Effective Teaching Strategies: Case Studies from the Alphabetic Braille and Contracted Braille Study

Barclay, Lizbeth; Herlich, Stephanie A.; Sacks, Sharon Zell

doi:10.1177/0145482x1010401204

Cited by 6 publications

(6 citation statements)

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“…Daily literacy instruction for young Braille readers is essential (Koenig & Holbrook, 2000a). Braille instruction must be systematic, regular, adequate to the child’s needs, and provided by knowledgeable and appropriately trained personnel, to give the child who is blind the best opportunity to become a proficient reader (Barclay, Herlich, & Sacks, 2010; Koenig & Holbrook, 2000a; Lusk & Corn, 2006; Musgrove & Yudin, 2013; U.S. Department of Education, Office of Special Education and Rehabilitative Services, 2000; Wall Emerson, Sitar, Erin, Wormsley, & Herlich, 2009).…”

Section: Visual Impairmentsmentioning

confidence: 99%

“…Other recommendations are supported by emerging and limited levels of evidence, given their reliance on expert opinion and systematic reviews of the literature. Intervention studies that seek to identify the most effective instructional strategies are surprisingly sparse; but collaborative studies such as the Alphabetic Braille and Contracted (ABC) Braille Study (Barclay et al, 2010) are a promising trend.…”

Section: Visual Impairmentsmentioning

confidence: 99%

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A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

Luckner

Bruce

Ferrell

2015

Communication Disorders Quarterly

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The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center at the University of Florida (http://ceedar.education.ufl.edu/) is a national technical assistance center dedicated to supporting states in their efforts to develop teachers and leaders who can successfully prepare students with disabilities to achieve college and career-ready standards. One of the objectives of the project is to organize and synthesize the literature on evidence-based practices for students with disabilities. The purpose of this article is to share a summary of the evidence-based practices in the areas of communication and literacy for students who are deaf, hard of hearing, visually impaired, or deafblind, as well as recommendations for service providers and researchers.

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Section: Visual Impairmentsmentioning

confidence: 99%

Section: Visual Impairmentsmentioning

confidence: 99%

A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

Luckner

Bruce

Ferrell

2015

Communication Disorders Quarterly

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“…As Roe, Rogers, Donaldson, Gordon and Meager (2014) state, teachers need to plead the use of braille, comprehend their role, and make students feel independence by using it. Also, teachers must know to divide appropriately children's time, in order to provide them with opportunities to deal with accessibility, learning literacy skills, and participate in group activities with their peers (Barclay, Herlich and Sacks, 2010;Roe et al, 2014). Some of the reading skills that children can develop by learning braille are the recognition of intimate words, (Adams, 1990) the articulation of unfamiliar words (Goulandris & Snowling, 1995), and the comprehension of decoding texts (Stanovitch, 2000).…”

Section: Teacher's Contribution In Learning Braillementioning

confidence: 99%

Teachers’ Contribution in Deafblind Students’ Braille Literacy

Spyropoulou

2020

EJSE

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Deafblindness constitutes a dual sensory impairment that is caused by acquired or congenital factors. Assistive technology has converted learning into an approachable good for them. Based on the literature review, braille turned out the most effective assistive device that promotes deafblind (DB) children’s literacy. However, education without human contribution cannot operate properly. For that reason, teachers play a vital role in children’s learning development and can act as the mediators of the provided knowledge. The educational personnel has to bear in mind that every DB child has unique necessities. Consequently, it is imperative need to teach them the suitable combination of methods and techniques consolidated with their knowledge and experience. This research study will employ the methodology of qualitative research as well as the method of semi-structured interviews with teachers of DB students, in order to discover efficient strategies of teaching braille that could build children’s literacy in the school environment. Article visualizations:<img src="/-counters-/edu_01/0728/a.php" alt="Hit counter" />

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“…When considering effective strategies for teaching reading through braille there is a need to provide a braille-rich environment by immersing pupils in braille, to integrate listening, speaking, reading and writing, to work with a strong focus on meaning, to model literacy behaviours, to emphasise process as well as product and to encourage pupils' participation in decision-making (Barclay, Herlich, & Sacks, 2010;Swenson, 1999).…”

Section: Starting Schoolmentioning

confidence: 99%

Teaching Literacy through Braille in Mainstream Settings whilst Promoting Inclusion: Reflections on Our Practice

Roe

Rogers

Donaldson

et al. 2014

International Journal of Disability, Development and Education

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We would describe teaching literacy through braille as one of the most rewarding and challenging aspects of the role of a Qualified Teacher for the Visually Impaired (QTVI). This article focuses on teaching literacy through braille in mainstream settings whilst promoting inclusion and meeting the social-emotional needs of children who use braille. It aims to share good practice and is based on reflections from our own practice and research carried out by some of the authors. The article considers the impact of vision impairment on opportunities for literacy development, the main challenges QTVIs working in a peripatetic (itinerary) way face, as well as what works well and how we can overcome these challenges. The article describes what characterises good practice in teaching braille, describes effective collaborative work between teachers, other professionals and parents, and analyses how to promote inclusion whilst ensuring pupils access the specialist curriculum and individualised instruction.

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Effective Teaching Strategies: Case Studies from the Alphabetic Braille and Contracted Braille Study

Cited by 6 publications

References 1 publication

A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

Teachers’ Contribution in Deafblind Students’ Braille Literacy

Teaching Literacy through Braille in Mainstream Settings whilst Promoting Inclusion: Reflections on Our Practice

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