The RT News
Newsletter of Division 11
Winter 2001
Association for the Education and Rehabilitation of the Blind and Visually Impaired
Message from the Chair: Greetings From Australia
Whenever I travel, I make a conscious effort to immerse myself in the literature of my host country. During this trip, I was fortunate to be introduced to Simon Leys and his book of essays entitled The Angel and the Octopus.. In “The Paradox of Provincialism” he eloquently states the case for international cooperation, primarily in relation to writers and the creative process, but with distinct application to our profession as well:
A writer who was born in a big country is always in danger of believing that the culture of his native country encompasses all his needs. Paradoxically, he therefore runs the risk of becoming provincial…. Culture is born out of exchanges and thrives on differences. In this sense, 'national culture' is a self-contradiction, and 'multiculturalism' a pleonasm. The death of the culture lies in self-centredness, self-sufficiency and isolation.In this issue, you can learn about the current state of ADL instruction throughout Europe in Pamela Cory's timely report about the challenges presented by the consolidation of European states into a united Europe and the concurrent issues faced by rehabilitation and education professionals as they attempt to define the concept of ADL-Instruction within this shifting European context.
Be sure to look inside for a preview of our next Division Day, which will be held in conjunction with the next AER International Conference in Toronto, July 16-21, 2002. The program promises to be an exciting one. We are planning to host speakers from The American Printing House for the Blind and The Hadley School, in addition to sessions that will promote the historical development and emerging professionalism of our discipline: the Rehabilitation Teaching Oral History project, proposed Rehabilitation Teaching Assistant (RTA) standards, a “Meet the Authors” luncheon, and the Rehabilitation Teaching “Wall of Fame.” We will also sponsor an auction (a perennial conference favorite), and a “Show and Tell” session that will enable you to share a professional innovation or adaptation in a collegial demonstration format. We've also included additional conference announcements, including nominations for the Bruce McKenzie Award, Certificates of Recognition, and the new “Rising Star Award,” which will honor an emerging practitioner in our field.
Please honor your colleagues and your profession by nominating a Rehabilitation Teacher for each of these prestigious awards, and plan on attending the Division Day events that will precede the international conference. As Simon Leys states, “There is no great talent without great willpower…Superior men keep their brains in a productive state, just as the knights of old kept their weapons in perfect condition.”
We look forward to seeing you in Toronto.
Maureen A. Duffy, RTC
Chair, Division 11 2000-2002
HOLIDAY SHOPPING
NEW ITEM-Baseball Cap
COMMUTER MUG: Beautiful stainless steel commuter mug. Features the motto "Qualiter Signum" (Whatever Works) in black script. Also has our logo and Website address $10.00
NECKCORDS: new design-- white with blue lettering: “Rehabilitation Teaching” and Website address. $3.00
RT T-SHIRT: Cream colored, Hanes polo style t-shirt, with “Rehabilitation Teaching” embroidered in Hunter green over the left chest. Available in medium and extra-large. $20.00
MOUSEPAD: Royal blue with the wording " Rehabilitation Teaching, a profession with a past and a future" SALE $3.00
"RTs Are Really Terrific" pin: Round, white, with dark blue lettering $1.00 each or 6 for $5.00
Please add $3.50 for shipping and handling of all orders. Make checks payable to AER Division 11. Send your orders to: Maureen Duffy, PCO Dept. of Graduate Studies in VI, 8360 Old York Road, Elkins Park, PA 19027-1598, w (215) 780-1362, maduffy@aol.com
MEET A MEMBER:
Sara Taylor, Canadian member
I met someone who was blind several years ago at a Bible School I was attending. She taught me how to read and write Braille. She also taught me, through demonstrating her daily routine, that she was able to do just about anything she set her mind to. After meeting her, I volunteered at the Canadian National Institute for the Blind (CNIB) and I lived with two individuals who were visually impaired for a year during university. These experiences sparked my interest in the field of rehabilitation for the visually impaired. After university I took the rehabilitation programme for the blind and visually impaired.
How long have you been a Rehabilitation Teacher/vision rehabilitation professional?
Since I graduated from the rehabilitation programme I have been working for a school board as the braille transcriber. I have been at this job for 2 1/2 years.
Tell us about your current job.
I am working as a braille transcriber for a school board. I make braille/large print material for students. I also assist some students in the classroom (i.e., using CCTV and braille, assist in notetaking) as well as participate in vision workshops. I am also an in-home worker for a 5-year-old who has a visual impairment. I work with him in his home on basic concept skills (i.e., dressing, daily routines, braille)
Tell us something special about yourself.
I enjoy listening to music and playing the flute.
Why did you join Division 11?
I joined to keep up to date with new information and to get new ideas.
Product Review:
Rival Electric Fry pan
Private Practitioner
Trumbull Blindness and Rehabilitation Services
360 Trumbull Avenue SE
Warren, OH 44483
(330) 395-1776 (“Independence through Instruction”)
enoch@netdotcom.com
An electric frying pan is a potentially useful tool for an RT working with an older population in which a significant percentage will be confronted with orthopedic problems or debilitating conditions. This appliance can allow such a person to safely cook a rather large variety of foods while seated.
Unfortunately, the model currently available is not the best possible for the target population. First, it is rather smaller than might be wished at twelve inches square. (It is also not very deep.) This presents a problem for anyone without rather good manual dexterity or for anyone with any difficulty in controlling movement. This problem can be addressed with a cafeteria tray, available from restaurant supply stores, but a larger, deeper model would be preferable.
A second problem is that the lid does not have the sliding vent cover available on an earlier adapted frying pan. The solution suggested in the instruction book is to position the lid askew to vent when the recipe requires it. This is possible, but it is not elegant and it may be messy.
The instruction book is a third problem. With a product that sells for $15 more than the $20 price of the same model without adaptation, one would expect to get a cassette recording of the instruction book. The book is important because it provides the safety information. It also has instruction in a variety of cooking techniques and a number of useful recipes.
In our opinion, and in view of our experience in working with older people frequently confronted with tactual difficulties, the quality of the adaptation to the temperature control does not justify the higher price. The tactual markings are not as distinct as they should be. Clients with peripheral neuropathy or with multiple sclerosis will find the markings especially difficult.
We found it possible to adapt an earlier model of this frying pan so that it is easily usable by anyone able to use any tactual markings. The model we purchased at K-Mart for just under $20 has prominently raised ribs or vanes that can be used to set temperatures without any markings at all if a client is able to remember the number of vanes between the positive stop at “off” and “warm” and the various temperatures. The vanes, when aligned with the set point, are at 200, 300 and 400 degrees while the center point between the vanes are the 50s. For those with difficulty remaining oriented to the control, these center points are easily marked with Spot 'n Line, with tactual adhesive dots or with fluorescent tape. Unfortunately, we have been unable to find the frying pans with these controls lately, the available models having the same control as the model available with adaptations. If you are lucky enough to find frying pans with the above controls, snap them up.
Neither is it difficult to adapt the model currently being sold under the brand name Black and Decker Rival Electric Frying Pan. It has the same control as that on the adapted model being sold by Maxi-Aids (#07818) for $39.95. We have marked the appropriate settings with Spot 'n Line, with raised adhesive dots and with fluorescent tape.
Both of the models that we have adapted can be found with the vented lid. Given the ease of adaptation and the fact that these frying pans are easily found at something less than fifty percent of the catalog price, and without expensive shipping charges, make the decision to adapt an easy one.
YOUR VOTE COUNTS!
The Division 11 Board has appointed a committee to establish the job description and training curriculum standards for Rehabilitation Teaching Assistants (RTAs). During the past several years, the employment of paraprofessionals within the field of Rehabilitation Teaching has become increasingly common and is occurring without the benefit of consistent national standards for either RTAs or RTA training programs. The Division 11 Board has assumed the responsibility to develop RTA standards that will require standardized training and clear professional guidelines for this proposed new discipline.
The RTA Standards Work Group began this effort in July, 1999 during Rehabilitation Teaching: The Next Century, Conference 1999 in Kalamazoo, Michigan. Committed Work Group members put many hours into developing the attached standards. Our thanks go out to all those who provided input and feedback on this entire document.
We are now asking members of Division 11 to vote on the Rehabilitation Teaching Assistant (RTA) Training Guidelines and return the original ballot no later than February 15, 2002.
We will discuss this issue, including the results of this vote, at a special session that will be scheduled during our Division Day on July 16, 2002, immediately preceding the 2002 International AER Conference in Toronto. We will also discuss RTA issues during the Division 11 business meeting. We hope to see you there to continue this dialogue.
Sincerely,
Don Golembiewski, RTC
Chair, Rehabilitation Teaching Assistant (RTA) Standards Committee
Maureen A. Duffy, Chair
AER Division 11
Division 11 Officers for 2000-2001:
Chair-elect: Bruci Hawkins, (607) 277-5436, BruciHawkins@aol.com
Secretary/treasurer: Mary Beth Harrison, (708) 447-5765, marydoug@chicagonet.net
Past Chair: Lisa-Anne Mowerson, (412) 635-7318, LASM@worldnet.att.net
Internet Resources:
VISION LOSS AND AGING
Maureen A. Duffy, RTC
http://www.aarp.org
- Links to the AARP Research Center: Reference information about a variety of subjects related to aging: Social Security, lifelong learning, legal and financial issues
http://www.agingeye.org
- Has the mission of “understanding the diseases of the eye that are brought on largely through aging.” To achieve this mission, the center brings together, virtually and physically, scientists worldwide to interact with the Schepens Eye Research Institute research faculty on an ongoing basis.
http://www.aoa.dhhs.gov
- Age Pages: Common eye pathologies related to aging
- Internet Information Notes: Low Vision and Aging: links to all major blindness and low vision resources in the US
http://www.blindness.about.com
- Click on “Blindness/Visual Impairment”
- Covers 28 subject areas, including eye diseases and conditions, low vision, aging, advocacy, education and rehabilitation.
http://www.macd.net
- Information about nutrition, treatment, research, and low vision services
- Monthly e-mail newsletter
http://www.macular.org
- Explanations and pictorial representations of wet and dry ARM
- Printable Amsler Grid
http://www.macular-degeneration.org
- Information about nutrition, treatment, research, and low vision services
- Links to Amsler Grid testing, Johns Hopkins Macular Degeneration Website, photodynamic therapy, Macular Degeneration Partnership
http://www.medicarenow.org
- Up-to-date information concerning Medicare coverage and advocacy efforts to improve this coverage as it relates to vision-related rehabilitation services for older adults.
http://www.thearc.org/faqs/visfact.html
- Aging With Developmental Disabilities: Changes in Vision
- Links to agencies, support services, publications
http://www.4woman.gov
Women With Disabilities: Visual Impairment
http://www.4woman.gov/wwd/wwd.cfm?page=99
- Descriptions of eye disorders, including cataracts, age-related macular degeneration, glaucoma, diabetic retinopathy
- Links to SSI and SSDI information specifically related to blindness and low vision
Requirements for Internship Supervision
Dennis Lolli, Chairperson, ACVREP
(Excerpted from a letter sent to all university personnel preparation programs)
Recently, AER sent notices to those holding Permanent AAWB Certification offering the option to transfer their certification to ACVREP. Now ACVREP certification is required in place of AER certification for internship supervision. These points were listed in a recent letter from AER written by Billy Brookshire to permanent certificants. Two of its points were:
- “Because ACVREP now is the certifying organization in the field, ACVREP owns the certification marks (COMS, RTC, and CLVT). Only those individuals who are certified by ACVREP may use these initials after their names. Those who hold AAWB permanent certification may no longer do so.”
- “Only individuals who hold ACVREP certification will be able to supervise internships for students in RT, O&M or low vision programs. Holders of AAWB permanent certification will not be able to supervise internships and have those students be eligible for ACVREP certification. You must hold ACVREP certification to do so.”
Upcoming National Instructional Partnership Event
(Educational and Advisory Services)
The presentations by Jay and Marilyn Gense will focus on strategies and interventions for identifying and serving children with visual impairments and autism. Millie Smith's presentation will offer information on building communication skills for students with visual impairments and cognitive disabilities. The final session of the workshop will feature the three presenters in a panel discussion of techniques and ideas for working with students with visual impairments and additional disabilities.
Registration materials will be available soon, both in print and on the APH web site at www.aph.org. If you have questions or need details, contact Ex Officio Trustee Marie Amerson at 478/751-6083 or APH Field Services Representative Janie Humphries at 800/223-1839, ext. 367.
Please share information about this event with professionals and parents in your area.
,BR> If you would like to partner with APH to sponsor an event through the National Instructional Partnership, contact Janie Humphries at the above number, or email her at jhumphries@aph.org.
DIVISION DAY, July 16, 2002 in Toronto
Bruci Hawkins, Chair-Elect
9:00 Welcome: Division 11 Chair Maureen A. Duffy
9:15 APH Adult Life Products: hands-on experiences with equipment plus a chance to let them know what new things would be of use to us
10:15 Hadley School: find out what's new, and how we might incorporate their course offerings into our programs
11:00 RTA Discussion: after the vote, what's next?
12:00 Catered Lunch: scavenger hunt, Meet the Authors, and Wall of Fame
1:30 Show & Tell: bring something to share that you have developed or discovered
3:00 Division 11 Projects: Oral History and RT Cookbook
4:00 Business Meeting & Auction: Please note: this will be the first of two business meetings, and is open to all whether or not attending the Division Day
6:00 Adjournment: on your own for the evening
There will be a registration fee for this, but we will keep it low to cover costs. We hope you will all plan to join us!
International RT News
Who are we? From where are we coming?
Where do we want to go?
Pamela Cory, M.A.
Surprisingly, the distance in mileage from one country to the next, when compared to America, is not great; but the diverse geographical, historical, social, cultural and economic scenery (not to mention the language differences) in this limited space is highly complex and heterogeneous. This makes for an extremely colorful and interesting conglomeration of people and traditions, but it is not very conducive for identifying problems and discovering common solutions for dealing with them.
And the question, “Do we even want to undertake this trip together?” is no longer relevant. This decision has long been made on a political level. Our only chance of influencing this development in a constructive manner is to “pack the bull by its horns”, so that communication channels based upon mutual contextual awareness and appreciation for each other might be established. Such a forum is necessary for determining the present state of the art pertaining to our interest group and can ultimately lead to necessary international support for the development of creative and effective solutions.
Along these lines, the first meeting on Cooperation Between European Educational Programs for Instructors in the Area of Activities of Daily Living (ADL) was held April 26 - 28, 2001 in Copenhagen, Denmark. The aim of this meeting was to clarify the situation in terms ADL-Instructor training in the individual countries and to define the concept of ADL in a European context. This work would then form the basis for future cooperation with the involvement of all interested European partners, who are involved in formalized education programs for ADL-instructors in Europe.
Twelve people from seven countries were able to attend - Denmark, Germany, Czech Republic, Poland, Switzerland, United Kingdom and the Netherlands. The participants were able to learn about one another and their individual programs, exchange experiences and ideas, and strengthen the identity of their profession in a European context. They were pleased - both with the content and with the atmosphere of the meeting, due largely to the organizational work and the hospitality of the colleagues from the Danish Institute for the Visually Impaired and from the Visual Information Knowledge Centre, both located in Copenhagen.
Each participant gave an overview of the training programs for ADL-Teachers in their respective countries. They also discussed various philosophical issues, such as shared definition of ADL. determining what services the client receives, and working issues, such as particular training techniques, e.g. client simulations, use of blindfolds and low vision simulators, video-teaching, etc.
The results of the Questionnaire to determine Personnel Preparation of European ADL-Teachers for blind and low vision Persons, which Pamela Cory had conducted in the year 2000, were presented. 17 agencies from 14 different countries responded to this survey. According to their answers, 70,5% of them offer ADL-Personnel-Preparation programs which they classify as highly qualified further education courses, designed for simultaneous acquisition of dual expertise as an ADL- and an O&M-Teachers. The majority of these programs require their course participants to have a higher level of education and prior experience with visually impaired persons before entering their ADL-Personnel-Preparation courses. Instructor qualifications in the ADL-Personnel-Preparation courses were defined in most cases as qualification as an ADL-Teacher with many years experience working with visually impaired persons in this field.
Pertaining to the amount of necessary experience of instructors in the ADL-Personnel-Preparation courses, most answers were vague and ranged from “hardly any” to “a lot” of experience, giving little insight as to the actual situation. The length of the educational unit (instruction hour) varied greatly, which encumbers discussions and comparisons of course content. The course cost as well as the cost of living during the course is covered most often by the participant's employer or by government sources.
Nearly 80 % responded that ADL-Teaching is not a state recognized profession, although in some cases it is recognized by the national association of the visually impaired and/or the professional association of education and rehabilitation for visually impaired persons. The most frequently mentioned employers of qualified ADL-Teachers in Europe are institutions for visually impaired persons (such as schools, rehabilitation centers, low vision clinics and counseling centers) and associations of the blind. In response to the question “For which clients are ADL-Teachers trained to work?” answers were categorized according to age and to additional impairments.
Age groups: 71% train their participants to work with clients of all ages. 18% refrain from training ADL-Teachers to work with children and 12% do not include working with senior citizens in their course content.
Additional impairments: all responding ADL-Personnel.Preparation courses train teachers to work with visually impaired adults with or without additional sensory impairments. 82% prepare teachers to work with visually impaired clients with additional physical impairments. 82% include learning impairments in their curriculum. Only 71% train ADL-Teachers to work with mentally retarded visually impaired individuals. In summary, the topics “physical handicaps”, “learning impairments” and “mental retardation” are not automatically incorporated as subject matter in the ADL-Personnel-Preparation courses.
In response to the question “Which clients do your ADL-Teachers serve?”, 12 agencies note that their ADL-Teachers serve clients of all ages with or without additional impairments, but only 9 of them provide the training for their graduates to do so. It is disturbing that ADL-Personnel-Preparation curricula do not uniformly cover those areas in which ADL-Teachers later must work.
Most of the responding institutions include the following topics in their curricula for ADL-Personnel-Preparation courses:
ADL theory and blindfold experience
Low Vision theory and practical experience
Communication skills
Blindness related skills and knowledge
Theory hours on medical, psychological and developmental aspects
Practice teaching with supervision
All participants at the meeting in Denmark agreed that a European forum for professional exchange, with a primary purpose of developing training standards for ADL-Teachers, is necessary. It is hoped that further meetings will foster communication among current ADL-Personnel-Preparation programs and last, but not least, will improve the quality of ADL-Teaching for blind and low vision persons in Europe.
New Executive Director at AER
An attorney with more than seven years of experience in governmental relations and membership organizations both within and outside the field of blindness, Richert is ready to get to work. "AER's strength has always been our members, and given the challenges we face ahead, we must recommit ourselves both to promoting professional development and to ensuring that blind or visually impaired children and adults receive the high-quality, specialized services which their potential deserves," Richert says. " With both the special education and vocational rehabilitation laws up for review over the next few years, we have a great opportunity to affect real change and to advance the cause of professionalism in our field."
A graduate of the George Washington University National Law Center, Richert leaves the American Foundation for the Blind's Governmental Relations Group in Washington, D.C., where his work has included Medicare reimbursement for vision rehabilitation services, education and civil rights. Most recently, Richert played a major role in negotiations leading to an agreement between the blindness field and national textbook publishers on legislation to dramatically improve blind students' timely access to elementary and secondary instructional materials. Blind since birth, Richert will be AER's first Executive Director who is visually impaired. He and his wife, Karen, live in Silver Spring, Maryland.
Formed in 1984 by a merger of the American Association of Workers for the Blind and the Association for Education of the Visually Handicapped, AER is the only organization representing the interests of all professionals who work in education and rehabilitation of the blind and visually impaired. AER supports professional growth through formal and continuing education and advocates public policies which improve and expand services for all individuals with visual impairments.
(An AER press Release: Nov. 6, 2001)
Division Projects
ORAL HISTORY
Bruci Hawkins, Chair-Elect
To quickly review the Oral History Project, we (all Division XI members)
- identify individuals (service providers, consumers, administrators, educators) who were involved in services to visually impaired adults at their inception
- arrange to interview them following the guidelines laid out in an information packet (available on request from Bruci Hawkins)
- send the completed interview form, audio or video cassette, and any accompanying materials (e.g., recent photo) to Bruci Hawkins who arranges to have these tapes transcribed.
On Division Day, attendees will have an opportunity to see the results of some of the first interviews in the Wall of Fame, and learn more about how they can become interviewers themselves.
Division Day “Show & Tell”
Mary Beth Harrison, Secretary/Treasurer
This is a chance for everyone to share their original ideas, similar to the “Springboard” column in RE:view. Please contact me, using the contact information listed for officers, if you have questions or want to sign up to present. E-mail communication is preferred, but please don't send attachments at this point in time. See you in Toronto!
Product Review Reference
American Foundation for the Blind Literacy Project
Tina Tucker
National Program Associate in Literacy
- To develop professional and organizational partnerships
- To train the trainers to identify the components of the curriculum most applicable to their programs, and to plan future workshops based on those components
- To improve the literacy skills of adults who are visually impaired by improving the skills of literacy instructors
- To train the trainers to locate sources of funding to support the development of accessible literacy programs/projects
Who Should Apply?
Rehabilitation professionals and adult basic education professionals with previous experience presenting at conferences and/or providing in-service training on topics related to adult literacy. All applicants must be prepared to have their names posted on national web sites and to be recommended by peers and supervisors to do future trainings. Instructors, program managers, vocational rehabilitation counselors, One-Stop coordinators, community college disabilities program coordinators, and all others interested in developing partnerships and a sense of community with each other and with the clients we serve are encouraged to apply.
Why Is This Training Important?
It is important for three reasons. First, the 1993 National Adult Literacy Survey (NALS) found that 54% of adults with visual disabilities functioned at the lowest of five literacy proficiency levels, as compared with 21% of the general population. Also, of working age individuals, approximately 58% of those who are severely visually impaired and 70% of those who are legally blind are unemployed. And the unfortunate reality is that prevailing techniques for adult literacy instruction for this population, such as learning braille, assume previous experience reading print.
Dates and locations (All workshops begin at 8:00 a.m. on Day 1 and end at 5:30 p.m. on Day 3):
- Atlanta, GA
- January 10-12, 2002
- San Antonio, TX
- February 28-March 2, 2002
- San Francisco, CA
- April 11-13, 2002
- Boston, MA
- May 9-11, 2002
For applications contact Tina Tucker, National Program Associate in Literacy at the American Foundation for the Blind National Literacy Center, 100 Peachtree St., Ste. 620, Atlanta, GA 30303. Telephone: 404-525-2303 E-mail: ttucker@afb.net.
American Foundation for the Blind Elects Four New Trustees
(From an October 2001 AFB press Release)
"AFB has always relied upon the hard work and dedication of our trustees," said Scott in making the announcement. "The four trustees elected today bring a variety of skills and experiences to the board, which will further enhance our efforts toward leveling the playing field for people who are blind or visually impaired."
Lynda Jones is a professor at Florida State University, where she coordinates and develops federally funded personnel preparation programs in the area of rehabilitation teaching of people who are blind or visually impaired. Prior to this position, she served as the human resource development specialist at the Texas Commission for the Blind in Austin, TX. Jones-who lost her vision due to retinitis pigmentosa-holds degrees from Chicago Conservatory College and the University of Arkansas at Little Rock. She resides in Tallahassee, FL.
Editor's note: Lynda Jones is a long standing member of Division 11, AER and in Denver 2000 she was awarded the Bruce McKenzie award by Division 11 for her contributions to the field of Rehabilitation Teaching.
Congratulations to a fellow RT!
Call for Nominations
Nominations for Officers
Division 11
Chair-Elect:
- Serves for 6 years (2 years as Chair-Elect, 2 years as Chair, and 2 years as Past Chair)
- Duties include: Oversees Division 11 Conference committee, History Committee, Awards committee and Nominations committee
- Supports actions of chair as needed
- Attends AERLift and other related conferences as needed
- Serves for 2 years
- Duties include: Recording minutes of executive board and other division meetings
- Managing financial records
- Serves on Division 11 bylaws committee
- Attends AER lift and other related conferences as needed
BruciHawkins@aol.com
Award Nominations
Bruce McKenzie and Rising Star Awards
The Executive Board of Division 11, in an attempt to recognize more rehabilitation teachers earlier in their careers, has created a new award: The Rising Star Award.
The nomination criteria for both awards are listed below. If you know of someone who should receive either award or a Certificate of Recognition, please take the time to nominate him/her for the honor.
Bruce Mckenzie Award
Purpose:
The Bruce McKenzie award is a biennial award established by Division 11 to honor Bruce McKenzie for his pioneering leadership in the field of rehabilitation teaching. It is the Division's highest award. The award is given to an exemplary individual for outstanding contributions to the field of rehabilitation teaching and independent living services.
Criteria:
- A nominee shall be an active or retired rehabilitation teacher/rehabilitation teacher supervisor
- A nominee must have 10 years or more of service in the field of rehabilitation teaching
- A nominee shall have exceptional leadership qualities
- The uniqueness of a nominee's contribution to the field shall be given due consideration
- A nominee's contribution shall have been national in scope
- A nominee shall be a member of Division 11.
All nominations must be submitted in writing and should include biographical information, education and training, employment history, leadership qualities, contributions, achievements and professional memberships. If possible, a copy of the nominee's curriculum vitae should be attached.
Each nomination must be seconded in writing.
Nominations must be submitted to Bruci Hawkins, Chair-Elect and Awards Committee Chair, by February 15, 2002.
The Division 11 Awards Committee shall select the recipients.
Rising Star Award
Purpose:
The award shall be presented to an individual that exemplifies the potential for exceptional leadership and will most likely provide a unique contribution to the field of rehabilitation teaching.
Criteria:
- A nominee shall be an ACREVP certified rehabilitation teacher
- A nominee should have no more than three years of professional service
- A nominee should have demonstrated outstanding dedication and service to profession of rehabilitation teaching.
- A nominee shall be a member of Division 11
All nominations must be submitted in writing and should include biographical information, education and training, employment, leadership qualities, contributions and achievements. The nomination should be submitted by a supervisor or professional mentor. Each nomination must be seconded in writing.
Nominations must be submitted to Bruci Hawkins, Chair-Elect and Awards Committee Chair, by February 15, 2002.
The Division 11 Awards Committee shall select the recipients.