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Plan for Continuity of Learning
Plan for Continuity of Learning During this time of school closures across the country and state, The Maryland School for the Blind (MSB) will continue to provide educational and related services through a variety of delivery methods and modes. Below you will find our plan and options for students accessing services from home. IEP Provisions and Team Meetings Individual Educational Plans (IEPs) should be implemented as written whenever possible through distance education. However, amendments of goals and objectives will be necessary in some cases and will be facilitated through an amendment agreement between the educational team and the parent or guardian. These amendments will be reflected in the student’s file through an amendment plan uploaded to the IEP system. Annual IEP meetings will be held through a teleconference platform that will allow for team access through video and/or phone conferencing. Educational Programs Curriculum and IEP educational services will be delivered through a variety of platforms based on the needs of the student, his or her access to technology and ability to complete tasks with or without support. Teachers from each grade level have sent home information about distance learning and will continue to do so throughout this timeframe. This will include specific assignments, activities, resources, and information. Many of our students will need adult structure and assistance at home, based on their age and ability to work independently. Creating a dedicated space and time for learning in your family routine is highly encouraged. Teachers will use a blend of non-tech, as well as asynchronous and synchronous teaching and learning. -
Guide to Independent Living for Older Individuals Who Are Blind Or Visually Impaired
Texas Workforce Solutions-Vocational Rehabilitation Services Guide to Independent Living for Older Individuals Who Are Blind or Visually Impaired TABLE OF CONTENTS INTRODUCTION TO INDEPENDENT LIVING ADJUSTMENT TO BLINDNESS • Common Eye Diseases — 4 • Definition of Terms — 7 • Questions to Ask your Doctor — 9 • Low Vision Information — 11 • Emotional Aspects of Vision Loss — 18 • Diabetes Information — 28 IDEAS & TIPS FOR PEOPLE WITH VISION LOSS • Organizing & Labeling — 36 • Food & Kitchen Tips — 38 • Lighting — 51 • Furnishings — 55 • Keys — 57 • Laundry & Sewing — 57 • Cleaning — 59 • Bathroom — 60 • Personal Management — 61 • Shopping — 66 • Finances — 71 • Safety & Security — 74 • Using Your Remaining Senses — 76 TABLE OF CONTENTS (continued) ALTERNATIVE TECHNIQUES FOR BEING INDEPENDENT • Alternative Techniques — 79 TRAVEL & TRANSPORTATION • Community Transportation — 83 • Orientation & Mobility Information — 84 • Guiding Techniques — 88 COMMUNICATION • Using the Telephone — 90 • Reading & Writing — 92 • Assistive Technology — 104 SUPPORT SYSTEMS • Consumer Organizations — 112 QUALITY OF LIFE • Recreation — 116 • Adaptive Aids Catalogues — 122 • Self-Advocacy — 124 • Support & Assistance — 125 INDEPENDENT LIVING RESOURCES — 128 Texas Workforce Solutions comprises the Texas Workforce Commission, 28 local workforce development boards and our service-providing partners. Together we provide workforce, education, training and support services, including vocational rehabilitation assistance for the people of Texas. Welcome to the world of independent living at Texas Workforce Solutions-Vocational Rehabilitation Services (TWS-VRS). You received this guide because you may have been referred to our Independent Living Services for Older Individuals Who Are Blind (ILS-OIB) program by a family member, doctor, rehabilitation counselor or other professional. Introduction to Independent Living — 1 If this is the first time you’ve heard of TWS- VRS, a little background information may be helpful. -
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 . -
The World Under My Fingers (PDF)
THE WORLD UNDER MY FINGERS PERSONAL REFLECTIONS ON BRAILLE Second Edition Edited by Barbara Pierce and Barbara Cheadle ii Copyright © 2005 by the National Federation of the Blind First edition 1995, second edition 2005 ISBN 1-885218-31-1 All Rights Reserved Printed in the United States of America iii TABLE OF CONTENTS Braille Won’t Bite........................................1 Keeping Within the Lines ..........................2 The Chance to Read ................................11 Success Through Reading: Heather’s Story ........................................16 Reflections of a Lifelong Reader ..............20 That the Sighted May See ........................34 Braille: What Is It?....................................41 Your Child’s Right to Read ......................46 Study Confirms That Early Braille Education Is Vital ....................................53 Literacy Begins At Home..........................60 My Shameful Secret..................................65 iv Print or Braille? I Use Both!......................74 Can Braille Change the Future?................82 The Blessing of Braille..............................85 How to Increase Your Braille-Reading Speed ..............................90 Practice Makes Perfect ............................101 A Montana Yankee in Louis Braille’s Court ..............................107 What I Prefer: Courtesy Tips from a Blind Youth..........114 v INTRODUCTION All parents yearn for their children to be happy and healthy and to grow up to live sat- isfying and productive lives. If it were possi- ble to do so, we would arrange for them to be attractive, intelligent, ambitious, sensible, and funny—all the traits, in short, we wish we could boast and never have enough of, no matter how talented we are. Obviously our children do not grow up to exhibit all these traits, but most of them do well enough with the skills and attributes we do manage to impart to them. -
The Effect of Social Media Language on EFL Learners' Academic Writing
PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH UNIVERSITY OF MOHAMED BOUDIAF - M’SILA FACULTY OF LETTERS AND LANGUAGES DOMAIN: FOREIGN LANGUAGES DEPARTMENT OF ENGLISH STREAM: ENGLISH LANGUAGE N°:……………………………………….. OPTION: LINGUISTICS The Effect of Social Media Language on EFL Learners’ Academic Writing Performance. Case of Master One Linguistics Students at M’sila University. Dissertation Submitted to the Department of English in Partial Fulfillment of the Requirements for the Degree of Master Candidates Supervised by Miss. Nedjla BENSAID Dr. Mourad TOUATI Miss. Fatima Zohra MOUMEN Board of Examiners Mr. Saber Mouhamed Boudiaf University, Chairperson M’sila Dr. Touati Mourad Mouhamed Boudiaf University, Supervisor M’sila Ms. Hamouma Mouhamed Boudiaf University, Examiner M’sila June 2019 DEDICATION This thesis is dedicated to: My precious beloved parents who have always been a constant source of support and encouragement during the challenges of my whole college life, and for their endless care and love. My treasured brothers and sister: Issam, Anis & Amani, and to my nephew Aylane, whom I am truly grateful for having in my life. My dear family, teachers, colleagues and friends. All people who left a touch in my life. BENSAID Nedjla II DEDICATION To my dear parents who gave me strength and confidence and have been the source of inspiration behind all my achievements. To my husband and my lovely brothers for their support and love. To all my family and friends for their encouragement and prayers . I appreciate you all . To everyone who stood beside me and had contributed to my education. MOUMEN Fatima Zohra III Acknowledgments We would like to express our deeper and sincere gratitude to our respected supervisor Dr. -
641043. B.Ed. Special Education (Visual Impairment/Hearing Impairment) Scheme of Instruction and Examination (For Students Admitted from 2015-16 & Onwards)
Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore -641043. B.Ed. Special Education (Visual Impairment/Hearing Impairment) Scheme of Instruction and Examination (For students admitted from 2015-16 & onwards) Hrs. of Hrs. Scheme of No. of Part Course code Title of the Paper Instruction of Examination Total Credits T P Exam CIA CE First Semester Human Growth and 15BDSC01 4 1 3 50 50 100 5 Development Introduction to Sensory 15BDSC02 4 3 50 50 100 5 Disabilities Introduction to Neuro 15BDSC03 Developmental 4 3 50 50 100 4 Disabilities Introduction to 15BDSC04 Locomotor and Multiple 4 3 50 50 100 5 Disabilities I Specialization 1. Identification of Children with Visual Impairment and 15BDSSV1 Assessment of Needs (or) (or) 5 2 3 50 50 100 5 15BDSSH1 2. Identification of Children with Hearing Impairment and Assessment of Needs Discipline Specific Elective (DSE) I 15BDSEV1 1. Braille and Assistive II (or) Devices 3 3 3 50 50 100 4 (or) 15BDSEH1 2. Early Childhood Care and Education Internship – Observation III at Special and Inclusive 4 Schools Hrs. of Hrs. Scheme of No. of Part Course code Title of the Paper Instruction of Examination Total Credits T P Exam CIA CE Second Semester Learning, Teaching and 15BDSC05 4 2 3 50 50 100 5 Assessment Contemporary India and 15BDSC06 5 3 50 50 100 5 Education 1. Pedagogy of Teaching 15BDSSM1 Mathematics (or) (or) 15BDSSS1 2. Pedagogy of Teaching 5 2 3 50 50 100 5 (or) Science 15BDSSA1 (or) 3. Pedagogy of Teaching Social Science I Pedagogy of Teaching 15BDSSE1 5 2 3 50 50 100 5 English Specialization 1. -
Proceedings of the World Assembly of the World Council for the Welfare Of
PROCEEDINGS of the WORLD ASSEMBLY of the World Council for the Welfare of the Blind 31st July to 11th August, 1964 AmericanFoundation FOR'niEBUNDiNC. 15 WEST letfi r- NEW YORK, N.Y., 10011 cs^ PROCEEDINGS of the WORLD ASSEMBLY of the World Council for the Welfare of the Blind held at STATLER HILTON HOTEL. NEW YORK CITY. U.S.A. 31st JULY to nth August, 1964 The purposes of the Council shall be to work for the welfare of the blind and the prevention of blindness throughout the world by providing the means of consultation between organizations of and for the blind in different countries, and by the creation ot co-ordinating bodies where necessary, and for joint action wherever possible to- wards the introduction of minimum standards for the welfare of the blind in all parts ot the world and the improvement of such standards. World Council for the Welfare of the Blind Organisation Mondiale pour la Protection Sogiale des aveugles Registered Office Office of the Secretary-General 14, RUE Daru 224 Great Portland Street Paris (8), France London, W.I., England Certain of the papers included in these Proceedings were originally delivered in languages other than English and, while every care has been taken to ensure accuracy in translation, it is possible that some variations from the original structure and sense may have occurred. Furthermore, certain papers prepared in the English language were delivered by speakers not entirely familiar with that language. Some editing has there- fore been required. Our apologies are submitted for any inaccuracies that may have resulted therefrom. -
REGULAR BOARD MEETING Tuesday, February 23, 2021 at 7:00 P.M
1325 California Avenue Windsor, ON N9B 3Y6 CHAIRPERSON: Fulvio Valentinis DIRECTOR OF EDUCATION: Terry Lyons REGULAR BOARD MEETING Tuesday, February 23, 2021 at 7:00 p.m. VIRTUAL - Google Meet LiveStream link is located on the Board’s website at: https://www.wecdsb.on.ca/about/board_meetings AGENDA Page 1. Call To Order 2. Opening Prayer 3. Land Acknowledgment 4. Recording of Attendance 5. Approval of Agenda 6. Disclosure of Pecuniary Interest - Pursuant to the Municipal Conflict of Interest Act. 7. Presentations: None 8. Delegations: By-Law 3:09: Any person(s) wishing to appear before the BOARD and speak to an item appearing on the agenda of the BOARD meeting has until noon the day before the BOARD meeting to make a request to the SECRETARY. They shall explain briefly the matter on which the presentation is to be made, the organization or interested parties to be represented, the identity, and if applicable, the authority of the spokesperson. A Delegation Form, located on the BOARD’s website, must be completed and forward to the SECRETARY. 9. Action Items: a. Previous Meeting Minutes i) Minutes of the Regular Board Meeting of January 26, 2021 1-8 ii) Minutes of the Special Regular Board Meeting of February 9, 2021 9-13 b. Items from the Special Committee of the Whole Board Meeting of February 16, 2021 -- AGENDA Regular Board Meeting Page 1 Tuesday, February 23, 2021 10. Communications: a. External (Associations, OCSTA, Ministry): None b. Internal (Reports from Administration): None 11. Committee Reports: a. Report: Special Education Advisory Committee Minutes of December 17, 2020 14-18 (E. -
Braille Teaching and Literacy a Report for the European Blind
Braille Teaching and Literacy A Report for the European Blind Union and European Commission January 2018 Danish Association of the Blind and the International Council for Education of People with Visual Impairment and Dr Sarah Woodin Contents Introduction ............................................................................................... 1 Background to the Project ........................................................................ 3 Aims of the Project ................................................................................... 4 Main Activities of the Project .................................................................... 6 Desk Based Research ........................................................................... 6 Questionnaires for Participating Countries ............................................ 6 Country Visits ........................................................................................ 7 Seminars and Conferences ................................................................... 8 Summary of Findings from the National Surveys ................................... 10 Introductory Information: Registration of Children ............................... 10 Section 1 Children Using Braille Publications ..................................... 10 Section 2 Braille Training .................................................................... 10 Section 3 National Braille Systems ..................................................... 11 Section 4 Electronic Braille ................................................................. -
World Braille Usage, Third Edition
World Braille Usage Third Edition Perkins International Council on English Braille National Library Service for the Blind and Physically Handicapped Library of Congress UNESCO Washington, D.C. 2013 Published by Perkins 175 North Beacon Street Watertown, MA, 02472, USA International Council on English Braille c/o CNIB 1929 Bayview Avenue Toronto, Ontario Canada M4G 3E8 and National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, D.C., USA Copyright © 1954, 1990 by UNESCO. Used by permission 2013. Printed in the United States by the National Library Service for the Blind and Physically Handicapped, Library of Congress, 2013 Library of Congress Cataloging-in-Publication Data World braille usage. — Third edition. page cm Includes index. ISBN 978-0-8444-9564-4 1. Braille. 2. Blind—Printing and writing systems. I. Perkins School for the Blind. II. International Council on English Braille. III. Library of Congress. National Library Service for the Blind and Physically Handicapped. HV1669.W67 2013 411--dc23 2013013833 Contents Foreword to the Third Edition .................................................................................................. viii Acknowledgements .................................................................................................................... x The International Phonetic Alphabet .......................................................................................... xi References ............................................................................................................................ -
Blindness and Runes
1 "...blindr er betri en brenndr séi..." Runes as a Tactile Writing System1 Frederick W. Schwink University of Illinois at Urbana-Champaign "Attempts to devise characters which could be understood by the blind through their sense of touch reach far back in the epoch of human progress, perhaps to the time when letters or figures were inscribed on some substance to be read by another, and certainly to the earliest period when efforts were made to give instruction to the sightless. The first recorded attempt to find such a means was made shortly after the beginning of the sixteenth century (ca. 1517), when Francisco Lucas of Saragossa, Spain, contrived a set of letters carved on thin tablets of wood." Best 1919:396 Haltr ríðr hrossi, hjörð rekr handar vanr, daufr vegr ok dugir; blindr er betri en brenndr séi, nýtr manngi nás. Hávamál 71 0.0 Introduction In the spring semester of 2010, I was faced with a didactic dilemna. In a graduate overview of the "History of the German Language," my students were to 1 I would like to thank Brad Blair for his willingness to share his time and expertise with me during the gestation of this project. My colleagues in the Department of Germanic Languages at UIUC provided helpful suggestions and encouragement when I presented a preliminary version of this project at a research workshop in Fall of 2009. Sharon Polomé gave me many of the reference works from her late husband's library that made this project feasible. Finally, heartfelt and sincere thanks to Marianne Kalinke, whose generous support has made it possible for me to attend this symposium. -
Mapping Applied Linguistics
Mapping Applied Linguistics Mapping Applied Linguistics: A guide for students and practitioners provides an innovative and wide-ranging introduction to the full scope of applied linguistics. Incorporating both socio-cultural and cognitive perspectives, the book maps the diverse and constantly expanding range of theories, methods and issues faced by students and practitioners alike. Practically oriented and ideally suited to students new to the subject area, each chapter demonstrates how applied linguists can investigate the role of language in an individual’s or group’s real-world problem, and the potential solutions available. The book provides in-depth coverage of: I Language teaching and education, literacy and language disorders I Language variation and World Englishes I Language policy and planning I Lexicography and forensic linguistics I Multilingualism and translation Including real data and international examples from Latin America, South-East Asia, the US and the UK, the book features further reading and exercises in each chapter, fieldwork suggestions and a full glossary of key terms. An interactive companion website also provides a wealth of additional resources, including ideas for research projects, links to key websites and sample answers to the chapter exercises. A reader forum allows students and practitioners to share experiences and concerns. Providing a dynamic and thorough overview of the rapidly growing field of applied linguistics, this book will be essential reading for students studying applied linguistics, TESOL, general linguistics and education at the advanced undergraduate or master’s degree level. It is also the ideal gateway for practitioners to better understand the wider scope of their work. Christopher J.