Podcast Summary:
What happens when blind students have space to try, make mistakes, and discover what they can do? Confidence grows—and everyday tasks become steppingstones toward independence. On Blind Abilities, Jeff Thompson welcomes Kia Sadler from Minnesota State Services for the Blind to explore the Independent Living Skills Lab, a hands-on program where students learn alongside peers in a welcoming environment. From preparing lunch and managing laundry to dining confidently, exploring kitchen technology, and shopping for groceries, these classes turn practical skills into opportunities for greater freedom at home, college, and work. Parents will hear why encouraging participation and practicing at home can make a lasting difference. Students can build new friendships, ask questions, and discover techniques that work for them. Classes meet the second Saturday, October through May, from 9 a.m. to noon. Choose individual sessions and register by the preceding Monday. To learn more or sign up, email Kia.Sadler@state.mn.us directly.
Links of Interests:
Contact Kia Sadler: Kia.Sadler@state.mn.us
To find out more about the services provided at State Services for the Blind, and what they can do for you, contact Shane DeSantis at shane.desantis@state.mn.us or call Shane at 651-385-5205.
Full Transcript
Kia: I think it’s important for people to participate, regardless of their skill level, just to get that experience of being part of a team.
You’re not really helping that person by doing it for them. Having them participate in just daily living stuff is so crucial in helping them learn those skills.
Dining etiquette how to cut up your food. How do you read the menu? How do you sign for your bill? What’s an appropriate tipping amount? Things like that.
Jeff: Welcome to Blind Abilities. I’m Jeff Thompson, and today I’m excited to bring to you an event that is happening each month, each second Saturday. And it’s called the Independent Living Skills Lab. And leading the charge on this is Kia Sadler. Kia welcome to Blind Abilities.
Kia: Thank you so very much for having me on. I’m excited to kind of talk about what we’re doing and hopefully people will find this informative.
Jeff: Oh yeah. Independent living skills. That’s the glue that fills all the gaps in between everything else. It seems like.
Kia: Yes there’s a lot of crossover with technology and O and M and even things like pouring yourself a cup of coffee when you go to work or being able to participate in potlucks. So it’s really important for you to have independent living skills to be successful in the workplace.
Jeff: And they’re lifelong skills.
Kia: Yes.
Jeff: Yeah. So when did this initiative start? What’s it all about? And yeah, let’s fill in the gaps here.
Kia: So I think it’s been a really big need. Just working with a few transition students. I noticed that there is such a need and there are some gaps, especially with some of those foundational skills like folding laundry or even just discussing like, what is work appropriate clothing or how to even do your laundry, how to do basic things like putting toothpaste on your toothbrush or getting just ready for work. Who picks out your clothes for you? And they’re just. Over the time that I’ve worked at state Services, I’ve been trying to figure out what can we do to fill those gaps, because most of the people that I serve are adults, and serving transition students can be a little difficult to my schedule working with adults. And also, you know, the students are in school and then in the summertime, they’ve got family obligations like vacation and things like that. And we don’t typically work with students on a Saturday or Sunday. So I’ve been trying to figure out what we could do to fill those gaps, to serve as many students as we can, teaching some of these foundational skills and gaps that I’m noticing. And so I think it’s always been an idea that Shane and Sheila and I have kind of bounced around, but never really had the time or maybe put the time into making it happen until now. So I’m really excited and really hoping that we can. We’re definitely going to learn a lot from it. This is the first time I’ve ever done any kind of group instruction for a group of people besides helping out with the senior programming with Charlene Guggisberg. But this is the first time we’re doing something around independent living and Pre-ETS students. So I’m hoping that this will fill or help fill some of the gaps that the students are missing.
Jeff: Mhm. Like years ago, I went to adjustment to blindness training, and I had classes that are similar to the list that I saw that you’re going to be offering to students. And why not? Usually I see events where they go camping, they go this, go that. But like you said, if they’re traveling this summer with their family, they’re going to have to sit at a table and forks, knives, spoons, the proper, you know, what’s a napkin for? You know, I remember I remember someone telling me your bread is not a mop. I was like, wait a second. But it’s just those little etiquette things to the soft skills, everything in between O and M, learning Braille and stuff. But then you have to eat lunch. You have to, like you said, fold your clothes. So this is a great opportunity.
Kia: Yeah. And I think oftentimes maybe the person who is blind or low vision may feel like they’re unable to help out in a group setting. I know that when I was a teenager myself, I didn’t feel confident in my own skills to then help out if I ever were at a camp, or if I ever were doing something that required people to help clean up. And I think it’s important for people to participate, regardless of their skill level, just to get that experience of being part of a team and doing things like cleaning up. If you know you struggle with one part of helping out, whatever it may be, maybe you can do something else that you’re good at. Maybe it’s something like clearing the table, or maybe it is something like holding the trash bag open while somebody goes around and collects the trash. You know, there’s so many ways to participate. And I think oftentimes people, because of their limited vision or people around them, maybe family members or whatnot, feel that I’ll just sit there and we’ll clean up because it’ll be faster. And I recognized that, you know, maybe we’re all feeling crunched for time, but you’re not really helping that person by doing it for them because it may help in the moment, but there are so many opportunities for learning for these students. And I think that having them participate in just daily living stuff is so crucial in helping them learn those skills. I always had that conversation with a lot of the students that I have worked with. You know, even if you do things like clearing the table or helping mom wipe down the counters and you know, it’s a lot of family participation. But if it doesn’t happen, the student doesn’t get that learning because it’s not like they can learn by just observing their parents do some of the things. You have to be more hands on if you have limited or no vision.
Jeff: Yeah, I don’t think you’re going to build the confidence just by staying out of the way.
Kia: Yeah, exactly. Which is so important. It is so important to build that confidence and to know that even if you don’t do it like perfectly, that it is possible for you to do it anyway, for you to participate. Because at the end of the day, like we’re all part of a team trying to get things done so.
Jeff: Well, just like adults, we try something, we do it, and then we do it again. And after a while we pretty much get it right.
Kia: Exactly.
Jeff: I’m glad to get this opportunity. What are some of the types of topics that you’re going to be handling every? What is it, second Saturday?
Kia: Yes, the classes take place at state Services for the blind, and it’s every second Saturday of the month. So we started in October and we will run through till May. And typically we have a class about 8 to 10 students that we can accept. So it’s open enrollment. So you don’t have to sign up for all the classes. Although I do have a few students that have signed up and have told me I want to be there for all the classes. So that’s kind of cool. So say last month we did things like laundry, clothing and personal hygiene. So we talked about laundry and methods of doing laundry. And then we talked about like, , personal hygiene stuff. So skin care, nail care, making sure that you’re making yourself appear dressed and neatly groomed. And especially for those, you know, when you’re going to work or job interview. So really important. I think oftentimes people think the minimum, especially my teeth and doing my hair and I can roll out the door, but we forget about things like our nails and making sure our, our hands are clean and making sure that we take care of ourselves. And so some of the things the students got to do was practicing things like putting on moisturizer or cleaning their nails and buffing their nails, and even filing their nails and talking about skincare and talking about clothes shopping and what is appropriate for work occasion and what is not appropriate and what is good for, you know, leisure wear.
And how do you do that as a low vision or blind person, talking about all the different supports that you can utilize when you are going clothes shopping, or trying to figure out what you want to wear that day and pulling clothes out of your closet. Talking about things like laundry care and stain removal. And how does that work when you don’t have any vision, things like that that I think need to be broken down for maybe a someone who does not have to really think about doing their laundry or think about those kinds of things like cleaning under your nails. I think we had a really great discussion. We were going to discuss makeup, but none of the students really cared about that, which it’s really nice to be able to like change depending on the audience or the students that we have. I think we had like three, three or yeah, three male Pre-ETS students and one female. They were all like, nope, we don’t care about makeup, which is fair.
Jeff: She was overruled.
Kia: Yeah, she was, but it was just really funny.
Jeff: What a neat thing to create a space where it’s safe to try new things and not be judged, you know? You’re amongst peers and they’re all there to learn something. So. And they can learn from others. Like those boys could have learned how makeup is really applied.
Kia: Yeah. And also one of the things we also discussed, because I didn’t want to just focus on like things that weren’t relevant to the boys there, but we did discuss like shaving techniques, the differences between an electric shaver and a disposable razor blade, and just kind of the techniques that people are utilizing. Even just saying, like, if you have certain conditions like diabetes, where you are nervous about cutting yourself, or it is okay to just go to the barbers and let them shape your facial hair or do whatever it is like it is okay to do those kinds of things. And I think that the students that we had really had a lot of experience already. So it was a really good discussion. I’m hoping that the next classes, they will learn things that maybe they haven’t come across, but our first class does. The students really did have a lot of experiences around skin and nail care and their own shopping and just doing laundry, whether they help out at home or they take out the clothes and put them away, they’ve had some experience, which is really, really good to see, and I’m really glad that we are talking about it, because I know that there are students that do not have the opportunity to get those kinds of learning experiences. So I’m really glad that we had students that are really kind of was like, okay, yep, I know, I know, I already know this. So that was nice.
Jeff: Why don’t you tell us about SSBs State Services for the Blind Lab that you’re I believe it’s all new facilities that you’re conducting these classes in.
Kia: Yeah. So we have a training kitchen that has an electric flat top stove and an oven, and we have a microwave and an air fryer and a dishwasher and the laundry like a washing machine and a dryer. And we do a lot of trainings. If clients don’t feel comfortable coming to their house, which is typically how we do things, I’ll travel to them and work with them in their environment. But in some cases, students or adults don’t feel comfortable or would rather travel to the office. And so we do a lot of our trainings in that kitchen space. And, you know, we teach about things like, well, it’s a flat top stove. How do you place your pot on a flat top stove? You know, a lot of these stoves are becoming more flat top and less tactile, unfortunately. And so helping them find a way that might work for you. So one of the things that we tend to show students are like baking silicone mats that we’ve cut to size to fit around the corners of the stove. So then it only goes like in so far, and then it stops and then, you know, okay, I can place my pot here like at the edge of the Silicone mat, so we don’t cut it so that the silicone mat is sitting on top of the burner. But we cut it close so that it is outlining where your pot should be placed. And then it uses the corner so that if you did wipe or wash the silicone mats, you, as the blind person, can replace those mats yourself because you’re using the corner of the stove to match where you should place your silicone mat. Other things that we might do is seeing if they can feel the outline. Oftentimes, if you use the flat top stove enough, you can actually start feeling the outline of the burners themselves anyway, or utilizing the heat source as your guide.
So setting a pot approximately where you think your burner is and then using your hands, you’re going to go circle the pot and make sure that the heat that is coming off from the stove is covering all sides of the pot. And so like, there’s different ways to mark your stove so that it is accessible to you. So we do a lot of stove work. We’ve done some oven stuff with students in that kitchen. Last time we had a session with transition students and their parents because there were quite a lot of parents wondering, my student is blind. How do they do some of these skills? How can they ever get the independent living skills? And so we did like a little session on that of showing them as long as they get the teaching, like if somebody teaches them non-visual techniques or low vision techniques of how they can do things safely, that they can participate and do some of these things at home, but they really need to be encouraged to do so. And they really need to be reinforced of what they’re learning at the training center. So it is a really neat space. I’m really glad that we finally have it in office training space for those people who cannot learn in their home for whatever reason, and that we do have that option. And it is really nice because there’s a pretty decent sized seating area so that we can do things like work on Braille. If whatever it is that they’re making is cooking, and we have to wait for a while. So there’s seating space there as well.
Jeff: Well, I think it’s really good. You mentioned the parents attending that session, but for the students to gain the confidence to probably go home and tell them what they’re doing, some parents, you know, they’re the most important person because they’re their first advocate. And the possibilities can just open up, like you said, helping out at the home. I mean, if someone does the laundry, I, I like, I like that, uh, just opening up their eyes or the possibilities for the parents to see what they can do as well. I think that’s a big step.
Kia: Yeah. And that’s what I was really hoping that parents would get out of this session is by modeling. I can show them, hey, these are the kind of things that your child can do, given the teaching tools and given the right encouragement and teaching them about safety, and by also making sure that you are reinforcing some of these skills at home and by allowing them to make mistakes, because the real reality is that they are going to make mistakes, they are going to do things, they’re going to spill things. It’s just a part of life. It’s just another opportunity to learn how to teach them to clean up. And I think that people feel overwhelmed by that because, you know, it’s not like they can just, okay, this is how you sweep up and then do it quickly. It takes some extra time. And when you have such a, like a lot of other responsibilities, or if you have a lot of kids, it can feel overwhelming. And so then a lot of the students that come, you know, maybe have a parents who have a lot of responsibilities or a lot of other children may kind of just kind of get left behind with those skill building opportunities just because it is oftentimes I hear, well, it’s just faster if I do it now and we can learn later. And that’s actually not right. I think that the opportunity is now, even though we all feel so pressed for time. And so I do feel for parents as well, because it is a lot. But I think that it has to be reinforced at home, because if it’s not, then and the only time they’re learning is with me and I’m only seeing them maybe like once every two weeks or once a month. And I tell this to my adult students as well. Like, you cannot advance in Braille if you’re only ever reading with me when I meet you once a week. Like you have to be looking at it, you know, at least five, ten minutes a day.
Jeff: Yeah. These classes offer a great opportunity. When I went to an adjustment to blindness training, I still remember and still use to this day. Like I don’t put the handle to the pot sticking out. I tuck it back so I don’t bump into it. I don’t measure liquids above the mixing bowl that I’m mixing into because if I spill, it’ll go in there. So these things stick, and like sweeping the floor, a grid pattern or, you know, whatever technique you learned, there’s probably multiple different techniques. They all come back. Not that I’m saying that everyone’s using algebra, like they say you’ll use it, but these are skills, life skills that will stick with you.
Kia: Absolutely. I mean, I remember attending a training center when I was a teenager, and one of the things that I took away from it was learning how to cut up food and going to other training centers. I didn’t really get to cover that just because maybe they just didn’t think about it, or maybe they just assumed, well, you already know how to use your knife and fork, so you’re fine. But I do remember like being taught how to cut up maybe a piece of meat or, you know, on your plate. And I think that’s oftentimes like things that people get really anxious about that I see even with adults that are newly blind is eating, eating in front of other people, going out to restaurant. How do you do that? And how to pour yourself a drink or even locating your drink? I’ve had a lot of people tell me that they will accidentally knock over their cups. So one of the things that I always tell people is like, don’t reach for your cup and look for it in the air. Keep your hand to the table. And, and when I tell them that, they’re like, oh my gosh, that makes so much sense. I’ve been searching for it in the air and that’s how I knock it over. So some of these tools I might be teaching the students and they might forget and some of these might stick. You never know what somebody is exposed to that will just stick in their head and they’ll remember. So I’m hoping that even if they don’t come to all sessions or if you know, they already know some of these tools, like I said in the last session of the class, they were very familiar with laundry, but I don’t know if they knew everything right. So having these kinds of experiences, they might be like, oh, I didn’t think that business casual meant wearing this kind of clothing. Like somebody said, what did I say? Oh, I asked the question, what does business casual like, what can you wear for business casual? And somebody said a suit and tie. And so we had to tell them like, you know, a suit and tie is typically more formal than business casual. And so like just having these kinds of open and safe conversations as well. And I wanted to let the students know this is an opportunity for you to ask your questions, because chances are somebody else might be wondering that same question. And I think it is kind of hard to want to ask questions, especially when you feel like, well, I should know that, but I don’t, and I’m hoping that we make it a safe environment for students to open up and learn some of these things and have fun with it as well. I think I don’t want it to be like step one. This is how you make a sandwich. Step two. Whatever. So our next session is building a cold lunch together. We’re going to have things like tortillas, and we’re going to have either cream cheese or hummus, whichever one you decide.
And then we’re going to have like turkey or some kind of vegetables, like, I don’t know, spinach or lettuce or peppers and things like that out and kind of like a build your own wrap station. And I wanted to be like a fun activity while we chat and make our own lunches. And then they’ll have either like apples with the caramel dip or vegetables like carrot sticks with a veggie dip as a side that they have to choose. And then for dessert, and then we’re going to do build your own like pudding. So like, we’ll, we’ll have like putting that they will make, and then they’ll either pick in whatever mixings they want. So crushed Oreos. And I want them to crush their own Oreos. You know, things like sprinkles. So like, how do you do you just pour out your sprinkles or do you measure out some, whichever way you want to do it? And kind of having your own choose your own adventure lunch kind of thing. And then we also work together to clean up. And some of the things that I see are things like spreading. Spreading is a really hard one for people. Opening different packaging is another hard one. And also wanting them to work together and clean up and put things away in the refrigerator and be part of that team with the instructions of staff. What kind of things do we put away in the refrigerator? Where should we put the tortillas, that kind of thing, and kind of just not introducing heat? Because the following lesson is let’s make lunch with heat.
I haven’t decided what yet. I was thinking more like, like a pancake thing. Maybe we make our own pancakes or maybe not because it’s it’ll be in December, so it’ll be cold outside. And so maybe we might have, like, a hot chocolate bar as a beverage. I haven’t decided yet what we’re doing, but I definitely want it to center around maybe using the oven or the stove. So and that often takes time, right? Because I don’t know what the skill levels are of these students. And so making sure that I cover safety and making sure that if somebody is like, oh, I want to make the bacon and we’re going to do it in the oven, but I’ve never used the oven before. How do we navigate those kinds of challenges, because I don’t typically work with a lot of these students, so I don’t know what their skill level is like. And so, but I think that working in a group is such a good, valuable thing because they are having the opportunity to socialize, but also learning new things that maybe they’ve never been exposed to before. So that’s December’s class. And then we kind of go into dining.
so how do we eat family style? What does that even mean? So passing food, putting some on your plate, passing the bowl along to the next person. And how do you do that? And if you do need assistance, how do you ask for that assistance, you know, advocating within the dining space? And then we will probably discuss things like dining etiquette, how to cut up your food, how to use your knife and fork pouring, like if it’s a jug of water and you have to pour it and then pass it around to the next person.
Things like tipping at a restaurant, what does that look like? How do you read the menu? How do you sign for your bill? How do you even interact with the server? You know, what’s an appropriate tipping amount? Things like that that I think are really, really important tips of how to know where to sign on the receipt. If you’re not familiar, if you’ve never done those kinds of things before, had to advocate for, can you tell me what’s on your special today or whatever those kinds of things?
And then we head into technology in the kitchen. I’m really hoping that we’ll get to explore with some different technologies, like Be my eyes or using meta glasses and how to identify different products, and what kind of things are helpful to have in the kitchen space and what someone has in the kitchen I might not find very useful, right? If like I use an Alexa for timers, somebody else might not want that as their timer. They actually might want a talking timer, somebody else might just use their phone. So like everyone’s strategies are so different, but we’re all getting the same information. And to understand that not one way is correct and to just kind of experiment and probably having them do things like please identify these cans, use your technology of choice to identify cans.
And then how do we then label it in the future so that we know, and what kinds of things like are useful things to put on the tag? So one of the things I might talk about is I’m a Braille user, so I like to label a lot of my spices and a lot of things in my refrigerator and some things that I put on my tags in the refrigerator for the items are things like, I’ll say sriracha and then like ten slash ten slash 2028. So I know that’s the expiration date because those are really, really hard to find. And I’m never going to remember that my bottle of sriracha is expired in 2028, because I might have a bottle of barbecue sauce that expires next year, you know, and so having the day accessible to me is important. But somebody else, maybe they can get their magnifier and be able to read that date, so they might not need that information. And so to explore different techniques and start to think about what’s going to work for you. And when you go off to college, or if you go off and live on your own, what kind of things are you going to use? Especially if you do live with a roommate to keep your stuff separated from your roommates so you know which stuff is yours and which ones are theirs?
Jeff: Oh, there’s so much. There’s so much.
Kia: There’s so much, there’s so much. And then we cover medication and first aid kind of management. And I think this is a really important topic. I think we’re hoping to partner with Red Cross Blue Shield, but we’re hoping to do some kind of like CPR training. If not, I do think that there are so many things that we can discuss with this particular piece. How do you use a Band-Aid? You know, I don’t even know if our students can put on a Band-Aid-because again, I’m not really sure what their skill levels are, what they’ve been exposed to and what they haven’t been exposed to. And so talking about the basics of like first aid. You know, what do you do when you burn yourself because you are going to burn yourself. That’s just a part of life. Um, what do you do when you cut yourself? When is it appropriate to call for help? When is it appropriate to, you know, go to the hospital? Those kinds of things. What kind of helpful things are good to have when you do live on your own, what are the steps if you end up cutting yourself badly or if you injure your leg? These things are really important to start thinking about as they transition into adults. Like, what do I do? Because usually maybe mom is always there with a Band-Aid, or maybe mom is always there to clean out my wounds.
How can I do that safely? So I’m really hoping that we can partner with them to do some kind of first aid training or, or CPR training. So we’ll have to see closer to the time if they can come out and do something like that for our students. If not, there’s plenty to cover in that class. And then our final class is more of like a fun scavenger hunt. So they’ll be broken up into teams and they’ll have a grocery list from all different parts of the grocery store, and they’ll be with somebody, and their job is to go around the store and locate these items that we’ll need. And then they are also, if they are able to buy a snack, they need to like bring $5 or something little like then they get the experience of paying for something. Because these days, you know, there’s so many different ways you can tap. You can slide your card, you can use cash, you can do Apple Pay. So there’s so many different ways to pay at the grocery store. And you know, we’ll discuss that before we leave. And we’ll probably work with one of our in-house O and M people to make sure we have enough of the safety bits covered.
And, you know, because a lot of the students may not have been to this particular Cub Foods. So like understanding the different parts of the grocery store and where you can find like, okay, you have milk on your list and then you have toilet paper, where can you find each of those things? And to understand that most people can’t just go to the store willy nilly. I mean, some people do, but like it’s a lot easier on your wallet if you actually have a list and know what you need and then kind of put it in some kind of way where you put all the dairy stuff together, all the cleaning supplies together so that you’re not running from one end of the store to the next. And I know that probably this activity they might have done previously, just because grocery shopping is such a big topic that people tend to talk about. But I figured, you know, it doesn’t hurt to take them out because a lot of these classes or all of these other classes are held at SSB, and it’s kind of nice to leave the building and, you know, take them out and have them do some of these real life situations that they might have to do closer than, than they think. So.
Jeff: Mhm. Yeah. Independent living skills, I like that. I really was excited when I saw this being put together. How can people find out more about it and register for it?
Kia: Yeah. So I always say for them to shoot me an email, Kia.Sadler@state.mn.us, and let me know if they’re interested and if they are interested, which sessions they’re interested in and if they have any kind of allergies that I should be aware of or any other things that I should be aware of when it comes to participating in some of these classes, if they need an interpreter or, you know, if they need frequent breaks, you know, it’s always good to know some of these things ahead of time so that I can prepare our classes so that it is accessible to all of the students.
Jeff: So it’s the second Saturday. What time frame is it?
Kia: Yep. It’s second Saturday of every month, 9 to 12. And the deadline to sign up is the Monday before that. Saturday is usually what I’ve been telling people, like if you want to sign up, you have until the Monday before that Saturday to sign up. So if you decide Sunday night of that week. Oh, you know what? I really should go to the hot meal thing. I, you know, just shoot me an email or have your parents shoot me an email, whatever works, and just give me your name and any kind of information that I might need. And I will respond with any questions that, you know, you may have. And if something happens or if you can’t make it on that Saturday, then I just ask people to give me a call so that we’re not waiting for a person that’s not showing up.
Jeff: Well, I think this is a great idea. Even if a student takes away one thing each time they attend, it probably will last a lifetime. Like I reflected and you reflected about the stuff we learned when we didn’t really think we were probably learning, but we really were.
Kia: Yeah, absolutely. I’m really hopeful that this will, you know, even if it’s maybe they may not learn something, but to get together with peers and just kind of learn together or just be exposed to some of these things that you’re not thinking about in your life right now. But in five year’s time, you might think, oh, what is it that I learned in that class a long time ago about opening a jar of cream cheese or how to spread? So I’m really hopeful that we are able to target some of these gaps, and I’m excited to work with the students. I really wish that I had more opportunities working with students, just because I love their energy and their sarcasm. It makes me laugh. But thank you so very much for having me on and letting me kind of geek out on independent living, because I think it’s so important. And I think it is basically the backbone that holds everything together.
Jeff: Well, thanks for what you’re doing and thanks for what state services for the blind is doing, creating these youth services programs for our youth. What a better time to learn when you’re young so you can take it with you the rest of your life. So yeah, thank you so much for coming on.
Kia: Thank you.
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Jeff: Be sure to check out and subscribe to the Spectacle newsletter and learn about all the upcoming events and opportunities, and be sure to check out the numerous podcasts on the news for teens page, and you’ll find the links right in the show notes.
To find out more about all the programs at State Services for the Blind, contact Shane.DeSantis@State.Mn.us
That’s Shane dot d-e-s-a-n-t-i-s at state.mn .us.
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Be sure to contact your State Services for the Blind, your Voc Rehab and find out what they can do for you.
Live. work. Read. Succeed.
[Music] [Transition noise] –
When we share-
What we see
-Through each other’s eyes…
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…We can then begin to bridge the gap between the limited expectations, and the realities of Blind Abilities.