January 2022 - NOMC - lists.nbpcb.org

Article Beyone City Sidewalks
by debandjeff＠allophone.com 20 Aug '24

20 Aug '24

Hello Everyone, I have attached several articles that may be of interest to some of you. If you have some articles that you feel may be of benefit to us, please attach it and send it out. Jeff

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Ruby Ryles on Structured Discovery
by ebell＠pdrib.com 26 Jan '22

26 Jan '22

*** In going through some files today I came across this speech that Dr. Ruby Ryles did at a conference in Albuquerque in 2002. Amazing how much has changed and oh how very much has remained the same Happy reading: Albuquerque, 2002 Ruby Ryles In this session we are looking at two models of instruction in the of teaching Orientation & Mobility: (1) the historically dominant model based on what Richard Mettler and other authors term the ?vision paradigm? and utilizes guided learning, and (2) the more recent instructional model based on the ?cognitive paradigm? that employs structured discovery learning. The vision paradigm of the traditional model is characterized by the necessity to operate from a visual model of the world in order to travel independently. In this paradigm, vision is synonymous with safety; vision loss is synonymous with danger, and specifically, travel without sight is thought of as difficult and hazardous. O&M instructors approximate the visual experience through verbal reports of the instructor?s own visual observations of the environment. Two clear commitments arise from this model: (1) that travel students need constant and ongoing monitoring throughout their training, and (2) that it is necessary to conduct monitoring visually to insure that the students receive accurate visual information about the environment. An awareness of the fact that this model relies strongly on a visual understanding of the environment answers many questions. In the cognitive paradigm of the structured discovery model, the role of the instructor is not to approximate the visual experience and to constantly monitor during training, but to assist the student in becoming increasingly able to relate the physical mechanics of cane travel to the cognitive skills that define independent travel. Richard Mettler sums up a basic commitment of the discovery learning model for us: travel instruction doesn?t begin until the student no longer thinks he requires external monitoring. Up to that point in the discovery learning method, learning has been guided. But structured discovery learning depends on a Socratic method of teaching. From this point forward in training, learning is structured so that the student discovers critical travel concepts rather than having them presented by an instructor. In the early lessons, the student is placed in such a secure environment that concerns for safety are actually issues for counseling rather than genuine safety concerns. At the very heart of the structured discovery method of teaching travel, is an unwavering belief in the ability of human beings to travel independently without sight. Dr. Kenneth Jernigan defined independent travel as, ? the ability to go where you want when you want, without inconvenience to yourself or others.? In order to instill the kind of confidence that underlies true independent travel, orientation centers and university O&M training programs must cast aside the ideology that travel without sight is inherently dangerous; in other words, we cannot teach fear. The travel environment is designed for and by sighted people ? fear of navigating the environment without sight is the key issue instructors should address before the first travel lesson ever begins. Independent travel means the blind student takes responsibility for his own safety and does not feel the need to depend on sight ? neither his own nor someone else?s - for safety. Independent travel means that the average blind person who has good training can navigate any pedestrian situation that the average sighted person can navigate. It means that once training is completed, a blind person does not need an O&M instructor to ?orient? him to a new campus, community or job site. Because structured discovery method is a nonvisual method of learning to travel, travel students in training wear sleepshades during all lessons. Why not use residual vision during training? After all, when training is completed, no one will wear sleepshades to travel, right? People seek O&M training because using their vision to travel no longer works for them. They come to us for help because they feel limited in the daily routines of their lives; they feel unsafe, and unwilling to travel alone in new environments. Instead of using magnifiers and gadgets that depend on fluctuating and often failing vision, why not teach non-visual travel? By simple definition, if you are learning non-visual techniques of travel, you can?t use your vision! And here it should be said that a little sleepshade use is worse than none at all, because what you have really taught is fear. If you decide to teach nonvisual techniques, you need to commit thoroughly to it. If the instructor understands the need for nonvisual training, then sleepshade use is not even an issue to be discussed. In other words, you let students know that sleepshades are a part of the curriculum and why. And, as I?m sure we all know by now, informed choice does not mean that students can ?choose? not to use sleepshades. Sleepshades are a part of the curriculum. They cannot be used for a few hours or just a few weeks ? because students don?t have enough time to get over the fear of thinking of the world in nonvisual terms? the entire curriculum should be taught under sleepshades. If we agree that blind people need to learn non-visual techniques, I don?t know how that can be done without using sleepshades. Instructor Competency: It is truly embarrassing to even state this principle because it is simply common sense. It is foundational to this method of teaching travel: the instructor must be a model of nonvisual travel skills for students. Blind instructors must be excellent cane users and independent travelers; sighted and partially sighted instructors must be excellent cane users and independent travelers under sleepshades. That shouldn?t be hard to understand. In no other field do we endorse teachers who are unable to personally perform the tasks they are hired to teach. The teacher who can only do basic math would not be hired by a school district to teach algebra; none of our own children were taught to read by individuals who themselves could not read. Blind people deserve no less from their mobility instructors. Blind Mobility Instructors: Because structured discovery is a nonvisual method of learning to travel, blind instructors often have an advantage. A skilled blind traveler has typically encountered and solved normal travel situations that sighted instructors often view as travel problems to be avoided by the blind ? large parking lots, bus, train and subway stations, airports, wide streets with various turn lanes and islands, street and sidewalk construction sites, and on and on ? all are a part of daily travel for skilled blind travelers and sighted pedestrians alike. How totally effective from an educational standpoint for an instructor to teach by sharing travel experiences with his students ? anyone in the role of a teacher does it. It is simply good teaching. But can a blind instructor really teach and monitor and travel students? A large percentage of us in this room know the answer to that. Prominent agencies for the blind in the United States have sought out blind instructors for decades ? The Nebraska agency has a long distinguished history that spans years of recruiting qualified blind instructors; Colorado, Minnesota, Iowa, Louisiana and more recently Texas are just a few of the agencies providing excellent travel training to their states? blind citizens using blind mobility instructors. But, when you hire a blind mobility instructor, two issues are paramount. First, the instructor must have outstanding personal travel skills ? meaning that if he is not totally blind, he must be an excellent traveler under sleepshades. This is an absolutely fundamental part of structured discovery learning for sighted and blind instructors alike. Second, it is absolutely critical that blind and low vision instructors understand and use the alternative techniques of blind instructors while teaching and monitoring O&M students. Within the traditional training, blind instructors who have residual visual are taught to use their sight to teach and monitor students. Infinite travel situations arise daily in which a blind instructor?s partial vision is simply dangerous to depend on - specifically in the early stages of training when their students cannot be expected to be responsible for their own safety and must depend on the skills of the blind instructor; which brings me an example of the primary problem in the university training of blind instructors. I am very concerned about the implication of a statement made to me by the head of a university O&M degree program. University O&M programs know they cannot refuse to accept otherwise qualified blind applicants for O&M programs. The Louisiana Tech program actively recruits blind and sighted candidates. About three-quarters of our students are blind ? and yes, all graduates have multiple job opportunities. This director said to me, ?Ruby, because of ADA & other civil rights laws, we know we have to take blind students but, we don?t know what to do with them.? We don?t know what to do with them - - his concern about the safety of blind mobility instructors was correct. His university program uses the traditional model of training - a visual model - and he was being honest - he had no idea how a blind instructor would safely monitor students. The director was right on. A blind instructor must know and use the alternative techniques that are specific to blind instructors, and those skills depend on the blind instructor?s own personal level of travel skills. We cannot jeopardize the safety of blind people for politics. Canes: The Louisiana Tech University O&M program teaches the structured discovery learning method of O&M and like the orientation centers that use this method; our students learn to travel using the long rigid fiberglass cane. We have found this cane is a better fit for the structured discovery method of learning and teaching for several reasons. (1) It is lighter than traditional aluminum canes; making constant use of the cane less tiring (2) This method of learning depends on senses other than vision, so the cane needs to provide good tactile and auditory feedback from a wide variety of surfaces. These canes were designed years ago by blind cane users to do just that. Traditional aluminum canes with nylon tips, and particularly the folding ones with joints and elastic cord through the shaft of the cane tend to mask tactile feedback, and they makes the teaching of tactile cues very difficult and limited. We find that longer lighter canes with metal tips provide a pronounced tactile feedback, allowing the user to discern (with practice) far more subtle differences between tactile surfaces than traditional heavier aluminum canes will allow. Being able to tell the difference between concrete and asphalt surfaces gives the student valuable information about the environment. (3) Because of the design and composition of the tip ? called a glide tip ? this type of cane provides good auditory feedback to both users and instructors. The clean click of the cane tip on various hard surfaces and its ability to glide easily over minor cracks provides not only valuable information to the traveler, but also greater ease of use. As was the cane, the tip, too, was designed by blind cane users themselves. The fiberglass cane is designed for use as a long cane ? measuring from a person?s chin to nose, depending on the individual. This length allows for a more natural stride and walking speed because the length of the cane increases reaction time. The long cane eliminates the need to extend the arm to use the cane, because the cane itself provides the extension and allows for a more relaxed position and grip of the cane. Centers and instructors using discovery learning insist that students use the long rigid cane and not folding or collapsible canes while they are in training. It could be said that one drawback of the structured discovery method is that it takes longer to learn. You remember that Mettler states that, ?travel instruction doesn?t begin until the student no longer thinks he requires external monitoring?. Before getting to the point where O&M instruction can begin, students need an entire curriculum of skill training; much of it is guided by the instructor. Probably 6 ? 9 months with daily 1? to 2 hour travel lessons will allow for the development of the student?s ability to solve travel problems set up by the instructor. The instructor provides observed and independent travel assignments that contain increasingly difficult travel problems as the student?s ability to handle these situations increases. And I need to interject here that an independent travel assignment is meant to be just that ? independent. The student has reached a point where the instructor has confidence in the student?s skills and ability to work through travel problems independently. The instructor does not covertly follow the student on an independent travel route, lurking behind bushes to appear and rescue the student from confusing travel problems. Independent means solo, alone, unmonitored, unaccompanied, by yourself. There is a great deal of misinformation about structured discovery method of learning and teaching O&M. One is the concept of teaching multiple students. Structured discovery learning recognizes the value of teaching multiple students, but normally 2, and no more than 3 in a class. And it is the responsibility of the instructor to know the skill levels of his students because skill levels of students need to be comparable, or it is not possible. Teaching multiple students is a wonderful way to encourage the development of problem solving skills among students. Again, students learning from one another is, and always has been, good basic educational practice. Structured discovery learning is as much about what we don?t teach as it is about what we do teach. We don?t teach sighted guide. Not because it isn?t useful, it is. But we teach nonvisual independent travel, and sighted guide is neither. I guess that really isn?t true. Roland Allen is Louisiana Tech?s award winning program instructor. He is certified NOMC and did tell me he spends about 15 minutes of his total curriculum time teaching students sighted guide. With or without instruction, blind people use sighted guide at various times ? we don?t need to spend valuable program time teaching our O&M students something most all blind people have been using all their lives. We don?t teach task analysis. You know what that is ? when common activities, such as finding a chair, or turning around in an elevator are broken into numerous unnecessary steps. O&M is not a science ? it is common sense. We also don?t teach via distance education: In most universities today, professionals can obtain degrees never having even met a blind person until they are ready to begin teaching. You can learn ABOUT blindness from textbooks, professional literature, and lectures, but to know blindness you need to learn with and from blind people. I do not want my O&M students to be in a position of authority over blind people until they have learned from blind instructors, spent countless hours with blind acquaintances and blind professionals, and know quite literally hundreds of blind people. The Louisiana Tech O&M students spend much of their program time immersed in the Louisiana Center for the Blind doing those very things. The respect that the students gain for blind people - both as a class and as individuals - cannot be taught in a standard academic setting. And the lessons they learn from the immersion experience changes their attitudes and expectations in a way that is impossible to achieve in any other way -other than getting to know blindness by knowing blind people. If independent travel to you means ? the ability to go where you want, when you want, without inconvenience to yourself or others?, then your students will not need to call on an O&M instructor to show them how to get around a new campus, new community, or a new job site. Problem solving skills are not only transferable, but by design, the locus of control is transferred early from the instructor to the blind student. If this is your definition of independence, your students will not need to return for more training when additional vision loss occurs because they already know how to handle travel problems with no vision. Independent travel ? those words are probably the most commonly used phrase in the field of O&M, but it is our definition of independent travel that determines our expectations for our students. Probably the next most common phrase is ?but we do that? which is often said by those not trained in the method and who just don?t get it. But then, the O&M field is very territorial and there are those who don?t want to get it. Structured discovery trained instructors are providing agencies and consumers with a choice. The blindness field has always had choices of types of training in various centers and agencies across the country. Now there is a choice of instructor training in the O&M field. In this amount of time, it is impossible to do even an adequate job of explaining the structured discovery method of learning and teaching travel. At the very heart of this method, has to be an unbending, unshakeable, gut-level resolute belief in the abilities of blind people. You can?t understand and certainly can?t teach this method without it because that belief is the very spirit that drives structured discovery and those of us who use it. The structured discovery method of teaching travel is like the definition of independent travel ?either you get it or you don?t. I know a lot of you in this room get it, and I know Ed Kunz gets it. Thank you for listening. Edward C. Bell, Ph.D., CRC, NOMC, Director, Professional Development and Research Institute on Blindness Louisiana Tech University 600 Mayfield Ave / 210 Woodard Hall PO Box 3158 Ruston LA 71272 Office: 318.257.4554 Fax: 318.257.2259 <mailto:ebell at latech.edu> ebell at latech.edu www.pdrib.com ************* "I am somehow less interested in the weight and convolutions of Einstein's brain than in the near certainty that people of equal talent have lived and died in cotton fields and sweatshops." -- Stephen Jay Gould

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Saavi Services for the Blind AT and O&M Positions- Tucson, Arizona location
by jklgabias＠hotmail.com 21 Jan '22

21 Jan '22

Hello everyone, Saavi Services for the Blind has an O&M and an AT position open in our Tucson location. It is starting to get cooler in other parts of the world, but it is still a beautiful 85 degrees here in Tucson, Arizona! If you are tired of the snow and are looking for a new opportunity, please send your resume and cover letter to myself at jgabias at saavi.us and our Chief HR Officer ekurtz-aniba at saavi.us<mailto:ekurtz-aniba at saavi.us>. All the best, Joanne Gabias, M.A., NOMC, NCUEB, NCRTB Deputy Operations Officer SAAVI Services for the Blind

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Youth Services Specialist Needed in Washington
by deja.powell＠gmail.com 19 Jan '22

19 Jan '22

Hello fellow NOMC Friends and Colleagues, The Dept. of Services for the Blind in Washington State is recruiting for a Youth Services Specialist in the Vancouver, Washington Area (just across from Portlant). I would love to get some solid applicants. For what it's worth, I (Deja Powell) would be your supervisor and we could plan all sorts of fun events for youth in Washington. I hope you'll consider applying. Let me know if you have questions! :) Dear Stakeholders and Community Partners: The Department of Services for the Blind (DSB) is recruiting to fill a Youth Service Specialist position. This position primarily serves youth within the South Region of Washington to include Clark, Wahkiakum, Cowlitz, Lewis, Klickitat, Pacific and Skamania counties. Interested parties are encouraged to apply online for these opportunities as soon as possible for earliest consideration. JAWS users: follow this link to Careers.wa.gov <https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.gover…>, tab to the job announcement you wish to read, hit enter, tab to the button labeled ?APPLY? and hit enter, this should take you to a webpage where you can sign in to apply, or create an account. Brief descriptions of open recruitments follow below. The Youth Services Specialist (Program Specialist 3) <https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.gover…> coordinates and provide comprehensive pre-employment transition career exploration services to blind and visually impaired youth. The Youth Services Specialist (Program Specialist 3) <https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.gover…> will develop and organize activities and workshops that provide career experience, job readiness, self-advocacy, workplace skills and post-secondary academic preparation counseling. The Youth Services Specialist (Program Specialist 3) <https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.gover…> collaborates with families, educational and vocational partners to expand work experience opportunities for youth in their home areas year-round. *Opportunity for All: * The Department of Services for the Blind celebrates our differences and we are committed to a workplace that supports equal opportunity employment and inclusion regardless of race, creed, color, national origin, citizenship or immigration status, marital status, families with children (including pregnancy, childbirth, or related medical conditions), sex, sexual orientation, gender identity diversity, age, status as a protected veteran, honorably discharged veteran or military status, status as an individual with the presence of any sensory, mental, or physical disability or the use of a trained dog guide or service animal by a person with disabilities or other applicable legally protected characteristics. We will also consider qualified applicants with criminal histories, consistent with applicable federal, state and local laws. You are welcome to include the name and pronoun you would like to be referred to in your materials and we will honor this as you interact with our organization. *Contact Information:* Applicants who are deaf or hard of hearing may call through the Washington Relay Service by dialing 7-1-1 or 1-800-833-6388. For questions about any of these recruitments or to request a reasonable accommodation in the application process, contact Angie Anderson at (360) 407-8446 or email jobs at des.wa.gov. Thank you for your interest. Please share widely with your networks and contacts! DSB HR & Executive Team -- *Deja M. Powell, MA, NOMC* Wa. Dept. of Services for the Blind OTC, DIrector Phone: 801.891.3430 Twitter: @slateandstylish Instagram: @SlateandStylishDeja *"Anyone who ever gave you confidence, you owe them a lot." -Breakfast at Tiffany's*

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FW: Please share
by ebell＠pdrib.com 14 Jan '22

14 Jan '22

** Arizona Department of Rehabilitation We are looking for another rehab teacher or two. Here is the first posting, could you please share with anyone interested and wanting to move to Arizona? The position is live and it is number 504626, I have included the link below as well. It will be up until the 31st of January. https://www.azstatejobs.gov/jobs/rehabilitation-instructional-services-spec… Thank you,Eve Sanchez, MA NCRTB Program Manager OIB Arizona RSA ILB Cell: (480)322-7448 3443 N Central Ave suite 110 Phoenix AZ 85012 Fax: (602)250-8583 Empowering individuals with vision loss to gain and retain confidence, independence and employability. NOTICE: This e-mail (and any attachments) may contain PRIVILEGED OR CONFIDENTIAL information and is intended only for the use of the specific individual(s) to whom it is addressed. It may contain information that is privileged and confidential under state and federal law. This information may be used or disclosed only in accordance with law, and you may be subject to penalties under law for improper use or further disclosure of the information in this e-mail and its attachments. If you have received this in error, please immediately notify the person named above by reply email and then delete the original. Thank you. NOTICE: This e-mail (and any attachments) may contain PRIVILEGED OR CONFIDENTIAL information and is intended only for the use of the specific individual(s) to whom it is addressed. It may contain information that is privileged and confidential under state and federal law. This information may be used or disclosed only in accordance with law, and you may be subject to penalties under law for improper use or further disclosure of the information in this e-mail and its attachments. If you have received this e-mail in error, please immediately notify the person named above by reply e-mail, and then delete the original e-mail. Thank you.

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FW: O&M Position in Nebraska City
by ebell＠pdrib.com 12 Jan '22

12 Jan '22

*** O&M opening at the Nebraska Center for the Education of Children who are Blind or Visually Impaired: https://www.esu4.org/coms Certified Orientation and Mobility Specialist (COMS) ESU 4 is accepting applications for a Certified Orientation and Mobility Specialist at NCECBVI in Nebraska City. ESU 4 offers an outstanding salary and benefit package. For more information regarding this position, please contact Sally Schreiner. View the <https://docs.google.com/document/d/1s0Fj3Vbb626Bc7JBnGimRp_PgxB-Vhcr9Ys27_P…> complete job description. Job Title: Certified Orientation and Mobility Specialist (COMS) Department: Center-Based Program and Outreach Department Reports to: Director of Programs Minimum Requirements: * Possession of or ability to obtain ACVREP Certification in Orientation and Mobility Knowledge, Skills and Abilities: * Knowledge of consultation protocol and process of calling on LEAs, ESUs, and parents; basic technology for documentation and communication; various disabilities in addition to visual impairments; teaching and regulations of special education; and methods and techniques for assessing children with disabilities, and ability to interpret assessment data. * Basic skills related to leadership, problem-solving, organizational, time management, organization, and communication skills; self-motivated and self-starter; flexible; and work cooperatively with others as a team player. * Ability to operate a personal computer in order to complete all functions of daily operations and communication related to the job position; learn current technology devices and applications specific for those with disabilities; provide effective related services to students of a variety of ages and ability levels; physical ability to lift, team lift and/or transfer students; and be flexible in work hours as required to fulfill duties. * Coordinate with other professional and support staff in providing best practices for students; involvement in professional development activities and network with others; and maintain confidentiality of student records. * Completion of required training including: State of Nebraska Defensive Driving Course; Pupil Transportation Courses and Permits (small vehicle and school mini bus); CPR certification and Medication Administration; Suicide Prevention Course; and Basics of Blindness and Low Vision Course. * Represent the Nebraska Center for the Education of Children Who Are Blind or Visually Impaired in a professional manner in dress, attitude, and actions. Primary Function: * Provide consultation and direct orientation and mobility services and assessments for students enrolled in the NCECBVI center-based and residential programs and school districts statewide. Duties and Responsibilities: 1. Provide direct O & M instruction and assessments to NCECBVI center-based students and students in school districts statewide and provide written reports as required. 2. Develop and implement goals and objectives for student IEPs. Monitor student IEPs to determine progress and attainment of goals and objectives. 3. Prepare weekly lesson plans according to the student IEP goals and objectives. 4. Document student progress and provide progress reports and report cards as required by NCECBVI and local school districts. 5. Participate in student IEP/MDT team meetings and parent/teacher conferences. 6. Coordinate with other teachers of the visually impaired, speech language pathologist, occupational therapist, physical therapist, school nurse, and other local school district and staff regarding needs of the students. 7. Provide strategies and adaptations to teachers to promote successful outcomes for students with visual impairments. 8. Provide inservice/training for teachers, service providers, administrators, and parents regarding orientation and mobility. 9. For NCECBVI students, communicate on a regular basis with residential and center-based staff regarding the student?s progress and needs and to ensure comprehensive and consistent instructional procedures and programming. 10. Communicate on a regular basis with parents regarding student progress. 11. Assist with the planning and implementation of statewide NCECBVI Student and Family Support Programs such as Braille Challenge, Cane Quest, prom, summer camp, etc. 12. Participate in professional development activities such as attending conferences, workshops and regional/state/national offerings; accessing the professional library and the Nebraska Instructional Resource Center; and reading professional journals in the field of visual impairments and special education. 13. Other duties as assigned by the Director of Programs. Salary: * 185 day school year contract with additional summer hours possible * Based on ESU 4 salary schedule Applications will be open until the position is filled. Start date will begin with the 2022-2023 school year. Please send a request for the <https://docs.google.com/forms/d/e/1FAIpQLSehJqyAS9C6RJlAM6OMQyrjxVzYLL45zJ4…> application form. Any questions regarding the application process can be directed to: <https://www.esu4.org/sallyschreiner> Sally Schreiner, Campus Administrator NCECBVI 824 10th Ave.; PO Box 129 Nebraska City, NE 68410 800.826.4355 Dr. Merry-Noel Chamberlain Teacher of Students with Visual Impairments, MA Orientation & Mobility Instructor, MA Educational Unit #3 6949 South 110th Street LaVista NE 68128 ph: 402-597-4969 <mailto:mchamberlain at esu3.org> mchamberlain at esu3.org

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Annual Notice to NBPCB Stakeholders
by ebell＠pdrib.com 10 Jan '22

10 Jan '22

National Blindness Professional Certification Board Code of Conduct Annual Notice to Stakeholders The National Blindness Professional Certification Board's (NBPCB) CODE OF CONDUCT is a public statement of the common set of values and principles used to promote and maintain high standards of behavior among those specialists in work with the blind who elect and are accepted to become Structured Discovery (SD) Professionals or those training facilities that are certified through this Board's certification processes. The Board is committed to furthering the ability of persons who are blind to function competently, independently and successfully--not only in their own environments--but also as fully integrated and participating citizens in the broader society. To this end, all SD PROFESSIONALS and certified facilities shall treat persons who are blind with dignity and respect and will provide the best possible training and related vocational rehabilitation services which can be offered based upon the most current techniques and training principles available at the time. This notice to all stakeholders is being sent out annually to ensure that responsible parties are aware of the NBPCB code of Conduct and the procedures that have been put in place. To access the complete code of conduct, visit this link: https://www.nbpcb.org/pages/code-of-conduct.php If you, or someone you know feels that you may have been harmed by a professional who holds Structured Discovery certification through the NBPCB, please visit the following link to learn about our grievance process and how to file a complaint. https://www.nbpcb.org/pages/complaint-policy-guidelines.php If you are not certain whether an individual is currently certified through our organization, you can verify the certification status of any individual by going here: https://www.nbpcb.org/pages/lookup.php If you represent an agency, school, or other employer who hires Structured Discovery Professionals we would like to encourage you to put a link to our code of conduct on your web page or other prominent message boards. If you have any general questions about our organization, you may visit www.nbpcb.org <http://www.nbpcb.org> or contact us at: Contact the NBPCB Office NBPCB Office PO Box 2373 Ruston LA 71273 318-299-7340 admin at nbpcb.org <mailto:admin at nbpcb.org> www.nbpcb.org <http://www.nbpcb.org> Edward C. Bell, Ph.D., CRC, NOMC, Director, Professional Development and Research Institute on Blindness Louisiana Tech University 600 Mayfield Ave / 210 Woodard Hall PO Box 3158 Ruston LA 71272 Office: 318.257.4554 Fax: 318.257.2259 <mailto:ebell at latech.edu> ebell at latech.edu www.pdrib.com ************* "I am somehow less interested in the weight and convolutions of Einstein's brain than in the near certainty that people of equal talent have lived and died in cotton fields and sweatshops." -- Stephen Jay Gould

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Fwd: Deaf-Blind Programs Specialist Announcement
by widearc2000＠gmail.com 10 Jan '22

10 Jan '22

We really need a good deaf blind specialist in Oklahoma. This is a state wide position. Jane Lansaw Sent from my iPhone Begin forwarded message: > From: "Jane E. Lansaw" <JLansaw at okdrs.gov> > Date: January 10, 2022 at 7:58:02 AM CST > To: Widearc2000 at gmail.com > Subject: FW: Deaf-Blind Programs Specialist Announcement > > ? > > > Jane Lansaw > > From: Teresa McDermott <TMcDermott at okdrs.gov> > Sent: Friday, January 7, 2022 1:01 PM > To: Albin Zotigh <AZotigh at okdrs.gov>; Alisha Norwood <ANorwood at okdrs.gov>; Allison Bush <ABush at okdrs.gov>; Amy Maples <AMaples at okdrs.gov>; Ani Severtsen <ASevertsen at okdrs.gov>; Anna L. Myers <AMyers at okdrs.gov>; Barbara Collins <BCollins at okdrs.gov>; Belinda Thomas <BLThomas at okdrs.gov>; Boma Charles-Davies <BCharles-Davies at okdrs.gov>; Bradstreet Wiggin <BWiggin at okdrs.gov>; Brandon T. Lewis <Trey.Lewis at okdrs.gov>; Brayan Zamarripa <BZamarripa at okdrs.gov>; Brent Dillahunty <CDillahunty at okdrs.gov>; Brett Nowlin <BNowlin at okdrs.gov>; Casondra L. Darrell <CDarrell at okdrs.gov>; Charity Eidson <CEidson at okdrs.gov>; Cheryl Snow <CSnow at okdrs.gov>; Christopher Brannaman <CBrannaman at okdrs.gov>; Connie Cowles <CCowles at okdrs.gov>; Constance J. Longmire <CLongmire at okdrs.gov>; Cynthia L. Stettler <CStettler at okdrs.gov>; Dan Shephard <DShephard at okdrs.gov>; Daniquau Fields <DFields at okdrs.gov>; David Kemp <DKemp at okdrs.gov>; Deborah L. Trout <DTrout at okdrs.gov>; Debra C. Mendez <DMendez at okdrs.gov>; Debra Eagle <DEagle at okdrs.gov>; Deitra Woody <DWoody at okdrs.gov>; Demetria Moore <DMoore at okdrs.gov>; Diana K. Smith <DSmith at okdrs.gov>; Elisa Adams <EAdams at okdrs.gov>; Elizabeth Scheffe <EScheffe at okdrs.gov>; Gina Johnson <GJohnson at okdrs.gov>; Jacqueline James <JJames at okdrs.gov>; Jacqueline Nichols <JaNichols at okdrs.gov>; Jane E. Lansaw <JLansaw at okdrs.gov>; Jennifer L. Hawkins <JHawkins at okdrs.gov>; Jerod K. Gleason <JGleason at okdrs.gov>; Judy Mcintosh <JMcintosh at okdrs.gov>; Julie A. Bailey <JBailey at okdrs.gov>; Kelley Gutierrez <KGutierrez at okdrs.gov>; Kimberly Veron <KVeron at okdrs.gov>; Kristy D. Maddux <KMaddux at okdrs.gov>; Lea Ann Dozier <LDozier at okdrs.gov>; Lorraine Lovelace <LLovelace at okdrs.gov>; Magan Rowan <MRowan at okdrs.gov>; Mark Morgenthaler <MMorgenthaler at okdrs.gov>; Marylee Gaskins <MGaskins at okdrs.gov>; Nido P. Tomagos <LTomagos at okdrs.gov>; Pamela J. Holloway <PHolloway at okdrs.gov>; Paul Miller <PMiller at okdrs.gov>; Quincey Laub <QLaub at okdrs.gov>; Sandra Evans <SEvans at okdrs.gov>; Sarah Wiggin <SWiggin at okdrs.gov>; Sharon L. Horton <SHorton at okdrs.gov>; Shirley Hunt <SHunt at okdrs.gov>; Shyreeta Hearne <SHearne at okdrs.gov>; Stacey Birchfield <SBirchfield at okdrs.gov>; Stashia Purcell <SPurcell at okdrs.gov>; Stephanie Monroe <SMonroe at okdrs.gov>; Tammie Jones <TJones at okdrs.gov>; Tammy Randles <TRandles at okdrs.gov>; Tanya Skelly <TSkelly at okdrs.gov>; Tina Joseph <TJoseph at okdrs.gov>; Tristan Ratliff <TRatliff at okdrs.gov>; Wade Walters <WWalters at okdrs.gov> > Subject: Deaf-Blind Programs Specialist Announcement > > Please see below for the Deaf-Blind Specialist Announcement; please disseminate widely to help us generate interest in the position. Please note that it says it?s at SBVI 91 in Tulsa but if you look down into the announcement, it specifies that final work location may be dependent on selected applicant. > > https://www.jobapscloud.com/OK/sup/bulpreview.asp?R1=220105&R2=H10A&R3=02 > > > Thanks, Teresa > > > > Teresa McDermott, CRC | Field Service Coordinator > Services for the Blind and Visually Impaired > c. 405-312-1739 | o. 580-310-5318 | f. 580-310-5353 > Oklahoma.gov | www.okdrs.gov > > >

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Future Training Opportunities from NBPCB
by admin＠nbpcb.org 07 Jan '22

07 Jan '22

Greetings, We hope this message finds all of you well and hopeful for a productive and fulfilling 2022! The purpose of this message is to ask each of you to respond with ideas that you would like NBPCB to offer as opportunities for continuing education. We want to provide topics that are relevant for your current work environment and that would advance your knowledge and understanding of issues that impact rehabilitation professionals. Areas can include, but are certainly not limited to, ethic decision-making, diversity and cultural awareness, sexual harassment, conducting and publishing research in our field, disability legislation, principles of case management, negotiation and conflict resolution strategies, community resources, client advocacy, working with teams across disciplines, healthcare, medical aspects and implications of various disabilities, and attitudinal barriers of people with disabilities. Our goal is to provide a virtual training session in a few weeks and then again in the fall. We will also use any input that you provide when planning for our in-person national conference this summer. Please send all suggestions and questions to admin at nbpcb.org <mailto:admin at nbpcb.org> . Best, Maria NBPCB Office PO Box 2373 Ruston LA 71273 318 299-7340 <mailto:admin at nbpcb.org> admin at nbpcb.org <http://www.nbpcb.org> www.nbpcb.org <https://www.nbpcb.org/pages/lookup.php> Click here to verify the status of NBPCB certified professionals

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FW: Vacancy Notice - NBE Orientation Counselor II
by jeff.altman＠nebraska.gov 05 Jan '22

05 Jan '22

From: Walsh, Kayleen <Kayleen.Walsh at nebraska.gov> Sent: Wednesday, January 5, 2022 8:53 AM To: NCBVI Everyone <NCBVI.Everyone at nebraska.gov> Subject: Vacancy Notice - NBE Orientation Counselor II Hello, The following position is being posted and available for application: NBE Orientation Counselor II Closes - 02/04/2022 For more information, click HERE <https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.gover…> *if the link doesn't work, copy the link into a different web browser It is important that your application show all the relevant education and experience you possess, including your current position. Information contained in a resume will not be considered in lieu of the formal application. AS Personnel will reject your application if it is not complete or if you do not provide the required materials. Please read the job posting and the requirements carefully before you submit your application. Once you submit your application for a job, you cannot modify it for that job, nor re-apply for that job, unless the job is posted again. When you have successfully applied for a job, you will receive an instant confirmation via e-mail. Thank you, Kayleen Walsh, C.L.S.S.Y.B. Human Resources Specialist - Classification and Compensation | Human Resources Nebraska Department of Administrative Services 1526 K Street, Suite 150 I Lincoln, NE 68508 OFFICE 402-405-1311 | FAX 402-742-8361 kayleen.walsh at nebraska.gov<mailto:kayleen.walsh at nebraska.gov> Treating others with dignity and respect, acting ethically, and creating a culture where the customer is always the priority.

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