Planes, Trains, and Canes

ABOUT THE AUTHORs

Dr. Mona Minkara is a blind scientist, a professor of bioengineering, a STEM Inclusion Advisor for ETI and an adventurer. When she is not teaching, she is traveling around the world and hosting her own YouTube travel show "Planes, Trains, and Canes". With this mini documentary series, Dr. Minkara shows the audience her experience traveling independently as a blind individual around the globe, obstacles and challenges, and sheds light on issues that blind and visually impaired individuals face in society. Through her involvement with ETI, she hopes to encourage blind students, their families, and teachers to learn how to empower youth with disabilities and include them in society.

Natalie Guse is the camerawoman for “Planes, Trains, and Canes”. She got to know Mona while studying at the University of Minnesota and working as Mona’s Technical Writing Assistant. Natalie has since graduated and now lives and works in Minneapolis as a Technical Writer. She is honored to be on the Planes, Trains, and Canes team and grateful to be trusted as a first-time camerawoman.

“I turned my love for public transportation into an opportunity to travel the world.

Growing up with gradually fading vision, my options for travel were limited. Luckily, I lived in Boston, where the subway system could get you within a couple blocks of anywhere you needed to go.

I knew the lines like the back of my hand--I still do. Each route has its own feeling, smell, and sound.

There is an incredible sense of freedom that comes with public transportation. I didn’t need to own a car or take a pricey Uber to get where I wanted to go. I didn’t even need to see where I was or where I was going. All I needed was a couple bucks and a healthy dose of determination.

This freedom fed my love for travel. In Boston, public transportation allowed me to explore new places and experience my city from the ground up (literally).

In this photo: Mona poses with a lion sculpture in Boston’s Chinatown.

Last year, a crazy idea struck me. An idea for a travel show that’s never been done before. A travel show based on one question: What if a blind person could travel the world by themselves using only public transportation?

The idea turned into a dream, which turned into an obsession. I tested out my theory in Minneapolis, Minnesota, and set a goal of getting to a rock climbing gym by myself using only public transportation. I navigated independently through icy train tracks and snowy streets via bus and train. It was a little unnerving, but I made it. I can do this.

My dream for a (very specific) travel show became a reality with the support of a grant for blind adventurers called the Holman Prize. I agreed to film my travels to five major cities around the world and bring the show of my dreams to life.

Last October, I embarked on my journey around the world. Little did I know just how ambitious it was.

When I landed in London, it was crowded and noisy. Luggage rolled past mixed with bits of conversation from a melting pot of languages. There was a woosh of air across my face as people breezed past. I needed to get to pick up my bags, but which direction do I go? Self doubt threatened to sink in.

In this photo: Mona holds her cane along a busy street in London across from Harrod’s.

I could hear the voice in the back of my mind… Can I actually do this by myself? Is this really worth it? Now, there was a camera rolling, filming my every step, unallowed to help. I heard my mother’s voice, questioning me… Are you sure you can do this on your own?

I choose to shrug these thoughts aside. This was my journey. I had to prove to myself that I could do this on my own. Even if that meant I got lost a few times along the way.

Today, I’m glad I kept going. There is nothing sweeter for me than the taste of freedom and independence and my adventures (or misadventures) around the world proved that.

By this past December, I traveled to Johannesburg, London, Istanbul, Singapore, and Tokyo. I’ve experienced different flavors of public transportation in every city and gained friends along the way.

Back in Boston, the pandemic may have caused the subways to close, but my passion for independence and travel has not faded. You can probably find me on the sidewalk with my white cane on my way to grab a chocolate donut or nectarines or maybe some gummy bears…

If you’re interested in seeing how my unique travel show went, please check it out. My team and I went all out with great videos on every city I visited. I call the show “Planes, Trains, and Canes” or “PTC”. Tuning in is a great (and free) way to get a window into the blind experience and virtually travel during quarantine.

In this photo: a screenshot from the website of Mona’s Planes Trains & Canes travel show

For more information about Planes, Trains and Canes, follow PTC on social media at @planestrainsandcanes and check out our website www.planestrainsandcanes.com.

If you want to know more about my work as a blind scientist, check out my website www.monaminkara.com.

In this photo: a screenshot from Mona’s personal website, monaminkara.com

Building Bridges of Inclusion

About the author

Karim Itani is a student at the American University of Beirut. Currently he is studying to attain his Bachelor of Business Administration with a concentration in management and organizational behavior.

my experience volunteering with eti

As an eager 16-year-old, I was in pursuit of a one of a kind volunteering experience to fulfill a community service requirement for my school during summertime. Never did I think that my volunteerism at ETI would imbue my then-nascent sense of stewardship, nor did I anticipate the impact my experience in the familial knit of the ETI family would have on my life. Today, my 19-year-old self looks back at the ambiguity and surprise that had stricken me three years prior as I reflect on the day when I joined ETI to volunteer for Camp Rafiqi at the American University of Beirut.

In this photo: Karim stands next to Sara Minkara, ETI’s Founder. They are both smiling, and Karim holds a volunteer certificate.

The main contributor to my awe was surely my first-ever up-close and personal encounter with people with visual impairments. On that day, I had, for the first time, been reintroduced to the power underlying the hood of disability. Being brought up in Beirut, the culture that I had absorbed from my community had no ill will for people with disabilities. However, they also frankly had no concern in conversing over the gravity of the subject of disabilities. My training from the ETI team broadened my awareness to include myself in healthy discussions about disabilities and to acknowledge the proper protocol for doing so. “Pity” was off the table, as it was a shameful narrative often pertaining to disabilities - hiding behind a veneer of sympathy.

In this photo: Karim stands and is speaking to two women who can be seen to the side of the photo. He gestures with his hands.

I was responsible as a volunteer to run co-generative dialogue sessions with the visually impaired youth participants, whereby we met daily and tried to use positive transformative problem-solving strategies to solve mundane or dire problems the campers were facing. The recurrent strategy proposed by each of the focus groups in some shape or form was that we should all listen more and empathize with each other. Dialogue on empathy and active listening is not unheard of and is not new in roundtables discussing inclusion. Nonetheless, the participants who had visual impairments had all unanimously felt that no matter how loud their voices were, they weren’t loud enough. In the end, we reached the conclusion that volume is not the issue when the recipient is not listening.  The fine line between hearing and listening is none other than empathy.

In this photo: Karim stands at the front of a classroom with an ETI instructor, alongside an ETI banner.

I found that listening makes the difference between empathy and sympathy.  Funny, isn’t it?! We, as humans, have a natural inclination to talk, however, we need to frequently train ourselves to listen. And it was here at ETI when I experienced an epiphany through which I discovered what had unknowingly accompanied me for many years.  It wasn’t that I didn’t listen or glazed over anyone conversing with me, but I had not listened well enough to the story being told by the storyteller. Each and every one of us is a teller of our unique individual story. We have to listen carefully to these different and diverse stories in our lives, and through empathy synergize them whenever we can to create harmony and aggregate grander stories.

Today, as an Ambassador of Inclusion, I am proud to have the ability to create harmony and build bridges between community members from a wide variety of walks of life, to accelerate authentic inclusion.

In this photo: Karim sits at a desk speaking with a young boy who is an ETI participant. In one hand Karim holds an art project the participant created and in the other he holds the boy’s hand. A female volunteer also bends down to talk to them.

6 Accessible Classroom Tech Resources for Inclusive Education

About the Author

Alyssa Abel is an education writer with a special interest in inclusive education and emerging methodologies. Read more of her work on Syllabusy.

introduction

When it comes to making spaces accessible for students with physical disabilities, an open, embracing attitude and appropriate technology are essential for schools to focus on.  

Assistive technology helps adults and children with disabilities navigate their everyday lives and take on learning challenges. Today, technology can assist with almost any need — and it’s particularly crucial in education to give students with disabilities the same opportunities as their peers. Numerous schools across the U.S. have done their part to make their campuses more inclusive, but many educational environments could benefit from better integration.

Not every assistive technology is high-tech or expensive, and schools shouldn’t be scared off by costs — there are a variety of low-cost ways to promote inclusivity and accessibility in the classroom.

For schools, educators and educational programs alike, here are six assistive tech innovations to make the classroom more accessible for everyone.

1. Text-to-Speech Programs

Text-to-speech programs allow students with reading disabilities or physical disabilities to interact with their reading materials. As technology advances, many voice programs become more life-like and clearer, which allows for better comprehension of words and sentences.

Text-to-speech resources can also benefit students who are nonverbal because they help facilitate communication with teachers and other students. Many programs are technically free — they come preinstalled on modern computers and smartphones. However, more advanced software programs such as Zabaware, NaturalReader and iSpeech — to name only a few options — exist for educators to download and use in the classroom. These programs aim to allow students to hear text read aloud from devices such as tablets and computers, offer them an easier way to interact with written content, and ensure that the classroom is engaging, interactive and inclusive for students with disabilities.  

2. Closed Captioning 

Closed captions help students who are deaf or hard of hearing to interact with video and audio material. Subtitles and closed captions are different in that subtitles are often translated from another language, but the concept is largely similar. Most DVDs come with subtitles, but as education shifts to social media platforms, more websites will need to offer these necessary tools.  

Professors can upload lectures and other educational videos to YouTube, which allows them to create closed captions and transcripts. Facebook and Twitter offer this same ability, but it's up to video-makers to add captions and make their content accessible. 

3. Virtual Classrooms 

Online courses are popular with countless students and teachers because of their convenience. Learners can participate in lessons from anywhere in the world if they have an internet connection. They become open to a diverse range of classes they wouldn't find at their home institutions. 

This technology is useful for students with anxiety, PTSD and similar conditions, as they can socialize with peers without stress or fear. While inclusive virtual classrooms are an option for students with disabilities, however, physical classrooms should ensure they design their environments and curriculums around inclusion so that students of all abilities feel supported and engaged at school.

4. Mobility Tools

Not every form of assistive technology is high-tech. Some are simpler and more cost-effective, which makes it easier for schools to purchase them in sizeable quantities. Examples include pencil grips, book holders and automatic page-turners for students with physical disabilities. Many page-turners work in conjunction with a sip-and-puff machine, foot pedal or voice-activated device.

Pencil grips come in a range of styles depending on the learner's need, with some fitting over the fingers for better control. They allow the user to maintain a steady grasp of their writing utensils and hone their fine motor skills.

5. Mouse-Free Navigation

Computers with mouse-free navigation enable students with physical disabilities to complete digital assignments and participate in online courses. This technology most commonly includes voice-activated programs, joysticks and sip-and-puff devices. Joysticks provide smooth navigation in as few movements as possible, reducing the possibility of fatigue or strain. Many have symmetrical designs to prevent painful hand positioning, making this technology thoughtful and comfortable.

Sip-and-puff switches can attach to a range of electronics, including computers. Learners can scroll through pages and perform right and left clicks by using this device.

6. FM Systems

Frequency modulated systems — or FM systems — allow students who are hard of hearing to listen to lectures while tuning out ambient noise. Children often use these because they're appropriate for managing loud environments without being overwhelmed. FM systems are small and portable, and they interact with hearing implants by amplifying the teacher's voice.

FM systems use radio waves to send speech signals to hearing implants. They come with a transmitter for student use and a microphone, which the lecturer speaks into.

Inclusive Education for the Future

Learners with disabilities deserve a comprehensive education with a world of tools available for their assistance — and it’s up to schools to incorporate the right technology to advance inclusive education. Educational environments that implement these devices can contribute to making classrooms comfortable and open to every student — but remember, the spirit of inclusivity goes beyond technology.

In order to assure that schools foster a supportive, embracing and well-equipped environment for students with disabilities, inclusion needs to begin with comprehensive teacher training — both for the implemented assistive technology and for the spirit of inclusion itself. By making inclusion part of educators’ own educations, administrations ensure they are optimizing technology usage and the integration of students with disabilities.

In addition to implementing accessible policies and tools, schools should recognize the importance of advocacy — so educational spaces don’t just say they’re inclusive, but they genuinely feel inclusive. Every classroom should encourage open and honest conversation, teaching all students to accept each other and showing students with disabilities that their voices matter.

This post is intended to offer an introduction to relevant assistive classroom technology, not a comprehensive list of available low-tech resources. Our goal is to initiate conversation and awareness of classroom inclusivity[AB1] . Any brands included in this post were included for the purpose of exemplification and do not represent an active endorsement from ETI. If you’re an educator dedicated to making your school a more authentic inclusive environment, we encourage you to seek further information to drive administrative action that will better support all students.

note

The tech brands informed in this text were included for the purpose of exemplification and do not represent an active endorsement from ETI.

Will you be my friend? A reflection on Camp Rafiqi 2019

In Arabic, Rafiqi means “my friend.” ETI was started 10 years ago; with the idea that bringing together children with and without disabilities in a fun and educational environment will create lasting authentic friendships, and an understanding of the importance of inclusion. 

This summer, ETI was so excited to celebrate our first decade of our inclusive summer camp and inaugural program, Camp Rafiqi, in Lebanon! Through Camp Rafiqi and all of our inclusive programs, ETI envisions a future where every child will be recognized for their talents and perspectives and the value each individual brings. Our entire curriculum is about understanding one’s self in human-centered design. We want to make sure that everyone feels like they have the agency to make change in their own communities, and empower themselves and others.

In this photo: an “ETI Turns 10” birthday cake, baked by ETI volunteer and teacher for Social Literacy at Camp Rafiqi, Karim Itani #ETITurns10

This summer, Camp Rafiqi had 40 participants from ages 11-18 representing a diverse variety of communities in Lebanon. We offered the following inclusive classes developed to support mind, body, and, soul of all participants:

·      Social entrepreneurship: encouraging positive contribution to communities

·      STEM: supporting and encouraging creativity of the mind through STEM activities

·      Improv and storytelling: understanding one’s self and their own voice

·      Fitness & Recreation: supporting a positive body image and understanding of your body through fun activities

Thank you to everyone who has supported ETI for the past 10 years! We're so excited to continue building an inclusive future together! 

 The ETI Family

In this photo: Three smiling women hold balloons that spell “ETI”

30 reasons to donate to ETI

ETI CEO and Founder turned 30 over the weekend. When we asked her what she wanted for her birthday, we only got one answer: “Support for ETI”! To keep the party going we wanted to share 30 words that describe why you should support ETI’s work.

Here are 30 words that describe why you should donate to ETI:

1. Friendship

In this photo: a man and a woman face the camera, smiling as they embrace each other.

2. Connection

3. Empowerment

4. Integration

In this photo: two young women sit at desk, collaborating on a craft project.

5. Awareness

6. Smiles

In this photo: a young girl wears a T-shirt with the ETI logo. She has her arm stretched around Sara, who wears a white hajib and bright yellow shirt. Both woman and child are smiling.

7. Leadership

In this photo: a man and a woman sit at a light brown table, both viewing a laptop. Both are wearing black T-shirts with the ETI logo in the upper-left corner.

8. Authenticity

9. Belonging

10. Happiness

In this photo: a child in bright purple eyeglasses smiles enthusiastically at the camera. The child is sitting at a wooden table with some pretzel sticks in front of him.

11. Love

12. Value

13. Potential

In this photo: a young man walks up a flight of stairs. He smiles at the camera as he holds his white can in his left hand. The red tip is visible at the bottom of the photo.

14. Vision

15. Inclusion

In this photo: Three volunteers wearing ETI T-shirts smile at the camera. A young participant in a green shirt and red glasses smiles with them in a group photo.

16. Fulfillment

17. Diversity

18. Dreams

19. Vulnerability

In this photo: a man in an ETI T-shirt faces the camera. A young boy sits facing him at a small table. The man facing the camera reaches out to cup the side of the boy’s face.

20. Compassion

In this photo: the backs of two girls holding hands. Each girl wears her hair in a ponytail, and a white ETI T-shirt.

21. Curiosity

22. Collaboration

In this photo: children and adults sit on a tile floor in a circle. A volunteer and participant are working with long wooden dowels.

23. Teamwork

In this photo: a large group of people in ETI T-shirts are grouped in front of the camera, smiling and holding certificates of achievement.

24. Passion

25. Power

26. Positivity

In this photo: a boy with red glasses holds two thumbs up. He has black hair and is wearing a green tank top.

27. Purpose

28. Education

In this photo: two boys sit next to each other at a square desk. Both are working with a long wooden dowel for a craft project.

29. Transformation
30. Freedom

In this photo: two young girls face the camera, smiling. In the background, other children are talking and playing.

Donate here if you’ve read the list and want to join Sara and ETI in creating a more #inclusive world for all!