Whenever you are creating content for mass consumption (be it students, co-workers, or the Web), you should consider the accessibility of what you are creating. For example, if your content has audio, have you created a transcript or captions so that deaf people can access it? If your content has important visual information, have you formatted this information in a way that is compatible with the assistive technology used by people who are blind or have low vision?

Microsoft Office files are the predominant document types handled by individuals in both academia and the corporate world. Files with .doc/docx, .ppt/pptx, and .xls/xlsx are a proprietary format, so how can you guarantee the accessibility of these files when sharing with others? As it turns out, the newest versions of Office are accessibility-friendly, allowing you to create accessible content. Furthermore, these versions even have an evaluation feature that will go through your document, checking it for inaccessible elements.

The Microsoft Office Blog recently published a post about creating accessible PowerPoint presentations. This post– which goes over understanding accessibility, creating accessible presentations, and sharing accessible presentations–can get you up to speed on creating accessible presentations in no time. But what about Word or Excel documents?

Microsoft Office 2010 for Windows includes a great feature called the Accessibility Checker that will scan your Office documents for inaccessible items. (Unfortunately, this feature isn’t available in Office 2011 for Mac, but Office 2011 for the Mac does tie in to the accessibility features built into Mac OS X, including VoiceOver.) To use the Accessibility Checker in Office 2010 for Windows, do the following:

1. Click File > Info > Prepare for Sharing
2. Next, click on the Check for Issue button, and then click Check Accessibility
3. The Accessibility Checker task pane will appear in your document, alerting you to any accessibility errors in the document.
4. Clicking on a specific issue in this task pane will show you the reasoning behind the error in the “Additional Information” section

Fixing the errors that appear in the Accessibility Checker will ensure that your document is at least a little more accessible than before.

To learn more about the accessibility features of Microsoft Office, check out the post by the Crabby Office Lady on Creating Documents for All Audiences.

What about you? Do you use Microsoft Office to create documents for sharing, or do you rely on another format like PDF? How do you ensure that your documents are accessible? Tell us in the comments below.

[Post image is by veeliam on Flickr and is licensed under Creative Commons]

This post initially appeared on ProfHacker.

Material needed:

1. A blank photo album or scrap book. A small size is easier for a child to use. These can be purchased at many places such as Michael’s, Wal-Mart, Target, and some drug stores.
2. Decorate and personalize the cover of the book to fit the event.
3. Select objects and/or items that are meaningful to the purpose of the book. When possible, let the child help decide what materials will be used.
4. Use strong glue (Elmer’s or for heavier things even Super Glue) or a glue gun to attach the items.
5. Braille or print text is also usually added.

The most important item to remember about making experience books is to have fun!

Amber’s Christmas Book

Meet Amber. She is an 11 year old young lady with a contagious smile and laugh. She was diagnosed with cerebral palsy and cortical visual impairment.

Meet Susan Blackmon. Susan is married, has 3 daughters and one on the way! She earned an undergraduate degree from Winthrop University and a Master’s degree from Francis Marion University. She has been a Special Education Teacher for 14 years in Lancaster, SC and is currently providing homebound instruction for Amber.

This is Amber and her Mom, Angie. Angie has 2 children, a son, Grant, and Amber. Angie is continuing her education and will graduate with a degree as a Physical Therapy Assistant. She would like to work with children who have special needs and their families.

Amber, Angie, Susan and I collaborated to make this tactile experience book.

Amber is non-ambulatory and does not have independent arm extension. It was difficult to hold her while assisting her in touching the Christmas tree, lights, ornaments and presents. So, this book was a collaboration of thoughts in order to bring “Christmas” to Amber’s lap.

1. The cover of Amber’s book.

2. The garland is to represent the wreath and Christmas tree in Amber’s home.

3. Amber enjoys the sound of bells ringing so bells were a must for the book. She jingled the bells, with assistance, to the song Jingle Bells or just to make all of us smile.

4. During the winter, Amber wears flannel pajamas so we glued a piece of flannel material to the page to remind Amber of being cozy and warm.

5. This page is full of puffy cotton filling to remind Amber of all the snow we had.

6. These are extra light bulbs from a string of lights. Amber enjoyed locating and fixating on a small string of lights bunched up into a small ball and held in front of her. She enjoyed touching them with assistance. When she touched these bulbs the first time, she looked around as if asking “where are the colors”?

7. Amber enjoys the cool smooth feel of ribbon being pulled across her hands.

8. To have Amber experience the different shapes of “snowflakes” we added the foam snowflakes to her book.

9. Amber loves the sound of crinkling paper. We added this page of tissue paper so she can reach out with assistance and “crinkle” anytime.

10. A cardboard “present” and “ribbon” covered in glitter was a tactile treat to Amber’s fingertips. The red “present” and gold “ribbon” attracted her visual attention as those are her preferred colors due to her cortical visual impairment.

11. A cardboard “stocking” with different colored glitter was selected so that Amber can distinguish between the top of the stocking, the heel and the toe of the stocking.

12. Next is a cardboard cross covered in silver glitter. It is in her book to remind Amber about going to church. The silver glitter reflected the multi-colored lights and attracted her visual attention.

13. The final page is a bow with multi colored curly ribbon and small bells in it. As Amber is assisted in feeling it, the little bells ring softly.

Presenting yourself positively includes selecting the right clothing for the occasion and wearing it well, how you groom yourself, and your social interactions. Few of us are drop-dead gorgeous, most of us are just average people in average bodies, but the way we choose to dress, groom and interact with others can be the difference between being perceived as a capable, competent person who is sought out by others and being perceived as someone who is not effective and is to be avoided.

If you are a parent, it’s never too early to start thinking about the image your child with a visual impairment is sharing with the world. If you’re the one with a visual impairment it may be easy for you to think, “Well I don’t see them so what does it matter?” It does matter how you present yourself. We’ve got some ideas for you about the three essential elements to presenting a positive you:

• Dressing,
• Grooming, and
• Social interaction.

A note to parents

Regardless of your child’s age and abilities the image he or she presents to the world can impact not only today but her future. Many people have never met a visually impaired person before and so your child presents the image of what visual impairment is to them. When your child has multiple disabilities, this can present further challenges because of your child’s physical appearance, social interaction (or lack of) skills, mannerisms (behaviors such as rocking, hand flapping, eye poking, etc.) or verbalizations.

Candice, the mother of 15-year-old Stephen, has some strong feelings about the importance of Stephen’s appearance. She shares, “By the time Stephen was four years old it was obvious that other children were unsure of how to interact with him. He looked different with his eyes often closed and his hands often flapping by his face as he rocked from foot to foot, he didn’t talk, and he hadn’t yet learned to play with toys. As the social gap widened I realized the importance of making sure he was dressed the same way boys his age were dressed and that even if he didn’t know how to play with a toy like the other boys, he needed to have the ‘right’ toys so to speak.”

Candice went on to share about a time when Stephen was 8 and they were at a park. Stephen had on a t-shirt with an action figure on it that was popular at the time and an action figure toy that made sounds. A boy came up to her and commented, “Wow he has a toy I really want but my mom says I can’t have it.” Candice encouraged the boy to ask Stephen to share the toy and then prompted Stephen to let the boy have a turn. As the boy rambled on about the action figures special powers Stephen periodically would say “Yeah, yeah, yeah.” Though he wasn’t responding to what the boy was saying the boy didn’t realize this so he continued the interaction. It was at this time that Candice truly recognized the boy never would have started the interaction if Stephen hadn’t been “appealing” to him because of how he dressed and the toy he had.

As a 15-year-old, Stephen prefers the toys of preschoolers and has no concept of the latest musical groups or pro sports teams. Candice has become a keen observer of teenage boys in her community. She often buys him clothes that have the logos of various musical groups and sports teams she sees other boys wearing. Stephen has an Ipod with music on it that he likes (typical of that listened to by a younger child) but she has also loaded music onto it that teens enjoy and she has added some games favored by boys Stephen’s age. She’s taught Stephen to say “Check out my iPod” and to offer it to others as a way to begin a social interaction.

We’re not saying you need to go out and buy your child a new wardrobe or make sure she has the most expensive toys or gadgets. Rather the message Candice is sharing with you is the need for your child to not stand out more because of the way he or she dresses, the things she has with her or her social interaction skills. Start when your child is young by laying the foundation. Here are a few ideas to get you going.

Even if your child can’t see who she is talking to, she needs to look in the direction of the person speaking so that person is comfortable interacting with her. Beginning when your child is a toddler praise her when she looks at people and encourage her to do so when she doesn’t.

Like Candice, take time to observe what other children who are your child’s age and gender are doing, wearing, and saying. Learn about the television shows they watch, movies they go see, games they play, and music they like. Incorporate this information into your child’s life in the same way Candice did for Stephen.

Give your child realistic feedback about how she looks and acts. Share the positives you observe with her such as how she smiled when she introduced herself to the new family who moved into the neighborhood, how the color green goes well with her hair, or that her fingernails are trimmed evenly. At the same time let your child know if her hair isn’t brushed nicely, her shirt is stained, or her head was down as she talked with a classmate. Your child isn’t necessarily going to get this feedback from anyone else so it’s important you give it to her.

Consider enrolling your child in an acting, dance, or modeling class. Classes such as these help young people gain a better understanding of their own body and body image. In addition they are a great venue to meet others. Some communities have programs for children with disabilities so speak with your child’s teacher or other team members about programs that might be available in your community.

Describe to your child what you are observing when it comes to the impressions you have of others. Let your child know that the hostess at the restaurant was dressed in a flattering outfit, looked you in the eye when you entered the restaurant and smiled at you. By hearing about your observations your child will become more aware of the need to put her best foot forward because people really are paying attention.

At school speak with your child’s educational team about including goals on her Individual Education Plan (IEP) that focus on skills she’ll need to present herself positively. There’s more to school than just academics.

Be sure to read our suggestions below about dressing, grooming and social interactions. Though written for a person who is visually impaired, the ideas within these pages are ones you can consider and implement with your own child as appropriate.

Clothing selection and organization

Hang out in the mall and listen to conversations and you’re bound to hear two young women talking about how a sweater or pair of shoes looks and how they perceive it will look on them. Presenting the “right” look for a specific situation takes some thought and planning. Rarely do you wear a dress to a friend’s house for a sleepover nor do you wear sweatpants to a job interview. Even when you pick out the “right” type of clothing matching the colors, getting a style that looks good on you and making sure the clothes are clean takes time and effort.

How do I know what to wear? You may not see what other people are wearing but they can see what you’re wearing so you’ll want to pick clothes that are “in” and don’t make you look out of place. You can ask your family or friends for input on what to wear. You can look at magazines or on the internet. If you can’t see the pictures ask others to describe them for you. At the mall you can visit stores that people your age shop in and talk to salespeople about what others are buying.

What colors and styles look good on me? Experimentation is something we all do to find out what colors and styles look good with our own body type. Input from others is going to be essential to finding out what works well for you. If someone gives you a compliment on your clothes pay attention to what you have on so you know what outfit has been noticed. Neutral colors, blacks, whites, grays, browns can be a cornerstone of your wardrobe. Almost every color such as blue, green, yellow, red will work with a neutral color.

How do I know what colors go together? If you can’t see colors how do you know if the green striped shirt goes with the flowered pants? This is where a trusted person can really help you organize your outfit choices. You might want to take notes about what goes with what so you’ll not need to remember it all. Some people will pin outfits together in the closet or fold them together in the drawer so everything is in one place and they know it matches. When you put your outfit in the laundry you can use safety pins or other fasteners to keep it together.

How do I tell my clothing apart? There are lots of ways to tell your clothing apart so find a method that works for you. Some people sew tags into the collars or waistbands of clothing. You can buy clothing tags from companies such as MaxiAids and Independent Living Aids. Companies such as these sell a variety of tags that have different shapes, colors and/or tactual markings on them. If you put all the triangles in the colors of your blue shirts and all the squares in the collars of your white shirts you’ll be well on your way to having a system to tell like items apart. You develop a system that works for you.

Other people have a system where they cut notches clothing tags. For example anything red may have a notch cut out of the right side of the tag and anything blue may have a triangle shape cut into the bottom of the tag. Yet others divide clothes by color within the closet or drawer so that all blue things are together, all white things are together etc.

Another option is to add braille tags to items. You might pin cards on the hangers of clothing items and then when they come out of the laundry put them back on the same hangers. The important thing is that you come up with a system that is functional for you. Be sure to take notes on your system so you can refer back to them if you forget.

What about stains? Sighted people have stains on their clothing from time-to-time, it’s human nature. They can look down and see the splash of spaghetti sauce on their shirt. There are a lot of products on the market to remove stains. If you think you might have spilled something and can’t tell assume you have and treat the garment for stains. You can also enlist the help of someone sighted to let you know if there is a stain on your clothing. Another option is to take your clothes to a laundry service or dry cleaner and have them professionally cleaned. You won’t want to do this for the sweatshirt and jeans you wear around the house, but this might be a viable option for your work clothes or going out on a date clothes.

We’ve given you a few pointers to getting started on having your clothes in order.

Grooming

We’re sure you know how to take a bath or shower, brush your teeth and all that personal hygiene stuff, so what we’re going to focus on here is the importance of having a presentable appearance, tools to assist you with getting your grooming done efficiently, shaving and for the ladies putting on makeup.

Why does it matter how my hair looks or if my nails are trimmed? Since you more than likely can’t tell if someone else has neatly trimmed nails or if they have lint on their pants, why does it matter if you do? Well it does, and it more than likely matters more for you than it does for the other person. Why? The truth is because you have a disability, and people tend to look at you more and scrutinize everything you do. We’re not saying all people in all situations, but especially when meeting new people, dating, or working at a job, people do look and they do judge.

You want people to judge you on your strengths, your great personality, your ability to get the job done, or your knowledge of a subject. Your personal appearance can detract from this and ultimately could impact your ability to make friends, get a job, or keep a job. So, how you present yourself DOES matter!

What tools can assist me when it comes to grooming? If you have some usable vision lighting is a must. You have to be able to see how you look and the better the light the more you’ll see in most cases. Consider changing the light bulb in your bathroom or bedroom to one that will allow you to yourself as clearly as possible. Think about using a full spectrum light or a light bulb that mimics natural light.

Also think about the use of magnification be it a stand magnifier or a magnifying mirror. Some people will polish or trim their nails under a closed circuit television. Combining looking at and feeling the smoothness of each nail will help you get them looking even.

A lint brush is a must, especially if you own a pet, so get in the habit of using this tool to get excess lint, pet hair, etc. off of your clothing. Use a systematic method where you overlap strokes so that you don’t miss a spot. Also consider using the lint brush before you put on the clothing and then again once you have it on.

Wrinkles can take away from your appearance. Learn to iron and do so systematically. If you’re not a fan of ironing, then buy clothes that don’t wrinkle easily, hang clothes up in the bathroom nearby the shower so that the steam from the shower takes the wrinkles out, or put the clothing item in the dryer on fluff right before you plan to wear it.

When do I seek out a professional? If your finances allow, consider visiting a professional for assistance with grooming. As part of getting your hair cut and styled, ask for an extended appointment (and be prepared to pay for the time) so that the hair technician can show you how care for your hair, use the products he or she recommends, and allow you to practice styling your hair with their input. Men can ask a barber to trim their mustache or beard and help them determine the best length for them to keep these. Woman can schedule time with makeup technicians and nail technicians to get one-on-one instruction in how to apply products. There are many fully sighted people who take advantage of getting input from these professionals, so why shouldn’t you? Be sure the individual understands what you can and cannot see. Ask him or her to let you apply the makeup, hair product, or use the beard trimmer so you can make sure you really have the directions down and can carry things out at home.

What are my options when it comes to shaving? An electric razor is a great option when it comes to shaving. You’re not going to draw blood when you use an electric razor! Regardless of what type of razor you use be systematic and overlap your strokes. Use your hand to feel the area you have shaved to make sure it is clean and smooth.

How do I know what colors of makeup to use and if I’ve put them on correctly? Makeup is very individualized. What works for one woman won’t work for another. To select your makeup you’re going to need to enlist the help of someone sighted, a friend, family member, or makeup technician in the store. Show the person some samples of clothing you wear so they can help you in selecting makeup that will go with your color pallet. You may want to get two sets of makeup, one for every day and one for “going out” or special occasions. You can keep each set in a separate bag or box so you don’t mix things up. Consider labeling the containers with braille, large print or tactile markings so you know which eye shadow is which color.

When it comes to putting on the makeup, you need someone who is going to be honest with you and let you know if you have the right “look”. You don’t want lots of blush on your left cheek and hardly any on your right cheek. Be prepared to practice applying makeup as it takes practice to get the feel for how it is done. If you have some usable vision, consider having a magnifying mirror to look at yourself in as you apply the makeup.

Using a systematic approach to makeup application is a must if you have a visual impairment. For example, when putting on your foundation always start at your forehead, then left cheek, then right cheek, then chin. If you go in the same order each time you won’t end up with two applications on your left cheek. Try counting, for example 3 strokes of blush on each cheek. Use landmarks on your face to help you orient. Feel for your cheekbone and use this as the starting place for applying the blush. Be gentle, if you feel you’ve put on too much lipstick take a damp washcloth or cotton ball and gently wipe at the edges of your lips. You want to be careful not to smear the foundation.

Keep in mind that as you get older the amount of makeup and the color pallet you use is going to change.  Fashion also changes over time. Hence it is a good idea each year on your birthday to review your makeup choices with someone you trust who is sighted and can give you honest observations about what they are seeing you do in comparison to what other women your age are doing.

Social interaction skills

As you think about the way you are presenting yourself to others, it’s impossible to not consider your social interaction skills. Do you hold your head up? Do you look in the direction of the person speaking? Do you stay on the topic of the conversation? Do you have a firm handshake? Do you smile at the right time? Things such as these impact how others perceive you and your overall appearance.

When you interact with others there is your verbal interaction, what you say and the tone of your voice, pitch, loudness etc. and there is what is called nonverbal behaviors. Nonverbal behaviors are your physical actions and how these are “read” by others. For example your smile or frown is a nonverbal behavior, nodding your head to signify “yes” or “no” is considered nonverbal behavior as is crossing your arms across your chest to let someone know you are bored or impatient. Sighted people get a lot of information from observing the nonverbal behavior of others.  When you can’t see this behavior it can make it a challenge for you to read the signals others are giving. At the same time you may be giving out the wrong information about yourself through your nonverbal behavior. You might smile when someone is telling you sad news and you may not even realize you have a smile on your face. Or the way you are slouching in your chair may give the message that you are not interested in anyone talking to you when in reality you would love to be included in the conversation.

You need to get honest feedback from those you trust about your social presence in different situations. This is how Carmen approached getting some feedback from his friend Doug.

Carmen and Doug were in Doug’s car headed to the food court at the mall where they were meeting their friend Marco. Marco had texted them that he was at the pizza place with Greg, a new guy at school. Carmen had never met Greg before. Before they arrived he told Doug that he always hated meeting new people because they got freaked out when they saw his cane. Doug pointed out that sometimes people freaked out because Carmen didn’t look at them and his voice sometimes sounds funny when he is nervous. Rather than getting offended Carmen told Doug that he’d try to look at Marco and pay attention to how he sounded. After the guys had pizza and Carmen and Doug were headed home, Carmen asked Doug to give him some honest feedback about if he was looking at Marco and if his voice sounded ok.

Like Carmen you can get feedback from others…let them know you really want to hear their honest impressions. If you don’t feel comfortable doing what Carmen did consider audio taping and/or video taping yourself as you interact with someone and then reviewing it later to judge what you did well and what you can improve on. Of course you want to be respectful of the other people so ask if it is ok for you to tape the interaction or if you don’t ask be sure only you listen/view the audio/video and then delete it.

Taking a drama or public speaking class or joining a club with this type of focus is another way you can work on your social interaction skills. In these types of classes or clubs people talk about how to present themselves or their character. You’ll pick up some good pointers on how both verbal and nonverbal language is read by others.

[Creative Commons-licensed flickr photo by Richard.]

Some people are born with a visual impairment or acquire it before they reach driving age.  These people will never have had the experience of driving and the independence driving affords. The vast majority of adults who develop a visual impairment and become nondrivers will have driven for 20, 30, 40 or 50 or more years before they have to give up the car keys because of their visual impairment. Keep in mind that there are other reasons people don’t drive, such as uncontrollable seizures, anxiety, limited financial resources, or a desire to not impact the environment.

Families

Families of children who have not yet reached driving age can help their child prepare to be a nondriver starting during preschool. Teens have a lot to learn in order to be prepared to enter the adult world as nondrivers. Many of the skills they need to acquire are ones that adults who have been drivers will need to develop when it comes time for them to give up the car keys.

Whether you’re the family member of a current or future nondriver or a nondriver yourself, you’ll find that with planning, organization, and self advocacy, nondrivers can get to the places they want to go when they want to get there.

Most children enjoy going to places such as the park, the beach, to friends’ houses, and the mall. When children are not yet driving age they most often travel to destinations with family members. Parents or others plan the route, set the schedule, and locate landmarks during travel. Children typically take a passive role. When a child has a visual impairment it is important to involve him or her in travel from an early age. Sighted children are keen observers, but children with low vision or blindness may not understand the complexities of travel. They may not observe all the naturally occurring things that happen along the way as they are taken from place to place.

A sighted child can gaze out of the window from the back seat of the car and see other cars, traffic lights, businesses, and signage. Preschoolers recognize landmarks and will know when the family is approaching a favorite destination because they see the house with the big porch swing or the fast food restaurant on the corner. A child who is blind or has low vision misses out on this information. So during travel in the family car you can:

●      Describe what you are doing as you drive. (“We just passed a motorcycle.” “The traffic light turned yellow; I need to slow down and stop.”)

●      Describe businesses and homes along the route that you use as landmarks. ( “This is the corner of First Avenue and Main. I see the pet store at this corner.”)

●      Describe what other traffic is doing. (“The 3 cars in front of us have on their right turn signal so we’ll have to wait until they each turn onto Broad Street.”)

●      Involve your child in planning the route. (“We need to go to the grocery store now that we’re done at the park. Should I go down Silver Avenue or Red Rock Road to get to the grocery store?)

Children who are visually impaired need information related to travel when you’re out and about in the community. For example, you can explain numbering systems that you use to find buildings and also numbering systems within buildings. Have your child look at the directory in the office building (or read it to her if she can’t see it or is not yet able to read) and find out what office number her appointment is in. Then give her assistance, if needed, to find the elevator or stairs and travel to the correct floor. Together the two of you can look for the office number at each door. This is a great opportunity for your child to practice her independence and literacy skills.

●      Have her ask for assistance if she is having trouble locating the office she needs.  Learning how to interact with the public, and how to ask appropriate questions is important for nondrivers.

●      Have her use her monocular (telescope) to locate the numbers at each door.  A monocular is a tool used by some individuals who have low vision.  Think of it as a pair of binoculars, but only one, hence “mono.”  A monocular is a low vision device that needs to be prescribed by an eye care specialist so that the individual has one of the correct power (i.e., strength).

●      Build her problem solving skills to handle the unexpected.  For example, some buildings have odd numbered offices on one side of the building and even numbered offices on the other.  If she is looking for Room 412 she’ll need to find out where the fourth floor is and then on that floor where the even numbered rooms are located.

You and your family probably travel to some of the same places frequently such as the grocery store, park, or mall. When in a familiar place allow your child to be the “leader” and show you and other family members the way to a certain aisle in the grocery store, piece of playground equipment in the park, or favorite store in the mall. When your child is the “leader” she’ll need to use her vision, if present, and other senses to gather information to locate the specific destination. As a nondriver she’ll be traveling in familiar and unfamiliar areas. Practice at not always being taken someplace is an important thing to have occur when she is young.

Many families do not take public transportation because they own a car. If your child is going to be a nondriver he or she needs to learn about public transportation from a young age.  Consider having one day a month where your family uses public transportation to travel to a place your child enjoys. You might be surprised at how easy and cost effective it can be to travel using public transportation. Also consider planning some family outings where your family uses a taxi. Regardless of what mode of transportation you are using, involve your child in travel. Ways you can do this include:

●      Have your child call the bus, train, or taxi company to get information or make a reservation. In many cases your child could also use the Internet to get this information.

●      Give your child the responsibility of paying for travel. If using a taxi, teach your child about the concept of giving a tip.

●      Gaining confidence in talking with others during travel is an important skill.  Have your child ask questions (“Can you tell me when we reach Grant Road?”) or give information (“We are going to 129 E. Seventh Street.”).

●      Develop a family transportation budget and have your child help plan how to spend the funds.  For example, you can allocate $40 for a family outing and have your child determine how much bus fare will be for the family, how much admission to the museum will be, and how much will be available for an afternoon snack.

Your child may or may not be receiving orientation and mobility (O&M) instruction from a trained professional. O&M has two parts–orientation, which is the knowledge of where you are in space, and mobility, which is knowing how to travel safely from place to place.  If your child is receiving O&M instruction, coordinate your effort with those of the O&M instructor. If your child is not receiving this service, speak with other members of the educational team about a referral for an O&M evaluation. As your child gets older and his or her needs change it will be necessary to continually re-evaluate the appropriateness of O&M instruction.

Teens

Teens are busy people who are often on the go with their friends. Go down the hallway of any high school and listen in on conversations and you’re bound to hear them talking about getting their driver’s license, saving money to buy a car, and scheming how to borrow the family car Friday night so they can go out with their friends. For youth with visual impairments the teenage years can be a challenge because it seems like everyone is driving and they are not. It is important for you to find ways to help your teen emotionally through this time while at the same time you help him build his skills as a nondriver.

Milestones

Driving is a milestone, a sign that one has reached adulthood. If a teen is a nondriver he needs to have other milestones that let him know he is reaching adulthood. Talk with your teen about things he is doing now that are things that adults do, such as having a checking account, staying home alone over night, attending a summer program away from home, having a volunteer or paid job, and taking responsibility for buying and cleaning his own clothing. Set goals for accomplishing other milestones.

Planning for the Future

Your child must plan for how he’ll meet his transportation needs as an adult.  It’s not realistic to think that a family member, roommate, or spouse is going to take him everywhere he’ll need and want to go. Now is a great time to begin to plan for and use different forms of transportation. Taking a taxi, bartering with a friend for a ride, or walking are ways that he can get from place to place. If there is public transportation in your area make sure he has the skills to use it. Consulting with an orientation and mobility (O&M) specialist to design goals for your child’s travel is essential.

Paying for Transportation

Parents may help teens who are drivers buy their first car. They may pay for insurance or gas for their teen who is just starting out on the road, so to speak.  But, what about a child who is going to be a nondriver?  It is rare to hear of a parent taking the same amount of money they’d use to pay for a sighted teen’s car and putting that into a transportation fund for their child who is going to be a nondriver.   If you would have helped with some car-related expense for your child if he was going to be a driver, consider this option.  You and your child could agree to the things he is allowed to use the money for each month.  These might include paying friends gas money for rides, taking taxis, buying a monthly transit pass or paying you to drive him places.  Having to budget for his transportation now will be valuable as he moves into adulthood.

Safety

Safety is important for any teen. For a teen who is visually impaired there is a higher level of vulnerability. Therefore, consider helping your teen learn to be safe.  He might enroll in a self-defense course so he’ll know what to do if someone threatens him.  Most teens have cell phones so be sure he has a plan for who he’ll call if he isn’t feeling safe. If the threat is imminent he’ll obviously want to call the police, but if he’s walking and just isn’t comfortable in the location, the weather has suddenly changed, or his cane breaks, he should have someone in mind who he’ll call for assistance. It will always be important for him to know his exact location so if he does need to ask for assistance he can direct someone to his location.

Tools for Travel

There are a variety of tools that can assist a teen with a visual impairment as he travels. As mentioned in the safety section a cell phone provides safety but it also can provide information. Many cell phones have GPS built into them so using this to help locate destinations is a great idea. If a teen has low vision he might use a magnifying glass to enable to him to see a bus schedule. He might also use a monocular, a small handheld telescope, to see things at a distance such as the number on an office building or a street sign. Braille readers may have a portable note taking device (similar to an iPhone, Droid, or other personal assistant) that is a small computer he can access via braille or regular (QWERTY) keyboard during travel. Having the necessary tools to maximize independence is important whether we are talking travel or other areas of your child’s life.

Where He Will Live When He Leaves Home

Some teens remain at home when they graduate high school. The vast majority do leave home to attend college, move in with friends, or begin a job in a new community. Your teen will need skills in order to research where he wants to live in the community or on the college campus. Talk about the things he’ll want to have easy access to.

The year after Joel graduated high school he was ready to move out of his dad’s house.  From his own apartment Joel wanted to be able to easily get to the grocery store, gym, and his job at a local hospital. His second level of wants was to be able to get to a coffee shop and the homes of a couple of his friends from high school. Joel had learned some of the bus routes in his community while taking O&M in high school. He got out his schedule book of the bus routes in his community and looked for ones that went to the hospital. Once he identified the three bus routes he asked a friend to drive him along the routes and help him look for grocery stores and gyms. It took some looking and planning but Joel was able to find an apartment where he could have a 10-minute bus ride to work, a 10-minute walk to the grocery store, and a workout room in the apartment complex. If he chose he could join a gym that was about a 15-minute bus ride from the hospital.

Like Joel, with planning and perseverance your child can become an independent nondriver. It’s never too early for him to start practicing the skills he’ll need to have mastered to manage life on his own without a car.  If you’re not sure how best to support him in developing his nondriving skills, talk with an O&M specialist about his receiving instruction in how to travel safely on his own.

Adults Who Have Been Drivers

Some adults have driven for 20, 30, 40 or more years and then experience vision loss.  They find themselves no longer in the driver’s seat and this is a difficult adjustment for sure. Though nondriving may feel like it is the end of the world to some, it is another chapter in one’s life requiring some adaptation. There are very active and happy adult nondrivers all over the country. They use a variety of skills and transportation options to get to the places that they need and want to go.

Speak Up

Often one of the hardest things for adults, as it can be for teens, is telling others what you need as a nondriver. No one can read your mind to know if you need a ride to the store or would like to stop for ice cream on the way home from the doctor’s office. Having strong communication skills is a must as a nondriver. Recognize that not everyone is going to be able to do what you ask when you ask it, but they sure are not going to be able to help you if you don’t ask!

As a nondriver you’ll have to communicate with people in the community be it the bus driver, taxi dispatcher or salesperson. Most will not have experience with people with visual impairment. Help them understand what you can and cannot see and what you need in that specific situation. For example, when calling for a taxi tell the dispatcher, “I am visually impaired and won’t see the taxi pull up to the doctor’s office. Can you tell the driver he’ll need to come into the office and ask for me by name.”

Learn About the Options in Your Community

Many communities have transportation options for those who don’t drive because they are elderly or disabled. Paratransit is a service that travels the same routes as public transit. Paratransit provides door-to-door services at a lower cost than taking a taxi. In many communities there are specific criteria for qualifying, an application process to use the service, and requirements for how rides are scheduled. Some churches, synagogues, or other organized religious groups will help with transportation for members who don’t drive. Often a note in a bulletin is a way to let others in the group know of your transportation needs. Some insurance companies or doctor’s offices will provide free or reduced-rate transportation to and from medical appointments.  There also may be a volunteer group in the community that is willing to assist with transportation or shopping.

Don’t Rule Out Taxis

Taxis are another transportation option available in many communities. You may be thinking that a taxi is very expensive. Consider for a moment the cost of operating a car for a month. You have a car payment, insurance, registration, maintenance, and gas. For most drivers that adds up to $500 to $1200 a month.  If a taxi costs $15 each way to go to the store and you do this once a week that is $120 for four round trips. Compared to the cost of driving your own car, a few trips in a taxi coupled with other methods of transportation can save you money!

Reciprocation is Key

Many people are not comfortable asking others for rides. They don’t want to be a burden. Think about things that you can do for others in exchange for transportation. Can you watch children or grandchildren, tutor, walk pets, water plants, make a meal, or do yard work in exchange for transportation? Some people buy tickets to events they want to go to such as theater or football and then give a ticket to a friend in exchange for transportation to and from the event. We each have something to offer others and it doesn’t have to be monetary. Think about your own strengths and interests and how you can use these as an avenue for exchanging them for transportation.

Where You Live Can Make a Difference

No one is saying you have to move when you become a nondriver, but some people do find that a move can increase their independence.  If you are thinking about moving consider what businesses or other things you would like to have close by. Perhaps it’s important to you to be able to get to your doctor’s office or favorite grocery store easily. If the community has public transportation give consideration to how close you’ll be to a stop. If you plan to do a lot of walking think about lighting in the area. Will you be able to see if the street is dark or the driveway you have to walk up is poorly lit?

There’s a lot to think about when it comes to nondriving. The most important thought you should have is that you can do this! There is no denying that there will be times when you are frustrated at not being able to grab the car keys and go where you want to go when you want to go, but you’ll still be able to get to almost every place you want. It just may take you some extra work to get there!

• Use tape or high mark dots to mark washing machine, dryer, or dishwasher. Place one on the dial and one on most common setting.
• Place clear tape or label tape over buttons on smooth surface appliances like microwaves to distinguish number pad and function keys.
• Arrange canned and boxed foods in categories and then place on separate shelves in cabinets or pantry.
• Use a permanent high contrast marker, braille label tape, or magnet labels to write on the top of cans an abbreviation of their contents.
• Use colored electrical tape or tapes with different textures to distinguish items like crackers in similar packaging.
• Keep cleaning supplies separated to prevent ammonium and bleach interactions.
• Use measuring cups, cutting boards/mats, and bowls in contrasting colors from the foods being prepared.

For the Laundry Room or Bedroom Closet

• In clothes closets, organize clothes by color with tags on the hangers.  The tags will have the colors labeled in large print or braille.  Tags can also be purchased and sewn into the clothes.
• Fold or pin socks together by color and separate them in a drawer.
• Mark belts, ties, or shoes on the inside or bottom to distinguish from similar ones.

In the Bathroom

• For water safe distinguishing, place rubber bands of different widths on bottles.
• Label envelopes in high contrast large print or braille and use to store medicines originally packaged in boxes.

General Tips

• If available, use the memo feature on an answering machine to leave notes for self or others.
• Use a recorder (cassette or digital) to list items such as groceries, instructions for medications, or directions for recipes.

When you’re listening to music on your iPod you might not immediately think about accessibility, but this little device has a few accessibility features that can make it more useful for anyone.

Apple has created screen reading software called “Voice Over” that not only works on Mac computers but also on iPods. This feature allows menus, song titles, and iPod actions to be read aloud to you. This is great for individuals with low or no vision.

Before we dive into making your iPod accessible, we should note that this only works on iPod Nanos, Shuffles, and Classics manufactured in the past 2 or 3 years. (You can check Apple’s website on VoiceOver to figure out if your device is compatible.)

Step 1: Let’s get started by opening iTunes (the software used to manage your music and iPod features) on your desktop or laptop computer.

Step 2: Navigate to and select your device in the left-hand column. This will open a new screen that lets you enable settings on your device.

Step 3: Select the Summary tab at the top of the window and scroll down to the Options list.

Step 4: Near the end of the options list in a separate list labeled “Voice Feedback,” check the box labeled “Enable Voice Over.”

Step 5: In addition to just checking the “Enable Voice Over” option, you can also set the language. Apple offers a myriad of language choices, so scroll through the list and select the appropriate one. iTunes will default to the computer’s selected language.

Step 6: Once you have configured the options, click the save button in the lower right-hand corner of the window.

Step 7: After syncing your device, you will have the VoiceOver feature.

iTunes will search through the music stored on your device and create audio tags to go along with it. When this is enabled, you will be able to hear menu names, menu options, as well as song names.

If you have an iPhone or iPod touch, the Voice Over and accessibility features will be a little different. We will have an article on how to use the accessibility features on your iPhone or iPod touch a little later, but you can also learn more about the accessibility features of Voice Over by visiting Apple’s website.