Each time I am assigned a new student I have to reconsider conventional wisdom concerning what this individual student can accomplish. I have two precepts which govern how I approach a new student. These precepts are “all students can learn” and “always expect the unexpected”. As an educator I learn more from my students than I learned in all of my training. The learning process is collaborative. My life experience and skills enable me to pass on skills and attitudes to my students. A student progresses at his own pace. It is my responsibility to allow this progress to take place and to develop a framework which will encourage learning. I must not become wedded to a prescribed learning process or sequence of instruction. Learning is spontaneous and I must take advantage of this at any time. Learning takes place across all environments and situations. I must be prepared to recognize this and to take constructive advantage of these opportunities.
Too many times the label multi-handicapped has been used to limit expectations. Blind students with additional disabilities are as varied as any other member s of society. In the area of orientation and mobility it has been said that if a student is struggling he will be a “route” traveler. The instructor limits their own creativity and intuition in finding ways for their student to be able to accomplish tasks in an unconventional way. The techniques and educational strategies may be unconventional in relation to the approaches advocated by the more traditional university training programs. However these strategies are not unconventional in relation to the philosophy and practices advocated by the National Federation of the Blind. What is important to keep in mind in working with these students is that blind multi-handicapped adults have found innovative and sound ways to accomplish tasks thought to be impossible. These adults are the experts of what can be done in challenging circumstances.
In order to have an expectation a framework needs to be in place. To work towards a goal which cannot be visualized is a difficult task. Therefore, instructors must have examples of successful blind adults in similar circumstances as their students in order to know what they must work toward. This picture can only be formed when instructors have had extensive exposure to adult blind people who are living a full and productive life. These are the real experts. Only through meetings and conventions of the National Federation of the Blind can this be accomplished. There is a myth that only the most successful and highly skilled blind people are a part of the NFB. This is false. Our membership is a cross section of society and of the thousands of blind people who live in this country. What makes members of the National Federation of the Blind different are expectations which they hold for themselves and for other blind people. Belief in the inherent ability of blind people to be self determining and to succeed on terms of equality is the benchmark we must stride towards in working with students who are blind and have additional disabilities.
