In 2009, the world will mark the 200th birthday of Louis Braille with widespread celebrations. Braille 200 is the Canadian banner for special events which are being planned and organized by the World Braille Foundation in cooperation with CNIB, the World Blind Union, the Canadian Braille Authority and other literacy groups in Canada. Under the leadership of Euclid Herie, President of the World Blind Foundation, the Braille 200 committee members have been preparing for an array of activities to be held across Canada in 2009. To keep everyone posted of the events, they have created a website which provides information about Louis Braille, the braille code, and scheduled events. A particularly interesting segment on the website is the story section. Here, stories about braille written and submitted from across Canada have been posted. These stories have been submitted by braille readers of all ages, teachers, advocates and other interested individuals. The stories are presented in categories such as learning braille as a child, learning braille as an adult, braille beyond English, braille in daily living, using braille in school, etc. A variety of perspectives on the importance of braille is evident in this series of stories. These can be read and enjoyed on the Braille 200 website at www.braille200.ca.

The Canadian Braille Authority has two representatives on the Braille 200 Committee - Betty Nobel and Ann MacCuspie. CBA has been asked to organize a number of projects to celebrate Braille 200 and is hoping for participation from its membership across Canada. CBA will sponsor a "School Challenge" where students who are sighted will have an opportunity to learn some basic braille. Their schools can earn a certificate by having students apply their braille knowledge in practical and useful ways such as preparing braille menus for local restaurants, labeling areas and signs in braille in their school, and solving secret braille messages posted on the Braille 200 website. As well, each member of the CBA Board will arrange for a presentation on some aspect of braille in her/his community.

CBA has two additional goals related to the celebration of Louis Braille's 200th birthday. First, all CBA Board members have agreed to recruit new members to increase the CBA membership to 200 in 2009. This is a great opportunity for CBA members to help out as well. The second goal is to award the first Edie Mourre Scholarship to assist a transcriber with the cost of learning braille. This scholarship is available to either a new transcriber or an experienced one learning an additional code. Information on this scholarship is available on the CBA website at www.canadianbrailleauthority.ca

The official Braille 200 celebration day in Canada will be on January 16th. All CBA members are encouraged to participate in special events on both this day and throughout the year. 2009 provides an opportunity to get involved in the promotion and awareness of braille throughout Canada.

CBA and BANA

By Darleen Bogart

When CBA was formed in 1991 one of its responsibilities was to decide which braille codes are authorized for English in Canada. Most braille producers and educators in Canada were using the codes of the Braille Authority of North America (BANA). As a result, CBA passed a resolution that recognized the BANA codes officially for English in Canada.

It should be noted that CBA and BANA are autonomous bodies with no official link to each other. CBA does not have a vote on any BANA code changes.

Does that mean that Canada has no input into BANA code changes? No. As a matter of fact, every BANA technical committee (dealing with a braille code) has a member from Canada. This has been in effect since BANA established its first technical committees in the late 1970's.

BANA and CBA have very different membership regulations. Only national bodies in the US or Canada may apply to belong to BANA. CNIB was the only Canadian member when BANA was formed in 1976 as no other Canadian national organization applied. When CBA was formed, CNIB's membership on BANA was discussed and CBA asked that CNIB continue its membership in BANA to foster Canadian input into the BANA code changes. It was fully realized that there was no official route for CBA input.

Membership in the International Council on English Braille (ICEB) is only open to braille authorities from countries where English is a primary language. Thus Canada needs its own braille authority in order to participate in ICEB. CBA performs this role for Canada.

BANA's Literary and Formats Code Changes

By Darleen Bogart

BANA's Literary and Formats Committees have been working together to revise English Braille American Edition (the literary code) and Braille Formats: Principles of Print to Braille Transcription so that they become companion rather than competing sets of instructions. The task is scheduled to be completed in 2010. The aim is to have one set of format instructions which would serve for a novel and a history text book, and one way to braille a word or sign regardless of whether it is in a novel or a language study text. There is no plan to change the technical codes for math, music or computer notation.

Literary and Formats Committees both introduced some changes (2007 Update, effective January 1, 2008), which give a taste of what is to come. An underlying principle in the revisions is to reflect print more accurately. It is expected that the result of all these revisions will serve the needs of the readers to a greater degree than at present, and will remove many of the situations in which transcribers currently have to intercede to show the intended meaning of the print.

The 2007 Update changes may be viewed or downloaded from the BANA website www.brailleauthority.org or you can go to the CBA website www.canadianbrailleauthority.ca for the link to BANA.

Implementation of Unified English Braille (UEB) in Australia and New Zealand

By Betty Nobel

In May 2005, the Australian Braille Authority (ABA) formally adopted Unified English Braille. This resolution was passed by the majority of its 30 member organizations. In fact, there was only one vote against its adoption. It was agreed that UEB would be phased in over a five year period. Previous to the passage of the resolution, the ABA worked very hard to promote UEB and provide information about it. It was felt that it was important to present the key elements of UEB to Braille users, transcribers and educators to allow stakeholders to provide positive or negative feedback to the ABA. This exposure to UEB was extremely valuable and helped all members of the ABA come to a decision about adoption of the code.

Josie Howse, the Director of the Vision Resource Centre, a major Braille producer in New South Wales, played a significant role in the implementation of UEB by developing UEB lessons for transcribers based on an update of the British Braille Primer which had previously been used by transcribers and teachers to learn braille. Another important factor is that two technology companies adapted their devices to include support for UEB. The Mountbatten Brailler and the Braille Note products are now configured for UEB.

While there has always been a very active and productive rules committee as part of the team that has developed UEB within the International Council on English Braille, (ICEB), a comprehensive rule book is not yet available. The ABA has received funding to develop a comprehensive UEB rule book.

UEB is being implemented at all levels from K-12. In Australia, they previously used British Braille but with capitals, the American Computer Braille Code, and a separate mathematics and chemistry code. The concept of one code for all subjects except music had considerable appeal. Education is a state responsibility but there is a Disability Discrimination Act (DDA), that is National and a similar act in all of the states. Recently, in 2005, disability education standards were approved and are administered by the Australian Commonwealth (federal) government. These standards form part of the DDA. This has helped because the provision of braille has become a disability rights issue.

Australia is now in their third year of implementation. New South Wales was the district designated as the first area to introduce UEB. In the first year, all braille materials required for students in preschool were produced in UEB. The following school year, materials for primary and grade one were produced in UEB. This process will continue until all grade levels have their books in UEB. However, any new book being produced for higher level grades are done in UEB with a key to the code changes included in the front of the text.

Initially teachers were given the responsibility to make decisions about when their students would be introduced to UEB - in grade 3, 5, 7, or 8. This choice would be made in March to ensure the student's textbooks would be ready in UEB for the beginning of the next school year. In 2006 all technical materials (e.g., science, math) for students in primary through grade 6 were prepared in UEB and available if needed.

The students in higher grades usually chose to move to UEB after they had received one or two texts in the new code. Students who would be writing national exams had the option of continuing with textbooks in the original code during that particular school year. Because publishers are continually introducing new editions of textbooks and new novels, teachers did not feel that the availability of materials for students was significantly affected by the introduction of UEB.

For adult readers of braille and for other consumers, public workshops held at libraries and other easily accessible locations were provided. The national braille organizations held numerous information sessions and initiated activities to support the learning of UEB. Since 2006 any new materials produced by the national braille library have been produced in UEB although books previously produced in the old code are being circulated when requested. About 50% of commercial materials used by adults are now being requested in UEB. Most clients report they are now reading materials in UEB with ease and some actually reported they did not even notice the change in the code.

For transcribers and proof readers, the implementation of UEB required a formal, structured approach to learning the new code. Training sessions were organized, the Australian Primer was used, and Duxbury produced a translation program for UEB. Transcribers have been overwhelmingly in favour of the new code since its introduction as they say with the use of the Duxbury translator, particularly for technical materials, production from print to braille is much faster because there are fewer rules to remember. As well, all transcribers can now handle all kinds of materials (i.e., literary, math) so training transcribers in specialty areas is no longer required.

During the five year implementation phase, books are still being produced in the old codes if requested, but the majority of all school curricula is produced in UEB which is now introduced in the primary grades. The ABA report in 2008 indicated that hundreds of books are now available in UEB.

Australia and New Zealand are working together on a trans-tasman UEB Braille certification. New Zealand adopted UEB in November, 2005, but its use is being phased in more gradually. Below is the motion on the website of the Braille Authority of New Zealand:

Motion: That the Braille Authority of New Zealand adopts the Unified English Braille Code, with the intention that by the end of 2006 an implementation plan, including funding, transition, training and timetable for the production, teaching and learning of braille be developed with all stakeholders involved with braille.

The Blind and Low Vision Education Network New Zealand (BLENNZ) introduced UEB in 2007, and, beginning in the 2008 school year, young children have been using UEB. Older students are still using the Nemeth code for math and sciences, but are using UEB in other subject areas. In both Australia and New Zealand, when a book is produced in UEB, the braille reader either receives a UEB symbols list or one is included at the beginning of the book.

What I believe is happening in these countries is that UEB is being implemented with little opposition from braille users and other stakeholders, as the majority are in favour of its use. I am aware that the producers of braille have worked very hard to be able to produce books in UEB and the current codes during the transition phase. The advantages of UEB are reported as being:

• One code only;
• A system that follows print and allows for typeform indicators when desired;
• Technology can more easily be adapted to conform to UEB rules;
• One symbol generally has only one meaning; and
• Current readers of literary braille lose only nine contractions and are able to read UEB material with no problem.

Many things have influenced the decisions to implement UEB in Australia and New Zealand, including their environments, political structures, social values and cultural contexts, and they continue to involve braille readers in every way possible, recognizing that complete consensus may never be achieved. These countries are very willing to share their resources and experiences with Unified English Braille. For further information, please consult the websites of the Braille Authority of New Zealand and the Australian Braille Authority.

Unified English Braille (UEB) Project Update

By Debbie Sitar

In 2007 the CBA Braille Teaching and Learning Committee received a federal grant to work on a project entitled Introduction of UEB. The grant came from Adult Learning, Literacy and Essential Skills, Human Resources and Social Development Canada.

The CBA Teaching and Learning Committee, chaired by Freya Martinot, contracted Debbie Sitar as Project Manager. Together with committee members Cay Holbrook, Ann MacCuspie, Betty Nobel and Linda Stirrett, the group proceeded with the goals of the project which were to examine the applicability of UEB for technical subject areas and to increase the awareness of the UEB code. In the first year the group formed an advisory committee, chaired by Diane Wormsley, to evaluate the procedures to be used for the research and to ensure unbiased research materials and procedures were incorporated. Criteria were created to locate "technical experts," i.e., individuals who use braille and are currently employed in technical areas such as computer programming, science, and mathematics. The advisory committee approved the list of questions prepared by the research committee to screen expert participants. Ethics approval for the research was obtained from the University of British Columbia.

In 2008, the second year of the project, the technical experts were screened and those who met the criteria and who were able to participate in the research were identified -- 3 from the United States and 2 from Canada. The research group then developed protocol for conducting the actual research process with the technical experts including task development, a research method to be used, and a step-by- step research meeting guide. The services of PRCVI, Manitoba Education and CNIB were enlisted to transcribe 2 tasks for the experts to review and read. Nine braille samples were chosen from technical subject areas such as mathematics, chemistry, calculus, computer programming, etc. Also samples that were submitted by the experts' supervisors were submitted as the familiar task. These were transcribed in both UEB and the Nemeth Code. The research group and the experts met in Ottawa for two days in June, 2008 to complete the research activities and to hold a focus group discussion. Transcripts of the research tasks are presently being prepared. This data will be analyzed by researchers Cay Holbrook and Ann MacCuspie.

This project has been especially exciting for members of the CBA Teaching and Learning Committee and the technical experts who participated. Results will be invaluable to those involved with the use of braille in Canada as discussions of whether or not to adopt the Unified English Braille code are held across the country over the next two years.

Quebec Works Related to French Braille Standardization: Adoption of the Standardized French Braille Code

By Pierre Ferland and Guylaine Rainville

Work related to the braille code and format rules have been completed. The code has been reviewed and revised for Quebec users in order to address a few unique attributes of Quebec French that were not included in the international document. The resulting document was adopted, on May 23rd 2008, by the CQCB (Comité québécois de concertation sur le braille) which is under the authority of the OPHQ (Office des personnes handicapées du Québec).

Implementation of the new braille code in Quebec will begin in September 2009. Each network has agreed to work with this new code.

Still to do:

At the international level, work related to contracted French Braille is next and plans are proceeding with this goal.

In Quebec, the Math Code (known as Antoine) continues to be reviewed and evaluated. A first step, related to mathematic transcription requirements has been completed. Preliminary conclusions indicate that, with a better understanding and a few additions and adaptations, the Antoine can likely be used in Quebec. A provincial delegation is soon meeting with colleagues in France to validate those conclusions.

Standardized French Braille Code Project

By Guylaine Rainville

Our research project identified approximately 50 French braille users, agencies and organizations, from each Canadian province, other than Quebec, possibly concerned about French braille. We circulate a survey, in both languages, about the reality of French braille in Canada, outside of Quebec and had less than 15 responses. While the final compilation is not totally complete, our preliminary findings indicate that a big part of the French braille users outside Quebec are not working with the French Code.

Around the same time, two workshops were held last fall, one at the annual CNIB Conference (end of October) and the other at the Canadian Vision Teacher Conference (mid-November). Through these workshops, we reached a total of about 15 participants who were for the most part having their first contact with the French braille code (old or new!). People appreciated the presentation and wanted to be kept posted about new developments. A majority of the participants expressed concern about not having guidelines with respect tot how French braille should be introduced and used in an English speaking context.

Unfortunately, the Canadian Braille Literacy Foundation (CBLF) decided to postpone the second phase of this project to 2008-2009.

Still to do:

• To complete the chart summarizing the portrait of the actual situation of the French braille users outside Quebec.
• To continue informing people and to give them detailed information about French braille code standardization, through meetings and by a listserv.
• To inventory the impact of possible changes in the French braille code.

NEWS RELEASE : Québec Adopts the New Standardized French Braille International Code

At its May 23rd ,2008 meeting, the Quebec Braille Advisory Committee (le Comité québécois de concertation sur le Braille, CQCB) unanimously adopted the new standardized French braille International Code as defined in the document called Code braille français uniformisé pour la transcription des textes imprimés, édition québécoise, (2008).

At the same time, the CQCB also adopted a compatible new Braille computer table to be implemented in "screen review" programs such as Jawsand Window Eyes. This new table defines the computer characters on a Braille 8 point screen while also foreseeing a 6 point mode of representation.

The new code sets the stage for a common new Standardized French Braille transcription throughout the French world. It is the final result of people working together in the context of the Cooperation Accord to standardize French Braille signed in Casablanca on June 7th, 2001 by representatives of Africa, Belgium, France, Québec and Switzerland.

Overseas, the process was coordinated by the Commission of evolving French Braille (la Commission évolution du braille français, CEBF) while in Québec, coordination was assured by the Quebec Committee for Braille Review (le Comité québécois de concertation sur le braille, CQCB), under the direction of the Bureau of handicapped people of Québec (l'Office des personnes handicapées du Québec, OPHQ).

By participating at the different levels of the CQCB, the association groups as well as the culture, the education and the rehabilitation networks supported and sanctioned the development and the application of the prevailing Code in Quebec.

The application of new Standardized French Braille will be extended to the whole province, within all the networks and government departments which deal with production, delivery, promotion, teaching or usage of French Braille. Its gradual and consultative implementation will consider the characteristics of all the networks. The CQCB will make sure that this consultation does takes place at the implementation level.

Between now and September 2009, the implementation of the standardized Braille will have begun in the Quebec networks that deal with rehabilitation and education. Furthermore, Library and National Archives of Québec (Bibliothèque et Archives nationales du Québec), the Québec Department responsible for book adaptation services, has already put in its supply contracts a clause allowing them to expect from producers, when the time is right, the application of the standardized French Braille Code.

The support groups were determined and worked hard on this project. At each step of this long process, the associations made sure that Braille users were adequately informed, consulted and represented at all political or technical levels of the CQCB. The users of Braille will have never been so involved in a review of their choice mode of communication.

From now on, our efforts will concentrate on setting positive conditions that will allow a harmonious implementation of the new Code. Of course, we will have to make sure that Braille users receive the training and the tools necessary for an easy transition. In the accomplishment of this crucial task, the CQCB can count on the complete and full partnership of its support groups such as The Quebec Association for the use, promotion and expansion of Braille (lAssociation québécoise pour l'utilisation, la promotion et l'évolution du Braille, AQUPEB), The Quebec association for parents of visually impaired children (l'Association québécoise des parents d'enfants handicapés visuels, AQPEHV) and the Quebec Group of blind and visually impaired (le Regroupement des aveugles et amblyopes du Québec, RAAQ).

It is important to remember that, when dealing with Braille, Québec chose an advisory way of operating. This approach represents a daring gamble and was a demanding process. Today, this unanimous commitment of the partners of CQCB to a standardized Braille for all types of users attests to a good decision and exemplifies our future commitment to consultation. Together we did better, we went further.

Pierre Croisetière, AQUPEB

Florence Pardo, RAAQ

Roland Savard, AQPEHV

Braille Trails and Tales

By Linda Stirrett (parent to a 20 year-old daughter who is congenitally blind)

Hail to braille! Ever notice how many wonderfully-positive rhyming words there are to communicate about braille? So why then does it sometimes receive "negative press", relating it to less than flattering rhyming associations, notions or practices like: stale, frail, derail, bewail, wail, snail, travail, fail, blackmail, bail or jail. We've all heard and seen it before! So let us declare, from this day forward, braille shall cease to be spoken of in the same foul breath, or considered in these misguided cerebral twists. We will work to upscale braille, giving it its due respect. From hereafter, let it be our mantra: "We regale in braille. We wale and avail ourselves of it, curtail negativity around it, and embrace all that it entails. Braille prevails!" Now inhale - exhale! and repeat again ...

Okay, seriously, if we knew that embracing reading and writing was going to be a painful and arduous task, would we be excited about it? Yet how often do we see curious minds and impressionable braille-reading fingers re-routed with, "That must be soooo hard!" "How can you do that?" "Nemeth ... ahhh! Run away, run away!" What I propose is that we use this forum to revel in braille and to share positive ideas and experiences; things we have done as parents and educators to elevate braille in the lives of our children.

But first! Before we get started, some "braille business" please! Let's settle an old-misnomer, perhaps a folktale about braille! -- "To capitalize or not to capitalize; that is the question?" I have it on good authority (and it's not Microsoft's), that braille is to print, as English is to French. Braille and print are codes! English and French are languages! Braille is NOT a language! We do not capitalize "print", so we do not capitalize "braille" -- unless it is referring to the infamous Louis, or it begins a sentence. You knew that already? Great, then let's get on with a full-scale sale as we unveil some "Braille Trails and Tales"..

Mail Braille - "Free Matter for the Blind" - I always get a little excited each time I post or receive brailled materials in the mail. I bet some of you do too! After all, it's not often the Government says ... "No worries. This one's on us!" Our excitement pales in comparison to a child who receives mail, or writes and posts his/her own letter. And think how grand it will feel as they spend the fifty-two cent savings on a goodie. With inflation, gst, and pst in some provinces, don't be surprised if they learn quickly that writing many letters converts into a more worthwhile treat! And while you're at it, let's show them the newly released braille dog guide stamps that they won't need to purchase, but which Grandpa and Grandma can, or which makes a great stocking stuffer!

"Naomi Knows It's Springtime" - I remember purchasing copies of this book when my daughter was young. Its story shares a positive image of living with blindness as "Naomi" experiences the wonders of the seasons through her other senses, and rebuffs her neighbour's pity. After shedding a few tears (or more) , I carefully brailled the story in uncontracted braille onto adhesive braille label paper, and adhered it to the corresponding text in the book, producing my own twin vision books for donation to my daughter's school library. In the inside cover of each copy, I also attached a print and simulated braille reference sheet. Upon delivery of these "awareness projects" to her school, I requested that the book be put into the general circulation for families and children to read and have fun deciphering the braille. My hope was to de-mystify braille and encourage positive communications about people with visual impairments. This book is now out of circulation; however I'd be thrilled to see a comeback! I'm sure you know of many other quality books that can double for this purpose. Here's a great link to some: http://192.188.148.10/Education/books.htm

Fostering Literacy through Braille for Families and Educators - I am fortunate to be involved with a tremendous non-profit organization, Alberta Society for the Visually Impaired (ASVI) Edmonton District, which fosters and elevates braille in a number of ways. Through our Society, Literary Braille and Nemeth courses have been offered to families and educators, and adaptive technology, including braille notetakers and embossers, have been donated to our children for home use. Recently we began a "Perkins-at-home Program", with the goal of ensuring that every toddler or braille-reading student in our membership has the equivalent of a paper and pen to create at home. And, in an effort to help parents of children newly diagnosed with visual impairment, our group donates copies of Children with Visual Impairments: A Parents' Guide, (an updated edition was released last year by Woodbine House), to our local CNIB Toy Lending Library. Another excellent resource for similar donation is Experiencing Literacy: A Parents' Guide for Fostering Early Literacy Development of Children with Visual Impairments (Holbrook and Koenig), and I can't help but get excited about the National Braille Press' publication: Just Enough to Know Better, the first resource I ever looked at related to braille.

As we know, literacy is positively correlated with employment, and employment is positively correlated with self-actualization, and healthy and autonomous living. These are only a few ideas to get us going. In an effort to promote literacy through braille, please share your "Braille Trails and Tales" by sending them to: Linda Stirrett, 27 Pineridge Crescent, St. Albert, Alberta T8N 4P6 or linda.stirrett@telus.net

And finally, wassail to the health and prosperity of braille -- (translation -- "Cheers to braille") -- AND to those who keep it exciting and alive!

CLICK-CLACK-CLUNK.....NEWBIES THAT BRAILLE!

By Dwila Nixon

Summer '08 was an amazing learning adventure for me as I joined a group of eager teachers at UBC. Fifteen women from western Canada and the U.S. gathered to become COHORT 5 - the fifth group since 1997 to enroll in a masters program for teachers of students with visual impairments. We are a dynamic group, and about double in number from the previous group. We're all keeners, and let me tell you ... it's difficult to out-keen a keener!

Anyone reading this publication MUST have fond memories of learning braille. For me, it brings to mind bright green bingo-dabbed index cards, wearing earplugs to dull the thunk of 15 braillers going at once, making up acronyms and songs to remember the rules and contractions, and the stillness in the dorm after hearing a screech of profanity from another room - yup, A MISTAKE! I don't mind saying that my favorite contraction is "ow" and I have to admit that in order to remember the dots for "y" I had to clench my fist, put my right pinkie finger and thumb out in the shape of a braille "y", pretend it was a telephone receiver and say, "YELLO!"

I delighted in buying postcards and brailling letters home to Saskatchewan. I loved finding braille in the environment and sometimes photographed it because I was so impressed that it was there. I sneaked peeks at blind braille readers in class because I wanted to see how their hands interpreted the code. I practiced because I wanted to do well, but more importantly, because I owe it to my students to be accurate. I still find my fingers pressing imaginary keys as I think or talk. My daughter can even tell if I'm brailling or keyboarding when I hold her hand.

As a previous classroom teacher, I remember being absolutely amazed with the staff in Regina's Program for Students with Visual Impairments. I couldn't imagine how they ever gained enough skill or knowledge to be so excellent at their jobs. Well, now I do know. It begins with an open-minded, experienced and knowledgeable instructor like Dr. Cay Holbrook.

It continues with mentors who are willing to answer questions, guide your teaching and learning, and to expect perfection from brailled materials made for students. It comes from being a part of a learning group like COHORT 5. It comes from trusting yourself and being willing to learn from other braille users. It comes from paying attention to your students.

I think I can speak on behalf of COHORT 5 when I say that we've come a long way since July 2, 2008 and I'm still lovin' it!

In Memory of Judi Johnson

By Ann MacCuspie

Canada has lost an exemplary educator of students who are blind or visually impaired. In late August, Judi Johnson passed away in her Bridgewater, Nova Scotia home. Judi was on the CBA Board from 1990 to 1992. As well, she was the chairperson of the CBA English Braille Standards Committee for many years. Judi's love of braille and expertise in literary braille, Nemeth Code and the Halifax Math Code was well known among her colleagues at the Atlantic Provinces Special Education Authority (APSEA) where she was employed for over thirty years. Beginning as a mathematics teacher at the former Halifax School for the Blind, Judi has many former students who credit her with their success in mathematics.

She held many roles and responsibilities during her career with APSEA - teacher at the Halifax School for the Blind, resource teacher for students with visual impairment in the public school system and those attending St. Mary's University, braille and abacus consultant, braille consultant for itinerant teachers, provincial consultant for Nova Scotia and Prince Edward Island, Coordinator of Secondary Programs at Sir Frederick Fraser School (SFFS), Coordinator of Assessments at SFFS, and Coordinator of Teacher Preparation Programs at Mount Saint Vincent University. Judi took every opportunity to participate in professional development and to promote it among her colleagues. Despite her tremendous expertise in the education of students who are blind or visually impaired, Judi will be best remembered for her sense of humour, mischievous grin, loud laugh, and dedication to high standards of education for the students she served.

The Canadian Braille Authority Board of Directors
April 2008 - April 2009

Executive

• Ann MacCuspie, President (Nova Scotia)
• Pierre Ferland (INLB Rep), Vice President (Quebec City)
• Betty Nobel, Past President (British Columbia)
• Joy Charlton, Secretary to the President (Ontario)
• Bonnie Read, Secretary (Saskatchewan)
• Pamela Rannelli, Treasurer (Alberta)

Directors

• Deborah Gillespie (CNIB Rep.) (Ontario)
• Jen Goulden (Ontario)
• Freya Martinot (Manitoba)
• Elizabeth Mayo (CCB Rep.) (New Foundland)
• Janet Nemeth (Ontario)
• Christine Piché (Quebec)
• Linda Stirrett (Alberta)
• Graham Stoodley (Ontario)
• Anne Wadsworth (British Columbia)

Membership Brochure and Donation Form

Follow this link for the membership brochure and donation form (Word Doc format). For more information, please contact:

Joy Charlton
Canadian Braille Authority
c/o CNIB Library for the Blind
1929 Bayview Avenue, Toronto, Ontario M4G 3E8
Phone: (416) 486-2500 Ext. 7522 FAX: (416) 480-7700
E-mail: joy.charlton@cnib.ca

Reg. Charity # 889010799-RR001