An Introduction to Braille and Braille Technology
Presented on Monday 14 & Tuesday 15 November, 2011
The acquisition of literacy skills provides the foundation needed for achieving in school as well as in many areas of life, including employment.
The assessment of literacy media needs and literacy skills is crucial for designing an appropriate, individual literacy instruction programme for each student with a visual impairment. We all have responsibility for providing direct instruction in Braille and other compensatory literacy skills to students who are blind or have a significant visual impairment that affects ability to access routine printed material. How do we do this? We all have huge workloads. Many of us have other factors like logistical or administrative factors to consider.
We will hear about a very successful case study later this afternoon but before we hear about this can you please:
Work in groups of three or four to discuss the following issues. We will discuss them as a group to share our views.
Do I have time in my workload to provide sufficient intervention to meet the child's requirements? Is it better to provide some time than not providing any service at all?
What if I do not agree with the appropriate level of service that is to be provided for a child who is a braillist or is learning pre-Braille skills even if it means disagreeing with my line manager or the level that is recorded in the child's IEP?
If a family has different values and expectations than those offered by the local authority, do I advocate for my pupil and the family’s wishes or do I fulfil the implied wishes of the local authority/service/school?
Do I allow an educational support worker to deliver some of my teaching, even although he or she is not qualified to do so?