"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