APH 150th Anniversary Essay Contest

3rd Place Award Winning Essays

The 150th Anniversary Award Winning Essays are available in .BRF format:

Third Place in Grades 3-5 Category
Chase Crispin


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HOW APH HAS HELPED ME BE INDEPENDENT

How has APH helped me? Let me count the ways! The Picture Maker has helped me with Orientation and Mobility. I can better understand the route I have taken or will take. The Talking Typer program helped me learn to type, making many things that I do on a daily basis easier. The Book Port has helped me to be mobile and still read books by my favorite authors. The Braille 'n Speak Scholar helped me do assignments before I got my computer. The Braille Plus Mobile Manager has allowed me to be able to do almost anything I can do on a computer. The Zeitgeist is my clock. It helps me stay on schedule, get to class on time, and not be late to the bus! It also lets me know when I need to get up in the morning. The Abacus helps me to do most of my math so I can work at the same speed as my classmates! WOW, look at all those ways! Thank you APH for all the ways you help me and other blind individuals so much!

Third Place in Grades 6-8 Category
Michael Dinoski


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HOW APH HAS MADE ME INDEPENDENT

I think the American Printing House for the Blind deserves a place in history as one of the greatest aids to visually impaired people that there's ever been. APH has made so many products that some may not realize they use APH products for everyday things. My school's Braillers are all APH produced and that makes me proud! I am also proud that we associate with people that truly care for those who could use a hand.

I use many APH products everyday, such as books, scientific calculators and maps. I also like APH for the fact that they understand that every student is not completely blind. They also make products for students like me, who would normally need everything enlarged. Thanks to APH, I don't have to waste countless minutes of class time using the copy machine to blow things up. Never again, will I have to do that. I am also thankful for the fact that they gave me the ability to read when I temporarily lost my vision while recovering from eye surgery. I had to use one of APH's tape recorders to listen to my favorite books on tape.

With more and more products coming form APH the future for the blind and visually impaired students looks bright. I hope that APH will be given a place in the Hall of Fame. They do not give APH enough credit for what they do. I used to be a public school student and hardly got an education because of having to constantly run to the enlarging room. Now I am a student at NYISE where they use APH books and devices and I am getting a great education that is readying me for the future.

Even though I am a print student I use books and various other tools from APH, as well as my peers. I have high hopes that APH will continue to do what it does. I believe that I can speak for my peers and I when I say "thank you APH" and may they run and be in business for a very long time.

Third Place in Grades 9-12 Category
Ibraheem Shahadat


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HOW APH HAS HELPED ME

On November 27, 1991 a married couple gave birth to their first child. Their hope was for a young boy with a powerful drive to become more than average, a fellow with a strong incentive to accomplish every goal he sets for himself, a citizen with a tenacious drive for achieving a personal independence and exceptional success, an individual with the capability to be motivated by intellectual and inspirational people. He goes by the name of Ibraheem Shahadat.

On that cold night in November as my family was anxiously waiting for my arrival, little did they know that the latest addition to the family would come with a slightly different functionality. Their son Ibraheem was born with an amazing twist. He was given the divine gift of being visually impaired. This meant that some adaptations would have to be made in the lifestyle of their child. No longer would it make sense for my parents to wish for my becoming an achieving astronaut or a globally well-known pilot. My visual impairment constituted a major change that my parents were not ready for because of their third-world background.

After being diagnosed with RP (Retinitis Pigmentosa) at the age of seven, it seemed as though my entire life changed. I was making my first transition from small print to a larger print learning media. I was the only kid in my religious private school using bold-line paper and large-print textbooks, which were both obtained from American Printing House for the Blind. As my vision was deteriorating, so were my hopes of becoming a success. As time went by, so did my ability to visually perceive my surroundings. I felt that within myself, I was becoming a victim of potential blindness. Noticing my depleting vision, my teachers along with my parents didn't know how to provide for the appropriate accommodations that were necessary for my education.

After some research, my father discovered a school located in the Bronx, The New York Institute for Special Education. The school focused on delivering the same education required by New York State. It seemed as if the school's educational direction was the perfect solution for my rapidly increasing learning dilemma. In the eighth grade, I transferred out of my religious private school and into The New York Institute.

In my new school, I found a lot of convenient, functional, and accessible new tools. These materials were the quintessential keys to my success. These materials were of most value to me. I was quickly becoming familiar with all the products that were designed to cater to the blind and visually impaired. I had the Perkins Brailler at my fingertips, and I learned how to manipulate it to my advantage. I learned quickly, and marveled at my ability to communicate with ease. I was taking tests in an audio format. My teachers would record themselves reading the tests onto an APH Handi-Cassette Portable Tape Recorder, and I would play back the recording, listening to every word carefully. I was moving up into high school, and I was making my next transition.

In high school I started making some more changes. Because I was losing more vision, I began to use a long cane. I had to stop using the CCTV and the desktop reading stand which I used to keep me closer to the pages while I read print and wrote. Instead, they were replaced by more tactile APH products. The Draftsman and its removable pad became tools that helped me grasp images transferred by my teacher. I also liked producing images of my own. The Times New Roman font became less and less clear for me to read. Instead, I used APHont for a short period of time because of its clarity. I was transitioning from being a visual learner to being a complete auditory and tactual learner.

In my Global Studies class, I contrived a new method of learning. I was introduced to APH's World Atlas and the world map called "The World at Your Fingertips". I remember having APH's tactile and visual globe at my desk day after day. I found myself consciously studying places on the globe as my teacher was speaking. I thought it was a constructive way to understand our world. These tactile supplies were and still are most useful. I immediately fell in love with them and the various embossed papers and I find use for them in all of my classes.

My teachers were most helpful in my gaining independence. For example, I remember one day coming across a really cluttered circle graph in a practice New York State Global Regents exam. I couldn't perceive the information as well as my sighted classmates. My Global Studies teacher pulled out the Crafty Graphics Kit and replicated the graph braille paper (APH paper, of course). After doing this, it was as if the graph from the Regents instantaneously came to life at my fingertips. All the information was accessible to me. It was truly amazing.

Last year, I aced both my U.S. History and Government and Global Studies Regents exams. I thank the people who helped make the media available and accessible. My teachers along with APH's Accessible Testing Department have done a great job in fighting test biases. I understand many of my teachers are in close contact with APH on this issue. As my vision decreases, I know I am prepared to move forward. I now realize and appreciate these "little" APH objects. These tools are recognized as assets by me and my classmates. They are also an unparalleled and incomparable component of my education.

Third Place in VI Professional Category
Thomas Woodman


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"USE WHAT YOU'VE GOT"

"Where did you get this?" ten year old Migel inquires, picking up a digital model clock.

"I got it from APH," I answer.

"Oh, cool", he says as he begins to change the time.

APH products are as much, and as important, a part of my classroom as the tables and chairs. The older students know APH stands for American Printing House, they understand what I can purchase 'on quota' and they know where the catalog is on my shelf. They know that it is the first place to look for something that they want to make their lives a little easier or need to level the playing field in the regular ed classes that they attend. The younger students will learn all of this in time.

I teach braille in a public school in one of America's larger cities. The school that I teach at is a k-8 elementary school that has a student population of approximately three hundred. About ninety of these students have a vision impairment or are blind. Students learn in self-contained vision classrooms, as well as regular ed. classrooms. I have a vision impairment myself and purchase materials to make my own life easier, but mostly I prowl the catalog or the APH website for my kids. We purchase all of those essential tools that enable students to succeed in school; Braillers, braille paper, tactile rulers & protractors, signature guides, talking calculators, abacusses and a lot more. These are tools that my students can take back to their regular ed. classrooms and use independently. At first students in the regular ed classrooms are fascinated by the devices that my students bring with them. Soon the novelty wears off and nobody notices as my students bang away at their braillers.

We play a lot of games in my room. When I first got the job of Braille teacher, I purchased game boards from APH. For the younger kids it teaches basic skills of taking turns and addition. Braille is always the objective, so students have to read a letter, word or Nemeth problem in order to advance around the board.

It is the same for the older students who are learning contractions, except that their games tend to become a little more raucous. Some students have the uncanny talent of rolling the dice and achieving a high number every time. Eventually there is the high pitched cry of, "CHEATER, CHEATER!" and I have to jump in quickly to referee before the kids degenerate into casting dispersions upon one another's mothers.

In any event, the kids love playing the games. They have their favorite tactile figurines that they move around the board and each one has a descriptive name: Roundhead, Hatchethead, Squarehead, Pointyhead and they scramble to get their favorites.

Through APH I am able to address many of the specific needs of my students. I have a student whom I shall call Sarah. Sarah has four fingers, two on each hand. She came to me last year in Kindergarten and I didn't know what I would do for a brailler, since she couldn't fully operate a standard Perkins brailler. I could teach her how to read braille easily enough, but how would she write braille. Our braille transcriber Maxine, discovered something called a Unibrailler in the APH catalog and I decided to try it out. This unique brailler enables Sarah to push the keys on the left, which would hold until either the right keys or the space bar is pushed before progressing forward. Sarah is in the first grade now and uses her Unibrailler with fluency and ease. Not only is she reading braille but she is writing it as well.

The electric brailler made it possible for another of my students, Amy to braille. Amy had arthritis and could not use a standard Perkins brailler. The pressure with which she had to press down on the brailler was harmful to her arthritic joints. With an electric brailler Amy was able to complete her assignments independently. Braillers with extension keys have made it possible for my students with fine motor issues to braille independently as well. Up to this point, I have not come across any physical obstacles that could not be overcome wth the help of APH.

APH products meet our most basic academic needs. Braillers, braille paper, slate & stylus and the abacus replace paper and pencil. Talking calculators and recording devices give access to information that would otherwise make students dependent. 20/20 pens, raised line & dark lined paper, large print materials and magnification devices make learning possible for students with low vision. These items are standard fare at our school.

The kindergarten students love to get a tactile smiley face sticker when they are finished with their work. Actually, they want more than one but they know one is the limit unless they pass in work with ABSOLUTELY no mistakes. Now that they know their numbers, they are learning to read both the analog and digital clock models from APH. This is a tough concept for small children but at this point in the year they can all set and identify time on the hour. They also like to check the real braille clock that is in my room. In addition to telling time we always check the temperature on our APH demontration thermometer. I set it for whatever the temperature is that day and they all check it out. Soon I would like to purchase a real talking thermometer for my classroom so that students can check the temperature themselves.

Maps play an important part of any school. They are in most classrooms and there shouldn't be an exception for children with vision loss. I have three tactile maps in my small room, and a large tactile globe just outside my classroom door. Students of all ages love the U.S. Puzzle Map from APH, because they can pick the states up and compare size and see if they have mountains or are flat. It helps expand their understanding of the country they live in and the bigger world beyond.

Independence can be fostered in a lot of different ways. APH provides the tools, but adults, and sometimes peers, provide the example and the encouragement. Children watch other people carefully and model what they observe. Encouraging independence among children with vision loss often means stepping back from helping directly. Giving direct help may get us there faster, but it sends the message that the student `can't' do it. My goal is for all of my students to be independent, but how they get there is as individual as my students are unique. Part of stepping back, is building students' self-esteem. When children accomplish things by themselves it makes them feel good. Whether it's identifying Texas on a map or traveling to the cafeteria independently, doing it yourself builds self-esteem. The reward is hearing children say, "Hey look, I did it myself!"

In addition to materials, APH also fosters this part of children's development through its art competition and other services. The art competition allows students to express themselves and be recognized for their creativity. One of my former students entered and won first prize. Her art work was displayed in the 2005, APH InSights Calendar.

Assessments are essential to gauge student's knowledge. APH offers assessments such as KeyMath and the Brigance which we use to help us to determine students' abilities. We also recommend some APH literature for our family members. And for new staff we use APH materials to train and encourage them to work effectively with students with vision loss. Consistency is key to success.

In addition to teaching braille I also teach orientation & mobility to adults on weekends and summers. I once had a very wise client say to me, "You gotta use what ya got". To me that means using everything at your disposal: your sense of touch, smell, an abacus, a brailler, a white cane, a roller tip, a signature guide, whatever it takes. I am grateful that my students, my clients and I live in a time and place where there is so much to help us lead full, productive lives. Mostly I am grateful that there are organizations like APH that enable people with vision loss to live more independent lives.

Third Place in Adult Consumer Category
Kosondra Payne


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INDEPENDENCE THROUGH READING

I have always loved to read, ever since I was a child, growing up in the 1970's and 1980's. Books have taken me into ancient history, into distant lands, and far into space. Because I was born blind, I needed specialized materials to help me read. I needed Braille, tapes, and electronic devices in order to engage my love of reading. The American Printing House for the Blind, (APH), has assisted in my ability to access the printed word independently. APH has provided books in Braille, reference books in Braille and recorded formats, portable tape recorders, and electronic devices like the Book Port. All of these products have given me independence as I enjoy leisure reading, help my children to love reading, and study in school.

I learned Braille at the same time my friends were learning print. I had the primers that I got from school; these were little books with only a few words on each page; however, I had a few volumes of the Bible at home, which provided me with more challenging reading. These volumes had been produced at the American Printing House for the Blind, (APH), and they were very old and well-worn. I had a few other religious books that had been produced at APH, which were equally old and worn. These books formed my entire Braille library in my early years. I spent hours reading them, and my vocabulary and comprehension developed immensely as I read. Not only did I begin to understand religious concepts, but my fluency with Braille increased. After all, how many second graders read the story of Joseph interpreting Pharaoh's dream, straight from the Bible, and understand it? Thanks to those Braille books, I was able to progress quickly through my reading levels in school.

As I progressed through school, I encountered reference books. I found an old encyclopedia which had been produced by APH, many years before. I loved to read from it because it was more Braille for my fingers to digest, and I could not get enough! Of course, I used it to do research, but I also read it for fun. It fueled my curiosity about people, places, and things. As I got older, my itinerant teacher gave me a dictionary on tape. I had seen a Braille dictionary, but it was much too large to fit in my bedroom closet. Several cassette albums were lined up on my shelf, and the tapes inside introduced me to a whole new world of language. I became fascinated with the construction of the English language as I discovered new words. I could put a tape into my tape recorder, and I could look up a word to discover its spelling, etymology, usage, and definition. I thought writing down the definitions was busy work, but I enjoyed learning them.

As I entered junior high school, my books became harder to find in Braille. My itinerant teacher introduced me to the Handi-Cassette line of tape recorders. APH had produced these small, wonderful tape recorders that I could take anywhere. I used my Handi-Cassette tape recorder to record lectures in class, read my textbooks, and enjoy the books I really wanted to read. I had been using tape recorders since I was small, but they were large, bulky, heavy machines that needed to be plugged into a wall. The Handi-Cassette allowed me the freedom to take my reading material with me wherever I went. With this new freedom, I continued to read long, complex books. When I had to read a biography of someone famous, I chose an 800 page biography of Winston Churchill. I just popped the tapes into my Handi-Cassette, put on a set of headphones, and read. I could indulge my love of history and literature, and the Handi-Cassette gave me the independence to indulge that love anywhere.

When I started college, my rehabilitation counselor gave me a Handi-Cassette II tape recorder. This unit was sleeker than its predecessor, and it had a bigger carrying case, which had more room for more tapes. I continued to study hard with its aid, and I had the freedom to study anywhere. It was at about the same time that I discovered the recorded version of Reader's Digest from APH. I put this magazine into my Handi-Cassette II, and I traveled everywhere, learning about all the new books that had been written. This continued to fuel my eagerness for more books and more information.

After years of using and storing tapes, and wishing that Braille books were more portable, I wondered if there was a solution that would allow me to take all my books with me wherever I went. Technology had changed, and I was sure that APH had created a new solution to fit my needs. I had been using computers and the Internet for many years, and technology did not scare me. I was a member of Bookshare, and I had more electronic books than I had on tape, or in Braille. I could read them with software on my computer, but I really wanted to read them away from the computer. I wanted to sit under a shady tree and read one of the many novels I had just downloaded. I learned about the Book Port, and I knew it was the solution I had been looking for. APH had created this pocket-sized device that could play files in DAISY, BRF, HTML, and MP3. I would finally be able to carry my whole library with me. There would not be any large, bulky cassette albums or immense, heavy volumes of Braille. I needed only the Book Port and a few CompactFlash cards.

I was ecstatic! I read the manual at least ten times before the Book Port arrived. It was my birthday present in 2006, and I knew that it would give me the greatest degree of independence I had known up to that time. When the package came, I tore it open excitedly! I installed the software immediately, and within a few minutes, I was downloading and reading books. The first book I downloaded was "Pride and Prejudice," by Jane Austin. This has been one of my favorite works of literature since high school. I put the Book Port in my pocket, plugged in my headphones, and started reading while I cleaned the house. I was in my own little world, drinking in all the beautiful prose. I had read a lot up to this time, but I read even more with the Book Port.

My appreciation of the Book Port's value increased even more when I went back to school in 2007. After having my three children, I figured it was time to finish my Bachelor's degree in English. I got the key from RFB&D, so I could read my textbooks on the Book Port. I used to read my textbooks on tape, and I had to worry about what tapes I needed to take with me. I didn't have to worry about that because I had the Book Port. Each of my textbooks was transferred to my Book Port, so I had access, at all times, to the books in their entirety. This helped me when my professors skipped around because I didn't have to worry about not having the right chapters. The Book Port allowed me to pause reading easily, so I could answer a question or write a paper. I could do research quickly, as I combed through tons of books. I became more independent than ever thanks to this little machine.

The Book Port helps me to teach my children to love reading. My children are young, and I love being able to share new stories with them using the Book Port. I just transfer a book, plug in my portable speakers, and we sit back and listen. Reading with my children helps their comprehension and expression to grow. The Book Port is a most useful tool that gives me the independence to help my children learn to love reading as much as I do.

APH has produced many tools that have increased my independence through reading. They produced the small library of religious books I had when I was young, WHICH INTRODUCED ME TO READING. They produced the reference books that fueled my curiosity about the world. They produced the cassette recorders that allowed my books on tape to become portable. The Book Port has increased my independence as I have been able to make all of my books portable. It has helped me enjoy leisure reading, study in school, and help my children to love reading. All these tools have given me independence through Reading. Thank you APH!

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