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Braille Keypad
Special Issue - 2016 International Journal of Engineering Research & Technology (IJERT) ISSN: 2278-0181 NCETET - 2016 Conference Proceedings Braille Keypad Aneeta Jimmi, Athira V, Mahesh V, Sneha Sethumadhavan Department of Electronics and Communication Marian Engineering College, Trivandrum Abstract—The aim of the project is to create a small different patterns can be formed (64 combinations are portable device which will act as a braillic note taker and enable possible if you include no dots). the user to access internet for sending or recieving email and it can also be used as remote to control various home appliences. The system comprises of a braillic device, a host which may be a computer or ARM board and a slave device. Keywords—Braille; Keypad; Note taker; Microcontroller The Braille alphabet is made up of 26 different I. INTRODUCTION combinations of the Braille cell, each combination of dot(s) Braille is a system of raised dots that can be read with representing a letter of the alphabet. The Braille alphabet is the fingers by people who are blind or who have low vision. made up of three sequences. The first sequence for letters a to Teachers, parents, and others who are not visually impaired j use the top and middle rows, cells 1, 2, 4 and 5 (below): ordinarily read Braille with their eyes. Braille is not a language. Rather, it is a code by which many languages— such as English, Spanish, Arabic, Chinese, and dozens of others—may be written and read. Braille is used by thousands of people all over the world in their native languages, and The second sequence for letters k to t are formed by provides a means of literacy for all. -
Arabic Alphabet - Wikipedia, the Free Encyclopedia Arabic Alphabet from Wikipedia, the Free Encyclopedia
2/14/13 Arabic alphabet - Wikipedia, the free encyclopedia Arabic alphabet From Wikipedia, the free encyclopedia َأﺑْ َﺠ ِﺪﯾﱠﺔ َﻋ َﺮﺑِﯿﱠﺔ :The Arabic alphabet (Arabic ’abjadiyyah ‘arabiyyah) or Arabic abjad is Arabic abjad the Arabic script as it is codified for writing the Arabic language. It is written from right to left, in a cursive style, and includes 28 letters. Because letters usually[1] stand for consonants, it is classified as an abjad. Type Abjad Languages Arabic Time 400 to the present period Parent Proto-Sinaitic systems Phoenician Aramaic Syriac Nabataean Arabic abjad Child N'Ko alphabet systems ISO 15924 Arab, 160 Direction Right-to-left Unicode Arabic alias Unicode U+0600 to U+06FF range (http://www.unicode.org/charts/PDF/U0600.pdf) U+0750 to U+077F (http://www.unicode.org/charts/PDF/U0750.pdf) U+08A0 to U+08FF (http://www.unicode.org/charts/PDF/U08A0.pdf) U+FB50 to U+FDFF (http://www.unicode.org/charts/PDF/UFB50.pdf) U+FE70 to U+FEFF (http://www.unicode.org/charts/PDF/UFE70.pdf) U+1EE00 to U+1EEFF (http://www.unicode.org/charts/PDF/U1EE00.pdf) Note: This page may contain IPA phonetic symbols. Arabic alphabet ا ب ت ث ج ح خ د ذ ر ز س ش ص ض ط ظ ع en.wikipedia.org/wiki/Arabic_alphabet 1/20 2/14/13 Arabic alphabet - Wikipedia, the free encyclopedia غ ف ق ك ل م ن ه و ي History · Transliteration ء Diacritics · Hamza Numerals · Numeration V · T · E (//en.wikipedia.org/w/index.php?title=Template:Arabic_alphabet&action=edit) Contents 1 Consonants 1.1 Alphabetical order 1.2 Letter forms 1.2.1 Table of basic letters 1.2.2 Further notes -
The Challenges in Adopting Assistive Technologies in the Workplace for People with Visual Impairments
The challenges in adopting assistive technologies in the workplace for people with visual impairments Author Wahidin, H, Waycott, J, Baker, S Published 2018 Conference Title OzCHI '18: Proceedings of the 30th Australian Conference on Computer-Human Interaction Version Accepted Manuscript (AM) DOI https://doi.org/10.1145/3292147.3292175 Copyright Statement © ACM, 2018. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in OzCHI '18: Proceedings of the 30th Australian Conference on Computer-Human Interaction, ISBN: 978-1-4503-6188-0, https://doi.org/10.1145/3292147.3292175 Downloaded from http://hdl.handle.net/10072/402099 Griffith Research Online https://research-repository.griffith.edu.au The Challenges in Adopting Assistive Technologies in the Workplace for People with Visual Impairments Herman Wahidin Jenny Waycot Steven Baker Interaction Design Lab, School of Interaction Design Lab, School of Interaction Design Lab, School of Computing & Information Systems Computing & Information Systems Computing & Information Systems Te University of Melbourne Te University of Melbourne Te University of Melbourne Melbourne, VIC, Australia Melbourne, VIC, Australia Melbourne, VIC, Australia [email protected] [email protected] [email protected] ABSTRACT Computer-Human Interaction Conference (OzCHI '18). ACM Press, New York, NY, 11 pages. htps://doi.org/10.1145/3292147.3292175 Tere are many barriers to employment for people with visual impairments. Assistive technologies (ATs), such as computer screen readers and enlarging sofware, are commonly used to 1 Introduction help overcome employment barriers and enable people with In 2015, there were approximately 4.3 million Australians living visual impairments to contribute to, and participate in, the with a disability, according to data from Australian Bureau of workforce. -
SUMMER 2009 Volume LI, No
CTEVHCTEVH JOURNALJOURNAL SUMMER 2009 Volume LI, No. 2 WHAT ’S INS I DE : • Ed i t o r i a l – ri c h a r d ta E s c h • FE a t u r E d ar t i c l E s • Fi r s t Pl a c E Wi n n E r i n Va n cl i b u r n co m pe t i t i o n • bl i n d hi g h sc h o o l ru n n E r • Ca t l i n ’s to P tE n ru l E s F o r t h E in c o m i n g co l l E g E Fr E s h m a n • ch u c k l E ’s co r n E r • lo o k i n g t o t h E Fu t u r E o F CTEbVi an d m a n y g r E a t a r t i c l E s F r o m o u r spe c i a li sts THE OFFICIAL PUBLICATION OF THE California Transcribers and Educators of the Visually Handicapped mE s s a g E F r o m t h E Ed i t o r THE CTEVH JOURNAL Hi Everyone, Editor Marcy Ponzio Braille Challenge was keeping me very busy up until June 20, so I don’t have much to say this time Layout Editor around (yeah, yeah, thank heavens). -
Print This Article
European Journal of Special Education Research ISSN: 2501 - 2428 ISSN-L: 2501 - 2428 Available on-line at: www.oapub.org/edu DOI: 10.46827/ejse.v6i4.3487 Volume 6 │ Issue 4 │ 2020 TEACHERS’ CONTRIBUTION IN DEAFBLIND STUDENTS’ BRAILLE LITERACY Konstantina Spyropouloui MA, Med, University of Nottingham, United Kingdom Special Education Teacher, Ministry of Education and Religious Affairs, Greece Abstract: Deafblindness constitutes a dual sensory impairment that is caused by acquired or congenital factors. Assistive technology has converted learning into an approachable good for them. Based on the literature review, braille turned out the most effective assistive device that promotes deafblind (DB) children’s literacy. However, education without human contribution cannot operate properly. For that reason, teachers play a vital role in children’s learning development and can act as the mediators of the provided knowledge. The educational personnel has to bear in mind that every DB child has unique necessities. Consequently, it is imperative need to teach them the suitable combination of methods and techniques consolidated with their knowledge and experience. This research study will employ the methodology of qualitative research as well as the method of semi-structured interviews with teachers of DB students, in order to discover efficient strategies of teaching braille that could build children’s literacy in the school environment. Keywords: deafblindness, assistive technology, braille literacy, teaching strategies 1. Introduction Howe initially referred to deafblindness in 1648 when he described how a deaf and blind doctor (John Bulwar) taught to speak (Das and Mishra, n.d.). An example of a talented DB individual is the renowned Helen Keller, who raised awareness and encouraged many others with visual and hearing impairments (Parker, McGinnity and Bruce, 2011). -
Exhibition of Technical Aids for the Blind, Visually Impaired, Deafblind and Persons with Partial Hearing and Vision from August
500886_InfoVision_E.qxd 28.7.2008 12:50 Uhr Seite 1 I nfo V ision 08 Exhibition of technical aids for the blind, visually impaired, deafblind and persons with partial hearing and vision The Swiss Federation of the Swiss Federation of the Blind and Visually Impaired and Blind and Visually Impaired its partner organizations welco- www.sbv-fsa.ch me to Geneva in August 2008 the blind and visually impaired delegates from all over the world for the 7th General Assembly of the World Blind Union (WBU). The traditional exhibition on www.wbu2008.ch assistive technology Info Vision will be held at this occasion. Numerous companies and orga- nizations from abroad,Europe and Switzerland are presenting on 3000 m 2 a large overview on assistive devices and services for blind, visually impaired, deaf- blind and people with hearing www.cicg.ch and visual handicaps from August 21 st to 23rd 2008 at the International Conference Centre Geneva (ICCG) 17, rue de Varembé, CH-1211 Genève 20 500886_InfoVision_E.qxd 28.7.2008 12:50 Uhr Seite 2 2 500886_InfoVision_E.qxd 28.7.2008 12:50 Uhr Seite 3 Welcome! The Swiss Federation of information that is relevant to them from the Blind and Visually the wealth available every day. The ability to Impaired (SFB), togeth- access all up-to-date content and formats er with its partner asso- and process them using the same tools as ciations and many exhi- non-handicapped persons is a prerequisite bitors, looks forward to for successful integration. It is therefore being able to present important to take the needs of disabled per- an extensive range of sons into account in IT research and devel- aids to blind, visually- opment in order to ensure unobstructed impaired, deaf-blind, visually and hearing- access to both current and future technolo- impaired persons as well as sighted persons. -
A STUDY of WRITING Oi.Uchicago.Edu Oi.Uchicago.Edu /MAAM^MA
oi.uchicago.edu A STUDY OF WRITING oi.uchicago.edu oi.uchicago.edu /MAAM^MA. A STUDY OF "*?• ,fii WRITING REVISED EDITION I. J. GELB Phoenix Books THE UNIVERSITY OF CHICAGO PRESS oi.uchicago.edu This book is also available in a clothbound edition from THE UNIVERSITY OF CHICAGO PRESS TO THE MOKSTADS THE UNIVERSITY OF CHICAGO PRESS, CHICAGO & LONDON The University of Toronto Press, Toronto 5, Canada Copyright 1952 in the International Copyright Union. All rights reserved. Published 1952. Second Edition 1963. First Phoenix Impression 1963. Printed in the United States of America oi.uchicago.edu PREFACE HE book contains twelve chapters, but it can be broken up structurally into five parts. First, the place of writing among the various systems of human inter communication is discussed. This is followed by four Tchapters devoted to the descriptive and comparative treatment of the various types of writing in the world. The sixth chapter deals with the evolution of writing from the earliest stages of picture writing to a full alphabet. The next four chapters deal with general problems, such as the future of writing and the relationship of writing to speech, art, and religion. Of the two final chapters, one contains the first attempt to establish a full terminology of writing, the other an extensive bibliography. The aim of this study is to lay a foundation for a new science of writing which might be called grammatology. While the general histories of writing treat individual writings mainly from a descriptive-historical point of view, the new science attempts to establish general principles governing the use and evolution of writing on a comparative-typological basis. -
The Evolution and Impact of Literacy Campaigns and Programmes, 2000
The Evolution and Impact of Literacy Campaigns and Programmes 2000–2014 Ulrike Hanemann UIL Research Series: No. 1 United Nations Cultural Organization IMPRINT PUBLISHED IN 2015 BY UNESCO Institute for Lifelong Learning Feldbrunnenstr. 58 20148 Hamburg Germany © UNESCO INSTITUTE FOR LIFELONG LEARNING The UNESCO Institute for Lifelong Learning (UIL) is a non-profit international institute of UNESCO. The Institute undertakes research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. Its publications are a valuable resource for educational researchers, planners, policymakers and practitioners. While the programmes of the UNESCO Institute for Lifelong Learning (UIL) are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents. The points of view, selection of facts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or the UNESCO Institute for Lifelong Learning. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or the UNESCO Institute for Lifelong Learning concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. DESIGN AND LAYOUT: Teresa Boese, Hamburg (www.titrobonbon.de) LANGUAGE EDITING: Natasha Hogarth COVER PHOTOGRAPH: ©NLMA (National Literacy Mission Authority): ‘The Saakshar Bharat Mission (Literate India) hosts residential camps giving young people a second chance to read and write.’ ISBN: 978-92-820-1198-0 This paper was originally commissioned by the Education for All (EFA) Global Monitoring Report as background information to assist in drafting the 2015 report. -
Teachers' Perceptions About Addressing Literacy for Students with Vision Impairment Samantha Washington Walden University
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Teachers' Perceptions About Addressing Literacy for Students With Vision Impairment Samantha Washington Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Special Education Administration Commons, and the Special Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Samantha Washington has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Jo DeSoto, Committee Chairperson, Education Faculty Dr. Chukwuemeka Eleweke, Committee Member, Education Faculty Dr. James Valadez, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract Teachers’ Perceptions About Addressing Literacy for Students With Vision Impairment by Samantha C. Washington MS, University of Central Missouri, 2008 BS, University of Central Missouri, 2004 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University November 2017 Abstract Regular education teachers are sometimes at a disadvantage when required to instruct learners with a visual impairment or other special needs in the classroom. A problem exists with reduced support and training for regular education teachers responsible for meeting literacy needs of students with visual impairment. -
Resources for the Blind Evaluation Report
EVALUATION REPORT Reading Beyond Sight: Improving Reading Scores of Children with Visual Impairment in the Philippines Implemented by Resources for the Blind, Inc. in the Philippines JULY 2017 Prepared by School-to-School International (STS) For All Children Reading: A Grand Challenge for Development Evaluation Report: Reading Beyond Sight: Improving Reading Scores of Children with Visual Impairment in the Philippines 2 EVALUATION REPORT Reading Beyond Sight: Improving Reading Scores of Children with Visual Impairment in the Philippines Implemented by Resources for the Blind, Inc. in the Philippines Table of Contents List of Acronyms .................................................................................................................4 I. Executive Summary .........................................................................................................5 Key Findings .......................................................................................................................6 II. Project Description ..........................................................................................................8 III. Research Purpose and Design ..........................................................................................9 Sample ............................................................................................................................ 10 IV. Fieldwork Preparation and Data Collection ..................................................................... 11 EGRA Instruments ............................................................................................................ -
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 ............................................................................................................................ -
Hanke, Peter, Ed. International Directo
DOCUMENT RESUME ED 258 389 EC 172 909 AUTHOR Cylke, Frank Kurt, Ed.; Hanke, Peter, Ed. TITLE International Directory of Libraries and Production Facilities for the Blind. INSTITUTION International Federation of Library Associations and Institutions, London (England).; Library of Congress, Washington, D.C. National Library Service for the Blind and Physically Handicapped. SPONs _3ENCY United Nations Educational, Scientific, and Cultural Organization, Paris (France). PUB DATE 84 CONTRACT UNESCO-340029 NOTE 109p. PUB TYPE Reference Materials - Directories/Catalogs (132) EDRS PRICE mF01/PCOS Plus Postage. DESCRIPTORS *Blindness; *Braille; International Programs; Physical Disabilities; Reading Materials; Sensory Aids; *Special Libraries; *Talking Books ABSTRACT World-wide in scope, this directory lists organizations producing braille or Talking Books, maintaining braille libraries, and exchanging resources with organizations serving blind or handicapped people. The directory is arranged in seven geographical sections: Africa, Asia, Australia (including Oceania), Europe (including U.S.S.R.), Middle East (northern Africa and the eastern Mediterranean countries), North' America, and South America (including Central America and the Caribbean). Countries are arranged- alphabetically within these seven sections and individual organizations alphabetically within their countries. Information about each organization includes five parts: braille production, braille distribution, Talking Books production, Talking Books distribution, and general information.