TRANSCRIPT Ð Essential Tools of the Trade, 2nd Edition, A Guide for Completing Functional Vision, Non-Visual Skills, Learning Media, and Expanded Core Curriculum Evaluations Ð 08/12/24 >>Hello. Thank you so much for having us today. My name is Shanna Hamilton. I am a curriculum lead teacher at TSBVI, and I am one of the authors of essential tools of the trade second edition. >>Julie: Hi, guys. Thank you so much for being here. My name is Julie Swegle, the name on the book. We're just really happy to have you here today, and we're looking forward to sharing what's in the new book and looking forward to answering questions that you have. >>Okay. Here we go. Okay. I'm like, need to show you the cover of the book. Okay. So this is essential tools of the trade second edition. It is the guide for completing functional vision, nonvisual skills, core curriculum. This is the updated edition from 2018. This book was just released in June of this year, so brand new, little baby out in the world. We're here to just give you guys a rundown of all of the new things that you will find in this publication. But this is what the cover looks like just so everybody is on the same page. Quickly, we'll talk about some of the things that you are going to find in the publication. So this is also in the table of contents, but we're kind of going to discuss a little bit broader a lot of these sections. So starting with important information, some of the important information that you'll find in the beginning of this book is about literacy, Braille and Braille as literacy, complex access needs, roles as TSBIs and a little bit about O and Ms and then best practices in the field. >>Julie: Also, I just want to point out who the audience is for this book. We are -- we created this book for teachers who are serving students in K through 12 essentially. We did get some questions about early childhood and, in fact, there will be an essential tools of the trade early childhood being written this year. So something to look forward to if you serve very young students. >>Yes. And as well, another plug, our essential tools of the trade for orientation and mobility should be finished at the end of this calendar school year. So also be looking for that for all of your O and Ms that you know. All right. Back to what you'll find in our book. So there is going to be a big chunk of information here, guidance for our audiences, for completing these assessments. So it's going to walk you through each evaluation that we talk about in this book, how to actually complete that and all of the information behind it, what are you looking for? What is it and how do we get to the bottom of it. This includes our functional vision evaluation. There is a brand new assessment called the nonvisual skills assessment. Then we have the learning media assessment and expanded core curriculum. All of these assessments come in a structured format. So what you can expect in each section is to see the purposes for the evaluations, the steps for getting started, the results, the educational implications and recommendations, and any related forms that go with that assessment. Then we have a section on writing the report. So this is going to give you a quick down and dirty on how to actually write your -- all of your evaluation reports into one easy to follow form. With that, we have a report template. So all of the templates, these are available both for our print and digital books. They are available as digital resources as well. So you can have just the template, and it's ready to go. You can download it to your computer. Then create as many copies as you need to for your students. Then we have report examples. We have four different student examples that are based on real students who have varying academic strengths and areas of growth, and you would be able to see these examples of the reports written out fully for these students. So if you are working with a student who has specific needs that you've not worked with those students before, you will have an evaluation that is a pretty close example. Then we also have our interview guides. These include guides -- guided questions for family members, teachers, and students. They are available in Spanish and in English. Okay. I'll let you take over this section. >>Julie: In preparing this book, we really dug into the research on literacy for our student population. That is because, when we're looking at doing learning media assessments, we really cannot separate those from literacy because what our students learning media is literacy media is, that's their way to access literacy. So in the process of doing this, we got feedback from people here on campus. We looked deeply into the literature and found many people calling for a more inclusive definition of literacy for our student population. So based on the research that we read as well as the current definitions of literacy by the United Nations, we created this definition. We define literacy as a non-linear continuum of dynamic skills ... reading, writing, comprehension, numeracy, and communication skills at the most advanced post-doctoral level. One of the things that we also present here in the book is that we're not suggesting any longer that students learn in a step-wise fashion. The research shows that's not true. The research shows that all individuals learn at different rates. They pick up different skills at different times. So we see literacy as a continuum. A continuum of skills that we're going to continue to go through. If you can kind of picture an infinite symbol, and we all go through this system many, many times as we learn to read in our first language, as we gain information about specific things like science or history, and we learn those new lexicons within those topics, those subject matter. Then we move through that again if we study a new language. So we want to make sure that all students are included when we talk about literacy. There's no student anywhere who we can say is not literate, and we want to make sure that all of our students are included in the literate community. Okay. Would you like to -- >>Sure. Also, we talk a lot about Braille as literacy. Braille is in fact literacy. The government definition of literacy for our students includes -- Braille is the default. We're moving away from what has been done in the past where we said we have to prove it a student needs Braille. Actually, the federal government says we have to prove if a student isn't going to use Braille. Why won't they be using Braille? Would it be inappropriate for them? We want to make sure that our readers understand that the federal government says, if you have a visual impairment, you should be getting Braille. Then the onus for making sure that, you know, if a student -- you feel that it's not appropriate for a student to have Braille as their learning and literacy medium, then why? What evidence do you have based on the assessments that you do to say that that student's not going to use Braille? That's really going to fall on the TSBVI. You're going to do that with your committee here in Texas, but it's going to be the TBI who is going to be helping to make that decision. >>Julie: So now we're going to talk about our students who have complex access needs. So just in general our campus school wide at the Texas School For The Blind and Visually Impaired, we are making a shift from language that talks about students having multiple impairments or multiple disabilities to students who have complex access needs. So drawing away from the kind of clinical medical model or looking at students' complex needs as deficit oriented, we're looking at it from an advantage perspective and from a different perspective of school and learning and whole-child environment and learning. We're shifting that language. A lot of what you're going to see in our new book, you won't see multiple impairments. We delve deeply into ways of supporting students with complex needs through the evaluation process. So that way, you know, if it's something that you don't have experience with or something you haven't been working with a student with complex access needs in a while, this book is going to give you some really good information and strategies and tools that you can take and directly apply when you are working would that student and completing their functional vision evaluation, learning media assessment, nonvisual skills, and ECC. So I know that sounds like a mouthful, and we'll get to the assessments shortly. So we want to work on how we support our students with complex access needs throughout the assessment process. There's a lot of things that our students are telling us, and it just might not be in the way that we are traditionally able to hear it or understand it. So we need to -- I always think of the TSVIs in our field as being detectives and finding the ways that our students communicate with us and finding way that they are trying to tell us something or ways we can engage with them in a meaningful manner that helps bring out who they are and a way they can communicate. Then also, moving away from categorizing our students, so, again, just getting into less labeling of our students and more about addressing who the student is as a human being and a person and how we can support them where they are to then evaluate and see where we need to go from there. >>I do want to make a point about complex access needs. The primary thing that we need to approach all evaluation with for our students with complex access needs is to presume competency. We're going to assume they can do things instead of coming to the table thinking about what they cannot do. That's going to change the way they do our evaluations. It's going to change the way we see our students, and it's going to help us to really help the students be successful. >>Kaycee: And this is Kaycee. We did have a question come in about the information that you shared on the previous slide about Braille and the requirements. Somebody wondering where they can find that information. >>So that information specifically is in the book. We did cite exactly where that came from. Do you want to pull up the -- I can actually pull up the reference for it. >>We're just looking at our references section. We're going to find it for you. >>We have a couple of references in there. We do have a C anan and whole brook. >>We'll make sure we get it to you in the chat by the end of this presentation. Okay? >>Kaycee: Thank you so much. >>Yes. I'll look for that. Do you want to continue? >>Yeah. Sure. Okay. This is our -- okay. So moving into the functional vision evaluation, so as a TSBI, y'all should be pretty familiar with a functional vision evaluation. It's one of the main evals that we do with our students. Some of the things you're going to see especially if you're familiar with the original things that you'll see changed in this updated version is there's a new updated observation checklist that is a little more inclusive of all of the students' sensory channels and how to complete an observation in various settings and then ways of collecting that data. We have also updated the FVE kit building recommendations. So in the original as well as in this one, there are recommendations for putting together your own functional vision evaluation kit that you could, you know -- especially for those who are individuals who are itinerant, taking those and putting them in the back of your car, taking them with you from school to school, just so you always have your kit packed and ready to go. We have that recommendation for you. And then we're looking at what the functional vision evaluation actually assesses. So a lot of this information in here is similar to what you've seen because it's not like we are reinventing the evaluation. We're updating it to be more inclusive, to have new updated language and any research that has changed especially as, you know, CVI continues to change. We have updated that information as well. So you'll see things about the eye appearance, the visual reflexes and reactions, what used to be just our visual actions have now changed to visual and physical actions. So that way we're able to get a more complete picture of the student. We still talk about visual discrimination, ocular motor behaviors, visual perceptions, those kinds of things. You're going to see in the guidance section a really big breakdown of what all of those mean, what are all those headings talking about, what does that mean you're actually looking for, how do you assess that, and how do you get good data points in different areas of the student's learning? Then we have a brand new non-visual skills assessment. This is not legally required at this time, but the authors of this book thought that it was really important to assess students' nonvisual skills, looking specifically at the tactile sense and the auditory sense. So we have really good information in how to assess, how a student is using their tactile and auditory senses. Let's see. In the tactile sense, we have tactile curiosity. How do they explore their environment? We're talking about hand and finger strength and manual dexterity. Spatial awareness, can they tell the difference between tactile objects? Then tactile perception and symbolic comprehension. So any use of tactile symbols that the student might use, whether that's for communication or a calendar system or something along those lines. Then the use of the auditory sense is the other area that we really get into where we talk about auditory awareness and attention. Can they discriminate between sounds? The localization, auditory localization, auditory memory, meaning, and language processing. We understand that not all of our students will need to be assessed in every single one of these areas, but we wanted to include information that was going to give you basically everything that we could and then you will pick and choose the ones that are applicable for your student. So, again, the nonvisual skills is a new assessment. We give you all the information on how to walk through that process, but it is not a legal mandate at this time. Do you have anything else you want to say about that one? >>I think it's important to note that the author who created the nonvisual skills assessment is, in fact, herself blind. Through her collaboration with other blind adults, developed this process. I think it's something that we really have to consider for our students because when we do our functional vision and our learning media, we get a lot of information about our students visually, but we don't get a lot of information about their other senses and how they are using them and how we can support them in using them, and those senses are extraordinarily important to their success in the long-term. >>Yes. Yes. I know like when we have the title of our book up and we have all of those assessments listed, it's not to overwhelm you. It's actually to try hopefully to make your job a little bit easier and also getting just kind of the whole picture of the student, which is going to make your instruction stronger. It's going to benefit the student more. So all of this is for that end goal of making sure that the student is receiving the most appropriate programming that they can. All right. Getting into the learning media assessment, would you like me to go, or do you want to? You talk. >>The first thing that we're going to do, of course, is to determine a primary sensory channel for the student. That -- good grief. My brain just stopped working altogether. So the nonvisual skills assessment is really going to be helpful in determining that primary sensory channel. Something I really want to encourage you to explore in depth with your students. I know that time is limited, and another assessment sounds maybe overwhelming. It will be very valuable to you and to the student in making sure that we're meeting their needs. >>And I think also, you know, by doing the observation checklist and the FEE, doing the entire -- the nonvisual skills assessment before the LMA, you are going to have a really good idea of what a student's true primary sensory channel is as well as when are they using dual sensory channels. Right? Like when are visual and touch being used simultaneously in an activity, and how can we support that student's learning through both of those channels and just identifies ways in which they cross over. Not every student is a dual media learner. Some will have a primary, secondary, and tertiary channel. Ultimately, some students might benefit from a actual sensory channel program where they are able to use both of them in a way that's most beneficial to their learning. >>And you will find a section in the text about the benefits of dual media. >>Yes. And then we talk about literacy media. Would you like to -- >>Literacy media, again, we talk about the fact that we cannot separate Braille and literacy. We cannot separate the evaluations that we're doing from literacy because literacy is the foundation of everything that our students do in school. It's what the foundation of what we do as adults everywhere that we go. When we're looking at the student's literacy media, we have to consider, first of all, that federal perspective that we already talked about, and we're assuming, unless there is a glaring reason otherwise, that every student is going to be receiving Braille instruction. If you're working with your student and you're doing your evaluations and you're finding that you feel leek your student doesn't need Braille, you have to think about, of course, their future, what's going to happen? Is their visual impairment progressive? So many of our adults that we have talked to who are blind talk about when they were in school and maybe didn't get that Braille instruction because they were low vision and nobody felt like they needed that instruction and then when they got into their adulthood, they didn't have Braille when they lost more vision. We want to make sure we don't let that happen to our students. We want to prepare them in advance for whatever their vision may do in the future. I have to say, I don't think you could ever err by providing Braille. Braille is a wonderful skill to have. I think it's great for our students who are in public school settings in the classroom for students to do Braille with them. What a fun thing Braille code can be? How many of us wanted to talk in code to our friends when we were kids anyway. Right? Making sure we really emphasize that Braille is literacy and we want to make sure -- I'm seeing in the chat there is a lot of push-back from parents and students on this especially high school students. So that's where it gets tricky. Right? We want to make sure that we're approaching Braille as something fun, something interesting, not -- because what happens for parents -- I will tell you. I'm the parent of a deafblind child. I've seen it with other parents that I am in contact with that they don't want their child labeled and they don't want their child to seem more disabled. If we make it something that is really fun, really exciting, and we present the benefits of Braille to our families, then we're going to help them to understand how valuable Braille is. When you are presenting those benefits of Braille, which in Texas is required that we do that -- >>Yes. >>Don't be afraid to really talk about how much fun Braille can be, how interesting it can be, even for the parents. You know, when you go out in public, find all the Braille that you can find. >>Yes. I think it's about, yeah, presenting and providing information. I think a lot of times families, you know, they either don't have the information or maybe they have wrong information or just their own ideas of Braille and what that means to them, and so I think ultimately, yes, if we're approaching it from a place of fun and learning and I think we're also opening up that individual's avenue of equity in the world. Right? Being able to go places and be able to read the Braille that is available posted on signs and in their daily lives. As they get older, especially if they have a progressive vision loss, you should be teaching -- this is where a student might be a dual primary sensory channel learner is a student who has low vision who has a progressive diagnosis and may be looking at needing Braille in the future, and so you're working on Braille as well as print. I know from the -- like we said, the individual who wrote the nonvisual skills assessment, she is blind. She lost her vision as an early teenager. She said it was really difficult to learn Braille later in life. She is now a fluent Braille reader, and she can read April very quickly. But it took her a really long time and a lot of work to get to that place. So we want to -- again, hers wasn't anything we expected. That's a slightly different story, but for some of our students, if we know that that's what's coming up in their future, we need to make sure that they are given every opportunity now to be successful and build their platform of learning so they have that solid foundation so that when things happen later down the road, they are not scrambling and trying to figure out how they are trying to do everything. They already know. All right. Now I'm switching over to Braille. So I think if we can communicate with our families -- sorry. That was a really long answer -- I think we can help everybody see the benefits of Braille. >>I don't want to beat in drum too hard and too loud, but one of the things that we have to do is we have to reframe the way we present Braille. Braille is a super power. Being able to read Braille and write in Braille, we want to make sure that kids feel like it doesn't make them weird. It doesn't make them so different. It actually is a super power they've that other people haven't accomplished yet. Right? So make them feel special. Make your students feel special they get to engage in reading and writing in Braille. >>All right. What else do we have? We have literacy tools, which I think a lot of people are familiar with. Your use of literacy tools in reading and in writing as well as the use of assistive technology in different settings. So thinking about their low tech, high tech, hardware, software, low vision needs, all of that is addressed in the updated version and how to assess your students' assistive technology needs. Then we're assessing their preferred sensory channel, the effective visual prognosis on future literacy needs, their field of vision, their font size and distance, if they are accessing print, and use of optical devices. That could be for near or distance optical devices. Then the use of high and low tech to access materials and produce text. So that -- as you all probably know in the field, that can look a myriad of ways. So we're just trying to give you the best information on how to assess those areas. Hopefully this form is big enough for y'all, but we do have a brand new learning media assessment protocol form. Our original 2018 essential tools of the trade really focused on a lot from Canan and Holbrook and their forms. We have taken some of that information that's still applicable today and we have included it in our updated LMA protocol form that really is a lot -- I feel, a lot more comprehensive, a little less redundant, and it is easier to use, I hope, than the previous 11 forms that were in the original book. This is focusing not only on giving you observational data, but then going into observing the use of sensory channels, how to evaluate learning and literacy media for vision. So we have things to take inventory of print reading rates and comprehension as well as Braille reading rates and comprehension and different skill levels that students have mastered. We look at their tactile skills for literacy and learning and their auditory skills for auditory comprehension and for auditory instruction and materials. >>One of our goals was really to make sure that this is accessible to, you know, our youngest teachers coming straight out of their programs in a way that they would use on the go. We wanted to make sure that our book was small enough, light enough, accessible enough that they could have it with them whenever they go or they can access it digitally, and this checklist could be used digitally, which would be ideal for many of our young teachers. >>Yes. If it's not in our additional resources, it is making its way there. We will have that available to everyone as soon as we can. So we'll hopefully be done for you guys. All right. We are looking at now the expanded core curriculum. What you'll see here is a new graphic that we call the ECC plexus. Basically, this image starts with self-determination in its center, and then branching out from self-determination are all of the other areas of the ECC. You will see lines connecting all of those outer circles of skills with each other as well as with self-determination. So a lot of that is explaining how connected these concepts and skills are that need to explicitly be taught to our students who are blind, low vision, or are deafblind. That includes students with complex access needs. So this really was to show the limited visual incidental learning that occurs in the ECC and that we need to be providing students with explicit instruction in all of these areas. >>We also wanted to make sure that we emphasize that every single one of these areas of the ECC require self-determination from the student. We want to make sure that we see the connection between all of these skills because if we're just teaching them in isolation, that's not real world. We want to make sure that when a student is working on their sensory efficiency, that they are also working on something else in those skills and that skill set because they are so deeply connected and intertwined across the board. We want to move away from -- this is something education is doing as a whole is moving away from those silos of skills and those, you know, well we just do math or English or assistive tech or just do rec and can leisure. We can actually really interconnect all those things and help students learn in a way they would be learning the way you and I are learning in the world. >>I think, too, it's a good visual representation of how the skills can be thoughtfully connected to one another when creating lessons for our students and understanding that we know that the ECC has nine areas and that can seem overwhelming to teach to our students on top of the other things that we need to teach them. So really, this E CC section is discussing ways of bringing those different areas together so you are making your lessons as efficient and effective as possible. It can cross, it can be one lesson that crosses over multiple ECC areas at one time. So you're showing the student how all of these skills are interI connected and then helping them to generalize certain skills into other areas of their lives. Okay. So we have -- I've completed the assessments. Now what? We want y'all to write the report. The way that we're supporting you is we have an entire section of this book about how to write of your report that includes all of these evaluation results. We know that it's not a super easy task, but by the time you've completed your assessments, you've done the hard work. You've done the bulk of it. You've done the research, the data collecting, the detective work. Now you have to take all of your notes and everything that you've observed with your student and turn it into their written report. This should be, you know, a formal written evaluation that goes through every evaluation that you did, all the areas that you assessed, and what were the results of that? What are the educational implications in what are the recommendations for the students? All of that information we want well written in there so that ultimately the goal would be that it gets put with all of the students' paperwork, if that student were ever to move and their paperwork follows them, the next TSBI, the next teach whole gets that student's paperwork can look at your paperwork and know what that student is doing. That's the kind of clear communication we want because we want whatever our information is that we are giving to the people on the student's team, we want to make sure that it's in the best interest of the student and communicate it in a way that other people can go forward with what you've written and make sure that they are following all of your recommendations. >>It's also important to realize that when you write a really thorough report on your assessments, it empowers the family. The family is able to see that you understand their child and you understand their child's needs. We've had that experience here where families have gotten very excited to see that. The report is so thorough and it incorporates all the things the student is doing and looking across their educational achievement and all of that is included. We're going to walk you, when you have the book, step by step through how to write that report up. We've given you, as Shanna said earlier, several examples so that you can see what a really well written assessment report looks like. >>Yes. Then we have the report template. So this is, again, not only in the book, but it's also as a separate digital resource that you can -- once you get a copy of the book, the print book has a QR code and the digital book has a link to all of our digital resources and our template is in there. You can download that template, save it to your computer, and make as many copies as you want to. You already have the structure of the report right there for you. So you just go into the section that you want to edit and add information to, and it will be all right there for you. Now, you know, I know some of the guests on here today are international or, you know, joining us from another area, and so, you know, take this with knowing that this is what is required in the state of Texas and also what we look at in the United States. So other countries might have different requirements for their templates, but this is still a really good starting point if you need to change anything. >>Uh-huh. >>And then we have our example reports. So I know we've touched on it about twice now, but we have four sample students in the book that you can see their reports written out. One person is academic, and we have a student who has complex access needs. We have a student who is kind of somewhere in the middle academically, and, you know, still has some personal needs. The fourth one I think is another student who is academic and a Braille reader. >>Yeah. We have high school students and elementary. So you can get a good, broad overview of what the assessment reports might look like. >>Yes. And we have our interview guides. So the interview guides, we took originally from the first book and we've kind of combined it into, like, the top ten questions that you should ask your -- the family of the student, the teacher -- at least one teacher of the student, and the student themselves. We've provided it in English or Spanish. So if you have any families who speak Spanish, they're already translated for you. We do recommend always that you do these interviews either in person or over the phone or a video call, something where you're actually speaking to the family and not just, you know, let me send home this questionnaire or e-mail it and you fill it out and bring it back, you know, send it back to me and we're done. >>I just want to say that a little more strongly. Please don't send it. Don't send it to the families. Please don't send them these questions and say answer these questions for me. Make it relational. That's what we're here for. We're here to serve our families and our students. We're in a relationship with them professionally and we want to make sure that know we care about them. When we shoot families, here, answer this about your child, it's overwhelming for the family. As a parent of a child with deafblindness, I have to say, it's very overwhelming. The number of things you get in an e-mail that says tell me about your child and how many times you tell them the same things. It's much better to have a conversation with your families. >>Yes. And we kind of framed it as interview guides because we want these to be guiding questions. We don't want it to limit your conversations in that we want it to spark a conversation and then you guys go from there. So if it develops into a deeper conversation about a specific topic, that might give you information you would have never gotten otherwise. So always just giving it your best effort about creating those relationships because ultimately, our students are the ones who either gain or suffer from that, and we want them to gain. So we want them to always be on the positive receiving end of our actions as their TSVIs. That is our major presentation, a brief overview of this book. I know we ended five, ten minutes early, but this gives us a great opportunity to answer some questions if y'all have questions and want to put them in the chat and Casey can read them to us. Otherwise, our contact information is on this slide. Julie's e-mail is up there. My e-mail, Shanna, is up there. You can order a copy of this book at the TSBVI store. You can contact bookorders@tsbvi. We'll open it up for anybody who has questions. >>Kaycee: Amy asked about the digital version and finding links. Will there be a certain place within that digital version for links to click so that there's not a whole lot of scrolling looking for those live links? >>Yes. So we don't have -- in the digital version, we have one live link to you're digital resources. That is at the beginning of the book. It's right -- I don't know if it's right before or after the table of contents, but it's in the first few pages. That's the link that will take you to any digital resource that's associated with this book. But there isn't be in the digital version any other live links. >>Kaycee: Okay. Then this one was more kind of a general question about what we do here in Texas, but for families that move in from out of the country or out of the state, what the requirements are as far as doing new evaluation and if that's required. >>So we typically -- I think, you know, best practice would be to do a full initial evaluation just because different countries have different requirements on what information they provide. It's absolutely imperative that you read that information. That way you have a good understanding of where the student is coming from. I think best practices would be to do a re-evaluation and make that your one. In Texas, we do a full re-eval every three years unless requested more frequently through the IEP ARD committee. That would be my recommendation. I don't think that's necessarily a Texas mandate at this time. I think you can accept -- your local district might accept the paperwork from out of country, but that might be on a district to district basis. >>Kaycee: Perfect. Thank you. For those that are having specific questions about locating things within the book, so just one more time, I'll read that e-mail address that's on the screen. If you have specific questions for the curriculum department about finding what you're looking for that's bookorders@tsbvi.EDU. We did have one of our participants is a blind adult that shared her thoughts on Braille. I'll read this out loud for everybody. It says, I agree that Braille should be fun and meaningful to the student. I think we should reframe from saying Braille is a super power because it sues a student access as supernatural other than for literacy. Just my thought as a blind adult. Thank you for sharing that with everybody. Always great to hear different perspectives especially from people who are using Braille as literacy. So that is perfect. Then I think that's all the questions -- we did have one about if you were using the previous book, how different this book will be if it's just an addendum or if it's a totally different book if you want to address that. >>It is, in fact, a totally different book. We did build on what the authors of the previous book did, and we appreciate them and all of their hard work and the wonderful things they did. We could not have created this book without their expertise. But the book is completely different. You will want to have a new copy. >>Kaycee: Perfect. >>Julie: Yes. We're no longer selling the original edition. So we are now moving forward with second edition.