Linked Data Explorerhttp://worldcat.org/entity/work/id/37278656
Literacy for Persons Who are Deaf-Blind
Each person who is deaf-blind--whatever her sensory, mental, and physical abilities--deserves the opportunity to become literate in all the ways of which she is capable. Reading and writing are especially crucial for one whose world is narrowed because of vision and hearing losses. Literacy can enable such a person to exchange information and ideas, and develop relationships that would otherwise be out of reach. This paper presents a beginning list of the pragmatic functions of reading and writing, together with some examples of each function. As readers read the list, they might think about a person who is deaf-blind and consider how that person could benefit from each of these uses if they were made available by means of adaptations.
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http://schema.org/about
- http://id.loc.gov/authorities/subjects/sh85077482
- http://id.loc.gov/authorities/subjects/sh94008942
- http://id.worldcat.org/fast/1430169
- http://id.loc.gov/authorities/subjects/sh85014879
- http://id.worldcat.org/fast/1090818
- http://id.worldcat.org/fast/837565
- http://id.worldcat.org/fast/999888
- http://id.loc.gov/authorities/subjects/sh87004982
- http://id.worldcat.org/fast/1430178
- http://id.loc.gov/authorities/subjects/sh95007855
http://schema.org/description
- "This fact sheet discusses the importance of literacy for individuals who are deaf-blind, the social functions of reading and writing, and conditions necessary for the development of literacy. Strategies for promoting literacy among this population are described and include: (1) invite children and adults who are deaf-blind to observe as you use the computer, read the newspaper, write notes, read signs, and engage in other literacy activities; (2) arrange specific opportunities for the child or adult to touch adults or young people as they read Braille; (3) read stories to children who are deaf-blind; (4) use accessible labels on rooms, shelves, coat hooks and furniture; (5) pause a moment as a child notices a label, be aware of the child's reaction, and make a simple comment; (6) pause often during story-reading times, notice the child's reactions, and respond to them; (7) use dialog journal with a child who is deaf-blind and who has some beginning reading and writing skills; (8) respond conversationally to any drawing, proto-writing, or writing attempt; (9) accumulate Braille books and other materials; (10) make a story box to accompany a Braille or print story; and (11) adapt storybooks by using textured pictures. (Contains 16 references.) (CR)."
- "Each person who is deaf-blind--whatever her sensory, mental, and physical abilities--deserves the opportunity to become literate in all the ways of which she is capable. Reading and writing are especially crucial for one whose world is narrowed because of vision and hearing losses. Literacy can enable such a person to exchange information and ideas, and develop relationships that would otherwise be out of reach. This paper presents a beginning list of the pragmatic functions of reading and writing, together with some examples of each function. As readers read the list, they might think about a person who is deaf-blind and consider how that person could benefit from each of these uses if they were made available by means of adaptations."@en
http://schema.org/genre
- "Reports - Descriptive"@en