

	THE BLIND CALIFORNIAN



	Quarterly Magazine of the

	CALIFORNIA COUNCIL OF THE BLIND


Winter, 1998 	Volume 42 No. 1


	Published in Braille, Cassette, Diskette, and Large Print



	Catherine Skivers, President
                      836 Resoto Street
                      Hayward, CA  94577   
	510-357-1986 Res.


	EXECUTIVE OFFICE:
	3919 West Magnolia Blvd.
	Burbank, California 91505

	800-221-6359
	818-557-6372
	Fax:  818-557-6539





	SACRAMENTO AREA OFFICE:  Cid Urena, 916-371-1514
	1399 Sacramento Avenue SP 25, Bryte, CA 95605


	Please send all address changes to the Executive Office in 
Burbank.
	Editor: Winifred Downing 
	1587 38th Avenue
	San Francisco, CA 94122 




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Call the "CALIFORNIA CONNECTION"  at 800-221-6359 for an update 
on legislation and CCB events Monday through Friday after 5 
p.m. and all day on weekends.  At these times it is available 
also in Spanish. 

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Nonmembers are requested and members are invited to pay a 
yearly subscription fee of $10 toward the printing of The Blind 
Californian.  

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If you or a friend would like to remember the California 
Council of the Blind in your will, you can do so by employing 
the following language:

"I give, devise, and bequeath unto the California Council of 
the Blind, a nonprofit charitable organization in California, 
the sum of $---- (or
----) to be used for its worthy purposes on behalf of blind 
persons."

If your wishes are more complex, you may have your attorney  
communicate with the Burbank office for other suggested forms. 
Thank you.

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	TABLE OF CONTENTS

FROM THE EDITOR 	1

PRESIDENT'S CORNER, by Catherine Skivers 	2

AWARDS NOMINATIONS SOLICITED, by Roger Petersen 	4

CAREER CONNECTIONS, by Catherine Schmitt 	5

THE REAUTHORIZED INDIVIDUALS WITH DISABILITIES 
	EDUCATION ACT 	8

TESTIMONY GIVEN AT THE HEARING ON THE INDIVIDUALS WITH 
	DISABILITIES EDUCATION ACT, by Winifred Downing 	12

MOVIEGOING DEVICES FOR THE DISABLED MAKE 
	THEIR DEBUT, submitted by Mitch Pomerantz 	14

PROFILE: PAT LAFRANCE, by Brian Hall	15

A CAREER CHANGE JOURNEY, by Connie Bateman 	17

BULLETIN BOARD, by Ruth Aletta Dean 	19

THE ADA: A LOSING BATTLE OR A GATEWAY TO 
	FREEDOM, by Daveed Mandell 	20

CONVENTION REPORT, FALL, 1998, by Ahmad Rahman 	22

SNOWFALL AT NIGHT, by Richard Kinney 	23

PUBLIC LIBRARIES ARE FOR US, TOO! by Bernice Kandarian and 
	Roger Petersen  	24

TECHTALK: Web-on-Call: surfing the internet through
	your telephone, by Kennith Frasse 	25

AROUND THE STATE  	28

CCB OFFICERS 	30

CCB PUBLICATIONS COMMITTEE 	30



 

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	FROM THE EDITOR 

	You will notice that our magazine cover is different this 
time.  It reflects the unfortunate reality that GBX, CCB's 
Global Blind Exchange, is no longer operative.  This, you will 
remember, was a provider of e-mail services and an excellent 
library of blindness-related materials to anyone who paid $15 a 
year and afforded the telephone costs necessary to call 
Sacramento.  One of its many advantages was that it introduced 
those of us who were fearful about approaching the internet 
with an opportunity to do so because the program provided was 
extremely easy to understand and there was always ready help 
available from the Systems Operator, Dan Kysor, and from the 
many other blind persons who used the service--1300 by the time 
it collapsed.  Perry Wolf and a committee have  been appointed 
by our president to investigate the cost in money and, even 
more, in time from knowledgeable people that would be necessary 
to resurrect the system.  
	Letters to the editor are becoming more usual, though I am 
sorry it was necessary to send me the first one.  It came from 
Rhonda Marshall to tell me that the BC had consistently 
misspelled Joyce Streff's name in Rhonda's article "And the 
Award Goes To" in the fall issue.  How I got Streth out of 
Streff I'll never know--whether from an inaccurate scan or from 
a tape reading necessary because of a faulty scan, I don't 
remember.  Anyway, I apologize to both Joyce and Rhonda.  Much 
of my material comes to me in typed form, and scanning remains 
a solution with many problems.  
	In almost every issue of the BC, we have at least one 
article on audio-description.  Just to prove that there is 
truly no subject on which complete agreement can be achieved, 
here is a letter from one of our readers.  It is really 
encouraging to have a communication from one of our students.  
Colin Dow, President, Siskyou County Chapter of the CCB 
545 Oberlin Road Space 2 
Yreka, Ca. 96097 
Nov. 18, 1997

Dear Editor,
     The article in the fall edition 1997 caught my attention  
and, as you asked for some response, here it is.  I am a 
totally blind student at Southern Oregon University in Ashland, 
Oregon.  I have taken two theater classes and have been to 
countless plays at the Shakespeare Theater.  I have never been 
in use of the audio equipment that they offer.  I do not 
believe that comedy leaves out the blind in any way, rather the 
blind need to prepare themselves for a play.
     I have learned to read the play ahead of time so that, 
when I go to the theater, I am aware of everything that is 
going on.  I suppose, then, if a person wanted, they could also 
listen to
the audio at the play.  Personally, I do not use the audio as I 
said.
     Most of the time the State Library has the play on tape;
however, if the play is very new, I have had some occasion when 
a
friend, reader, or family member read the play to me.
     I have found by my reading the play ahead of time, I am 
aware of everything that is going on during the play and also
I am aware of what the performers are wearing along with the
variety of stage settings.
     I have been to many comedies and I will admit if I had not 
prepared the play, I would not have laughed hardly at all.  
However, I had read the play ahead of time and, trust me, I 
laughed just as much as anyone else.  I knew what was going on 
and why and the play had so much more meaning.
     I urge blind or visually impaired persons to read the play
ahead of time and I insure that the play will have a new, clear
meaning.

Sincerely, 
Colin Dow

	It would be interesting if some of our theater-going 
readers would correspond with Colin to learn just how, from 
simply reading the play (though I agree that's an excellent 
idea), he knows about the clothing the actors wear, the funny 
facial expressions and gestures of the comedians, and the stage 
settings.  The latter is especially hard to determine in 
Shakespearean plays, since Shakespeare used almost no stage 
directions.
	Another area of our magazine that is attracting more 
attention is "Around the State" with news of chapters and 
affiliates.  Let's have more such submissions, more letters to 
the editor, and more articles in general.  The next deadline is 
March 1, 1998.  A blessed and happy New Year to you all!


	THE PRESIDENT'S CORNER 

	by Catherine Skivers 

	1997 is fast drawing to a close, and many changes have taken 
place in CCB during this time.
	When the year began, our financial situation was critical, but 
I am happy to report that our position is now much  improved.  
Thanks to one of our members, LaRue Reeves, who loaned us 
$20,000 last April (a payment made to us on a security bond); 
to some wonderful support from reputable and interested fund 
raisers; and to a substantial bequest left to us by the Blanche 
Ross estate, we are now doing very well.  
	At our recent convention in Los Angeles, David Parker, CCB 
treasurer, and I brought the board and membership up to date on 
our  current financial status.  At present, the Council is able 
to meet expenses from money which is coming in from fund 
raising activities.  The two major fund raisers are in a 
company called Professional Fund Raisers.  Because of their 
work and that of Ed King and Associates, who manage our one 
thrift store, CCB has been able to contribute $1,000 toward the 
seed money for a Braille Literacy Conference that will be held 
in San Francisco in November of 1999.  We are participating 
with several groups to bring this conference about; you will be 
receiving more information as the time approaches.  We have 
also made a $1,000 contribution to the library reading service 
in Sacramento associated with the News Line. 
	During 1996, it became necessary to use some of our special 
funds to keep the organization afloat.  We have been able to 
restore some of this money; and, as time goes on, we will 
attempt to bring the fund back to its original amount. 
	At the board meeting, it was decided that we will move the 
Executive office from Burbank to a new location in the Bay 
Area.  This should be much more cost-effective and allow many 
more people to volunteer their services. 
	The Los Angeles convention was a very good one.  Credit must 
be given to Ahmad Rahman, convention coordinator, and his 
committee: John Lopez, Rick Plath, Pat LaFrance, and Holly 
Johnson.  They can be proud of their accomplishments as I think 
all of us in attendance were, for we heard from excellent 
speakers.  The Resolutions Committee, under the able direction 
of Jeff Thom, worked hard as usual to prepare resolutions that 
reflect the needs, attitudes, and emphases of our members.  
	Outstanding volunteers were on hand to make things go 
smoothly.  Numbers of them came from the Seventh Day Adventist 
school, and others came from business colleges and high 
schools.  They were gracious and helpful in countless ways to 
everyone attending the convention.  Molly Lessick coordinated 
this activity and she certainly did a great job. 
	On Friday and Saturday, Jerry Fields and a group of helpers 
prepared sandwiches which were enjoyed by volunteers and CCB 
members. Throughout the convention  the registration desk 
functioned well, thanks to the volunteers who staffed it; the 
Hotel personnel were great to work with; volunteer Perry Wolf 
did a superb job handling our sound system, not only for the 
general sessions, but also for all of our special meetings--
everyone, in fact,  cooperated to make the whole experience 
great.  My sincere thanks to all of you who gave so generously 
of your time and energy to make the convention such an 
enjoyable event.  
	Chaired by Charles Nabarrete, the banquet, too, went off well. 
 The names of CCB scholarship winners were read.  Chapters that 
gave contributions to our general or scholarship funds were 
recognized as were individuals who also contributed.  We were 
treated to a great performance by Kenny Johnson of the Greater 
Los Angeles Chapter.  Kenny is a comedian by profession and 
seemed to please everyone with the fun he provided.  I, for 
one, hope we can manage to have him perform at the ACB 
convention in July of 1999--to be held in Los Angeles.  
	We welcomed our newest chapter, The Antelope Valley Chapter of 
CCB.  The president, Trish McCurn, who is attending classes at 
the Foundation for the Junior Blind, was on hand to receive the 
chapter charter and to accept the usual gift of seed money from 
the state organization.   
	No report from me could be complete without thanking our Board 
of Directors for their hard work.  They are aware of what needs 
to be done and have been doing it.  Teddie Remhild, Roger 
Petersen, Martin Jones and Dan Kysor were reelected to the 
board on November 14th, and  Eugene Lozano was elected as our 
newest member.
	As is true of life, though, not all the events of the past 
months have been happy ones.  At the convention, we missed our 
capitol representative, Cid Urena, who was too ill to attend.  
The good news that he is recovering well from major surgery 
assures us that he and Janis will be with us in the spring and 
that Cid will be back on the job in the new year.  On the first 
day of the convention, too, I received word of the death of 
Harriet Fielding, long-time member and supporter of CCB and 
ACB.  I will be attending her memorial service to represent CCB 
on December 6.  
	On reaching home after the convention, my first message  was 
that Sudako Kinoshita, (Sudi to all her friends) had died that 
morning.  Those of you  who attended the Orientation Center 
will remember Sudi, who was on the switchboard and acted as a 
receptionist for 35 years.  She had retired not too long ago.  
She  served as secretary for CCB in 1978 and had been an active 
participant in the Bayview Chapter and in the El Cerrito Lions 
Club. 
	Our focus for the new year will be on legislation and on 
building our membership.  I am looking forward to a lot of 
participation from the membership.  CCB has an opening for a 
legislative intern.  It carries with it a stipend and some 
assistance with accommodations in Sacramento.  Cid will need 
some help from the intern and all of you who realize how 
important our representation in Sacramento is if we want to 
continue to advocate for blind and disabled persons.
	The spring convention will be held April 2-5 at the 
Oakland  Airport Hilton Hotel.  Stay in touch with the 
California Connection, and watch for a tape for more on this 
subject.  Paul Edwards, ACB President, will be in attendance at 
that convention.


	              Awards Nominations Solicited

	by Roger Petersen
               CCB Awards Committee Chair

	Having initiated our awards program a year ago, we are now 
attempting to go through our first normal cycle of awards.  The 
way the Committee and the Board have set it up, awards 
nominations are to be solicited in the fall of each year and 
the awards are to be presented at the Spring CCB Convention.  I 
am, therefore, asking that you examine the list of awards which 
follow,s and submit any nominations that you feel appropriate.
	Candidates for the CCB Hall of Fame, the Community Service 
Award, the CCB Distinguished Service Award, the Legislator of 
the Year and the Certificate of Merit may be nominated by any 
member, chapter or affiliate.  Nominations should be sent in 
letter form to the CCB office to the attention of the Awards 
Committee by February 1, 1998.  The recipient of the 
Publications Award is selected by the Publications Committee 
and is not part of the process I am describing here.  	
	CCB Hall of Fame:  Up to five inductees per year who have made 
significant contributions and sustained effort toward the goals 
of CCB.
	CCB Community Service Award:  To be presented annually to a 
blind or visually impaired person who, through his/her 
association and activities, has demonstrated his/her 
integration into and interaction with the life of the 
community.
	CCB Distinguished Service Award:  To be presented periodically 
to an outstanding blind or visually impaired person who has 
contributed significantly to the betterment of blind people in 
general.  The recipient of this award need not be a member of 
CCB.
	CCB Publications award:  To be given to the person who has 
prepared the best article of the year appearing in the "Blind 
Californian" or other periodicals or newspapers.  This award 
will be based on a determination made by the Publications 
Committee.
	CCB Legislator of the Year Award:  To be given periodically to 
a California State or Federal legislator who has introduced and 
successfully brought about enactment of legislation on behalf 
of persons who are blind or visually impaired.
	Certificate of Merit:  To be given to any individual who 
provides outstanding volunteer service to CCB, its chapters or 
affiliates.
	For your information, current members of the CCB Hall of
Fame are: Dr. Newel L. Perry; Dr. Jacobus tenBroek; Robert 
Campbell; Perry Sundquist; Ernest Crowley; Anthony Mannino; 
George Fogarty; Dorothy Glass; Juliet Esterly; Dr. Isabel L. D. 
Grant; Allen Jenkins; Ysidro Urena; Ferne Fitzpatrick; Raymond 
Henderson; Irene McConnell.
	Certificates of Merit have been awarded to: Harry Parker; 
Darryl Skivers; Robert B. Carter.
	A Community Service Award has been presented to Eleanor Lund.
	Distinguished Service Awards have been presented to Joyce 
Streff; Dr. Martin Jones.  There has not yet been a Legislator 
of the Year Award or a Publications Award.  
	CCB Awards Committee:  Roger Petersen, Chair, Mountain View; 
Bernice Kandarian, Mountain View; John Lopez, Los Angeles; 
Gussie Morgan, Compton; Joe Smith, Sacramento.


                          Career Connections

                         by Catherine Schmitt

	When that employer finally calls to invite you to an 
interview, excitement leads to trepidation as the question 
"when and how should I let the employer know that I am blind 
(or have low vision)?" comes to mind.  Whether you have been 
blind for many years or just one year, there is no simple 
answer to this question.  There are two topics that this 
article will highlight.  First, how to figure out the type and 
purpose of the interview and secondly, what are the options for 
disclosing blindness with an employer.  
	There are different types of interviews because employers 
interview for different reasons.  It is important to understand 
the kind of interview you are going to be participating in so 
that you can decide what types of answers to give and when 
disclosure may be most appropriate.
	Preliminary or Screening  These interviews typically last 20 
to 30 minutes and are used as screening tools to decide from a 
large number of interviewees, which ones will advance to a 
second interview with a "higher up" in the company.  The  
interviewee wants to make a good impression and gives short, 
but direct, answers.  It is best to show your interest in the 
company and how you would be a perfect match for the position. 
  
	Informal  An example of an informal interview would be meeting 
an employer during a conference you both are attending or 
speaking with an employer after he/she has made a presentation 
to a group.  Even in an informal setting, an employer assesses 
your communication skills and appearance.    
	Conversational  This may seem like a simple conversation where 
the interviewer did not ask you any of the "usual" interview 
questions, and instead talked about your interests or views.  
The interviewer is assessing your communication skills, your 
ability to carry on a conversation and your values to some 
extent.
	Individual  This occurs when an employer interviews applicants 
one-on-one.  The employer is usually assessing your 
communication skills and qualifications and trying to determine 
if you and the company are a match.  
	Panel  A number of people will be on the "interview 
committee."  One or more of the people on the panel will ask  
questions.  Be sure to look at the interviewer when she/he is 
asking you the question, and remember to look at/toward each 
panel member during the interview session.  All interviewers 
want to feel included in the discussion.
	Group  Several applicants are being interviewed at one time by 
one or more interviewers.  There are typically two reasons for 
group interviews: 1) to identify natural leaders of the group 
and to examine your communication and problem-solving skills, 
and 2) to provide information to a large number of people at 
one time. 
	Typically, the interview experience will be comprised of a 
combination of the above-mentioned interview types.  For 
example, you may have a panel interview which is used as a 
screening
interview to select the top two or three finalists to meet with 
an administrator for an individual interview.  It is your 
right, and responsibility, to inquire as to the interview type 
when you are telephoned to schedule the interview appointment. 
 It is also appropriate to inquire concerning the number of 
interviewers, their job titles and responsibilities, the length 
of the interview, and if the interview process requires testing 
or reading of information.  
	Depending on the information provided, you will be able to 
make a more informed choice as to when and how to disclose your 
visual impairment.  When the subject is presented to the 
employer, you want to express confidence in your ability and 
qualifications.  First, state your blindness in understandable 
terms, and provide a suggestion of how the individual can 
interact with you more effectively.  When stating an 
alternative way of doing something, ask the employer if your 
suggestion will work or if he/she has any other ideas.  
Generally, the employer
will not have any additional options, but you have showed that 
you are open and flexible.  The following are only suggestions 
of ways to bring up the disclosure issue.  There is no "right 
way" to do it and remember, you will be the only one in the 
interview, so you need to feel comfortable and confident with 
what you say.  Also, practice disclosing (as well as 
interviewing) with someone who will provide you with 
constructive feedback.  

	When scheduling the interview, if it is mentioned that there 
will be testing and an accommodation is necessary, disclosure 
is important.  An appropriate statement may be, "I will be 
happy to take the test to evaluate my technical knowledge.  I 
would like to let you know that I have difficulty seeing (or am 
blind) and would like to request the assistance of an 
individual to tape record or orally read the questions to me 
and a computer to type my answers.  Is this a possibility or do 
you have another option to suggest?"  (Statement expresses: 
willingness to take the test, factual information regarding 
need and solution, and openness and flexibility about 
considering an alternative.)
	When scheduling an interview, you can ask a question regarding 
directions to the business.  Most individuals think of 
directions from the perspective of driving a car, so the  
following statement may be appropriate: "I would appreciate 
knowing the cross streets and the side of the road your 
business is on.  I will be taking the bus and the specific 
directions will help me a lot.  Does your organization have a 
ride-share or carpool program?" (Statement expresses: factual 
need and presents a specific request for information, while 
also indicating interest in company programs.  Briefly 
mentioning that you "ride the bus because you are blind" is an 
option as well.)     	At the time of scheduling the 
interview, a statement about your blindness may be presented.  
"I am very excited about the opportunity to meet personally 
with Ms. Brown to discuss my
qualifications and how I can contribute to your organization.  
I would also like to let you know that I am blind and use a 
white cane (or guide dog).  Are there other employees with 
disabilities who work for the company?" (Statement expresses: 
openness to disclosure, interest in individual/company 
experience with persons with disabilities, positive attitude 
about interview
and speaking to qualifications.)
	A statement at the interview introduction time as you hold out 
your hand for a handshake may be: "Hi, Mr. Freemont, I 
appreciate the opportunity to meet personally so that I may 
share some of my unique qualifications for this position.  
Would you please direct me to the chair?"  The interviewer asks 
you to share something about yourself.  "As you can see by my 
guide dog
(cane), I am blind (have low vision) and feel that my limited 
vision has enabled me to become a creative problem-solver."  
(Statement expresses: states the obvious that may have made the 
employer feel uncomfortable, describes how blindness can be an 
asset (unique quality), and self-confidence.)
	If an employer begins to ask questions about your blindness, 
you have the choice to either ignore or answer.  If you ignore 
the question, the employer may think about it for the rest of 
the interview and not listen to your response.  On the other 
hand, you do not want the interview to become a discussion 
about your blindness either.  It would be appropriate to answer 
a question such as "how do you read?" by giving a brief but 
specific answer:  "With the developments in technology, I am 
able to use a computer with speech synthesis to read and write 
materials.  I am resourceful in finding ways to obtain 
documentation in alternative formats such as audio-tape or 
braille/live reader.  With these alternative formats, I feel 
that I would be able to perform the responsibilities of the 
position.  What are the qualities that you are seeking in the 
ideal candidate for the position?"  After hearing the response, 
describe how you exemplify those qualities.  (Statement 
expresses: answers question directly, refocuses conversation 
back to qualities of a
candidate, does not put the interviewer on the defensive, and 
opens discussing ways of getting tasks accomplished.)
	Begin discussing with your friends who are blind/low vision as 
to how they disclose, whether it be with an interviewer, an 
instructor, an organization leader.  All of these experiences  
give you an opportunity to test out how people respond to what 
you say.  Confidence in yourself, your abilities, and your 
disclosing statements is important in the interview process.  


	THE REAUTHORIZED INDIVIDUALS WITH 
 	DISABILITIES EDUCATION ACT

	(Editor's note: the American Foundation for the Blind prepared 
a document summarizing the main points in the reauthorized 
IDEA--the aspects of the act which pertain to blind and 
visually impaired students.  It provides the best compilation 
of this material that I have seen in terms that most of us can 
understand.) 
	Readers Guide to Some Important Changes in IDEA  This guide is 
intended to highlight some of the changes to current law found 
in the reauthorization of the Individuals with DisabilitieS 
Education Act (IDEA) (signed into law by the President on June 
4, 1997) that may be of particular importance to teachers, 
parents, and advocates of students who are blind or visually 
impaired.  This is not a comprehensive list of the changes to 
IDEA. . . .  Note that this bill does not address 
appropriations or funding levels for any of these programs.  It 
creates the programs; it does not allocate the funds.  . . . 
	The IDEA Amendments of 1997 restructure IDEA into four Parts:
	Part A -- General Provisions (including definitions) 
	Part B -- School age and preschool programs (the 2 permanently 
authorized sections that include the IEP (Individualized 
Education Plan), state grant, due process safeguards and 
evaluations sections):
	Part C -- Infants and Toddlers with Disabilities (early 
intervention, previously Part H)
	Part D -- National Activities to Improve Education of Children 
with Disabilities (the so-called "discretionary programs," 
previously Parts D through G and I; includes personnel 
preparation, research, national parent training and information 
centers, technology, etc.)

	Some important changes of particular interest to students, 
parents, and teachers of students who are blind or visually 
impaired:   
	* O&M- "orientation and mobility services" is added to the 
statutory list of examples in the definition of related 
services.
	* IEP Team- The IEP team has been expanded to include: the 
parents; a regular education teacher (if the child is, or may 
be, in regular ed); a special education teacher; a 
representative of the Local Education Agency (LEA) who is 
qualified to provide special education, is knowledgeable about 
the general curriculum, and is knowledgeable about the 
resources of the LEA; a person who can interpret evaluation 
results; and, at the discretion of the parent or the agency, 
other individuals, including related services personnel, with 
knowledge or special expertise regarding the child. 
	* Braille in the IEP: In developing the IEP for a child who is 
blind or visually impaired, the IEP must provide for 
instruction in braille unless, after an evaluation of the 
child's reading and writing skills, needs, and appropriate 
reading and writing media, the IEP team decides that such 
instruction is not appropriate for the child. 
	* Assistive Technology in the IEP: In developing the IEP, the 
IEP team must consider whether the child requires assistive 
technology devices and services.  
	* Parents on Placement Teams: The parents of the child must be 
members of any group that makes placement decisions.  
	* Report Language on Least Restrictive Environment (LRE): The 
definition of LRE in the statute does not change.  However, 
report language specifically supports, "the longstanding policy 
of a continuum of alternative placements designed to meet the 
unique needs of each child with a disability.  Placement 
options available include instruction in regular classes, 
special classes, special schools, home instruction and 
instruction in hospitals and institutions.  For disabled 
children placed in regular classes, supplementary aids and 
services and resource room services or itinerant instruction 
must also be offered as needed."  
	* Education with Nondisabled Peers: The IEP will include an
explanation of the extent, if any, to which a child will not
participate with nondisabled peers in the regular classroom or 
in
extracurricular and nonacademic activities.  

	Selected Other IDEA Changes:
	* Three-Year Evaluations: Reevaluations are to be conducted 
when conditions warrant or when the parents or teacher request 
one, but not less than once every 3 years.  Existing evaluation 
data should be reviewed to determine if other data is needed so 
that the child is not subjected to unnecessary tests and 
assessments.  
	* Assessments: Children with disabilities will participate in 
state- and district-wide assessments, with reasonable 
accommodations.  Alternative assessments will be developed for 
those children who cannot participate in regular assessments.  
	* Short-Term Objectives/General Education Curriculum: The IEP 
must include a statement of measurable annual goals, including 
benchmarks or short-term objectives.  The goals must relate to 
enabling the child to be involved and progress in the general 
curriculum.  
	* "Report Cards": The IEP will include a statement of how the 
child's progress toward annual goals will be measured and how 
the parents will be informed as often as the parents of 
nondisabled children are informed of their child's progress 
(such as through report cards). 
	* Transition: Current law requires that, beginning no later 
than age 16, children with disabilities must receive transition 
services.  In addition, there is a new requirement that 
beginning at age 14 the IEP will include transition services 
needs focussing on the child's courses of study (such as 
advanced placement or vocational education.  	

	Selected Other State Grant and Funding Requirements: 
	* State Local Funding Split: The state 25% set-aside remains 
the same (up to 5% for administration and up to 20% for other 
state-level activities) but is capped at 1997 levels with 
increases limited to the lesser of inflation or the rate of 
Federal appropriations increases.  Any excess will be passed 
through to the local level via 1 year grants to LEAs. 	
	* Placement Neutral Funding: Language is added requiring that 
a state's funding mechanism cannot violate the requirements   
of least restrictive environment.   
	* "Incidental Benefits" Rule: IDEA funds may be used for costs 
of special education and related services provided in the 
regular classroom or other education-related setting to a child 
with a disability even if one or more nondisabled children also 
receive a benefit from those services. 
	* Withholding of State Money: The Department of Education may 
withhold, in whole or in part, payments to the states under 
IDEA for failure to comply.  	
	* State Maintenance of Effort: A State must maintain its level 
of spending for special education from one year to the  next.  
Waivers for exceptional or uncontrollable circumstances  are 
required from the Secretary of Education to reduce that  level. 
 
	* Local Maintenance of Effort: Level of spending from state 
and local funds within each LEA cannot be less than in the 
prior year except due to decrease in the enrollment of 
children, loss of high-cost children, or departure of special 
education personnel.  
	* Paraprofessionals: Paraprofessionals and assistants "who are 
appropriately trained and supervised in accordance with state 
law, regulations and written policy" may be used to provide 
special education and related services to children.  
	* Developmental Delay: The bill retains the 13 disability 
categories for eligibility, but it expands the definition of 
developmental delay, to be used at the discretion of the State 
or LEA, to children from ages 3 through 9.   

	Changes to the Procedural Safeguards Section (due process 
payment provisions, change of placement, suspension of 
expulsion, attorneys' fees, etc.):  
	* No Cessation of Services: States must guarantee that all 
children with disabilities get a free, appropriate, public 
education (FAPE), including those who have been expelled or 
suspended from school.  
	* Procedural Safeguards: . . . Basically, the new language 
provides a way for school officials to remove a disabled 
student who brings weapons or drugs to school to an appropriate 
alternative placement for up to 45 days.  A disabled student 
whose current placement is substantially likely to result in 
injury to the child or others can be removed to an appropriate 
alternative placement if ordered by a hearing officer.  
Disabled students whose behavior is unrelated to their 
disability may be disciplined like other students, except that 
there can be no cessation of services.
	* Attorneys' Fees: Current law that parents may be awarded 
attorneys' fees if they are the prevailing party is maintained. 
 An exception is added that no attorneys' fees can be awarded 
for an IEP meeting unless that meeting was a result of an 
administrative hearing or judicial action.  Also, no attorneys' 
fees for mediation prior to filing of a due process action.    
	* Mediation: New requirement that states establish a mediation 
system in which parents and schools may voluntarily 
participate.  States bear the cost of mediation to be conducted 
by impartial qualified individuals.  Whether attorneys are 
allowed in mediation will remain a state-by-state decision.  

	Changes in the Discretionary Programs (grant programs that 
exist at the "discretion" of Congress must be reauthorized 
based on a schedule set by congress):
	* Discretionary Programs (generally): The formerly 14 
discretionary programs have been consolidated into four broad 
authorities.  There are no authorization levels for any of the 
discretionary programs, thus leaving it to the appropriating 
committees to decide the level of funding with no guidance from 
the authorizing committee.
	* Personnel Preparation: Contains four targeted programs: low 
incidence disabilities, leadership preparation activities, 
projects of national significance, and high incidence 
disabilities.  
	* Low Incidence Personnel Prep program: Authorized activities 
include preparing personnel in: obtaining degrees, certificates 
or licensure; interdisciplinary training; teaching braille; 
becoming qualified educational interpreters; innovative uses of 
technology; providing services to children with multiple 
impairments.  The Secretary may grant preference to programs 
training in more than one low incidence disability.  
	* Definition of Low Incidence Disability: Low incidence 
disability, for purposes of the Low Incidence Personnel Prep 
Program only, means: a) visual or hearing or simultaneous 
visual and hearing impairments; b) significant cognitive 
impairment; or c) impairment for which a small number of 
personnel with highly specialized skills and knowledge are 
needed in order for children with that impairment to receive 
FAPE. 
	* Descriptive Video: Educational Media section includes 
providing video description and captioning under current law 
through September 30, 2001 and providing video description and 
captioning only of "educational, news, and informational 
television, videos, or materials" thereafter.  
	* Free Educational Materials: Educational Media Section 
includes providing free educational materials in accessible 
media for visually impaired and print-disabled students. 	  	
	* Technology: Discretionary program on technology 
development including research, development and dissemination 
on innovative and emerging technologies.  
	* Deaf-blind: The former discretionary program for 
deaf-blind youth no longer exists although there are references 
to funding for specialized technical assistance, personnel 
preparation, and information dissemination benefitting deaf-
blind students.  The law also guarantees that funding for 
educational, related services, and early intervention for 
deaf-blind students will be equal to at least the 1997 
appropriation of $12.8 million per year.  



	TESTIMONY GIVEN AT HEARING ON 
	INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

	by Winifred Downing

	In anticipation of developing the regulations to carry out 
the provision of the Individuals with Disabilities Education 
Act, hearings were scheduled at various places in the country 
to which were invited anyone who wished to present information 
that might be important in developing the rules.  
	A hearing occurred in San Francisco on November 21 at the 
Holiday Inn Hotel in Chinatown.  Each participant was allowed 
four minutes in which to present his/her point of view.  
Following are the comments I made as the representative of the 
American Council of the Blind and the California Council.
	I come to you as a representative of the American Council 
of the Blind and its state affiliate, the California Council of 
the Blind.  This is an organization of consumers so I am 
speaking to you as one of those whose lives are intimately 
influenced by the provisions of IDEA.  
	I learned braille when I was 5 years old and have used it 
for everything all my life--to read books, of course; to 
contain the patterns for my knitting and the recipes for 
cooking; to label everything in my house from canned good and 
spices to computer disks; for the piano music I enjoyed much of 
my life; for directions and instructions on devices from the 
microwave to
 a cellular phone.  It is extremely important that children 
learn braille early and use it extensively; for recent studies 
have revealed that in students who use braille when they are 
very young, it is the visual cortex that receives the 
information, not the area of the brain which analyzes 
information gained by touch.  It is believed that this is why 
those who learn braille early use it so much more efficiently 
than do people who study it in later life.  
	I call your attention to the fact that there is now a 
braille competency test administered by the National Library 
Service for the Blind and Physically Handicapped so that there 
is an available check on the initial teacher training in 
braille and on what a teacher remembers after perhaps not 
having taught this subject for some years.  It is vital, too, 
that IDEA reflect the importance ofm providing materials in 
braille to students in a timely manner.  Now, the semester is 
often four months advanced before the blind student has what 
everyone else starts out with on the first day.  
	Making available to blind and visually impaired students 
accessible technological devices is another area needing 
attention.  I just this last summer purchased my third set of 
computer equipment and programs in eight years.  For each of 
these I had to learn, along with the program everyone else must 
master, the commands for the speech and braille devices that 
make it possible for me to see the screen--how to go back and 
forward a line, cause a word to be spelled, speak the 
punctuation used, etc .  Teachers must be aware of the 
necessity of learning this kind of thing before the student 
needs to use the devices in his daily work, so evaluation of 
what is going to be needed ahead of time is a real necessity.  
This requirement is applicable, too, to magnifying instruments, 
including cctv's, smaller magnifying devices, and the size, 
color, and arrangement of large print materials.  Knowledgeable 
teachers  must select the equipment and know how to choose what 
is appropriate for each student.  
	Concentrating on individual technological solutions must 
be supplemented--or, more correctly, instrumental in assisting 
students to access what is generally available to students on 
the internet and in other computer-related tasks and 
opportunities. 
	Along with the computers that are now prominent in 
classrooms are the many videos that are shown, and providing 
audio-description for blind and visually impaired students is 
important.  IDEA ensures concern with this matter to the year 
2000 in strictly educational materials, but the coverage must 
really be broader to give our students the same advantages that 
sighted learners have.  The matter is crucial because the 
recently passed Telecommunications Act, while assuring closed 
captioning for the deaf, includes no such mandate for audio-
description for the blind.  
	While the blindness community is grateful, therefore, that 
IDEA binds learning braille closely to the IEP process, 
recognizes O&M as a required service for many students, and 
affirms the necessity of a full range of educational options 
for our students, there are still many areas which need and 
deserve specific attention that we hope will be provided in the 
rules to be developed.  



	MOVIEGOING DEVICES FOR THE DISABLED 
	MAKE THEIR DEBUT 

	(This article from the Los Angeles Times was submitted by 
Mitch Pomerantz "The systems on a trial run in Sherman Oaks 
assists the deaf and blind on a trial run in Sherman Oaks," by 
Susanne Gayle Harris and Phillip Jacques.)
	When Academy Award-winning actress, Marlee Matlin goes to 
a movie premiere, she has to rely on a sign-language 
interpreter to convey the dialogue.  
	When Mitch Pomerantz, past president of the California 
Council of the Blind, asked a friend to describe a movie's 
on-screen action, nearby viewers weren't too pleased.
	But the moviegoing experience for Americans with vision or 
hearing disabilities may soon change dramatically, thanks to 
two new technologies that debuted last week at the General 
Cinema Theater in Sherman Oaks.
	The Rear Window Captioning System provides subtitles via a 
seat-mounted acrylic panel that appear to be superimposed on 
the movie screen.  The Descriptive Video Service Theatrical 
system offers descriptive narration of on-screen action via 
wireless headsets.
	Both technologies were developed by the WGBH Educational 
Foundation in Boston with a grant from the Department of 
Education.  They'll be available on a trial basis through 
Tuesday at the  Sherman Oaks Theater during regularly scheduled 
screenings of Universal Pictures "The Jackal."  
	"I believe we're making history here," said William J. 
Smith, the theater's general manager.  Movie theaters have been 
under pressure to accommodate people with disabilities, and the 
new technologies have the potential to provide an effective, 
relatively low-cost solution.  

	The Rear Window system uses a light-emitting diode display 
mounted on the rear wall of the theater.  Words are reflected 
on the acrylic panels, which are attached to an adjustable wire 
stand that fits into the cup holder at each seat.  The panel 
unit is portable, enabling the user to sit almost anywhere in 
the theater. 
	For the vision-impaired, the DVS Theatrical system 
provides description of actions, settings and scene changes, 
using infrared or FM listening devices.
	Both systems operate in unison, using a CD-ROM player and 
a special reader attached to the film projector that keeps the 
caption and audio information in sync.  
	The hardware costs about $15,000 for each theater, and 
Smith said there were no serious technical glitches with the 
trial installation.
	"A key goal of the trial was to get feedback from deaf and 
blind moviegoers," project manager Judith Navoy said.  Members 
of the Greater Los Angeles Council on Deafness and the 
California Council of the Blind were invited to try the new 
systems and complete a questionnaire.
	While written results have yet to be analyzed, the 
anecdotal comments have been favorable.  Blind patron Mitch 
Pomerantz, an American With Disabilities Act compliance officer 
for the city of Los Angeles, tried the DVS
Theatrical system Wednesday night.
	"It was a great experience," he said.  "I have used 
descriptive video before, but not in a regular public theater." 
 Pomerantz was accompanied by his friend and professional 
associate, Richard Ray, who is deaf.  Ray tried out the Rear 
Window system, calling it "excellent, a brilliant idea."
	But such technology isn't favored by all activists.  Many 
have been pressing for all films to have subtitles visible 
without special equipment--a solution opposed by the movie 
industry as intrusive for other patrons.
	Representatives from Sony, DreamWorks, Warner and Fox came 
to the theater and sampled both systems, and Navoy said the 
response was "overwhelmingly positive."
	It remains unclear how quickly the systems might be 
adopted.  Movie studios have to agree to create the narratives 
for the DVS
systems at an estimated cost of $12,000 per film.  And, of 
course, theater owners have to install the gear.
	The subtitling system will work better in some theaters 
than in others, because it requires a direct line of sight from 
the rear screen to the seat-mounted panels.
	With an estimated 24 million Americans living with 
deafness or hearing loss, proponents hope that the industry 
will consider it in its economic interest to move quickly.



	PROFILE: PAT LaFRANCE 

                          by Brian Hall

     Pat LaFrance worked as a registered nurse in the delivery 
room and intensive care units until losing her sight 20 years 
ago.  There wasn't, she found, enough adaptive equipment in the 
world to let her continue in her existing hospital capacities, 
so she faced an abrupt and, what could have been a traumatic, 
career change.  
	In the decades to follow, LaFrance, a current member of 
the CCB Board of Directors, has helped others through medical 
and career transitions that many might view as unbeatable 
setbacks.  In her own life, she refused to sit back waiting for 
vocational first aid.  A nearly life-long diabetic, she became 
her own patient, in a new sense.  
	A Cleveland, native, she moved from Ohio to California for 
the weather and better transportation.  Here, she sought out 
specialists in employment opportunities for the disabled and 
became a self-advocate.  
	"Pat had tremendous drive," remembers Nelly Glaze, 
LaFrance's first Rehabilitation Counsellor-Teacher in 
California.  "She's a smart and caring woman who still uses her 
nursing skills.  When you're talking to Pat, her attention is 
undivided." 	Glaze, who appreciates LaFrance's sense of 
humor, helped her client and friend with mobility and 
orientation, and told her about CCB. 
	Then there was no stopping LaFrance.  She was a founder
of the Council's Foothill Chapter, Glaze said.   Despite the
massive responsibilities of raising two children,  LaFrance 
juggled a schedule that perhaps only an ex-ICU nurse would 
attempt.  She returned to college and served as a PTA 
fund-raising chair at her daughter's school--this while earning 
her master's degree in educational counselling and a 
master-level certificate in rehabilitation counselling at 
California State University, San Bernardino.
     "I think that blind people have to be willing to volunteer 
their time, skills and energy to show what they can do," 
LaFrance says.  "We also have to shoot for realistic job 
goals."
     Not one to prescribe medicine she wouldn't take herself, 
she combined on-the-job training and required school field work 
through volunteerism.  She allowed herself to try on various 
employers and occupations for size and fit.  The Rehabilitation 
counsellor-to-be volunteered at a battered women's shelter, 
interned at a traumatic-brain-injury clinic and gave time to 
the Department of Social Services in Pomona. 
     Her first job as a blind person was counselling at 
Landmark,
a locked psychiatric facility in Pomona.  For the last nine 
years, she has worked for the Department of Rehabilitation.  
she is a counsellor-teacher who also carries some 
Rehabilitation Counsellor for the Blind cases.  
     "I like the variety," LaFrance, 55 of Temple City, says.  
"I
work with high school kids and people in their '90s.  My 
clients have many different outlooks and needs."       
	Fellow CCB board member Teddie Remhild calls LaFrance "a
remarkable woman" who has overcome enormous obstacles and 
reached
outstanding accomplishments.
     "She's stalwart and stoic.  She's a role model who cares 
more about other people than herself," Remhild says.
     After Remhild was injured going to meet LaFrance and other
friends two years ago at the Rose Parade, she said LaFrance
called nearly every day.  LaFrance and her significant other,
Perry Wolf, shopped for Remhild when she couldn't go to the
store for herself, and they brought dinners and prepared meals 
at
her home.
     Wolf became well known to CCB members when, at the recent 
convention, he hustled microphones to speakers and took care of
technical equipment, helping out because the
organization was short-staffed.  Pat's daughter Lorraine, 29, 
has been working in the CCB Burbank office as a receptionist 
and answering the many calls that come in every day.  
	LaFrance also has a son Robert, 31, who has a PH.D. in art 
history.  As of press-time, he was scheduled to go to Florence, 
Italy, to translate the Medici family documents into English.  
They are to be published on the InterNet.  
	LaFrance's  experience and education as an RN have served 
her well in diagnosing the abilities and establishing 
vocational prognoses for Rehab clients.
     "My medical background helps me in making functional
assessments," LaFrance, says.  "I work with people to figure 
out what they can and cannot do."
     Her main goal as a CCB board member and chairman of the 
Council's Rehabilitation Services Committee is to boost the 
employment rate among the blind and visually impaired.
     "I want the organization to push more in that direction,"
she says, "because we have too many capable blind people who
aren't employed."
    Computer-related fields are booming, of course, but 
LaFrance
contends that the blind can join almost any line of work, as 
shown by the range of CCB scholarships given in November, 
including engineering and other fields not ordinarily 
associated with the blind.  Toward the end of improving jobless 
figures, she has led employment seminars at CCB conventions in 
the north and south.  The most recent one, November 13 in Los 
Angels, shifted focus from employer to employee.  Attended by 
60 interested CCBers, it concentrated on job readiness, 
stressing education and presentation.
     Also at the fall convention, LaFrance chaired a workshop 
for diabetics, teaching about monitoring one's own blood sugar 
level.  As another part of that program, A podiatrist spoke 
about foot care, a special concern for diabetics.
     LaFrance is a past president of CCB's Whittier Chapter, 
but
she and yellow-lab guide dog Max also regularly attend meetings 
in San Gabriel.
     She is president of a Glendora-based support group for the 
newly blinded known as Eye-DAS, Eye Diseases are Serious--the 
only organization of its kind in the country of which LaFrance 
is aware.  The monthly meetings average 35-40, mainly seniors. 
There's usually a program, though not always blindness related.
     When she has time, LaFrance enjoys walks and reading.     
        

                        A CAREER CHANGE JOURNEY
	by Connie Bateman


     About two years ago, I began a career change journey.  For 
many people, a change in careers is very stressful; and it was 
initially true for me because, having resigned from my job as a 
teacher of visually impaired students, I had no idea what I 
should do next.  After all, this was the field I had been 
trained in and to which I had given years of my  life.  By 
following
a few steps and strategies, however, I have been able to gain 
some useful educational and employment opportunities.
     The first step was to do a self evaluation.  I had been an 
itinerant teacher of students with visual impairments traveling 
to nine school sites but had become disillusioned with the 
entire service delivery system.  Since students attended their 
neighborhood schools, my job was mainly to help them survive in 
the mainstream.  Because the school curriculum was the 
emphasis, academic needs had priority and skills and concepts 
related to visual impairment fell by the wayside, so that I 
felt disappointed, unsatisfied, and unfulfilled.  I finally 
told myself that I didn't have to be part of something I no 
longer believed in; and I therefore decided to resign from my 
job and to leave the profession.      
	After my resignation, I spent about a month contemplating 
what I should do next.  I decided to enroll in a career 
assessment class offered by the Learning Exchange here in 
Sacramento and taught by a certified career counselor.  For 
those of you who are uncertain about what your next career move 
should be, I encourage you to go through a career assessment 
process.  In the class, we took an interest inventory and a 
personality inventory.  We also did a skills scan activity in 
which we sorted  color coded cards into skill areas we would 
use on the job.  (I have enough sight that I could participate 
in this activity but recommend that registrants in such a class 
communicate with the instructor ahead of time to work out 
details of possible problems such as this.)  The information 
from my assessment results indicated that I should explore the 
areas of adult  development and international activities.
     The next step was to do some career exploration.  I 
started by getting individual career counseling.  The counselor 
looked at my assessment results and provided me with resources 
and information on possible career options.  I was given titles 
of  books on careers, bibliographical sketches of people 
working in specific fields, and names and phone numbers of 
persons who could provide me with further information.  
	The career counselor who had taught the assessment class 
had suggested I explore teaching English as a Second Language 
(ESL) in adult education.  She advised me to start by doing 
volunteer work in adult education and to seek informational 
interviews with teachers who were already working in the field. 
 Another counselor told me about the certificate program in 
Teaching English to Speakers of Other Languages (TESOL) offered 
through the extended education program at UC Davis where she 
was pursuing that program herself.     
	I contacted the ESL coordinators at two adult education 
schools, volunteered in beginning level ESL classes at one 
school, and then took on a class at the intermediate level at 
the other.  Now I am a paid substitute teacher working for both 
schools.
    Wishing to also explore teaching ESL in a community college 
setting, I contacted the coordinator of the English lab at 
Sacramento City College.  I told her I was interested in 
tutoring students in the English lab so I could gain some 
experience working with ESL students in a community college 
setting.  To get hired as a tutor, I had to enroll in at least 
6 units of course  work, take a grammar diagnostic test, and do 
a writing sample on a given topic.  Passing the test and 
completing the classes, I have been working as a paid tutor in 
the English lab for over a year now.  
	Not only have I been tutoring in the ESL lab but have also 
been tutoring in the reading and writing labs.  Along with work 
experience, I have had to go back to school to get training in 
teaching ESL.  I  decided to go through the program at UC Davis 
to obtain a certificate in TESOL.  I have completed all the 
core  courses and just need two electives to complete the 
program.  At Sacramento City College, I have been taking 
Chinese and a work experience class.  Not only do I get paid 
for working, but I also receive units for my hours of 
employment.  Next year I plan to transfer to either CSU 
Sacramento or UC Davis to obtain an MA degree to teach ESL in a 
community college program. 
     ESL teachers have informed me that most of the jobs 
involve part time work.  This doesn't bother me because I can 
rely on my husband's health insurance and I wouldn't mind 
teaching in both adult education and community college 
settings.  The English  taught in adult education classes 
emphasizes improving survival skills whereas the community 
college concentrates on improving academic skills.  Working in 
the two programs would provide me with desirable variety.
     In the career change process, it is very important to 
develop a list of resources and contacts.  To speak with blind 
and visually impaired professionals in the field of teaching 
ESL, I called teachers who belong to the National Association 
of Blind Teachers, a special-interest affiliate of the American 
Council of the Blind and I also contacted the American 
Foundation for the Blind Career and Technology Information 
Bank, receiving names of teachers who use adaptive technology 
as they teach English.  Recording for the Blind and Dyslexic 
did a subject search for me and sent me books on teaching ESL. 
 
     To have a successful career change journey, I have learned 
that it is important to develop a plan and then to take the 
initiative to follow through with it.  My strengths are that 
I'm a self-directed person and manage my time well.  To 
summarize, the things which have helped me gain educational and 
employment opportunities are: career assessment, counseling, 
and exploration; information gathering and interviews; 
networking with others in the field; and volunteer and paid 
work experience.  The career change journey has been long and 
challenging, but I have met supportive and enthusiastic people 
along the way.  If anyone is thinking about such a change, I 
urge you to develop a list of resources and a network of 
contacts, and you will be amazed at what you are able to 
accomplish.    


	BULLETIN BOARD

	by Ruth Aletta Dean

	From Dialogue, Fall, 1997: "Premium Cable Listings" 
contains up-to-date information on broadcast channels, cable 
networks, premium movie services, and sports information for 
regional sports networks.  The guide is produced on four-track 
cassette, $24 a year, from Premium Cable Listings, 107 
Cloverwood Court, Baltimore, MD  21221.		Academic 
financial aid for disabled students.  The U.S. Department of 
Education's Office of Postsecondary Education has produced a 
guide, available on cassette from NLS network libraries, giving 
information on "
academic Financial Assistance for Disabled Students."  The 
guide is in the form of a conversation between a disabled 
student and a counselor from the department's Federal Student 
Aid Information Center.  General financial aid programs and 
sources of state and private funding are  discussed.  For a 
copy of the guide in compact-disc format, write to: Student Aid 
Audio Guide, Federal Student Aid Information Center, P.O. Box 
84, Washington, DC 20044-0084.
	Braille guide from AirTouch Communications.  Buning 
Cellular Services: "Here's what you should know" contains 
general information about cellular phone use and describes 
several cellular phone keypads.  The booklet is available free 
of charge from:  AirTouch Communications, 2999 Oak Road, 8th 
Floor, Walnut Creek, CA 94596; 510-210-3645.
	From The Matilda Ziegler Magazine for the Blind, November, 
1997:  Updated resource guide for computer access.  The 14th 
revision of A Resource Guide to Computer Access for Visually 
Impaired People, June, 1997, is available in large print, 
braille, or diskette formats, at a cost of $20, from:  Tri 
Visual Services, 1713 J St., No. 211, Sacramento, CA  95814; 
916-447-7323.  To purchase by credit card, contact Ann Morris 
at 800-454-3175.
	Computer games.  Fast-action arcade games, board games, 
and games of skill for blind computer users are available from: 
 Personal Computer Systems, 551 Compton Ave., Perth Amboy, NJ  
08861; 
732-826-1917.
	Talking Caller ID.  Four different models of CID-ney, a 
talking caller ID system, are available from:  Full Life 
Products, Box 490, Mirror Lake, NH 03853; 888-888-4153.


	THE ADA: A LOSING BATTLE OR 
	A GATEWAY TO FREEDOM? 

                        by Daveed Mandell

	"Who cares about the ADA anyway?  It's just a pathetic 
joke!"
	That's how one person characterized the Americans with 
Disabilities Act during a recent discussion at last November's
CCB convention in Los Angeles.  This negative observation is
shared by many other blind people--perhaps for good reason.  
The
law is vague at best, confusing at worst.  It gives visually
impaired persons precious little in the way of informational 
and
environmental access, except for a nod here and there to 
effective communication, and the provision of extremely limited
braille and raised print signage.
	The ADA claims to protect the civil rights of all disabled
people, yet blind people--as usual--seem to get nothing but 
short shrift from it.  While the law and its associated 
guidelines provide exhaustive detail on architectural access, 
they give only lip service to information access.
	Does that mean we should disregard the ADA and consider it
irrelevant to us?  Absolutely not!  Despite its many 
weaknesses,
the ADA forms the basis of legislative safeguards that promote
equal opportunity for disabled persons.
	Why should we support a watered-down law that relies 
heavily on "readily achievable" and "undue burden" standards, 
and which clearly does not have much weight right now?  The 
answer is obvious.  The ADA is the first law in the world to 
declare that people with disabilities have basic rights that 
must be protected.  No longer must we be grateful for society's 
favors.  We have a right to expect equal access to our 
country's buildings, streets, goods, services, government 
institutions, transportation, telecommunications, and jobs.  No 
one can deny us access, unless one can prove that it would be 
too costly or difficult.
	People with disabilities are just beginning to realize 
that we no longer have to beg or plead for access, something we 
always have had to do in the past.  This in itself is an 
important
breakthrough, an astounding achievement.  It is a dramatic 
change
in our collective mind-set as disabled Americans, a positive
affirmation of our self-worth, let alone our value to society 
at
large.  The ADA has increased our self-esteem, and made many of 
us proud to be citizens who happen to be disabled.
	Of course, you can't educate the public if you are 
yourself
uninformed.  Sadly, organizations for and of the blind have 
done a poor job of providing consumers and businesses with
down-to-earth, concrete information on how to comply with the
ADA.  Why, for instance, doesn't the American Foundation for 
the
Blind distribute its ADA materials free of charge to everyone 
who
needs them?  Why must consumers pay around $100 to obtain a
comprehensive ADA information packet that should be available 
to
everyone, regardless of income?  One of the biggest problems 
with the ADA public information dissemination process has been 
the emphasis on legal issues, at the expense of basic 
how-to-find and  where-to-go resources.  Both consumers and 
businesses need to know what must be made accessible under the 
law, and how to provide accessible materials and environments.
	For instance, can one obtain a list of organizations that 
produce materials in braille, large print, and tape-recordings 
and braille and raised print signage?  If such a list actually 
exists, how does one obtain it?  
	We have already said that the ADA is anything but perfect. 
 We know it's just the first step in a long march toward 
equality between disabled and able-bodied individuals.  The 
fact is, however, that now, at last, we have something to work 
toward, an
ideal goal to attain.

	It's true that the business community is fighting us tooth 
and nail and has done so constantly from the day that the ADA 
was
first introduced in Congress nine years ago.  It seems, though, 
that many more rank-and-file members of the public support our
efforts now than before the ADA became the law of the land.
That's a good sign which we ought not underestimate or ignore
altogether.  In other words, the ADA is by no means a panacea, 
but it is certainly a challenge that we must be prepared to 
confront.
	Indeed, at times we will have to be ready to compromise, 
but
ultimately, we must stand our ground and never cave in.  We 
must
continue to push for the broadest possible interpretation of 
all
the law's provisions--current political climate 
notwithstanding.  	It would be unthinkable for us even to 
consider
surrendering our hard-won civil rights.



	CONVENTION REPORT, FALL 1997
	Disabilities Activists Highlight Fall Convention

	by Ahmad Rahman

	Four nationally known crusaders for the rights of people 
with disabilities highlighted the fall convention of the  
California Council of the Blind.  Catherine Skivers, the first 
female president in the 64-year history of the CCB, chaired the 
event, held November 13-16 at the Crowne Plaza Hotel in Los 
Angeles.  The theme of the conference was "Determination and 
Organization will win for CCB."
	Joe Hicks, who gained national attention when he debated 
former Klu Klux Klansman David Dukes last fall at Cal State 
Northridge, spoke on the importance of coalitions, 
collaboration and alliances in achieving social justice in the 
'90's.  Eric Mann, who successfully sued L.A.'s Metropolitan 
Transportation Authority to put 200 new buses on the streets 
and to provide low-cost, uncrowded bus transportation for 
minorities and low-income riders, discussed the impact of the 
Federal Consent Decree on the blind and disabled communities.
	Nadia Powers, who conducted public hearings throughout Los 
Angeles County on the problems people with disabilities were 
experiencing with transportation, talked about the rise in 
"Hate crimes against people with disabilities" and what action 
the individual should take to protect his/her rights.  Richard 
Derock created a non-profit organization to provide "curb to 
curb" service for senior citizens and disabled people.  He 
discussed the future of access services as they relate to the 
blind community.
	The featured speakers were part of a multifaceted, 
four-day agenda, which included seminars by the committees on 
Technology, Rehabilitation and Aging.  There were presentations 
by experts dealing with libraries, braille, guide dogs, etc., 
as well as legislative reports, committee meetings, the 
election of officers and board members and a devotional 
service.   
		Friday's opening general session began with a 
powerful presentation of the poem "Don't Quit" by Michael 
Williams of the Compton Chapter and welcoming Remarks from 
Mayor Richard Riordan's office.  The program featured Joe 
Hicks, Executive Director of the MultiCultural Collaborative of 
Los Angeles and recently appointed Executive Director of the 
City of Los Angeles Human Relations Commission; Richard Derock, 
Executive Director of Access Services Inc.; Nadia Powers, 
Chairperson, Los Angeles County Commission on Disabilities; and 
William Benjamin, Instructor, at the Piano Hospital of 
Vancouver, Washington.  Mr. Benjamin pointed out the job 
opportunities in piano tuning.
	The evening agenda kicked-off with the credentials report 
by Jerry Arakawa of the Greater Los Angeles Chapter.  The 
president's report by Catherine Skivers came next, followed by 
a speech by Patricia Beattie of Arlington, Virginia, Public 
Relations Director, National Industries for the Blind.  She is 
also the Treasurer of for the American Council of the Blind.  
Ms. Beattie talked about "The New NIB--New and Different Job 
Opportunities."
	Saturday's general session began with Eric Mann, Executive 
Director, Labor/Community Strategy Center Bus Riders Union.  He 
was followed by Carol Delgardo, Mediator, Equal Employment 
Opportunity Commission, who gave an effective presentation on 
"Alternative Dispute Resolution."  Mollie Lesick, Nurse and 
Health-care Counselor, discussed lifestyle changes in easy 
doses to promote improved health.  Charles Nabarrete, CCB Board 
Member and chair of the Governmental Affairs Committee 
presented the legislative report.
	Kenny Johnson, a really hilarious comedian, performed at 
the
banquet.  Scholarship winners, recipients of awards, and CCB 
contributors were also featured. 
	Sunday morning saw an explanation of possible 
constitutional amendments, the presentation of the Resolutions 
Committee, final wrap-up remarks by President Skivers, and 
adjournment.  



	SNOWFALL AT NIGHT

	by Richard Kinney

	(Deceased deaf-blind director of the Hadley School for the 
Blind.)

The supple wind goes by in lace;
	In sequined gowns, the trees
Draw white fur snowboots into place
	Below black-stockinged knees.

Sound itself goes shod in silk;
	The yellow street lights gleam 
Like dazzled eyes upon the milk 
	And honey of a dream. 


	PUBLIC LIBRARIES ARE FOR US, TOO! 

	by Bernice Kandarian and Roger Petersen

	In the early 1990s, the California Council of the Blind
was reluctant to support a bill for public library 
accessibility appropriations which was pending in the 
California Legislature because it was not strictly blindness 
related.  After an uphill struggle, the library appropriations 
bill passed anyway.  So how does this program benefit the 
visually impaired community?
	Public libraries are putting a great deal of money and
effort into complying with the Americans with Disabilities Act 
and trying to provide access to "print-handicapped" 
individuals.  Many of us have been pleasantly surprised at how 
friendly our local public library has become.  If only public 
transit, medical providers and telecommunications companies 
were as cooperative!  This willingness to comply with the 
spirit of the law, coupled with consumer demand and the 
emerging technology of electronic card catalogs, has created a 
treasure trove of accessible information not yet discovered by 
most persons
who are blind or low vision. 
	Even before ADA, there has been an access to libraries 
movement, which could in large measure be attributed to the 
efforts of Mary Roatch, who, in the early 1980s, had developed 
a "Special Needs Center" in the Phoenix Public Library with 
adapted computers, reading machines and closed circuit tv 
readers.  Because of this center, the Phoenix library has been 
visited by librarians from all over the world.  Mrs. Roatch,
though now retired, has continued to consult as well as present 
at library and consumer conferences.  She has received numerous 
honors, including ACB's Robert S. Bray Award.
	Many public libraries in the Bay area have at least one 
computer work station with large print and speech capability.  
This enables a "borrower" to search the on-line catalog, 
request books, or look up words in the dictionary.  Scanners, 
reading machines, closed circuit TVs and braille embossers are 
other devices that may be available for use.  Additionally, 
most library catalog systems can be accessed from your home 
computer and, for those without a computer, there are 
sophisticated, interactive telephone systems that also work 
well.
libraries	Some libraries have major collections of things which 
are accessible to us, even though they are not intended 
primarily for blind or visually impaired persons.  Lots of cd's 
can be borrowed.  The Los Altos branch of the Santa Clara 
County library system houses the largest cassette book 
collection in the Bay Area for its commuter patrons.  
	Most libraries have large-print collections for browsing
and offer audio-described videos for borrowing.  And, to
bridge the transportation gap, some libraries lend described 
videos and other items through the homebound program or have a 
volunteer organization that can assist in delivering materials.
	The Mitchell Park Library, which is a branch of the Palo
Alto Library system, just received its second grant for
providing access to visually impaired patrons and is doing 
outreach to inform this population of the services available.  
The Menlo Park Library sponsors a Technology Faire each May and 
the new state-of-the-art San Francisco Library
installed talking signs to help blind patrons find their way 
around.
	We invite you to Rethink those old attitudes that public
libraries have nothing for blind people.  Visit your
nearest public library and check out their access.  You'll be 
glad you joined the new millennium.


	TECHTALK: 	TECHTALK: WEB-ON-CALL: 
SURFING THE INTERNET
	THROUGH YOUR TELEPHONE 
	by Kenneth Frasse 

	(Note:  The following article is re-printed from ACCESS 
REVIEW with the express permission of Sensory Access Foundation 
of Palo Alto, California.)
	Abstract: It is often engaging to hear about all the 
services, programs, and information available through the 
Internet.  It is also very frustrating to hear about all this 
if
you cannot afford to own a computer, or have computer phobia.  
There is now a simple and affordable alternative, and the 
following article illustrates this alternative.
	Introduction: Tens of thousands of individuals who are 
blind or visually-impaired use computers, and, of these, many 
access the Internet through the use of their computer.  Many 
millions more, however, have no computers or Internet access at 
all.  Numerous reasons exist for this, not the least of which 
is related to the cost of computers and access technology.  The 
blind community is not alone in this dilemma, as most 
individuals around the nation and world cannot afford computers 
or internet access.  Since the Internet makes principal use of 
telephony concepts and telephone lines, one might ask why 
devices are absent that can access the Internet for cheaper 
cost and greater access.
	Although the Internet is in its infancy, and there is 
still much to do to standardize it, there are some companies 
thinking ahead of the general game.  NetPhonic Communications 
Inc. of Mountain View, California, is one of the companies 
thinking of alternative access to the Internet.  NetPhonic 
Communications' President and owner, Ken Rhie, acknowledges 
that his product, Web-On-Call, was not originally designed with 
access for the blind in mind; however, after even a limited 
survey of internet users who are blind, he now recognizes that 
his product might mean a tremendous surge for access to the 
internet, not only for the general population, but also for 
individuals who are blind or visually-impaired.
	The following details a cursory exploration of 
telephone-based, Web-On-Call access to the Internet.  It is 
important for the reader to know that this article is not 
intended as an exhaustive exploration of the spectrum of 
features available on the Internet.
	Web-On-Call:  Web-On-Call is a voice-browser that merges 
Internet and telephony technology into a universal design for 
increased access to the Internet.  Web-On-Call is loaded on the 
pre-existing web-server and requires no computer, modem, or 
Internet knowledge by the user.  The only technical 
requirements for using  Web-On-Call are either a touch-tone 
telephone, a cellular telephone, or a fax machine with a 
built-in telephone.  The principal implementation for 
Web-On-Call is by businesses, though overall access is not 
limited by individual companies.  A company implements 
Web-On-Call with the use of Dialogic high-density telephony 
cards or voice modems,  analog telephone lines, and the 
Web-On-Call voice-browser software.  Once in place, consumers 
can simply call a designated telephone number for the company, 
and they will be able to browse that company's web site, as 
well as any other web site to which that company's page points. 
 It is not necessary to modify the web pages in any fashion for 
Web-On-Call to work, but it is advisable to spend the estimated 
twenty to thirty minutes to place "tags" in the web site 
templates, thus customizing the web site for optimal use with 
Web-On-Call.  These "tags" do not alter the web site's look or 
performance in any way for standard computer users.
	Web-On-Call combines human speech and synthesized speech. 
 Menus and standard prompts are heard as a human voice that is 
pre-recorded in the Web-On-Call software by NetPhonic 
Communications.  Web site information is relayed to the end 
user through Acuvoice, a software-based speech synthesis 
program.  For readers unfamiliar with the Acuvoice speech 
synthesis, it is a highly intelligible and clear voice 
synthesis developed by David Barton of San Jose, California.
	The user accesses the Internet through a company that 
sponsors Web-On-Call access to their web site, and an unlimited 
amount of options can be made available.  The Web-On-Call user 
makes use of the telephone keypad to make selections, jump to 
desired topics, and follow links (links are designated by beep- 
tones).  A pneumonic strategy is used whenever data entry is 
needed.  this strategy uses two-digit entries for alpha-based 
data entry.  the first digit is the key upon which the letter 
lies; the second digit represents the position the letter 
possesses on that key.  For example, if the user wished to 
enter the letter "C", they would first press the number 2 as 
the letter "c" falls on the key numbered 2.  They would then 
press the number 3 since the letter "C" is the third letter on 
that key.  Another example would be to enter the letter "M".  
the user would first press the number 6, upon which the letter 
"M" resides, and then press 1 since "M" is the first letter on 
that key.  The letters "Q" and "z" are assigned to the number 
1.  Mr. Rhie has indicated that he is researching alternative 
ways of entering data that might prove yet more rapid and more 
intuitive.  He says that, ultimately, voice recognition would 
be desirable, but current voice recognition technology 
precludes the facile and accurate use of it at this time.
	Web-On-Call Options: Web-On-Call access to the Internet is 
available through any site that has a Web-On-Call node, or that 
is pointed to by a page that already has a Web-On-Call node.  
Web sites that have search engines, yellow page listings, 
library indexes, data bases, and much more are all accessible 
through the telephone.  Furthermore, the cost of establishing 
Web-On-Call access to web sites is upon the companies, and not 
the user.  Companies wishing or needing to possess greater 
access to their information by clients or their own employees 
will purchase the Web-On-Call system so that a laptop or other 
computer is not always needed to access critical data. 
	In addition to having full access to web sites, 
Web-On-Call allows the user to send any designated information 
to themselves or any specific individual via e-mail, fax, or 
regular post.  Once the desired information has been gleaned, 
the user can simply key in the e-mail address, fax number, or 
postal address of the destination where they wish the 
information to go and the information will be sent there.  
Additionally, either HTML or ASCII versions of desired 
information can be selected.  Web-On-Call also provides access 
to e-mail.  The user can listen to their messages via 
synthesized speech, and they can respond or create messages 
themselves over the telephone.  Messages that are created over 
the phone are created as .wav files (usually  referred to as 
"wave" files).  These "wave" files are attached to messages and 
sent to their destination where another user can click on the 
"wave" file if they have a computer, and the computer's audio 
application will play the message through their sound card.  
Other Web-On-Call users can also listen to messages in a 
similar fashion.
	Summary: SAF evaluators were able to access a myriad of 
sites and information with Web-On-Call.  we accessed and read 
CNN news, Stanford University's home page, stock quotes, the 
New York times, and the Global Blind Exchange, just to name a 
few.  The newest version of the Web-On-Call software worked 
very smoothly, and the realization of the breadth of 
information available through a plain telephone was impressive. 
 There is very little to learn in order to use Web-On-Call, and 
the prospect of access to the Internet through any telephone in 
the world presents phenomenal access for individuals who are 
blind or visually-impaired.
	SAF was pleased at the genuine interest and reception Mr. 
Rhie gave to the idea of increased access for individuals who 
are blind, and he has indicated a strong willingness to pursue 
further access in this area.  Mr. Rhie encourages any 
individuals who wish to hear a demonstration of Web-On-Call, or 
who wish to contact Mr. Rhie, can do so by contacting him via 
the following information: Mr. Ken Rhie, President, NetPhonic 
Communications, Inc.  1-888-NETPHONIC; 1-650-962-1111; E-mail: 
kenrhie@netphonic.com; 
URL: www.netphonic.com; Address: 1580 El Camino Real, Suite 8, 
Mountain View, CA 94040.



 

	AROUND THE STATE 

	Special needs students can take the GED exam in Large 
Print, Audio Cassette and Braille, but until now there has not 
been readily available and affordable study materials to 
support these special edition tests.  Over the last year LRS 
has worked hard to remedy this problem.  When Contemporary 
Books came out with a compact review tools for all five GED 
test areas, we had found the perfect vehicle: comprehensive, 
concise and with only 494 pages!  Page count is a major issue 
for large print & Braille production because price is 
determined by the number of total pages.  
	Now we are extremely pleased to announce, in cooperation 
with Contemporary Books, the availability of: 

THE ESSENTIAL GED, 1996 edition, LARGE PRINT available now from 
Library Reproduction Service (LRS: A high quality made-to-order 
reproduction with these outstanding features: (1) Standard 
closed book size: 10 by 11 inches, 3 volumes; (2) A choice of 
hard or soft buckram cloth durable textbook binding; (3) EXTRA 
LARGE PRINT: 20 point type size; (4) Acid-free high opacity 
book paper.  Call to order or for more information: 
1-800-255-5002

AUDIO CASSETTE Available from Recordings for the Blind & 
Dyslexic (RFB&D): Currently in production.  Projected 
completion date: early 1998.  Call for more information and/or 
to find out about their individual and institutional membership 
loan program: 1-800-221-4792

BRAILLE Available from a group of dedicated California braille
transcribers, with the support and encouragement of LRS.  
Projected completion date: Sept. 1997.  For more information 
contact LRS at 1-800-255-5002.

Library Reproduction Service, 14214 S. Figueroa St., Los 
Angeles,
CA 90061; 800-255-5002; FAX 310-354-2601

*****		*****		*****		*****

	CHAPTER NEWS 

	The spirit of teamwork is alive and well at the Greater 
Los Angeles Chapter of the California Council of the Blind.  
This is a full participation chapter whose members join 
together in creating the agenda and assist in special events 
with generous and committed spirit.  The Greater L.A. Chapter 
has 47 members and is still growing.  At a monthly meeting this 
past fall, all members joined in a discussion to develop a 
program for the coming year.  Priority projects include mentor 
linkage with the Frances Blend School for the Blind in Los 
Angeles, promoting  audio description for stage plays, and 
member participation on advisory councils for transportation 
systems, especially paratransit.  The chapter also plans to 
meet with various legislative representatives on issues 
concerning the blind such as employment, SSI, and 
transportation. 
	At the fall, 1997, convention, of the CCB, the L.A. 
chapter had 25 of its members in attendance.  An energetic 
group of volunteers organized and managed the convention 
hospitality room for three nights. 
	The membership is very proactive, both in the CCB and the 
local community.  Elected officers include Anita Arakawa, first 
vice president; Andy Baraceco, second vice president; Ruth 
Dean, secretary; Grinnel Almy, treasurer; fund-raising chair, 
Obbie Schoeman; legislative chair, Jerry Arakawa with 
assistance from Mitch Pomerantz and Andy Baracco; social chair, 
Mary Lou Baracco.  All members are involved in recruiting new 
people to join our chapter as well as in carrying forward our 
programs.  The Greater  L.A. Chapter meets on the third 
Saturday of each month at the Beverly Hills Cafe at Wilshire 
and LaCienega from 12 noon to 3 PM.  For more information 
contact Teddie Remhild, chapter president, at 714-533-6051. 
Teddie Remhild 

*****          *****           *****          *****         
*****

	THE SILICON VALLEY COUNCIL OF THE BLIND
	CELEBRATES TENTH ANNIVERSARY          

	At our November 22 meeting, the members of the Silicon 
Valley Council of the Blind began the observance of its tenth 
anniversary, having received our charter at the fall convention 
of the California Council of the Blind in November, 1987.  
Roger Petersen and Christopher Gray, SVCB's first president, 
spoke about how the chapter started and how it has evolved over 
the years.  The celebration will continue at the holiday party 
which will be held on December 20.  An article about the 
origins of the chapter was also published in the November issue 
of the SVCB Newsletter.
	Also, on November 2, we held our election.  A recent 
Constitutional amendment moved the election from January to 
November so that, like CCB, we have a grace period between the 
  election and the time when new officers take over.  
	The following officers and directors were elected: 
president, Barbara Rhodes; vice president, Kenneth Frasse; 
rcording secretary, Michelle McGrew; corresponding secretary, 
Rose Deterding; treasurer, Bob Carter; director for two-year 
term, Allen Jones; director to fill a one-year vacancy, 
Margaret Budenz.  Donna Sanchez was elected to a two-year term 
last year.

Roger Petersen 

*****          *****          *****          *****          
*****

	CALIFORNIA COUNCIL OF CITIZENS WITH LOW VISION (CCLV) 

	During the Fall Convention, CCCLV held a joint session 
with the Senior Blind Committee.  The topic was self-esteem and 
vision loss.
	A presentation by Patricia Beattie of Alexandria, Virginia 
entitled "Not Quite Sighted, Certainly Not Blind:  Living 
Between Two Worlds" gave attendees an opportunity to share some 
of their  "moments."  Pat is First vice president of the 
Council of Citizens with Low Vision International and treasurer 
of ACB.  
	A brief business session was conducted and elections were 
held.  The following members were elected:  president, Bernice 
Kandarian;  first vice president, Donna Sanchez; secretary,  
Barbara Kron; treasurer, Tom Karnes; directors, Rita Moon, Cary 
Martin and Holly Johnson.  Editor of "CCLV News" is Joan Black.
	For the upcoming spring convention we plan to have a 
demonstration of Solar Box cooking.  We are also going to keep 
trying for the water aerobics session which has been twice 
scheduled and cancelled.  	Ideas and suggestions for 
additional program items are welcomed.  Please contact Bernice 
at 
650-969-1688 or email at petersen@svpal.org. 
	Be sure to pay your dues to Treasurer Tom Karnes by 
February 1 to continue receiving the "CCCLV News" and "Vision 
Access."  Tom's address is 4529 18th Street, San Francisco, CA 
94114; or you can contact him at 415-431-0245 and by email at 
karnes@netcom.com.  	Our Cookbook, "The Story of Herbs in 
Food Fragrance and Folklore" is available in large print, 
computer diskette or braille for $10.  Send check payable to 
CCCLV to Tom Karnes at the above address, being sure to specify 
the number of  copies and medium desired.
   
                                



	CCB OFFICERS

President:  Catherine Skivers, 836 Resota Street, Hayward, CA 94545

First Vice President: John Lopez, 3925 E. 6th Street, Los Angeles, 
CA 90023 

Second Vice President: Jeff Thom, 7414 Mooncrest Drive, Sacramento, 
CA 95831 

Secretary:  Kenneth Frasse, 141 Del Medio Ave., Apt. 223, Mountain 
View, CA 94040

Treasurer:  David Parker, 1600 Florida Street, Vallejo, CA 94590 

	----------------


	CCB PUBLICATIONS COMMITTEE


Joan Black, Chair: 4925 Coke Ave., Lakewood, CA 90712; 
	562-630-2304

Bernice Kandarian, Vice Chair: 	2211 Latham Tt. #120	, Mountain 	 
      View, CA 94040; 415-969-1688

Ruth Dean: 1535 Westgate Ave., #4, Los Angeles, CA 90025; 		
310-826-8106

Winifred Downing: 1587 38th Ave., San Francisco, CA 94122; 		
415-564-5798

Brian Hall: 5722 Abraham Ave., Westminster, CA 92683;           
714-894-3497

Maria Lopez: 3925 E. 6th St., Los Angeles, CA 90023; 213-268-4526

Daveed Mandell: 2720 Del Monte ave., El Cerrito, CA 94530;   
510-532-7687

Teddie Remhild: 200 N. Bilbert, #3, Anaheim, CA 92801; 
714-533-6051 

Cathy Schmitt: 348 S. Prosectors Road, 	#9, 	Diamond Bar, CA 
91765 
909-861-1653

Connie Skeen: 3250 Maple Ave., Oakland, CA 94602; 510-235-8715






 

 
 








