DOCSLIB.ORG

Guerrero-Dissertation-2017

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

An Investigation into the Commonalities of Students Who Are Braille Readers in a Southwestern State Who Possess Comprehensive Literacy Skills by Bertha Avila Guerrero, MEd A Dissertation In Special Education Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION Approved Nora Griffin-Shirley, PhD Co-chair of Committee Rona Pogrund, PhD Co-chair of Committee Lee Deumer, PhD Committee Member Mark Sheridan, PhD Dean of the Graduate School August, 2017 Copyright © August, 2017, Bertha Avila Guerrero Texas Tech University, Bertha Avila Guerrero, August 2017 ACKNOWLEDGEMENTS First and foremost, I extend my eternal gratitude to my Prince of Peace, my blue- eyed Jesus, who instilled in me a love of learning and a desire to achieve more than what was expected of me. Two phenomenal women were my first introduction to what an extraordinary teacher of students with visual impairments (TVI) should be. Adalaide Ratner, who planted the seed of literacy in me at an early age, thank you for showing me that my future would be limited without the dots. Thanks to Ora Potter who watered the seed and propelled me further into independence with her encouragement and no-nonsense attitude about blindness. I am grateful for my beautiful Little Lady Godiva who patiently waited through endless hours at the library and lying on her favorite chair in my study while I worked; never complaining when the embosser woke her up and never grumbling about the late nights and early mornings. I thank Amador, my husband, my friend, research assistant, and driver, with all my heart and soul. Your unfailing encouragement and belief in me kept me moving forward; especially in the tough times, and boy, there were tough times. I want to thank you for the numerous computer hours, for keeping me fed, driving endless miles, and many, many cups of tea. I am grateful to my beautiful daughters, Amanda, LuzAndrea, and Annai: Manda for your editing and powerpoint help; LuzAndrea, for your assistance with research, tables, and PowerPoints; and Annai, for your support and prayers. Each of you are a great source of affirmation, laughter, and provided me with a much needed kick in the rear at times. Your prayers, along with your Daddy's prayers, saw me through. ii Texas Tech University, Bertha Avila Guerrero, August 2017 A very gratitude filled thanks goes to Dr. Max Manley. Dr. Manley, from you I not only learned concepts of special education in my first special education class at Texas Tech, I also learned what it was to find compassion and understanding for people who do not have the heart for our children. Teachers of the visually impaired should know that our walk as special educators is observed not only by our students but by those who serve them. Thank you to Dr. Bill Danley; you not only got me through my undergraduate statistics class, but you taught me that, as teachers, if through our interactions with our students we give them some dignity, that is a great accomplishment. Great thanks to my Compadre Dr. Ralph Carter, who believed in me and encouraged me to continue my studies. You are greatly missed. I thank my dear friend Mary Faires, a braille literacy advocate and braillist. Rae Cunningham, I thank you for your unfailing belief in me and your tireless computer assistance and your beautiful braille graphics. Thanks to Ms. Minerva Alanis who introduced me to graduate level research and allowed me never to forget that I would reach the end of my doctoral journey. Thank you, Dr. Nora Griffin-Shirley. Your tireless attempts kept me on track and moving forward. Dr. Rona Pogrund, thank you for providing direction and encouragement. Thank you, Dr. Lee Duemer, my methodologist, for your support and direction. I also want to thank my Dissertation Coach, Dr. Marcelo Schmidt who provided endless hours of assistance, never stepped back when I cried, and encouraged me when the process knocked the stuffing out of me; ¡A La Lona! iii Texas Tech University, Bertha Avila Guerrero, August 2017 Dr. Sonya Sherrod, thank you for your time, your qualitative expertise, and your encouragement. Ms. Pamela Lindell, thank you for the numerous hours of editing. Thank you for never complaining about reformatting my braille documents into APA Graduate School approved documents and for your positive attitude and multiple productive work sessions. Rick Sellers, from HIMS, Inc., thank you for your wonderful assistance. Your expertise with hardware and software facilitated my data collection and the completion of this study. I also appreciate your help in locating gatekeepers. Additionally, I would like to thank the gatekeepers who launched my participant recruitment. Finally, a big thank you to my four participants: David, Esther, Luke, and Peter. Without you, this study would not have happened. It was an honor to meet you and to briefly be a part of your lives. iv Texas Tech University, Bertha Avila Guerrero, August 2017 TABLE OF CONTENTS ACKNOWLEDGEMENT ................................................................................................ ii ABSTRACT ...................................................................................................................... ix CHAPTER I. INTRODUCTION….....................................................................................................1 Statement of the Problem .............................................................................................5 Purpose of Study ............................................................................................................6 Research Question .........................................................................................................6 Significance of the Study ...............................................................................................6 Theoretical Framework ................................................................................................7 Rationale for Using Qualitative Research Methods ...................................................7 Delimitations of the Study ............................................................................................8 Limitations of the Study ................................................................................................8 Definition of Terms .......................................................................................................8 Organization of Dissertation ......................................................................................17 Summary ......................................................................................................................18 II. REVIEW OF LITERATURE ....................................................................................20 Introduction .................................................................................................................20 History of Braille .........................................................................................................25 Educational Historical Perspective ............................................................................32 Reading .........................................................................................................................43 Family Support ............................................................................................................49 Emergent Literacy and Early Education ..................................................................62 v Texas Tech University, Bertha Avila Guerrero, August 2017 Literacy .........................................................................................................................71 Hand Mechanics ..........................................................................................................97 Spelling and Phonological Awareness .....................................................................100 Speed, Fluency, and Comprehension .......................................................................119 Summary ....................................................................................................................130 III. METHODOLOGY ..................................................................................................132 Introduction ..............................................................................................................132 Research Question ...................................................................................................132 Strategy and Rationale ............................................................................................133 Strengths and Limitations of Qualitative Research and Grounded Theory ......142 Context of the Study ................................................................................................144 Data Sources .............................................................................................................145 Data Collection .........................................................................................................147 Strengths and Limitations in the use of Questionnaires.......................................148 Semi-structured Interviews .....................................................................................149 Strengths and Limitations of Semi-structured Interviews ...................................152 Direct Observation ...................................................................................................152
Recommended publications
  • Runes Free Download

    Runes Free Download

    RUNES FREE DOWNLOAD Martin Findell | 112 pages | 24 Mar 2014 | BRITISH MUSEUM PRESS | 9780714180298 | English | London, United Kingdom Runic alphabet Main article: Younger Futhark. He Runes rune magic to Freya and learned Seidr from her. The runes were in use among the Germanic peoples from the 1st or 2nd century AD. BCE Proto-Sinaitic 19 c. They Runes found in Scandinavia and Viking Age settlements abroad, probably in use from the 9th century onward. From the "golden age of philology " in the 19th century, runology formed a specialized branch of Runes linguistics. There are no horizontal strokes: when carving a message on a flat staff or stick, it would be along the grain, thus both less legible and more likely to split the Runes. BCE Phoenician 12 c. Little is known about the origins of Runes Runic alphabet, which is traditionally known as futhark after the Runes six letters. That is now proved, what you asked of the runes, of the potent famous ones, which the great gods made, and the mighty sage stained, that it is best for him if he stays silent. It was the main alphabet in Norway, Sweden Runes Denmark throughout the Viking Age, but was largely though not completely replaced by the Latin alphabet by about as a result of the Runes of Runes of Scandinavia to Christianity. It was probably used Runes the 5th century Runes. Incessantly plagued by maleficence, doomed to insidious death is he who breaks this monument. These inscriptions are generally Runes Elder Futharkbut the set of Runes shapes and bindrunes employed is far from standardized.
  • UNIVERSITY of STIRLING Kenneth Pardey the WELFARE of the VISUALLY HANDICAPPED in the UNITED KINGDOM

    UNIVERSITY of STIRLING Kenneth Pardey the WELFARE of the VISUALLY HANDICAPPED in the UNITED KINGDOM

    UNIVERSITY OF STIRLING Kenneth Pardey THE WELFARE OF THE VISUALLY HANDICAPPED IN THE UNITED KINGDOM 'Submitted for the degree of Ph.D. December 1986 II CONTENTS Page Acknowledgements III Abstract v 1. Introduction: The history of the welfare of the visually handicapped in the United Kingdom 1 2. Demographic studies of the visually handicapped 161 3. The Royal National Institute for the Blind 189 4. The history and the contribution of braille, moon and talking books 5. St Dunstan's for the war blinded: A history and a critique ,9, 6. Organisations of the visually handicapped 470 7. Social service-a and rehabilitation 520 8. The elderly person with failing vision 610 9. The education of the visually handicapped 691 10. Employment and disability 748 11. Disability and inco1;-~e 825 Bibliography 870 III Acknowledgements I would like to thank the following people who either agreed to be interviewed or helped me to find some useful sources of information: Colin Low, Martin Milligan, Fred Reid, Hans Cohn, Jim Hughes, Janet Lovall, Jill Dean, Joan Hughes, Doreen Chaney and Elaine Bootman of the National Federation of the Blind; Michael Barrett, Tom Parker, Chris Hynes, Pat O'Grady, Frank Mytton, L. J. Isaac, George Slaughter, J. Nor mile and R. 0. Rayner of the National League of the Blind and Disabled; Donald Bell, Tony Aston, George T. Willson, B. T. Gifford, Neville Lawson and Penelope Shore of the Royal National Institute for the Blind; Timothy Cullinan of the Department of Environmental and Preventive Medicine of the Medical College of St
  • New International Manual of Braille Music Notation by the Braille Music Subcommittee World Blind Union

    New International Manual of Braille Music Notation by the Braille Music Subcommittee World Blind Union

    1 New International Manual Of Braille Music Notation by The Braille Music Subcommittee World Blind Union Compiled by Bettye Krolick ISBN 90 9009269 2 1996 2 Contents Preface................................................................................ 6 Official Delegates to the Saanen Conference: February 23-29, 1992 .................................................... 8 Compiler’s Notes ............................................................... 9 Part One: General Signs .......................................... 11 Purpose and General Principles ..................................... 11 I. Basic Signs ................................................................... 13 A. Notes and Rests ........................................................ 13 B. Octave Marks ............................................................. 16 II. Clefs .............................................................................. 19 III. Accidentals, Key & Time Signatures ......................... 22 A. Accidentals ................................................................ 22 B. Key & Time Signatures .............................................. 22 IV. Rhythmic Groups ....................................................... 25 V. Chords .......................................................................... 30 A. Intervals ..................................................................... 30 B. In-accords .................................................................. 34 C. Moving-notes ............................................................
  • The Braillemathcodes Repository

    The Braillemathcodes Repository

    Proceedings of the 4th International Workshop on "Digitization and E-Inclusion in Mathematics and Science 2021" DEIMS2021, February 18–19, 2021, Tokyo _________________________________________________________________________________________ The BrailleMathCodes Repository Paraskevi Riga1, Theodora Antonakopoulou1, David Kouvaras1, Serafim Lentas1, and Georgios Kouroupetroglou1 1National and Kapodistrian University of Athens, Greece Speech and Accessibility Laboratory, Department of Informatics and Telecommunications [email protected], [email protected], [email protected], [email protected], [email protected] Abstract Math notation for the sighted is a global language, but this is not the case with braille math, as different codes are in use worldwide. In this work, we present the design and development of a math braille-codes' repository named BrailleMathCodes. It aims to constitute a knowledge base as well as a search engine for both students who need to find a specific symbol code and the editors who produce accessible STEM educational content or, in general, the learner of math braille notation. After compiling a set of mathematical braille codes used worldwide in a database, we assigned the corresponding Unicode representation, when applicable, matched each math braille code with its LaTeX equivalent, and forwarded with Presentation MathML. Every math symbol is accompanied with a characteristic example in MathML and Nemeth. The BrailleMathCodes repository was designed following the Web Content Accessibility Guidelines. Users or learners of any code, both sighted and blind, can search for a term and read how it is rendered in various codes. The repository was implemented as a dynamic e-commerce website using Joomla! and VirtueMart. 1 Introduction Braille constitutes a tactile writing system used by people who are visually impaired.
  • Braille Research Newsletter #5, July 1977

    Braille Research Newsletter #5, July 1977

    /' BRAILLE RESEARCH NEWSLETTER (Braille Automation Newsletter) "pm No. 5, July 1977 edited by J.M. Gill and L.L. Clark WW| yWf awj- Warwick Research Unit for American Foundation for the Blind the Blind University of Warwick 15 West 16th Street Coventry CV4 7AL New York 10011 England U.S.A. •**SHf| Contents Page Editorial 2 Automatic Translation by Computer of Music 5 Notation to Braille by J.B. Humphreys Braille Books from Compositors ' Tapes 13 by C„ Brosamle A Note on Hybrid Braille Production 19 by P.W.F. Coleman The Expansion of Braille Production in Sweden 26 by B. Hampshire and S. Becker Plate Embossing Device by P.D. Gibbons and 32 E.L. Ost Braille Systems by J«E. Sullivan 35 An Analysis of Braille Contractions by 50 J.M. Gill and J.B. Humphreys Using Redundancy for the Syntactic Analysis of 58 Natural Language: Application to the Automatic Correction of French Text by J. Courtin TOBIA 60 Congress in Toronto 60 Recent Publications and Reports 61 Address List 63 - 2 - Editorial With this issue, the Braille Automation Newsletter changes its name to Braille Research Newsletter. We shall continue to use the former heading as a sub-heading for the purpose of continuity in libraries and to identify ourselves as to origin. The reason for a name change is in fact a recognition that the automatic generation of braille depends, from the point of view of optimal design, upon a consideration of the changes that eventually will occur in the braille code as a natural result of continual review by braille authorities to keep the code up-to-date.
  • Dictionary of Braille Music Signs by Bettye Krolick

    Dictionary of Braille Music Signs by Bettye Krolick

    JBN 0-8444-0 9 C D E F G Digitized by the Internet Archive in 2012 with funding from National Federation of the Blind (NFB) http://archive.org/details/dictionaryofbraiOObett LIBRARY IOWA DEPARTMENT FOR THE BLIND 524 Fourth Street Des Moines, Iowa 50309-2364 Dictionary of Braille Music Signs by Bettye Krolick National Library Service for the Blind and Physically Handicapped Library of Congress Washington, D.C. 20542 1979 MT. PLEASANT HIGH SCHOOL LIBRARY Library of Congress Cataloging in Publication Data Krolick, Bettye. Dictionary of braille music signs. At head of title: National Library Service for the Blind and Physically Handicapped, Library of Congress. Bibliography: p. 182-188 Includes index. 1. Braille music-notation. I. National Library Service for the Blind and Physically Handicapped. II. Title. MT38.K76 78L.24 78-21301 ISBN 0-8444-0277-X . TABLE OF CONTENTS FOREWORD vii PREFACE ix HISTORY OF THE BRAILLE MUSIC CODE ... xi HOW TO LOCATE A DEFINITION xviii DICTIONARY OF SIGNS (A sign that contains two or more cells is listed under its first character.) . 1 •* 1 •• 16 • • •• 3 •• 17 •> 6 •• 17 •• •• 7 •• 17 •• 7 •• 17 •• •• 7 •• 17 •• •• 8 •• 18 •• •• 8 •• 18 •• •• 9 •• 19 •• •• 9 •• 19 • • •• 10 •• 20 • • •• 12 •• 20 •• 14 •• 20 •• •• 14 •• 22 • • •• •• 15 • • 27 •• •• •« •• 15 • • 29 •• • • •« 16 30 •• •• 16 • • 30 30 i: 46 ?: 31 11 47 r. 31 ;: 48 •: 31 i? 58 ?: 31 i; 78 ::' 34 :: 79 a 34 ;: si 35 ;? 86 37 ;: 90 39 ':• 96 40 ;: 102 43 i: 105 45 ;: 113 46 FORMATS FOR BRAILLE MUSIC 122 Format Identification Chart 125 Music in Parallels
  • Development of Educational Materials

    Development of Educational Materials

    InSIDE: Including Students with Impairments in Distance Education Delivery Development of educational DEV2.1 materials Eleni Koustriava1, Konstantinos Papadopoulos1, Konstantinos Authors Charitakis1 Partner University of Macedonia (UOM)1, Johannes Kepler University (JKU) Work Package WP2: Adapted educational material Issue Date 31-05-2020 Report Status Final This project (598763-EPP-1-2018-1-EL-EPPKA2-CBHE- JP) has been co-funded by the Erasmus+ Programme of the European Commission. This publication [communication] reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein Project Partners University of National and Macedonia, Greece Kapodistrian University of Athens, Coordinator Greece Johannes Kepler University of Aboubekr University, Austria Belkaid Tlemcen, Algeria Mouloud Mammeri Blida 2 University, Algeria University of Tizi-Ouzou, Algeria University of Sciences Ibn Tofail university, and Technology of Oran Morocco Mohamed Boudiaf, Algeria Cadi Ayyad University of Sfax, Tunisia University, Morocco Abdelmalek Essaadi University of Tunis El University, Morocco Manar, Tunisia University of University of Sousse, Mohammed V in Tunisia Rabat, Morocco InSIDE project Page WP2: Adapted educational material 2018-3218 /001-001 [2|103] DEV2.1: Development of Educational Materials Project Information Project Number 598763-EPP-1-2018-1-EL-EPPKA2-CBHE-JP Grant Agreement 2018-3218 /001-001 Number Action code CBHE-JP Project Acronym InSIDE Project Title
  • Interactive Tactile Representations to Support Document Accessibility for People with Visual Impairments

    Interactive Tactile Representations to Support Document Accessibility for People with Visual Impairments

    INTERACTIVE TACTILE REPRESENTATIONS TO SUPPORT DOCUMENT ACCESSIBILITY FOR PEOPLE WITH VISUAL IMPAIRMENTS Von der Fakultät für Informatik, Elektrotechnik und Informationstechnik der Universität Stuttgart zur Erlangung der Würde eines Doktors der Naturwissenschaften (Dr. rer. nat.) genehmigte Abhandlung vorgelegt von MAURO ANTONIO ÁVILA SOTO aus Panama-Stadt Hauptberichter: Prof. Dr. Albrecht Schmidt Mitberichter: Prof. Dr. Tiago Guerreiro Tag der mündlichen Prüfung: 28. September 2020 Institut für Visualisierung und Interaktive Systeme der Universität Stuttgart 2020 to Valentina iv Abstract v ABSTRACT Since the early beginnings of writing, humans have exploited text layout and format as primary means to facilitate reading access to a document. In con- trast, it is the norm for visually impaired people to be provided with little to no information about the spatial layout of documents. Braille text, sonification, and Text-To-Speech (TTS) can provide access to digital documents, albeit in a linearized form. This means that structural information, namely a bird’s-eye view, is mostly absent. For linear reading, this is a minor inconvenience that users can work around. However, spatial structures can be expected to strongly contribute to activities besides linear reading, such as document skimming, revising for a test, memorizing, understanding concepts, and comparing texts. This lack of layout cues and structural information can provoke distinct types of reading hindrances. A reader with visual impairment may start reading multiple sidebar paragraphs before starting to read the main text without noticing, which is not optimal for reading a textbook. If readers want to revise a paragraph or access a certain element of the document, they must to go through each element on the page before reaching the targeted paragraph, due screen readers iterate through each paragraph linearly.
  • Cultures and Traditions of Wordplay and Wordplay Research the Dynamics of Wordplay

    Cultures and Traditions of Wordplay and Wordplay Research the Dynamics of Wordplay

    Cultures and Traditions of Wordplay and Wordplay Research The Dynamics of Wordplay Edited by Esme Winter-Froemel Editorial Board Salvatore Attardo, Dirk Delabastita, Dirk Geeraerts, Raymond W. Gibbs, Alain Rabatel, Monika Schmitz-Emans and Deirdre Wilson Volume 6 Cultures and Traditions of Wordplay and Wordplay Research Edited by Esme Winter-Froemel and Verena Thaler The conference “The Dynamics of Wordplay / La dynamique du jeu de mots – Interdisciplinary perspectives / perspectives interdisciplinaires” (Universität Trier, 29 September – 1st October 2016) and the publication of the present volume were funded by the German Research Founda- tion (DFG) and the University of Trier. Le colloque « The Dynamics of Wordplay / La dynamique du jeu de mots – Interdisciplinary perspectives / perspectives interdisciplinaires » (Universität Trier, 29 septembre – 1er octobre 2016) et la publication de ce volume ont été financés par la Deutsche Forschungsgemeinschaft (DFG) et l’Université de Trèves. ISBN 978-3-11-058634-3 e-ISBN (PDF) 978-3-11-058637-4 e-ISBN (EPUB) 978-3-11-063087-9 This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. For details go to http://creativecommons.org/licenses/by-nc-nd/4.0/. Library of Congress Control Number: 2018955240 Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de. © 2018 Esme Winter-Froemel and Verena Thaler, published by Walter de Gruyter GmbH, Berlin/Boston Printing and binding: CPI books GmbH, Leck www.degruyter.com Contents Esme Winter-Froemel, Verena Thaler and Alex Demeulenaere The dynamics of wordplay and wordplay research 1 I New perspectives on the dynamics of wordplay Raymond W.
  • Unified English Braille Webinar Presentation

    Unified English Braille Webinar Presentation

    Unified English Braille: A Place to Start Webinar • UEB Ain't Hard to Do by Mark Brady a NYC Teacher of the Visually Impaired • The lyrics and sound file can be found on the Paths to Literacy website • http://www.pathstoliteracy.org/resources/farewell-song-9-ebae- contractions Unified English Braille A Place to Start April 2016 Donna Mayberry, M.Ed., NCUEB LAUREL REGIONAL PROGRAM, Lynchburg, VA [email protected] Webinar Content: • Overview of UEB • Unified English Braille Reference Sheets • Unified English Braille Student Progress Checklists • Converting Bookshare files into UEB • Teacher Relicensure: Option 8 • NCUEB • Questions Overview of UEB The Rules of Unified English Braille Second Edition 2013 Available as a PDF or BRF http://www.iceb.org/ueb.html Your new best Friend!!! What are teacher’s using to learn UEB? •Hadley School for the Blind •VDBVI Saturday Seminars •Update to UEB Self Directed Course- Available in Word, PDF, BRF, DXB http://www.cnib.ca/en/living/braille/Pages/Transcribers-UEB-Course.aspx •The new textbook that is being used in the VI Consortium is: Ashcroft's Programmed Instruction: Unified English Braille by M. Cay Holbrook 2014 Braille Not Used in Unified English Braille Contractions o'c o'clock (shortform) 4 dd (groupsign between letters) 6 to (wordsign unspaced from following word) 96 into (wordsign unspaced from following word) 0 by (wordsign unspaced from following word) # ble (groupsign following other letters) - com (groupsign at beginning of word) ,n ation (groupsign following other letters) ,y ally (groupsign following other letters) Braille Not Used in Unified English Braille- 2 Punctuation 7 opening and closing parentheses (round brackets) 7' closing square bracket 0' closing single quotation mark (inverted commas) ''' ellipsis -- dash (short dash) ---- double dash (long dash) ,7 opening square bracket Braille Not Used in Unified English Braille- 3 Composition signs (indicators) 1 non-Latin (non-Roman) letter indicator @ accent sign (nonspecific) @ print symbol indicator .
  • Music Braille Code, 2015

    Music Braille Code, 2015

    MUSIC BRAILLE CODE, 2015 Developed Under the Sponsorship of the BRAILLE AUTHORITY OF NORTH AMERICA Published by The Braille Authority of North America ©2016 by the Braille Authority of North America All rights reserved. This material may be duplicated but not altered or sold. ISBN: 978-0-9859473-6-1 (Print) ISBN: 978-0-9859473-7-8 (Braille) Printed by the American Printing House for the Blind. Copies may be purchased from: American Printing House for the Blind 1839 Frankfort Avenue Louisville, Kentucky 40206-3148 502-895-2405 • 800-223-1839 www.aph.org [email protected] Catalog Number: 7-09651-01 The mission and purpose of The Braille Authority of North America are to assure literacy for tactile readers through the standardization of braille and/or tactile graphics. BANA promotes and facilitates the use, teaching, and production of braille. It publishes rules, interprets, and renders opinions pertaining to braille in all existing codes. It deals with codes now in existence or to be developed in the future, in collaboration with other countries using English braille. In exercising its function and authority, BANA considers the effects of its decisions on other existing braille codes and formats, the ease of production by various methods, and acceptability to readers. For more information and resources, visit www.brailleauthority.org. ii BANA Music Technical Committee, 2015 Lawrence R. Smith, Chairman Karin Auckenthaler Gilbert Busch Karen Gearreald Dan Geminder Beverly McKenney Harvey Miller Tom Ridgeway Other Contributors Christina Davidson, BANA Music Technical Committee Consultant Richard Taesch, BANA Music Technical Committee Consultant Roger Firman, International Consultant Ruth Rozen, BANA Board Liaison iii TABLE OF CONTENTS ACKNOWLEDGMENTS ..............................................................
  • LEARNING in the 21ST CENTURY Author Photograph : © Monsitj/Istockphoto

    LEARNING in the 21ST CENTURY Author Photograph : © Monsitj/Istockphoto

    FRANÇOIS TADDEI LEARNING IN THE 21ST CENTURY Author photograph : © Monsitj/iStockphoto © Version française, Calmann-Lévy, 2018 SUMMARY FRANÇOIS TADDEI with Emmanuel Davidenkoff LEARNING IN THE 21ST CENTURY Translated from French by Timothy Stone SUMMARY SUMMARY To all those who have taught me so much. SUMMARY SUMMARY If you want to build a ship, don’t drum up people to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea...” Antoine de SAINT-EXUPÉRY, Citadelle SUMMARY Summary Prologue ......................................................................................................................................................... 11 Introduction .................................................................................................................................................13 1. Why will we learn differently st in the 21 century? ................................................................................................21 2. What i’ve learned ...........................................................................................55 3. New ways of teaching .........................................................................79 4. Before you can learn, you have to unlearn ...................................................................................113 5. Learn to ask (yourself) good questions ........................................................................................................201 6. A how-to guide for a learning planet