TO: All Persons Who Are Blind & Visually Impaired
FROM: Gavan Abe, Acting Community Services Coordinator
SUBJECT: ANNUAL WHITE CANE SAFETY AWARENESS DAY WALK &
T-SHIRT ORDERS
Ho'opono Services for the Blind will again be organizing its Annual White Cane Safety Awareness Day Walk to increase the general public's awareness of the long white cane and its significance and importance for persons who are blind and visually impaired. Please come and join us in our march through downtown Honolulu to remind Hawaii motorists to exercise caution and safety as they drive and see pedestrians using the white cane. This year's walk is scheduled as follows:
White Cane Safety Awareness Day Walk
Friday, October 15, 2010
9:15 a.m. T-Shirt Pick Up at State Capitol
9:45 a.m. Pre-Walk Program
10:00 a.m. Walk Commences!
The walk concludes at approximately 10:45 a.m. at the Iolani Palace grounds with free refreshments served. Walk participants are invited to celebrate the long white cane and enjoy the special entertainment by talented musicians and vocalists who are blind.
Please call Gavan Abe at 586-5271 before September 24th with your name and T-Shirt size. T-shirts are only for walk participants and a t-shirt is not guaranteed if you call after September 24th.
On behalf of all of the staff of Ho'opono, thank you sincerely for all of your past support and participation in our Annual White Cane Safety Awareness Day Walk!
Friday, August 27, 2010
Wednesday, July 28, 2010
ADA Amends Definition of Service Animals
Excerpt from Fact Sheet: Highlights of the Final Rule to Amend the Department of Justice's Regulation Implementing Title III of the ADA http://www.ada.gov/regs2010/factsheets/title3_factsheet.html
Service Animals. The rule defines "service animal" as a dog that has been individually trained to do work or perform tasks for the benefit of an individual with a disability. The rule states that other animals, whether wild or domestic, do not qualify as service animals. Dogs that are not trained to perform tasks that mitigate the effects of a disability, including dogs that are used purely for emotional support, are not service animals. The final rule also clarifies that individuals with mental disabilities who use service animals that are trained to perform a specific task are protected by the ADA. The rule permits the use of trained miniature horses as alternatives to dogs, subject to certain limitations. To allow flexibility in situations where using a horse would not be appropriate, the final rule does not include miniature horses in the definition of "service animal."
Service Animals. The rule defines "service animal" as a dog that has been individually trained to do work or perform tasks for the benefit of an individual with a disability. The rule states that other animals, whether wild or domestic, do not qualify as service animals. Dogs that are not trained to perform tasks that mitigate the effects of a disability, including dogs that are used purely for emotional support, are not service animals. The final rule also clarifies that individuals with mental disabilities who use service animals that are trained to perform a specific task are protected by the ADA. The rule permits the use of trained miniature horses as alternatives to dogs, subject to certain limitations. To allow flexibility in situations where using a horse would not be appropriate, the final rule does not include miniature horses in the definition of "service animal."
Thursday, July 8, 2010
Always A Good Thing To Know Dog CPR
Eye of the Pacific Guide Dogs Foundation graduates received training in first aid and CPR for dogs in a recent Annual Guide Dog Team’s Workshop. It is always a good idea to refresh your skills because you will never know when you will need it. Your dog will depend on you to come to his or her aid in serious emergency situations.
The video is fairly descriptive and easy to follow, especially if you already took hands on first aid and CPR for dogs.
Please take the time to refresh your skills, or if you have never learned this valuable life saving technique, copy and paste this address in your browser to view this video.
http://www.youtube.com/watch?v=0AFrUiRIeVo
The video is fairly descriptive and easy to follow, especially if you already took hands on first aid and CPR for dogs.
Please take the time to refresh your skills, or if you have never learned this valuable life saving technique, copy and paste this address in your browser to view this video.
http://www.youtube.com/watch?v=0AFrUiRIeVo
Wednesday, July 7, 2010
Accessible Android E-Mail and Barcode Reader Available
FOR IMMEDIATE RELEASE
Contact: Steve Jacobs
Phone: (614) 777-0660
E-Mail: steve.jacobs@ideal-group.org
Accessible Android E-Mail and Barcode Reader Available
Open Source, Android Applications Released in Support of Raising the Floor, Reducing the Cost, and Leveling the Playing Field for Individuals with Disabilities
HILLIARD, OH July 6, 2010 - IDEAL Group Apps4Android, Inc. announced today the release of the first Android e-mail reader for the blind. The IDEAL K9 E-MailR reader is accessible using Google's Talkback and other Android screenreaders. Also announced was the release of IDEAL Item IdentifierR, an Android-based barcode reader. The barcode reader makes it possible to quickly, easily, and accurately identify products by using Android smartphones to read barcodes on standard products. Both applications have been open-sourced in support of the Raising the Floor Initiative. http://raisingthefloor.net/
According to Steve Jacobs the President of IDEAL Group, "Given the efforts Google has put into Android, especially the work of their Eyes-Free Project team, we are convinced that Google is committed to making Android a world-class fully accessible platform and we want to help Google get there faster."
IDEAL is also developing an open source Android web browser for the blind. In addition, IDEAL is developing an open source video magnification application that enables individuals with low vision to turn their Android smartphones into hand-held video magnifiers.
Given the high cost of dedicated devices that serve these purposes today, Jacobs hopes these free, high-quality open source Android applications will be Raising the Floor of opportunities for
individuals with print disabilities.
Jacobs further stated, "While we plan to develop accessible applications for other platforms in the future, we love the openness of Android. It makes it easy for developers to figure out how programs function and has enabled us to innovate much more rapidly and easily than on any other platform."
About IDEAL Group Apps4Android:
Apps4Android, Inc. is dedicated to developing low/no-cost, high-quality, Android applications that enhance the quality-of-life, independence, quality of education, and employability of individuals with disabilities... and everyone else! Apps4Android is the world's largest developer of speech-enabled Android applications in the world with 750,000+ active users in 47 countries. For more information: http://apps4android.org/
About Raising the Floor (RtF):
Raising the Floor is an international consortium of organizations and > individuals focused on ensuring that people experiencing disabilities, literacy problems, or the effects of aging are able to access and use all of the information, resources, services, and communities available on or through the Web. Of particular concern are those with limited or no resources. For more information: http://raisingthefloor.net/about
This work is supported in part with funds from the National Institute on Disability and Rehabilitation Research, U.S. Department of Education, grant number H133E080022 to the University of Wisconsin Trace R&D Center. Users of IDEAL K9 E-MailR and IDEAL Item IdentifierR should not assume endorsement by either the Department of Education or the federal government.
Contact: Steve Jacobs
Phone: (614) 777-0660
E-Mail: steve.jacobs@ideal-group.org
Accessible Android E-Mail and Barcode Reader Available
Open Source, Android Applications Released in Support of Raising the Floor, Reducing the Cost, and Leveling the Playing Field for Individuals with Disabilities
HILLIARD, OH July 6, 2010 - IDEAL Group Apps4Android, Inc. announced today the release of the first Android e-mail reader for the blind. The IDEAL K9 E-MailR reader is accessible using Google's Talkback and other Android screenreaders. Also announced was the release of IDEAL Item IdentifierR, an Android-based barcode reader. The barcode reader makes it possible to quickly, easily, and accurately identify products by using Android smartphones to read barcodes on standard products. Both applications have been open-sourced in support of the Raising the Floor Initiative. http://raisingthefloor.net/
According to Steve Jacobs the President of IDEAL Group, "Given the efforts Google has put into Android, especially the work of their Eyes-Free Project team, we are convinced that Google is committed to making Android a world-class fully accessible platform and we want to help Google get there faster."
IDEAL is also developing an open source Android web browser for the blind. In addition, IDEAL is developing an open source video magnification application that enables individuals with low vision to turn their Android smartphones into hand-held video magnifiers.
Given the high cost of dedicated devices that serve these purposes today, Jacobs hopes these free, high-quality open source Android applications will be Raising the Floor of opportunities for
individuals with print disabilities.
Jacobs further stated, "While we plan to develop accessible applications for other platforms in the future, we love the openness of Android. It makes it easy for developers to figure out how programs function and has enabled us to innovate much more rapidly and easily than on any other platform."
About IDEAL Group Apps4Android:
Apps4Android, Inc. is dedicated to developing low/no-cost, high-quality, Android applications that enhance the quality-of-life, independence, quality of education, and employability of individuals with disabilities... and everyone else! Apps4Android is the world's largest developer of speech-enabled Android applications in the world with 750,000+ active users in 47 countries. For more information: http://apps4android.org/
About Raising the Floor (RtF):
Raising the Floor is an international consortium of organizations and > individuals focused on ensuring that people experiencing disabilities, literacy problems, or the effects of aging are able to access and use all of the information, resources, services, and communities available on or through the Web. Of particular concern are those with limited or no resources. For more information: http://raisingthefloor.net/about
This work is supported in part with funds from the National Institute on Disability and Rehabilitation Research, U.S. Department of Education, grant number H133E080022 to the University of Wisconsin Trace R&D Center. Users of IDEAL K9 E-MailR and IDEAL Item IdentifierR should not assume endorsement by either the Department of Education or the federal government.
Friday, July 2, 2010
Horse and Guide Dog - What Better Best Friends Can I Hope For?
Guide Dog Flynn was born and trained at Guide Dogs Victoria of Melbourne, Australia. He began his career in September of 2008 and has led a brisk and busy career so far.
Guide Dog Flynn and his handler do not depend on anyone to take them anywhere. They use contracted transportation for all their daily rides and walk everywhere else. As much as Flynn enjoys his career, he equally enjoys his time off duty. One of this team's favorite leisure days is spending it with Indie, the handler's horse.
For six months since beginning his career, Flynn stayed at home while his handler spent her day working with her horse. This time was necessary to encourage a positive bond between Flynn and his handler. At the close of the sixth month and when a guide dog instructor was present, the team headed out to the ranch so that Flynn and Indie could finally meet.
This event was a nervous start for the handler. She was very hopeful that her two best animal friends would agree with one another. She knew that there would be the possibility that either one may not take a liking to the other. Flynn was given the opportunity to sniff out the grounds and get comfortable. As he romped around, the handler was concerned that his excitement would make the introduction difficult. Nevertheless, the meeting had to take place.
Flynn's harness was removed for the introduction outside of the fencing. With the handler controlling her horse, the guide dog instructor walked Flynn over to Indie. The instructor and handler then stepped away and held their breath, keeping alert for any sudden signs of danger. To their joy, Flynn approached as if he were exploring something new. He sniffed Indie who stood tall and bold. Satisfied, Flynn looked up to Indie and Indie leaned her head down to him. In agreement, they touched noses and a new friendship was formed.
Since then, Flynn makes regular trips out to the ranch to visit with Indie. Time is spent playing in the pasture and while the handler is working with Indie, he naps on his mat under the shade of a big tree. Appreciating the loyalty and gentleness of her two animals, the handler states, "With Flynn and Indie, what better best friends could I have hoped for?"
Thursday, July 1, 2010
Letter to Colleges About Electronic Book Readers
Thomas E. Perez
Assistant Attorney General
U.S. Department of Justice
ADA
"What's New to ada.gov"
Department of Justice and Department of Education Joint "Dear Colleague" Letter on Electronic Book Readers (6/29/2010)
Dear College or University President:
We write to express concern on the part of the Department of Justice and the Department of Education that colleges and universities are using electronic book readers that are not accessible to students who are blind or have low vision and to seek your help in ensuring that this emerging technology is used in classroom settings in a manner that is permissible under federal law. A serious problem with some of these devices is that they lack an accessible text-to-speech function. Requiring use of an emerging technology in a classroom environment when the technology is inaccessible to an entire population of individuals with disabilities–individuals with visual disabilities–is discrimination prohibited by the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 (Section 504) unless those individuals are provided accommodations or modifications that permit them to receive all the educational benefits provided by the technology in an equally effective and equally integrated manner.
The Departments of Justice and Education share responsibility for protecting the rights of college and university students with disabilities. The Department of Justice is responsible for enforcement and implementation of title III of the ADA, which covers private colleges and universities, and the Departments of Justice and Education both have enforcement authority under title II of the ADA, which covers public universities. In addition, the Department of Education enforces Section 504 with respect to public and private colleges and universities that receive federal financial assistance from the Department of Education. As discussed below, the general requirements of Section 504 and the ADA reach equipment and technological devices when they are used by public entities or places of public accommodation as part of their programs, services, activities, goods, advantages, privileges, or accommodations.
Under title III, individuals with disabilities, including students with visual impairments, may not be discriminated against in the full and equal enjoyment of all of the goods and services of private colleges and universities; they must receive an equal opportunity to participate in and benefit from these goods and services; and, they must not be provided different or separate goods or services unless doing so is necessary to ensure that access to the goods and services is equally as effective as that provided to others. 1. Under title II, qualified individuals with disabilities may not be excluded from participation in or denied the benefits of the services, programs, or activities of, nor subjected to discrimination by, public universities and colleges. 2. Both title II and Section 504 prohibit colleges and universities from affording individuals with disabilities with an opportunity to participate in or benefit from college and university aids, benefits, and services that is unequal to the opportunity afforded others. 3. Similarly, individuals with disabilities must be provided with aids, benefits, or services that provide an equal opportunity to achieve the same result or the same level of achievement as others.
4. A college or university may provide an individual with a disability, or a class of individuals with disabilities, with a different or separate aid, benefit, or service only if doing so is necessary to ensure that the aid, benefit, or service is as effective as that provided to others. 5. The Department of Justice recently entered into settlement agreements with colleges and universities that used the Kindle DX, an inaccessible, electronic book reader, in the classroom as part of a pilot study with Amazon.com, Inc. In summary, the universities agreed not to purchase, require, or recommend use of the Kindle DX, or any other dedicated electronic book reader, unless or until the device is fully accessible to individuals who are blind or have low vision, or the universities provide reasonable accommodation or modification so that a student can acquire the same information, engage in the same interactions, and enjoy the same services as sighted students with substantially equivalent ease of use. The texts of these agreements may be viewed on the Department of Justice’s ADA Web site, www.ada.gov. (To find these settlements on www.ada.gov, search for “Kindle.”) Consistent with the relief obtained by the Department of Justice in those matters, the Department of Education has also resolved similar complaints against colleges and universities.
As officials of the agencies charged with enforcement and interpretation of the ADA and Section 504, we ask that you take steps to ensure that your college or university refrains from requiring the use of any electronic book reader, or other similar technology, in a teaching or classroom environment as long as the device remains inaccessible to individuals who are blind or have low vision. It is unacceptable for universities to use emerging technology without insisting that this technology be accessible to all students.
Congress found when enacting the ADA that individuals with disabilities were uniquely disadvantaged in American society in critical areas such as education. 6. Providing individuals with disabilities full and equal access to educational opportunities is as essential today as it was when the ADA was passed. In a Proclamation for National Disability Employment Awareness Month, President Obama underscored the need to “strengthen and expand the educational opportunities for individuals with disabilities,” noting that, “[i]f we are to build a world free from unnecessary barriers . . .we must ensure that every American receives an education that prepares him or her for future success.” http://www.whitehouse.gov/the-press-office/presidential-proclamation-national-disability-employment-awareness-month (September 30, 2009) (emphasis added).
Technology is the hallmark of the future, and technological competency is essential to preparing all students for future success. Emerging technologies are an educational resource that enhances the experience for everyone, and perhaps especially for students with disabilities. Technological innovations have opened a virtual world of commerce, information, and education to many individuals with disabilities for whom access to the physical world remains challenging. Ensuring equal access to emerging technology in university and college classrooms is a means to the goal of full integration and equal educational opportunity for this nation’s students with disabilities. With technological advances, procuring electronic book readers that are accessible should be neither costly nor difficult.
We would like to work with you to ensure that America’s technological advances are used for the benefit of all students. The Department of Justice operates a toll-free, technical assistance line to answer questions with regard to the requirements of federal laws protecting the rights of individuals with disabilities. For technical assistance, please call (800) 514-0301 (voice) or (800) 514-0383 (TTY). Specialists are available Monday through Friday from 9:30 AM until 5:30 PM (ET) except for Thursday, when the hours are 12:30 PM until 5:30 PM. These specialists have been trained specifically to address questions regarding accessible electronic book readers. Colleges, universities, and other stakeholders can also contact the Department of Education’s Office for Civil Rights for technical assistance by going to OCR’s Web site at http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm.
We appreciate your consideration of this essential educational issue and look forward to working with you to ensure that our nation’s colleges and universities are fully accessible to individuals with disabilities.
Sincerely,
Thomas E. Perez
Assistant Attorney General Civil Rights Division U.S. Department of Justice
Russlynn Ali Assistant
Assistant Attorney General
U.S. Department of Justice
ADA
"What's New to ada.gov"
Department of Justice and Department of Education Joint "Dear Colleague" Letter on Electronic Book Readers (6/29/2010)
Dear College or University President:
We write to express concern on the part of the Department of Justice and the Department of Education that colleges and universities are using electronic book readers that are not accessible to students who are blind or have low vision and to seek your help in ensuring that this emerging technology is used in classroom settings in a manner that is permissible under federal law. A serious problem with some of these devices is that they lack an accessible text-to-speech function. Requiring use of an emerging technology in a classroom environment when the technology is inaccessible to an entire population of individuals with disabilities–individuals with visual disabilities–is discrimination prohibited by the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 (Section 504) unless those individuals are provided accommodations or modifications that permit them to receive all the educational benefits provided by the technology in an equally effective and equally integrated manner.
The Departments of Justice and Education share responsibility for protecting the rights of college and university students with disabilities. The Department of Justice is responsible for enforcement and implementation of title III of the ADA, which covers private colleges and universities, and the Departments of Justice and Education both have enforcement authority under title II of the ADA, which covers public universities. In addition, the Department of Education enforces Section 504 with respect to public and private colleges and universities that receive federal financial assistance from the Department of Education. As discussed below, the general requirements of Section 504 and the ADA reach equipment and technological devices when they are used by public entities or places of public accommodation as part of their programs, services, activities, goods, advantages, privileges, or accommodations.
Under title III, individuals with disabilities, including students with visual impairments, may not be discriminated against in the full and equal enjoyment of all of the goods and services of private colleges and universities; they must receive an equal opportunity to participate in and benefit from these goods and services; and, they must not be provided different or separate goods or services unless doing so is necessary to ensure that access to the goods and services is equally as effective as that provided to others. 1. Under title II, qualified individuals with disabilities may not be excluded from participation in or denied the benefits of the services, programs, or activities of, nor subjected to discrimination by, public universities and colleges. 2. Both title II and Section 504 prohibit colleges and universities from affording individuals with disabilities with an opportunity to participate in or benefit from college and university aids, benefits, and services that is unequal to the opportunity afforded others. 3. Similarly, individuals with disabilities must be provided with aids, benefits, or services that provide an equal opportunity to achieve the same result or the same level of achievement as others.
4. A college or university may provide an individual with a disability, or a class of individuals with disabilities, with a different or separate aid, benefit, or service only if doing so is necessary to ensure that the aid, benefit, or service is as effective as that provided to others. 5. The Department of Justice recently entered into settlement agreements with colleges and universities that used the Kindle DX, an inaccessible, electronic book reader, in the classroom as part of a pilot study with Amazon.com, Inc. In summary, the universities agreed not to purchase, require, or recommend use of the Kindle DX, or any other dedicated electronic book reader, unless or until the device is fully accessible to individuals who are blind or have low vision, or the universities provide reasonable accommodation or modification so that a student can acquire the same information, engage in the same interactions, and enjoy the same services as sighted students with substantially equivalent ease of use. The texts of these agreements may be viewed on the Department of Justice’s ADA Web site, www.ada.gov. (To find these settlements on www.ada.gov, search for “Kindle.”) Consistent with the relief obtained by the Department of Justice in those matters, the Department of Education has also resolved similar complaints against colleges and universities.
As officials of the agencies charged with enforcement and interpretation of the ADA and Section 504, we ask that you take steps to ensure that your college or university refrains from requiring the use of any electronic book reader, or other similar technology, in a teaching or classroom environment as long as the device remains inaccessible to individuals who are blind or have low vision. It is unacceptable for universities to use emerging technology without insisting that this technology be accessible to all students.
Congress found when enacting the ADA that individuals with disabilities were uniquely disadvantaged in American society in critical areas such as education. 6. Providing individuals with disabilities full and equal access to educational opportunities is as essential today as it was when the ADA was passed. In a Proclamation for National Disability Employment Awareness Month, President Obama underscored the need to “strengthen and expand the educational opportunities for individuals with disabilities,” noting that, “[i]f we are to build a world free from unnecessary barriers . . .we must ensure that every American receives an education that prepares him or her for future success.” http://www.whitehouse.gov/the-press-office/presidential-proclamation-national-disability-employment-awareness-month (September 30, 2009) (emphasis added).
Technology is the hallmark of the future, and technological competency is essential to preparing all students for future success. Emerging technologies are an educational resource that enhances the experience for everyone, and perhaps especially for students with disabilities. Technological innovations have opened a virtual world of commerce, information, and education to many individuals with disabilities for whom access to the physical world remains challenging. Ensuring equal access to emerging technology in university and college classrooms is a means to the goal of full integration and equal educational opportunity for this nation’s students with disabilities. With technological advances, procuring electronic book readers that are accessible should be neither costly nor difficult.
We would like to work with you to ensure that America’s technological advances are used for the benefit of all students. The Department of Justice operates a toll-free, technical assistance line to answer questions with regard to the requirements of federal laws protecting the rights of individuals with disabilities. For technical assistance, please call (800) 514-0301 (voice) or (800) 514-0383 (TTY). Specialists are available Monday through Friday from 9:30 AM until 5:30 PM (ET) except for Thursday, when the hours are 12:30 PM until 5:30 PM. These specialists have been trained specifically to address questions regarding accessible electronic book readers. Colleges, universities, and other stakeholders can also contact the Department of Education’s Office for Civil Rights for technical assistance by going to OCR’s Web site at http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm.
We appreciate your consideration of this essential educational issue and look forward to working with you to ensure that our nation’s colleges and universities are fully accessible to individuals with disabilities.
Sincerely,
Thomas E. Perez
Assistant Attorney General Civil Rights Division U.S. Department of Justice
Russlynn Ali Assistant
Girls Just Want to Have Fun!
Girls just want to have fun!
From the rain and high sun of Australia to the trade winds of the islands to the winter cold snow of Canada, Arika has become a world traveler just short of her first anniversary as a guide dog.
Her handler, originally from Canada, makes regular trips back and forth. This year, Arika went in March and was greeted by the winter cold and for the first time, SNOW!
Off duty, Arika ventured into the back yard of her Canada home. Instead of green grass, she saw a blanket of white stuff. Stepping into the snow and feeling the strangeness only prompted her to explore. Away she goes, sniffing around leaving paw prints behind. Excited with what she discovered, she lays into the snow and loving the softness, she dives into the snow head first! Bright eyed and full of newfound fun, she plays happily. Her human friend comes out to join her and begins throwing snow balls. Arika doesn't hesitate – high into the sky she jumps to catch her first snowball! There have been many snowballs since and will always be every time Arika makes her winter trip travel to her second home in Canada!
What's the Rush?
Luke has several spots in the home where he especially likes to lay. One of them is against the entry door. After observing, I noticed that he would choose this spot when everyone is in the home. From his position, he has full view of every bedroom door and living area.
My totally laid back partner was lying against the entry door one day, snoozing away. Brother, tending to leave for work at the last possible moment tries to open the door. Politely, brother asks Luke to get up so that he can get out. I am sitting 20 feet away at my work station and I hear Luke's tail thump quietly against the wall to the rhythmic beat of 4 whole notes. Thump, thump, thump....
Brother, with hand already on the door knob, asks Luke again, in a polite manner to get up. Realizing that Luke was paying no mind to him, brother gets impatient and says, "Luke, blurb)! I'm going to be late!" Get up? Then you can go back down again." Thump, thump, thump...
Finally, brother, frustrated that Luke was totally ignoring him, turns to me for help. "Hey, can you tell your dog to move so I can get out? I'm going to be late!" Thump, thump, thump...
Very quietly, knowing full well that Luke was purposely messing with brother, I called Luke to me. Ever so slowly, Luke rises from his spot and stretches out his full 35 inch length and 27 inch height, then slowly begins to step away. Brother is breathing impatiently already as he waits for the slow moving dog to clear the door. Just as he does, brother opens the door to say thanks only to be greeted with a look from Luke that said, "Whatever. I don't see what the rush is all about!" Brother, snaps, "Yeah, whatever, Luke"
Luke reaches me and lays his head on my lap. Then he looks up to me saying, " Did you like that, mum?" Tail wagging briskly and face leaning up to lick me tells me this dog just played my brother and was proud of himself!" Praises were certainly in order!
Thursday, June 24, 2010
Guide Dog Luke Protesting Personal Ride?
Luke, featured on the ABOUT SERVICE ANIMALS page, was born and trained at Royal New Zealand Foundation of the Blind. He is very large but is still on the lean side and weighs 85 pounds. He has very serious concentration when working and most people who know him accuse him of being anal with his work. He is totally laid back and in no rush to go anywhere. People who interact with Luke say that his expressions clearly express what he wants to say with no mistake.
A couple of days ago, a colleague came to my medical clinic to pick us up for a meeting. Knowing our ride was on the lot, we stepped out into the parkway to make sure she saw us. She saw us and honked her horn to signal me. When Luke saw who was there, he began side stepping away from me but still keeping his intent glare on my colleague. My colleague yells from her car, "Yes, that's right... You are riding with me and you have nowhere else to go. So get your bloody (blurb) in here." I proceed to the car with my partner grudgingly along side. As we get to the vehicle door, he tries one last attempt to suggest that we not go in the car by stepping away and tugging at his lead to persuade me to follow. I told him to get over it and get into the car. He gets in and sits up straight glaring at my colleague. She snaps "Alright, I will turn on the A/C just for you. So go lie down and stop staring at me." He settles down and waits for the A/C to turn on before sinking into sleep and snore!
A couple of days ago, a colleague came to my medical clinic to pick us up for a meeting. Knowing our ride was on the lot, we stepped out into the parkway to make sure she saw us. She saw us and honked her horn to signal me. When Luke saw who was there, he began side stepping away from me but still keeping his intent glare on my colleague. My colleague yells from her car, "Yes, that's right... You are riding with me and you have nowhere else to go. So get your bloody (blurb) in here." I proceed to the car with my partner grudgingly along side. As we get to the vehicle door, he tries one last attempt to suggest that we not go in the car by stepping away and tugging at his lead to persuade me to follow. I told him to get over it and get into the car. He gets in and sits up straight glaring at my colleague. She snaps "Alright, I will turn on the A/C just for you. So go lie down and stop staring at me." He settles down and waits for the A/C to turn on before sinking into sleep and snore!
Wednesday, June 23, 2010
Will U.S. Currency Be Accessible For The Blind In The Future?
Bureau of Engraving and Printing Seeks Comment on Making Currency Accessible
The Bureau of Engraving and Printing seeks public comment on efforts to make U.S. currency accessible to people with vision impairments. In a notice published in the Federal Registery on May 20, the Bureau outlined potential actions to be undertaken and posed specific questions to the public. The Bureau is proposing to add a raised tactile feature to indicate currency denomination and to improve visual access through larger numbers, higher contrast, and more distinct color schemes. In addition, the agency is also considering a supplemental program to provide currency readers free to those who need them and to explore emerging technological solutions to further improve accessibility. These actions are based on a study of the issue previously commissioned by the Bureau and stem from a ruling in a court case filed by the American Council of the Blind.
The notice specifically seeks public input on criteria for tactile and visual features, including the type and location of tactile features, the size and contrast of the numerals, impacts on cash handling industries and equipment, the currency reader program, and other topics. The notice, which includes instructions on submitting comment, is available through the online edition of the Federal Registery at www.gpoaccess.gov/fr/index.html. Comments are due by August 18. For further information, contact Ellen Gano of the Bureau at (202) 874-1200.
Note from Guide Dog Ambassador: Don't imagine that your comment may be little or nonsense. All comments, ideas, suggestions and even examples about other currencies will go a long way toward finding the ideal way to produce accessible currency!
We like to believe that "Individually, we can make a difference. Together, we can make a change".
The Bureau of Engraving and Printing seeks public comment on efforts to make U.S. currency accessible to people with vision impairments. In a notice published in the Federal Registery on May 20, the Bureau outlined potential actions to be undertaken and posed specific questions to the public. The Bureau is proposing to add a raised tactile feature to indicate currency denomination and to improve visual access through larger numbers, higher contrast, and more distinct color schemes. In addition, the agency is also considering a supplemental program to provide currency readers free to those who need them and to explore emerging technological solutions to further improve accessibility. These actions are based on a study of the issue previously commissioned by the Bureau and stem from a ruling in a court case filed by the American Council of the Blind.
The notice specifically seeks public input on criteria for tactile and visual features, including the type and location of tactile features, the size and contrast of the numerals, impacts on cash handling industries and equipment, the currency reader program, and other topics. The notice, which includes instructions on submitting comment, is available through the online edition of the Federal Registery at www.gpoaccess.gov/fr/index.html. Comments are due by August 18. For further information, contact Ellen Gano of the Bureau at (202) 874-1200.
Note from Guide Dog Ambassador: Don't imagine that your comment may be little or nonsense. All comments, ideas, suggestions and even examples about other currencies will go a long way toward finding the ideal way to produce accessible currency!
We like to believe that "Individually, we can make a difference. Together, we can make a change".
Sunday, June 20, 2010
National ADA 2010 By 2010 Campaign Update For Hawaii
Eye of the Pacific Guide Dogs Foundation sincerely thanks the following listed for taking the time to go online and submit their proclamation supporting the ideals and goals of the ADA for full inclusion for Americans with disabilities in every day American life.
The National ADA symposium is asking that states reach a goal of at least 40 proclamations. This is not hard considering that it only takes 5 minutes to do this online and it is not only the right thing – it is the aloha way – demonstrating that Hawaii cares about her people.
If you have not submitted your proclamation, please take a few minutes. Make Hawaii proud! Go to our NATIONAL ADA SYMPOSIUM: LEARN MORE ABOUT HAWAII'S 2010 ABLE EVENT link.
Hawaii State Senate- Honolulu, Signee: Senator William C. Espero
Statewide Independent Living Council of Hawaii- Honolulu, Signee: Margaret Levy-Dohanos, Council Member
Eye of the Pacific Guide Dogs Foundation- Honolulu, Signee: Dave Palomares, President
Dolphin Press- Hilo, Signee: Elizabeth Whitney, President/Owner
Full Life- Pahoa, Signee: Jan Stickney, Program Director
Integrated Energy Balancing- Pahoa, Signee: Margaret Martin, Owner
Hawaii Community College- Hilo, Signee: Karen Kane, Counselor for Students with Disabilities
Hawaii Centers for Independent Living- Honolulu, Signee: Gordon Fuller, Executive Director
Hawaii Centers for Independent Living- Kaunakakai, Kealoha Laemoa, Independent Living Specialist
Hawaii Center for Independent Living- Pahoa, Signee: Edel Hanoa, Independent Living Specialist
Hawaii Center for Independent Living- Hauula, Signee: Danford Campbell, IL Specialist
Maui Wheelers- Wailuku, Signee: Heather Proud Harmony, Peer Counselor/ Facilitator
Easter Seals Hawaii- Honolulu, Signee: John Howell, President & CEO
Individuals/Advocates- Signees: (Hilo) Paige Delima, Parent
The National ADA symposium is asking that states reach a goal of at least 40 proclamations. This is not hard considering that it only takes 5 minutes to do this online and it is not only the right thing – it is the aloha way – demonstrating that Hawaii cares about her people.
If you have not submitted your proclamation, please take a few minutes. Make Hawaii proud! Go to our NATIONAL ADA SYMPOSIUM: LEARN MORE ABOUT HAWAII'S 2010 ABLE EVENT link.
Hawaii State Senate- Honolulu, Signee: Senator William C. Espero
Statewide Independent Living Council of Hawaii- Honolulu, Signee: Margaret Levy-Dohanos, Council Member
Eye of the Pacific Guide Dogs Foundation- Honolulu, Signee: Dave Palomares, President
Dolphin Press- Hilo, Signee: Elizabeth Whitney, President/Owner
Full Life- Pahoa, Signee: Jan Stickney, Program Director
Integrated Energy Balancing- Pahoa, Signee: Margaret Martin, Owner
Hawaii Community College- Hilo, Signee: Karen Kane, Counselor for Students with Disabilities
Hawaii Centers for Independent Living- Honolulu, Signee: Gordon Fuller, Executive Director
Hawaii Centers for Independent Living- Kaunakakai, Kealoha Laemoa, Independent Living Specialist
Hawaii Center for Independent Living- Pahoa, Signee: Edel Hanoa, Independent Living Specialist
Hawaii Center for Independent Living- Hauula, Signee: Danford Campbell, IL Specialist
Maui Wheelers- Wailuku, Signee: Heather Proud Harmony, Peer Counselor/ Facilitator
Easter Seals Hawaii- Honolulu, Signee: John Howell, President & CEO
Individuals/Advocates- Signees: (Hilo) Paige Delima, Parent
Wednesday, June 9, 2010
HAPPY 1ST ANNIVERSARY!
Congratulations Guide Dog Arika and Guide Dog Zoe for completing their first year as guide dogs. Guide Dog Arika is featured on the Electronic Aids page and Guide Dog Zoe is featured on the Donations page. Our young ladies were trained by Guide Dogs Victoria of Australia and have demonstrated exceptional professional manners and skill. We at Eye of the Pacific are proud of our ladies for making their first year a great success in providing exceptional guide dog mobility for their handlers. WAY TO GO, GIRLS! KEEP UP THE GOOD WORK!
Wednesday, May 5, 2010
EOTP SPEARHEADS 2010 ADA ANNIVERSARY CELEBRATION
On May 4, 2010 the board of directors committed to spearhead the ADA Anniversary Celebration. Hawaii residents and businesses are invited to join us as we celebrate 20 years of
Monday, April 19, 2010
INTERNATIONAL GUIDE DOG DAY – April 29, 2010
On Wednesday, April 29, 2010, join us in recognizing the important role guide dogs play in helping blind and visually impaired attain safe and independent mobility.
Guide dog handlers walk freely and feel confident knowing their Guide Dog will not only recognize obstacles but guide safely around them.
Most people are generous in providing access to Guide Dogs, however not everyone understands just how essential the Guide Dog is for their handler, or aren’t fully aware of the laws entitling public access for Guide Dog.
Guide Dog handlers worldwide continue to experience frustration and discrimination of refusing them access into a restaurant, store or taxi etc because of their guide dog.
You can support Guide Dogs by remembering that Guide Dogs are legally allowed access into all public places such as airplanes, taxis, trains, buses, grocery stores, banks, hotels, restaurants, doctors offices, theatres, amusement parks and shopping malls. It is a case of discrimination if a Guide Dog and its handler are denied access to any public place.
Guide Dogs are specially bred and trained to guide their handler safely in any environment. Guide Dogs have undergone rigorous training to ensure they focus on the task. They are quiet, well behaved, non-aggressive and completely clean at all times.
Guide dog handlers walk freely and feel confident knowing their Guide Dog will not only recognize obstacles but guide safely around them.
Most people are generous in providing access to Guide Dogs, however not everyone understands just how essential the Guide Dog is for their handler, or aren’t fully aware of the laws entitling public access for Guide Dog.
Guide Dog handlers worldwide continue to experience frustration and discrimination of refusing them access into a restaurant, store or taxi etc because of their guide dog.
You can support Guide Dogs by remembering that Guide Dogs are legally allowed access into all public places such as airplanes, taxis, trains, buses, grocery stores, banks, hotels, restaurants, doctors offices, theatres, amusement parks and shopping malls. It is a case of discrimination if a Guide Dog and its handler are denied access to any public place.
Guide Dogs are specially bred and trained to guide their handler safely in any environment. Guide Dogs have undergone rigorous training to ensure they focus on the task. They are quiet, well behaved, non-aggressive and completely clean at all times.
Wednesday, January 27, 2010
Welcome Guide Dog Luke!
Guide Dog Luke commenced his career on February 19, 2010. Born and trained by Royal New Zealand Foundation of the Blind, Luke is a conscientious worker who wants to please his partner with perfection. He is laid back and fits in nicely with the family and community. Congratulations Luke!
Luke is featured on our ABOUT SERVICE ANIMALS page.
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