Round Table on Information Access for People with Print Disabilities Inc

Australian Braille Authority (ABA)

ABA Newsletter September 2002

IN THIS ISSUE

ABA National Executive

NEXT ISSUE: Please email material for the next issue to Christine Simpson simpsonc@bigpond.net.au by 15 November 2002. Material is accepted as a Word or Text file. Phone: 03 9889 0392.

Chairman's notes

William Jolley, ABA Chairman

Greetings to you all, and welcome to this edition of the National Newsletter of the Australian Braille Authority. This is the first newsletter since the annual meeting was held in April, and I do hope that you will find it both enjoyable and informative reading. I know that I did!

I assume the ABA Chair from Josie Howse. I thank Josie for her four years of leadership of the ABA, with special appreciation for her strong commitment to Braille. I welcome Christine Simpson and Kathy Riessen to the ABA National Executive, both already hard at work: Christine as the editor for this ABA National Newsletter and Kathy as ABA Secretary. Together with Bruce Maguire and Frances Gentle we are committed to making a positive difference for the Braille community throughout Australia. In particular, I hope that we can review and update the ABA Braille Manuals, and establish the ABA Web Page off the Round Table Web Site.

We hope that you enjoy the variety of articles in this newsletter. I am sure that we are all sympathetic to the plight of blind people in East Timor, as the tiny new country emerges from deeply troubled times. Frances Gentle's article is both moving and encouraging.

I wish to congratulate the successful candidates who completed the ABA Braille Proficiency Examination earlier this year. There was a lot of work for Josie Howse, Frances Gentle and Debra Murphy to devise, administer and correct the exams, but a strong showing by candidates and the promise of more Braille for students and adults makes it all worth while.

Progress with the Unified English Braille Code (UEBC) is happening slowly. The most important items for discussion over the next few months are the retention of sequencing and the eligibility of shortforms in Braille. You can express your views on these and other questions on the Ozbrl Internet discussion list. To subscribe, simply send a blank email to ozbrl-subscribe@yahoogroups.com.

ICEVI East Timor Project - June/July 2002

by Frances Gentle

Editor's Note: Frances can be contacted at:
St Edmund's School
PO Box 582 Wahroonga NSW 2075
Tel: 02 9487 1044 Fax: 02 9489 0069
Email: vision@stedmunds.nsw.edu.au

This is a report on my recent visit to East Timor for a two-week period, on behalf of the International Council for the Education of People with Visual Impairment (ICEVI). The purpose of the trip was to investigate current educational services for people who are blind or vision impaired and to determine ways the international community can provide support. ICEVI is a professional non-government organization that promotes educational opportunities for children and adults with vision impairment throughout the world.

Due to issues of safety, I accompanied the East Timor Eye Care Program (ETEP) team, a group of Australian eye specialists who visit East Timor biannually, to provide much needed eye care services. The ETEP team assessed approximately 1200 people with vision problems, 400 from the district of Aileu and 800 from the district of Dili. Approximately half of the people assessed had near and distance vision problems, and were prescribed spectacles, free of cost. Another group had more serious eye conditions, including cataract and glaucoma, and received eye surgery. A third group were blind as a result of eye trauma, congenital eye conditions and Vitamin A deficiencies associated with disease and nutrition.

During my travels in the districts of Aileu, Maunfahe and Dili, I discussed the needs of people with vision impairment with government officials, village chiefs, church leaders, school principals and teachers, aid workers, people with vision impairment and their families. The issues facing East Timor are significant and pressing. With an average life expectancy of 57 years of age and illiteracy rates of 50% (United Nations Poverty Assessment, February 2002), support from the international community is vital. Villages often lack the basic services of health care, electricity, and clean water supply. Schools have reopened, and are all in need of reading and writing materials in Portuguese, Indonesian, Tetun and English.

In general, children who are blind do not attend school and are illiterate. They are cared for by their families, but are not expected to assume positions of leadership within families or communities.

The recommendations that I have put forward for consideration by the ICEVI Council include the following:

Overall, my experiences in East Timor were very positive. I met many hard working, dedicated people representing Australian and international organizations working in East Timor. I was humbled by the dignity and sincerity of the East Timorese people I met. The playfulness and open curiosity of all the children I encountered gives me hope that they will recover from the trauma of past violence and move forward into brighter futures as free and independent people.

Availability of Code books:

Copies of ABA publications cost $20 each, print or Braille. For further information contact Rosalyn Bates: Rosalynb@melbpc.org.au or PO Box 257 Glenhuntly 3163.

17TH National Braille Music Camp

By Dorothy Hamilton

Editors Note: Dorothy is an accomplished musician having taught piano privately for many years. She currently works part-time as a Braille Music Transcriber with the National Information & Library Service (NILS). She can be contacted by telephone, 03 9521 3400 (Monday - Thursday mornings) or Email: dorothy.hamilton@nils.org.au

Frensham School at Mittagong in the Southern Highlands of NSW was once again the venue for the National Braille Music Camp, which took place during the week of July 6 to 13 2002.

Under the capable leadership of Ian Cooper and Roma Dix, some 65 students and staff came together with the specific purpose of learning and improving their Braille music skills. Braille using students from every state of Australia and seven from New Zealand spent a great deal of time learning the Braille music code and then putting their skills into practice by using them in the four part camp choir which met three times each day. Although some students were quite new to Braille music they soon began to learn and start using it.

In addition, from 11 until 12.30 each morning, small groups of students (two or three) per teacher, were given individual tuition enabling them to address any specific music related problems being encountered while at school.

Apart from the camp choir, several small singing groups were formed. All the music which was planned to be used throughout the week had been brailled voluntarily prior to camp. Students were encouraged to read their parts as they sang and it was most rewarding to see how they progressed with this skill as the week went on.

An orchestra was formed from the various instruments brought to camp and a jazz band was also a feature. However, music for the orchestra and jazz band was learnt by ear because of the lack of time available.

On the last night of camp a public concert was given and all the best items of the week were selected for the programme. Time was also spent with those adults on camp who were interested and involved with transcribing music into Braille. These discussions between transcribers and experienced Braille music users were important and valuable and were found to be of great benefit to all involved.

Over the years, these camps have proved to be a wonderful venue for blind musicians to come together and share with each other their musical skills. In particular, we can share with each other, our experiences and skills in using, transcribing and teaching the Braille Music code which Louis Braille gave to us. But most importantly, through the annual Music Camp we have the opportunity of teaching Braille music to young blind students and showing them how they may use it and become literate musicians.

Many students have told us how they have appreciated the fact that they had the opportunity of learning how to use Braille music and what it has meant for them in their careers. Some have said: "I knew all the signs, but had no idea that I could put it into practical use until I came to camp".

We are greatly indebted to Ian and Roma for their initiative and hard work and to all those music teachers and friends who give up this week each year for the sole purpose of helping young blind musicians to learn and improve their Braille music skills.

2002 ABA Braille Proficiency Certificates

Test of Proficiency in English Literary Braille

The first Australian Braille Authority Test of Proficiency in English Literary Braille took place in 1992. Tarna Cosgrove was the first and only candidate awarded a certificate in that year. The 2002 Braille proficiency test consisted of four sections:

Since the first Braille proficiency examination in 1992, the number of candidates completing the exam has grown substantially over the years. In 1997, 21 candidates sat the exam and four were awarded certificates. In 1999, 33 candidates sat the exam and 13 were awarded certificates. In 2002, 15 candidates sat the exam and eight were awarded certificates. Since its first inception in 1992, there have been seven Braille Proficiency examinations, with a total of 39 people attaining certificates of proficiency.

This year the fifteen candidates and their invigilators were given the fortnight period from 25th February to 8th March in which to select a day for completion of the examination. We congratulate these eight candidates who successfully passed the ABA's Braille Proficiency Test for 2002. Let's now hear from them!

Maria Elford:

For 13 years I worked as an Integration Aide supporting students with Vision Impairments. My first student's Visiting Teacher felt it was essential that I learn Braille. So began my journey through Braille, which helped me to support the students in a much more effective way.

I acquired a position at the Statewide Vision Resource Centre (Department of Education & Training, Victoria) as a Braille Transcriber in 1997. I have found this job extremely beneficial to my use of Braille and the extremities of Braille that I had not been exposed to previously.

My ambition for several years was to sit and pass the Braille Proficiency Test as a sense of accomplishment. I sat the test this year and with my greater knowledge and experience of Braille and formatting etc., I was extremely pleased to pass.

I hope to use my knowledge and experience in Braille to produce a high standard in Braille transcription and to play my part in ensuring that students in regular schools have ready access to the wide variety of materials they need.

Siew Ang:

My journey into Braille started shortly after I commenced as a volunteer at RVIB's Burwood School, where each Friday morning for a period of two years I would help the Art teacher. During this time I became very interested in Braille so I decided to attempt a 12-week Braille night-course with Gary Stinchcombe (a blind teacher) at RVIB's Burwood school.

Shortly after my successful completion of this course I started working one day a week at RVIB Burwood in their Braille Transcription Unit and before I knew where I was, my time was increased to two days.

With the relocation of the Braille Production Unit to Prahran as part of the Talking Book Library, my working hours again increased and I am now working full-time.

As a transcriber, I felt that it was important for me to obtain the Braille Proficiency Certificate. I mainly transcribe Maths and Science, therefore, 90% of my work is done in direct braille (dxb). My goal is to sit for the Maths and Science Braille Proficiency Test in the future as soon as it becomes available.

Cath Dinnie:

Braille text is a pre-requisite to learning Braille music, hence my intense desire to learn text as fast as possible. I am a professional music teacher and copyist (sheet music publisher) who originally saw a business extension in Braille music. The music code came easy to me and in fact I have grown to love it more so than the music copying and teaching! The Proficiency test was to prove two things; 1. to convince myself I knew how to do literary Braille very well and 2. to prove to the world I am a good Braille transcriber!

Now my dream is to run a major Braille transcribing business in Australia; to employ transcribers proficient in specific codes; to provide Braille users with a professional, fast and efficient service; to offer training and tutoring according to Australia's needs. I currently offer a transcribing service in literary Braille (any subject), music, French, German, diagrams and intermediate maths.

Australia knows I'm around but seems reluctant to give me a go. Work required! So how about it! Email addinnie@powerup.com.au (Sapphire Music Services)

Allen Egerton:

Okay, I've been around for so long I don't really know what to say about myself. I have worked as a proof-reader with RVIB/NILS for about 19 years and am currently a senior proof-reader. My specialist areas being maths and science.

I am totally blind and my wife Wanda also has a vision impairment. We have one son Glen who is in Year 8. More children would have been fun, but weren't in the eternal plan. My schooling was through the Integration System and I then worked for some time as a telephonist. I have been involved with the Victorian State Committee of the ABA since 1989.

My interests are: people, sport, current affairs, reading, electronics, and music. Hence I enjoy relaxing with a good braille book; preferably with a sporting, biographical or science fiction theme.

I chose to sit the Proficiency Test as, having worked amongst people with professionally recognised qualifications, particularly Teachers, I believe that unless transcribers also have a recognised Certificate of qualification, we will never be truly acknowledged for the skills we have.

I also believe that we need a way of maintaining a standard for the production of high quality Braille and, if we as Users and Transcribers are not vigilant about this, we cannot expect others to be so on our behalf!

Elaine Goostrey:

I have been living in Darwin, Northern Territory, for 30 years. For the past 15 years I have been working as a Braille Transcriber for the Northern Territory Educational Resource Centre for the Vision Impaired which is part of the Education Department.

My work involves braille transcription (both manually and computerised), large print production and producing tactile pictures and graphics. But the part I love best is teaching Braille to young and old and I enjoy creating tactile resources, particularly books for young children.

I originally sat for the Braille Proficiency Exam in 1995 but, unfortunately, I did not pass. I was not going to let it beat me so I sat for the Exam again this year and was very pleased with my Credit result. I sat for the Exam for my own personal achievement and I feel proud of the fact that I am the first person in the Northern Territory who has obtained the ABA Braille Proficiency Exam Certificate.

Nadine Riches:

In recent years I have become extremely passionate about the importance of Braille. At the age of eight or thereabouts I was taught to read print, having initially learned Braille. Once it was discovered that I could read print my teachers actively "forbid" me the use of Braille by simply not providing me with Braille study materials and not letting me write my schoolwork in Braille. When as an older student in high school I actively sought to use Braille I was told outright that I was not allowed to as I could use print. As a result of this I failed my senior year twice.

At the age of 21 I was accepted into university and made the decision to go back to using Braille. I completed my degree in the prescribed 3 years and graduated with the group of students I had started with and also with top marks, thanks to the provision of study material in Braille (for which I fought staunchly).

Now I work for Vision Australia Foundation's Braille production department, as well as attempting to set up my own business as a Braillist. As a step to maintaining my own employment I undertook the Australian Braille Authority's Braille proficiency test and was pleased to pass it.

Kathy Riessen:

I work for Townsend School for Vision Impaired in Adelaide as a transcriber, and co-ordinate the transcription of textbooks and day to day materials for all braille reading school students throughout South Australia as well as those who attend Townsend School.

I have been involved in transcription for around 13 years and not only transcribe literary braille but maths, science, music, languages including Japanese, and produce a variety of tactile diagrams for students from beginning readers up to year 12.

Apart from the pay, I consider being a transcriber is one of the best jobs in the world. It stimulates my passion for useless information (commonly known as general knowledge) as well as honing my problem solving skills (how the heck are we going to produce that diagram so it makes sense when I can't make sense of it myself!!).

Jann Rutherford:

Editor's Note: Unfortunately, in recent months Jann has been very ill and was unable to submit a profile of herself. I hope you will find what I have put together to be interesting and informative. Jann, we wish you all the best and hope to see you off the sick list and well again soon.

Jann moved here from New Zealand about thirteen years ago when she was lucky enough to be accepted to study at the Sydney Music Conservatorium. At much the same time she started working as a Braille proof-reader with the Royal Blind Society in New South Wales. She is familiar with all the braille codes, but specialises in music which she also plays professionally.

Jann is an accomplished pianist who enjoys playing with various vocal and instrumental groups as well as performing alone. She is renowned for her intuitive accompanying style with singers and instrumentalists alike and has recently produced her first CD entitled Discovery which is a compilation of original music. She has also featured on a number of other albums by well known Australian jazz musicians.

A series of performances in recent times have been with a singer named Krista Hughes, in a show entitled "Beer Drinking Woman", which was performed in and around Sydney.

Jann teaches at the National Braille Music Camp held every year in Mittagong, New South Wales, leading jazz band rehearsals and tutoring students individually.

One of Jann's ambitions is to travel, and play for audiences abroad.

Her reason for sitting the exam was that she likes a challenge and it gives her a professional qualification in Braille transcription. she believes strongly in the need for high quality Braille. "As a user I recognise the need for accurate high quality Braille and as a transcriber, I recognise the skills required to produce it". We will only have Braille which we can be proud of if Transcribers are highly skilled and one way to ensure this is to have a high standard to which they should attain".

Development of Agreed Braille Specifications

by Collette O'Neill,

Editor's Note: Collette is the National Policy Officer, with Blind Citizens Australia. Her contact details are:

Blind Citizens Australia
PO Box 229 Prahran VIC 3181
Tel: 03 9521 3433: Fax: 03 9521 3732
Email: coneill@bca.org.au

In July the Australian Braille Authority, Blind Citizens Australia and a representative of the AS1428.4 Committee jointly developed a set of specifications for the physical characteristics of Braille to be used in signs. The resulting specifications were based on international specifications (these are reproduced at the end of this article).

We aimed to develop specifications that were practical and achievable, and which more importantly resulted in durable, readable braille.

The specifications have been provided to the Building Access Policy Committee of the Australian Building Codes Board with a recommendation that they be inserted into the Building Code of Australia. If so, they would provide guidance to sign manufacturers, builders, the owners and managers of premises, and the community alike.

Since July it has become apparent that a separate set of specifications will be required for the use of Braille on cardboard as the thickness of cardboard can make it difficult for manufacturers to achieve the specifications outlined for signs.

We are currently working to develop these supplementary specifications and once these have been agreed to, they will be provided to the relevant Standards Australia Committees and publicised on the BCA website (www.bca.org.au).

Physical Specifications for Braille (Draft, July 2002)

Braille characters are composed of combinations of dots from a matrix of three rows and two columns, known as a cell.

The physical specifications for Braille dots and the distance between them shall be as follows:

Note I: within cells the horizontal distance between dots must always be less than or equal to the vertical distance between them.

Note II: Braille dots should be smooth and pleasant to touch. Therefore, dots must be dome shaped, rather than being pointy or flat. Note that the spherical radius is a function of the base diameter and the height of dots, not an independent parameter.

Pentronics

Nigel Herring, formerly of Optek Systems, is now operating his own business providing service and support for adaptive technologies such as CCTV's, Braille displays and Braille embossers. Nigel's contact details are:

Nigel Herring
Pentronics
3 Longdon Close Penrith NSW 2750
Tel/Fax: 02 4736 2114
email: service@pentronics.com.au

Research and Future Opportunities for the Blind

by Dr. Fredric K. Schroeder

Editor's Note: Below is an address given by Fred Schroeder at the National Federation of the Blind Annual Convention In Louisville, Kentucky on July 8 2002. Dr Schroeder mentions the International Research and Training Institute for the Blind. This is an initiative of the National Federation of the Blind.

Research - what is it? What can it offer us and what are its limitations? Research is a way of gathering information objectively and systematically to aid decision-making, but it is not a substitute or replacement for decision-making.

The National Research and Training Institute for the Blind gives us the opportunity to apply our research efforts to address the real problems affecting the blind in education, employment and integration into society. So, where do we begin? There is, perhaps, no greater or more pressing concern than the need to address the crisis in Braille literacy, and, yet, the problem is quite complex and will take our collective best judgment to solve. Let me begin with a discussion of the Braille Code as a reading medium, a writing medium and the interaction between print and Braille. To illustrate I will discuss the Unified English Braille Code (UEBC) Project.

As you are aware, the UEBC project has become quite controversial. Many have argued that the controversy can only be settled through research. It is suggested that we need research to answer the question of whether the Braille Code needs to be changed at all and, if so, in what ways.

I agree that research is an important component of the UEBC discussion. However, it is folly to believe that we can look to research to decide whether the proposed new code will better serve us than the current Braille system. Choices will have to be made; decisions reached; and judgments formed about the relative advantages of the current code versus the proposed code. The responsibility is ours. Research can assist us in immeasurable ways in developing logical, informed opinions, yet, we cannot escape the fact that the answer lies not in our research but in our collective best judgment.

For example, the proposed UEBC eliminates some contractions. This means that it takes more space to write ordinary literary work in the UEBC than in the present Braille Code but how much more?

A comparison made at the National Braille Press showed that the UEBC added about two percent to the space needed for a typical literary passage - two percent - about one additional Braille page for every fifty pages written in the present code. We know this through research, but research cannot answer the question of whether two percent represents an unacceptable expansion of the code. The question is one of judgment. We know that the proposed UEBC is bulkier, but we also know it is less ambiguous. Does its lesser ambiguity make up for its greater bulk?

Much of the answer lies in opinion and, for that matter, familiarity. Let me illustrate. In the United States we are accustomed to using the capital sign. However, until recently, in the United Kingdom, the capital sign was not used at the beginning of sentences. Why not? It was felt that the capital sign was unnecessary since it is commonly understood that sentences begin with a capital letter. Using the capital sign adds about three percent to the overall length of a literary work.

Three percent - yet, few of us in the United States would have argued for us adopting the UK standard. Why? Because we believe that using the capital sign makes Braille less ambiguous. The reader does not have to assume the capital letter, and some believe there is an educational argument in favor of using the capital sign. But, it is also true that we are accustomed to seeing a capital sign at the beginning of sentences and this, to at least some degree, shapes our opinions.

I raise this example to point out the highly subjective way in which most of us approach the question of whether to change the Braille Code. It is a natural tendency to regard the familiar as superior to the unfamiliar. And, yet, if Braille is to continue meeting our needs, I believe that we must give careful thought to developing the overarching principles that will guide future code development. What will those principles be? Space saving may be a good and important principle, but if it is adopted as a guiding principle, we must recognize that it brings with it increased ambiguity. There is an inevitable link between space and ambiguity.

Many of you have some familiarity with Grade 3 Braille. Grade 3 Braille uses many more contractions and other space-saving strategies than ordinary Grade 2 Braille. Yet, few of us would propose replacing the current Grade 2 system with Grade 3 Braille. Grade 3 is more compressed, yet it is substantially more ambiguous and requires much more interpretation by the reader.

The utility of Grade 3 is primarily in writing - as a note-taking system, not as a reading system. Therefore, as we think about the future of Braille, it is important to remember that Braille must serve us as a writing system and also as a reading system and what serves writing may not always best serve reading.

Compressed writing is not unique to the blind. At one time shorthand was in common use. However, today its use has been mostly supplanted by technology. Nevertheless, the idea of compressed writing did not vanish with the steno pad. Consider e-mail. While a relatively recent phenomenon, e-mail threatens to replace letter writing and perhaps will soon replace most telephone use. Accordingly, a whole new system of compressed writing has emerged and is beginning to take on an informal level of standardization. Let me take a moment and test your knowledge of e-mail jargon or more accurately your knowledge of common e-mail acronyms.

There you have it. Compression speeds writing, but, what about reading? I have taken the liberty of composing a brief note using a few of the commonly known e-mail acronyms just discussed. Here is how it reads:

WRT the UEBC, you may feel compelled to LOL, but IMHO operating from the principle that GMTA, I believe that through ongoing F2F discussion, we will find common ground concerning the future of Braille. I give you this FYA but also FYI and as food for thought. TIA for your serious consideration of my views and BTW, TNX for keeping an open mind. CUL, BYE.

For those of you who may have had some trouble in interpreting my note, I will read it again with some additional elucidation. WRT (with respect to) the UEBC, you may feel compelled to LOL (laugh out loud), but, IMHO (in my humble opinion) operating from the principle that GMTA (great minds think alike), I believe that through ongoing F2F (face to face) discussion, we will find common ground concerning the future of Braille. I give you this FYA (for your amusement) but also FYI (for your information) and as food for thought. TIA (thanks in advance) for your serious consideration of my views and BTW (by the way), TNX (thanks) for keeping an open mind. CUL (see you later), BYE. Sorry about that. BYE is just bye.

My point? Compression leads to more efficient writing but not necessarily to more efficient reading. And yet, the human reader is quite adaptable. Over time, without formal instruction, we can learn to recognize LOL as laugh out loud or in another context as lots of luck. The key is context. In Braille we often use context clues. For example, in literary Braille what is the "at" sign? In e-mail addresses I have seen the at sign written in a variety of ways: I have seen it written out, that is the letters a-t with a space on either side, but as most of you know, in e-mail addresses there is usually no space before or after the "at" sign. I assume it is with this in mind that led someone to think of writing an "at" sign by placing a dot 4 before the letters a-t to distinguish it from other text. It can then be written in an e-mail address without a space before or after it. In still other instances I have seen dot 4 stand alone to represent the "at" sign. As a reader, none of these constructions causes more than a moment's puzzlement. Once you have seen an "at" sign written in any of these ways, or, for that matter, some other way, it is easily recognized.

The question remains, is there an "at" sign in literary Braille and, if so, what is it or does it matter, given the resiliency of the human reader. While Braille must serve the reader, it must work equally well for both reading and writing. And, yet, Braille must serve still one additional purpose. With the rapid growth in technology, we now have the ability to interact between print and Braille in a way previously unimaginable.

I use a Braille note-taking device to send and receive e-mail. The device displays my messages in Grade 2 Braille and allows me to compose in Braille. The translation and reverse translation are automatic. This is a tremendous advantage for me as a blind person. However, technology, as I am sure you are aware, brings with it its own challenges. While the human reader considers context, the computer mostly does not. This became apparent to me when my name Fredric K. Schroeder written in Braille was reverse translated Fredric Knowledge Schroeder. The computer recognized the letter K as the whole-word sign knowledge. For an accurate translation to occur, I must remember to place a letter sign before the letter K so as not to confuse the computer even though the absence of a letter sign would not confuse a human reader. While only moderately annoying in literary Braille, the problem is significantly magnified in Braille mathematics.

A serious limitation of the current math code is that its inherent ambiguity makes computer translation and reverse translation impractical if not virtually impossible. The reason is that Braille math is highly context specific. For example, what is dots 5-6, y? Well, it may mean a variety of things, depending on context. It could mean subscript y, letter sign y, or the contraction for the letters i-t-y. Context makes the meaning clear to the human reader but confounds the computer. On the other hand the proposed UEBC has the very tangible advantage of eliminating spacing rules and other context-dependent rules. But, it is bulkier - and in mathematics it is considerably bulkier - and, therefore, there is a trade off.

What then is the answer? How can we insure that Braille will continue to meet our needs? Research can help. Research can give us information and insight but research cannot make the choices or the decisions for us. This is not a denigration of research but rather a recognition of its purpose.

Today, through the National Research and Training Institute for the Blind, we have the ability to determine our own destiny according to our shared values, our shared beliefs and our shared philosophy. What will we, as blind people, do about the crisis in Braille literacy? Will we change the code? And, if so, how? Will the changes be large or small, immediate or gradual or will we work to improve teacher preparation? Will we work to develop new instructional materials and strategies to teach blind children and adults to read and write Braille efficiently? Will we develop better technology to facilitate translation and reverse translation of Braille or will we do all of these things and other things not yet imagined? Whatever the decision - whatever the course of action - whatever the strategy - it will be ours.

The National Research and Training Institute for the Blind gives us the opportunity to address what we collectively regard as the real problems of blindness - problems relevant to our daily lives. No longer will others decide for us what is in our best interest. No longer will we be the passive recipients of another's benevolence. The real power of the National Research and Training Institute for the Blind is the power of our movement generally - the power of collective action - the power of self expression - the power to refute the artificial barriers arising out of myth and misunderstanding. In short, the power that comes from having our fundamental equality supported by our research, our technology and our training.

Celebrating Literacy

2002 marks the 150th anniversary of Louis Braille's death. To commemorate this event, and celebrate literacy for blind people, the Victorian branch of the Australian Braille Authority is holding a Braille reading competition, which will be run in conjunction with a display of Braille writing tools and technology. These events will take place in the Vision Australia Foundation library, 454 Glenferrie Road, Kooyong, on Saturday, October 12.

There are three categories in the Braille reading competition: junior readers (readers under 16 years of age), adult readers, and new Braille readers with not more than three years experience with Braille.

Entrants will be required to read two pieces: one piece will be set by the organising committee, and the second will be a piece of the readers choice. This piece is to be between five and ten minutes in length.

Several prominent authors and members of the blind community and blindness field are being invited to adjudicate, and entrants have the possibility of walking away with interesting and useful Braille-related prizes.

A landline is being kindly provided by 3RPH, Radio for the Print Handicapped, so those from interstate who are interested in entering are very welcome!

If you are with us in person, you can also take the time to browse through the display of Braille writing tools and technology. Items from the earliest writing tools to the latest Braille technology will be on show.

If you or someone you know is interested in entering the reading competition, please contact Vyvette Baptist at Vision Australia Library, 03 9864 9626, email vyvette_baptist@visionaustralia.org.au

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