El Código Braille: Pasado - Presente - Futuro
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Independent-Living-Mini-Catalogue
Alternative Thinking INDEPENDENT LIVING DAILY LIVING AIDS MAGNIFIERS ALERT SYSTEMS ASSISTIVE DEVICES Page 24 Page 29 Page 4 Page 16 ...AND MUCH MORE AUDITORY AND HEARING IMPAIRMENT BLIND & VISUALLY IMPAIRED Tel: +27 (0) 86 111 3973 Email: [email protected] Web: www.editmicro.co.za DOCUMENT CAMERAS Solo 8 Ultra Ultra Plus 8 10 Solo 8 Plus Features Ultra 8 Features Ultra 10 Features The HoverCam Solo 8 is a new, The HoverCam Ultra 8 is the the first The HoverCam Ultra 10 takes the state-of-the-art document camera document camera with HDMI, VGA document camera experience to that will revolutionize learning in & SuperSpeed USB 3.0 outputs and a whole new level with a 7.1” HD your classroom. Record videos or includes an LCD monitor for preview MultiTouch screen. Pinch to Zoom, capture images straight to your and touchscreen control. Record Annotate, and Cast 4K video to any PC or Mac with the world’s first videos or capture images straight display. SuperSpeed USB3.0 Document to your PC or Mac with the world’s Camera. Use the HoverCam Solo first SuperSpeed USB3.0 Document Download your favorite apps and 8 to bring your classroom into the Camera. experience Augmented Reality and digital age! The HoverCam Solo Optical Character Recognition right 8 does everything except travel Specifications from the device. through time. • 8 megapixel camera Specifications • 60FPS FullMotion HD Specifications • HDMI VGA • Battery Powered • 8 megapixel camera • USB 3.0 SuperSpeed • 3 Wireless Casting Modes • 3x magnification with 8 million • 12x Optical Zoom Equivalent • 16 MP Camer Sensor uncompressed pixels • LCD Control Panel • 4K @ 30FPS Lesson Recording • 10x magnification mechanically • 4x ASR Zoom, 8x Interpolated • WiFi and Bluetooth Connectivity • 8x magnification digitally with Digital Zoom, 10x Mechanical • Powerful Android Operating System interpolation Zoom. -
Assistive Technology for Vision-Impairments: an Agenda for the ICTD Community
WWW 2011 – Web for Emerging Regions Paper March 28–April 1, 2011, Hyderabad, India Assistive Technology for Vision-impairments: An Agenda for the ICTD Community Joyojeet Pal Manas Pradhan, Mihir Shah Rakesh Babu University of Michigan, Polytechnic Institute University of North Carolina, Ann Arbor of New York University Greensboro [email protected] [mpradh01, mshah05]@students.poly.edu [email protected] ABSTRACT most prevalent assistive technology is neither at a reasonable price In recent years, ICTD (Information Communications Technology point for widespread access outside of the industrialized world, and Development) has grown in significance as an area of nor are the functionalities with regard to issues such as engineering research that has focused on low-cost appropriate infrastructure or language aligned with the contextual needs of the technologies for the needs of a developing world largely developing world. underserved by the dominant modes of technology design. Research in ICTs and Development, though significantly invested Assistive Technologies (AT) used by people with disabilities in a range of issues relating to underserved populations in the facilitate greater equity in the social and economic public sphere. developing world such as low-cost computing for education, However, by and large such technologies are designed in the governance, data collection, and healthcare, has been surprisingly industrialized world, for people living in those countries. This is silent on issues of Assistive Technology and Accessibility. We especially true in the case of AT for people with vision can divide the scholarly work on disability in the developing impairments – market-prevalent technologies are both very world into two broad classifications. -
The Educator-2005 January-ICT
1 CONTENTS Editor Steve McCall Letter from the President 2 University of Birmingham Letter from the Editor 3 School of Education ICEVI - Fact Sheet 4 Edgbaston, Birmingham TSUNAMI UPDATE : Impact on services to persons with visual impairment 5 UNITED KINGDOM The Drs. Richard Charles and Esther Yewpick Lee Charitable [email protected] Foundation Grant - an update on developments 6 ICEVI Collaboration with the World Blind Union 8 Regional Up-dates 9 Congratulations Dr. William Rowland, the new President of WBU 12 Editorial Committee Congratulations Susan 12 Steve McCall Susan Spungin World Bank Initiative 12 Larry Campbell Message from the President - World Blind Union 13 M.N.G. Mani IAPB General Assembly Update 14 The ON-NET Mystery 15 ICEVI 12th World Conference - Update 16 Publications Committee - Registration - General Details 17 Steve McCall - Frequently Asked Questions (FAQs) 18 Susan Spungin A thought sheet on Information Technology Education William G. Brohier for Persons with Visual Impairment 20 Jill Keeffe Inviting Organisations to join ICEVI for EFA Campaign 22 Peter Rodney-Jensen ICEVIs Network in North Africa Region 23 Tula Baxter Technology for All : Assistive Technology in the Classroom 24 - Bernadette M. Kappen M.N.G. Mani The Ball is in our Court- the ICT Accessibility Game 28 - Dipendra Manocha Education For All INGOs joint initiative 29 Typesetting and Printing ON-NET/ICEVI Mathematics Project: Progressing Steadily 30 ICEVI Secretariat UN Standard Rule on Accessibility 31 IHRDC Campus ICEVI Research into Education of Visually Impaired Children Ramakrishna Mission in Uganda 32 Vidyalaya Opening the Library Door through Digital Technology - Coimbatore - 641 020 the Hong Kong Society for the Blind 33 Tamil Nadu - Fred Leung INDIA In Papua New Guinea: High tech training for the Highlands 34 - Mrs. -
I PRACTICES and PREFERENCES AMONG STUDENTS WHO READ
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by D-Scholarship@Pitt PRACTICES AND PREFERENCES AMONG STUDENTS WHO READ BRAILLE AND USE ASSISTIVE TECHNOLOGY by Frances Mary D'Andrea Bachelor of Science, George Peabody College for Teachers, 1982 Master of Education, Georgia State University, 1996 Submitted to the Graduate Faculty of The School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh i 2010 UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by Frances Mary D'Andrea It was defended on June 15, 2010 and approved by Amanda J. Godley, PhD, Associate Professor, Department of Instruction and Learning, University of Pittsburgh M. Cay Holbrook, PhD, Associate Professor, Educational & Counseling Psychology & Special Education, University of British Columbia Linda Kucan, PhD, Assistant Professor Department of Instruction and Learning, University of Pittsburgh Christopher Lemons, PhD, Assistant Professor Department of Instruction and Learning, University of Pittsburgh Dissertation Advisor: George J. Zimmerman, PhD, Associate Professor Department of Instruction and Learning, University of Pittsburgh ii Copyright © by Frances Mary D'Andrea 2010 iii PREFERENCES AND PRACTICES AMONG STUDENTS WHO READ BRAILLE AND USE ASSISTIVE TECHNOLOGY Frances Mary D'Andrea, PhD University of Pittsburgh, 2010 An increased emphasis on the use of technology and the focus on “multiliteracies” in the classroom has great implications for both teachers and students regarding the expectation that all students will become skilled and critical users of computers and other technology for literacy-related tasks. Students who are braille readers use assistive technology not only to engage in literacy tasks (such as creating print documents) but also to access the general curriculum. -
The Braille Code: Past - Present - Future
TThhee EEdduuccaattoorr VOLUME XXI, ISSUE 2 January 2009 THE BRAILLE CODE: PAST - PRESENT - FUTURE A Publication of The International Council for Education of ICEVI People with Visual Impairment PRINCIPAL OFFICERS FOUNDING NON-GOVERNMENTAL PRINCIPAL OFFICERS ORGANISATIONS DEVELOPMENT PRESIDENT SECOND VICE PRESIDENT American Foundation ORGANISATIONS Lawrence F. Campbell Harry Svensson for the Blind Asian Foundation for the Overbrook School for the Blind National Agency for Special Carl R. Augusto Prevention of Blindness 6333 Malvern Avenue Needs Education and Philadelphia, PA 19151-2597 Schools 11 Penn Plaza, Suite 300 Grace Chan, JP USA Box 12161, SE- 102 26 New York, NY 10001 c/o The Hong Kong Society [email protected] Stockholm, SWEDEN USA for the Blind [email protected] [email protected] 248 Nam Cheong Street FIRST VICE PRESIDENT Perkins School for the Blind Shamshuipo, Kowloon Jill Keeffe TREASURER HONG KONG Steven M. Rothstein Centre for Eye Research Australia Nandini Rawal [email protected] 175 North Beacon Street University of Melbourne Blind People’s Association Watertown, MA 02472 CBM Jagdish Patel Chowk Department of Ophthalmology USA Locked Bag 8 Surdas Marg, Vastrapur Allen Foster [email protected] East Melbourne 8002 Ahmedabad 380 015 Nibelungenstrasse 124 AUSTRALIA INDIA Royal National Institute 64625 Bensheim [email protected] [email protected] of the Blind GERMANY [email protected] SECRETARY GENERAL Colin Low Mani, M.N.G. 105 Judd Street Norwegian Association of the London WC1H 9NE No.3, Professors’ Colony, Palamalai Road Blind and Partially Sighted UNITED KINGDOM (NABPS) SRK Vidyalaya Post, Coimbatore 641 020, Tamil Nadu, INDIA [email protected] [email protected] Arnt Holte INTERNATIONAL P.O. -
Download .Pdf Document
JonesPrelims_Layout 1 24/09/2010 10:18 Page 1 what’s who? JonesPrelims_Layout 1 24/09/2010 10:18 Page 2 JonesPrelims_Layout 1 24/09/2010 10:18 Page 3 New edition, revised and enlarged what’s who? A Dictionary of things named after people and the people they are named after Roger Jones and Mike Ware JonesPrelims_Layout 1 24/09/2010 10:18 Page 4 Copyright © 2010 Roger Jones and Mike Ware The moral right of the author has been asserted. Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers. Matador 5 Weir Road Kibworth Beauchamp Leicester LE8 0LQ, UK Tel: (+44) 116 279 2299 Fax: (+44) 116 279 2277 Email: [email protected] Web: www.troubador.co.uk/matador ISBN 978 1848765 214 British Library Cataloguing in Publication Data. A catalogue record for this book is available from the British Library. Typeset in 11pt Garamond by Troubador Publishing Ltd, Leicester, UK Matador is an imprint of Troubador Publishing Ltd JonesPrelims_Layout 1 24/09/2010 10:18 Page 5 This book is dedicated to all those who believe, with the authors, that there is no such thing as a useless fact. -
Mountbatten Writer+ User Guide
User Guide Mountbatten Writer+ Revision 2 © Harpo Sp. z o. o. ul. 27 Grudnia 7, 61-737 Poznań, Poland www.mountbattenbrailler.com Thank you for purchasing a Mountbatten Writer+. Since 1990, the Mountbatten range of Braille Writers has been offering expanded Braille writing opportunities to people all around the world. Mountbatten Braille Writers are in use in countries all over the world, bringing and supporting Braille literacy in many languages. To get the most from your new MB W+, please read the first section, Welcome, and follow it with the second section, Exploring the MB W+. After that, you can skip to the sections you want to read first, because you will have the most important basic information. News, resources, regular updates to this User Guide and a range of support material can be obtained from the Mountbatten website: www.mountbattenbrailler.com This device complies with Part 15 of the FCC Rules. Operation is subject to the following two conditions: (1) this device may not cause harmful interference, and (2) this device must accept any interference received, including interference that may cause undesired operation. Contents Welcome................................................................................................................................................................ 1 Reading your User Guide.................................................................................................................................. 1 Very Important!................................................................................................................................................. -
Pdf 1010.23 K
أ.منال السيد أحمد على حسين خدمات امللتبات ًاملعلٌمات التلنٌلٌجَة ًبزجمَاتوا ًمعاٍريها لتلبَة احتَاجات التعلَه عن بعد لذًى اﻻعاقات البصزٍة أ.منال َدالس أمحد على حسني اخصائَة تٌثَق - مبلتبة اﻹسلندرٍة باحجة دكتٌراي جبامعة اﻹسلندرٍة. مجلة التعليم عن بعُد والتعليم المفتوح - 315 - خدمات المكتبات والمعلومات التكنولوجية ... المستخلص: تشير كلمة "تكنولوجيا" بصفة عامة إلى الوسائل واﻷجهزة التي يسـتخدمها اننسـان ـي توجيه شئون الحياة ، أما " تكنولوجيا المعلومات Information Technology " هي البحث عن أ ضل الوسائل لتسهيل الحصول على المعلومات وتبادلها وجعلها متاحة لطالبيها بسرعة و اعلية وقد شهدت الثمانينيات من القرن العشرين تطورات الحواسـي الشخصـية والطر يـات واﻷقـراص المدمجة أيضاً وبالرغم من أن هذه التطورات ي اﻷساس لم تتم لخدمة المعوقين إﻻ أنها مع بعـ التطويع مكنت المعوقين من الوصول إلى المعلومات ، اسفرت تكنولوجيا المعلومات خﻻل السـنوات القليلة الماضية عن العديد من البرمجيات واﻷجهزة التي تسهل تقديم خدمات المعلومـات للمعـاقين بصريا للتواصل تكنولوجيا والﻻحق بالرك المعلوماتى وتسهيل عملية التعليم عـن بعـد ، سـاعد ذلك على زيادة رص التقـدم التعلمـى أمـام المعـاقين بصـرياً ، حيـث سـاعدهم علـى اكتسـاب اﻻستقﻻلية والحركة ، وسرعة التواصل ، والسيطرة على البيئة التعليمية المحيطة بهـم واسـتثمار إمكاناتها لتحسين ور ع مستوى آدائهم التعليمـي وتحصـيلهم الدراسـي ، وزيـادة ققـتهم بفنفسـهم وتقديرهم لذاتهم من خﻻل تحقيق اﻻستقﻻلية ي التعلم ، وتنميـة مهـار ات حـل المشـكﻻت مـن جانبهم. إن تقديم خدمات معلوماتية لﻷ راد ذوي اﻻحتياجات الخاصة هـي جـزم مكمـل لتكـوينهم العلمي والتعليمي والثقا ي واننساني ومن قم إنها واحدة من الطرق واﻷسالي التي تعمل على سـد جوة انعاقة وعدم القدرة بتعويضهم من خﻻل اتاحة رص التعليم عن بعد ، لذا تقـديم خـدمات المعلومات تقوم على المبررات التالية : إن اﻷ راد ذوي اﻻحتياجات الخاصة لهم الحق ي أن يعـاملوا علـى نفـل القـدر مـن الدرجـة والمنزلة التي يعامل بها المستفيدون اﻵخرون. -
Universidad Complutense De Madrid Tesis Doctoral
UNIVERSIDAD COMPLUTENSE DE MADRID FACULTAD DE EDUCACIÓN DEPARTAMENTO DE DIDÁCTICA Y ORGANIZACIÓN ESCOLAR TESIS DOCTORAL Enseñanza de la matemática a alumnos con necesidades visuales: estrategias y metodologías dinamizadoras del aprendizaje Ensino de matemática a alunos con necessidades visuais: estratégias e metodologías dinamizadoras da aprendizagem MEMORIA PARA OPTAR AL GRADO DE DOCTOR PRESENTADA POR Artur Olímpio Ferreira Gonçalves da Silva Director José María Ruiz Ruiz Madrid, 2015 © Artur Olímpio Ferreira Gonçalves da Silva, 2015 UNIVERSIDAD COMPLUTENSE DE MADRID FACULTAD DE EDUCACIÓN Departamento de Didáctica y Organización Escolar Doctorado en Innovación Didáctica en la Sociedad del Conocimiento ENSEÑANZA DE LA MATEMATICA A ALUMNOS CON NECESIDADES VISUALES: ESTRATEGIAS Y METODOLOGÍAS DINAMIZADORAS DEL APRENDIZAJE Ensino da Matemática a Alunos com Necessidades Visuais: Estratégias e Metodologias Dinamizadoras da Aprendizagem Autor: Artur Olímpio Ferreira Gonçalves da Silva Director: Profesor Doctor José María Ruiz Ruiz Madrid, 2015 TABLA DE CONTENIDOS Pp. Dedicatória ix Uno pensamiento de Augusto Cury xi Agradecimientos xiii Resumo xv Resumen xvii Abstract xix Clave de abreviaturas, siglas y acrónimos: su significado xxi 0 - INTRODUCCIÓN 1 MARCO TEÓRICO 13 1 - CURRICULO EN GENERAL 15 1.1 - INTRODUCCIÓN 15 1.2 - TEORÍAS CURRICULARES 20 1.3 - MODELOS CURRICULARES 26 1.3.1 - Definición de modelo curricular 26 1.3.2 - Modelos cerrados versus modelos abiertos 27 1.3.3 - Modelos Mixtos 29 1.3.4 - Clasificación paradigmática de los modelos curriculares 34 1.3.5 - Una Posición Personal 36 1.4 - FASES DEL CURRÍCULO 39 1.4.1 - El Diseño del Currículo 40 1.4.1.1 - Diseño de un currículo de nivel A 41 1.4.1.2 - Diseño de un currículo de nivel B 62 1.4.1.3 - Diseño de un currículo de nivel C 65 1.4.1.4 - Diseño de un currículo de nivel D 66 1.4.2 - El Desarrollo Curricular. -
Unified English Braille Training Manual
Unified English Braille: Australian Training Manual Revised September 2016 edited by Josie Howse, Kathy Riessen and Leona Holloway Round Table on Information Australian Braille Access for People with Authority Print Disabilities Inc. Unified English Braille: Australian Training Manual Edited by: Josie Howse: NSW Department of Education and Communities Kathy Riessen: South Australian School for Vision Impaired Leona Holloway: Vision Australia Copyright © 2013 Round Table on Information Access for People with Print Disabilities Inc. Revised April 2014 Revised September 2016 Based on Unified English Braille Primer, Australian Braille Authority, 2006 (Updated 2008). This work is licensed under the Creative Commons Attribution- NonCommercial-NoDerivs 3.0 Unported License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California 94105, USA. Published by Round Table on Information Access for People with Print Disabilities Inc. PO Box 229 Lindisfarne, Tasmania 7015 Australia Email: [email protected] Web address: http://www.printdisability.org National Library of Australia Cataloguing-in-Publication entry Title: Unified English Braille: Australian Training Manual / Round Table on Information Access for People with Print Disabilities Inc. ISBN: 978-0-9807064-5-1 (paperback) Subjects: Braille – Australia. Handbooks, manuals, etc. Blind – Printing and writing systems. Dewey Number: 411 Table of Contents Acknowledgements -
SPRING 2009 Volume LI, No
CTEVHCTEVH JOURNALJOURNAL SPRING 2009 Volume LI, No. 1 WHAT ’S INS I DE : • Dr. Ne m e t h f i r s t r e c i p i e Nt o f BANA’s Br A i l l e ex c e l l e N c e Aw A r D • Bl i nd te e N – sc h o o l Bu s Di s p A t c h e r • To Be Di r e c t i o N s ... o r No t to Be Di r e c t i o N s ? • re s o u r c e s f o r Ne w tr an s c r i B e r s • cu r r e N t fi nan c i A l stA t e m e N t • And lo t s o f ot h e r Go o D i e s ! THE OFFICIAL PUBLICATION OF THE California Transcribers and Educators of the Visually Handicapped me s s ag e f r o m t h e eD i t o r THE CTEVH JOURNAL New Look, And Green!! Editor Marcy Ponzio As many of you may already know, we have a new name – CTEBVI, California Transcribers and Layout Editor Educators for the Blind and Visually Impaired. While Kevin McCarthy this transition is taking place, please be aware that any payments for membership or donations to scholarships, etc., should still be made payable to Print Proofreader CTEVH. Check the website from time to time for Cath Tendler-Valencia updates on finalizing the change. -
Technology and Early Braille Literacy: Using the Mountbatten Pro Brailler in Primary-Grade Classrooms -
Technology and Early Braille Literacy: Using the Mountbatten Pro Brailler in Primary-grade Classrooms - ... Page 1 of 17 JVIB January 2007 • Volume 101 • Number 1 Technology and Early Braille Literacy: Using the Mountbatten Pro Brailler in Primary-grade Classrooms Holly L. Cooper and Sharon K. Nichols Abstract: This article describes the Early Braille Readers Project, which provided a Mountbatten Pro Brailler and peripheral equipment to 20 kindergarteners, first-, and second graders in Texas. The project included training and support in the form of site visits and teacher training for both teachers of students with visual impairments and classroom teachers, group workshops, and an electronic discussion group. The project had a positive impact on the students' writing and reading skills and participation in instruction and social interaction. Technology plays an important role in the education and daily lives of all students, and it is especially important for children who are visually impaired (that is, those who are blind or have low vision). Texas has guidelines for the curriculum in technology for students in all grades. For students in kindergarten though the second grade, the learning objectives include familiarity with appropriate keyboarding techniques; the use of a variety of input devices; and learning to create, name, and save files (Texas Education Agency, 1998). The use of alternative braille writing and technological devices is not common in the primary grades in the United States (Connell, 2003). In addition to limited experience with technology, young children who are visually impaired often do not have braille books and materials at home or in a child care environment in the same quantity and quality as print materials.