I found this article in the Sprint, 1992 issue of Future Reflections, 
published by the National Federation of the Blind. You can view the 
entire issue by going to http://www.nfb.org/fr/fr1/92spr.htm.

BRAILLE READERS DESERVE MORE
                       by Cynthia Aronoff
     Editor's Note: Reprinted from Contrast (a New York parents
newsletter). 
     As my son leaves for school each morning, I kiss him goodbye
and wish him a fine day. I know that he will work to the best of
his abilities alongside his sighted classmates, but instead of a
pencil he will use a Brailler and instead of reading print he
will
use Braille.
     The vital importance of written communication and the power
of
the printed word in the education of our children is a given. The
task of having the printed word transcribed into Braille is often
a problem.
     For sighted children, the presence of books is taken for
granted. The teacher hands out textbooks at the beginning of the
year; school and public libraries boast volumes; bookstore
shelves
are filled; and offers to join book clubs and to purchase
encyclopedias are stuffed into our mailboxes almost daily. These
luxuries do not exist for the Braille reader.
     The visually impaired child is dependent upon others for
transcribed books, publications, and materials. It is a world
limited to "what's available in Braille" and what can be Brailled
if a transcriber is available. Books needed for school must be
ordered months in advance. And yet, come September, books may
arrive late or not at all. Sometimes the Braille does not follow
the format of the print copy. Sometimes two Braille copies of the
same print book arrive. Sometimes a text is deemed "too visual" and
is dropped altogether.
     Parents are often overwhelmed by all the details involved in
their child's education. Securing books is not only a
time-consuming chore, but can also be a frustrating one. Here are
a few suggestions which might help organize this ongoing
responsibility:
     1. Insist that books be ordered early in the school year (by
March if possible) for the following fall. This should include
textbooks as well as books from the classroom and school library
reading lists.
     2. Insist that you be given a copy of all book orders
including the following: name of book, publisher, dates, where
the
book is being ordered from, phone number, and contact person if
available.
     3. Since it is doubtful that anyone will follow up on book
orders over the summer, do it yourself to be sure. Check in July
and double check in August. Ask about the current status of the
book and when it will be sent.
     4. Be sure to keep records which document all your efforts.
List phone calls, notes, etc., which demonstrate your
intervention.
     5. If space allows books can be delivered directly to your
home rather than to the school. The advantage is that books can
be
checked off as they arrive. The disadvantage is that the books
will
have to be transported to the school. Should you care to use this
method, instructions must be given when books are ordered.
     6. Since it is always better to be part of the solution
rather
than part of the problem, offer to help out. You can contact the
local library for the blind in an effort to obtain books on
school
reading lists. Help locate additional Braillists should they be
needed. If possible learn Braille and support the vision
teacher's
efforts.
     Braille is a basic tool. To compete with sighted peers the
visually impaired child must become a proficient and fluid
Braille
reader. It is up to us, parents and professionals, to insure our
children this equal opportunity to learn, to grow, and to
succeed.