المدونات
في 19 ساعات
Desk #2: This desk is for storage of Nemeth work folders, materials associated with math (braille ruler, auditory calculator, abacus, analog braille clock, multiplication and division braille charts and miscellaneous math materials). The student may also use a Nemeth reference guide sheet or book while in the process of learning their Nemeth symbols which should be readily available in this desk. Store currently used Nemeth braille books in volume order underneath the math desk in a crate or box for easy access. It is helpful to the blind student to have this extra desk and enough table/storage area next to them to avoid constant lifting of heavy materials such as the Perkin's Brailler. Therefore, store the Perkin's Brailler on top of this desk to the left of the student so that it is readily available.
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Some fun ideas for school lunches are: cut a sandwich (if included in the lunch) into a cool shape, package the lunch in a cool lunch pale (instead of boring brown bag), base the items in the meal around a theme, package items that require assembly before eating (like lunchables or Pizza bagels).
7. Provide a braille calendar in the early educational years for use in group activities and include your blind student in calendar group activities. Have a small braille calendar available for student reference during group table-top activities. It is essential that the student is taught how to actually read a braille calendar in an organized and efficient manner. Students should also have a calendar available in the home setting. These calendars are readily available at major companies that manufacture adaptive products for blind individuals.
17. Use braille name tags for personal cubicles, especially if print tags are used for the sighted students. Look for end cubicles or cubbies which are easily accessible and identifiable to the blind student. Braille tags for cubicles and cubbies are especially useful in pre-school and offer a great opportunity for the student to be exposed to braille.
13. Start a "homework braille" folder, a "to be transcribed" folder and "to be brailled folder" to help maintain good organization and flow of the student's classroom work. The student should be taught to be responsible for their homework folder and completing the work in it. Provide your braille transcriber an adequate time frame to get materials formatted and embossed in a timely manner.
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20. Please be sure to display your student's braille stories, work and art work alongside their sighted peers. Display your student's work at hand level so that peers and staff can explore their work. Attach a print copy so that others may also read your students work/stories and enjoy his/her creativity.
19. With the vast amount of new technology and resources (Braille Note, Franklin Language Master, audio book player etc.) it is Recommended Web-site to keep all manuals organized in a folder for easy reference. Braille Note users should be encouraged to explore braille manuals for familiarity and future reference as appropriate.
10. Have sight words readily available as transcribed braille flashcards. Provide braille flashcards for use in both school and home settings. Sight words can be easily reviewed in braille lessons and updated as needed. Keep cards protected in plastic index card boxes.
Organizational skills are of the utmost importance in a blind student's-braille reader's educational setting and include: student/teacher organization, management of materials, timely preparation of class lessons in transcribed braille, and even interlining of Nemeth braille math workbooks so non-braille reading staff can offer assistance when needed. Your blind student will have an easier time maintaining class pace in an organized and well prepped class setting. It is essential to instruct your staff and student on simple preparation tips, modifications and techniques that will make the school day an efficient and effective learning experience.
4. Educational braille books not currently being used should be stored in a convenient location in the classroom; review the location with the student and encourage them to access their braille books on an independent basis or shadow them until the student becomes fully independent in this process. Volumes should be removed once completed or no longer required and sent home for reference.