Blind Children's Learning Center Portfolio

Amanda Vo

Account Executive Blind Children’s Learning Center

Cover Letter May 8, 2011 To whom it may concern, I am a public relations and advertising major with a minor in communication studies, and I am very interested in obtaining a position with your organization. I feel that I am highly qualified to work in a position that requires ample knowledge of public relations, social media and marketing strategies.

As an account executive in Chapman ImPRessions, Chapman’s first student-run PR firm, I believe I have gained real-life experience and a deeper understanding of the field of public relations, as well as fostered exceptional team-building skills. By maintaining and taking charge of a team working for a real client (Blind Children’s Learning Center,) I was also able to develop strong leadership skills and understand how to effectively communicate with both my client and my team members.

I have been an active member of the Public Relations Student Society of America, as well as a participant of the 2010 Bateman Competition. Bateman demanded the majority of my time, and I worked on and implemented a real campaign for not only Chapman students, but communities surrounding Chapman as well. My team and I were honorable mentions in the nation, and were one of the only two teams to be recognized in California (the other team being from Chapman as well.)

Each of the three internships I have had thus far have provided me with a new kind of knowledge that I believe will benefit your organization. While my internships with Brazilian Gloss and Aaron Bowley Studios required me to write and distribute press releases, contact media for publicity and promotions, and write informative yet succinct announcements on social media, my participation in the Disney College Program prepared me with interpersonal communication and crisis management.

I believe that your organization will benefit greatly from my prior experience with campaign work, and my ability to motivate team members, ensure productivity, and work in a timely yet high-quality manner.

I have enclosed my resume with my prior experience in the field of public relations, as well as my achievements. Thank you very much for your time and consideration; please do not hesitate if you have any questions or comments for me. I look forward to hearing from you soon.

Best Regards, Amanda Vo

Amanda Vo

206.697.6508 181 S Lewis St. #106, Orange, CA 92868 amanda.vo710@gmail.com @AmandaVo

TECHNICAL QUALIFICATIONS: • Very familiar with Facebook, Twitter, Tumblr, Blogger, LiveJournal, MySpace, YouTube, and other social media websites • Very proficient in Microsoft Office Suite, iLife Suite, Final Cut Pro, Photoshop, and InDesign • Can type at 132 WPM • Demo reel and design & writing portfolio available upon request EXPERIENCE: Aaron Bowley Studios PR Intern May 2010—October 2010 • Wrote and distributed press releases/media pitches to music blogs and websites, as well as PRLog, about Aaron Bowley Studios and the bands produced by ABS • Wrote a comprehensive biography on Aaron Bowley Studios • Helped design and create the Aaron Bowley Studios website • Managed Twitter and communicated with fans/potential clients on a daily basis Chapman ImPRessions April 2010—Present • Brainstormed, planned and implemented promotional campaigns for our client, Chapman Coffeehouse • Updated and managed social media • Reported to both the account executive and ImPRessions officers on a biweekly basis with updates Brazilian Gloss PR Intern • Wrote and distributed press releases/articles on PRLog and Ezine • Sent out media pitches to magazines • Updated social media websites such as Twitter and Facebook • Helped with the creative development process of the new image of Brazilian Gloss • Updated “Brazilian Hair Straightening” on Wikipedia with information about Brazilian Gloss Cooler Planet Video Editor • Edited promotional videos for Cooler Planet, a Seattle-based environmentalist company • Created instrumental tracks as supplementary background music for videos

March 2010—May 2010

March 2010—Present

Bateman National Student PR Campaign Competition: Honorable Mention November 2009—April 2010 • Created and implemented a public relations campaign as a team for the U.S. Census Bureau at Chapman University and surrounding communities • Wrote and sent press releases to local media, one of which was published on Asian Pacific Islander Count’s website • Led and managed the social media aspect of the campaign • Compiled a campaign portfolio of our work for submittal to PRSA and received an honorable mention Public Relations Student Society of America • Wrote press releases for PRSSA-sponsored events • Attended weekly meetings

August 2008—Present

WORK EXPERIENCE: Chapman University Student Affairs Public Relations Assistant September 2010—Present • Created and implemented campaigns for student-related events throughout campus • Managed the Dean of Students’ Twitter and Facebook • Worked with the Student Affairs Creative Team to design promotional materials • Reported to the Assistant Dean of Students and Student Affairs Student Manager on a daily basis • Revised and rebranded Chapman Nights, an overarching name for Chapman-funded student events Starbucks Coffee Company, Bellevue, WA Barista • Created relationships with customers • Promoted and sold new products to customers • Multitasked on a day-to-day basis • Trained and mentored new employees • Awarded the title of Barista of the Month: April 2008 & August 2009 EDUCATION: Chapman University, Orange, CA Dodge College of Film and Media Arts – GPA 3.6 Earning a B.A. in Public Relations/Advertising (Minor in Communication Studies)

August 2007—February 2010

August 2008—Present

Blind Children’s Learning Center

Executive Summary The Blind Children’s Learning Center is a non-profit organization that strives to provide early intervention, education and services to both visually impaired and seeing children in order to create an independent and healthy lifestyle. Located in Santa Ana, Calif., the Blind Children’s Learning Center (BCLC) is the only center of its kind in Orange County. Founded by six blind adults in 1962, BCLC is closing in on its 50th anniversary.

The 50th anniversary was the perfect event for my team and I to focus our public relations efforts around. 50 years is big: the golden anniversary, half a century--we wanted to make sure our campaign had a catchy yet appropriate slogan that not only resonated with our audiences and the center, but thanked all of BCLC’s supporters over the years.

Our research gave us very important insights regarding our audiences and how we should go about reaching them with our campaign. With two very wide-ranging target audiences--existing and/or previous donors of both time and money, and our potential audience of individuals serving a similar cause, we knew our communication efforts would have to cater to many different types of people.

We quickly learned that while our existing audiences were a bit more old-fashioned and preferred to receive information via email or even postal mail, our potential audiences would greatly benefit from receiving information through social media.

We searched for a campaign theme that showed appreciation for the past and ambition for the future, and after conducting a survey with four potential themes, we ultimately decided on 50 Years of Helping Hands. With this theme, we were able to create new logos and imagery to maintain consistency on BCLC’s collateral; formulate social media announcements around an ongoing message; write press releases alluding to the 50th anniversary; and create a corporate sponsorship package for potential donors or sponsors of the event.

As the account executive for BCLC, I delegated tasks, maintained constant communication with our client, and ensured optimal productivity from my account. Because of my position in the firm, please note that the following pages consist of both my teammate’s work as well as my own. Continue reading to see how we helped BCLC thank its audience for their 50 Years of Helping Hands.

Secondary Research “The Mission of Blind Children’s Learning Center is to provide early intervention, education and services for blind, visually impaired and deaf/blind infants and youth and their families to allow access to education in preparation to lead independent lives.”

In the early 1960’s, six blind adults founded Services for the Blind. Now known as the Blind Children’s Learning Center, these founders felt the needs of the visually impaired and learned that the key to living a successful life without vision is to start at a young age. And so, the BCLC developed a comprehensive, alternative program allowing children to not only thrive blind, but also enter the mainstream schools and world around them. The organization is the only one of its kind in Southern California that addresses the needs of the blind, visually impaired and children with multiple disabilities from birth through high school. The track toward independence begins with Infant Family Focus, an in-home service allowing parents to be part of the crucial developmental days. At six months, the child may begin attending the Early Childhood Center. After graduation from this stage, blind children can usually enter a public kindergarten program with maintained support from the BCLC. The Youth Outreach program leads students through their public school experience by providing mobility training, vision instruction and Braille instruction (Programs & Services). The BCLC stimulates each child’s natural desire to learn and explore leading it to a life of independence, not much different than any other.

Visual impairment encompasses a full range of vision loss, from complete blindness to partial vision loss, as well as legal blindness. Genetics, illness, or injury may cause visual impairment. Sometimes, vision problems may form even before a child is born. Although a child’s eyes may function correctly, the brain may have difficulty processing the information if the optic nerve did not form correctly. Some of the pediatric eye disorders that could have affected the children at Blind Children’s Learning Center include amblyopia, in which the eyes cannot coordinate alignment; strabismus, when the eyes are not straight (cross-eyed); or retinopathy of prematurity (ROP), a disease in the retina affecting prematurely born babies. Visual problems affect each child’s development differently, depending on the severity, type of loss, age at which the condition appears, and overall functioning level of the child. Because a visually impaired child has little reason to explore the interesting objects in the environment, he or she may miss opportunities to learn about the world. The child may also have trouble imitating social behavior or understanding nonverbal cues. As a result, the child may feel secluded and not develop a sense of independence.

Possible avenues BCLC could take would be to partner with local hospitals and optometrists. On the Children’s Hospital of Orange County (CHOC)’s website, they pride themselves in being the “first” to do many things, such as being the first children’s hospital in Orange County, having the first emergency room for children, etc. This could actually relate back to BCLC and how it is the first (and only) center of its kind in Orange County. St Joseph’s is also on a local level and focuses on “improving health and quality of life in people the communities we serve.” While St. Joseph’s hospital is not directly focused on pediatrics, it has a strong ophthalmology practice, which will be beneficial to BCLC and its eye therapy sessions.

As mentioned before, BCLC prides itself for being the only center of its kind; however, there is a Blind Children’s Center in Los Angeles, which is relatively close to BCLC’s location in Santa Ana, Calif. In fact, it was founded prior to BCLC and is shown to be more successful as well. Because the Blind Children’s Center has very similar programs and mission statements as BCLC, it can be seen as a role model with standards in which BCLC may aim to achieve or even surpass. The center keeps up to date on their social media connections and engages the audience in announcements and events. However, the success is merely judged in comparison to the current state of BCLC’s online presence.

Through this secondary research, many conclusions and observations were made regarding the potential plans Chapman ImPRessions will implement for BCLC. The center could consider partnering with the local hospitals and therapists/ pediatricians in order to gain more awareness and increase number of students in the center. Furthermore, the center could collaborate with the Blind Children’s Center in Los Angeles to generate more awareness about child blindness and promote each other’s centers in their respective towns. By reaching out to more potential donors, collaborators and the rest of the community, BCLC will be able to improve its programs and work toward achieving its goal of helping children with visual impairments become functional members of society.

Primary Research The Blind Children’s Learning Center’s main focus is committing to nurturing children as a whole, and the field trip to the center itself proved this point. On February 15, 2011, Mi Mai, Kristin Soo Hoo and Amanda Vo visited the center and learned not only about the services the center provides, but the dedication each staff member possesses for the children as well.

The field trip itself broke down each of the center’s focuses, such as the different on-site specialists for counseling, speech, occupational therapy and ophthalmology, as well as the classrooms for different age groups. At first glance, the center looks no different from a “regular” preschool: the playgrounds are completely normal and the classrooms have just as many toys and wall decorations as any other. But when taking a closer look, one can see the minuscule differences: each student has an object with a consistent texture that is placed on all of his or her items (chairs, desks, cubbies, etc.), distinguishable items are placed on walls to help guide (chains will be placed on a wall that is directly in front of the swing set), and all corners and poles are surrounded with elevated markers so the children can tell if they are approaching something. This field trip was eye opening and provided a more personal experience for Mi, Kristin and Amanda with the center.

Another form of primary research conducted was a focus group with Kathy Buehler, Kim Neuhauser and Heather Thompson on March 4, 2011, with Whitney Finn and Allegra Batista. The focus group began with a discussion about why BCLC wanted to partner with Chapman ImPRessions, and what the center hoped to gain from the experience. They said they were hoping to understand more about the opportunities that lie in technology today, and how the center could use them to spread awareness about their cause. Afterwards, Whitney and Allegra cleared up the confusion regarding the surveys that the account wanted to distribute: while Kathy, Kim and Heather were under the impression that the surveys would be asking for donations, Whitney and Allegra reaffirmed that the surveys were solely for collecting information regarding how to best reach the center’s contributors, as well as learn more about their involvement with BCLC. This then lead to Whitney and Allegra revising the survey to compromise both the account’s needs, as well as the center’s interests, and Kim, Kathy and Heather compiled a list of contacts to whom the surveys will be distributed. The focus group session lasted approximately one hour.

The survey was distributed to 115 people; however, as of March 9, 2011, only 45 have responded. After looking at the results, it seems that most of the center’s contacts are internal: The most results were returned by current staff members and regular volunteers, while donors turned out a large sum of responses as well. Those who responded to the survey tended to donate for reasons related to the center’s valuable programs and children in need. Furthermore, many of the respondents had personal ties to the center, such as being a parent of an alumnus or actually attending the school previously. The organization’s weakest area of program awareness is seen in its alumni relations and events, which presents an opportunity.

To allow the development of a contact list and discover the most ideal way to keep in touch with internal and external supporters, it was surprising to see that very few prefer to use social media as a form of communication, and instead prefer communicating via email. While Kim, Kathy and Heather decided to have a gala for the 50th anniversary celebration, most respondents prefer an on-campus event including children and alumni. To get involved, survey responses show a large interest in attending, but also sponsoring events for the anniversary. Volunteerism through planning, material distribution and awareness building are also popular.

The results from the primary research present the account with many opportunities. After meeting with Kim, Kathy and Heather in the focus group, it was decided that at least two members of the account should meet with them at the center once a week in order to avoid miscommunication and create a stronger relationship with the client. Also, as evident in the survey results, while Kathy, Kim and Heather were very passionate about having the account implement a social media campaign, this may not be the best method to reach contributors, since most of them prefer communication via email.

The account may instead need to focus more on rebranding the center and creating a more cohesive format for all of their collateral, and help the center format an online or email newsletter for contributors. Overall, the primary research collected proved to be very helpful and informative about what the account will need to accomplish in the implementation phase.

PR Plan Situation Analysis 1. Mission

a.The Blind Children’s Learning Center strives to provide early intervention, education and services to both visually impaired and seeing children in order to create a healthy, independent lifestyle.

2. Competitors

a. Blind Children’s Center in Los Angeles, Calif., as well as other nonprofit organizations in the area competing for donations and support 3. Programs, services or products

a. Infant Family Focus, Early Childhood Center, Outreach, and Therapy Services

i. Comprehensive services that start as early as possible and continue through high school: 1. Braille instruction

2. Orientation and mobility 3. Adaptive technology

4. Optometry

5. Occupational therapy

6. Speech therapy 7. Physical therapy

8. Nursing 4. Motivation

a. Having relations with someone who is visually impaired, or having personally experienced the services and programs BCLC has to offer

b. Seeing the center and understanding the importance of what BCLC is doing for children 5. Current PR activities

a. Facebook fan page (somewhat inactive)

b. Newly redesigned website

c. E-newsletter that is sent to donors

d. Maintains good relationships with donors and alumni/alumni parents via email, telephone and postal mail

e. Print collateral such as fliers and brochures

f. Annual events for donors, parents, students, alumni and staff (golf tournament & 5K walk) 6. Issues/Problems

a. Funding and a strong community support system

b. Lack of consistency in PR-related material

c. Lack of a media contact list

d. BCLC involves many stakeholders, creating more target audiences that it needs to reach Objectives Goal: To begin building awareness of the Blind Children’s Learning Center and the services it provides by May 19, 2011, as well as prepare the center for future promotional activities.

Objectives: 1. To engage 400 of potential supporters through communication efforts by May 19, 2011 2. Announce and brand the Blind Children’s Learning Center’s 50th anniversary by May 19, 2011 and help maintain buzz

PR Plan Key Audiences • Individuals serving a similar cause in Orange County

o This can include a wide range of people, including optometrists, therapists, other nonprofit supporters and even the Delta Gamma sorority. This group is going to be the one that BCLC will target in order to create awareness, and even though there are many subcategories within this audience, the message to each will remain consistent.

• Donors (time and money)

o In order to ensure continued support, it is important to target the donors who are contributing time, money or both to the center. BCLC’s main audience when announcing the 50th anniversary will be its current supporters, and they will be the ones who will most likely attend and donate to the cause.

Theme 50 Years of Helping Hands Messages • Acknowledge and celebrate BCLC’s 50th anniversary • Encourage participation with BCLC • Disband our reputation of being Orange County’s “best kept secret” and show people about the importance and impact of BCLC Strategies Objective 1: To engage 400 of potential supporters through communication efforts by May 19, 2011 Audience 1: Individuals serving a similar cause • Create a social media campaign

o Tactics

• Create a Twitter account for the center to reach out to multiple audiences

• Educate and advise the center’s staff about proper Facebook usage

• Set up a Blogger account to expand the center’s social media influence and allow outside contributions

• Featured person of the week on blog for 50 weeks

• Maintain a consistent voice on social media

• Encourage “virtual gold handprints” on Facebook, Twitter, etc.

• Rebrand collateral to maintain consistency

o Tactics

• Use research to identify various messages in collateral to create one cohesive umbrella concept

• Create uniform templates for all BCLC collateral, including fliers, newsletters, brochures & letterheads

• Distribute aforementioned materials to our target audience via social media, email and print Objective 2: Announce and brand the Blind Children’s Learning Center’s 50th anniversary by May 19, 2011 and help maintain buzz Audience 2: Donors (time and money) • Reveal the 50th anniversary at BCLC’s donor-targeted events

o Tactics

• Distribute 50th anniversary fliers at the May 5K walk

• Have a formal announcement from Kim Neuhauser during events

• Film announcement

• Include mini-events such as fastest Braille reader all day

• Write one press release to be distributed prior to the May 5K walk

• Focus promotional efforts toward raising awareness about the 50th anniversary

o Tactics

• Create a brand/logo specific to the 50th anniversary to be used solely over the course of the 18-month rollout period

• Employ social media usage to increase and sustain interest about the 50th anniversary

• Write three press releases to be used at future BCLC events throughout the 18-month rollout for the 50th anniversary celebration

Press Releases BLIND CHILDREN’S LEARNING CENTER 18542-B Vanderlip Ave. Santa Ana, CA 92705 Contact: Kathy Buehler Phone: (714) 573-8888, ext. 102 Email: Kathleen.Buehler@blindkids.org FOR IMMEDIATE RELEASE BCLC HOSTS ANNUAL 5K WALK FOR BLIND CHILDREN Blind Children’s Learning Center Sponsors Fundraiser to Brighten the Future of the Visually Impaired • The Blind Children’s Learning Center will host its annual 5K Walk fundraiser on Saturday, May 14 at 9 a.m. at its Santa Ana, Calif. campus.

• Kodi Lee, 14-year-old blind singer, pianist and former BCLC student, will serve as the event’s guest ambassador.

• High-level participants will receive BCLC T-shirts, baseball caps, blankets, windbreakers, and sports bags.

SANTA ANA, Calif. (April 10) -- The Blind Children’s Learning Center will host its 7th Annual “Destination -> Independence” 5K Walk on Saturday, May 14 at 9 a.m. to raise funds for local blind, visually impaired and deaf/blind infants and youth, said Blind Children’s Learning Center (BCLC) President and Executive Director Kim Neuhauser.

14-year-old blind singer, pianist and performer Kodi Lee will serve as the event’s guest ambassador. He was diagnosed as legally blind at three months old and autistic at age four. Despite all obstacles, the former BCLC student and strong supporter of the school and its alumni group has flourished academically and become a musical prodigy, according to Neuhauser.

“At our event, blind and sighted children and adults will walk side-by-side to raise money for the advancement of our center’s outreach and education programs,” said Neuhauser.

The 7th Annual “Destination -> Independence” 5K Walk will start at the BCLC campus in Santa Ana. Registration will open at 7:30 a.m., and the walk will begin at 9 a.m.

The Blind Children’s Learning Center encourages student and volunteer teams, corporate teams and individuals to participate in the event. Participants of higher levels will receive BCLC T-shirts, baseball caps, blankets, windbreakers, and sports bags. The center will provide refreshments to all participants as well.

For sponsorship opportunities and registration for the walk, visit the BCLC website, call (714) 573-8888, ext. 2104, or email event organizers at fund.development@blindkids.org.

About the Blind Children’s Learning Center Founded in 1962, the Blind Children’s Learning Center provides early intervention, education and services for blind, visually impaired and deaf-blind infants, youth and families. The center offers early intervention services to infants and their families at home and education to toddlers, preschool and kindergarten students on its Santa Ana, Calif. campus. Furthermore, it continues youth outreach programs through high school to enhance life skills.

BCLC offers a variety of services, including Braille instruction, orientation and mobility, and speech and occupational therapy. Credentialed teachers and therapists also provide tutoring and mentoring for the children. Working with blind, visually impaired and deaf/blind children from infancy through high school, BCLC staff aims to strengthen the children’s life skills. This way, the center’s students may eventually enroll in the public school system and acquire the independence that they will need as adults.

BCLC is a 501(c)(3) not-for-profit organization. All donations are tax deductible as permitted by law. ### If you would like more information about this topic, or to schedule an interview with Kim Neuhauser, please call Kathy Buehler at (714) 573-8888, ext. 102 or e-mail Kathy at Kathleen.Buehler@blindkids.org.

18542-B Vanderlip Avenue, Santa Ana, CA 92705 Tel. 714.573.8888 Fax 714.573.4944 www.blindkids.org

Press Releases

BLIND CHILDREN’S LEARNING CENTER 18542-B Vanderlip Ave. Santa Ana, CA 92705 Contact: Kathy Buehler Phone: (714) 573-8888, ext. 102 Email: Kathleen.Buehler@blindkids.org FOR IMMEDIATE RELEASE 50 YEARS OF HELPING HANDS The Blind Children’s Learning Center Begins its 18-month Anniversary Celebration SANTA ANA, Calif. (April 10, 2011)—October 2012 marks the 50th anniversary of the Blind Children’s Learning Center, located in Santa Ana, Calif. The center (BCLC) has continually delivered independence to its students and furthered its development as it continues to give back to the southern California community.

With this milestone approaching, BCLC plans on celebrating its anniversary with the fitting theme of “50 years of Helping Hands.” Rather than confine the anniversary into one solitary month, BCLC plans to celebrate its anniversary over the course of 18 months, similar to that of Disneyland’s 50th anniversary. This theme will be integrated with a series of special onsite events in addition to a dinner for all that have worked to develop and maintain the center.

Through the ongoing dedication of staff, volunteers, and donors, BCLC continues to teach blind children of all ages how to be independent despite visual impairment. As the first and one of the only schools of its kind, BCLC has created various programs that teaches its students basic health and safety, general academic education, and works to bridge the gap between visually impaired children and their families, beginning in infancy. With special guests and programs such as the fire department and the monthly “blindfolded lunch,” BCLC students are provided with the knowledge and tools of how the real world works and how they can function within it.

Sponsored by _____________, the Blind Children’s Learning Center’s 50th Anniversary will be one-of-a-kind as it celebrates its 50 years of Helping Hands through all that have helped the center and its students grow and develop throughout the years.

If you would like more information about this topic, or to schedule an interview with Kim Neuhauser, please call Kathy Buehler at (714) 573-8888, ext. 102 or e-mail Kathy at Kathleen.Buehler@blindkids.org. ###

50th Anniversary Logos

These are the four logos that Mi Mai created for BCLC’s 50th anniversary. We wanted to combine BCLC’s current usage of the color purple with the color gold to resonate with the fact that the 50th anniversary is commonly known as the “golden anniversary.”

Social Media: Blogger

We created a Blogger for BCLC with the intention of having “guest bloggers� write for the center every month. Here, bloggers would write success stories from working with or being a part of BCLC, thus creating the emotional and personal appeal for our audiences.

Social Media: Twitter

We used Twitter to connect with our audiences and engage in two-way communication.

By talking with people via Twitter, we were able to establish relationships and obtain a loyal following of Twitter users that were working for the same cause. By the end of our implementation, @BlindChildrenLC obtained 65 followers.

Social Media: Facebook

Prior to our input, BCLC was very inactive on Facebook and did not have many people interacting on the page. We linked Facebook and Twitter together to update simultaneously, and this increased the number of fans on Facebook, as well as increased participation on the page. We also incorporated an updated logo onto the page, as well as fixed the information section.

Appendix

Secondary Research Research & Bibliographies Whitney Finn Secondary Research: The Center

In the early 1960’s, faced with minimal transportation and no support for their disability, six blind adults founded Services for the Blind. Now known as the Blind Children’s Learning Center, these founders felt the needs of the visually impaired and learned that the key to living as a successful life without vision is to start at a young age. In addition to beginning young, they knew the necessity to continue the support during the school years was crucial. And so, the BCLC developed a comprehensive, alternative program allowing children to not only thrive blind, but enter the mainstream schools and world around them.

“The Mission of Blind Children’s Learning Center is to provide early intervention, education and services for blind, visually impaired and deaf/blind infants and youth and their families to allow access to education in preparation to lead independent lives.” The organization is the only one of its kind in Southern California that addresses the needs of the blind, visually impaired and children with multiple disabilities from birth through high school. The center’s educators are experts in their focus areas offering a number of resourceful skills such as occupational therapy, counsellors, technicians, nurses and para-educators.

The track toward independence begins with Infant Family Focus, an in-home service allowing parents to be part of the crucial developmental days. As six months, the child may begin attending the Early Childhood Center, located in North Tustin. The 4-acre campus provides an environment to develop independence until the age of five. At this location, the blind children grow and learn with sighted children, creating a close bond and loving relationship between the two.

After graduation from this stage, blind children can usually enter a public kindergarten program with maintained support from the BCLC. The Youth Outreach program leads students through their public school experience by providing mobility training, vision instruction and braille instruction. Outreach also provides after school programs that offer mentoring, tutoring, daily living skills and peer buddies.

With the help of these core programs, many children have learned to walk, talk and thrive after having been given a grim diagnosis of an unproductive life. The BCLC stimulates children’s natural desire to learn and explore leading them to a life of independence, not much different than any other.

Bibliography (APA format) Feb. 12, 2011. BCLC History. Retrieved from http://blindkids.org/history.html.

Feb. 12, 2011. Programs & Services. Retrieved from http://blindkids.org/programs.html.

Secondary Research Kristin Soo Hoo Secondary Research: Visual Impairment & Blind Children 2008 Prevalence Rates of Visual Loss (California) Prepared March 2010 Total 723,231 Gender Male 321,531 Female 401,700 Age Under 5 8,652 5-17 47,742 18-64 355,626 65-74 93,087 75 and older 218,124 Definition and scope: The term vision loss refers to individuals who reported to have serious difficulty seeing even when wearing glasses as well as those that are blind.

Data source: 2008 American Community Survey. www.census.gov/acs/www/SBasics/SQuest/QbyQfact/disability.pdf http://www.afb.org/Section.asp?SectionID=15&TopicID=384&DocumentID=5141 --The eye is made up of many different parts, such as the cornea, iris, lens, and retina, which all work together to focus on light and images. The eyes then use special nerves to send what is seen to the brain, so the brain can process and recognize what is being seen. In eyes that work correctly, this process happens almost instantly. However, when this doesn’t work the way it should, a person may be visually impaired or blind. The problem may affect one eye or both eyes. When you think of being blind, you might imagine total darkness. But some people who are blind can still see a little light or shadows. They just can’t see things clearly. People who have some sight but still need a lot of help are sometimes called “legally blind.”

Vision problems can develop before a baby is born. Sometimes, parts of the eyes don’t form the way they should. A child’s eyes might look fine, but the brain has trouble processing the information they send. The optic nerve sends pictures to the brain, so if the nerve doesn’t form correctly, the baby’s brain won’t receive the messages needed for sight. Blindness can be genetic or inherited. On the other hand, blindness can also be caused by an accident if something hurts the eye. Some illnesses, such as diabetes, can damage a person’s vision over time as well. Other eye diseases, such as cataracts, can cause vision problems or blindness, but they usually affect older people. http://kidshealth.org/kid/health_problems/sight/visual_impaired.html# --The human eye is like a camera that collects, focuses, and transmits light through a lens to create an image of its surroundings. In a camera, the image is created on film or an image sensor. In the eye, the image is created on the retina, a thin layer of light-sensitive tissue at the back of the eye. Like a camera, the human eye controls the amount of light that enters the eye. The iris (the colored circular part of the eye) controls the amount of light passing through the pupil. It closes up the pupil in bright light and opens it wider in dim light. The cornea is the transparent, protective surface of the eye. It helps focus light, as does the lens, which sits just behind the iris. When light enters the eye, the retina changes the light into nerve signals. The retina then sends these signals along the optic nerve (a cable of more than 1,000,000 nerve fibers) to the brain. Without a retina or optic nerve, the eye can’t communicate with the brain, making vision impossible.

Secondary Research The American Foundation for the Blind estimates that 10 million people in the United States are visually impaired. Visual impairment is a term experts use to describe any kind of vision loss, whether it’s someone who cannot see at all or someone who has partial vision loss. Some people are completely blind, but many others have what’s called legal blindness. They haven’t lost their sight completely but have lost enough vision that they’d have to stand 20 feet from an object to see it as well as someone with perfect vision could from 200 feet away.

An ophthalmologist is a medical doctor who specializes in examining, diagnosing, and treating eyes and eye diseases. During a visual acuity test, the patient reads an eye chart to measure how well he or she sees at various distances. Ophthalmologists use the visual field test to measure side, or peripheral, vision. Also, the tonometry test determines the fluid pressure inside the eye to evaluate for glaucoma. If the doctor determines that the patient has an eye condition that is likely to cause visual impairment, many treatments are available. Options may include eyeglasses, contact lenses, and eye drops or other medicines. In some cases, surgery may be required. For instance, cataracts are often treated by removing the clouded lens and replacing it with an intraocular lens (an artificial plastic lens that requires no special care and restores vision).

Other methods can compensate for vision loss. Guide dogs can help people get from place to place independently. Braille allows those with visual impairment to read and write. Special equipment such as microscopic and telescopic glasses and voice-recognition software can make school and homework easier. http://kidshealth.org/teen/diseases_conditions/sight/visual_impairment.html# --The terms partially sighted, low vision, legally blind, and totally blind are used in the educational context to describe students with visual impairments.

• “Partially sighted” indicates some type of visual problem has resulted in a need for special education; • “Low vision” generally refers to a severe visual impairment, not necessarily limited to distance vision. Low vision applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and sometimes Braille; • “Legally blind” indicates that a person has less than 20/200 vision in the better eye or a very limited field of vision (20 degrees at its widest point); and • Totally blind students learn via Braille or other non-visual media.

Rather than the eye disorder itself, visual impairment is the consequence of a functional loss of vision. Some of the eye disorders that can lead to visual impairments include: retinal degeneration, albinism, cataracts, glaucoma, muscular problems that result in visual disturbances, corneal disorders, diabetic retinopathy, congenital disorders, and infection.

Visual impairments occur in individuals under the age of 18 at the rate of 12.2 per 1,000. Severe visual impairments (legally or totally blind) occur at a rate of .06 per 1,000.

The effect of visual problems on a child’s development depends on the severity, type of loss, age at which the condition appears, and overall functioning level of the child. Many children who have multiple disabilities may also have visual impairments resulting in motor, cognitive, and/or social developmental delays.

A young child with visual impairments has little reason to explore interesting objects in the environment and, thus, may miss opportunities to have experiences and to learn about the world. This lack of exploration may continue until the child is somehow motivated to learn or until intervention begins. Also, he or she may not be able to imitate social behavior or understand nonverbal cues because the child cannot see parents or peers. Furthermore, visual handicaps may create obstacles to a growing child’s independence.

Children with visual impairments should be assessed early to benefit from early intervention programs, when applicable.

Technology in the form of computers and low-vision optical and video aids enable many partially sighted, low vision and blind children to participate in regular class activities. In addition, large print materials, books on tape, and Braille books are available.

Secondary Research Students with visual impairments may need additional help with special equipment and modifications in the regular curriculum to emphasize listening skills, communication, orientation and mobility, vocation/career options, and daily living skills. Students with low vision or those who are legally blind may need help in using their residual vision more efficiently and in working with special aids and materials. Students who have visual impairments combined with other types of disabilities have a greater need for an interdisciplinary approach and may require greater emphasis on self care and daily living skills. http://www.nichcy.org/Disabilities/Specific/Pages/VisualImpairment.aspx --In low-income countries with high under-5 mortality rates, the prevalence may be as high as 1.5 per 1000 children, while in high-income countries with low under-5 mortality rates, the prevalence is around 0.3 per 1000 children (Gilbert CE et al. Prevalence of blindness and visual impairment in children -- a review of available data. Ophthalmic Epidemiology, 1999, 6: 73-81). Thus, the number of blind children in the world is estimated to be 1.4 million (Preventing blindness in children: report of a WHO/IAPB scientific meeting. Geneva, World Health Organization, 2000 (unpublished document VVHO/ PBL/00.77). Approximately three-quarters of the world’s blind children live in the poorest regions of Africa and Asia, where the prevalence is high, and the child population large.

A study of children in schools for the blind in the United States of America revealed that 19% of 2553 children were cortically blind, and 12% had visual loss from optic atrophy or optic nerve hypoplasia (Steinkuller PG et al. Childhood blindness. Journal of Aapos, 1999, 3: 26-32).

Throughout the world, important causes of blindness are cataract, retinal diseases (mainly hereditary retinal dystrophies), and congenital abnormalities affecting the whole eye. Genetic diseases are also an important cause worldwide, as suggested by the patterns of disease by underlying etiology.

Gilbert, Clare, and Allen Foster. “Childhood blindness in the context of VISION 2020 -- The Right to Sight.” Bulletin of the World Health Organization 79.3 (2001): 227. Academic OneFile. Web. 14 Feb. 2011.

Pediatric Eye Disorders • Amblyopia is a disorder that begins in childhood in which the eyes are unable to coordinate their alignment or to maintain parallel focus.

o Since infection, injury, or other illness is usually not present, the disorder is said to be mechanical (related to a structural mechanism), rather than pathological (related to a disease process).

o Amblyopia causes conflicting signals to be transmitted from the optic nerve to the brain. Unable to make sense of them, the brain begins to pay selective attention to visual messages from the dominant eye.

o A key symptom is reduced depth perception. Because the eyes are operating independently of one another, the brain has trouble fusing the visual impressions it receives from each eye into a single three-dimensional image.

o About 2% to 5% of children have amblyopia. The condition seems to have a genetic component, since it tends to run in families. Infants born prematurely are more likely to develop the disorder. The condition is more common among children with developmental delays, but it’s unclear whether the two simply tend to occur in tandem or whether the amblyopia actually causes learning difficulties that lead to developmental delays.

o People with severe amblyopia who do not receive treatment before age 17 may have irreversible blindness or low vision in the affected eye.

Secondary Research • Strabismus, also known as crossed or turned eye, is the medical term used when the two eyes are not straight. It occurs in approximately 2 to 4 percent of the population.

• Retinopathy of Prematurity (ROP) is a disease of the retina affecting prematurely born babies.

o In neonates in whom retinal vascularization is incomplete, it results from an abnormal proliferation of developing retinal blood vessels due to lack of oxygen.

• A congenital cataract is an opacity (cloudiness) of the lens of the eye that is present at, or develops shortly after, birth.

o The human lens, located behind the pupil, focuses light onto the retina, allowing a clear image to be formed. A cataract blocks or distorts the image that would normally reach the retina. During the first five to seven years of life, a clear image is required in order for the connections between the eye and the brain to develop normally. Thus, a congenital cataract causes the immature visual system to be deprived of the stimulation needed for normal development. Unlike in adults, if left untreated, permanent visual loss may occur.

o Symptoms:

• Clouding of the lens, often evident at birth without special viewing equipment and appearing as a whitish discoloration in an otherwise normally dark pupil

• Failure of an infant to show visual awareness of the world around him or her (particularly when present in both eyes)

• Nystagmus (unusually rapid spontaneous eye movements)

• No symptoms may be present if the cataract occurs only on one side or is not severe. This can often be overlooked without a proper eye examination and does not mean that treatment is not required

• Stargardt’s disease is the most common form of inherited juvenile macular degeneration. It is characterized by a reduction of central vision with a preservation of peripheral (side) vision.

o It is usually diagnosed in individuals under the age of 20 when decreased central vision is first noticed. On examination, the retina of an affected individual shows a macular lesion surrounded by yellow-white flecks, or spots, with irregular shapes. The retina consists of layers of light-sensing cells that line the inner back wall of the eye and are important in normal vision. The macula is found in the center of the retina and is responsible for the fine, detailed central vision used in reading and color vision.

o Mutations in the ABCR gene, which cause Stargardt’s disease, produce a dysfunctional protein that cannot perform its transport function. As a result, photoreceptor cells degenerate and vision loss occurs.

o The progression of visual loss is variable. One study of 95 individuals with Stargardt’s disease showed that once a visual acuity of 20/40 was reached, there was often rapid progression of additional visual loss until acuity was reduced to 20/200 (legal blindness). By age 50, approximately 50 percent of all those studied had visual acuities of 20/200 or worse.

Eventually, almost all individuals with Stargardt’s disease are expected to have visual acuities in the range of 20/200 to 20/400. The reduced visual acuity due to Stargardt’s disease cannot be corrected with prescription eyeglasses or contact lenses. In late stages of the disease, there may also be noticeable impairment of color vision. http://www.lighthouse.org/about-low-vision-blindness/childrens-vision/pediatric-eye-disorders/ Areas to Consider: • Cognition: Object concepts

o The child is initially limited to objects within reach

o Child may randomly encounter objects and people

o Objects may appear in fragmented form

o To gain a full gestalt, extra time is needed • Object Permanency:

o Visual prerequisites may be difficult or impossible

o Sound localization may be demonstrated differentlyChild first has to realize a certain object is making the sound

o Ear/hand coordination does not develop until late in the first year

Secondary Research • Cause and Effect:

o The visual reward of most toys may not be appreciated

o Results of other actions may both be as stimulating to other senses

o Toys should be evaluated as to their tactual value to learning • Means-End:

o Visual imitation/incidental learner may not be a viable learning avenue • Spatial Relations:

o Objects cannot be visually compared or observed if they change position or are lost from immediate grasp

o Spatial relations is tied to a consistent environment • Concept Development:

o Child must be actively taught conceptual terms through direct manipulations of his or her body and objects to avoid meaningless language and splinter skills • Communication:

o Non-verbal communication may be difficult to decipher (e.g., changes in facial expressions body language, etc.)

o Delay in language acquisition is often due to lack of experience and stereotypical modeling.

o The link of language to meaningful experience is critical.

o Receptive language usually higher than expressive.

o Children tend to have fewer expressive communication strategies (as modeled by adults).

o Misuse of pronouns (e.g., substitution of you for I) is common. Children often imitate large sections of speech in an echolalic fashion. It is important to validate the function of the echolalia.

o Focus is often on self as a topic.

• Gross Motor Development:

o Sequence of milestone development appears generally the same as with sighted children. It is important, however, not to value milestone sequence as an absolute.

o Static postural indicators typically occur at approximately the same time as with sighted children (sits alone, pushes into a four-point position, stands supported) while self initiations movement milestones may be delayed such as rolling, crawling, and walking.

o Generalized hypotonia (specific to trunk) may be evidenced.

o Poor trunk rotation is often seen, as are fixed/abnormal movement patterns.

o Delayed or immature equilibrium responses and protective responses may be seen.

o Quality of movement may be compromised.

o Children who are blind will not usually move out into space until after they have reached to a sound source.

o Early (therapeutic) handling and vestibular stimulation are necessary for both quality of movement and attainment of milestones.

• Fine Motor:

o Mouth remains a primary sensory organ for a longer period.

o Generalized upper extremity weakness may be seen.

o Sequence of prehension skills may have unique order.

• Social-Emotional Development:

o Human attachment (bonding) may be more difficult to establish due to delay in interpretation of the baby’s communication signals.

o Child more dependent upon caregiver to introduce world to him or her.

o Imitative play has been shown to be delayed. It appears to develop near the time the child can separate him or herself from others.

Anthony, Tanni. “A UNIQUE DEVELOPMENTAL PATTERN: The Young Child with Blindness/Visual Impairment” Blind Children’s Fund. <http://www.blindchildrensfund.org/Articles/A%20UNIQUE%20DEVELOPMENTAL%20PATTERN. pdf>.

Secondary Research Mi Mai Blind Children’s Center 20 Marathon Street | Los Angeles, California 90029 http://www.blindchildrenscenter.org/ About This center was founded in 1938 as a project from the Southern California Delta gammas and operates with neither state nor federal assistance. They serve over 100 children, primarily from the Los Angeles area each year, with programs ranging from infant preschool up to second grade. In 2006, they established a Kindergarten Program in response to the overwhelming request of families who didn’t particularly favor the public school system and has been serving infants up to 7-year olds since.

Facts The Center is a full inclusion program 2009/2010: • 25% of the children were totally blind • 27% were partially sighted • 48% were sighted (often siblings of the visually impaired students) The client population reflects the diversity of Los Angeles: • Latinos 66% • Caucasian 22% • African American 8% • Asian 4% Making the Sensational Happen: One touch, one sound, one experience at a time.

The center is enacting their Making the Sensational Happen campaign which is primarily aimed at acquisition of funding for new buildings and equipment for the children. They’ve been promoting the campaign as well as the center through Facebook http:// www.facebook.com/blindchildrenscenter as well as through their YouTube channel http://www.youtube.com/user/ BlindChildrensCenter#p/u. The center is also utilizing the non-profit review website to enhance their credibility and show some testimonies from parents http://greatnonprofits.org/reviews/blind-childrens-center/

Primary Research Mi Mai BCLC Review After a recent visit to the Blind Children’s Learning Center, one word lingered in my mind – “precious.” BCLC proved to be an endearing organization whose mission is to develop strength and empowerment amongst visually impaired children through creative methods of teaching within an environment full of compassion and understanding. Their expertise and attention to every little detail is incredible the classrooms are well-catered to the children, providing an array of activities and toys to enhance their learning experience. However, the facility has a lot of history and time has worn it out. Despite the serenity of the location, the buildings could use some renovation, just as their collateral materials and website in particular to renew and revitalize the organization. On a positive note, the care and consideration put into helping the children by BCLC’s staff is impeccable and truly an inspiration. They are there to provide care for all aspects of the children’s wellbeing rather than just the visual and continuously seek innovative ways to help improve a child’s life.

BCLC Primary Research – Field Trip (Kristin Soo Hoo) Amanda, Mi, and I visited the Blind Children’s Learning Center on Tuesday, February 15, 2011. Kim Neuhauser, the president and executive director, led a tour of the facilities. Although the facilities are relatively small, they provide a safe, enjoyable environment that encourages children to be independent learners. BCLC accommodates the special needs of its students, especially with several on-site specialists for counseling, speech, occupational therapy, and ophthalmology. Its Early Childhood Center has eight classrooms and a small playground for infants and children from the age of six months to three years. Children three to six years old have a different set of classrooms and a larger playground as well. BCLC classrooms and playgrounds resemble those of other preschools, except they incorporate more sensory elements. For instance, cubbies are labeled with materials made of different textures that correspond to each student, instead of nametags. This way, students can feel the material to recognize which cubby belongs to which student. Also, the equipment in the playgrounds and occupational therapy rooms helps children develop their other senses because vision is limited. Furthermore, the directors and teachers are friendly and incredibly passionate about their work. We could tell that they are dedicated to helping visually impaired children learn to function on their own in the real world.

Allegra Batista On Friday March 4, 2011 Whitney and I met with Kim, Kathy, and Heather at the Blind Children’s Learning Center. We began by asking them why they wanted to partner with Chapman ImPRessions and what they hoped to get out of the overall experience.

They told us that they were really eager to learn more about the many new opportunities that technology has to offer and to gain a great sense of objectivity. Whitney and I then explained why we wanted to get involved and that we hoped to learn throughout this process as well. Once introductions were through, we discussed sending out surveys and the 50th Anniversary Celebration.

Our main focus going into the meeting was to clear up any questions that they BCLC has regarding the surveys we wanted to send out. They had been thinking that our survey would be used to ask for donations instead of collecting useful information pertaining to how to best reach people. Realizing that because so much gets misinterpreted through emails, Whitney and I thought about having someone or a pair of people meeting with Kim, Kathy, and Heather at least one a week or twice a month to clear up confusion and increase productivity. After explaining the actual intention of the survey and how valuable it would be to increase effective communication with our target audiences, we explained how we would administer it through SurveyMonkey.com. Kim was really excited with the website and our overall plan. Together the BCLC and ImPRessions reconstructed the questions for the survey and compiled a list of people to target with it. I agreed to write a paragraph to accompany the survey while Whitney agreed to fix the survey and email everything back to them by that afternoon so that they could send out.

In addition to the survey Kim told us that the Board of Directors had decided that the 50th Anniversary Celebration would be a Gala and more celebration based versus fundraising. She also told us that they wanted to to lots of fun on-site activities for the children. (great opportunities to involve the media and get coverage) After the meeting Whitney and I felt really inspired. We had finally had a chance to put faces to the names we had been hearing, see the site, and get a greater perspective of the overall organization. We were successful in clearing up misunderstandings regarding our survey and research and found out more about the 50th Celebration.

Primary Research Whitney Finn Primary Research - Survey Summary

After surveying approximately 115 people affiliated with the Blind Children’s Learning Center, it seems that most of the center’s contacts are internal. The most results were returned by current staff members and regular volunteers, while donors turned out a large sum of responses as well. Those who responded to the survey tended to donate for reasons related to the center’s valuable programs and children in need. Another common reason for affiliation was first hand experience with a visually impaired child or other relative with sight issues. Overall knowledge of the center’s programs is fairly high, with an average of 84% of those surveyed aware of BCLC’s most key programs including Infant Family Focus, Early Childhood Center and Outreach. The organization’s weakest area of program awareness is seen in its alumni relations and events, which presents an opportunity. To allow the development of a contact list and discover the most ideal way to keep in touch with internal and external supporters, it was surprising to see that very few prefer to use social media as a form of communication, preferring e-mail. Ironically, about 57% are Facebook users, however very few use Twitter or blogging. In an effort to gain further information directed at the center’s 50th anniversary celebration, many survey responses prefer an on-campus event including children and alumni rather than a formal event or workshop. To get involved, survey responses show a large interest in attending, but also sponsoring events for the anniversary. Volunteerism through planning, material distribution and awareness building are also popular.

Ultimately, it seems that using social media will be a difficult task considering how few BCLC affiliated appreciate the form of communication, however additional external contacts may prove to be more keen to the idea. While awareness in this group is somewhat strong, a group less involved with the center will likely show signs of much less awareness, proving the necessity of community outreach and brand awareness. This will allow the 50th anniversary to be much more successful in its celebration, but also in meeting its objectives of attracting audiences not previously involved.

Primary Research Contributor Survey 45 total responses (as of 3/9/11) 2. If you donate, what influenced you to support the Blind Children’s Learning Center? (answered question: 25; skipped question: 20) • Quality programming • Benefits that my child received while she attended • The unique programs offered • MY SIGHT PROBLEMS AS A CHILD AND EVEN NOW • I donate for specific needs or events such as the walk a thon.

• It was all about the kids. Seeing the sight impaired children learning so much from the talented people at the school. I have a soft spot for the kids • The wonderful work done by teachers, staff, and all who help all the children • To help support our programs • Parent of student.

• Volunteer time and board member • The sweet kids • Providing quality materials/program at BCLC. • Children • My child attended BCLC. • BCLC provides direct services to children with special needs • I think it’s a great cause and the donations go directly to the services for the children • Believe in what we do.

• The children • My visually impaired kids go/went there.

• Compassion for the children • Need • The cause • Service they provided to family and friends • Classroom volunteer—see the need.

• I believe an individual should financially support a nonprofit where they are employed.

Primary Research 3. How did you become interested in the Blind Children’s Learning Center? (Answered question: 35; skipped question: 10) • My daughter attends BCLC • Staff • Regional Center referred my child there • Originally started really getting into the school after Mary Porcella worked with my son for occupational therapy • I became interested with the center due to my interest in helping students with visual impairments and because I feel it is crucial for children with visual impairments to have a descent education and teachers and people who support them.

I also found out that I was also a previous alumni for only a short term but I feel now that I am able to give back I know these students will get the love and suppor they need from the services we provide. [sic] • Through a field trip from St. Cecilia School in Tustin.

• THRU MY WIFE AND THE COOKING WITH VISSION CLASSES • I heard about BCLC from the Braille Institute in Buena Park and decided to volunteer.

• Jeri Konopisos got me involved and introduced me to Kim who really impressed me with her energy and support for the school. She understood the vision and was able to explain it in such a way that you could not say no • My granddaughter goes to Blind Children’s Learning Center and I have always had an open heart and open mind to ones who are so gifted.

• Looking for a positive yet important place for my daughter and I to volunteer. I like it that we are needed.

• I have been associated with the center for 15 years • Parent of student.

• Former Board chairman, Jack Butler • I found it on the Volunteer Center of the Orange County website.

• Looking for a job in the field • Job post • Started working in 1994-1995. Returned to work in 2006.

• Looking for a job and temp/part time position became available • Past volunteer through a Board Member • Received services from BCLC, funded by the Regional Center of OC. • Through a friend who recruited me to work here.

• I knew someone who worked there • Got a job there • Through advertisement and colleagues.

• Work • My profession. I am a Teacher of Visually Impaired.

• See #2 • Parent of a Blind Child • Blind and VI students • Volunteering • Referral • A teacher with BCLC 35 years ago.

• I began volunteering here (on Broadway) 25 years ago after school. Hired when I graduated from High School • Job opening

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[Conducted on SurveyMonkey through email distributions]

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2. Please provide feedback as to your decision, as well as your thoughts on the other options Although 50 years of helping hands implies volunteerism, people are self-serving and are interested in phrases that praise or address them.

4/11/11 12:33AM View Responses Taking the clients needs and wants into account I think that the third option is the most sensitive to the children in need while pointing towards the future. The first option seems a little harsh as it is geared towards the BLIND children and it is asking them to SEE the future.

4/8/11 3:15PM View Responses I don’t like the word envision, it sounds weird, and it doesn’t tell me anything about the BCLC. Our Vision is Their Success is ok, it’s much better than the third choice. 50 Years of Helping Hands tells me exactly what the BCLC does, that it’s been around for 50 years and the volunteers really do give helping hands. I love it, it’s warming. The others don’t do that at all. Plus, the envision a bright future one sounds degrading to the children.

4/8/11 11:54AM View Responses Our Vision is Their Success shows that the volunteers at BCLC are making a difference for the blind children. Helping Hands shows guidance but nothing that represents the blind children. You Don’t Have... is too long and wordy. Envision a Bright Future has an unclear audience.

4/8/11 8:53AM View Responses Envision a bright future: 1. extremely cliche, boring, everyone uses something like this 2. it does not communicate anything of value regarding the organization 3. it can be perceived as offensive 50 years of helping hands: 1. likeable 2. goes well with the logo of BCLC you dont have to see to imagine a bright future 1. wayy too long 2. can be percieved as offensive our vision is their success 1. this implies that the kids dont work hard 2. again, this one could be offensive 4/8/11 8:29AM View Responses Since the Center helps BLIND children, I feel that putting the words “envision” “you don’t have to see” or “vision” in the theme doesn’t make sense and is almost offensive. I like the idea of “hands” since blind children rely so much on their hands as a supplement to not being able to see as well as furthering the idea of “helping hands” that creates a community feel. Since you are also celebrating the 50th year, I think having 50 years in the theme would share the message in the clearest way.

4/8/11 7:55AM View Responses “Envision” has a slightly negative connotation because it conflicts with how blind children technically can’t see. “50 Years of Helping Hands” encompasses the purpose of the anniversary celebration. “You Don’t Have to See to Imagine a Bright Future” sounds nice but it may be too long for a tagline.

“Our Vision is Their Success” has a good ring to it but it doesn’t directly celebrate BCLC’s 50 years.

4/8/11 7:18AM View Responses While I understand the purpose behind seeing the future in the theme, the way it is worded feels unnatural and borderline offensive. I like the focus on helping hands because it shows accomplishment and success.

4/8/11 7:11AM View Responses I believe a theme or slogan relating to vision is potentially offensive for BCLC’s target audience.

4/8/11 7:06AM View Responses 50 years of helping hands is very heartwarming and inspiring to the community. the ones that involve seeing seem kind of insulting in a subtle way. some people may think it’s good, but others may see it as insulting...

4/8/11 7:01AM View Responses Well, frankly I am offended at the suggestion of associating the words ‘see’ or vision or even ‘Bright’ to a BLIND Children’s Learning center. I feel as if this is mocking the establishment and is completely inappropriate.

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3. Do you have any further suggestions regarding the 50th Anniversary theme?

Another great option for the theme would be the second option as it is really geared towards BCLC’s 50th anniversary. It is important for the client to understand that this theme is for this specific PR plan and does not have to be applied to the entire operation from this point forward.

4/8/11 3:15PM View Responses nope, i love the 50 years of helping hands theme 4/8/11 11:54AM View Responses I feel that the campaign should be based around celebrating the children as well as the center’s success. The “50 year of Helping Hands” slogan communicates this the best-- the children use their hands to learn and make progress, as others and volunteers help them. Also: the “50 years” directly communicates the point of the event and establishes credibility for the center: the fact it has been around so long SHOULD NOT focus on sight as the campaign driver 4/8/11 8:29AM View Responses Perhaps incorporate helping hands into reaching toward the future or something that can combine the messages of the different themes.

4/8/11 7:11AM View Responses maybe something that involves helping hands and a bright future?

4/8/11 7:01AM View Responses