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3) The blind person must come to understand and be concerned about the reality that his or www.umbroleague.com her bad behavior-rude or hostile responses-will simply magnify and reinforce the negative stereotypes about the blind, both in the mind of the offending party and also in the minds of others who may be around to observe the incident. For those readers who are new to blindness and the field of work with the blind, here are a few examples of what I mean: As I have done several times in the past, I'll use personal experiences to describe the situation. I might interject here that the type of incidents which I am discussing in this section on coping are generally those where something happens quickly, and there isn't sufficient time to engage in lengthy, persuasive conversations. This is true whether the customer is dealing with friends, family, fellow students, co-workers or the like.
When I leave the restaurant alone and come to a stop at the curb of the first major street which I need to cross, a husky fellow grabs me by the arm (without asking), begins to pull vigorously and says, ";Come on buddy. I'll get you across the street."; Do I fight, shake my arm free, plant my heels and balk like a mule, scream for help, simply capitulate or what? What on earth is the innocent, blind student just seeking empowerment and an honest chance for freedom and a normal and productive life to do? These, then, are the kinds of routine put-downs which the well-adjusted blind individual will experience regularly and with which he or she must learn to cope calmly in order to arrive at normal independence and freedom. These various situations call for different kinds of action and/or reaction on the part of the blind customer. There are several kinds and levels of put-downs and denials of opportunity which must be recognized and discussed by specialists with their customers concerning this issue.
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This statement applies particularly to the notion of learning to cope on a daily basis with the things people do or say to the blind. In Section D of Chapter 7, I talked about the various stages blind people go through on their road to independence and freedom. Obviously, a lawsuit or two may be required in order to re-emphasize this point and to remove yet another ridiculous stumbling-block from the long road to freedom and independence for the blind. This negative instruction will then have the possibility of hurting other blind people who may later come into contact with the offender. Otherwise, they may as well continue to be students for life since they will never be capable of meeting the rigorous challenges of competitive, high quality employment. For many blind students who honestly do desire to be independent and self-reliant, the new systems and bureaucracies themselves that have arisen from these ADA misinterpretations may also cause new and troublesome challenges.
Incidentally, I'll come back to the pre-cut steak for further discussion in another context. In both cases, students must come to have a real awareness and understanding of the misunderstandings and misconceptions which exist. They must come to know exactly what it is that people think, and they must understand what particular attitude or misconception has driven the undesirable statement or action. I can try to have a long philosophical and educational discussion about the competence of the blind in general and me in particular. The center is already working to overcome stereotypical thinking about blindness. The agency must be willing to become involved in civil rights issues and to have confrontations when necessary. Even if he gets the slip, some instructors still refuse to deal with him about certain issues. Other active blind people can tell countless like stories about things which routinely happen to them. The only thing the blind have in common with other people with disabilities is the word, ";disabled."; The problems of the blind are unique to blindness, and the solutions to those problems are also unique. At the beginning of Chapter 8, I pointed out the obvious--that even though I am writing separate chapters on each of the four parts of proper training, each ingredient is not dealt with separately during the training and learning process.
The level of the emotional adjustment and even the skill training have a great deal to do with the point at which the customer learns to handle simple put-downs. These, and hundreds of things like them, are what an active blind person needs to be prepared to handle comfortably almost daily. Fifty years of experience have taught us that it usually takes from six to nine months for the average student to adjust emotionally and to master the skills. A positive atmosphere should be created by these counselors so that by the time the individual blind customer is ready for employment, interviews and possible jobs will be already available. I recently had a phone call from a current college student who told me that, on his campus, he is not permitted to go directly to speak with instructors to work out details for test-taking, needed books, and so forth. If the blind adult doesn't understand that this is simply the way that it is in the real world, then he or she is heading for a lot of emotional upset and distress.
