Handbook edu b-vip 2015 word

EXPERIENCES OF ADULT EDUCATION IN
EUROPE FOR BLIND OR VISUALLY
IMPAIRED PEOPLE
EDU-B-VIP
LLP Grundtvig partnership project
HANDBOOK
Methods, experiences and stories
1

EXPERIENCES OF ADULT EDUCATION IN EUROPE,
FOR BLIND OR VISUALLY IMPAIRED PEOPLE – EDU-B-VIP.
LLP GRUNDTVIG PROJECT
Project Handbook
Methods, experiences and stories
Project blog:
http://educationeuropeblindvisuallyimpaired.blogspot.it/search/label/Czech
%20Republic
"This project has been funded with support from the European Commission. This
publication reflects the views only of the author, and the Commission cannot be
held responsible for any use which may be made of the information contained
therein."
This work is licensed under a Creative Commons Attribution 3.0 Unported License.
2

INDEX
Introduction
Chapter 1 - The project
Paragraph 1- Objectives of the project.
Paragraph 2- Activities realized.
Chapter 2 - Learning process in non-formal and informal
context.
Paragraph 1- Best practices.
Paragraph 2- Experiences.
Chapter 3 - Blind people - social and working inclusion.
Chapter 4 - Active citizenship in the learning process of blind
people.
Chapter 5– ICT tools for blind and visually impaired people.
Chapter 6 - Appendix
Paragraph 1- Partner Organizations.
Paragraph 2- Handbook authors.
Paragraph 3- Other Organizations involved.
3

Introduction
The project “Experiences of Adult Education in Europe for blind or visually impaired
people, Edu-B-VIP”, has been realized with the participation of different kind of
organizations. On the one hand organizations working specifically for blind and
visually impaired people, as ANPVI (Italy), which is the coordinating organization
that initiated the project, and the Latvian Society of the Blind. By the other side
there are organizations that are involved in training and adult education both in the
broadest sense as Stowarzyszenie Trenerów Organizacji Pozarządowych (Poland),
Transformando (Spain), and is in a specific sense as the Centre for Visualisation and
Interactivity in Education, CVIV (Czech Republic), which deals with the creation of
educational activities related to the world of disability with special attention to ICT.
We started this adventure with the idea that these differences in the partnership
would represent, as happens in these kinds of projects, an important value in terms
of interchange, and after two years we can confirm this expectation.
Many images come up to my mind thinking of the two-year project. An
unforgettable moment of the first meeting was certainly when we visited the
Capitoline Museum in Rome; on this occasion we had a chance to take a guided tour
where blind and visually impaired could touch some of the statues, and I will never
forget the image of some blind participants caressing the famous statue of the she-
wolf who according to legend brought up the two founders of Rome, Romulus and
Remus.
In Poland, in Warsaw, we had the opportunity to know the Polish national
organization of blind people and many other organizations that deal with support
for blind people. At the end of the meeting we took a group photo around a tactile
map of Europe, which is now in the presentation of our blog; but among the most
vivid personal memories was seeing the confidence with which a participant of the
Polish group, a young blind man who created his own private company, quiet and
safely moved across Warsaw, with an enviable self-confidence.
We visited Liepaja in Latvia, a small town on the shores of the Baltic Sea, that is a
excellence regarding accessibility for the disabled, including accessibility for the
visually impaired. And it was a great emotion to be guided in the visit of the city
right from a blind guy accompanied by a visually impaired boy through a tourist
4

route for blind people. Among other things a system created by local tiflo-center
allows blind people to independently go to the beach, swimming freely with a
system of acoustic buoys. In Latvia we have had also the opportunity to attend a
dinner in the dark, prepared by a chef who is blind, who has decided to make of his
talent in the kitchen a profession, giving life to evenings in which participants can
make a special experience.
In the Czech Republic, we have deepened the aspect of ICT tools for the blind, really
improving our knowledges in this field.
In Spain we explored in particular the issue of the work dimension, thanks to a visit
to the Spanish national organization, at the forefront in many respects.
Finally, returned again to Rome for the final meeting, we had the pleasure of being
accompanied in the Vatican Museums, in a path for the blind, with the privilege of
being the first to touch a new masterpiece, the bronze replica of Our Lady of Bruges,
of which there are only three copies in the world.
These fragments of memory are really just an example of the wealth of experiences
and encounters that we could live in this project. Also important to say that, since
the beginning, have been focused four content areas, relevant for the project:
- Learning process in non-formal and informal context.
- Blind people's social and working inclusion.
- Active citizenship in the learning process of blind people.
- ICT tools for blind and visually impaired people.
The project has enabled us to make a direct experience of how adult education,
especially in non-formal and informal contexts, represents a huge opportunity for
all. We explored the enormous possibilities of learning contexts for blind and
visually impared people, related to art, to ICT, the development of soft skills,
mobility...
The learnings we experienced in this project do not regard only blind people, but
everyone. An important learning, in fact, concerns how to interact with people who
are blind, very important, because there is a big lack of knowledge about the life and
the great potential of blind people.
5

Finally, we discovered how the educational methods that were created to allow
blind people to experience art, can teach much at all; another example of a happy
interchange that was born from the differences.
Among the products of the project here is this handbook, which contains
educational practices and experiences organized according to the four thematic we
used as a map in our path; we hope this product will be useful for many others.
Andrea Ciantar
(Project coordinator)
Image n. 1. Group photo around a tactile map of Europe, Warsaw.
6

Chapter 1 - The project.
Paragraph 1- Objectives of the project.
Project’s objectives were:
- to compare different ways to organize adult educational activities and training for
blind and visually impaired people in Europe, with a particular attention to non
formal an informal learning contexts;
- to compare different ways and methodologies aimed to improve non formal and
informal learning experiences for blind and visually impaired people in Europe;
- to compare and enhance approaches and methods for the enhancement of
professional skills of blind and visually impared people, also in order to help them to
be actively involved in citizenship.
Paragraph 2- Activities realized.
Many activities have been organized during the two years of the project. But before
all is important to say that, since the beginning, have been focused four content
areas, relevant for the project:
- Learning process in non-formal and informal context.
- Blind people’s social and working inclusion.
- Active citizenship in the learning process of blind people.
- ICT tools for blind and visually impaired people.
According to these thematic areas, several type of activities have been set up:
- six international meetings (one kick off meeting, four thematic meetings, and a
final meeting); during each meeting we have shared good practices and experiences;
- local activities, like workshops, seminars, collection of experiences, dissemination
activities;
- management activities, like staff meetings, creation of the project products and
tools, reporting, and all the actions requested by the project management.
8

Chapter 2
Learning process in non-formal
and informal context.
9

context.
FIRST PRACTICE.
1. Title.
Accessible Art – encounters with modern art for blind and visually impaired
people. Zachęta - National Gallery of Art in Poland
2. Short abstract.
Since 2012 Zachęta – National Gallery of Art in Warsaw provides various services
entitled “Accessible Art” dedicated to people with physical disability. Among them
there are special ones for blind and visually impaired people. They consist in
preparing for every exhibition an audiodescription and typhlografic materials
(materials that can be touched), so that each of Gallery visitors can get to know each
piece of art by themselves. Members of the Gallery staff responsible for making
exhibitions accessible to people with physical disability, cooperate with many
organizations and institutions working in the filed of blindness. The effect of this
cooperation is growing popularity of “Accessible Art” meetings and, in long term,
increasing accessibility of art to blind and visually impaired people in Poland.
3. Target group.
The target group of these activities are mainly adult blind and visually impaired
people, although Zachęta is open also to other groups with different disabilities and
tries to integrate them in the meetings. Very important in that matter is the
integration of people with different disabilities and without disabilities.
4. Organizational information.
The Gallery is continuously establishing new contacts and working closely with
organizations, which are active in the field of blindness. These organizations
disseminate information about events which are part of “Accessible Art” project.
Moreover, Zachęta itself runs communication actions in order to reach as many
people as possible: website, mailing, creating events on Facebook, sending out their
newsletter to a continually growing number of interested people.
10

5. Good practice-description.
“Accessible Art” has been a permanent activity of Zachęta since July 2012. First
event was preceeded by solid preparation: establishing cooperation with one of the
most active organizations in the field of making culture and education more
accessible for people with disabilities. After that, Zachęta started with the removal
of architectural barriers. Secondly, the Gallery improved its website, so that blind
and visually impaired people could use it. The next step was to improve the skills of
the team responsible for this project. Educators and coordinators took part in:
antidiscrimination workshops, audio description workshop and learned basics of
sign language.
The team which organizes these meetings is responsible for:
• coordination of the work of educators who show around the exhibitions and
conduct workshops;
• planning the activities, preparing contents of each meeting;
• preparing documentation;
• cooperation with NGO’s and other cultural institutions;
The aims and challenges of that team are:
• assuring audiodescription to all pieces of art which are in Zachęta collection
(including video arts with subtitles for deaf people);
• creating the list of pieces of art (in collections within Poland), which can be
touched by blind and visually impaired people (in cooperation with art
curators and conservators);
• creating the encyclopedia of art for deaf people.
„Accessible Art” meetings take place once a month and deal with the current
exhibition in Zachęta, which is no permanent exhibition. It means that there is no
prepared audiodescription and typhlografic for these exhibitions.
Each meeting is conducted by two people. One of them is responsible for
presenting the exhibition and each piece of art by using audiodescription. The
second person prepares touchable materials (typhlografics).
11

This is usually a student of Fine Arts, who is able to find a way to present a piece of
art for blind or visually impaired people and has enough skills to create it. Each
typhlografic has to be sized and convex.
Zachęta also engages volunteers , who help blind and visually impaired people in
arriving to the Gallery from their houses or from the stops near the Gallery.
Until now, Zachęta has been organizing meetings which concentrated on
interpreting exhibitions and permanent collection of the Gallery but soon, they will
organize meetings with artist which will enable the blind and visually impaired
people closer contact with art and its creators
There is also a website: www.otwartazacheta.art.pl where people can find Gallery
resources, documentation from the meetings and materials about exhibitions in
form of audiodescription.
Members of the team responsible for the “Acessible Art” meetings claim that
people who visit the Gallery for the first time are very interested in Zachęta’s actions
and appear in the next meeting/workshops organized by Zachęta.
Special attention is paid to the way the people who run the meetings are prepared
for the cooperation with visually disabled people. They get a lot of knowledge
about this specific kind of disability, about audiodescription and openness to the
needs of a group.
6. Recommendation for implementation.
• Listening to people’s needs/demands and responding to them. The most
frequent questions regard insufficient information on the website, a person
needs to be accompanied by someone in order to arrive to the gallery.
Zachęta responds to this kind of demands. This tasks aren’t expensive and
their fulfilling makes art and this kind of meetings more accessible.
• Preparation of suitable program of the meeting, in which there is enough
time to discuss each issue with the participants and to use typhlografics and
audiodecriptions.
• Cooperation with other institutions, which are active in common field, so
that you can count on mutuality in activities, e.g. using special equipment
which you can borrow from others to prepare materials.
12

• Being open for other groups in organizing meeting for blind and deaf people.
It can contribute to a better educational effect.
7. For more information.
Anna Zdzieborska
Paulina Celińska
ZACHĘTA – NATIONAL GALLERY OF ART
Education Department
tel./phone +48 22 556 96 42
a.zdzieborska@zacheta.art.pl
pcelinska@gmail.com
www.otwartazacheta.art.pl
zacheta.art.pl/en
www.facebook.com/zacheta
Image n. 1. Three woman touching big piece of art in white gloves. Photo Zachęta.
13

Image n.2. Two woman touching small version of sculpture. Photo by Paulina E.
Rutkowska, Zachęta
14

SECOND PRACTICE.
1. Title.
The Educational Resource Centers (ERC) of ONCE (Spanish Organization for Blind
and Visually Impaired People).
2. Short abstract.
The Spanish organization of blind and visually impaired people (ONCE) signs
cooperation agreements in education to all education authorities of the
Autonomous Communities.
Through these agreements, students can access to all the resources of the regular
system and also specific ONCE’s through its Educational Resource Centers (ERC),
located in Alicante, Barcelona, Madrid, Sevilla and Pontevedra. These centers
provide direct support and complementary services.
The Educational Resource Center (ERC) located in Madrid (Spain) is the biggest one
in Spain and provides all educational services.
3. Target group.
Visually handicapped children, their teachers and families.
ONCE is the organization which gives services in Spain to blind and visually impaired
people.
Related to education services provided by ONCE, in Spain there are 7,500 children
affiliated to ONCE. 90% of these children make their studies in ordinary education
centres that do not belong to ONCE.
Going back to history, up to the 80’s it was a compulsory for blind children to go to
specific educational centres. After that, there was an integration law which allowed
to blind children started going to regular schools. From 2006, all laws in Spain have
token this direction, including blind and visually impaired children in ordinary
educational system.
15

In those years when children must go to specific centres, there were only five
centres run by ONCE in Spain. With this change from specific to ordinary schools,
ONCE transformed these five schools into Educational Resources Centres (ERC) to
give special support to ordinary schools.
Due to administrative structure of Spain, which is divided into 17 Autonomous
Regions having all power decisions related to educational policies, the ONCE must
work with each Regional Government to provide services. To be able to provide
services in each of the 17 Autonomous Regions, there is an agreement of ONCE with
each of the 17 Regional Governments.
Through these agreements, ONCE establishes the functions of the support teams to
blind and visually impaired children. These teams are formed by teachers which are
in part public workers and others who are from ONCE. Their tasks are to go to
ordinary schools to make an evaluation of their blind and visually impaired needs, to
plan their necessary measures and to make activities with them.
This work has three main aspects: to work with children, with their family and with
the school. There are many specialise areas of intervention like maturational
development in very young children, technologies for education, Braille, etcetera; all
educational areas that are needed in education with blind and visually impaired
children.
As we explained before, there are 5 ERC that are located around Spain so each
centre is focused on some part of the Spanish territory.
The ERC located in Madrid is the biggest one in Spain. It has also the weightiest offer
of services; it is the only one that provides all educational services.
There are two main educational resources in the ERC of Madrid. One of them works
with deaf blind children to provide educational support. The other one is an
educational centre to provide formal education where matters of studies at the
ordinary school are taught but also other specific services are provided.
The most common it is that blind children spend here from 1 to 3 months. The
maximum is 3 schools terms. Within this period of schooling children can achieve
their skills to get a successful inclusion in the ordinary school such as reading or
16

writing in the system that they need, social skills and other kind of pedagogical
needs.
For children whose families do not live in Madrid Region, they offer the possibility to
sleep in the Centre but maintaining the relation with the family. Due to this
residential condition, the educational support does not limit to classroom but also
from the beginning to get to bed.
In addition, they provide other services that complement the educational needs of
blind and visually impaired children. For example, they provide free time activities
like sports (team sports and adapted sports). They also combine schooling activities
and sports in some difficult matters like maths, technologies and some aspects daily
life.
The Centre also provide training and support to professional who take care of
children and education mainly in areas like early care or technologies.
It is important to point out that the aim of the Centre is the inclusion; to provide
support to blind and visually impaired children at the ordinary educational system
not get specific schools. Although in the Centre of Madrid there is a specific school,
it is only to use in some moments to cover specific needs of blind children and after
that, children go back to ordinary schools.
If you have any suggestions or questions relating to this theme, you can visit our
web page: http://educacion.once.es/
17

Image n.1: photo of a classroom in the Education Resource Center of ONCE.
18

THIRD PRACTICE.
1. Title.
Course of Braille writing
2. Brief summary :
Teaching blind and visually impaired people the dotted writing in a course of 30
days, by blind teachers.
3. Target group :
Students of the course are blind and visually impaired, young and adults, men and
women. About the age, adults are in the majority in relation to the young people
who normally learn the braille to school. In relation to the sex, women and men are
equivalent. For what concern the disability, prevail the sighteds in relation to the
blind; blind students are almost teachers who learn braille method for blind
students in their classes.
4. Organizational information :
The course is held in Giugliano in Campania, a town near Naples, in a school offer
free at Anpvi Onlus. Is a project of Anpvi Onlus and it is repeated in various
structures provincial of association. The course was held during 2013 and it has
been concluded with a public ceremony during which students have received the
certificates of attendance of course.
5. Description:
The purpose of the activity is to spread the braille system not only to the blind, but
also for the sighted, and in particular among teachers.
The course includes some issue very important about the needs of the blind:
• the information on education school activities;
• professional carried out by the blind.
This is a very important aspect as a good practice because it is rarely activity
performed by public schools.
19

in fact in Italy there are not special schools for the blind, all students are included in
the public schools, with the help of teachers of support.
This activity 'project will benefit others, blind and visually impaired participants, in
different place, according to a preset model. The presence of blind teachers in this
project is very important.
Anpvi Onlus, http://lnx.anpvionlus.it/
20

FOURTH PRACTICE.
1.Title
„The learning process of blind and visually impaired people in non-formal and
informal context”
2. Short abstract
In Latvia there are no constant specialized programs of training of visually impaired
persons. Temporary educational programs within different projects are organized.
These programs have certain objectives and terms. More often visually impaired
persons in Latvia choose by themselves a suitable future occupation. There are
several high schools and universities, which accept visually impaired persons and are
ready to adapt to their needs.
But the main and most important knowledge and skills people with visual
impairment can acquire through rehabilitation process. Latvian Society of the Blind
implements state delegated duty, providing social rehabilitation services. Services
are financed by state and do not require co-payment.
3. Target group
Blind and visually impaired persons, who are willing and ready to learn new skills
and knowledge.
4. Organizational information
The Rehabilitation centre of Latvian Society of the Blind is the only institution that
offers to teach main skills for independent living in daily life for people with visual
disabilities. Rehabilitation centre is located in the capital of Latvia- in Riga thus all
surrounding environment is adapted for these people.
5. Good practice description
The major activity in field of Social inclusion is social rehabilitation. A providing and
financing Social rehabilitation service for visually impaired persons is obligation of
the State. Latvian Ministry of Welfare delegates this obligation to Latvian Society of
the Blind. In turn, specialists at Rehabilitation Centre of LSB teach visually impaired
21

persons independent functioning skills. At Rehabilitation Centre people with visual
impairment are provided with skills and services like:
• Psychological adaptation training
• Acquiring orientation and mobility skills
• Acquiring self-care skills
• Acquiring skills to apply Assistive devices
• Training specialized Computer technologies and information and
communications Technologies
• Developing interrelations skills
• Making wicker Handiworks
• Developing creative communication and self-manifestation skills
• Acquiring adapted sporting activities
• Consultation and support in solving client’s social problems
• Consulting and training client’s family members
Independent functioning skills facilitates blind and visually impaired persons actively
participate in public, cultural and sports life within already existing NGO`s or they
create a new ones.
6. Recommendation for implementation
It is very important to inform all society about people with visual impairment needs
and skills. It is not only the white cane that they need and use. Any visual handicap
wants to learn main skills to be more independent and integrate in society as one of
us. Each country should provide information about rehabilitation centers for visual
handicapped to social services, medical institutions, State Employment Agency and
other institutions. Also should be prepared special informational material about
every institution that offers help to visual handicapped person.
7. For more information…
…if you have any suggestions or questions relating to rehabilitation theme, you can
contact us: projekti@lnbiedriba.lv, visit our web page: www.lnbiedriba.lv or
Rehabilitation centre official webpage: www.lnbrc.lv
22

FIFTH PRACTICE.
1. Title.
The learning process of blind and visually impaired people in non-formal
and informal context.
2. Short abstract.
1) The primary provider of non-formal education in the Czech Republic,
presentation of the company Tyfloservis, mission and goals of the organization.
2) Specifics of the activities that Tyfloservis offers.
3) Description of the methods and forms of work used with clients.
4) Case study – an example of integrating a blind client into society, the journey to
independence.
3. Target group.
Blind and visually impaired persons in the context of social rehabilitation.
Tyfloservis was established in 1991 as an outreach and outpatient rehabilitation
system for the blind and visually impaired. It consists of a network of 12 regional
outpatient centers with operations that cover the whole Czech Republic. Each
center offers professionally trained instructors, a few of whom are severely visually
impaired.
The services of Tyfloservis are designed both for people who have serious vision
problems and for those whose family, circle of friends or acquaintances includes
someone with this kind of disability.
The target group consists of people over 15 years old with visual handicaps. These
people are blind and visually impaired. Clients also include people with multiple
disabilities who are disadvantaged in addition to visual defects (auditory, physical,
mental disability, diabetes mellitus, etc.). The key activity is to support the
integration of blind and visually impaired people into mainstream society through
targeted rehabilitation services. Visually disadvantaged people, visually impaired or
completely blind, learn to become independent of the help of others to an optimum
extent and increase their ability to manage the necessities of life independently.
23

Description of the methods and forms of work used with clients.
Due to the seeing disadvantage of our clients, the individual form of work is
preferred (group courses are also run on an exceptional basis). The complexity of
the services provided to clients makes it possible for them to become familiar with
an assortment of special optical, rehabilitative, compensatory and other aids, and
with the possibilities of acquiring them. Social rehabilitation is carried out both by
teaching and training courses as well as through one-off interventions. Interventions
are aimed at practicing the use of residual vision for reading, writing, spatial
orientation, and at easing the complications of the everyday activities of clients that
result from impaired vision. Critical problems, for example, include pouring liquids,
distinguishing means of cash – banknotes and coins, signature placement, etc.
Rehabilitation courses are typically run once per week in a two-hour block. Like
intervention, the courses can run in the outpatient form on the premises of
Tyfloservis centers, as well as taking place outside the center (at the client’s
residence, in his home or workplace, on routes that need to be learned, etc.). When
working with clients, the emphasis is on the individual approach and these principles
are further applied in the provision of services: punctual contact with the client,
training under real conditions, the availability of services, expertise in providing
services, preventing further harm, compensating vision, the continuity and
combination of services, and sufficient public awareness.
1. Financial and employment counselling with a goal to eliminate information
barriers for people with visual disabilities in the area of financial
management. The aim is to use the projects as a tool for getting a job.
Financial and employment counselling will be conducted by phone and e-mail
or in the form of regular consultations within regions.
This will include: Financial consultancy dealing with an adverse situation (e.g.
indebtedness, insufficient family budget etc.) or a situation where a visual
inspection of contract is required. Advice on how to manage finances,
recommending trainings and simulations such as using a talking ATMs. Advisory in
an area of financial literacy as a tool for positioning in the labour market and
employment counselling in general.
2. Basic training in financial literacy – designed for candidates who wish to
permanently improve their financial literacy and it includes:
24

a) Household management (personal budget, needs, household budget and how to
create it, household income and costs, surpluses and shortages, one-off expenses).
b) Money, payments and commercial papers (e.g. types of payments, credit cards,
bank charges and interests).
c) Financial products.
d) Financial planning and its outcomes (solution to the household budget deficit,
consumer rights, over-indebtedness, foreclosures, personal bankruptcy).
3. Advance training in financial literacy – designed to deepen the knowledge and
it includes:
a) Prices and pricing policy.
b) Financial market.
4. Instructional and simulation program - use of modern payment methods
(online and phone banking, use of talking ATM machines for the blind).
5. Follow-up training and internship for financial advisors – with a goal to
increase employment opportunities for blind in the labour market. It includes:
training for financial advisors and 3 months long internship (under the
supervision of a financial and employment advisor) taking place at the SONS
branches, where the trainees will provide financial advice to clients.
6. Active campaign for financial advisors with visual disability which goal is to
engage into conversation with a potential employer in an inventive way and in
the form of active campaign that includes:
• Actively approaching employers using working portfolios.
• Telephone survey on job opportunities for financial advisors in the open
labour market (the goal is self-presentation using a maximum amount of
effort).
Wellbeing spas for the blind and visually impaired are partially subsidized by the
Ministry of Health. This Action Program is approved by a doctor, it is mandatory for
all the applicants and it must be focused on activities that help improve health
status of applicants:
• Physiotherapeutic activities such as rehabilitation exercises and swimming,
exercises with a fitness ball, walks focused on practicing walking with sight
assistant, orientation in unfamiliar environments a focus on helping improve
overall physical condition, massages et.
• Activities to improve fine motor skills and touch sensation – tyflography,
working with clay and modelling.
25

• Recreational sport activities which purpose is to spend time meaningfully and
improve physical condition – biking, showdown (table tennis for blind),
bowling (learning to shoot straight) etc.
• In order to enhance the security of the blind, participants practice techniques
of walking with a white cane.
• Social and therapeutic activities such as organizing various quiz competitions
and playing board games with a focus on development of communication
skills, spatial intelligence, improving overall physical condition and exercises
to improve memory.
• Relaxation techniques – music therapy, aromatherapy, yoga etc.
Lectures on health, psychology etc.
If you have any suggestions or questions relating to this theme, you can contact
Tomáš Sokolovský, e-mail address: sokolovsky@free-art.cz or contact directly
authors of this text Lucie Skříšovská, e-mail address: skrisovska@tyfloservis.cz and
Martin Hyvnar, e-mail address: novyjicin-odbocka@sons.cz.
.
26

context.
FIRST EXPERIENCE
Nobody could have drunken of water description
Interview with representatives of the Foundation for Culture Without Barriers: Anna
Żórawska and Robert Więckowski.
The Foundation is leading actions which aim is creation of
conditions ensuring people with sight and hearing disabilities
comfort during a visit to the cinema, theater, museum and
gallery. These are the conditions which are making an
independent and competent reception of art.
How the Foundation was started- where from came the idea?
Anna: The project was found in 2007 when I read the article "Hear what is
invisible". He talked about the fact that in Bialystok was the first screening of
the film with audio description. It was interesting to me and I started to met
people from the Cinema “Peace” in Bialystok, who did this and so from
contact to contact, I started taking similar activities. Many people have
wondered why am I doing this, what is for cinema for blind? Then we got the
first grant from the Ministry of Culture and National Heritage. We did the
show, it was the film "Louise's Garden" at the Cinema Muranow. I expected
that for the show will come young people and middle-aged, and on the spot it
was found that the mean age was 50+ and not enough places! Then I
realized that it makes sense. Then there were new projects and Robert (ed.
Więckowski) joined us, and then we have accelerated. We decided to set up
a Foundation whose aim will be making culture accessible. Thanks to the
President of the Foundation for Children "Help on Time", Stanislaw Kowalski,
this dream could come true.
27

• What kind of specialists you're working with within your action? In
which areas?
Robert: We are training in audio description and in services for viewer with a
disability, because it is very important. But above all, we show who it really is
the person with a disability. What kind of obstacles he will meet, and what
challenges will meet the team of cultural institutions, for what they have to be
prepared? How to approach person with disability, what questions are ok to
ask and what are not ok? How to start a meeting, what you should know and
what you can ask, but about what you shouldn't ask? How to help? Overcome
the natural fear among non-disabled and disabled people - so that the
communication can be clear.
No matter how much money we have, or architectural accessibility as
driveways, that we can manage to build, how much will the headphones
supplied in the institutions. Everything can be done, if people want it. This is
not secret knowledge. There is a Chinese proverb that captures this well:
nobody could have drunken of waters description. You can read all about
water, but unless you drink water, you do not know everything.
Audio description. Not everyone has the ease of writing, is able to use words,
but anyone can try. We learn also how to adapt cultural texts to the needs of
the deaf people. It is also not secret knowledge, but you have to know how to
do it. These are the basics that you need to possess, and then practice,
practice.
Anna: We train educators, museum professionals, people from the first line in
customer services, who should be ready to work with people with disabilities.
Additionaly, we try to inspire some groups to create activities for people with
disabilities, using what they already have. This way did ZACHĘTA Gallery,
they got from us only suggestions. We also care about breaking down the
barriers in people themselves and also to be an ambassador in overcoming
barriers to their institution.
• What standards do you apply in your training offer?
Anna: We conduct trainings on topics which we feel competent in. I do not
pretend to know everything. Often we receive questions from people
interested in a workshop on the needs of people with intellectual disabilities. I
28

honestly admit that this topic is beyond our competence and we direct this
people to organizations which are competent in this area.
Robert: Above all, we teach by experience. We don't say much how
something looks like. We offer exercise. Most of all, however, we want
people, after the exercise, to talk about what they felt in this experience, did it
convince them to something? Our assumption is that the participants founds
their natural reflex, and when they see a blind person, or a person moving in
a wheelchair, they knew how to behave. These people come to the
conclusions to which we went, learning from experiences from various
projects.
We don't give certificates. We learn throughout our lives, and for this we want
to raise awareness those who come to us. If someone really wants to learn
something, must be present at the workshop. At the same time you have to
give yourself a chance to make mistakes. Sometimes that what we think,
turns out that perhaps is not real. What is also needed is awareness on how
to fix this mistake. We operate in the area of interpersonal skills. It is difficult
to argue with the facts. Everone should teach themself humility, acceptance
and boundaries of people with disabilities.
Anna: Often we also have some concerns. For example, we were not entirely
convinced to join a group of blind and deaf people in one workshop, and it
turnes out that it worked well and that the participants were very active and
initiative. And it also is important to us - openness to combining different
groups, not creating ghettos.
Robert: Our workshops last usually three days. I do not think we agree on
this, to shorten them. You can not explore this knowledge in less time.
• What would you like to pass on trainers/educators? Do you have
any advice for them?
Robert: Knowledge. You need to think about what is true about the disability
and what is just a stereotype transmitted by the opinions of others.
Anna: Experience the situation similar to living with a disability, immersion in
this situation.
Robert: You need to know also how. So to know the solutions that enable
people with disabilities access to the arts and to knowledge. Look for good
29

practices. Another sphere are interpersonal skills. Do not allow everything a
person with a disability. We shouldn't treat people with disabilities leniently.
And often we are willing to. Hence the stereotype of the claim-disabled
person came to being. It is worth to think about the frequency of our behavior
when we allow the behaviors that exacerbate this demanding attitude.
If you work with blind and organize each meeting in a different location, it is
not surprising that at the last meeting, no one will come. If you do not ensure
help to move (or in this case the location constancy of meetings), which is the
most difficult thing for a blind person.
Anna: These are the keys to this for common work to succeed. Blind people
rather are not spontaneous. You need to give them time to be familiar with
everything, you can prepare the content of the invitation for some event was
exhaustive. People with disabilities must organize, access, perhaps help in
getting to the event.
• What else you should pay attention to, while working with blind or
visually impaired people?
Robert: Speaking about the colors. You always have to talk about the colors,
even if the blind person does not know them, they never saw it, but lives in a
world of colors and if the person will not be able to call them, what color are
leaves on a tree, the sky, it will be socially incompetent person. It must be
learned. Of course, the colors are falling out the life of a blind person, such as
foreign languages, which are not used. But you have to talk about it. The
blind see six colors.
Anna: What is important in this aspect, is the time, we need much time. We
should also pay attention to the amount of things that we want to pass, it can
not be too many of them. For example, one exploring the museum lasts one
hour and the half, we see three objects and then we're talking about them. It
works and then people are coming back. We should also shun the desire of
making people with disabilities happy during training or workshops. We treat
them like any other person, and that's what we pay attention to, facilitating
their access to content.
• Does in group of specialists with whom you cooperate are people
blind?
30

Robert: No, unfortunately. It is a pity, but in the culture in general, works not
many blind people.
• What is the "know-how" transferred to organizations / institutions
in the area of visual dysfunction?
Robert: We know how to do audio description, we know how to make the
picture, sculpture accessible. We advise what to do when the audio
description is not possible. We do audits of the organizations in cooperation
with experts of universal design. We advise on Brille, and if Braille, how many
of Braille? We provide contacts to audiodescriptors, to people who can do
typhlografics. We share our know-how. This knowledge must be spread.
Anna: Added to this is the knowledge of culture, which enhances the quality
of our actions. We assist in the preparation of the whole process of making
art more accessible, from the preparation of materials to the blind people to
the moment they leave the theater or a museum. That's what we pay special
attention to the presenter, who is reading audio description. Must be a
professional voice actor. On this it can not be saved.
Robert: Also advise how to bypass solutions that require large financial
outlays. Not always there are money for everything and the audio description
is worth to do, despite the lack of resources. It also turns out that everyone at
their own expense may even make typhlografics, provided that the person
wants to spend their time and energy to think about it.
• What is for you the challenge for the future?
Robert: We measure the world in dreams. It definitely is such that every
product of culture that arises, was immediately prepared in the version
available for everyone.
Anna: To the planning and design of budgets exhibitions, films,
performances, were entered costs associated to making these events
accessible to people with diffrent disabilities. To the representatives of these
institutions do not give up if you need to make cuts. And often we hear that
this is happening. Besides, we also wish to have a cultural place, which will
be 100% accessible to all.
• What are you proud of, what you want to share with other
organizations?
31

Robert: Products, what succeeded in ZACHĘTA, with films which failed to
include audio description. We look forward to the next meeting where the hall
is filled to the brim.
Anna: Once every movie that was bind up audiodescription was an event, for
which we got thanks. Today, our audience come and is critical, discussing
what is liked, which is not, what we should improve. They give us the spur to
develop it.
Robert: We are pleased with the Warsaw Cultural Week Without Barriers
(link to event website: Warszawski Tydzień Kultury Bez Barier). Event
conceived spontaneously, and now we will make the next step. Frequently
occurring complaint is such that some could not take part in everything,
because events overlap.
Anna: My dream has always been to give our customers choice, so as they
can decide as we can, whether they go to the cinema, theater or museum.
Paradoxically, complains about Warsaw Cultural Week without Barriers
events overlaped, for me is the realization of our goals. Today, our activities
include the new institutions, which we invited for years and they did not
always wanted to cooperate with us. Today they want.
Take chick (stick) to the cinema (in Polish language stick have also second
meaning - chic) (link to campaigne website: Zabierz laskę do kina) - this is my
dream came true. I've always dreamed about social campaign. I've always
wanted people to know that our audience want to enjoy the culture. People
joined for free and helped us carry it out. And it worked. We were in every
medium. It was extraordinary. It had a large extent – people cite on it by
contacting us.
Robert: We believe that it is worth doing. Maybe it won’t create more
positions on the labour market, but people will be happier.
32

SECOND EXPERIENCE
An interview with Ana Isabel Ruiz Lopez.
Director of Education, Employment and Cultural Promotion of ONCE, SPAIN.
Interviewer: Hello Ana. I am working in the Social Cooperative Transformando that
is the Spanish partner of the European Project “Experiences of Adult Education in
Europe for blind and visually impaired people”. This project is funded by the
European Commission through the Lifelong Learning Grundtvig Programme.
The project intends to deepen the role of educational activities in blind and visually
impaired people in Europe, especially in relation to non formal and informal learning
opportunities.
There are other 4 European countries involved in the project: Italy, Poland, Latvia
and Check Republic.
As an output of this project, we are going to elaborate a handbook including
different good practices and interviews to share. We decide to interview you, Ana,
as the Director of Education, Employment and Cultural Promotion of ONCE (The
Spanish Organization of Blind People) in Spain. You are also the responsible person
of ICEVI (International Council for Education of People with Visually Impairment) in
charge of South Region of Europe.
What is the aim of the ONCE Directorate of Education, Employment and Cultural
Promotion?
The first responsibility of the Directorate is Education. Everybody is legally entitled
to an Education as The Spanish Constitution states. Everybody ought to access to
Education on equal terms. In Spain we have a legislation that supports the inclusion
of children with disabilities in regular schools. In fact, the inclusion has not been
achieved 100% but a lot of efforts are being made to reach it.
The second responsibility of the Directorate is Employment. A person can study
hardly; can be deeply trained but finally if this person does not have the chance of
working, will not be developed as a person.
We use to talk about social inclusion, not only educational inclusion. Social inclusion
implies to develop as a person and integrate into society under equal conditions. We
also work in both areas (Employment and Education) at the same time so that
visually impaired people can choose which graduate courses study to find a
particular job in the future. We also provide support to visually impaired people in
33

order to facilitate their access to an ordinary company. Our objective is always the
inclusion.
The third responsibility is Cultural Promotion and Braille. Braille is very important for
ONCE. The Spanish Braille Commission is the body that determines all the rules for
writing Braille.
We also carry out other programs that promote social inclusion of visually impaired
people. This Directorate is not in charge of leisure and sports programs but cultural
ones such as promoting artists (writers, painters, sculptors, photographers and
musicians who make classical music, pop and etcetera). We value their level,
prepare concerts, edit books or publish a music CD. In addition, we financially assist
several cultural associations related to the world of theater and music activities.
Interviewer: With which people do you work (for example, visually impaired people
or their families)?
The final beneficiary of ONCE is always the person with visual impairment. However,
in the field of Education there are three pillars: the child, family and school. If we
work only with children we are making a mistake. It is necessary to involve also
schools and families.
If a visually impaired child is integrated into a school, we work with the school to be
a receptive center, from the Manager to the Janitor or the cleaning staff. Everyone
needs to know that blind students can be integrated in school and can attend
activities like the rest.
In the same way families are essential. If families are not involved in their children's
education, we will never achieve the children inclusion in society. It is very
important in Braille, for example. If families do not accept that their children need
Braille, children will never learn to use it. We have to work with families since early
age to follow up our intervention and help us to achieve the intended targets.
Interviewer: How do you develop the inclusion approach in education, employment
and culture?
We work in several ways depending on the needs.
We provide direct support and assistance functions in the classroom for the
integration of visually impaired students. For example, most teachers do not use
Braille so we teach Braille to blind students. How? We try to teach blind children
during the regular class but we cannot do it because the ONCE support is not
continuous, ONCE staff is available only five or eight hours per week and per child.
So, taking into account the available time, we go to the school to work specific
34

issues with blind students and to advise their teachers on how to include these
specific issues when they are carrying out activities with all students.
In addition, we provide accessible materials like sheets explaining exercises.
Therefore, we work with a lot of accessible materials, directly with visually impaired
students and their teachers.
We also offer training courses to educational community according to their needs.
For example, now we are developing a Braille learning methodology based on the
actual methodology follow to learn to read and write for sighted students. So that
this Braille learning methodology facilitates to teach reading and writing children
with and without visual disabilities at the same time.
The aim of inclusion is that everything is adapted to visually impaired people, not
the blind person has to do it.
In addition, we work on the playground, in the dining room, during the
extracurricular activities and etcetera. The basis of a success relationship of adults is
the skills developed during their childhood and adolescence to socialize. If we do not
allow blind children to socialize and participate in games during breaks or
extracurricular activities like other children, how will we achieve their social
integration?
Interviewer: What is the "knowhow" transferred to organizations / institutions in
the area of visual impairment?
I always say that the ONCE model can be a reference but does not have to be the
unique model. Any model can be good. The most important thing is taking into
account what you want to go when you plan a way of working. Our aim as an
institution that works with blind people should be them. For example, when I design
an education working plan, I always think about how children will finally receive our
services. I cannot follow the most comfortable working ways. The objective is the
blind child.
ONCE is an institution with many years of experience and history (almost 76 years).
His model is the result of evolution and experience, it does not emerge suddenly. It
is difficult to implement a model such as ours. Since the first year that ONCE started
up, we have introduced ourselves into society. Now everybody recognizes what
ONCE is and this is the result of many years working.
I think that now in Spain nobody feels scared of a blind child going to a regular
school because they know that ONCE will be support that child and that school. It is
the same in the business world. It is rare to find a company that puts barriers to hire
35

a visually impaired person. The company does not complain to hire blind people if
they are qualified to develop the job.
An organization working with blind people should reflect on where they want to go,
what resources they have and how they can achieve their objectives in an efficient
way. When I speak about efficiency I mean, for example, that it is more efficient that
all teachers know how to work with disabled people than to invest in concrete
support to disable people.
We combine both approaches. We offer particular activities to blind people but also
training and support to educational community or companies so that society will be
increasingly receptive. The first thing to work is the psychological and social barriers.
All this approach is the result of the evolution of the ONCE. Our model is complex
but we also have “many resources”, enclosed in quotation marks. We have a team
that is not only provided by ONCE but also by the education authorities. Since the
beginning of ONCE, we have also achieved an important commitment of public
institutions. For example, we have a total of 7,000 teachers supporting in regular
schools but only 300 teachers are from ONCE, the rest are from the Public
Administrations. In addition, other networks of professional, such as rehabilitation
technicians, Braille instructors, psychologists, social workers also support blind
people.
ONCE approach may be a good model in Spain and can be a model to follow but also
other countries that I have visited have good practices. Not always to have more
resources is better or imply more quality. Quality is a concept completely separated
of the amount of resources. Quality implies to analyze how I can achieve my
objectives taking into account the resources that I have, for example, to achieve that
the blind person gets a better job, can be more autonomous, more independent and
can really move in society as any other citizen.
I think that should be the reflection. Sometimes we think that more is better but we
should to think what we can do with the available resources.
Interviewer: As a conclusion Ana, what is the path to continue implementing
educational activities with blind and visually impaired people?
Our main objective is that blind people will be not differentiated by their blindness
but will be differentiated as everyone else to be high, low, blonde or brown. We
want that a blind person will be a normal person and can develop as an individual in
society like any other person. This does not mean that the blind people in Spain
have to reach the best; they should be what they are. Nobody is going to get a job
very well paid, for example. The minimum is that all blind people have to complete
36

their basic education. From there, there are blind people who develop a vocational
training career, others a degree or a master, others are researchers and etcetera.
Therefore there are blind people working in cleaning, others working as lawyers,
physiotherapists, telephone operators, teachers, psychologists and etcetera. In
addition, some people are a company manager, middle managers and etcetera.
Blind people in Spain belong to all social scales.
Therefore, our final goal is that all these people are adequately integrated. Our job
is to develop in different ways: working with people, with society, with their
surroundings (family, educational community, companies and etcetera), with the
Government (at national, regional and local level). We want society to become
increasingly more receptive to awareness and dissemination. In addition, we like to
speak about abilities and inclusion, not about disabilities.
As a conclusion, we want to be normal people in a normal society, not to be
differenced by our blindness. Our blindness can be a handicap in certain aspects, for
example, we cannot drive, but this is not a disadvantage, there are many sighted
people who cannot drive.
On the other hand, we do not want to highlight because blind people are better,
only if we have to do it. When we support visually impaired people to get a job,
we use to transmit that they have to be able to develop a task like a person who
can see. That means that they have to develop strategies and tools to do it and
we help them to do it. Nevertheless, that does not mean that blind people have
to do the work in an hour if the company states that to develop the task takes
two hours. On the other hand, they do not have to spend two and a half hours.
Some people think we are supermen or superwomen because we work hardly.
We are normal people and that is what we want to be.
37

THIRD EXPERIENCE
Informal and non-formal education in Latvia
Anna
Anna Dubovika is 29 years old girl and she just loves what she does and she is all in
music. Small insight into the daily life of Anna.
Anna: “About Rehabilitation Centre of Latvian Society of the Blind I learned for the
first time in 2007 when I came there to receive laptop which Latvian Society of the
Blind gave out to students for the period of study. Then I learned about
rehabilitation programs and day centre programs for 50 hours and three month long
rehabilitation program.
During studies at university I attended 50 hours program few years in a row where I
learned my first computer skills- scanning, reading text, and working with Word,
Excel and Power Point. I even learned homepage creation basis. All these skills were
necessary for studies at university.
I have graduated Bachelor’s degree program where I was studying music teaching.
After graduation In January 2012 I took a part at long term rehabilitation program.
Within this program I have learned lot of things- cooking, safe walking on the
streets, weaving, handicraft and computers. During rehabilitation process I have
learned two very difficult routes- how to walk to Central Board of Latvian Society of
the Blind and library as well. Currently I continue my studies of music teaching at the
university and it is first year of master studies, one more year left.
In my opinion I got luck in finding my first job. The lucky strike right after youth
camp “Bridge towards”- I began to work in big European project as a piano teacher. I
had 10 students in the course per year. But now I’m working at LSB monthly
magazine “Rosme”. It is four month long state temporary public job program. My
responsibilities includes translating the magazine into Russian, preparing and editing
text for further printing in Braille and digitizing old Rosme’s editions.
Music has very deep meaning in my life. I’m engaged in it since childhood. I play
flute, piano, also I learn to play the block flute by myself. I’m also singing in youth
choir “Come along”, playing in LSB Strazdumuizha cultural club’s brass band, singing
in youth vocal ensemble “Spring wonder birds”.
38

FOURTH EXPERIENCE.
Interview with Martin Hyvnar, social worker in Czech Blind United.
Question: Please specify the organization where you work, how long you have
worked there, what position you fill and what activities you perform in this position
in the organization.
Answer: Czech Blind United, Nový Jičín district branch, department of social
services. I am working on position social worker and manager of the Nový Jičín
center since 2007.
My activities which I perform on this position are:
- Center manager.
- Employee in direct work with clients with visual impairments. As part of
consulting work, providing social and legal advice in the field of social care and
other services for the visually impaired, emergency aid benefits, social welfare,
state social benefits, pension, health and medical insurance, labor law and
employment, education, vocational training, retraining, in removing barriers for
the needs of the visually impaired (assistance in completing applications, appeals
and other legal documents), advice on selecting certain mobility aids.
- In providing social activation services of the organization of club-style
extracurricular activities – workshops, information and educational workshops,
sports and physical activities, sightseeing trips, tours and excursions, regeneration
and relaxation activities, social activities. Our services assist clients in exercising
their rights and in addressing personal matters (e.g. assistance in dealing with the
authorities and other public institutions).
- Fundraising,
- Information activities – workshops acquainting the public with the everyday
problems of people with visual disabilities.
- Other activities: club activities, preparing and organizing reconditioning and
recuperative stays for persons with visual disabilities, cultural events, Festival
Days of Blind Art.
Question: What is the main mission of your organization? Indicate what services
your organization provides in caring for blind and visually-impaired clients.
Answer: Our mission is to unite and defend the interests of visually-impaired
people, to provide specific services leading up to their social integration. Our
39

priorities are: finding and contacting the visually impaired, including those in the
stage of having lost their vision; promoting the employment of the blind and visually
impaired; socio-therapeutic activities of self-help groups and activating clubs;
removing architectural and information barriers; validating new forms of assistance,
including the popularization and enlightenment of issues involving visual
impairment.
 Social work among people with severe visual impairments (screening).
 Basic and special social and labor law legal advice.
 Technical advice and training in the operation of assistive aids, including
lending without charge.
 Operating a unique navigation center for the blind.
 Publishing information magazines, operating info-portals and an online digital
library.
 Training guide dogs.
 Removing barriers (information and architectural), etc.
Question: Does your organization have experience in the formal and informal
education of visually-impaired and blind persons? What educational materials are
used by your organization?
Answer: For persons with visual disabilities, we organize educational courses,
including retraining in information technology, financial literacy, orientation in the
law, the psychology of disability, social skills, eGovernment, etc. educational
materials are adapted to the needs of visually-impaired persons (the use of ICT
technology and specialized software, materials in electronic format, large print,
Braille, in MP3 audio format.
Question: What mobility aids can your organization offer your clients? Does your
organization also use aids in computer technology?
Answer:
Calculator with speech output, digital notebook for visually-impaired people with
speech output or Braille, display, Blind typewriter, Dymo embossing label maker,
electronic orientation aids for the blind, electronic communication aids for the blind
(mobile phones equipped with voice reader or magnifying glass), color indicators,
measuring devices for the household with speech or tactile output, voice descriptors
for the blind (Pennfriend), dictaphones, camera zooms, digital magnifying glass (PC
with special software adaptation) and more.
40

Question: What are the most important tools, resources and skills in the education
process for blind and visually impaired persons?
- Knowing the problems of people with visual impairments.
- Properly preparing outputs with training (with regard to the needs of people with
visual impairments).
41

Chapter 3
Blind people - social and working inclusion.
42

FIRST PRACTICE.
1. Title.
People with disabilities starting their business - a project of the Foundation
ACTIVATION, POLAND.
2. Short abstract.
The project aims is activating people with disabilities through self-employment -
starting their own business. The project participants are setting up their business
and during the first year of its existing they can count on the support in form of
training, consulting and financial support: for investment and financing monthly
mandatory contributions to social and health insurance.
3. Target group.
35 persons with disabilities (all grades) aged 18-64 years in from the Lodz region.
Partner ACTIVATION Foundation, Lodz Regional Agency for Development. Project
financed by European Union.
We want to present a good practice: support blind person in starting his economic
activity. One of the recipients of this action is Mr. Tomasz Szczepanski, who plans to
set up a business as a masseur in the city of Wielun (about 25 thousand. Inhabitants)
in the Lodz province. Mr. Thomas went through a two-stage recruitment:
1. by submitting an application form, in which he described his idea for a
business;
2. then he participated in interviews with a professional business counselor and
psychologist.
43

After qualifying for the project he started participation in training and consulting.
Mr. Thomas used the: individual career counseling (creation of the Individual Action
Programme) and workshop on social skills (coping with stress). The second block
under the name "Be enterprising", during which he gained knowledge on running
own business, legal, financial, preparation of business, customer acquisition etc.
As the most useful Mr. Thomas stated: individual counseling and workshops on
coping with stress.
• to provide a blind person an assistant (accompany person), at least in the first
stage of the project;
• providing accessible training materials for a blind person and use of modern
technology - implementation of training in the form of webinars;
• provide individual counseling in the area of business that gives a lot of tips to
prepare a business plan;
• provide active training methods that engage participants to work during the
training - eg. joint fulfillment business plans and feedback from the trainer;
• emphasis on planning for the future, thinking about how a company can
operate in a few years.
Anna Pilawska
Project Manager
Fundacja Aktywizacja
Centrum Edukacji i Aktywizacji Zawodowej Osób Niepełnosprawnych w Łodzi
90-019 Łódź, ul. Dowborczyków 30/34, 2nd Floor
tel. 42 237 55 20, 508 501 410
anna.pilawska@idn.org.pl
44

SECOND PRACTICE.
1. Title.
DIEGO PEREZ: A Clinic of Physiotherapy and Rehabilitation, Osteopathy,
Acupuncture, Mesotherapy, Chiropractic, Pilates, Nutrition, Laser Hair Removal
and Aesthetic Treatments
2. Short abstract.
Clinic is located in a small city (Laracha) in A Coruña, a province in Galicia Region.
Image n.1: photo of where Laracha city is located in the Region of Galicia (Spain).
More than 200 square meters are dedicated to wellness: Physiotherapy and
Rehabilitation Clinic, Osteopathy, Acupuncture, Mesotherapy, Chiropractic, Pilates,
Nutrition, Laser Hair Removal and Aesthetic Treatments.
The clinic is specialized in accelerated recovery in order to do least possible sessions.
This requires innovation and latest generation technology.
45

Image n.2: photos of the clinic inside.
3. Target group.
Two new areas have been recently implemented: one area focused on clinical
psychology and other psychological area specialized on working with children with
specific needs.
Image n.3: photo of a therapist working with children with specific needs.
46

Family and teachers helped Diego Perez at the beginning. He received a grant from
the Spanish Government for entrepreneurs. The Spanish Organization for Blind
People (ONCE) supported him in microenterprises management and with a credit.
ONCE and ONCE Foundation has a credit line for blind and visually impaired people:
until 60.000 or 12.000 with 1% of interest and for 15 years.
Diego Perez is a Good Practice of Self Employment for the following reasons:
• First blind person in Spain graduated on medicine: Degree in Acupuncture by
the Medicine School of Santiago de Compostela University.
• When he lost completely his sight, he was 21 years old and studying
osteopathy. He decided to finish his degree with the help of family and
teachers.
• He created his own clinic 11 years ago.
• Now, he has 7 employees. The clinic is completely private. Services are paid
directly by the client. He doesn’t work in collaboration with insurances
companies. More than 50 people by day are attended in his clinic.
As Diego Perez says: “People think that blind people are only able of selling ONCE
cupon; this is a great opportunity for a lot of blind people but we can also do more”.
47

He recommends the experience of self employment to everyone but it is necessary
to be prepared. Concretely, entrepreneurs should:
• Combine technical and business knowledge.
• Have a business plan before to start up a company.
• Have supported by external experts.
He thinks that it's hard but it is important to be patient, work slowly and learn
continuously.
Diego Perez Clinic: info@clinicadiegoperez.com or contact directly on facebook.com:
https://es-es.facebook.com/clinicadiegoperez or by phone: +34981612828.
Image n.4: photo of the main door of Diego Perez Clinic
48

THIRD PRACTICE.
1. Title.
Good practice example based on experiences from the Czech Republic.
2. Short abstract.
This example of good practice is based on a story of a blind young man named
Lukáš, who lost his sight ten years ago as a result of an accident. He is 37 today and
fully independent and self-sufficient. He lives on his own and studies by distance at
the University of Social sciences and Humanities. Until losing his vision, Lukáš used
to work as a policeman. Because he enjoyed his job and didn't want to leave, his
employer decided to meet him halfway and transferred Lukáš to a different
department. At the moment he is working as a call assistant and as part of the job
he uses a computer with a voice-controlled software. He took a retraining course,
where he learned to use and type on a keyboard for a voice-controlled computer,
followed by a complete training on how to use the computer itself. Lukáš loves his
job and the fact that he can stay in touch with people by phone brings him a sense
of fulfillment. He likes to cooperate with another people.
3. Target group.
Blind persons.
City Policy Department, Ostrava, 30. dubna 1682/24, 729 21, Moravská Ostrava,
phone: 974 725 111, e-mail address: mrpo.podatelna@pcr.cz.
The main goal of a social work with the blind and visually impaired people is to
support a development of those skills that will direct these people to more
autonomous lifestyle. Limited or non-existent visual function significantly
complicates the ability to cope with daily activities.
Trainings in these areas appear to be the most relevant to people with a visual
impairment:
- training in visual aids and providing them with information on how to obtain
them.
- self-care practice.
- training in spatial orientation and independent movement (walking with a white
cane, learning to walk with a companion, selecting suitable routes).
- handwritten signature training.
49

- training in typing on a typewriter.
- vision re-education (visual training).
- training on how to behave in different social situations and how to approach
people.
If a person of working age loses his vision, there might be a strong possibility of
losing his job, too. A significant limitation of visual functions in a younger age may
be related to the inability of being able to prepare for a potential career in the
course of process of education. In terms of integrating the blind and partially sighted
people into the labour market the situation seems to be really difficult. Even though
visually impaired people use the wide range of different assistive devices they are
not able to perform a huge number of different professions and this of course has a
major impact on their chances to integrate into the working process.
Lukáš didn't let the initial setbacks to discourage him and thanks to his sense for
responsibility and being a single-minded person he learned new ways of working in
the existing department. To be able to walk to work on his own, he also trained hard
to memorize the route. Knowing already the environment of the workplace before
the accident he sees as a big advantage. Lukáš is very popular among his colleagues
mainly because of his cheerful personality and the amount of optimism. The
colleagues don't think of Lukáš as a nuisance as he is actually very well accustomed
to the workplace and manages all everyday activities without any assistance. Also
thanks to the support of his family and colleagues he managed to adapt adequately
and is able to work without any problems.
The goal of Employment policy is not primarily to create job opportunities for
handicapped people. Social services take into account the needs of disabled people
with an emphasis on providing adequate, ethical and decent services, which leads to
satisfaction and saturation of the obstacles and limitations of handicapped people.
The Czech Republic has the necessary tools to determine the mandatory proportion
of people with disabilities in the total number of employees. The mandatory
proportion of 4% of people is calculated from the total number of employees.
Therefore employers have a legal obligation to employ handicapped people,
optionally the have a choice to complete it or replace it by purchasing products and
services or by ordering from specific companies that employ disabled people. In
terms of sheltered workshops, which employ more than 50 % of people with
disabilities, the employment of these people is financed by hiring subsidies for
50

people with disabilities in sheltered workshops in the form of partial reimbursement
of expenses associated with the cost of wages and another expenses.
authors of this text Lucie Skříšovská, e-mail address: skrisovska@tyfloservis.cz.
51

FOURTH PRACTICE.
1. Title.
Flashes in the dark
2. Short abstract.
The cultural center N.a.c.s.o. "Blind art in cultures and societies today" of ANPVI
Onlus organizes concerts since more than 20 years, with musicians blind and visually
impaired, to respond to the principles of social integration carried out by the
association.
3. Target group.
These events are aimed both to blind and visually impared people and to all kind of
participants.
Anpvi Onlus carriers out many activities of assistance and social promotion in favor
of visually impaired people in the area of care, employment placement, educaton
and training, autonomy and mobility, art, culture, as well as the prevention of
blindness and visual recovery.
The concerts took place in various theaters like the famous “Piper” in Rome, the
Ghione Theatre of Rome, the concert hall of the war veterans of auditorium, and
other venues. The concerts see the participation of singers and other musicians
blind and visually impaired, both young artists and professionals. Usually the
program of the concert can include classical music as well as modern music, and are
presented by renowned artists of theater and television. Participation to the concert
is free.
All organizations of disabled people, especially blind people can organize similar
initiatives that bring prestige to those who organize and benefit to those who
participate.
52

FIRST EXPERIENCE
Interview with Katarzyna Cieloch, mentor and careers advisor. She works for the
Foundation ACTIVATION (link to the organization website in the hyperlink) in Silesia
(Skoczów, Cieszyn). Currently she is involved in a project for people with
disabilities living in small towns and villages in Poland.
• What is your experience in working with blind and visually impaired people?
Katarzyna Cieloch: I am a vocational counselor and often I’m taking part in various
projects specifically targeting persons with disabilities. In this type of projects are
also often involved physicians, psychologists or specialist in adult education. The
role of the counselor is then to recognize predispositions of persons with disabilities
and their ability to integrate into the labor market depending on the individual
situation.
Recently I was involved in a project for people living in small towns and villages. This
project is highlighting a very important need for the blind and visually impaired at
the macro level, since it is difficult to be active in the labor market, when you live in
a place without sustainable access to labor market institutions have a limited ability
to use information and professional projects.
In directing assistance to people with disabilities main role plays flexibility. It allows
you to customize activities/ forms of support to the individual needs of each
participant. These needs are diverse, there are people who are doing better, have a
greater knowledge of the labor market, access to different data/ training, but e.g.
lack of the social contacts and vice versa. Still there are many people in Poland who
do not know where and how to buy a white cane.
• What is the role of social skills on the way to vocational activation?
Important role in the process of vocational activation are playing social skills
workshops. During this kind of workshops, people gain the ability to move around
the labor market: making contacts with potential employers, determine their
individual action plan, which contains concrete steps towards preparing for work:
53

planning professional courses, internships rehabilitation, the use of agency work,
etc.. Often go workshops social activity, which integrate with other groups.
The big problem is relatively weak social rehabilitation of the blind and visually
impaired people in Poland. People do not know that they can take advantage of the
spatial orientation course, or devices that can facilitate their functioning, for
example device for measuring liquids.
Blind people admit that they often do not have the ability to do something by
themselves, for example listen to the music from CD when the plate does not
contain the tactile symbol - this is a big problem. Independence plays a huge role in
dealing in the labor market. Making contact with other blind people expands
knowledge of various possibilities.
For many people, a great discovery was the possibility to take a trip or cycling (in
tandem). Organized theatrical performances with audio description. In my area are
carried out by the Polish Theatre in Bielsko Biała.
• Are there restrictions in the catalog of available jobs for people with
impaired vision?
Limited range of positions for the blind, is a problem. You can look at it so that blind
people are stigmatized: they are known as a good masseur, musicians, but it also is
not entirely true. Recently I worked with a lady who has made a lot of effort in
working towards a masseur, and after the eye examine, it turned out that she could
not perform heavy physical work, and the masseur work is such. It's about breaking
a pattern of thinking. I worked recently with a deff man who works as a DJ. Always
passionate about music and composes it.
I think this is sometimes limited by our imagination. Some things are difficult to try
without knowing the technical possibilities that are developing. Certain professions
are becoming more available. I know therapy workshops where blind people are
working in printing workshops (bookbinder), which would seem impossible.
Appropriate job adjustments allows such things. The second example is accounting. I
worked with a client who lost vision, previously worked with a magnifying glass, and
it was very tiring. She did not know that he can buy a speaking program that will
facilitate its work. Technical solutions are preventing exclusion from the labor
market.
54

On the other hand there are very important measures aimed at employers who do
not know what are the solutions and what might be helpful.
• How do you prepare to work with the blind and visually impaired people?
As in the case of other medical dysfunction. I'm still learning, I recognize the
specificity concerning the dysfunction and development opportunities. I ask people,
what kind of opportunities and experiences do they have - which gives me a broad
picture of what a blind person can. I contact with people who work every day with
blind and visually impaired people and IT companies.
• What according to you is the most important in this job?
In addition to openness, knowledge of technical solutions that make everyday life
easier, allow being active on labor market.
Paper and pen is not an option as every other form of communication, when it is
limited cognitive capability of a particular person. Individual assessment of needs is
important. The question of: what you need, how can you pass it, would be
understandable. Not to stereotype blind people. It can go in the wrong direction.
What is needed is an in-depth interview, identification of needs and opportunities,
and keep your finger on the pulse, that is, knowledge of technical innovations to
improve the lives of blind people.
When I’m preparing materials in paper form I send it by e-mail to blind and visually
impaired people - because they can use it with special programs (converting text
into speech). But many people do not have such a program because they do not
know that they exist and that they can be accessed for free.
• What challenges do you identify in this area?
Awareness of the people I work with. I work in a local government unit to which
people with disabilities come to handle many issues. It is important to sensitize
employees, awake in them empathy, interest in the needs of blind people.
Sometimes it's simple things that can help. I do not think even about architectural
barriers, because it's obvious, but help in bringing someone to the right place, a
particular office or going down to the lobby, to settle there any matter. Solving the
problem of numeral system - a blind person can not see the number, and does not
know which number is displayed. The voice does not work. These are the details. It
55

might help to get the feedback from the blind and visually impaired people. Now I
work with a person who is a construction estimator, apparently he will continue this
profession. It is a computer program called ZUZIA, which was not well adapted to
the needs of the blind. Mr. Andrew contacted the company and thanks to the their
cooperation, program has been adapted to the needs of the blind.
• Do technology and the activity of a blind person can break the stereotypes
on the labour market?
Yes, because the role of the counselor working with a blind person is showing new
opportunities. Sometimes you do not need to do much, just a good diagnosis,
identification of strengths and focus, to show the possibilities. Why accountant has
to re-train, if you can just buy the right equipment and you can continue performing
your work. Maybe not on such a scale as before, but still can feel needed and be
engaged professionally.
• It is said about the difference between people who loss their sight and those
who were born blind.
People who were born visually impaired usually cope better because already tamed
this situation, that they can not see. Their training is associated with the proviso that
they can not see. However, they are exposed to so called trap entry: typical
professions for a blind person.
People who lost their sight, need at the beginning to organize their life, learn to live
with this disability. Here may arise psychological problems. Contact with a
psychologist, therapist is very important, perhaps even necessary. After pulling
oneself together professional activation can be addressed. And here it all depends
on professional potential. Sometimes you have to look for new opportunities
because if someone worked as a customs officer, even modern technologies do not
allow him to return to the profession. You have to look for new opportunities, new
solutions.
• Do the Polish education system plays an important role on this issue?
I work mainly with adults. I know there are schools that are adapted to the
education of blind and visually impaired children but they are trained in limited
professions: massage specialist, sound specialist. I do not know what is the level of
56

this education. I do not know how after graduating from the school people are
finding on the labor market.
However, there are training centers that can perfectly prepare within the
framework of courses and trainings blind adults to work. Lecturers are prepared to
work with this group, they can be well prepared to perform a variety of professions,
prepare to use the knowledge in practice.
57

SECOND EXPERIENCE
Interview with Fidel Hernandez Hernandez.
Interviewer: Hello Fidel. I am working in the Social Cooperative Transformando that
is the Spanish partner of the European Project “Experiences of Adult Education in
Europe for blind and visually impaired people”. This project is funded by the
European Commission through the Lifelong Learning Grundtvig Programme.
The project intends to deepen the role of educational activities in blind and visually
impaired people in Europe, especially in relation to non formal and informal learning
opportunities.
There are other 4 European countries involved in the project: Italy, Poland, Latvia
and Check Republic.
As an output of this project, we are going to elaborate a handbook including
different good practices and interviews to share. We decide to interview you, Fidel,
as a relevant stakeholder of the non formal adult education in Spain.
Fidel, what is your background, your professional career?
I am a graduate psychologist with a Master on Family and a doctor’s degree in
Clinical Psychology. I come from Cuba. I worked as a professor at the University of
Havana until the year 2000, when I came to Spain and stayed here. In Madrid I have
been Director of the School of Social Mediation. I have also held some positions as
Project manager at foundations and NGOs. I was adviser of the General Immigration
Office of the Community of Madrid for two years. At present I work at the ONCE
Foundation, and at the Autonomous University of Madrid as an associate Professor.
ONCE is the Spanish organization of blind and visually impaired people. It was
founded 75 years ago. The ONCE Foundation was founded 25 years ago. It is an
instrument of Cooperation and solidarity from the Spanish blind and other
collectives of people with disabilities in order to improve their living conditions.
Interviewer: In what area or department are you working there?
I work since two years as a technician at Inserta, the Association for training and
employment of the ONCE Foundation. I coordinate the training for employment of
people with any kind of disabilities, not only blind people.
Interviewer: You have a large experience in non formal education since more than
20 years. What methodologies of training do you think that is more appropriate?
58

It is clearly more appropriate the inclusive approach, which bases on the principles
of normalization and integration of people with disabilities in the society. This
methodology allows these people to acquire the necessary resources and skills to
get into the world of work and actively participate in their environment. Last week
for example I imparted a workshop on occupational and personal stress at the Police
Training Academy. The normalization is the fact that I imparted training for police
officers or courses at University and people rise their hands to make a question,
forgetting that I am blind, which made us all laugh.
Interviewer: What are the most important tools, resources and skills in the
educational work with blind and visually impaired people?
Basically three: empathy, communication and socialization. It is also very important
to know how to deal with emotions from the beginning of normalization.
Interviewer: What is the "knowhow" transferred to organizations / institutions in
the area of visual dysfunction?
The importance and the tools to deal with personal and group experience in a
productive way and to use everyday learning as a framework for the personal
development of people with disabilities.
Interviewer: As a conclusion Fidel, what is the path to continue implementing
educational activities with blind and visually impaired people?
I think the path is team work, the exchange of experiences, inclusive training and
the sharing of activities not only among young people, people with disabilities and
others, but also among professionals.
59

THIRD EXPERIENCE
Work inclusion
Aleksey
1. Hello Aleksey! The first question is about your working place. Where do you
work?
Aleksey: My work place is Rehabilitation centre of Latvian Society of the Blind.
2. What is your qualification?
Aleksey: I am social rehabilitation specialist.
3. What is included in the scope of your duty?
Aleksey: Well, I train blind and partially sighted people to adapt their life situations
after sight loss since childhood or later on their life. I help them to learn cooking
skills, mobility with white cane, skills to use public traffic services to do some
shopping. I also help to obtain Braille reading and writing skills. At first I myself went
through three month long rehabilitation training program. I get partially sighted in
2008 and after 1, 5 year I learned about rehabilitation opportunities and came
there, but to be more precise I was lead there by assistant. I tried to take in
everything what was offered by rehabilitation specialists to manage all know how
and skills. I learned to use computer, to use white cane and navigate routes to
necessary places.
4. Did you already know before rehabilitation training program about your wish to
become a rehabilitation specialist?
Aleksey: After training program they offered to me to study social rehabilitation in
college “Attīstība” within the framework of European project and I accepted that
proposal.
5. Did they take you in the right away?
60

Aleksey: Yes, they did! I studied two and a half years and then came a suggestion to
take subsidized work place in the Rehabilitation centre. But while all necessary
documents have been arrange I worked there as a volunteer. First time I saw and
learned about guide dogs in the training camp “Bridges towards happiness”. That
was activity of the European project. There were dog trainers with guide dog
Teodors. And at that time I could not imagine myself having a guide dog. But I tried
out to be guided by dog and we walked some 15 meters together. The second time I
met Teodor was during event in Public Park in Riga and again it was a great
opportunity for us to walk together. I was asked if I wish to have a guide dog for
myself. From the start I had doubts because of several reasons. But after walking
with dog and crossing streets with his assistance just to learn how does it feels for
Teodor I accepted the proposal. Two month passed and we both got accustomed to
each other. Together with dog there must be more active lifestyle. You have to go
outside and walk every day. Now we do it regularly.
In his leisure time Aleksey loves to play the guitar, attend dancing lessons and
theatrical performance rehearsals. He learns a piano playing as well and as a
volunteer he is involved in guide dogs association “Teodors”. How does he manage
to make it in time? As it is said in one song: “How wonderful world is”. Aleksey takes
all good things what life gives to him and if there is opportunity to learn something
new he readily takes a chance.
61

FOURTH EXPERIENCE.
The documentary named “Martin or I aim with my ears”.
Life story of Martin Adamek, who lost his sight after an accident. Despite this
handicap, he managed with the support of colleagues and superiors to keep the job
at the central dispatching the Integrated Rescue System Silesian Region and in
addition to successful employment status is devoted to sports shooting sound. It
sounds paradoxically like a contradiction, but Martin Adamek used to aim the
sound. Then headed ears (the higher tone, the more accurate intervention). The
document provides information about other Martin´s hobbies and interests, all this
despite the fact that he is blind.
All documentary you can see on the link, which is published on the Centrum
vizualizace a interactivity vzdelavani. The link is:
www.filmmedia.net/temp/adamek_en_ver2.zip.
FIFTH EXPERIENCE.
Visually impaired masseur Peter.
Peter is now 39. At the age of 18 they discovered he had vision problems. During his
studies at the School of agriculture, Systems of crop production, he visited an
ophthalmologist. At that time he was already a holder of a driving licence for
agricultural vehicles, but he needed to extend it to a licence for driving a truck. In
order to start the driving school he needed to obtain a medical certificate issued by
his ophthalmologist. That was the moment when his vision problems were
discovered for the first time and he was told these might continue worsen over
time. After he had left the school he worked for many different employers, and due
to his visual and other health problems, most of the time these were only short-
term job opportunities. His last job was at the automobile factory Autopal. But his
sight had kept getting worse and for that reason he eventually had to leave this
employment too. From his ophthalmologist he obtained a contact for a local branch
of The United organization of the blind and partially sighted, where he received a
necessary help and advice on how to cope with the situation. Including the
resolution to his financial difficulties (claiming disability support pension) we had
gradually got to the point where in 2011 Peter took part in training course at the
Rehabilitation and retraining centre Dědina in Prague and started his career as a
masseur.
62

This example of good practice took place in Nový Jičín as a part of the basic
consulting services provided by Social counselling organization SONS ČR, and the
counselling sessions with the client occurred between September 2010 and June
2011.
Detailed illustration of good practice example:
The first time I met Peter was in September 2010, when he came to our centre
based on the recommendation from his ophthalmologist. He did not have any
special requirements of help me to find a job kind. Rather he needed some
information regarding the options that were available to him in order to solve the
problems that occurred due to his visual impairment.
During the interview Peter told me he learned about his visual defect while visiting
his ophthalmologist for basic check up in order to obtain medical certificate for a
driving school. When asked whether he had been having troubles with the night
vision, he confidently replied “NO”. The doctor then asked him to follow him to a
darkened room and what happened next Peter described in these words: “I
staggered around like a frog in a blender and on top of that I also knocked down a
few chairs that were there.“
Peter finished his school successfully but he couldn’t find a stable employment and
worked at different places such as a bakery or a dairy. Due to constantly worsening
eyesight and scoliosis these were always only temporary job opportunities for 3 to 4
months after which he had to register at the Job centre. The longest employment he
had was as a security guard for the company Autopal. But he had to eventually leave
this job too as his eyesight kept getting worse. “ In the end I was quite happy to
leave, as walking around the area with a still growing traffic density during a day or
at night wasn’t really pleasant experience and especially for the blind person
working as a watchman, that’s just crazy!“
At the first meeting we discussed mainly the general issues related to the visual
impairment, but also different social and other services that were available to him
and the basic information on mobility aids. Because Peter was registered at the Job
Centre as the job seeker and the social benefits were the only income he had at that
time, we spent the following meetings discussing the issues regarding a disability
support pension. At the end we got to matters related to job retraining. But before
the start of the retraining program we needed to acquire some aid such as a
Dictaphone and apply for grants to purchase a computer specifically designed for
visually impaired people.
The most appealing to Peter was the retraining opportunity in the Rehabilitation
and retraining centre Dědina in Prague. Specifically the Blind and visually impaired
63

masseur field. Retraining course for masseurs prepares the blind and visually
impaired people to work in health facilities under the guidance of medical staff with
a higher qualification. They then have the choice to work as employees for different
fitness centres, but also as an independent contractors. The visually impaired
masseurs are highly rated by the public in the Czech Republic, especially for the
quality of the work done by them. In our country the position of masseur is still
regarded as a traditional job suitable for the blind and partially sighted. The
retraining courses for the blind carried out at Dědina have very high theoretical and
practical quality level almost as high as the quality level of qualification at a high
school. That is the reason the visually impaired masseurs are highly desirable
employees.
We provided Peter with all basic information and the rest of matters, regarding the
retraining, he negotiated with the local Job Centre that was covering the costs for
the course. Before the beginning of the course at Dědina he dedicated lots of time
to self-studying of fundamentals of human biology. All this time, he’s been receiving
a lot of support from his parents that he currently lives with. “I knew from the start
that I would really enjoy the job of a masseur and that it was going to be the right
choice for me”, says Peter today.
In the spring 2011 Peter began the course for the visually impaired masseurs at the
Rehabilitation centre Dědina in Prague. The six-month stay at Dědina helped Peter
not only to build his career path but also to grow as a person. Suddenly he begun to
see his problems in different light as he was surrounded by the blind people, who
had been learning new things – to move around inside a building, learn to walk with
a white cane, to cook and be self-sufficient and etc. He was the only participant
with the ability to “see”. “That was the first time I met with the blind people and it
was such a new experience for me. At first I had no idea how to approach them or
how to help them. Thanks to this experience I started looking at my problem from a
different angle. Before I used to feel very sorry for myself, but today I would rather
slap my face for that,” he remembers. Peter also appreciates the warm family
atmosphere that prevailed throughout the whole facility, helpful approach to clients
from the staff and also friendliness among all residents. “These few months there
was the most beautiful time of my life, I felt like I was at home!“, he adds.
At that time Peter was 35 and he found it really difficult to study at this age. Not
only that, he had to gain much knowledge in such a small amount of time of 5
months and each subject had to be completed by taking the final exam. The biggest
challenge for him was to learn all Latin words for muscles, tendons and other body
parts. “Sometimes I felt like my brain just wouldn’t take in more.“ But Peter
managed to successfully overcome all these obstacles and even more. Thanks to his
64

stay at Dědina he made lots of friends and has even stayed in touch with the facility
staff. Also the Centre regularly sends him job offers for visually impaired masseurs.
After completing the course Peter worked for 3 months as a substitute masseur to
his blind colleague, who had been incapable of work for a longer period of time. He
also decided to start his own business. Together with his colleague they established
their own studio and started offering massage services.
To set up and run the sheltered workshop Peter obtained a grant from the Job
Centre. As the Social service association we provided him mainly with a law and
employment advice services and helped him with the matters related to active
labour market policy regarding the grants acquisition to set up and run the sheltered
workshop. Based on the advice on how to proceed in this case he then handled all
the related matters himself.
Since June 2013 the client has been in full-time employment as a massage therapist
working in the Rehabilitation centre of Dr. Přemysl Norský in Nový Jičín. He is very
happy at his current job. According to what he has said, in the future he would love
to become a professional physiotherapist. This is the reason why he had applied for
the distance studies at the Secondary medical school in Nový Jičín, but unfortunately
he had to interrupt the studies due to being busy with his own business and starting
a new job. However later he would like to continue and finish the school. Since the
retraining course he has taken part in many other courses in massage techniques
and continues running his own business along with his job at the rehabilitation
centre. Since 2010 Peter has been a member of the local branch of the United
organization of the blind and visually impaired in Nový Jičín. As a masseur he joins us
on recondition and rehabilitation stay programs, where physiotherapy takes place as
the part of the whole program. Recently he’s started learning to walk with a white
cane and exercising the spatial orientation. But beside his work he also enjoys
photography. At present he is working for Orthopaedic and rehabilitation centre of
Dr. Přemysl Norský at Jugoslávská 30, 741 01 Nový Jičín. Phone: 556 703 903.
65

Images N. 1-2 show Peter in his work as a masseur. Peter massages his client.
Images N. 3-5 show Peter´s massage room.
67

Chapter 4
Active citizenship in the learning process
of blind people.
68

people.
FIRST PRACTICE.
1. Title.
The Role of Active Citizenship in the learning process of Blind and Visually
Impaired People in Latvia. Project “ART.makes.SENSE”
2. Short abstract.
This project is made by Eliza Danenfelde- Ķirpe with help from program “Bridge It”.
It was made for visually handicapped children in Strazdumuižas Boarding school in
Riga. Project aim was to create and conduct workshops based on different senses-
smell, taste, sound, dance, rhythm, movement and touch.
3. Target group.
Visually handicapped children in schools.
All exercises were held in Strazdumuižas Boarding school. The educational system
for blind people in Latvia began in 1872 when the first such school for the blind was
established in Riga.
Today Strazdumuiža Residential Secondary School and Training Center for the Blind
and Visually Impaired is the only educational establishment for children and young
adults with severe visual impairments in the country. Study process for individual
needs is guaranteed, as well as support for colleagues who work with the students
integrated into mainstream schools. Children, beginning at the age of 6, can attend
the preparatory classes. Students, completing the course of education through
grade 12, receive a secondary school diploma and are able to continue their
development in vocational or higher education establishments according to their
skills, abilities, competency and desire. Extracurricular activities also enable students
to participate where they otherwise would not be able to do so. The school also
offers external studies program for people at any age who have not managed due to
visual health problems or other reasons to acquire primary and secondary
education. Starting from school year 2008/2009 a special primary program for
visually impaired children with mental disorders (C-level) has been licensed. In
69

school year 2014/2014 there are 115 students studying at the training center.
Classes and free time are scheduled according to the competency, necessity,
interests and visual capabilities of each individual.
During all workshops children learned a lot new thing in addition to school program
and met new people that helped to socialize and improve their communication
skills. This type of classes is very important and necessary. Classes were conducted
using various forms and methods. Interactive methods were used. During the
classes very often were used techniques of game methods. The game is voluntary
and unconstrained activity, but it always needs some rules to be fallowed. Game is a
set of activities carried out to reach some specific goals. The game usually has
activating and stimulating nature. Exactly with the help of the game educates
mastered the steppe and rhythm, got acquainted with sensory organs and senses,
learned the basics of folk and made tiny forms of clay.
During the classes educational game allowed:
• Activate learning activity
• Substantiate training motivation and develop interest about learning process
• Use the knowledge and skills in new situations and improve them
• Develop and improve individual characteristics
It is important to organize these activities for pupil individually, as a pair and also in
a group. During the classes kids can work a lot in practice and in very friendly
atmosphere. All these conditions significantly can improve their skills. Kids acquire
skills to communicate, to listen, to ask, to clarify, to listen to the other, teaches
respect for each other as well.
If you have any suggestions or questions relating to this theme, you can contact us:
projekti@lnbiedriba.lv, visit our web page: www.lnbiedriba.lv or contact directly
author of this project Eliza Danenfelde-Ķirpe on facebook.com
70

Image n. 1: children are learning about the world through dance, touch and rhythm.
Image n. 2: children are making different shapes and forms from the clay.
71

Image n. 3: children love to cook delicious sweets. They also are learning about all
kind of tastes and smells. In the photo children are making sweets. They are having
dirty hands but it is the most interesting and funny moment.
72

SECOND PRACTICE.
1. Title.
"Tactile & colourful maps for blind and visually impaired people" - TRAKT
Foundation activity, POLAND.
2. Target group.
The blind and visually impaired,
• to enable spatial orientation and to build correct spatial imagination
necessary for safe and independent functioning.
• to raise their level of knowledge about Poland, Europe and the world in order
to reduce the gap between people with visual disability and other people and
to improve their position in social interaction, to give them a chance for
better relationship with the seeing world.
• to make it easier for them to learn school subjects, such as geography, history
etc.
It has started in 1957. The oilcloth map of Poland was the first tactile map printed in
Poland. It established two principles: rivers drawn with a continuous line and
boarders drawn with a dotted one.
Then in 1983 the Head Geodesy and Cartography Office began a cooperation with
The Polish Association of the Blind with the aim to produce a series of maps in
thermal-vacum technology.
73

Image n. 1: Oilcloth map of Poland - first tactile map in Poland with rivers, lakes and
boarders.
Image n. 2: Map of Poland made in thermal-vacum technology (colorful map on
which each voivodship is in different colour).
74

• Maps are accessible for blind and partially sighted people simultaneously
• They enable cooperation between a student with visual disability and their
seeing teacher or parent
• Can be used individually by the blind and visually impaired thanks to universal
rules and principles
• It is a resulat of a dialogue between the authors and the recipients
It is advised to follow the rules:
• The right upper corner of each map is sheared, which helps to identify the
position of the map.
• The names are abbreviated and preceeded by appropriate „key”
• Towns – a two-letter abbreviation
• Rivers and Lakes – a one-letter abbreviation
Fundacja Polskich Niewidomych i Słabowidzących „Trakt”
Al. Bohaterów Września 9 lok. 104
00-973 Warszawa
tel. 0048 22 576 18 79
fax: 0048 22 576 18 78
fundacja@trakt.org.pl
For more information www.trakt.org.pl
Source:
75

Olczyk, M., (2014) The rules of developing tactile maps for blind and visually
impaired. Access: http://ppk.net.pl/artykuly/2014403.pdf
76

THIRD PRACTICE.
1. Title
Guide dogs for visually impaired and blind people in Latvia
2. Short abstract
Project – „The development of social services for people with visual impairments in
Latvia”.
Project consisted of various activities, and one of these was concerned with
popularization and introduction of guide dog services in Latvia. This activity included
obtaining and appropriate training of 3 guide dogs for work with visually impaired
clients, as well as social rehabilitation work with clients themselves (in order to
provide better cooperation between guide dog and its owner).
3.Target group:
Blind and visually impaired persons, who were willing and ready to use services of
and care for guide dog.
In 2013 Latvian Society of the Blind in collaboration with Ministry of Welfare
concluded the project on purchasing and training 3 guide dogs for visually impaired
and blind people. These three guide dogs are supported by state funds, but in the
future financial resources for maintenance of other guide dogs are not planned.
That is why this project led to the new foundation- Service dog association. This
organization (together with Latvian Society of the blind) is trying to change the rules
of The Cabinet of Ministers to provide at least one guide dog’s training and
maintenance costs per year.
5. Good practice-description:
If we compare numbers of visually impaired population in Latvia with most other EU
countries, then it becomes clear, that we had to do something in order to make this
kind of service more accessible to our visually impaired clients. It must be remarked,
that client has to take responsibility to care for his pet. Surely, that he must have
77

mobility skills such as using white cane, to be able to take important decisions in
critical situations.
Within the framework of the Project 3 dogs were not introduced at once. They were
obtained and trained one after one, in order to take into account and correct in
progress possible mistakes from previous experience.
In the first stage of the Project potential users of guide dog service were studied out,
giving preference to clients who reside in various regions of Latvia.
Next step was obtaining and training of dog; then followed compatibility testing,
introducing guide dog to his owner and cooperation training. In the result of the
Project clients who live in 3 distinct regions of Latvia and have distinctive life
experience and background, obtained opportunity to use guide dog service in their
everyday life, thus improving travelling safety and living quality. Consequently, it
gave positive impact on their social status and inclusion perspectives. Good things in
this Project: taking into account situation at the start point, the project was
successful at popularizing guide dog service in Latvia and giving public resonance to
this important issue. It gave inspiration to create nongovernmental organization
that is devoted to guide dogs in particular and service dogs in general. The Project
initiated establishing of cooperation between dog trainers from Latvia with Finish
guide dog training school, thus giving opportunity for useful Exchange of experience.
In the process of realization it became cleared, how important is not only to attract
private sponsors but also to appeal to government of Latvia for regular financial
support of this service.
It is important to organize multi-parted cooperation among client, dog trainer,
rehabilitation professional, who is responsible for mobility training.
7.For more information…
…if you have any suggestions or questions relating to guide dog theme, you can
contact us: projekti@lnbiedriba.lv, visit our web page: www.lnbiedriba.lv or
www.teodors.org
78

Image n.1: Guide dog Teodors- creamy white color. Resting after parade.
Image n.2: Guide dog Zane is very beautiful lady in black. Her owner is a young girl
named Beate. In the photo they both are wlaking in parade.
79

Image n.3: Teodors owner is teaching little visual handicapped girl how to walk with
guide dog.
Image n.4: Lady in the middle keeping two white guide dogs and posing for beautiful
moment.
80

FOURTH PRACTICE.
1. Title.
The role of active citizenship in the learning process of blind and visually impaired
people.
2. Short abstract.
In the Czech Republic, there are a number of organizations, which include people
with visual impairment in various positions.
This is the company director of Tyfloservis, auxiliary and volunteer workers of SONS,
consultants for the solution of architectural barriers, staff teaching keyboard skills
and training at work for assistive devices.
3. Target group.
Blind and visually impaired persons.
The Czech Blind United is the company founded in 1996 which has about 10.000
members and which provides its services to all visually impaired people regardless
of the membership.
Its mission is to bring together and safeguard the interests of visually impaired and
to provide them with services contributing to their social integration.
Its priorities are: to look out for visually impaired and reaching out to them including
those in the stadium after loosing the sight; providing supporting employment
services for the blind and partially sighted; social and therapeutic activities of self-
supporting groups and activity clubs; elimination of the architectonic and
informational barriers; attesting new forms of assistance including popularization
and elucidating problems of visual impairment.
The services provided are:
 Social work among severely sight impaired people (screening).
 Basic and extra social legal and employment legal advice services.
 Technical advice and training in operating with compensatory aids including
their free of charge renting.
 Running of the unique navigation centre for the blind.
81

 Publishing adviser magazines, running inquiry websites and online digital
library.
 Guide dog trainings.
 Barriers elimination (e.g. informational and architectonical) etc.
Lenka has been working at the United Organization of the Blind and Visually
Impaired in Ostrava for 30 years. She has been blind since birth. There are new and
current members willing to provide assistance and support in accommodation in this
new situation, when a person is losing their sight, or has completely lost it. These
people gladly advise, and help direct to other organizations that deal specifically
with, e.g. teaching spatial orientation, writing in Braille, and selecting a consultancy
in the field of compensation and optical aids.
Thanks to the voluntary efforts of Lenka, this club supports blind and visually
impaired clients, and helps them lead normal lives through brightly focused
activities.
The goal of the active citizenship is to improve the quality of life for people with
visual impairments, systemic solutions in the areas of health, education and
learning, social security, employment, accessibility of the physical environment,
access to information, and cultural heritage.
Specific types of interventions and provision of support services vary, depending on
age (early care, integrated education and training in schools for pupils with visual
impairment, guide and reader service organizations for social rehabilitation.
authors of this text Lucie Skříšovská, e-mail address: skrisovska@tyfloservis.cz and
Martin Hyvnar, e-mail address: novyjicin-odbocka@sons.cz.
82

FIFTH PRACTICE.
1. Title.
ONCE Thyphlological Museum.
2. Short abstract.
This is a Museum for blind and visually impaired people. This is a service that the
Spanish Organization for Blind People (ONCE) provides to its associates.
3. Target group.
Blind and visually impaired people.
The Typhlological Museum gives to blind people the possibility to access a regular
museum without visual impairment constitutes a cultural barrier.
The Museum has two floors. The main floor of the Museum is dedicated to plastic
arts. Its aim is to facilitate and to make easy to blind and visually impaired people
the access to plastic arts through two collections.
One of the collections is dedicate to monuments of everywhere. The reproductions
are related to monuments of whole world and the exhibition shows the evolution of
the art history since prehistory. It is specially thought to students from secondary
school, people who are studying art history or plastic art or architect as well as
people interesting in art in general.
In the other collection there is an exhibition of artworks made by blind artists and it
is also dedicated to promote these artists.
83

Image n.1: Picture “Main Street” made by a blind painter, Luis Petra.
In the second floor it is located the thyphlological room. It is dedicated to show the
history of blind people. There are pieces from the beginning of 19th century. They
refer to systems and methodologies of writing, music, mathematics which were
used in the past but not now.
Image n.2: Picture of a wooden clock with fixtures that served to learn the hours
84

The most relevant pieces that it is possible to find in the Museum are the artworks
reproductions. One part of the exhibition is dedicated to Spanish monuments and
the other one is dedicated to monuments of other countries. It is possible to follow
the evolution of the art history and the exhibition show reproductions of the most
representative pieces of different styles.
All the information related to pieces is showed in Spanish but also in Braille. In
addition, a self guide is available.
Image n.3: Reproduction of Pisa Tower
The collection of the Museum is thought to cover some gap in the education of blind
and visually impaired people and satisfy also some of their cultural interests. By this
way blind students that cannot see the photo of the book related to some building
or sculpture, they can visit the Museum.
If you have any suggestions or questions relating to this theme, you can visit our
web page: http://museo.once.es.
85

people.
FIRST EXPERIENCE.
A story of active citizenship realized by blind people in Italy.
By Angelo Aiello- ANPVI.
In the wave of student protest between '68 and '69, the blind university students
who were resident of the Blind Institute "Francesco Cavazza" in Bologna and their
colleagues from Padua began a radical criticism of the institutions for the blind with
occupation of the Institutes and a series of initiatives, such as public meetings and
newspaper articles, to increase awareness of the general public and politicians.
The main reasons were the antiquated conditions of life in these institutions, rare
permissions to go out and only with parents’ permission, separation of males from
females and questionable internal discipline, lack of meetings to discuss the
problems of the blind and substantial segregation from life outside the institutes.
The first results were a significant improvement of the internal conditions and the
possibility to meet freely, openings of the male and female sections, improvements
in the food through the introduction of menus instead of set meals. Later on these
conditions were defined good but insufficient. The institutes for the blind were
defined by the protesters "golden ghettos" and the fight shifted to more radical
demands for the closure of the institutions, the return in families and school
placement in their places of origin.
On the day of 15 February 1969 the police penetrated inside the institute for the
blind "Configlischi" of Padua to restore normalcy. There were clashes that led to the
wounding of a blind person and two policemen after the blind barricaded
themselves in the Institute.
In recent years the social demands of the visually impaired have clashed with the
attempt to undermine the achievements so far. Several governments have
attempted to downsize the welfare state. But the struggle and unity of blind in Italy
have thwarted these attempts.
There are still many battles going on. Among all the protection of blind workers,
greater attention to their education, especially after primary school, and greater
awareness of the public and the political class on the potential the technologies now
offer to improve the living conditions of the blind.
87

Image n.1: photo of a newspaper article of 1969 talking about the occupation of the
Blind Institute "Francesco Cavazza" in Bologna. The title says “They are guys just like
the others, and dislike paternalism”.
88

SECOND EXPERIENCE
“Wilanów storytellers”
Interview with Marta Walewska from the Department of Education in
Museum King Jan III's Palace at Wilanów, Poland.
Museum's offer addressed to visually impaired persons:
• A mock up of the palace blocks designed for touching, located in
the lobby museum (next to the locker room) is an introduction to
the visit to the museum.
• Events organized by the Museum are adapted to the needs of
visually impaired persons, including meetings in the museum,
themed walks, nature tours, and workshops. The meetings ware
accompanied by live audiodescription, numerous materials are
tactile.
• Audiodescription of selected objects is available on the website
of the museum.
What activities are addressed to visually impaired persons?
Museum has fixed offer for visually impaired persons, e. g. themed walks
for adults: "Meet the Palace of ... audio description" and "Life Sciences
trail with audiodescription," museum lessons and numerous concerts. We
are constantly working on extending the offer.
This year (2015), thanks to external funding, we've prepared a lot of
touching aids. The future plans include touching mock-up of the palace
and gardens of Wilanów and more detailed plans for the palace and
gardens. We are also in the process of work on audiodescription of the
most important and interesting of rooms and exhibits. We do not forget
about the children. We are preparing a track with audiodescription for
the youngest.
89

Our offer also includes museum lessons, some of them are adapted to the
needs of visually impaired persons (we're using a variety of tactile aids
and audiodescription). We are extending the scope of the lessons.
What are this lessons referring to?
There is a wide range of topics raised during this lessons, starting from
historical issues, through topics related to culture, customs, fashion,
culinary, to the issues of nature. They are addressed to different age
groups: kindergartens, primary schools, lower and upper secondary
schools. Classes are interactive, kids and youth enjoy it and they are
interested in each lesson issue.
We give effort to prepare the offer for schools available also for groups
with special needs. The first lesson I have adapted to the needs of visually
impaired persons was "visit to the king," - meeting with King Jan IIIrd and
his family. In preparation there are next lessons. Historical lessons require
tactile aids. However, we are looking for different solutions to make them
interesting, well prepared and at the same time within our financial
capabilities. We prepare tyflographicks, replicas, historical costumes that
can be touched, tried on.
It is much easier to prepare walks through the historical gardens, because
there we have more freedom, we can touch more things. Recently
another new topic - Morysin reservation, where we plan to organize inter
alia, tours with audio description.
For how long have you been realizing these activities?
Intensively from approx. two to three years.
What are your impressions after these two years? Does the popularity
of your activities increase?
90

When it comes to a group of visually impaired persons, the interest in this
group is definitely growing. The work is very pleasant, because the
participants at those meetings are always very interested in these topics.
We even have a regular group of people who come to us quite regularly. I
hope that we will have more and more on this meetings. Due to the
nature of work and places the optimal number of people in the group of
all walks with audiodescription is 8-10 people.
How often do you host such meetings?
On average, once a month. In the spring and summer we organize more
activities in the garden. In June, there were two walks, one was in
Morysin, the second - in the Rose Garden. Now the roses smell so
intensely and beautifully that we really wanted to show it.
How do you get through to the target group? Is it easy or difficult?
We cooperate with the Foundation for Culture Without Barriers, Vis
Maior Foundation, we have a profile on Facebook and continuously work
towards better promotion of our activities. I contact organizations that
work every day with blind and visually impaired people. We send
information to our individual clients, if they so agree during a visit to the
Museum. We also have leaflets in Brail. Participation in conferences and
meetings that involve people with sight disabilities, is also a good
opportunity to present our offer.
Do you use needs research of visually impaired persons to prepare an
offer or you do this without consultation?
At the moment the offer is created rather arbitrarily. But during the walks
we often talk about the needs of our visitors about the museum's offer
and one of the results of these talks will be workshops on conservation.
Scenarios are ready, I hope that the workshops will commence this year.
During the workshop, you'll want as much as possible energize
91

participants. Let's see how this is true. We hope that the workshops will
be an opportunity to provide the audience with many practical and useful
information and skills.
We are also thinking about the survey which will explore our visually
impaired guests expectations. This will be the next step. I hope we will
mange this still this year.
At the moment the offer is created rather arbitrarily. But during the walks
often we talk about the needs of our visitors about the museum offer and
one of the results of these talks will be workshop about conservation.
Scenarios are ready, I hope that the workshops will commence this year.
During the workshop, we want to as much as possible activate
participants. Let's see how this will work. We hope that the workshops
will be an opportunity to provide the audience with many practical and
useful information and skills.
How do you prepare for this job?
First of all, we organize trainings on the specifics of working with a person
with sight disability. The first trainings are addressed to so cold "first
contact employees". We cooperate among others with Vis Maior
Foundation, which did for us training I mentioned above, and Culture
Without Barriers Foundation, which prepares educators to
audiodescription. Such training and contact with people with sight
disabilities allow you to get familiar with the topic.
Participation in training is not mandatory. However, only those who will
be trained and have a predisposition to continue to work with blind
people shall keep such meetings. For this work we are looking for
sensitive and empathetic people.
92

From the surveys, which we ask to fulfill after the classes, we find out that
the method of teaching was good or prepared aids were indeed useful,
we also ask what is to improve, to change.
Who are participants of walks and meetings? Are there only people
from Warsaw or also from the whole Poland?
From the individual offer benefit rather people from Warsaw and the
surroundings, but people come to us from all over Poland. They come to
us often as organized groups. Then we reserve a time for the group and
prepare audiodescription and tactile aids.
What are you satisfied?
The fact that there is interest in what we do, and that this is really needed
for this people. Ther is frequency, which for us means that it is worth it to
continue our work.
What is your challenge at that moment?
Lack of time is a challenge. People with sight disability are only one of the
groups of people with disabilities. We still have a lot of work in adapting
the offer to other groups, including e. g. people with autism.
Do you have plans join these groups, so you would not have to prepare
for them separable offer?
On our walks with audiodescription can come blind people, partially
sighted and sighted. Recently for a walk came also people with mental
disability, so we don't put any restrictions here. However, at the moment
we do not offer classes fully inclusive for all, regardless of disability. Our
experience shows that the needs of the recipients are closer, the more
satisfaction from taking part in the meeting or workshop, that's why at
the moment we are rather in this way shaping our offer.
Is the offer free?
93

With a fee it is differently. At the moment there is no such decree, which
would said that people with disabilities come anywhere free of charge.
There are discounts that we use in accordance with regulations. For
example, the cost of the participation in the average two-hour walk with
adiodescription is now 10 zł.
But not all events are paid. Increasingly, we have the ability to create free
offer, about which we always inform.
What are your plans?
Terminate projects that have now started. They will give us a base
material for visually impaired persons, or mock-ups, guides in Brail, a lot
of audiodescription. Later, we will work on projects of workshops in
collaboration with the people who every day work intensively with blind.
We also want to provide temporary exhibitions which we have at the
museum from time to time. I create activities tailored to the needs of
new groups with disabilities
What are your wishes at the moment?
Perseverance, strength and frequency.
94

THIRD EXPERIENCE
A story of deaf blind children.
ONCE (The Spanish Organization for Blind People) has a classroom for deaf blind
children located in the ONCE Educational Resource Centre. There are only 4
students in the classroom but 2 teachers. The main reason is because children have
very little visual rest and very often their teachers have to communicate with them
with the hands. So that when one teacher is toughing one child they cannot do it
with others. So it is very necessary to have at least one person by two children.
The main goal of this classroom is to provide children with communication skills.
Most of the children have rest of their visual and hearing capacity. In order to
achieve they are able to communicate, their teachers use sign language.
Their teachers start with the immediate environment of the children, with the most
close things in their daily life. After that, they open to a weight things and activities.
One of the children has already started to write and read some texts but it is a very
long process. He has been for 10 years in the classroom. He started with a very
limited communication skills and he has token a long time to start to read or
communicate.
The teaching method for these children is to read or write in Braille. The method is
quite similar to other children. They start with words related to most interesting
areas for the children, what they like or are interested in, and then they go slowly to
read texts. However, the most important think is the communication process with
the child. This is what takes most of the time and efforts.
The method of communication with children, it is not finger alphabet as with deaf
people, it is communication “handing-hand”.
FOURTH EXPERIENCE.
95

The interview with Lucie Skříšovská, center manager of Tyfloservis, o.p.s.,
Czech Republic.
Question: Please state the organization where you work, how long you have worked
there, what position you fill and what activities you perform in this position in the
organization.
Answer: Tyfloservis, o.p.s., I have worked there for 6 years as a center manager. The
activities I perform in this position are: analytical, conceptual, methodological
activities in social rehabilitation; managing funds; staff management and
coordination, evaluating and monitoring their activities, separate work as an
instructor in social rehabilitation with blind and visually-impaired clients; etc.
Question: What is the main mission of your organization? Indicate what services
your organization provides in caring for blind and visually-impaired clients.
Answer: Mission: Tyfloservis Charitable Trust offers support, information and skills
training to people who, despite severe visual difficulties, are trying to establish as
independent a life as possible. It also works in society at large to show that it can
contribute to their independence and help them where it is needed.
Services:
a) Selection of suitable aids.
• Becoming acquainted with an assortment of special optical, rehabilitative, assistive
and other aids and their possible acquisition • training in operating the selected
aids.
b) Rehabilitation courses.
• Spatial orientation and independent movement (practice walking with a white
cane, unaided, with a guide, selecting proper routes) • Self-care (training in cooking,
care of clothes, personal hygiene, caring for children and the household, etc.) •
Reading and writing Braille fonts (including writing on a board) • Handwritten
signature exercises • Writing exercises on an office typewriter and computer
keyboard • Tyflografics (independent exercises making embossed representations
and develop the ability to perceive these images) • Rehabilitation of sight (using
96

sight to the maximum extent possible) • Training in social skills (behavior in different
social situations and how to contact people in public transport, in shops, etc.).
c) Consulting.
• Adapting local environments and removing architectural barriers in terms of the
needs of the blind and visually impaired • Special communication techniques
concerning problems with seeing and at the same time hearing (Lorm hand-touch
alphabet, finger alphabet, signing hand in hand, etc.) • Signposting to other service
providers • Others.
Question: Does your organization have experience in the formal and informal
education of visually-impaired and blind persons? What educational materials are
used by your organization?
Answer: In the context of formal education, we cooperate with educational
institutions; for informal education, individual long-term rehabilitation courses are
ongoing. The educational materials are provided in black and white prints, in Braille
letters, in the Tyflografic version or as voice recordings (lessons for writing on a
keyboard, for teaching Braille, maps for teaching spatial orientation and
independent movement, information on the procedures for self-care, etc.),
individually for each student.
Question: What mobility aids can your organization offer your clients? Does your
organization also use aids for computer technology?
Answer: Aids:
a) for removing information barriers;
b) for facilitating orientation and communication;
c) for education and promotion;
d) for the household;
e) for leisure and learning.
In order to make information (written, printed, electronic form) available,
enlargement or other word processing tools with the help of optical aids (handheld
or stand magnifiers, telescopic and filter glasses) are primarily used. Electronic aids
are used by visually-impaired people as a rehabilitative aid, but also by blind people
as an assistive aid to remove information barriers. These aids make information
97

(written, printed or electronic) available and allow information to be stored and
processed. There are also camera zooms used as portable devices, but also as
permanently stationed desktop television magnifying glasses. Specially equipped
desktop computers with speech software for the blind can remove the information
deficit, as well as enlarging programs for the visually impaired through the Windows
environment.
The aids used for removing information barriers include dictaphones, color
indicators, watches and clocks, Picht braille typewriters, coin discriminators, and
more.
Sphygmomanometers, glucometers, thermometers and personal scales are tools to
check their physical condition – self-monitoring.
White canes, voice control beacons, mobile phones, and other aids are used to
facilitate orientation.
The category of devices intended for households include talking kitchen scales, food
dispensers, level indicators, contrasting ceramic tableware, minute counters,
medication dispensers, etc.
For teaching and promotion, the Braille alphabet, embossed maps and postcards,
aids for practicing touch, notebooks for the visually-impaired, drawing kits, etc., are
used.
Leisure time aids include tandem bicycles, board games, embossed coloring books
or sound balls.
For IT, we use special iPhones and iPads, and modern navigation systems.
Question: What are the most important tools, resources and skills in the educational
process for blind and visually-impaired persons?
Answer: Tools: early contact with the client, training in real conditions, the
availability of services, expertise in providing services, preventing further damage,
vision assistance, the continuity and combination of services, sufficient public
awareness, etc.
98

Resources: activity, motivation, integration, autonomy, personal development
options, recognizing personal limits, fulfilling needs, taking responsibility for your
own life, self-sufficiency, independence, etc.
Skills: sensory, motor, intellectual, and social interaction.
99

Chapter 5
ICT tools for blind
and visually impaired people.
100

Chapter 5 – ICT tools for blind and visually impaired people.
FIRST PRACTICE.
1.Title
Video resume for visual handicapped persons
2. Short abstract
General aim of the video resume is to decrease the unemployment rate of the blind
people. There are 7.4 million blind and partially sighted people in the European
Union and many more in the whole of Europe. Project manager of Latvian Society of
the Blind on the basis of request create a unique consumable (video resume) for
people with visual disabilities to easier get the job.
3. Target group
Blind and visually impaired persons, who are willing and ready to enter the labor
market to work in concrete occupation.
Latvian Society of the Blind is the non-governmental, non-profit making
organization, founded in 1926. It is the only organization to represent the interests
of blind and partially sighted people in Latvia. The main objective of the LSB is to
protect and promote the interests of all blind and partially-sighted people. But the
main activities are: to engage, participate and impact the legislation drafting and
policy-making processes concerning various interests of blind and partially-sighted
people at national level, to provide services of social rehabilitation and occupational
training, delegated by the state as foreseen by the decree “On Social Services and
Assistance”. To provide necessary assistive and sonar technology to the blind and
partially-sighted people, delegated by the state as foreseen by the Law “On Social
Services and Assistance”, to publish and distribute monthly the only existing
newspaper “Rosme” for blind and partially-sighted people in Latvia, to contribute,
organize and participate in various social activities such as youth and adult summer
camps, national “White Cane” Day, adult theatre and folk dance groups, folk choirs
etc. Also one of the objectives is to cooperate and coordinate with other
101

international, regional and national non-governmental organizations and to raise
awareness and promote charity activities among the general public.
5. Good practice description
It’s always beneficial to pre-plan best you can before even setting up a light or
pushing the record button. What type of industry is my primary audience (how
casual or formal, for example)? What points do I want to highlight on my resume?
What kind of outfit am I wearing? These are all questions to ask yourself to make
the recording process more manageable. First, try to trim down your script to about
a minute or so. The best video resumes are under two minutes, so hit main points
and move on. You will only have a few seconds to really get the viewers’ attention
and engage them. Once you have an outline of your script down, practice in front of
a mirror or have a friend listen to you. Getting feedback from another set of eyes
and ears can only help, especially if you’re not used to speaking into a camera. And
don’t think you have to shoot the entire video in one take. It’s perfectly fine to break
your video resume into sections, which will also make it easier to shoot.
In order to create your own video resume, there are a few essential pieces of gear
you will need. The most essential piece of equipment will be your camera. You don’t
need to spend a lot of money on a camera, most cameras now can produce a very
clean image with enough light. Once you have a camera picked out, the next piece
of gear I highly recommend is lights. Natural room lighting can work in some cases,
but for the best results we suggest finding a room with no windows so you can have
complete control over the lighting setup. The final piece of gear I recommend is a
quality microphone or external audio recording device. For the most part, built-in
audio recorders on cameras are very limited.
To create a good and competitive video resume you should start with researches
about that concrete person. There is a need to find all the best characters and skills
about the person and describe them in very light and playful way. Do not forget
about the vacancy you are applying and try to highlight all the best experience and
skills you had and have for now in this field. For the employer is very important to
see what exactly person with visual impairment can do, so you should include in
video also some typhlo techniques demonstrations. To make this current video
where main actor is trying to apply for job as a translator is used such typhlo
102

techniques as color setter, special computer program “Jaws”, white cane and liquid
level determinant.
6. Recommendation for implementation
It is very important to inform all society about people with visual impairment needs
and skills. It is not only the white cane that they need and use. Any visual handicap
person can work in companies. There are only few things employer should provide:
find donation for adjusting workplace for the needs of employee (e.g., buying
specialized technical equipment), introduce stuff with basic information about
people with visual impairment and think in social way. Also is very important to
create video resume with help of some specialist who could give advices about
assembling, filming and about how to use video equipment.
7. For more information…
…if you have any suggestions or questions relating to video resume theme, you can
contact us: projekti@lnbiedriba.lv, visit our web page: www.lnbiedriba.lv or find us
in facebook.com
8. Video and photos
Latvian Society of the Blind has made video resume that is placed in you tube:
Interview to Peteris Finish
103

SECOND PRACTICE.
1. Title.
The library for the Blind in Poland – Polish Association of the Blind.
Image n. 1: Library for Blind (mobile shelves).
Photo by Polish Association of the blind
2. Short abstract.
The library was established by Polish Association of the Blind, and existed for 60
years. It’s located in the main office of our organization in Warsaw. Since 2013
library is financed from state budget.
Main task of library is collecting, sharing and adapting books for visually impaired
readers and others readers with disabilities who can’t read ordinary print.
3. Target group.
104

Library mission is to promote reading among people who are blind and visually
impaired. Currently collections in the brail alphabet is used by over 630 people.
The rental audiobooks are recorded for almost 5 thousand people. Nearly 2,5
thousands users has account in the on-line library.
The library is managed by a blind person. On 21 employees of library 14 is blind or
visual impaired. Full-time workers are also two guide dogs – Focus and Via. They
don't lend books, but help their owners get to work
• fiction,
• popular science,
• guides and dictionaries,
• books in foreign languages,
• magazines for blind and visually impaired.
The collections also includes books in Braille alphabet on history, geography,
literature and mathematics.
➜ Library promotes reading Braille books
Publications in the Braille alphabet is the oldest and most diverse of books. This
collections includes textbooks, dictionaries, maps, atlases, nineteenth century prints
and manuscripts. Braille collection has 50 thousand volumes.
➜ Adiobooks
Initially audiobooks were recorded on tape. For several years on CD and digital
format (Daisy standard and Czytak format). This collections includes radio plays and
novels recorded by famous polish actors.
The entire collections has about 500 thousands compact cassettes, 6 thousands
music disc and about 7 thousands titles in digital format.
➜ Collections divisions:
105

• Typhlological collection – this are scientific positions focusing on the
rehabilitation of the visually impaired. Library has 4,5 thousands volumes of
this kind books. All books are in the ordinary print.
• Movies with audio descriptions – films with additional soundtrack, with
verbal descriptions of visually contend displayed on the screen. There were
more than 100 films.
• Music discs – collection of classical and popular music only in place at library.
It consists about 3500 disc.
• Digital text – literature written in a way that allows reading on synthetic
speech. This collections has about 2 thousand titles.
ACCESIBILITY OF COLLECTION
Library readers are adults, children and teenagers
Lending books is available:
• On place in the library
• By e-mail order
• Electronically by authorized remote access to digital interlibrary online loan
service
In Warsaw there is also available service of transportation books to home of the
library user.
ADDITIONAL OFFER:
• Scanning books on request,
• Printing texts and books in Braille to individual needs,
• Writing transcriptions for public institutions – conversions of text into Braille
alphabet,
• Conducting journals for blind and visually impaired,
• Conduction an e-mail discussion list for librarians interested in issues of access
to the collections to the blind, and mailing list for the readers, dedicated to
the socio-cultural issues.
106

Internet site www.dzdn.pl
Associate director of Library: Monika Cieniewska, m.cieniewska@dzdn.pl
tel./fax 0048 22 635 33 20, tel. 0048 22 831 22 71 in-house: 222
107

THIRD PRACTICE.
1. Title.
Sensory circuit on the bank of the river Luna: A sensory circuit adapted to people
with disabilities on the bank of the river Luna in La Magdalena, province of Leon,
in Castilla-Leon Region (Spain).
2. Short abstract.
A short path along the river “Luna” (Moon) in the town of La Magdalena was
designed recently. It is accessible to all. Interpretive trails, signs and descriptive
panels include information in Braille, tactile models and different relief elements. In
addition, a brochure is available with some information in Braille as well as audio-
guides describing some of the most interesting aspects of the tour.
The sensory circuit is complemented with an adapted fishing area located in the
Selga Ordás counter-dam.
Image n.1: photo of where river Luna is located in Spain.
108

3. Target group.
Handicapped tourists.
Local Action Group “Cuatro Valles” (Four Valleys) works to facilitate tourism
development in their action area. For this reason, it has launched a sensory circuit
specifically for people with disabilities, such as those with reduced mobility,
different visual abilities or different hearing capabilities.
Local Action Groups or Rural Development Groups are non-profit organizations,
whatever their legal form, in which internal organization are represented public and
private partners of their action territory. Their objective is the implementation of a
regional rural development program.
The initial point of the sensory tour is located in the bank of the Luna River, in the
town of La Magdalena. It is a short path, accessible to all people with or without
disabilities.
Images n.2: photos of the first panel in the trail.
A railing leads to visitor to the descriptive panels. The trail is 1.60 meters wide and
allows visitors to take a short walk along the riverside.
109

Images n.3: photos of the trail.
In the interpretation panels, information is available in Braille. In addition, reliefs
and models enable to discover the Luna River resources (fish, birds, herbage, wildlife
and fingerprints of animals).
110

Images n.4: photos of the panels.
Blind or visually impaired people can use a stick to guide thanks to a curb along the
path. In addition, a metallic sound board allows identifying where the panels are
located.
Image n.4: photo of the metallic sound board.
111

The association has elaborated also an audio guide and an application for Android or
iPhone. In the case of Android, it is necessary only to search in the app store “cuatro
valles”.
Image n.4: photo of the mobile with the App “Cuatro valles” opened.
The Sensory Circuit of the Bank of Luna River is a good practice of accessible
resources for blind and visually impaired people because:
• It allows accessing everyone to natural resources: touch reliefs of fishes, birds,
fingerprints of animals and etcetera. The Spanish Natural Parks Network has
also elaborated a Handbook of Good Practices of accessibility in Preserved
Natural Areas.
• It is a way to awareness everyone about the importance of preserve natural
resources and environment.
• It promotes tourism in rural areas allowing people with disabilities to access
to natural areas or parks.
• It is more common to find accessible resources in urban areas and it is
necessary to encourage institutions to develop them also in rural areas.
• It is a initiative carried out by an organization that is not focused on inclusion
of blind or visually impaired people. “Cuatro Valles” Association promotes
112

rural and tourist development. For this reason they decided to make the bank
of the river accessible to people with disabilities.
Institutions that could benefit from this experience are:
• Rural development associations or local governments that want to promote
tourism in their action areas.
• Environmental or educational associations and public institutions that want to
bring closer natural resources to all people without exclusion. The "Sensory
Circuit by Moon River" has been used also in environmental awareness
campaigns with students and in a cooperation project called “Ninf@ Calidad,
Pesca, Sostenibilidad, Turismo y Familia” (Ninf@: Quality, Fishing,
Sustainability , Tourism and Family).
Tips to take into account in case of re-using this practice:
• It is very difficult to propose alternatives for different groups, so it is useful to
think in one kind of disability but taking into account all of them. Finally, all
people are different. It is very interesting to follow the motto "Design for All",
although you dedicate special attention to the objective prioritized.
• Assess carefully, depending on the available budget, on what facilities you
want to focus: on physical accessibility or adapting interpretative panels. For
example, the height of an interpretative panel can be accessible to
wheelchairs but inaccessible to other groups. Often, success is a balance
among all of them.
• Take into account the recommendations provided in many manuals in order
to make a path accessible. But in the countryside all recommendations are
not always suitable. For this reason, innovate and smart solutions are decisive
to propose viable routes. Plus the fact that sometimes you cannot get all...
• Trails extremely prepared in the end become artificial. All people go by path
in bad conditions in the countryside. If people are looking for an experience in
the field, it is necessary to leave spaces for a different experience, for
adventure.
113

• Be very careful in some issues like land slopes, width of paths, soil compaction
and trail firm. Sometimes it is impossible to adapt all but paying attention to
small details many problems are solved.
• Design the circuit taking into account that during leisure activities, people
tend to move in groups. Avoid forcing the group to move following a row. All
people like to go chatting during a tour.
• Try to integrate already existing elements in the path (trees, rocks, plants and
etcetera); with them people can for example feel textures. The visitor
experience will be much more rewarding.
• If the proposed trail is relatively long, to set meeting and resting points.
• Include “warning elements" (i.e. metallic sound board) when people reach an
interpretative panel or other point of information.
If you have any suggestions or questions relating to this theme, you can contact us:
cuatrovalles@cuatrovalles.es, visit our web page: http://www.cuatrovalles.es or
contact directly by phone: +34987581666.
114

FOURTH PRACTICE.
1. Title.
List of types and sorts of special aids based on computer technology for the
seeing-impaired.
2. Short abstract.
This best practice description consists of types and sorts of special aids based on
computer technology for the visually impaired people.
3. Target group.
Blind and visually impaired persons.
TyfloCentrum Ostrava, o.p.s. is the regional center for the registered social services
for the blind and visually impaired.
We provide services to visually impaired residents to make their lives easier, give
them the maximum degree of independence with the help of others, and promote
their integration into the society of healthy people.
Most services are provided to them from the age of 7.
What do the Tyflocentrum offer?
• free social counseling.
• loaning out assistive devices.
• teaching the use of assistive devices.
• assistance in obtaining financial contributions for the visually impaired.
• removal of barriers impairing their movement.
• guide services.
• reading services.
• courses in operating computer-assistive devices.
• customized language teaching.
• lectures and excursions.
• club for computer equipment users.
• swimming in a dedicated pool.
115

• artistic creation.
• hiking club.
• community meetings.
Who the Tyflocentrum works with?
Czech United of Blind Ostrava, Tyfloservis, Gallery of Fine Arts in Ostrava, Ostrava
Museum, College of Social Work.
Digital magnifying glass.
This is a PC-based tool that allows users who have varying degrees of seeing
impairment to read, write, process and store information – this means those who
have enough residual vision for them to use it as the dominant sense for working on
the personal computer. They are also able to read large print in real time and can
even easily navigate text and pictures at high magnification. To some extent it is an
alternative to a camera magnifying glass (if only a scanner is connected, it is not
possible to view, for example, three-dimensional objects or perform minor manual
operations) and basically uses computer technology to “simulate” several functions
of the camera magnifying glass.
The equipment consists of:
• basic units – PC, normal keyboard and mouse,
• monitor (currently 22” – 27” LCD),
• scanner or camera magnifying glass,
• magnifying glass software (magnifying program working within the PC
operating system),
• scanner magnifying glass, i.e. special software for zooming, viewing
and processing the information of the scanned text, or an OCR program for
text recognition,
• other essential software (antivirus, Microsoft Office, burning program, etc.).
What turns a normal PC into a digital magnifying glass is special software
equipment.
• Software magnifying glass – ZoomText, Magic.
• Scanner magnifying glass – MagnaVista, Viewdio, ZoomView.
• OCR program – ABBY FineReader.
116

If necessary, the magnifier software utility can be equipped with speech support,
which in addition to magnification offers basic voice response to events on the
computer screen. This option is good for clients who use higher magnification and
speech support makes the work easier for them in certain situations – e.g. for the
continuous reading of longer text, navigating the menu or text.
This utility requires the active knowledge of writing on the keyboard with all ten
fingers, professional and vocational training at a center with qualified instructors
and the corresponding software and hardware.
Digital reading device for the blind with speech output.
This is a PC-based utility that allows blind or practically blind users to read black-
print texts, work with the Internet, write, process and store information. They are
users who are not able to recognize individual letters, either enlarged or color-
matched, on the screen in reasonably real time.
It is a tool good for users that have lost their vision or a substantial part of it in the
course of life, who have already learned to read Braille for the blind fast enough and
are dependent only on speech output. The tool consists of:
• Basic units – PC, normal keyboard.
• Monitor (22” LCD sufficient).
• Scanner.
• Speech output, i.e. Screen Reader and voice synthesis to access the events on
the screen – Screen Reader (Jaws, WinMonitor).
• OCR program for recognizing printed text – ABBY FineReader.
• Other necessary software (MS Office, antivirus burning program, etc.).
The computer must also include a good sound card and active speaker connections
with headphones.
The computer becomes a digital reading device for the blind with speech output
after installing and setting up special software. The highlight of the program is the
speech output, which consists of a screen reader and voice synthesis. The readings
function comes from software that recognizes printed text, an OCR program. This
aid is delivered in a desktop or portable version and requires active knowledge of
using a keyboard with ten fingers.
Professional demonstration and training is required.
Dedicated devices for reading black-printed texts with voice synthesis - Auto-Lektor,
ReadEasy+, ClearReader+ can also be considered reading devices for the blind with
speech output.
117

Digital notepad for seeing-impaired people with speech output or Braille display.
This intensive electronic tool is used by all blind and practically blind people and
those with severely impaired vision or seriously limited vision. It is particularly good
for pupils, students and some occupations. It is important wherever working with
information must be done promptly. This tool makes it easy to enter information, do
word processing, record and search for telephone numbers, and print needed
material when connected to a printer. It is only available in the portable version and
is equipped with speech output or a software magnifier, perhaps a braille display,
normal or braille keyboard, and software for processing and storing information.
It can be special equipment or an “adapted” laptop. Adapting the laptop consists of
equipping it with at least speech output or magnifying software.
Such special equipment has a number of nice features for blind users. In addition to
long operation without the need for charging, they typically have a user-friendly
environment, a normal or braille keyboard, or output in Braille, simplified control,
and so on.
Professional demonstration and training are necessary.
The basic difference between an electronic notepad of the “notebook” type and a
reader in the portable version is the equipment (scanner) and the appropriate
software.
IPad – notepad.
There is currently ever more awareness of products from the company Apple, and
these include the iPad. This is a touchscreen tablet equipped with magnification
software and the VoiceOver screen reader with Czech voice synthesis. This tool is
especially useful for seeing-impaired users who can use the magnification offered
and read longer texts with speech support.
The price of an iPad is much lower than the recommended electronic notepads. This
device, however, does not completely substitute a laptop or specially manufactured
electronic notepads. Because of its touchscreen controls, the iPad is not suitable for
all users.
Braille display for the blind.
The only device in this category of aids in our market is Braille Display (sometimes
also called the Braille/tactile display/viewer). It is connected to a PC via cable or
wirelessly. This intensive aid does not work alone, rather it is an auxiliary aid. It
connects to a Digital Reader for blind people with a speech or electronic notepad for
the visually impaired.
118

This device displays information in Braille letters in 6 or 8-dot characters. The basic
function of the Braille display, we can imagine, is to allow a blind person to read the
information a seeing person sees on the monitor in Braille touch.
The use of Braille assumes the active mastery of dotted letters, therefore it is mostly
used by people who have been blind since birth or an early age, and they use Braille
at school or while studying. People who have lost their eyesight in the course of life
due to illness (diabetes associated with lower sensitivity in the fingers) may find it
difficult to use dotted letters and so do not use this aid. For blind people without the
mastery of Braille, a better alternative is a digital reading device with speech output.
Braille Display is indispensable for the blind and practically blind, those who mostly
work with professional or elaborated texts, texts in a foreign language,
mathematical and musical notations (students, academics, lawyers, translators,
mathematicians, etc.). It is essential for the user to own a digital reading device for
the blind with speech output or an electronic notepad for the seeing-impaired with
speech output and to ensure that the equipment for these devices meets the
requirements for a specific type of connection. Professional demonstration and
training are also required.
Printer for embossed characters for the blind.
Some of these tools are designed to print Braille letters, others for making
embossed images, graphs and diagrams. These are important aids for increasing the
graphic sensibility of the blind. The printer is very important for seeing-impaired
students, teachers, musicians, translators, writers, etc. The equipment operates on
the mechanical or thermal-vacuum principle.
It uses special whole or perforated paper, thermal paper or plastic film. The basic
types and versions include Braille printer and fuser – equipment for creating
embossed graphics for the blind.
The most widely used printer here is Index Everest. Printing text on the Braille
printer requires labor-intensive editing first. It is therefore the question whether the
pupil or student would not rather prefer Braille Display, which today is cheaper,
does not require any editing of the text or special consumables, is easily portable
and is not noisy (unlike the Braille printer).
Electronic communication aids for the blind and deafblind – mobile phone.
There are currently two solutions to make work possible using a mobile phone. The
first consists of a complete sound system using a screen reader like MobileSpeak or
Talks and the Eliška voice synthesis. They voice not only all common functions of the
phone, including battery and signal status, caller ID, working with the Phonebook,
119

reading and writing messages, but also most of the advanced features, including
accessing the Internet and phone settings. MobileSpeak or Talks and Eliška bundled
software are used for push-button phones with the Symbian operating system,
which is used by Nokia C5. This phone is already difficult to find.
The second one in use is the touchscreen iPhone mobile phone from Apple. This
mobile device is particularly suitable for younger and middle-aged generations. It
consists of a voiced touchscreen mobile phone that allows seeing-impaired people
to work with the common functions of the mobile phone, as well as a wide range of
complementary software and hardware. Currently this mobile phone offers, in
addition to voicing the whole environment, the possibility of enlarging the
information shown on the display.
The seeing-impaired can now also use the touchscreens of mobile devices running
Android. These devices are, in our opinion, especially suitable for people who still
have residual sight.
Talking mobile phones give seeing-impaired people more independence and
mobility.
In the Czech Republic, seeing-impaired people can receive a financial subsidy from
the Labor Office or from endowment funds for purchasing the above assistive
devices.
Tomáš Sokolovský, e-mail address: sokolovsky@free-art.cz or contact directly author
of this text Karel Kurland, director of the Tyflocentrum Ostrava, e-mail address:
karel.kurland@gmail.com.
8. Images.
120

Image N. 1 shows a special equipment for blind named PAC Mate Omni.
Image N. 2 shows a special equipment for blind named EasyLink system.
Image N. 3 shows a special equipment for blind – Ipad – Notepad.
121

Image N. 4 shows Braille display for the blind.
Image N. 5 shows Braille display for the blind.
Image N. 6 shows fuser.
122

FIFTH PRACTICE.
1. Title.
Information technology at the service of the person
2. Short abstract.
The seminar organized by ANPVI NGO aims to highlight the importance of the use of
IT tools with a view to improving the quality of life of blind and visually impared
people.
3. Target group.
These events are aimed both to blind and visually impared people and to all kind of
participants.
and training, autonomy and mobility, art, culture, as well as the prevention of
The event have to take place in a central space (last time we had a at a conference
hall available by the Italian Parliament). Content of the seminar is the importance of
ICT instruments in relation to the possibility of being used by people with disabilities
or physical and sensory deficits in progressive deterioration. The seminar is aimed to
highlight the compensatory effects of information technology (computers, scanners,
mobile phones and iPhone). The application of such instruments and devices is
aimed to allow non just a better autonomy of the individual. but also a better access
to culture and communication for blind and visually impared people.
All organizations of disabled people, especially blind people can organize similar
initiatives that bring prestige to those who organize and benefit to those who
participate.
123

Chapter 5–ICT tools for blind and visually impaired people.
FIRST EXPERIENCE
… A little bit of will and knowledge
Przemysław Waksberg - trained marketer, working as a computer specialist at Social
Welfare Centre in Bielany District in Warsaw, specializing in web accessibility for the
blind and visually impaired people. In his free time - DJ. Sometimes a volunteer. He
is a partially sighted person.
When he faced the task of creating a new page of the Centre, has decided that it will
be fully accessible to blind and visually impaired people - so that it will be also
accessible to himself.
An interview conducted by Olga Kożuchowska with Przemysław Waksbert.
Is the work with computers your passion?
Yes, computers are my hobby since childhood. Every day at work in the Center I’m
helping users in their problems with computers, eg. when computer crashes, shut
down, or do not want to run. It happens that one forgets the password, then I’m
unlocking him the access. I’m supervising proper work of e-mail boxes, website of
the center, I update it.
Information technology is not your first profession, you have already reskilled as
an adult. Did this training course include the needs of blind and visually impaired
people?
No, it was public training course organized by one of the companies within the EU
program. The training was completed and certified by Microsoft exam.
Did you as the first person in the Centre bring the principle of accessibility of the
website?
Yes. It was commissioned to me to create a new page. As I am partially sighted and I
know what makes me the difficulty in browsing the internet, I decided to make it so
that it is for me as clear and accessible as possible, I cared about contrast. I am
124

opposed to Flash technology. Although maybe it is attractive, many elements
moves, you can add animations - this is unaccessible for the needs of partially
sighted persons. You can not enlarge these pages, screen readers do not read their –
I avoid this kind of pages and of course also the site of the Centre is not made in this
technology. Once I worked as a volunteer with the company IVONA Software, which
helped me to convince this company to provide free software for the Centre, which
is providing sounding of the page. Then none center had this kind of software. That
was 2011. Today, the name of the software is iWebReader.
Then I applied to the project run by the Centre of Integration Association in which I
could work on the accessibility of the site. Site audit was carried out. It turned out
that the site is largely accessible. It required some minor amendments, such as: the
contrast was too big or too small, the font was to little, lacking some mechanisms to
facilitate the use of the site by using the keyboard. The adaptation process took
about a month.
You mentioned that it you were a volunteer for the company IVONA Software.
Was that the only volunteering experience?
As time allows I do different things. It happens to test the availability of applications
for visually impaired people, or deal with computer system in the Association of
Parents and Friends of the Blind and Visually Impaired Children "Rainbow", but due
to my sight defect I do not want to sit all day in front of a computer.
Also I get involved in organizing picnics for Rainbow House Foundation, during which
we raise money to build a house for full time care for people with coupled
disabilities eg. with cerebral palsy. I'm on this picnic DJ - as DJ is my second hobby.
Let’s turn back to the issue of accessibility. Would you recommend to
organizations, institutions that are preparing to make their pages accessible?
What should be included in the Ten Commandments of availability?
Several issues:
1. First of all, readability, which is a white background with black text, or vice
versa.
2. Appropriately large font, depending on the amount of information that we
want to put in it. The font size of around 16-18 points.
125

3. Colour contrast, you can not use a white font on a light green background. I
understand the aesthetic but it is illegible. I suspect that people who see well
have difficulty seeing or reading similar texts. Ability to choose colors is
essential.
4. If possible, avoid the use of Flash technology. I understand that it gives a lot of
opportunities, but from the point of view of the visually impaired or blind
practically excludes the use of the site.
5. The worst is text embedded as graphics. This is something that can not be
read. This is one of the requirements of the WCAG standards, that PDF
documents should be prepared as text - no pictures and text. This can be
explained on the example of the documents relating to public procurement.
Documents bearing the stamp and signature of the directorate should be
upload on the site. I found a way to obtain such documents. At the start I scan
it and then I use OCR software (the most popular Fine Reader) process and
save as PDF and image which is superimposed text.
And what about mobile apps?
I do not like sites with a mobile version (laughs). They can not be enlarged, so I can
not read them. On some pages, you can not "force" to move to the desktop version
of the page. In general, it is not taken into account the accessibility for the blind and
visually impaired people. Blind people are so much easier, that if there is a text
version of the site, sentyzator reads it and they can use it. Visually impaired people
would like to be able to enlarge the page, and can not do. I use a synthesizer for
long texts, but sometimes I wish I could read less text by myself and I can not. There
are many such applications - eg. mobile version of facebook.
Where to be informed about this?
On the Internet you can find a guide to WCAG 2.0 - (Web Content Accessibility
Guidelines) for the preparation of accessible pages. This document is very large,
which may discourage reading. Integration Association has prepared the publication
"Available pages", which describes in plain language how and what should be done
to make website accessible and legible.
126

Besides we should be guided by common sense and empathy. Creating accessible
web site requires only a little bit of good will, common sense and a little knowledge.
SECOND EXPERIENCE.
Presentation of NaviTerier – Mobile navigation application for blind users
presented by Ivo Malý, Jan Balata, Zdeněk Míkovec from Department of computer
graphics and interaction. Czech technical university in Prague.
For more information about the NaviTerier – Mobile navigation application see the
link http://www.cviv.cz/edub-vip/.
127

Paragraph 1- Partner Organizations.
ITALY
ANPVI – Associazione Nazionale Privi di Vista e Ipovedenti
and training, autonomy and mobility, art anche culture, as well as the prevention of
The association has established among its various centers and services:
- office of social secretariat;
- Autonomy and mobility center with an adjoining school guide dogs for the blind;
- Service book that provides speech texts to shareholders recorded in audio and in
braille;
- Provision of technical aids to blind and visually impaired;
- Artistic center "NACSO Project"
- Our press "Il Ponte" with the news on the world of the blind.
WEB SITE: www.anpvionlus.it
E-MAIL: presidenzanazionale@anpvionlus.it
Project staff:
Roberto Kevin, President.
Andrea Ciantar, Project Manager.
Federica Rovai, Project Coordinator.
129

CZECH REPUBLIC
Centrum vizualizace a interaktivity vzdělávání, s.r.o.
Centrum vizualizace a interaktivity vzdělávání, s.r.o. (Centre for Visualisation and
Interactivity in Education) deals with creation, realisation and coordination of
educational projects supported by the European Union using elements of
audiovisual creation, creation of multimedia educational products for handicapped
and seniors, and multimedia programming. The applicant has proved its
competence to solve the proposed project, among others by successful solution of
EQUAL project Lifelong Learning of Aurally Handicapped in 2005 – 2008, which
belongs to one of the most successful in the Czech Republic.
In the last 10 years, Centre for Visualisation and Interactivity in Education has been a
coordinator and partner of pilot educational European Union projects funded
from programmes Leonardo da Vinci, Socrates–Grundtvig, International
Vysegrad Fund, Transnational Projects-Pilot projects on actions to mainstream
disability policies, The Human Resources and Employment Operational
Programme, The Education for Competitiveness Operational Programme
primarily oriented on the issue of education of disabled and seniors. Centre for
Visualisation and Interactivity in Education´ competence to solve interactive
educational processes and products with a high level of ICT exploitation has
been proved in all these projects. Its competence is also proved, among
others, by implementing selected validated products of the solved project
EQUAL into the European database of good experience EQUAL EU and
numerous other recognitions both at regional and national level.
WEB SITE: www.free-art.cz
E-MAIL: sokolovsky@free-art.cz
Project staff:
Tomáš Sokolovský
Lenka Dulaiová
130

LATVIA
Latvian Society of the Blind
Latvian Society of the Blind is a non gouvernmental, non profit organization,
founded in 1926. It is the only organization to represent the interests of blind and
partially sighted people in Latvia. In addition to regional Societies of the Blind in
Liepaja and Tukums, the LSB consists of 12 regional representations, which are
further divided in local units. Its work is directed by an Executive Board of 9 elected
members, who are accountable to General Assembly, held every five years. All
3500 LSB members are people with visual impairment. The main objective of the
LSB is to protect and promote the interests of all blind and partially sighted people.
The maim activities are:
- To engge, partecipate and impact the legislation drafting and policy-making
processes concerning various interests of blind and partially sighted people at
national level;
- To provide services of social rehabilitation, adult education service and
occupational training, delegated by the state as a foreseen by decree "On Social
Services and Assistance";
- To publish and distribute monthly the only existing newspaper "Rosme" for blind
and partially sighted people in Latvia;
- To contribute, organize and partecipate in various social activities such as youth
and adult summer camps, national "White Cane Day", adult theater and folk dance
groups, folk choirs etc
- To cooperate and coordinate with other international, regional and national non-
governmental organizations;
- To raise awareness and promote charity activities among the general public.
WEB SITE: http://www.lnbrc.lv/
E-MAIL: address:projekti@lnbiedriba.lv
Project staff:
Project Coordinator in Latvia Sandra Smona
Project Coordinators Assistant in Latvia Svetlana Sproge
SPAIN
131

Transformando Soc. Coop. Mad.
Transformando is a non-profit social cooperative founded in 1998. We strive to
enable socially-excluded individuals to successfully integrate society and the
workplace. We provide and promote the use of tools required to set up businesses
that will generate incomes, encourage self-employment, increase people’s concern
and participation in their surrounding environments.
Transformando counts with a large experience in training and advising people at risk
of exclusion in their process of business creation. Most of our beneficiaries have
been migrants. The relevant experience for this partnership is the one coming from
the areas of work: Micro-companies and social economy entities.
WEB SITE: www.transformando.org
E-MAIL: transformando@transformando.org
Project staff:
Ana Alvaro Moreno
Fidel Hernández Hernández
Paula Sánchez Carretero
132

POLAND
STOWARZYSZENIE TRENERÓW ORGANIZACJI POZARZ DOWYCHĄ
The most important area activity is training new trainers joined with NGO sector and
developing qualifications of the professional ones. STOP Trainers' School is an
answer to a strong need expressed by numerous activists of non-governmental
organizations to create polish training called "Training for Trainers". It is addressed
to persons, who work in third sector and plan to actively engage in the training work
for NGOs. We also organize such school for the different branches, for example
Family Mediations School of Trainers and courses for trainers for representatives of
NGO's: The Network of Information and Support for Non-Governmental
Organizations SPLOT or employees of Labour - Market Institutions. We're taking
part in Library Development Program - Training of Trainers for Librarians, Idea of
such project: supporting librarians in development of educational skills, which
empowers local communities, specially from rural areas (community education,
library as community and educational center) and librarians as professionals - they
cam share knowledge and experience within "library environment" - they are real
experts in many or their professional fields, they need methodological support.
WEB SITE: www.stowarzyszeniestop.pl
E-MAIL: biuro@stowarzyszeniestop.pl
Project staff:
Olga Kożuchowska
Katarzyna Lipka-Szostak
133

Paragraph 2- Handbook authors.
Czech Republic authors.
Lucie Skříšovská. Organisation: Tyfloservis Ostrava
Position: Head of Tyfloservis centre, social worker
Martin Hyvnar. Organisation: Czech Blind United (SONS)
Position: Social worker
Karel Kurland. Organisation: Tyflocentrum Ostrava, o.p.s.
Position: director
Ivo Malý. Organisation: Department of computer graphics and interaction Czech
technical university in Prague.
Position: expert assistant
Italy authors.
Roberto Kevin, President.
Andrea Ciantar, Project Manager.
Federica Rovai, Project Coordinator.
Poland authors.
Olga Kożuchowska - project coordinator - STOP Association
Katarzyna Lipka-Szostak - project coordinator and Member of the Board in STOP
Association
In cooperation with representatives of the NGO's and institutions decribed in best
practicies and interviews.
Spain authors.
Paula Sánchez Carretero.
Fidel Hernández Hernández.
134

Latvia authors.
Deniss Vatjkovics- ICT specialist in the Rehabilitation centre of Latvian Soc. of Blind.
Peteris Locans-Chairman of the Board in Daily centre Strazdumuiza.
Sandra Smona- Project manager in Latvian Society of the Blind.
Image n. 1. Group photo around a tactile map of Europe, Madrid
135

Paragraph 3- Other Organizations involved.
SPAIN
Clinic of Physiotherapy: Diego Perez
A Clinic of Physiotherapy and Rehabilitation, Osteopathy, Acupuncture,
Mesotherapy, Chiropractic, Pilates, Nutrition, Laser Hair Removal and Aesthetic
Treatments located in Laracha in A Coruña Region (Spain).
https://es-es.facebook.com/clinicadiegoperez
info@clinicadiegoperez.com
Cuatro Valles Association
Local Action Group “Cuatro Valles” (Four Valleys) works to facilitate tourism
development in their action area that is several municipalities in the province of
Leon in Castilla-Leon Region (Spain).
http://www.cuatrovalles.es
cuatrovalles@cuatrovalles.es
Fractágora
Association that gathers people interested in extending and sharing the education in
languages. Their objective is to make the knowledge of diverse languages accessible
for the biggest number of people.
https://fractagora.wordpress.com/
fractagoras.idiomas@gmail.com
Ilunion
ONCE and its Foundation has also developed Ilunion that inserts into business the
social initiatives of ONCE and ONCE Foundation by applying a pioneering and
innovative approach that allows it to maintain a balance between profit and social
values. It is a workforce comprising more than 28,600 people, of whom 31% have a
disability. They are present in the entire Spanish geography, with over 474 working
centers of which 229 are Special Employment Centers.
www.ilunion.com
136

Inserta
Other organization within ONCE is Inserta, the Association for training and
employment of the ONCE Foundation.
www.fsc-inserta.es
ONCE
It is the most important Spanish organization focused on blind and visually impaired
people. ONCE was founded 75 years ago.
In each Region of Spain, there are several ONCE agencies that are in charge of
managing blind and visually impaired people who sell the ONCE lottery.
www.once.es
ONCE Foundation
The ONCE Foundation was founded 25 years ago. This Foundation is an instrument
of cooperation and solidarity from the Spanish blind and other collectives of people
with disabilities in order to improve their living conditions.
www.fundaciononce.es
Physiotherapy School of the Autonomous University of Madrid
ONCE and Autonomous University of Madrid created the Physiotherapy School in
that University.
http://euf.once.es
CZECH REPUBLIC
Tyflocentrum.
TyfloCentrum Ostrava, o.p.s. is the regional center for the registered social services
for the blind and visually impaired.
We provide services to visually impaired residents to make their lives easier, give
them the maximum degree of independence with the help of others, and promote
their integration into the society of healthy people.
Tyfloservis.
Tyfloservis was established in 1991 as an outreach and outpatient rehabilitation
system for the blind and visually impaired.
137

The services of Tyfloservis are designed both for people who have serious vision
problems and for those whose family, circle of friends or acquaintances includes
someone with this kind of disability.
The target group consists of people over 15 years old with visual handicaps. These
people are blind and visually impaired.
Czech Blind United (SONS).
Czech Blind United is the company founded in 1996 which has about 10.000
members and which provides its services to all visually impaired people regardless
of the membership.
Its mission is to bring together Jand safeguard the interests of visually impaired and
to provide them with services contributing to their social integration.
Its priorities are: to look out for visually impaired and reaching out to them including
those in the stadium after loosing the sight; providing supporting employment
services for the blind and partially sighted; social and therapeutic activities of self-
supporting groups and activity clubs; elimination of the architectonic and
informational barriers; attesting new forms of assistance including popularization
and elucidating problems of visual impairment.
POLAND
TRAKT Foundation
One of the main objectives of the Foundation is preventing social isolation of the
blind and the partially sighted, especially the ones who are in the process of losing
their sight.
The Foundation want to give them access to the modern information society. They
try to make the latest developments in the field of rehabilitation and education
more popular. Foundation provides advice to people with disabilities on their rights
and opportunities in a direct way by personal contact, telephone and e-mail. They
also run a mailing list .
One of the profiles of Foundation activity is publishing. Publishing books devoted to
the rehabilitation of the visually impaired such as “A guide to the problems of the
blind and visually impaired” and “How to prepare a blind child to learn Braille. A
guide for parents and teachers”. Foundation also creates and publishes special
maps, which can be read by the blind and partially sighted. The maps are simple and
more colorful than the traditional ones and have a convex structure.
138

So far, among others, they have published maps which present countries of the
European Union, a map of Warsaw and a "cultural" map of Poland. The last one
presents all the valuable historic places in Poland which are listed in the UNESCO
World Heritage List.
Al. Bohaterów Września 9 lok. 104
00-973 Warszawa
tel. 0 22 576 18 79
fax: 0 22 576 18 78
e-mail: fundacja@trakt.org.pl
http://www.trakt.org.pl
Polish Association of the Blind (PZN)
The most representative association of blind and visually impaired people
environmental - 65,000 members. Established in 1951.
The organization set up by the blind themselves, acting for the blind and managed
by the blind. Runs a very broad, multidimensional activities for people who due to
the blindness or visually impairment are overcoming social exclusion.
Member of the World and the European Blind Union. Over the period of its activity
built up a dense network of representative offices and agencies. Each 16 voivodships
has its PZN office and coordinates the work of subordinate offices. Throughout
Poland has rehabilitation centers, non-public health care facilities; Environmental
Self-Help Houses, Houses for Social Welfare, Occupational Therapy Workshops,
Department of Vocational Activation and the Institute of Typhlology.
Polish Association of the Blind
ul. Konwiktorska 9
00 - 216 Warszawa
tel. sekretariat: 22 831-33-83
e-mail: pzn@pzn.org.pl
fax: 22 635 76 52
PR Person:
Barbara Zarzecka
tel. 22 635 19 10
e-mail: bzarzecka@pzn.org.pl
Culture Without Barriers Foundation
139

Culture Without Barriers Foundation causes that culture becomes accessible to the
blind and the deaf in Poland. We give people with sensory impairments the
opportunity to systematically, independent and competent reception of art.
Undertaken activities are expected to lead to the creation of conditions that will
guarantee to people with sight and hearing disabilities comfort during a visit to the
cinema, theater, museums and galleries; conditions that give the possibility of
independent and competent reception of art. The systematic and widespread
sharing of cultural texts will be also directed to all, as an invitation to dialogue about
the need and opportunities for building an open and conscious society, free from
stereotypes and prejudices.
Fundacja Kultury bez Barier
ul. Bohdziewicza 2
01-685 Warszawa
e-mail: fundacja@kulturabezbarier.org
tel.kom.: 501 533 371
Activation Foundation
The Foundation's aim is activation of independence and improve the quality of life
of disabled people through integrated activation activities, changing environment
attitudes and the use of ICT.
Foundation implements numerous projects for persons with disabilities and
employers. The Foundation's activities include the areas of social activation,
vocational activation and social integration of people with disabilities. The support
provided to persons with disabilities is individualized and comprehensive, and most
important aspiration is that a person with a disability has found its place on the
labor market.
Fundacja Aktywizacja
ul. Wiśniowa 40b lok. 8
02-520 Warszawa.
tel. +48 22 530 18 50
fax.: +48 22 530 18 58
e-mail: fundacja@idn.org.pl
The Anti-discrimination Education Association
The Anti-discrimination Education Association (TEA) was founded in 2009 by persons
involved in anti-discrimination education. The Association brings together several
dozen persons who specialize in this area. They include, among others, women and
men who are anti-discrimination trainers, initiators of equality and diversity
projects, members of organizations supporting groups threatened with
discrimination. The mission of the Association is to develop and disseminate anti-
140

discrimination education so that each person is participating in the creation of a
world free of discrimination and violence. The activities of the Anti-discrimination
Education Association are directed to those individuals and institutions engaged in
formal and non-formal education in Poland. Foundation creates solutions for:
teachers, educational institutions - Ministries responsible for education and science,
education superintendents, teacher training centers, trainers of adults and youth,
institutions involved in non-formal education.
Kłopotowskiego 9/31
03-718 Warszawa
+48 600 817 535
biuro@tea.org.pl
Katarzyna Gajewska - graduate education and psychology (completed on University
of Social Science and Humanities) and the School of Trainers organized by STOP. PhD
student at the Faculty of Philosophy on the Jagiellonian University. Leads
Occupational Therapy Workshops for blind adults with conjugated disability, as well
as provide psychological counseling for people losing their sight, at risk of losing it,
and for their loved ones. Provides training and workshops in soft skills for NGOs and
business customers.
If you want to contact Katarzyna Gajewska, please contact NGO Trainers'
Association, biuro@stowarzyszeniestop.pl
Jan Szuster - by profession and passion engineer and musician. He combines artistic
disposition of technology as his a way of creativity. After 20 years working on long
term contract, during which nearly 15 years was leading the project team he
decided to change, now owns by heart and mind his own company. He has an
inborn, genetic eye disease that deprived him before he turned 40 years of the
opportunity to use his sight.
LATVIA
Restaurant "Blind Dreams"- restaurant focused on the blind and visually
handicapped persons feelings. Concept is to offer dinner in the dark.
Rehabilitation Centre of Latvian Society of the Blind
Rehabilitation Centre of Latvian Society of the Blind implements state delegated
duty, providing social rehabilitation services for people with visual disabilities
Liepaja Society of the Blind
141

Mission of Liepaja Society of the Blind (LSB) – to work and to serve people with
disabilities, taking care of their spiritual and worldly needs, to promote participation
of the disabled people in order for everybody to have chance of being involved,
belonging and useful.
ITALY
Institute S. Alessio
Rehabilitation Centre providing social rehabilitation services for people
with visual disabilities
Plurisensorial path Vatican Museum
Vatican Museum, staff responsible of the Plurisensorial path .
142

Handbook edu b-vip 2015 word

More Related Content

Similar to Handbook edu b-vip 2015 word

More from Andrea Ciantar

Recently uploaded

Handbook edu b-vip 2015 word