"Yes, I can!"
VISUALLY IMPAIRED PEOPLE IN THE WORK PLACE: TECHNOLOGY OPENS NEW OPPORTUNITIES
Edited by Lawrence F. Campbell and Krisztina Kov cs
Project EENAT Brossure 1998
FORWARD
In 1996, with support from the Open Society Institute, New York, the Overbrook
School for the Blind initiated the Eastern European Network on Access
Technologies for Blind and Visually Impaired Persons (Project EENAT). The
goal of this project is to expand the use of new technologies for the purpose
of opening new educational and employment opportunities for blind and visually
impaired persons in the Czech Republic, Hungary, Lithuania, Poland and the
Slovak Republic.
During the past three years Project EENAT has been guided by a very dedicated
group of individuals representing the national organizations of the blind and
a number of educational centers in the countries involved. One of our goals
is to open doors to new employment opportunities for the blind and visually
impaired persons. To this end, Project EENAT has compiled this book of case
studies to provide employers and potential employers with examples of the
variety of jobs that persons who are blind and visually impaired can
successfully undertake if provided with appropriate training and technologies.
As the countries of East and Central Europe have made the transition to open
market economies, persons with disabilities have suffered tremendous
disproportionate economic hardships. There is no single area that is as
important today to persons with disabilities as the area of employment. This
book of case studies illustrates, through a number of positive examples, that
blind and visually impaired persons can and do make good employees.
We hope that you, the potential employer will take the time to read these case
studies and that they will inspire you to take positive steps to include blind
and visually impaired persons in your workforce. This will not only be good
for blind persons but represents a positive human resource investment by your
company.
In the Appendix of this book you will find a list of organizations in your
country that can provide you with further information and assistance in
opening new opportunities for your company and for blind and visually impaired
persons.
Lawrence F. Campbell, Project Director (USA)
Krisztina Kovacs, Coordinator of Training (Hungary)
Branislav Mamojka, Coordinator of Research and Evaluation (Slovakia)
PREFACE
As the case studies in this book clearly illustrate, new technologies are
opening many new employment opportunities for persons who are blind or
visually impaired. It is indeed encouraging to see the variety of open market
employment possibilities that are now possible if the blind person is prepared
with the right technologies and the right training.
For many years the "information access barrier" presented a significant
impediment to blind persons seeking open market employment. While there have
always been cases of individuals who have overcome these barriers through
sheer determination and persistence; today new technologies are eliminating
these barriers and opening many opportunities that were previously closed to
blind persons. The case studies contained in this book which has been
prepared by the Eastern European Network on Access Technology for Blind and
Visually Impaired Persons (Project EENAT) clearly illustrate a wide range of
positions in which blind and visually impaired persons are effectively
competing on an equal basis with their sighted colleagues.
I hope this book will provide you, the potential employer, with information
that will help you to recognize that a person with a visual disability can be
an asset to your organization. While the information access barrier has been
effectively dealt with, we still need to deal with age old "attitudinal
barriers" which still prevent many thousands of capable blind and visually
impaired persons from finding equal opportunity in the workplace. Positive
attitudes by potential employers combined with training and technology can
open new horizons for capable blind persons and at the same time be a positive
human resource asset for your company.
Bengt Lindqvist
UN Special Rapporteur on Disability
(Monitoring the UN Standard Rules on Equalization of
Opportunities for Persons with Disabilities)
CZECH REPUBLIC
Case Study No. 1
Whether he is working as a computer programmer or music teacher or
enjoying skiing or swimming, Zdenek Bajtl, 27, of the Czech Republic values
his independence.
His attitude, intelligence, and talents have helped him maintain that
independence in his overall activities. And technology has helped him maintain
that independence in the two very different professional worlds in which he
works.
Blind since birth, Mr.Bajtl today is a successful music teacher and
computer programmer. Access technology, computers, and associated equipment
and software have helped him master both of his professional worlds.
Perceived as being very talented in music as a child at a school for
children who are blind or visually impaired, Zdenek Bajtl went on to study
guitar and clarinet at a conservatory for youth with vision problems. When he
later became interested in languages, Mr. Bajtl studied German at the State
School for Languages.
Today he teaches guitar part time, using special software to help him
play and compose music with an electronic piano and an optical character
recognition program.
In addition to music, Mr. Bajtl also is interested in computers. He
learned about technology on his own and eventually became a computer
programmer. Presently, he works in the Computer Center, adapting software for
people who are blind to use to access the Internet. In the future, he plans to
work on developing software to help people who are blind to access Windows.
Zdenek Bajtl uses a wide range of technology. His employer purchased
the items he uses at work to help him effectively do his job. Mr. Bajtl
purchased the equipment he uses at home with the help of state contributions.
He uses devices that display what is on his computer in braille and vocalize
what he is working on through a synthetic voice. He works with Windows, CD
ROM, teletext, the Internet, and e-mail. He uses a scanner as well as normal
and braille printers. He works with some software that is widely used, such as
Word Perfect, along with specialized software, such as Cakewalk, which enables
him to play and compose music with an electronic piano and with a special
optical character.
Zdenek Bajtl enjoys his work, and the technology he uses not only helps
him to do his jobs well, but also affords him the independence he cherishes.
CZECH REPUBLIC
Case Study No. 2
Renata Hruskova, 24, acknowledges that just a few years ago there were
only limited job opportunities for individuals with her vision problems, none
of them very interesting or well paying. But today, thanks to technology,
there are many more opportunities for people who are blind or visually
impaired.
Mrs. Hruskova has just eight percent of normal vision due to blind
spots on her retina, but that has not stopped her from working successfully as
an accountant officer at a commercial bank.
She might not think of herself as a trailblazer, but in some ways she
most certainly is. Because of her eye disease, she had to alter her plans as a
youth to study at the University for Economy and instead pursued her education
at the Economic High School for Partially Sighted Youth. In high
school she learned to type and work with a personal computer, using enlarging
software to help her see what was on the screen.
That was just the start for Mrs. Hruskova , who has been able to move
successfully in the business world in part thanks to the increasingly more
sophisticated technology that is available today to aid people who are blind
or visually impaired.
She employs a variety of tools to do her job. She uses enlarging
feature with Windows 95 and other enlarging software to make an accounting
program readable. For quick looks at items, she uses glasses, which are also
helpful in reading regular print.
The bank for which she works purchased all of the equipment Mrs.
Hruskova needs. In addition to the software, that includes a large computer
monitor (21 inches) and a special lamp to provide the best lighting for her
vision condition.
Access technology enables Renata Hruskova, who is married and the
mother of a four-year-old daughter, to maintain a good and well-paying
position. Her supervisor is very pleased with her work and praises her for her
diligence and professionalism.
Because of Mrs. Hruskova's achievements, her supervisor intends to open
up more positions to people who have disabilities.
"It is a good deal for both sides, for the bank and for these staff
members, too," the supervisor said. "Besides Renata Hruskova, who is partially
sighted, we employ two people with physical handicaps in our bank."
HUNGARY
Case Study No.1
Mr. Zolt n Rozenberczki is, according to his colleagues, the most
helpful person at work.
His boss thinks Mr. Rozenberczki is creative, productive, and shows
initiative. Mr. Rozenberczki is, he says, a "man of merit."
Mr. Rozenberczki works for the Central Institute for Research in
Physics in Hungary, where he has survived massive job cutbacks to maintain a
position as an analytical economist and today oversees 20 staff members.
He does his job well thanks to his own intelligence, and ability to
work with people and thanks to technology that enables him to perform his
work even though he is totally blind.
Mr. Rozenberczki, 34, was born partially sighted and attended a school
for people with visual impairment in Budapest. He lost his remaining vision
due to retina detachment when he was 12. He went on to attend a school for
students who are blind where he learned to read and write in Braille. After
elementary school, he attended a public high school where he was the only
student with a vision problem. An excellent student, Mr. Rozenberczki used a
special mechanical machine called a brailler to take notes in Braille. Because
the brailler made noise and because his teacher could not read Mr.
Rozenberczki's assignments completed in braille, he learned to use a
typewriter. But that caused him problems, since he was not able to produce
mistake-free work.
Things changed for Mr. Rozenberczki, a member of the Hungarian
Association, when he learned how to use a computer in 1987. His first
experience was with a Commodore 64, and it was just the start for Mr.
Rozenberczki, who took to the technology naturally.
He enrolled in the University of Economy where he continued to study
computer science with the help of his teachers and other students. Their
support was necessary because at that time there were no special display
systems that translated type into braille for a person who was blind to read.
His classmates read text that appeared on the computer screen to Mr.
Rozenberczki, which affected the speed at which he worked. He also continued
to use his braille writer and a cassette tape recorder to tape lectures.
During his final year at the university, the head of the computer
department helped Mr. Rozenberczki explore job options. With excellent grades
and a strong computer background, Mr. Rozenberczki had no problem finding a
position; in fact, he received 6 job offers.
He decided to work at the Central Institute for Research in Physics
because of the special equipment which the Institute, along with the
University, purchased for his use at work. The equipment included a Braille
Lab Plus, a Hungarian device which verbalizes through an electronic voice all
of the information that appears on a computer screen.
In 1988, Mr. Rozenberczki began work as an analytical economist. His
responsibilities included designing and producing all software and programs
for stockpiling the research of the Institute and analyzing the results.
Mr. Rozenberczki owes part of his success to technology which has
helped him work more efficiently and independently. He uses a 486 PC with a
speech synthesizer, a developed Braille Lab PC to reads up the useful
information of the computer screen and to control what Mr. Rozenberczki has
written on the computer. He uses a scanner which transfers printed material
into the computer. With the scanner and the speech synthesizer he is able to
read any printed information, study, or circular notes which are given to
him. There are two types of printers attached to his computer: one prints
regular type and one prints in braille.
It was not necessary for the Institute to make any environmental
modifications to Mr. Rozenberczki's place of work. He learned the location of
his and several other offices in a few weeks before he started work. His
colleagues taught him how to find the buildings. Today he is totally
independent, moves alone with the use of his white cane, and uses public
transportation.
Mr. Rozenberczki believes he has many advantages in his job. His type
of work, e.g. analyzing numbers and texts and data processing is monotonous
and does not provide visual stimulus. He believes that is why most people who
have vision find the type of work boring and tiring.
Mr. Rozenberczki does not see any real disadvantage his lack of vision
cause in his work, nor does his boss. His colleagues note that Mr.
Rozenberczki has the correct answer for any question they have about computer
science or personnel matters. He is indispensable at the Institute.
HUNGARY
Case Study No.2
Thanks to advances in computer technology and her own determination to
succeed, Eszter Moldov n, 31, is an entrepreneur.
Ms. Moldov n, who became totally blind at age 10 even after several
surgeries to try to preserve her vision, learned braille at an early age and
studied in the School for the Blind in Budapest and in an integrated secondary
school where she took notes in braille with a Picht brailler. After secondary
school, she attended ELTE University to study German. She found braille did
not meet all of her needs, so she started using books on tape and received
assistance from friends and paid readers. Ms. Moldov n continued using those
methods -- which she found time-consuming and expensive and which caused her
to be dependent.
In 1991, she received a computer with a BraiLab PC that converts text
to speech and a printer from the Hungarian Association of the Blind and
Visually Impaired. Additionally, Ms. Moldov n's parents bought her a scanner.
With this equipment she could easily access text from books and magazines; she
would scan printed text into her computer and the BraiLab would read it for
her. This technology opened many doors for her, and with it she also learned
to use word processing to expedite writing essays and text.
After graduation, although qualified to teach German, Ms. Moldov n was
continuously rejected for positions by administrators who did not feel she
could perform on an equal basis with sighted teachers. She received a
scholarship to study in Germany and on her return home became a private
language teacher. Two years later, the Rehabilitation Program of the Job
Developing Center in Budapest helped her find a position as a secondary school
German teacher. There she used her computer to independently complete, print,
and duplicate teaching materials and tests for her students.
She enjoyed her job enough to commute three hours a day to it, and her
headmaster and colleagues liked her and respected her work. With a job she
valued; many friends; and hobbies such as attending theater and movies,
singing in two choirs, cooking, and ceramics, she led a full life.
Eventually, however, the commute and the low salary as a German teacher
led her to a career change. She decided to leave the school, and two years ago
she became an independent translator, a job that required even more advanced
technical devices.
To master her new profession, Ms. Moldov n obtained a Pentium computer
with CD-ROM and a sound card which helps her to work efficiently and
effectively. She scans text printed in German or Hungarian into her computer,
uses the BraiLab or a braille line (which produces what is on the screen in
braille at her fingertips) to read the text, and produces a translation with
software that includes Word 5.5 and a Hungarian-German interactive dictionary.
She has steady clients that include universities, newspapers, translating
offices, and publishers.
Ms. Moldov n expects technology to play a big part in her future plans.
She hopes to form a company that teaches languages, translates, and handles
data processing with the use of computers, e-mail, and the Internet.
LITHUANIA
Case Study No. 1
Alvydas Valenta says that a computer for him is like a cow for a
farmer.
His "cow," Mr. Valenta says, helps him to support his wife and two
children, maintain a good job, and look with hope into the future.
Mr. Valenta, 35, of Lithuania, is a journalist, an editor, and a poet
who has published two books.
Blind from childhood, Mr. Valenta attended the Kaunas School for the
Blind and while there read and wrote in braille. He later attended the Vilnius
School for the Blind where he also used braille. At Vilnius University, where
he studied Lithuanian language and literature, Mr. Valenta used braille,
tapes, and recorded books.
He wasn't satisfied with any of the methods and felt it took him longer
to accomplish what his peers were doing and that some methods fostered
dependence on others.
In his third year at the university, he obtained a portable typewriter,
learned to type, and began contributing articles to a journal for blind
individuals called "Musu zodis."
Upon graduation, he went to work for "Musu zodis" and a year later
became an editor for "Saltinis."
He wrote articles using a portable typewriter, and while the process
took him a long time, it afforded him independence. In addition to writing
articles, he also had to edit other people's work. His job editing took twice
as long as it should have, he said, but that changed after two students and a
teacher from Vilnius School for the Blind returned from the international
Program at Overbrook School for the Blind in the United States. That was when
he first heard of computer technology for people who are blind or visually
impaired.
A year later, Mr. Valenta began using a computer. With his background
in typing, he found it easy to comprehend the keyboarding skills needed to
operate the computer. Learning the programs such as DOS, Norton, and Word
Perfect took a bit of effort. Today, however, he uses technology almost
exclusively. To expedite his work, he employs a speech synthesizer, which
allows him to hear what he is inputting into the computer. In a field where
accuracy of the written word is essential, Mr. Valenta can correct his
mistakes immediately as he hears what he has written or, if he misses a
mistake, correct it later when he listens to the text through the speller.
Technology has broadened his options as a writer and editor as well as
expedited the processes of creating his own work and reviewing that of other
individuals.
The technology has given Mr. Valenta the freedom and ease to do his job
as a writer and editor well. He can readily maintain his notes in a
computer and access the text he needs in a second. He can ensure his grammar
is correct and enjoy the artistry of creating prose. Most importantly, he does
not need help from others.
Mr. Valenta also uses technology for reading works by colleagues and
literature that cannot be found in braille or on tape. Reading with a
computer, he noted, makes it easier to find a place in a document, and the
books accessed by computer don't take up any additional space.
In fact, when Mr. Valenta realized that he could do so much with a
computer he decided to return to the university and continue his studies.
Thanks in part to technology, he earned a master's degree in 1997.
LITHUANIA
Case Study No. 2
It takes intelligence, an organized mind, drive, and other skills to
become a lawyer.
It takes even more to become a lawyer when one is blind or visually
impaired.
Jonas Vaskevicius had the skills necessary to do just that.
Mr. Vaskevicius, 31, studied at the Kaunas School for the Blind and in
Vilnius before entering Vilnius University to study law. While in law school,
he took lecture notes in braille or on a tape. He wound up with "a huge amount
of notes in braille and on tapes." He noted, "It was very easy to mix
them up and to get lost. It was very difficult to find the same parts of books
or notes in the tapes."
Upon graduation, he worked at the Ministry of Labor and Social Affairs
for four years before establishing a private law firm. In July 1997, he was
named head of the secretariat at the Council of Affairs of Disabled of the
Government of Lithuania.
Mr. Vaskevicius began to work with a computer in 1992, the year he
graduated from law school, when the Computer Center for the Blind and
Visually Impaired was established in Vilnius. Today he uses a computer and
speech synthesizer provided for him by the Lithuanian Association of the Blind
and Partially Sighted. With computer technology he can instantly access and
review all of the Republic's statutes, government decisions,
codes, and other details a lawyer must know. His computer is connected to the
Litlekso data base, which provides judicial information in conjunction
with a computer, modem, and speech synthesizer and which is updated weekly. He
has used his computer to prepare deeds and statements, write
plaintiffs' applications, and prepare for cases, as well as to prepare
documents for foundations he advises and transmit them via a modem. He began
to use the Internet last year.
Mr. Vaskevicius, who is married and the father of three daughters,
said, "It would be very difficult to prepare the case without a computer for a
sighted person, not to speak about a blind person." He notes that there are a
huge amount of books and codes to be accessed, and lawyers have to find
information specific to each case.
POLAND
Case Study No. 1
In the past, most individuals who were blind or visually impaired found
they were greatly limited when it came to employment. They could
have the intelligence or talent or skill needed to handle a job, but many
employers could not believe or would not take a chance that a person
with a vision problem could handle a job as well as a person with good
vision. Without the vision thought to be necessary to perform most skilled
and professional jobs, workers who were blind or visually impaired often
were limited to semi-skilled or unskilled tasks that brought little
remuneration or ego gratification and did not allow them to work to the
best of their abilities.
That picture has changed over the last few decades as more and
more businesses recognize that people who are blind or have another
disability often can tackle a job with some adaptation to the work
environment.
With the continued growth and availability of technology for
people who are blind or visually impaired, that picture is changing even
more.
Jan Krempa, 58, is a good example of that.
A mathematics professor at Warsaw University, Dr. Krempa has
conquered the limits others placed on him because of his vision loss and
by using technology and receiving the proper training has emerged as an
outstanding mathematician and teacher.
Born in southern Poland in 1940, Dr. Krempa had very little sight
and studied at the Laski School for the Blind where he learned braille,
typing, living skills, and how to weave.
Despite obvious abilities, he was unable to continue his education
after graduation, and he instead worked for seven years as a weaver in
a co-operative for the blind in Warsaw.
He went on to further his education in a secondary school for
adults and to attend Warsaw University to study mathematics and
physics. He completed his university studies with high marks and later
earned a doctoral degree from the Institute of Mathematics of the Polish
Academy of Sciences.
He was hired at Warsaw University in 1973 as an assistant
professor and then served as an associate professor before becoming
a state-nominated professor.
Today, his scientific work mainly focuses on theoretical problems
of algebra. In the past he used an electronic magnifier. Now, he uses a
computer and software to prepare the numerous works he has
published. The software he uses includes mathematical rules, signs, and
text and magnifies what appears on the computer screen. Dr. Krempa
has used his computer to write scientific studies and articles for many
mathematical journals, such as the Journal of Algebra, Communication in
Algebra, and Endiconti Circolo di Palermobulletin.
With modern technology, Dr. Krempa also can maintain contacts
with colleagues throughout Poland and abroad via e-mail and the Internet.
A well-known mathematician, an efficient teacher, and an independent
man, Dr. Krempa is well-respected by his colleagues and students. He
looks forward to working with Windows, which he believes will facilitate
contact with other computers and Internet users as well as provide him
with access to an even broader base of information.
POLAND
Case Study No. 2
Ryszard Kowalik has used a vast array of technology over the
past nine years, and that technology has been instrumental in his
success in working independently as a designer of microprocessor
systems.
Mr. Kowalik, 60, lost his sight at the end of World War II when he
was injured in an accident with an unexploded shell. In 1955 he attended
a rehabilitation program and then went to work in a co-operative factory
for the blind while attending school. He went on to study electronics at
the Technical University of Gdansk, where as an outstanding student he
was awarded a prize from the city.
He earned his M.S. degree with highest honors and joined the
Electronics Department staff at the university. There he carried out
investigations on rehabilitation for the blind, with an emphasis on how
tactile information is transmitted to human consciousness. That topic was
the theme for his doctoral study; he earned his Ph.D. in 1982.
Over the past nine years, Dr. Kowalik has used computers
equipped with a speech synthesizer that vocalizes what is on the
computer screen; a laptop with a sound card and scanner which made it
possible for him to read in braille printed text scanned into his computer;
and a multilingual speech synthesizer that allows him to access material
in more than one language. The technology provides him with the
freedom to read text and allows him to work independently as he
designs microprocessor systems and to use different types of
development software.
SLOVAK REPUBLIC
Case Study No. 1
Music dominates Miroslav Vary's life. He serves as director of an
elementary music school in his hometown, a position that keeps him
constantly busy with administrative details. While he enjoys his post, he
did not want to lose direct contact with students or stop the teaching he
had done for years, so he also teaches accordion to six students. And,
further combining his background in music and teaching, he also has
taken part in a competition on original education methods in teaching
music held by the Ministry of Education of the Slovak Republic. He placed
second.
For Mr. Vary, 45, music has long been a part of his life. He
studied at the Elementary Boarding School for Partially Sighted Children in
Bratislava, the State Conservatory in Bratsilava, and the Conservatory
for Visually Impaired Students in Prague. The Conservatory for Visually
Impaired Students focuses on training future music teachers, rather than
professional musicians, and is the only music school for students who
are visually impaired in the former Czechoslovakia.
With a strong music background and good teaching skills, Mr.
Vary was offered a position as a music teacher at his home town
elementary music school upon graduation. He went on to become a
regional supervisor, introducing new ideas into the field of music
education. Cited for his professionalism and ability to work with people,
he was elected deputy director and then director of the music school,
which has 30 staff members and more than 600 students.
Aside from music, Mr. Vary, who is married and the father of two
sons, is passionate about math. He considered studying math as an
alternative to music, and his love of the subject led him to purchase his
first computer, an ATARI, in 1980.
When his school purchased a personal computer, he used it to
create an administration program. Today, Mr. Vary uses CD-ROM, a
scanner, a speech output device, and a portable notebook for the blind
called EUREKA. All of these items help him to be efficient in his work. He
also has used technology to help others. Noting there was a shortage of
music notation for people who are blind or visually impaired, he created a
program for writing and printing music notes on EUREKA that immediately became
popular with other EUREKA users who are blind or visually impaired.
SLOVAK REPUBLIC
Case Study No. 2
It is not unusual to find students camped out in Viera Kovacova's
small flat in Banska Bystrica.
An exceptionally competent teacher of pedagogy with a strong
personality that she has regularly demonstrated throughout her life, Dr.
Kovacova is highly thought of by her students, who seek her input both
in class and out.
Born partially sighted, Dr. Kovacova studied in mainstream
elementary and secondary schools before attending Comenius University
in Bratislava. There she studied pedagogy and graduated from the
Faculty of Arts.
After graduation , Dr. Kovacova, 50, who totally lost her vision at
34, first worked as an assistant in the Department of Pedagogy of the
University of Matej Bell in Banska Bystrica. She later earned her Ph.D.,
went on to serve as deputy head of the Department of Pedagogy for five
years, and has devoted her entire professional life to the training of
future teachers. Most recently, she has trained mainstream teachers
who are involved in integrated education.
Dr. Kovacova has had to work hard to accomplish all that she
has. Her work has included serving as a lecturer; writing articles; leading
seminars; consulting with students on diploma works and scientific papers;
working on a team that creates new study branches at the University of Matej
Bell; helping to develop a Support Centre for Visually Impaired Students at
Comenius University; and lecturing at the Faculty of Economics, the Faculty of
Natural Sciences, and the Faculty of Humanistics.
In addition to her work, Dr. Kovacova enjoys books, music, and film,
and twice she has won her country's poetry recitation competition for visually
impaired people.
One of the items that helps her do her job is a Braille 'N Speak, a
portable electronic device that enables individuals who are blind or visually
impaired to type in braille, hear what they have typed through a speech output
feature, and print what they have written in braille. She calls it
"indispensable" for her daily work.
She has used technology to facilitate her work in a number of areas.
When she was younger she learned to read and write braille and to type, using
a Picht machine and tape recorder. Dr. Kovacova became one of the first users
of Optacon, a machine which converts inkprint into tactile images, in
Slovakia. She also uses a Versabraille II+; an ink printer given to her by
the former Association of the Handicapped; and a braille printer, along with
her Braille 'N Speak.
This technology not only helps Dr. Kovacova do her job well today, it
also helps her prepare the teachers of tomorrow. Those future teachers, many
of whom can be found exchanging ideas with her in her home, respect her
teaching ability and the fact that she has not let her loss of vision stand in
her way.
APPENDIX
List of organizations in EENAT countries:
CZECH REPUBLIC
Czech Blind United/Sons Int'l Department
Karlinske Nam. 12
186 03 Praha 8
Czech Republic
Phone: 420-2-232-5085
Fax: 420-2-530106
HUNGARY
Mrs. Krisztina Kovacs (Coordinator, Working Group/Training)
Dept. of Education of the Visually Impaired
"Barczi Gusztav" Training College for Teachers of the Handicapped
Damjanich u. 41-43.
1072 Budapest
Hungary
Tel: 36-1-3213-526 ext.142
Fax:36-1-3425-168
E-Mail: <Internet:[log in to unmask]>
Mr. Atilla Varro
Hungarian Association of the Blind and Partially Sighted
c/o School for the Blind
Ajtosi D-sor 39
1146 Budapest
Hungary
Tel: 36-1-3439-645
Fax: 36-1-3129-406
E-Mail: <[log in to unmask]>
LITHUANIA
Mrs. Regina Labiniene
Ministry of Education
Dept. of In-Service Education
c/o School for the Blind
Ateities, 44
Vilnius 2057
Lithuania
Phone: 370-2-792822
Fax: 370-2-221464
E-Mail: <[log in to unmask]>
Mr. Vitas Purlys
Computer Center
School for the Blind
Ateities, 44
Vilnius 2057
Lithuania
Phone: 370-2-704-762
Home: 370-2-231-039
Fax: 370-2-221464
E-Mail: <[log in to unmask]>
POLAND
Mr. Ludwik Rosiennik
International Department
Polski Zwiazek Niewidomych
Stowarzyszenie Wyzszej Uzytecznosci
Zarad Glowny
ul. Konwiktorska 9
00-216 Warszawa, Poland
Tel/Fax: 48-22-635-5793
SLOVAKIA
Dr. Branislav Mamojka (Coordinator, Working Group/Technology)
President
Slovak Blind and Partially Sighted Union
Sekulska l, CS-84250
Bratislava
Slovak Republic
Tel: 421-7-65420-796
Fax: 421-7-65420-842
E-Mail: <[log in to unmask]>
Ms. Zuzana Kubincova
Dept. Of Informatics Education
Comenius University
842 15 Bratislava
Slovakia
Phone: 421-7-724000 ext. 236
E-Mail: <[log in to unmask]>
U.S.A.
Dr. Bernadette M. Kappen
Director
Overbrook School for the Blind
6333 Malvern Avenue
Philadelphia, PA 19151
U.S.A.
Tel: 215-877-0313
Fax: 215-877-2709
E-Mail: <[log in to unmask]>
Mr. Lawrence F. Campbell (Project Director)
Administrator
Overbrook International Program
6333 Malvern Avenue
Philadelphia, PA 19151
U.S.A.
Tel: 215-878-8700
Fax: 215-878-8886
E-Mail:<[log in to unmask]>
or <[log in to unmask]>
----------
End of Document
Check the VICUG-L list archives and subscribe!
http://trfn.clpgh.org/vipace/vicug/subscribe.html
|
