Extractions: Blindness and blind people appear in literature from Chinese and Indian antiquity. Legal and charitable provisions existed and blind characters played a role in epic history. Most blind Asians however lived rather constricted lives. The 'official' starting dates for formal blind schools are 1874 in China, and 1886 in India; but in fact there was some well documented educational work with blind people from the 1830s onward in both countries. Two of the key 19th century special teachers were blind young women. In 1837, missionary teacher Mary Gutzlaff integrated several young, blind, Chinese orphan girls in her small boarding school at Macau. One named 'Agnes Gutzlaff' was then educated in London. She returned in 1856 to Ningpo, then later moved to Shanghai. Agnes became the first trained person in China to teach blind people to read, using first the Lucas system, then Moon's embossed script. Agnes was a musician, and also supported herself by teaching English. Meanwhile, in the late 1840s, a class of blind adults had received formal instruction from Rev. Thomas McClatchie at Shanghai. In 1856, Rev. Edward Syle opened an industrial workshop at Shanghai for older blind people.
Blind Education Pioneers In India and the lack of any special means to assist their education, concerned some early 1839 requested help from the London Society for Teaching the blind to Read http://www.socsci.kun.nl/ped/whp/histeduc/mmiles/bpt03.html
Extractions: European charitable work in India began in the 16th century with some Portuguese hospitals, and continued with a modest poor fund at Madras, first for European distress then for the native poor. Compared with China, the long years of slowly growing British influence in India gave a different background to work with blind people. Some formal contact was developed a few decades sooner; yet it followed a similar pattern of early charitable donations and ophthalmic surgery, then the education of some blind children in ordinary schools, facilitated by the advent of reading materials using the embossed scripts of Lucas and Moon; with later on some residential asylum or orphanage schools and finally the use of Braille. In 1800, when outdoor relief in England was still poorly organised, the Indian Presidency Governments hardly expected to solve "the problem created by the vast number of beggars in India... for many of whom poverty was the result of some physical disability". However, missionaries personally exposed to disabled beggars were not always willing to see Government escape all responsibility. For some of them, "close acquaintance with Indian conditions turned missionaries from pious evangelists to fearless 'radicals' and people-protectors."
Extractions: A Critical Look at Character Education by Alfie Kohn "Teachers and schools tend to mistake good behavior for good character. What they prize is docility, suggestibility; the child who will do what he is told; or even better, the child who will do what is wanted without even having to be told. They value most children what children least value in themselves. Small wonder that their effort to build character is such a failure; they don't know it when they see it." John Holt How Children Fail Were you to stand somewhere in the continental United States, and announce, "I'm going to Hawaii," it would be understood that you were heading for those islands in the Pacific that collectively constitute the 50th state. Were you to stand in Honolulu and make the same statement, however, you would probably be talking about one specific island in the chain - namely, the big one to your southeast. The word Hawaii would seem to have two meanings, a broad one and a narrow one; we depend on context to tell them apart. The phrase character education also has two meanings. In the broad sense, it refers to almost anything that schools might try to provide outside of academics, especially when the purpose is to help children grow into good people. In the narrow sense, it denotes a particular style of moral training, one that reflects particular values as well as particular assumptions about the nature of children and how they learn.
Teaching Methods/Subject Area Resources Links Center Teacher Topics Students with Visual Impairments and Multiple Disabilities Council on education of Deaf Deaf education Website Deafblind Perspectives; http://www.mhhe.com/socscience/education/methods/resources.html
TSBVI Instructional Resources Page group of braillists dedicated to the advancement into the 21st century of education of the blind. Braille Instruction Resources; Teachers Attitudes Towards http://www.tsbvi.edu/Education/
Extractions: Home Site TOC Site Search A CHALLENGE TO MY COLLEAGUES FOR THE 21 ST CENTURY by Phil Hatlen, Presented at the AER Convention, Denver July, 2000 Responsible Inclusion Belongs in an Array of Placement Options The Core Curriculum for Blind and Visually Impaired Students Curriculum Programming at TSBVI Teaching Students with Visual and Multiple Impairments - programming information and tools, including assessment Michigan Vision Severity Scales Quality Programs for Students with Visual Impairments (QPVI) is a model for providing technical assistance to public schools in developing and/or improving services for students with visual impairments. TSBVI Career Education Teacher Aides Working with Students with Disabilities: Vision Impairment (PDF) - (Non-TSBVI site) OREGON Project Information (Non-TSBVI site) - The Oregon Project for Visually Impaired and Blind Preschool Children (The OR Project) is a comprehensive curriculum designed for use with children birth to six who are visually impaired or blind. Inservice Training for Local School Staff Expands TVI Resources Program Guidelines for Students Who Are Visually Impaired - from California Department of Education-Special Education Division.
Extractions: This page is dedicated to improving the education and lives of students and loved ones with exceptionalities, disabilities, and the gifted. American Teachers staff and our community of educational professionals assemble this resource portal. In no way is it complete or intended to be an authority, we only hope it will help. Please send your suggestions to: Suggestions Special Education Special Education Top A list of Popularity Portals - Link Lists Ranked by Use American Teachers' Top Sites - [NEW]
U Seek U Find - Learning - Teachers of Reading Codes for the blind Canine Companions advocacy Conductive education Information Conductive education is a unique system of teaching and learning http://www.useekufind.com/tresourc.htm
Teacher Resource Center Title The blind Child in the Regular Preschool Program Annotation This article provides suggestions for teachers of a regular education, preschool program on http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=3366
VirtEd blindness, deafness, cancer, neuromuscular diseases and conditions action, employment and benefits, recreation and education. be used to teach Spanish speakers http://www.mcwdn.org/VirtEd2.html
Extractions: What's on this page: VirtEd is an effort to complement the curriculum taught in the traditional educational setting with virtual curriculum that makes use of the vast potential of the Internet. Its goal is to provide information equity for all students, regardless of disability, geographical location, socioeconomic status, etc.. Most of the units or sites are set up with basic information on a particular topic within a discipline. When the user completes a page, there are in most cases an interactive quiz that is similar in format to the multiple choice format used on many standardized tests. While correct answers are given, no scoring is done. This is intentional as the VirtEd site quizzes are meant to be practices or checks on material read. Activities and links are also part of many of the sites to foster further exploration of each of the topics within the context of the Internet and beyond. VirtEd is a work in progress with units being added and modified. Suggestions and clarifications are welcome.
Blind Kids Lost In The Educational System stop to say that there are some very dedicated teachers in the regular education classes who attempt to address the needs of their mainstreamed blind students. http://www.nfb.org/bm/bm02/bm0211/bm021104.htm
Extractions: The Braille Monitor November 2002 back next contents Blind Kids Lost in the Educational System by Caroline Rounds Caroline Rounds works with her class. From the Editor: The following article is taken from a speech delivered by Caroline Rounds at the National Federation of the Blind of California convention in October of 2001. It also appeared in the spring/summer, 2002, issue of the affiliate's newsletter. Mrs. Rounds is president of the High Desert Chapter of the NFB of California. Thank you for allowing me to address you with my thoughts and concerns about the education of our blind children in the public schools today. I taught regular education in a school which addresses the needs of children whom we call troubled readers. I have taught fourth, fifth, and sixth graders who are for one reason or another still emerging readers. In this capacity I have attended many literacy seminars. As I sat there I heard over and over again, "All children should be reading by the age of nine." I couldn't help wondering if they really meant "all children," because I know a group of children who are not reading at grade level. That is when my excitement, passion, and enthusiasm began for working with our blind children. The definition of literacy is being able to read and write with meaning and purpose. As I sat in those seminars, I heard a lot about how children learn to read and why they need to read. We all know that reading is important. We have reading programs in prisons because we know that, if prisoners can read and write, their success rate when they get out of prison is much higher.
Another Milestone In Ruston, Louisiana Our second master s degree programa master s of education with certification in teaching blind students (TBS)has just graduated its first class of http://www.nfb.org/bm/bm04/bm0405/bm040512.htm
Extractions: Braille Monitor May 2004 back next contents Another Milestone in Ruston, Louisiana by Ron Gardner From the Editor: Ron Gardner is director of the Professional Development and Research Institute on Blindness at Louisiana Tech University, the institute created by Joanne Wilson in collaboration with Louisiana Tech University officials before she left for Washington. Ron has some exciting news to announce. Here is what he says: Kaye Bullard and Brook Sexton in academic regalia Our Institute on Blindness at Louisiana Tech University is committed to achieving academic excellence dedicated to blind empowerment. Our first graduate degree program established at Louisiana Tech through a partnership with the Louisiana Center for the Blind was a master's degree in educational psychology with a concentration in orientation and mobility (O and M). We strongly believe in nonvisual instruction and structured discovery learning, and it has been a resounding success. Our O and M graduates are being sought across the nation. Ninety-five percent of our graduates are currently working as blindness professionals, using their master's degrees in O and M. Brook Sexton of California received her master's of education degree and is currently employed at the Institute on Blindness, working on research in the area of education of blind children and conducting in-service training for teachers, parents, and para-professionals in the education of blind children. She is also helping to teach here at the university. She will continue working at the Institute on Blindness and plans to pursue a doctorate in education.
Extractions: By Sharon Abercrombie, The Catholic Voice When Holy Family Sister Ann Marie Gelles was 33, she lost what was left of her eyesight. Now she could no longer see the sun or delight in blinking Christmas lights or mistake mail boxes for people"wondering why they didnt answer me back when I talked to them," she said with a laugh. "It was like losing my best friend," she added, even though she had known since childhood that her limited sight would eventually leave her. By the time blindness overtook her, she had been in her religious community for more than 10 years. Ann Gelles relationship with the Holy Family Sisters dates back to her teenage years, when she substituted for her twin sister who was teaching a first-grade CCD class in a local parochial school. The one-time stand-in led to more teaching, which suited young Ann just fine, she recalled. "From the time I was 10, I knew I wanted to teach, preferably in a blind school." Deep down she also realized she would probably never marry. But become a nun? Well, the idea of a religious vocation hadnt appeared on her radar screen, just yet. But a Holy Family Sister who encouraged Ann in her CCD teaching invited her to a youth retreat at the Sisters Fremont motherhouse. The teenager accepted, with some apprehension. She thought that Sisters were unbelievably holy and set apart from normal people. The teen received the surprise of her life that weekend. "It really shook me up inside. I found out that nuns were normal, ordinary people."
Education Resources goals, summarizes their publications and teacher education program, and The New York Institute for Special education. as an institution for the blind, NYISE now http://www.educationindex.com/educator/
Extractions: Education Resources SM A B C D ... I J K L M N ... U V W X Y Z The American Association for the Advancement of Science promotes science, math, and technology education improvements and an even playing field for all students. This site offers news, programs, their film and book review journal, and the most recent issue of Science Education News , offering current science, math, and technology education news and activities. Past issues are archived. The Activities Involving Math and Science Education Foundation has put together this page. The Foundation publishes a magazine of math and science activities for teachers to use in the classroom. This online site doesn't have as much, but it does have a good puzzle section that anyone can access. AskERIC allows you to ask specific education questions, visit the library, and learn the latest in education technology. This site provides valuable help in making the most of the huge ERIC resource. "Mediated Learning" is a software program aimed at the improved learning of college entry-level math, other subjects to follow. This site offers detailed course information, testimonials from students and faculty, and a roundtable discussion of instruction, learning, and technology.
Extractions: Certification RHODE ISLAND REQUIREMENTS FOR SPECIAL EDUCATOR - BLIND/PARTIALLY SIGHTED This certificate is valid for service as a teacher of students who are blind/partially sighted ages birth through twenty-one. This certificate is also valid for services as a Diagnostic Prescriptive Teacher (DPT) to this population. PROVISIONAL CERTIFICATE - valid for three (3) years Completion of an approved program designed for the preparation of teachers of students who are blind/partially sighted within five (5) years from date of application. Those applicants who have not completed an approved program shall present evidence of a minimum of two hundred (200) clock hours of supervised student teaching or intern experience within the context of an approved teacher preparation program for students who are blind/partially sighted, and not less than twenty-four (24) semester hours of courses approved by the Department of Education for the preparation of teachers of students who are blind/partially sighted in the following content areas: Introduction to Education of Students who are Blind/Partially Sighted; Psychology of Students who are blind/partially sighted; Anatomy and Physiology of the Human Eye; Assessment for students who are blind/partially sighted; Curriculum and Methods for students who are blind/partially sighted; Fundamentals of Reading and Writing Braille; Foundations of Orientation and Mobility; Techniques of Working with the Severe/Multi-Disabled; and Behavior Management.
Resources For Parents Of Blind Children for discussion of issues related to homeschooling children who are blind. Topics of discussion have included teaching Braille, special education services for http://www.growingstrong.org/bvi/
Extractions: 609,000 children in the United States live with some degree of visual impairment. Of these, over 95,000 are unable to read newspaper print, and over 50,000 are legally blind, meaning that their visual acuity with corrective lenses is less than 20/200 in their better eye or that their visual field spans less than 20 degrees. 1.5 million children in the world are legally blind. Parents of many of these children are finding the support and resources they need using the Internet. A number of email groups provide opportunities to interact with other parents and blind adults. Web sites provide free information and links to books that can be purchased online. If you are just beginning your search for information in response to a recent diagnosis, the first thing you should know is that your child can lead a very fulfilling life with or without eyesight. Your support will provide all the encouragement your child needs; and when you understand blindness and how people do things without eyesight, you can pass this knowledge on and help make that fulfilling life a reality. This site will help you find the best resources for yourself and your child. Please do come in and explore. If your child has recently been diagnosed with a visual impairment, you may have many questions about whether treatment can help, how to help your child use his remaining vision, and what to do next.
VSO - Volunteering The VSO special education sensory programme offers teachers of the opportunity of working in countries where the needs of deaf and blind children are http://www.vso.org.uk/volunteering/education_special_sense.htm
Extractions: The VSO special education sensory programme offers teachers of the hearing or visually impaired the challenging opportunity of working in countries where the needs of deaf and blind children are gradually being recognised. You could be working directly with children either in a school or college, in a community-based centre, or training teachers to improve their teaching skills. Qualified teacher with minimum of 6 months experience. Qualifications required for some placements for teachers of the deaf: BSL (Stage 2 minimum) or ASL, and for teachers of the blind: Certificate in Standard English Braille. Some placements may accept other qualifications, please contact VSO to discuss this. A placement with VSO will give you the opportunity of working in a different culture where attitudes to disability are very challenging. A VSO placement often enables teachers to acquire skills not normally gained as a classroom practitioner - training skills, material development, course design, workshop delivery and advocacy - as well as developing "softer" skills such as self assurance, negotiating skills, resourcefulness, creativity and working with others.