The Blind Leading - The Economic Times The blind leading PANKAJ JALOTE MONDAY, MARCH 03, 2003 011649 AM For any education, if the teacher has to teach some material, then he must know http://www.cse.iitk.ac.in/users/jalote/GenArticles/ET3-3-03.htm
Extractions: LEARNING CURVE Friday, March 7, 2003 Updated at 14:33 hrs IST Advanced search Search in Economic Times India Web Images document.write(strdisplay + strlogdisplay); Indiatimes The Economic Times Editorial Today's Features ... Learning Curve Article Home News Companies Economy International Business News By Industry ... Most Read Articles Markets Stocks Forex Debt/Money Commodities Money Matters Mutual Funds Insurance Savings Centre Loan Centre ... Tax Centre Opinion Columnists Editorial Today's Features Learning Curve ... Letters to Editor Magazines The Sunday ET Investor's Guide Brand Equity Corporate Dossier ... Times b2b For NRIs India on Mobile Services ET Portfolio Tracker Ask the Expert Bill Pay Archives ... Medianet E-Commerce Auctions Shopping Classifieds Travel Booking The blind leading [ MONDAY, MARCH 03, 2003 01:16:49 AM ] THE demand for technical education has grown exponentially in India, fuelled largely by the boom in knowledge-based industries. This increased demand is currently being serviced largely by private colleges: of the over 1,500 engineering colleges, probably less than 10% are government-sponsored. For any education, if the teacher has to teach some material, then he must know much more than the material to be actually taught. Only when one possesses advanced knowledge about a subject does one understand the overall perspective and the role of basic knowledge of that subject. So, for example, a teacher who has learned advanced mechanics can appreciate Newtonian physics a lot better and can consequently teach it better. Similarly, a teacher who teaches arithmetic can understand it better and consequently explain it better if he understands algebra.
Extractions: Universal Design Education Online h ome c ustomize ... Teaching Techniques that Accommodate Students with Disabilities and/or Unique Styles > Universal Design in Education: Teaching Non-Traditional Students An Excerpt Reprinted with permission from the publisher, Greenwood Press, Greenwood Press Frank Bowe, Professor Hofstra University, Hempstead, New York, USA Teachers at all levels, from preschool to K-12 to university programs to adult and continuing education, now deal with a remarkably diverse student population. Growing numbers of students have such disabilities as attention deficits or learning disabilities. Many older students have impairments of hearing and of vision. Large numbers of students come from cultural traditions other than the Euro-American, Judeo-Christian Western "white" culture and for this reason bring different expectations to the classroom. Chapter 1 explores the characteristics of these non-traditional students. Meeting all of the tremendous variety of needs these students present is not something most teachers can do. What is possible is to design and deliver instruction that responds to most of these needs. That is what this book is about.
Lifestyle - Frustrations With Education For most blind people its the only way to go. How do we get started? Over the years, my son has told me that I teach him more than some of his teachers http://www.enablelink.com/frustrations_with_education.htm
Extractions: Welcome to Click Here to Skip Navigation Bar Frustrations with Education I guess my original Frustrations article touched a nerve with a lot of people. It seems we, the blind, deal with more discrimination than most think. Here are how some feel about ways we are treated unfairly in the field of education. Also included are some tips and suggestions in solving some of the problems we are faced with. Just some thoughts on vocational training: I expect this will offend somemaybe it should? During the recent explosion of educational coverage of the Islamic religion, I kept noticing these "blind" religious leaders. Where are their counterparts in western civilization? Blind blues bands, blind singers, and blind beggars are all recognized "blind" positions. I can't think of any leadership positions that would match up? Why is this different in Islamic society, and what does it indicate about their society and ours? I have to ask, is every American given the chance of an education? Many blind people are very dissatisfied with what the US calls Vocational rehabilitation. Its services are offered to help the disabled find employment. But there are different factors in every case. VR can only help so much. Some people have multi disabilities, some have family responsibilities, some have learning issues, and some want to live where they want to. I believe my state vocational rehab does try. But living in rural areas of West Virginia where public transportation doesnt exist, jobs are few. This does create problems for the VR people to come up with employment ideas for their clients. Its up to the individual to decide what they can and want to do. I think that in the country as well as the city, self-employment can be the answer. But most VR departments cannot help with self-employment. For most blind people its the only way to go. How do we get started? Do research. Self-employment can be risky, and not easy to do without some sighted help. A start is to think about where you live and what you would enjoy doing. What is available in your area? Talk to other blind people and see what they are doing.
Hadley At A Glance Mission To Promote Independent Living Through Strategic Plan To respond to the many thousands of blind and low vision individuals worldwide who do Family education Program 1. Reach Out and teach 2. http://www.hadley-school.org/Downloads/txt/HadleyAtAGlance.txt
Guide Dogs For The Blind, Inc. - Grads In The News - Sister Ann From the time I was 10, I knew I wanted to teach, preferably in a blind school. Sister Gelles worked as a religious education teacher in Walnut Grove, http://www.guidedogs.com/Grad feature-SisterAnn.htm
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."
Extractions: International Disability Alliance 1. States Parties recognise the right of all girls, boys, young people, women and men with disabilities to quality education. With a view to achieving this right progressively and on the basis of equal opportunity, the education of girls, boys, young people, women and men with disabilities shall be directed to: (a) building a society that is inclusive to all girls, boys, young people, women and men (b) the full development of the human potential and sense of dignity and self worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity; (c) enabling all persons with disabilities to fully participate effectively in a free and inclusive society; (d) the development of the individuals personality, talents and abilities to their fullest potential;
Blind Education Pioneers In China And India: Contents Online paper about 19th century pioneers of blind education in China and India. blind Sighted Pioneer Teachers in 19th century China India http://www.socsci.kun.nl/ped/whp/histeduc/mmiles/
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 Online paper about 19th century pioneers of blind education in China and India. blind Sighted Pioneer Teachers in 19th century China India (part 4) 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."
Blind Kids Lost In The Educational System As a regular education teacher I was a beneficiary. In that capacity I received If literacy is learned, who is doing the teaching of our blind children? 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.
[PHOTO/CAPTION: Caroline Rounds] I wonder if the regular education teacher is handing that blind child a sailboat to feel while the sighted children are looking at a picture? http://www.nfb.org/fr/fr13/fr04ss08.htm
Extractions: Future Reflections Spring/Summer 2004 back next contents Blind Kids Lost in the Educational System by Caroline Rounds Caroline Rounds Editor Note: The following article is reprinted from the November 2002 issue of the Braille Monitor , the monthly publication of the National Federation of the Blind (NFB). It is taken from a speech delivered by Caroline Rounds at the NFB of California convention in October of 2001. It also appeared in the spring/summer, 2002, issue of the affiliates newsletter. Mrs. Rounds was recently honored as the 2003 winner of the $10,000 Kenneth Jernigan Scholarship Award. Here is what she says about some of the problems she has observed in the education of blind children: 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 couldnt 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.
Extractions: From A Professor Of Education by Homer Page Editor's Note: Dr. Homer Page is blind and for many years has been a professor in the Department of Education at the University of Colorado at Boulder. He is also Chairman of the Boulder County Board of Commissioners and President of the National Federation of the Blind of Colorado. At the 1993 meeting of the National Association of Blind Educators he had good advice for blind students planning to do student teaching. His remarks were printed in the Spring/Summer 1994 issue of the Blind Educator, the publication of the National Association of Blind Educators. This is what he said: I am very pleased to have a chance to speak to you on this topic. Of course, the blind student teacher must have a good knowledge of the subject which is to be taught, but equally important is mastery of the skills of blindness. The blind student teacher must be literate in Braille, quick with keyboard skills, and experienced in the use of the long white cane. Since sighted student teachers are expected to pick up a list of student names on the first day and read them quickly, the blind student teacher must have the skills to do the same. For most of us who do not see or do not see very well, Braille skills are a requirement. When closed circuit TV or very enlarged materials must be used, so much energy is consumed in decoding the print that the teacher inevitably loses contact with the students. Braille is the solution for such a teacher.
Extractions: Blind Teacher Shows Students A New Way To See The World Those who have met Melissa Lagroue will tell you that she is an attractive, perfectly normal young woman. She graduated from college in June with a degree in elementary education and was married to John Williamson, a medical student, in mid-July. Because the young couple will be settling down near the medical school in an area in which teachers have been laid off in recent months, Melissa is going on to graduate school rather than looking for a job right away. Hers is a story repeated with variations thousands of times every summer. But each human being is unique, with personal gifts to give and contributions to make. Melissa is blind and an active and dedicated member of the National Federation of the Blind. She understands that Federation philosophy is meant to be lived and that it works. When an education professor at her college told her two years ago that she had no business training to teach public school, Melissa rallied her forces and disputed that view successfully. (See the June, 1991, issue of the Braille Monitor.) Melissa Lagroue student taught last year like the other members of her Birmingham Southern education-major class. But Melissa clearly made a profound impact on the children and teachers with whom she came into contact. On April 30, 1992, the Birmingham News carried a story by Scottie Vickery about Melissa Lagroue and her class. Here it is:
The National Organization On Disability - Article John Williams Column Nationwide Shortage of Teachers for blind Students There are special education teachers who believe school districts dont try as http://www.nod.org/index.cfm?fuseaction=Feature.showFeature&FeatureID=923
Extractions: Printer friendly version The approach to education of individuals who are deaf-blind has changed significantly since the rubella epidemic occurred in the United States and Western Europe in the early 1960s. This article examines how methods developed in the Netherlands influenced later theories and practices, and how those theories have evolved and changed over time ( Deaf-Blind Perspectives Winter 1997-98 Volume 5 Issue 2). Reprint permission, courtesy of Dr. Jan van Dijk, 2001 Dr. J. van Dijk University of Utah The approach to education of individuals who are deaf-blind has changed significantly since the rubella epidemic occurred in the United States and Western Europe in the early 1960s. Prior to the epidemic, only incidental successes in educating children who are deaf-blind had been reported. In the United States, Samuel Gridley Howe wrote in a detailed manner about his student, Laura Bridgman, and Anne Sullivan reported on the enormous educational progress of Helen Keller. In Norway, Ragnild Kaata, a deaf-blind student, was taught to talk, and in France, Marie Heurtin received wide attention for the level of language she was able to attain. This article examines how methods developed in the Netherlands influenced later theories and practices in the education of these children and how those theories have evolved and changed over time.
Extractions: home library selected topics history DB-LINK The National Information Clearinghouse On Children Who Are Deaf-Blind The approach to education of individuals who are deaf-blind has changed significantly since the rubella epidemic occurred in the United States and Western Europe in the early 1960s. This article examines how methods developed in the Netherlands influenced later theories and practices, and how those theories have evolved and changed over time ( Deaf-Blind Perspectives Winter 1997-98 Volume 5 Issue 2). Reprint permission, courtesy of Dr. Jan van Dijk, 2001 History and Change in the Education of Children Who Are Deaf-Blind Since the Rubella Epidemic of the 1960s: Influence of Methods Developed in the Netherlands Dr. J. van Dijk University of Utah The approach to education of individuals who are deaf-blind has changed significantly since the rubella epidemic occurred in the United States and Western Europe in the early 1960s. Prior to the epidemic, only incidental successes in educating children who are deaf-blind had been reported. In the United States, Samuel Gridley Howe wrote in a detailed manner about his student, Laura Bridgman, and Anne Sullivan reported on the enormous educational progress of Helen Keller. In Norway, Ragnild Kaata, a deaf-blind student, was taught to talk, and in France, Marie Heurtin received wide attention for the level of language she was able to attain. This article examines how methods developed in the Netherlands influenced later theories and practices in the education of these children and how those theories have evolved and changed over time.
Extractions: State Licensure for Special Education Teachers Back Home Welcome to The National Association of Special Education Teachers Career Center . This online career service allows employers to post job opportunities and for members to view these job opportunities. With the NASET Career Center, members can search job listings from employers who have posted available positions with NASET. Description: Special Education Program beginning this semester (2005) at Hillel Hebrew Academy in Beverly Hills. Looking for a qualified Special Education Teacher for a small class of 4th grade boys. Must be able to think out of the box, lively, make these kids enjoy and love learning. Energetic boys with various Learning Disabilities. Must be able to keep them all engaged at their various levels. Ability to teach Hebrew a big plus.
U Seek U Find - Learning - Teachers RESOURCES FOR TEACHER education Learning Theories, Adult education, education for the blind. What blind People Wish Sighted People Knew About blindness http://www.useekufind.com/tresourc.htm
Extractions: Sites For Teachers Cultural Diversity Learning Styles Discipline and Character Education ... Special Education -Choose Your Destination- Dictionary: Websters Online Dictionary Shareware: CD/Net Weather: Weather Channel Web: Excite Web: Galaxy Web: HotBot Web: Infohiway Web: InfoSeek Web: LawCrawler Web: Lycos Web: Magellan Web: Meta-Search Web: Yahoo! Web: Webcrawler BigBook Yellow Pages New Rider WWW Yellow Pages Computers: Computer Currents Interactive Dictionary Computers: ZD Net Search Computers: CD/Net News: Chicago Tribune News: CNN News: LA Times News: New York Times News: Washington Post People: Bigfoot People: InfoSpace Directories People: POPULUS (Name/Email or College) Places: New York City Search Places: Countries (All) : AAA Matilda Places: Canada: Yahoo! Places: EuroSeek Places: German: Aladin Places: German: Lycos Places: Japan: Yahoo! Places: Sweden: Lycos Religion - Christian:All In One Chrisitan Index Religion - (Christian): GOSHEN Religion - (Christian): GOSHEN Christian Shareware Religion - (Christian): His Net Religion - (Christian): Best Of The Christian Web -Choose Your Destination- A Accounting and Tax Sites Directory Accounting Links: Galaxy Advertising World ARCHITECTURE: Virtual Library Art: Galaxy Arts Wire Database Astronomy: Galaxy B Biology: Galaxy Botany Links: Galaxy Botany: MEDICINAL AND POISONOUS PLANT DATABASES Catalog of Botanical Illustrations Business Administration: Galaxy Business Research Tool: MADALYN
