bloody shame Stauffer
The Western Pennsylvania School for Blind Children
This article describes an outlaw(a) method to memorise un-contracted braille reading and writing skills to students who atomic number 18 filmdom and pretend additional disabilities. It includes a keyboarding curriculum that focuses on the whole language approach to literacy. A special accept is the keyboard that is adapted with braille symbols. Un-contracted braille reading is not taught, solely is acquired simultaneously while embedding essential concept skills.
Teaching keyboarding skills to students who ar visually impaired and have additional disabilities can greatly impact their ability to communicate. When students have the skills to exercise control everyplace their environment, it leads to greater independence, increases self-sufficiency and enhances self-esteem. (Sanspree 1998, Miller & Rash 2001, Hong & Erin 2004), and others support the acquirement of un-contracted braille for students with multiple disabilities, since reading, even at a serviceable level, facilitates independence and participation in community settings.
This author was invigorate by the research of (MacCuspie 2002, (Mangold, 2000, Herzberg, Stough, and Clark 2004), and others who urge educators to explore other strategies to teach literacy to these students. There is very limited research on the endurance of the appropriate reading and writing media for students who are blind and have additional disabilities (Heller, DAndrea, & Forneyk, 1998 and Koenig and Holbrook, 2000). This paper will demonstrate an go-as-you-please method to teach reading and writing skills to students who are blind and have additional disabilities. Un-contracted braille reading is not taught, but is acquired, simultaneously, while teaching keyboarding.
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