehabilitation field, I volunteered during the summers of 1983 to 1987 at the Canadian National Institute for the Blind while I was an undergraduate. I was an instructor in both the Small Business Youth Program and the Pre-University Program. As an M.Ed. candidate, I founded and chaired an advocacy group for students with disabilities at OISE between 1988 & 1990. During my doctoral studies, I presented papers on policy issues, Braille literacy and employment barriers at conferences in the field of vision rehabilitation in Canada and the United States.
Tell us about your current job.
I am a Doctor of Education candidate at OISE/UT, in the Developmental Psychology and Education (DPE) program within the Department of Human Development and Applied Psychology. My thesis, entitled “Lived Workplace Experiences of Employees who are Blind or Visually Impaired: A Qualitative Analysis,” focuses on employment accommodation issues for persons who are blind or blind or visually impaired because this topic is not extensively studied in Canada.
Tell us something special about yourself.
I was born in Guyana, South America in the early sixties. I was blind from birth, owing to congenital cataracts and glaucoma, but my parents did not know that I was blind until I was about nine months old and was crawling into the walls. I had several eye surgeries which resulted in my having ten percent vision in the left eye. My parents were advised by the eye doctor to send me to a regular kindergarten and primary school because there was no special school for visually impaired children in Guyana. I was able to read large print in grade one. But in grade two, the print was too small for me to read. Because special education did not exist within the regular school system, I could not do my homework or textbook assignments and was unable to keep up with the rest of the class in the early grades. In grade nine, the teacher realized that I understood concepts and that I was memorizing everything she was saying during the classes despite my inability to read from the textbooks. My grade ten teacher approached the Ministry of Education to request special arrangements for me to do my assignments and exams, but the Ministry denied her request. After completing primary school, I attended a homemaking course for young women at the YWCA where I learned Home Economics, typing and other life skills similar to those taught in rehabilitation programs.
At age eighteen, I wanted to learn to read and realized that the only way I would ever be able to read would be to learn Braille. My parents approached the David Rose School for the Handicapped in Georgetown. There was one mixed-grade class for blind children who did not have functional vision. The teacher agreed for me to attend the Braille instruction classes. I learned the Braille alphabet in one night and was reading uncontracted and contracted Braille within the first two weeks. By the fourth week, I had completed my first Braille novel. I like to read as a hobby and I plan to take a Braille course to refresh my Braille skills once I finish my doctorate. I am now an advocate for Braille literacy for persons who are visually impaired because I believe that Braille is a great equalizer.
Why did you join Division 11?
I was a member of AER since 2001 and was a member of Divisions 2 and 7. I joined Division 11 in July 2002 at the AER international conference in Toronto where I attended the pre-conference workshop for new members. I was interested in pursuing a career in teaching or research in the field of blindness and visual impairment and was exploring different areas in the vision rehabilitation field. With an M.Ed. degree in Adult Education, I believed that I could enhance this degree by becoming certified as a rehabilitation teacher, which would allow me to pursue a career in teaching should an opportunity arise in the future. I am currently interested in postdoctoral fellowship or employment opportunities in research, teaching, vision studies, or employment accommodation.
Contact Mala at mala.naraine@sympatico.ca
‘Tis the Season ... for Recruitment!
KC Dignan, Ph.D., National Personnel Shortage Initiative Coordinator
As we move into summer, many people, especially those in education-related jobs, consider whether they will continue in their existing position or move to another agency, school, or district. Recruiting someone to a profession or a vacant position requires that you think about the life-changing move from the candidate’s perspective. Communications must appeal to readers by touching their hearts and minds, inspiring them to act.
KC Dignan, Ph.D., National Personnel Shortage Initiative Coordinator
If you find that your organization is looking for new or additional VI professionals, here are a few tips to help you develop an effective flyer:
- Always present information from the candidate’s perspective.
- Present information in a way that will intrigue, inform, and inspire action.
- As a VI professional, you represent your field to non-VI professionals. Use your power wisely. Show your positive spirit and use everyday words and actions to communicate how your field is an exciting, growing profession.
- Time and space are equally valuable and limited commodities.
- You have (a) 5-7 seconds to entice people to read beyond the headlines of a document, (b) 90 seconds to entice them to read “bursts” of information through the use of short paragraphs, graphic illustrations, graphs, and charts, and (c) 3-4 minutes to convince them to take action.
- Candidates are interested in the community, the salary, and the program, generally in that order.
- Headlines matter. Use your originality to entice people to read further.
- All parts of a paper are not equal. The top left quarter is the most important, or heaviest, and the bottom right is the second heaviest. Use that upper left wisely.
- People typically read flyers (or other advertisements) using a “Z” pattern. Make sure your information facilitates that natural flow.
- The bottom right corner is traditionally the “action” corner. This is where you should place your request for action, such as “This is your exciting opportunity to be a part of a successful program” and provide contact information.
- People like pictures of people. It grabs their attention. In addition, people also like drawings of people. Regardless of the format, people will follow the eyes of the person in the photograph or illustration. If the photograph is looking at the reader, s/he will either feel as if the person is talking to him/her, or will follow the eyes to the important text.
You may contact KC with your reactions, thoughts and suggestions at kcd@tsbvi.edu.
The Sugar Blues: Dispelling Myths About Diabetes
Debra A. Sokol-McKay, RTC, CDE, CLVT, OTR/L
“Eating too much sugar gave me diabetes.”“I only have a mild case of diabetes.”
“People with diabetes should never eat sugar.”
It’s not uncommon to hear such comments from clients with diabetes. What do you believe?
When it comes to diabetes, numerous myths and false beliefs exist. These myths lead to a misunderstanding of what diabetes is, what causes it, and how it should be treated. Many of these false beliefs may appear to have no practical impact; however, this misinformation may lead a person with diabetes to unnecessarily restrict his or her life or make the control of blood sugars more difficult. Knowing the facts about diabetes is an important foundation for implementing proper diabetes self-care and minimizing complications. Let’s begin to dispel some of those myths and talk about the facts. First, we must define diabetes.
Diabetes Mellitus: A group of metabolic diseases characterized by hyperglycemia (high blood glucose). Diabetes occurs when the body cannot use the glucose in the blood (from carbohydrates in the food we eat) because the pancreas is not able to make or release enough insulin, or the insulin that is made is not effective because of resistance of the cell receiving it, or both.
Myth #1: “Eating too much sugar gave me diabetes.”
Fact: Since high blood sugar levels characterize diabetes, it is not surprising that people assume that eating foods high in sugar would lead to diabetes. Although the table sugar that is eaten (sucrose) will raise blood sugar levels (blood glucose) it is not the reason diabetes develops in the first place. In the most common form of diabetes, which is Type 2 diabetes, eating too much sugar (actually, too much food in general) can lead to being overweight. Obesity is a risk factor for Type 2 diabetes. Other risk factors generally include a positive family history of Type 2 diabetes, age (diabetes is highly prevalent in older adults) and ethnic background. A genetic predisposition underlies the cause of the other major form of diabetes, Type 1 diabetes.
Myth #2: “I only have a mild case of diabetes.”
Fact: The truth is, a person either has diabetes or they don’t. Some people may be able to control their diabetes with only exercise and meal planning; however approximately 90% of persons with diabetes require oral glucose-lowering medications, insulin injections, or both. The effort required to control blood glucose levels does not make one case of diabetes worse than another. The presence or absence of complications such as retinopathy also does not dictate the severity of the diabetes. To avoid or minimize complications, it is important for all persons with diabetes to keep plasma blood glucose levels within a desired range, generally between 90 mg/dL to 130 mg/dL before meals, and not exceeding 180 mg/dL one to two hours after meals, according to the American Diabetes Association. A common method to diagnose diabetes is called a fasting plasma/blood glucose test. A blood glucose level of 126 mg/dL or greater after fasting for at least 8 hours can diagnose diabetes.
| Type 1 diabetes: Most often develops before age 30; characterized by autoimmune damage to the insulin producing cells of the pancreas; dependence on an external source of insulin to sustain life. |
| Type 2 diabetes: Usually diagnosed after 30 years of age; insulin producing capability of the pancreas ranges from low to high and therefore need for an external source of insulin is variable; tissues in the body are resistant to insulin; frequently asymptomatic at time of diagnosis, however 20% of persons already have end-organ complications such as retinopathy, nerve damage and kidney disease. |
Myth #3: “People with diabetes should never eat sugar.”
Fact: In the past, people were told to avoid or strictly limit their sugar intake because it was believed that any kind or amount of sugar, including table sugar, honey and other sweeteners, would dramatically raise blood glucose levels. However, sugary foods do not raise blood glucose levels any more than does any other food containing the same amount of carbohydrate. Carbohydrate foods include: breads and cereals; fruit; starchy vegetables; dairy products such as milk and yogurt, and desserts and sweets. One tablespoon of sugar has the same amount of carbohydrates as one slice of bread, ½ cup of corn or one small apple. It is important to look at the total amount of carbohydrate consumed rather than simply at the amount of sugar. Sugar and sugar-containing foods can be enjoyed in moderation when included in a healthy food/meal plan. However, foods containing a high amount of added sugars (soft drinks, desserts) not only contribute large amounts of carbohydrate to the diet but may be high in calories and/or fat as well. These foods also tend to have few nutrients, and when an individual fills up on sugary foods, the nutrient-rich foods are often left behind.
Conclusion: By having a working knowledge of diabetes, rehabilitation teachers can assist clients to dispel myths and provide a foundation for effective diabetes self-care. Although many of our clients already experience vision loss, proper diabetes self-management can assist clients to better control their blood glucose levels, reduce risk for additional complications and improve quality of life.
Debra holds certifications as a Rehabilitation Teacher and a Diabetes Educator and is currently employed by the Association for the Blind and Visually Impaired (ABVI), 614 North 13th Street, Allentown, PA 18102-2199; phone: 610- 433-6018; e-mail: dasmot@rcn.com. At ABVI, the majority of her work is focused on providing adaptive diabetes management services to her clients. She is a graduate of the M.S. Program in Rehabilitation Teaching at the Pennsylvania College of Optometry.
ACVREP and the RTC Service Mark
What is in a name? Most certainly, it represents the essence of who we are and what we do. During the 1960s and 70s, our field began the arduous process of changing our name from “Home Teacher” to “Rehabilitation Teacher.” As a result, in 2004 we are now consistently referred to as rehabilitation teachers, with only occasional references to home teaching.
Although this name change took many years to establish, we now find ourselves in a situation that requires us to alter our professional title once again. This is occurring because a competing group in California has challenged our name and service mark. After consulting legal experts, ACVREP determined that rehabilitation teachers in California would risk legal action by continuing to use the service mark RTC, which is registered and claimed by recreational therapists in that state. Since it is not practical or advisable for California RTs to use a different service mark from RT professionals in the rest of the world, Division 11 and ACVREP have launched a search for a new service mark that will be unique to our profession.
PLEASE NOTE: The proposed service marks are listed in the following order: the initials, their meaning, and the number of current claims on the mark at the United States Patent Office.
First, as a reminder, here are the old service marks. Both are in current use by recreational therapists, respiratory therapists and rehabilitation technicians:
| RTC: | Rehabilitation Teacher Certified, 108 |
| CRT: | Certified Rehabilitation Teacher, 748 |
Here are the proposed service mark contenders, listed alphabetically:
| CRTBVI: | Certified Rehabilitation Teacher of the Blind and Visually Impaired, 0 |
| CRTS: | Certified Rehabilitation Teaching Specialist, 19 (including one membership organization service mark in rehabilitation technology and training) |
| CRTT: | Certified Rehabilitation Teaching Therapist, 3 (all are membership service marks for respiratory therapists) |
| CSRT: | Certified Specialist in Rehabilitation Teaching, 0 |
| CVRT: | Certified Vision Rehabilitation Teacher, 0 |
| RTTC: | Rehabilitation Teaching Therapist Certified, 0 |
| RTSC: | Rehabilitation Teaching Specialist Certified, 0 |
| SRTC: | Specialist in Rehabilitation Teaching Certified, 0 |
| VRTC: | Vision Rehabilitation Teacher Certified, 0 |
At present, our thinking on a proposed service mark encompasses the following parameters:
- The change should minimally affect the service mark, so that we can continue to refer to ourselves, and be referred to by others, as rehabilitation teachers;
- The service mark should contain four (4) letters, so that we remain consistent with CLVT and COMS;
- The service mark should not duplicate those issued by commonly competing groups or organizations.
- Thus, these criteria would eliminate CRTT, CRTS, and CRTBVI (see previous list) from consideration, for example.
Suggested New Acronyms And Titles For Rehabilitation Teachers
In response to requiring a new acronym and title for our rehabilitation teachers, the following have already been suggested as potential new acronyms and names:
| CBRS: | Certified Blind Rehabilitation Specialist |
| CILRS: | Certified Independent Living Rehabilitation Specialist |
| CRIB: | Certified Rehabilitation Instructor for the Blind |
| CRS: | Certified Rehabilitation Specialist |
| CRSBVI: | Certified Rehabilitation Specialist for the Blind and Visually Impaired |
| CRTB: | Certified Rehabilitation Teacher for (of) the Blind |
| CRTMA: | Certified Rehabilitation Teacher Master of Arts |
| CSILB: | Certified Specialist in Independent Living for the Blind |
| CSVB: | Certified Specialist in Vision Rehabilitation |
| CVRS: | Certified Vision Rehabilitation Specialist |
| CVRT: | Certified Vision Rehabilitation Therapist |
| ILRSC: | Independent Living Rehabilitation Specialist Certified |
| RSC: | Rehabilitation Specialist Certified |
| RTBC: | Rehabilitation Teacher for the Blind Certified |
| VRSC: | Vision Rehabilitation Specialist Certified |
| VRTC: | Vision Rehabilitation Teacher Certified |
| VRTC: | Vision Rehabilitation Therapist Certified |
CRT and cRT for Certified Rehabilitation Teacher have been suggested, but CRT is already in use. We are not certain whether using a small c in front of RT will make a difference, but we can always check.
Your input is critical. Please give us your thoughts on the above suggested acronyms and titles. Does one acronym and title sound better than the others? Is there one we shouldn’t use at all? If so, why? An article about the need to change the acronym and title for rehabilitation teachers will appear in the next AER Report and the RT News. Our hope is to get as much input as possible from the field prior to the ACVREP Board of Directors making a final decision. We hope to have a new RT acronym and title in place by August 2004.
Your Division 11 Board has a strong preference for the following three choices, but please feel free to select your own personal favorite from among the many options that have been presented:
| RTTC: | Rehabilitation Teaching Therapist Certified |
| RTSC: | Rehabilitation Teaching Specialist Certified |
| CSRT: | Certified Specialist in Rehabilitation Teaching |
We need your input as soon as possible! We suggest that you register your preference with Anita Arakawa, M.A., RTC, CLVT, Chair, Rehabilitation Teaching Committee, ACVREP, or Sharon Mikrut, President, ACVREP.
Contact information for Sharon Mikrut: smikrut@acvrep.org; 520-887-6816 Contact information for Anita Arakawa: anitaa@low-vision.org
NOTE: Please be aware that ACVREP is a separate organization from AER and Division 11. In addition, it is ACVREP that is launching the search for a new service mark; they would, however, like to have as much input and feedback from the RT field as possible. Our role is to assist ACVREP in this effort by providing recommendations that will ultimately be decided upon by the Academy’s Board of Directors. Your participation is vital as we work together to determine the future of our service mark and profession.
330 N. Commerce Park Loop, #200
Tucson, AZ 85754
Our phone numbers will remain the same:
520-887-6816
520-887-6826 - fax
Our email addresses will also remain the same:
info@acvrep.org - general email box
smikrut@acvrep.org - Sharon Mikrut, President
lworden@acvrep.org - Lisa Worden, Administrative Assistant
Course Offerings at The Hadley School for the Blind
The Hadley School for the Blind offers tuition-free, distance education courses for people who are legally blind, their family members and professionals or paraprofessionals working in the blindness field. Over 90 courses are available in Academic Studies, Braille and Other Communication Skills, Technology, Independent Living and Life Adjustment, and Recreation and Leisure Time pursuits. Of these, 20 are available in our Professional Program and are tailored to your needs.
For Rehabilitation Teachers responsible for staff training, a selection of our courses can help improve your agency’s training program while saving your time and other resources. The Hadley School for the Blind courses are offered free of charge and come to the student through the mail in accessible formats. Depending on the course, it may be available in braille, large print, cassette tape, or as a downloaded file via the Internet.
Some courses of particular interest to Rehabilitation Teachers are the following:
- Self Esteem and Adjusting With Blindness
- Independent Living
- You, Your Eyes and Your Diabetes
- Introduction to Low Vision
- Using Raised Markers
- Self-Help Groups: An Introduction
- Self-Help Groups: Advanced Topics
The Hadley School for the Blind has been dedicated to life-long learning for students over age 14 since 1920. If you are legally blind or severely visually impaired, have a family member who is or are a blindness professional or paraprofessional, contact The Hadley School for the Blind, for an application at 800-323-4238 or by e-mail at student_services@hadley-school.org. We invite you to visit the school’s Website at www.hadley-school.org for more information and to enroll on-line.
If you are interested in more in-depth information about Hadley or need a speaker for your staff meeting or professional conference, contact Don Golembiewski, RTC, Director of Outreach, at the above toll-free number or at don@hadley-school.org.
Shopping: The RT Marketplace
NEW ITEM—TOTE BAG: Natural canvas, generously oversized, with the RT logo and Website address imprinted in green. $15.00
CONFERENCE SPECIAL! Tote bag filled with an assortment of RT logo items. $20.00
NEW ITEM—SUNGLASSES: Green plastic, UVA and UVB protection, imprinted with “Rehab Teachers SHINE.” $5.00
COMMUTER MUG: Beautiful stainless steel commuter mug. Features the motto "Qualiter Signum" (Whatever Works) in black script. Also features the RT logo and Website address. $10.00
NECK CORDS: New design: White with blue lettering: “Rehabilitation Teaching” and Website address. $3.00
RT POLO SHIRT: Cream colored, Hanes polo style t-shirt, with “Rehabilitation Teaching” embroidered in Hunter green over left chest. Available in medium and extra large only. SALE $5.00
BASEBALL CAP: Stonewashed green cotton cap. Features the RT logo with the motto “Qualiter Signum” (Whatever Works) in black script. Adjustable sizing strap. SALE $5.00
Please add $3.50 for shipping and handling of all orders. Make checks payable to AER Rehabilitation Teaching Division. Send your orders to: Nancy Paskin, c/o Lighthouse International, 111 East 59th Street, New York, NY 10022-1202; phone: 212-821-9230; email: npaskin@lighthouse.org.
Be sure to visit us at the AER Marketplace during the International Conference!
AER REHABILITATION TEACHING DIVISION NEEDS YOUR HELP!
We’re looking for a talented, committed individual to serve as newsletter
editor for the 2004-2006 term. Requirements: excellent computer and writing skills, familiarity with Microsoft Publisher and other graphics programs. Experience with editing and publishing a plus.
Interested? Please contact Maureen Duffy, Editor, RT News; mduffy@pco.edu
Report: AER-Lift 2004
Nancy Paskin, RTC, CLVT
The annual AER-Lift Leadership Conference was held in Washington, DC, April 24-27, 2004. Don Golembiewski, former Chairperson, and Nancy Paskin, Secretary/Treasurer represented the Rehabilitation Teaching Division. Here are some highlights from the program:
Nancy Paskin, RTC, CLVT
The Rehabilitation Teaching Division gave a presentation on the first full day during Session 2: Equal Opportunities – The Roles of Chapter/Division Officers. We shared with the group how we have co-managed the RT Division during the past two years with less than the full complement of officers, while managing to address priorities such as maintaining our quality newsletter and active committees. The group responded well to our decision to reach out to past chairs for advice and assistance as needed and encouraged us to keep the RT Division as active as possible.
Mr. Martin S. Yablonski, current Chairperson of the ACVREP board, spoke to us about issues and changes that are occurring within the organization, including an increase in fees. Potential continuing education courses can be submitted to the Academy for approval, and the current CE course and recertification requirements will be upgraded this summer. In addition, we discussed the California challenge to the rehabilitation teaching service mark. The Academy has consulted a trademark lawyer, and has learned that the required registration documents were not filed in the 1990s. Therefore, the Academy, in cooperation with the RT Division, must select a new service mark, which will then be registered as quickly as possible. (See the article “ACVREP and the RT Service Mark” in this issue for more information.)
On Monday we met with Senate and Congressional staff members. We were assigned to teams, with one member designated as the primary contact person, ensuring that each group was represented by professionals from both education and rehabilitation. Don and I each chaired a team and attended three appointments. The primary issues that we discussed were (a) continued forward movement on IDEA, including maintenance of Senate language that would create a central file or repository for books in electronic format for ease of location and translation to alternate formats, and (b) the reauthorization of the Rehabilitation Act of 1973, again including maintenance of Senate language that would keep rehabilitation funds separate for blind and visually impaired persons and not made available to governors for redirection to other programs. We spoke against the proposal to downgrade the Commissioner of the Rehabilitation Services Administration to a Director’s position, which would devalue the position and severely restrict access to the House, Senate, and the President.
All members present agreed that all divisions would now be referred to by name only and that division numbers will be dropped. Thus, our division will now be referred to as the Rehabilitation Teaching Division and will no longer be known as Division 11.
CONGRATULATIONS ARE IN ORDER!
Alice Raftary, RTC, was honored on September 19, 2003 by Marygrove College in Detroit, Michigan, which presented her with an Outstanding Alumni Award. Alice is an APH “Hall of Fame” member, and was also profiled in the December 2002 issue of the RT News. Congratulations, Alice, and continued best wishes from all members of the AER Rehabilitation Teaching Division.
REHABILITATION TEACHING WEBSITE NEWS
The RT Website has surpassed 10,000 hits since it was established in 2001. We’d like your input for future improvements and additions.
Please take a moment to visit www.RehabilitationTeaching.org and email Maureen Duffy, RTC, with any comments or suggestions you might have. Contact her via email at mduffy@pco.edu.
WORDS FROM WASHINGTON
This free biweekly electronic legislative newsletter from AFB's Governmental Relations Group focuses on the most significant legislative and policy issues of interest to the blindness community currently being addressed in Washington.
You can subscribe to your own copy of Words from Washington via email or read back issues at http://www.afb.org/wfw.asp
INTERNATIONAL CONFERENCE REMINDER
We will be sponsoring an auction fundraiser for the Rehabilitation Teaching
Division, so please bring items with you to donate to this worthy cause!
Please spread the word to all Rehabilitation Teachers to ensure the success of this crucial fundraising effort.
Maureen A. Duffy, RTC
Editor, RT News