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This award-winning handbook gives teachers specific strategies and methodologies for teaching braille. It offers in-depth information on techniques for working with children at all levels of learning, with congenital or adventitious visual impairments, those with additional disabilities, and students who are just learning English. It also contains information on assessment and technology, as well as convenient assessment forms. Instructional Strategies offers a wealth of information and practical tips for new practitioners and seasoned professionals alike
Beginning with braille provides a wealth of effective activities for promoting literacy at the early stages of braille instruction. The text includes creative and practical strategies for designing and delivering quality braille instruction and teacher-friendly suggestions for many areas such as reading aloud to young children, selecting and making early tactile books, and teaching tactile and hand movement skills. This book also includes tips on designing worksheets, introducing braille contractions, teaching the use of the braillewriter, and facilitating the writing process in braille. Chapters also address guidelines for individualizing instruction, the literacy needs of students with additional disabilities, and assessment of student progress in developing literacy skills.
Discusses how cultural, social, and religious factors play an important role in the way an individual perceives and copes with a visual impairment, and how it can affect their self-esteem and social relationships.
An inspiring picture-book biography of Louis Braille—a blind boy so determined to read that he invented his own alphabet. **Winner of a Schneider Family Book Award!** Louis Braille was just five years old when he lost his sight. He was a clever boy, determined to live like everyone else, and what he wanted more than anything was to be able to read. Even at the school for the blind in Paris, there were no books for him. And so he invented his own alphabet—a whole new system for writing that could be read by touch. A system so ingenious that it is still used by the blind community today. Award-winning writer Jen Bryant tells Braille’s inspiring story with a lively and accessible text, filled with the sounds, the smells, and the touch of Louis’s world. Boris Kulikov’s inspired paintings help readers to understand what Louis lost, and what he was determined to gain back through books. An author’s note and additional resources at the end of the book complement the simple story and offer more information for parents and teachers. Praise for Six Dots: "An inspiring look at a child inventor whose drive and intelligence changed to world—for the blind and sighted alike."—Kirkus Reviews "Even in a crowded field, Bryant’s tightly focused work, cast in the fictionalized voice of Braille himself, is particularly distinguished."—Bulletin, starred review "This picture book biography strikes a perfect balance between the seriousness of Braille’s life and the exuberance he projected out into the world." — School Library Journal, starred review
I-M-ABLE, or the Individualized Meaning-Centered Approach to Braille Literacy Education, is an innovative, individualized, student-centered method for teaching braille and making it exciting for children who have difficulties learning braille. In this teaching approach, instruction is centered on continuously analyzing the strengths and needs of students, placing particular emphasis on engaging them using key vocabulary words and phrases based on their experiences and interests. This comprehensive practice guide provides detailed direction on how to implement the components of the approach. Teachers will find this resource invaluable for helping students with mild to moderate cognitive impairments or other difficulties make progress in braille reading and writing, and all the skills that it encompasses.
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Whether students' learning problems stem from additional physical or cognitive disabilities, the inability to speak English well, or difficulty in making the transition from print to braille, this resource will help you help them. Equally effective for teaching braille reading and writing to children or adults, Braille Literacy uses a functional approach based on concepts and vocabulary that have meaning and utility to the student.
Written by legal and education experts and aligned with the reauthorization of IDEA 2004, this practical resource provides a step-by-step plan for creating, writing, and evaluating IEPs.
