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| Autor/in | Wormsley, Diane P. |
|---|---|
| Titel | A Theoretical Rationale for Using the Individualized Meaning-Centered Approach to Braille Literacy Education with Students Who Have Mild to Moderate Cognitive Disabilities |
| Quelle | In: Journal of Visual Impairment & Blindness, 105 (2011) 3, S.145-156 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0145-482X |
| Schlagwörter | Literacy Education; Phonics; Braille; Visual Impairments; Mild Mental Retardation; Moderate Mental Retardation; Teaching Methods; Reading Instruction; Writing Instruction; Vocabulary Development; Grammar; Psychomotor Skills |
| Abstract | This article describes the components of the Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE) for teaching braille reading and writing to students who are blind and have additional cognitive impairments. The components of I-M-ABLE are: (1) selecting and teaching the Key Vocabulary; (2) teaching the efficient use of the hands in reading; (3) creating and reading Key Vocabulary stories; (4) teaching phonics; (5) teaching contractions; (6) teaching writing; (7) expanding reading vocabulary; (8) creating functional uses for braille; (9) monitoring progress; and (10) being responsive to students. A theoretical rationale is presented for the approach, along with some limited empirical evidence for using it with this population. (Contains 1 figure.) (ERIC). |
| Anmerkungen | American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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