Download Accessible Education for Blind Learners. Kindergarten by Shelley Kinash PDF

By Shelley Kinash

(special supplemental workbook) The aim of this guide is to augment the capability of all participants of the tutorial context, no matter if scholar, mother or father, instructor, administrator, or advisor, to turn on some great benefits of infused applied sciences for all novices, together with those who find themselves blind or have low imaginative and prescient. to complete this function this guide offers heritage and useful info with admire to inquiry-based schooling, infused applied sciences, and blindness and visible impairment. you can find vignettes of real-life blind newcomers, suggestions from a blind educator, key elements of obtainable technology-infused schooling together with info on adaptive applied sciences for purposes that experience now not but been designed for all newcomers, and sensible feedback to make on-line classes and sites obtainable. if you desire to discover additional, there are many concepts for extra studying, prepared to steer the reader to precise content material.

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Additional resources for Accessible Education for Blind Learners. Kindergarten through Post-Secondary

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The Touchable Online Braille Generator was developed by Wooseob Jeong, from the School of Information Studies at the University of Wisconsin. This device uses force feedback technology to generate Braille online. It allows information from the Web to be accessed by touching the output Braille displays on the screen with a mouse. The mouse vibrates over the Braille dots. The purpose of this device is to make accessibility of information on the web more convenient. PLUMB is a device that communicates graphs and relational information to people who are blind.

Handbook of disability studies (pp. 663-692). Thousand Oaks, CA: Sage. ca/ Cochran-Smith, M. (Spring, 2003). The multiple meanings of multicultural teacher education: A conceptual framework. Teacher Education Quarterly, 7-26. Documentid=1349 Ferguson, R. J. ). (2001). We know who we are: A history of the blind in challenging educational and socially constructed policies: A study in policy archeology. San Francisco: Caddo Gap. Goffman, E. (1963). Stigma: Notes on the management of spoiled identity.

Handbook of disability studies (pp. 663-692). Thousand Oaks, CA: Sage. ca/ Cochran-Smith, M. (Spring, 2003). The multiple meanings of multicultural teacher education: A conceptual framework. Teacher Education Quarterly, 7-26. Documentid=1349 Ferguson, R. J. ). (2001). We know who we are: A history of the blind in challenging educational and socially constructed policies: A study in policy archeology. San Francisco: Caddo Gap. Goffman, E. (1963). Stigma: Notes on the management of spoiled identity.

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