Future of Education by Mediaplanet_USA

A Mediaplanet Guide to Literacy and STEM Education Opportunities

Future of Education W GIVEA AY Enter for a chance to win free tuition for DigitalCraft’s Coding Bootcamp by visiting educationandcareer news.com/giveaways

Jimmy Fallon The TV host and comedian talks about his new children’s book and spreading the gift of literacy this Christmas Astronaut Jasmin Moghbeli shares her inspiration for heading to space Learning to read Braille isn’t just for the visually impaired

DECEMBER 2020 | EDUCATIONANDCAREERNEWS.COM

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Aylin DeBruyne Software Developer Axio Software developer Aylin DeBruyne talks about how she got into a career in coding despite not having prior experience or training. What inspired you to pursue a career in coding? At the time, I had just come back from a sixmonth sojourn hiking the 2,650-mile Pacific Crest Trail, and I was itching for a new challenge. I have a college degree in psychology. For a time I worked as a counselor at a homeless shelter. But I was looking for a career that would be new, challenging, and, as an avid hiker, offer flexibility to work from afar. How did you manage the transition from student to tech professional? I tried to keep an open mind and say the word “yes” often. I took a part-time unpaid internship to gain hands-on experience. I later served at my school as a mentor. I immersed myself in the tech community. I went to hiring events and attended meet-and-greets. I increased my online presence by writing technical blog posts. DigitalCrafts, the bootcamp I attended, offered many resources through their career services; I absolutely took advantage of these. What did you like more about the program you chose? As a woman, I was very impressed by DigitalCrafts’ scholarship fund supporting students from underrepresented groups — female, Black, and LatinX students — in technology. There has never been a better time to become part of the tech community, and the industry will be greatly enriched by more diversity. What advice would you offer someone else who is looking to jumpstart their tech career? Change is uncomfortable in any circumstance. If you start out somewhere and it isn’t a good fit, it’s perfectly acceptable to take a different trail. Make “embrace growth” your ethos.

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A Safe Brave Space for STEM Women Faculty of Color Dr. Kelly Mack explains her struggles in STEM and the creation of a safe space for women of color in the industry. I have given many presentations on the status of women of color in STEM. To say there has been resistance would be an understatement. To say that resistance was expected would not be. Neither the resistance itself, nor my expectation of it, prepared me for experiencing it firsthand. I have to leave it to the Black feminist scholars to help me unpack and answer the question of why this resistance exists. The only sense I could make of it then and now is that the places where I am safe, particularly in STEM, are over-scrutinized, second-guessed, and objectified. The difficulty of statistics To make my point clear, it seems natural to insert elaborate data and statistical analyses about how few women of color there are in the academic STEM disciplines. This would, invariably, allow me to make claims about how those low numbers create the ideal conditions for danger. But I gave up on that approach a while ago because no matter how much I quote startling statistics or draw disturbing conclusions, there will always be those who will remain unhorrified, indifferent, and untouched by them. And, on some level, they would be justified in assuming this stance. It’s not just about how many,

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but how many more we need. And how do we get more if we keep losing the ones we already have? And how will we hold on to the ones we have if we don’t know how to create and honor their need for safe places? A new safe space Over the past 10 years, the Society for STEM Women of Color, Inc. has created and sustained a safe brave space for women of color in the academic STEM disciplines that doubles down on the private interests, matters, and concerns that are meaningful to us. Creating the space was a clear outgrowth of our own experiences, which have been richly documented in the upcoming book, Re-Conceptualizing Safe Space, scheduled for release next year. Sustaining it was an outgrowth of our continued need for it. But, honoring it is something different. Honoring it means defying the centuries-old tradition of our disciplines that would have us publish the results of our work in certain scholarly

outlets before it could be recognized as important. It’s risking credibility for the sake of keeping the space sacred. It’s refusing to break a promise to our sisters in the STEM academy, regardless of the mounting pressure to do so. It’s ensuring that our intellectual resistance has meaning. In 1851, Sojourner Truth, an abolitionist and former slave, delivered her canonical speech, where she challenged the nation to prove that her Blackness was separate and distinct from her womanness. No one could. She lamented that for her entire life, no one had ever provided any best place for her, even though she, like white women, was also a woman. Ole Sojourner’s story is still our story. But, hopefully, there is one change — perhaps a small footnote — that the Society for STEM Women of Color, Inc. can now add for her. Finally, yes, there is a best place for you and us. n Kelly Mack, Ph.D., Co-Founder, Society for STEM Women of Color, Inc.

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Plenty of kids say they want to become an astronaut when they grow up but few actually realize this dream. Thirty-seven-year-old Jasmin Moghbeli did. Moghbeli has been a NASA astronaut since August 2017. Before that, she was a U.S. Marine Corps test pilot.

Breaking into STEM is no easy feat, particularly for women. The National Girls Collaborative Project notes that although women comprise half of the workforce educated in the United States, they make up just 28 percent of the science and engineering segment. “When a little girl sees all the men in a room, how does

that make them feel? Does that make them think, ‘Hey, I can be there too’? Maybe not. At this point, because we’re still underrepresented, it takes an active, conscious effort to incorporate more diversity — whether it be in gender or in different ethnicities. “And I do feel hopeful that we’ll get to the point where we no longer need to make that

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An Astronaut Shares Her Advice for Aspiring Space Explorers

active effort because we have become a main part of the industry,” she added. Moghbeli credited her parents with giving her the confidence to pursue her dream. “I was very lucky growing up,” Moghbeli said. “I never questioned whether I could do something because I was a girl. Having that at a young age made me believe I could

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do anything,” adding that her teachers were similarly encouraging. She applauded all the adults helping inspire future generations in STEM. “Thank you to all the parents and educators out there that are working to help kids of all backgrounds and genders realize that they, too, can be in these fields and do these things.” n Melinda Carter

Julie Andrews Teams Up With Her Daughter to Advocate for Children’s Literacy

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ame Julie Andrews is as enterprising as ever. Teaming up with her daughter Emma Walton Hamilton, the mother-daughter duo has written over 30 children’s books together. Now, after launching their new podcast, “Julie’s Library,” Andrews and Hamilton continue to advocate for diversity in literacy. “You cannot imagine what a gift it is to me to work with my daughter,” Andrews said. “I just enjoy it. It’s actually the thing keeping us most occupied these days.” Both Andrews and Hamilton credit Andrews’ father for instilling a love of literature. “He was a teacher, and he loved to teach English literature,” Andrews said. “I didn’t see my father very much, but I do remember that he always had a poem to tell me or a story to give me whenever I would visit with him.” “We were both avid writers as kids,” Hamilton said of her and her mother. “Mom wrote a lot of stories to entertain herself when she was growing up, and I did the same.” Andrews published Mandy, her first book, in 1971. “That book was such fun for her to write,” Hamilton said. “Many years later, when she was talking to her publisher in the late-1990s, her publisher asked if she had considered writing something for much younger children.” Andrews asked her daughter what her grandson Sam, then one-year-old, would want to read about, and Hamilton gave Andrews the idea of trucks. “Mom said, let’s try writing one together, and that was our first book, Dumpy the Dump Truck ,” Hamilton said.

With their new podcast, “Julie’s Library,” Julie Andrews and her daughter Emma Walton Hamilton continue to champion diversity in children’s literacy. As well as Dumpy the Dump Truck, Andrews and Hamilton have written several series of children’s books including the New York Times bestseller, The Very Fairy Princess, and the Little Bo books about a well-trav-

eled cat. Hamilton’s book, Raising Bookworms: Getting Kids Reading for Pleasure and Empowerment, won a Parent’s Choice Gold Medal. Their latest venture is their podcast, “Julie’s Library,” in which Andrews and Hamilton

read out some of their favorite children’s books. “Once the virus hit, we realized we needed to get it out there because it would be such a help to parents and children who needed some kind of entertainment,” Andrews said.

“We’ve long been passionate advocates for literacy because we’re such avid readers and writers ourselves,” Hamilton added. “Between writing books and looking for ways to adapt our books for readers to other mediums, podcasting seemed to be the next logical step for us.” It was important for both Andrews and Hamilton to consider diversity with their podcast. “We wanted every listener to hear themselves reflected somewhere in the stories we tell on our podcast,” Hamilton said, “and invite conversations with things that kids deal with on a daily basis, whether it’s coping with the first day of school, learning how to write a story, celebrating your culture, your nationality, or your gender expression, whatever it may be. We really wanted to invite those conversations.” Hamilton and Andrews also encouraged parents to continue those conversations with their own children. “On any given page, ask your child, ‘What do you think is going to happen next?’ or, ‘How does that make you feel?’” Hamilton said. “Those kinds of questions will invite conversations well beyond the book itself.” The simple act of reading with your child at an early age can help set up their appreciation of literacy for life. “I think there’s hardly anything more important than sitting a child down on your lap and tracing the pages of a book,” Andrews said. “I know my kids and my grandchildren just love it, and I’m sure millions of other children do too.” n Ross Elliott MEDIAPLANET

Imagine a World Where Every Child Can See Themselves in the Pages of a Book Kids today need a more diverse, inclusive library. Here are a few steps we can take to ensure the best literature for our children.

In 2014, the founders of We Need Diverse Books shared this prompt on Twitter: “We need diverse books because…” Over 20,000 people responded. One teen posted, “We need diverse books because if I don’t belong to the world I was born to, then where do I belong?” Children’s publishing continues to fall short of representing everyone. The Cooperative Children’s Book Center reports that only 27 percent of children’s books feature

#WeNeedDiverseBooks, now what? During a global pandemic and repeated reports of police brutality, parents and educators are turning to books to help young readers understand current events, process trauma, and act on issues they care about. Buying diverse books for your home or school library is just the first step. We can do more, and here’s how: • Audit the content of the diverse books on your shelf. When you review your diverse titles, are you featuring only biographies or books about overcoming oppression? Are diverse authors and illustrators

characters from diverse racial or ethnic backgrounds, outnumbered by white characters and animals. Similar disparities exist for children’s books featuring diverse religions, disability, and LGBTQIA+ representation. Racism and prejudice are learned behaviors. Repeatedly reading books that lack diverse representation or promote negative stereotypes can lead children to view the world through a biased lens. The underrepresented young reader can begin to feel invisible. Creating a world where every child can see themselves in a book disrupts racism and prejudice and fosters self-esteem, empathy, and social action.

represented? Expand your lists to include books by diverse authors that explore everyday acts of adventure, love, kindness, and joy; books that celebrate identity and culture; and books that explore current events and social justice. • Facilitate meaningful conversations. Through conversation, young readers can explore the identity and experience of characters; express questions, connections, and assumptions they bring to the text; and become aware of discomfort or evasive behaviors. Lastly, as adult readers, we can notice what makes

us uncomfortable and the biases we may be holding. • Advocate for the inclusion of books by diverse authors. Help ensure that literature and texts featuring diverse characters written by diverse authors are reflected in curricula and available for free in public libraries. For some children and teens, public schools and libraries may be the only opportunity for them to find a book that affirms their identity or helps them to understand someone else’s reality. n Nicole Johnson, Executive Director, We Need Diverse Books This has been paid for by We Need Diverse Books.

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Offsetting Children’s Blue Light Exposure Caused by the Pandemic and Online Learning Students are spending more time in front of screens, increasing their exposure to harmful blue light. The pandemic has forced a pivot to online and hybrid learning for K-12 students, leading to a sharp increase in screen time for kids of all ages. However, research indicates that overexposure to blue light emitted by computer screens could result in damaged eyes. Understanding the danger “Blue light, which is naturally emitted from the sun, has both dangers and ben-

efits to our bodies,” said Dr. Premilla Banwait, OD, FAAO, optometric consultant at online eyewear retailer Zenni. “Although studies in this area are more recent, they point to blue light’s negative effects on eye health in the form of eye strain, dry eye, macular degeneration headaches, and sleep disruption. Children are especially vulnerable to the high energy portion of the light spectrum, which includes blue light and UV, because their young eyes have not yet developed natural defenses.” Dr. Banwait also pointed out that during this time of

social distancing, children are spending more time in front of screens to complete their schoolwork, but also in lieu of other normal activities. Finding solutions Fortunately, there are many ways to offset the risks associated with overexposure to blue light — for both children and adults. “Give your child’s work environment ample amount of natural light to reduce eyestrain that may occur when the screen is brighter than their workspace. When possible, engage your kids in some easy yoga stretches

that involve standing up and focusing at a distance. Even better, get them outdoors in between classes to break up long periods of screen viewing and assist with eye relaxation; and place a desktop monitor 25 inches and a laptop no less than 20 inches away from your child’s face. You can also use an arm’s length distance for comfortable viewing.” Another simple solution for parents is to invest in glasses with blue light blocking lenses. “Blue light-blocking lenses such as Zenni Blokz help block harmful UV and blue light emitted from digital

screens, artificial light, and the sun,” said Dr. Banwait. “Blue and UV light live in the high energy portion of the light spectrum which ranges from 280-500nm. Zenni Blokz lenses block out 100 percent UV light and nearly 100 percent HEV blue light up to 415 nanometers, with some additional blue light protection beyond 415nm. As a comparison, traditional sunglasses with ‘full’ UV protection only block 380-400nm.” n Lynne Daggett This has been paid for byZenni Optical.

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Ways to Improve Remote Learning for a More Successful Future

As education gradually moves online, some issues, especially regarding resources, still remain. How can we help solve this gap? The pandemic has presented challenges for educators, parents, and students. Chief among them, how do we keep students learning without the resources we rely on? While remote education has become the norm, issues remain that need to be addressed. By tackling them, we can make the future of education brighter for all. 1. For teachers Ensure students understand remote learning tools. To maximize remote learning, teachers must provide students with guidance and training on how to use remote learning tools effectively. 2. For parents Seek alternative sources of 1:1 engagement. Class size has always been an important consideration, and it’s even more pronounced as classes have moved online. By its nature, remote learning reduces students’ engagement with teachers and classmates. To help, parents must look to virtual small groups and 1:1 tutoring options like HuntingtonHelps LIVE. 3. For students Stick to a schedule. Schools have adapted asynchronous learning models where students choose when to log on and study, but this allows too much time for procrastination and disengagement. Therefore, remote learning must become more formalized, with dedicated learning times, tighter deadlines, and resources like Huntington Study Hall to encourage accountability. While education is evolving, it’s likely that remote learning will maintain a key role. By tackling resulting issues head-on, we can proactively keep education continuous for all students. Anne Huntington Sharma, President, Huntington Learning Center

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Diversity in Literature: Build Your Library Now How many books on your children’s shelves feature Black and Brown characters? Despite improvements in recent years, characters of color are still significantly underrepresented in children’s books. Research shows that while about half of kids’ books feature white characters and more than a quarter feature animals, only 10 percent feature Black characters and just 5 percent feature Latinx characters. This is a problem that affects all children. All children deserve to see themselves represented on the pages of the stories they read. Books should also introduce our kids to others who are different from them. They provide a unique opportunity to help children learn about, appreciate, and honor other cultures. They learn to be empathetic and informed members of their communities

who fight back against racism and other injustices. In a recent episode of National Parent Teacher Association’s “Notes from the Backpack” podcast, we spoke with Newbery Medal award-winning author Kwame Alexander about the importance of diversity and representation in children’s literature and how we can ensure the books we’re reading to our kids introduce them to people of different races, religions, sexual orientations, genders, and cultures. “The mind of an adult begins in the imagination of a kid,” he said. It is our responsibility and joy as parents to provide our children with books that will help expand their idea of what’s possible and shape their idea of what is right and just. To do that effectively, it is important that we introduce our children to these books early and often.

The stories we read to our children should be mirrors to see themselves and windows to see others who are different from them. “If we want to create adults who have a mind that sees beyond stereotypes, prejudice, and discrimination, and if we want to create human beings who are empathetic and loving and caring, it starts now,” he said. Build your library now by choosing and providing your children with books that reflect the diversity of our world and reflect the kind of world we want. It is also important to work with your children’s teachers and schools and advocate to ensure the shelves in their classrooms are filled with diverse books, too. As Mahatma Gandhi said, “Be the change you wish to see in the world.” n Leslie Boggs, President, National Parent Teacher Association

Building a Diverse Library Can Make Your Child a Kinder Human Research shows that children can develop biases early on. With a more diverse library, a child can grow smarter and kinder.

f you’re a new parent, you already know that reading is crucial for encouraging learning and acclimating your child to the world. However, reading regularly is only part of the equation; the diversity of your child’s library is also important to consider. “Diverse and inclusive books can help children and even babies understand that all people have similarities and differences — and that all people have worth,” said Stefanie Paige Wieder, who is a child development specialist with a master’s degree in education and the director of education and content for Barefoot Books, an independent,

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award-winning children’s book publisher specializing in diverse and inclusive books. “Research shows that, unfortunately, children naturally develop bias,” Wieder added. She pointed out that two recent studies suggested that as young as six months old, infants show racial bias in favor of people who are their own race and against people of different races. “Diverse and inclusive books can help prevent bias by getting children used to seeing a wide variety of people,” Wieder explained. “They also give children who have typically been underrepresented in books and media the chance to see themselves reflected in the books they read.”

Books can save the world Promoting self-esteem in your child at a young age is essential, and here, books can play a positive or negative role, depending on whether your child identifies with the characters on the pages. “When children see themselves or people like them in books, it increases their feelings of positive selfworth. And the opposite is true, too. When children rarely or never see themselves reflected in books, they receive the message that they are outside of what is acknowledged and accepted as ‘normal,’” Wieder said. Increasing the diversity of your child’s library can increase their capacity for empathy. “Books can also serve as very important windows into the lives of others,” Wieder explained. “When books give young readers a glimpse into lives they might not otherwise encounter, it helps them understand the experiences of others.” To promote diversity in reading, Wieder suggested avoiding books that feature stereotypes. On the flip side, she recommended choosing those that include characters among a variety of “races, cultures, lifestyles, and abilities doing relatable, everyday things,” especially those that involve cultures or customs that are unfamiliar to them. The result: a smarter, more worldly — and kinder — child. And what parent doesn’t want that? n Melinda Carter

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Talking Anti-Racism with This Book Is Anti-Racist Author, Tiffany Jewell New York Times bestselling author, Tiffany Jewell is a Black biracial writer, parent, and educator who has been sharing anti-racism through education for fifteen years. How has anti-racism influenced you? Anti-racism has helped me have a clearer understanding of the world around me and how we got here, and it has helped me shape a clear vision of what an anti-racist, just society could and will be like. Who did you write This Book Is Anti-Racist for? This is the book I wish I had when I was 9 years old. I wrote this for all my former students who always want to know that, even though they’re young, they have the agency to make impactful change. And, this is the book I want my children to read. I wrote this book for parents and families, for educators and administrators. I wrote it for all the students and children who live in our racialized society. This book is for our ancestors. It’s for our futures. What effect do you hope This Book Is Anti-Racist will have on the reader? I hope this book opens up a door for a deeper understanding of our collective history of racism. Everyone who reads this will have the opportunity to reflect, grow, and move towards working in solidarity with others. Readers are encouraged to create action that disrupts racism. I hope every reader will see themselves in this book and be moved to work towards liberation.

Parents, Caregivers Look to Nation’s Libraries to Cope With COVID-19 Amid the ongoing pandemic (and everything else happening in the world), libraries can help us cope and eventually recover. Living in today’s world — a global pandemic, a volatile political landscape, and a heated public debate over issues like race, immigration, healthcare, and climate change — is challenging enough for adults. But think about how it must be for children who are exposed

to both their parents’ problems and their own struggles: the impact of a parent’s divorce, an argument with a friend, the menace of a bully, or difficulty dealing with schoolwork, especially in a digital classroom. Parents need an ally to support their kids, and children’s library professionals are here to help. They provide a pipeline to materials, programs, and services that support families in their communities. Librarians can facilitate difficult conver-

sations with our children. They offer resources that help families navigate discussions of potentially uncomfortable topics. More important, they are uniquely trained to evaluate content intended for children. Children’s librarians leverage this expertise to select high-quality books, recordings, and apps. Beyond that, children’s librarians offer expertise in the safe and effective use of digital devices and content, providing valuable guidance to address privacy and security concerns. From youth-centric books about how to deal with the pandemic to titles that inspire conversations with children going through challenging situations like the death of a loved one, an unexpected move, and natural disasters, library professionals are here to help. In addition, library staff are working with parents and caregivers to provide advice on family screen time, resources for caring for a newborn in the age of COVID-19, and information about balancing parenting and coping with other COVID-19 challenges. As a society, we face challenges ahead. But we can rest assured that librarians will be agents of healing and valuable resources in times of crisis. n Kirby McCurtis, President, Association for Library Service to Children

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The Braille Challenge: All Students Are Winners

Every year, over 1,200 kids compete in the Braille Challenge, the only academic competition of its kind in North America. In the contest, students demonstrate their Braille literacy skills by competing in a series of categories ranging from reading comprehension to spelling to speed and accuracy. “Think of it like the national spelling bee but for Braille readers and much more comprehensive” says Sergio Oliva, associate vice

president of programs and services at Braille Institute. “Braille Challenge motivates students to hone and practice their Braille literacy skills which is essential to academic and employment success.” Studies indicate that only about 23 percent of youth who are blind or visually impaired graduate high school and less than 15 percent go on to receive a bachelor’s degree. Braille literacy can be the bridge from high school to college and beyond. “We are committed to supporting the

long-term success, independence, and self-confidence of those with vision loss,” says Peter Mindnich, president of Braille Institute. How it happens Braille Institute of America has been supporting Braille literacy and hosting the Braille Challenge for more than 20 years. Regional competitions for the Braille Challenge take place throughout the United States and Canada, and then the top 50 students are invited to compete

in Braille Challenge Finals which are held in Los Angeles. For 2020, despite the COVID19 pandemic, the finals competition took place virtually. There are numerous ways to get involved and participate in the Braille Challenge. Students who are blind or visually impaired are welcome to participate in one of more than 50 regional Braille Challenge competitions that take place throughout the United States and Canada. Volunteers are also needed, especially those who are

Teachers of the Visually Impaired to help with proctoring and scoring, and donation support is always welcomed to sustain this important program. You can learn more about Braille Institute free services and the Braille Challenge program by visiting bit.ly/bcliteracy/. n Sandy Shin, Vice President of Marketing & Communications, Braille Institute of America This has been paid for by Braille Institute.

Supporting braille literacy for more than 20 years Upcoming 2021 regional competitions – learn more at bit.ly/bcliteracy MEDIAPLANET

Empowering Blind and Visually Impaired Students During COVID-19

How Has COVID-19 Impacted Students With Visual Impairments

American Printing House for the Blind president Dr. Craig Meador talks about providing the services students need in difficult times. What challenges have visually impaired students experienced due to the pandemic? When schools moved to non-traditional instruction, the students with visual impairments were left with little support. They received the same classroom materials their sighted peers received. Often, the districts relied on platforms that lacked accessibility. How did the learning platform Hive help bridge this gap? We began to grow the Hive community through several venues, like the Access Academy, which provides professional trainings provided by APH staff, university programs, field professionals, and many of our partner companies. Topics have included everything from screen readers, magnification, and Braille translation to courses on skills needed for daily life. What role does FamilyConnect play in helping students? FamilyConnect provides resources for parents and families of students with visual impairment. Families will hear from bloggers who have walked similar paths in the past. There are resources that answer questions about diagnosis, care, educational rights, and day-to-day experiences. This has been paid for by American Printing House.

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The pandemic’s impact on students who are blind or low-vision, and the educators who work with them, is personal for me. For all children, families, and educators, the quick shift to remote education in spring 2020 presented significant challenges. For students with visual impairments, the shift has widened the gap in educational equality. For example, findings in the America Foundation for the Blind’s Access and Engagement Report showed: • Thirteen percent of students didn’t receive education in the spring during the COVID-19 pandemic. Meanwhile, 61 percent attended school online, and 43 percent of students attending online had difficulty accessing online programs because of their visual impairment. • Students had tools at school they did not have at home: 17 percent didn’t have a tablet, 21 percent

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didn’t have a laptop, 18 percent didn’t have a Perkins brailler, 55 percent didn’t have largeprint books, 50 percent didn’t have screen reader software, and 28 percent didn’t have recreational Braille books. For the instructors: • Eighty-one percent of professionals were given less than one week to prepare for the shift to online education due to the COVID-19 pandemic. • Eighty-five percent of TVIs who had students in a general or special education online class described having at least one student with an accessibility issue. • Orientation and mobility specialists continued working with only 45 percent of their students in early intervention, preschool, and/or those with additional disabilities. Organizations such as the American Foundation for the Blind are hard at work using

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the results of the Access and Engagement study in our advocacy work. But the work cannot be done by organizations alone. There are concrete steps you can take, whether you’re a student, a family member or guardian, an administrator, or someone who is invested in the education of children with visual impairments. Whether it’s sharing the report with administrators and legislators, writing a letter to the editor of your local paper, or contacting manufacturers of educational tools that are not accessible to students with disabilities, it is imperative that our communities come together to ensure students with visual impairments, including those with additional disabilities and deafblindness, are able to access and engage in education. Visit afb.org/AccessEngagement to learn more. n Dr. L. Penny Rosenblum, Director of Research, American Foundation for the Blind

Is It Better to Be a Braille Reader Than a Print Reader? Sometimes it is, but nonblind biases affect Braille education, even if the latter is essential for the blind. Braille readers can read in the dark under the covers after being sent to bed without the glow of a flashlight giving us away. Print readers can’t do that! For many, their immediate unconscious reaction to the question posed in the headline is “of course not!” That response is rooted in an implicit bias against disability and impacts our blind children. If you’re blind, being a Braille reader isn’t better — it’s essential. But, the bias towards visual methods of learning robs blind children of equal access to literacy and education. “Ableism is the idea that it is obviously better to be non-disabled than to be

disabled. Systemic ableism oppresses disabled people in all facets of our society including education,” says Dr. Natalie Shaheen, a blind professor of education at Illinois State University who prepares teachers of blind students. Braille is easy and essential, yet the non-blind world resists it. Braille is a code that enables us to read with our fingertips using a system of six raised dots — like print, it imparts grammar, spelling, punctuation, and even mathematics and music. It is beneficial to blind people across the spectrum of blindness, from those who have no vision to those who have some. Just as print is the key to literacy for nonblind people, Braille is the key to literacy for blind people. Tragically, Braille is often the last educational resort for

blind children, especially those who have some vision. Due to systemic ableism within education, blind children are often only taught Braille after numerous attempts to make them “normal” print readers have failed, even when reading print causes intense pain, frustration, and discouragement. This practice unintentionally tells children that their value is directly tied to how much they can see. The educators who teach blind children are not bad people. Dr. Shaheen says that in her experience “most teachers of blind students are caring people who want the best for blind children. They don’t realize the ways in which their implicit biases impact their interactions with their students and cause harm.” Though often unintentional, the impact of the harm remains.

Increasing Braille literacy rates requires getting blind children better and earlier access to Braille literacy instruction and Braille-rich environments where nonvisual methods of learning, like Braille, are viewed as equivalent to visual methods. Getting all blind children that access requires challenging how people view blindness, which is no small task. The future of education must be equitable and accessible. For decades, blind people have leveraged technology to get greater access to print material in accessible formats, like digital Braille. So, it is much easier to get hold of a book in Braille today than it was 20 years ago. Yet, many literacy-hungry blind students are still waiting for the opportunity to become Braille-literate. There is

hope and work being done to improve that. The National Federation of the Blind is a membership and advocacy organization of blind people who lead the way every day for the rights of all blind children to learn and have access to Braille, alternative techniques, and accessible information. We also test innovative educational approaches and help develop Braille-related technologies. And blind faculty, like Dr. Shaheen and Dr. Edward Bell, are cultivating a belief among their students — future teachers — that non-visual learning is equivalent to visual learning. Improving literacy is more than reading — it’s connecting, understanding, and improving our beliefs about what it means to be blind. n Mark A. Riccobono, President, National Federation of the Blind

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