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<DIV>Hello Pauline,</DIV>
<DIV>It appears that I do almost exactly the same as Gail does. Especially with
older students I use the Mangold Program of Tactile Discrimination. It has
exercises to develop all the skills of braille reading. Also, it includes
graphing student progress as an integral part of the program and I have found
that this is a crucial motivational portion of the process. Students really
enjoy seeing how they’re improving as they personally move the markers on the
graph paper. There is a letter and number program and they are available from
Exceptional Teaching aids.</DIV>
<DIV><A
href="http://www.exceptionalteaching.net">www.exceptionalteaching.net</A></DIV>
<DIV>Manuals are available in both print and braille.</DIV>
<DIV> </DIV>
<DIV>Like Gail, as soon as the students have mastered enough letters, I begin
brailing sentences and little stories, sometimes jokes and riddles, for the
student to read. I introduce contracted braille from the start and the student
is able to read meaningful sentences from quite early in the learning process.
</DIV>
<DIV> </DIV>
<DIV>As well as the Go Fish game, I also play a Categories game where I braille
lots of words on cards using the contractions. Then, we have three cards in our
hand and we have a pick up and discard pile. Players can lay down three or more
cards if the words are associated in a category. The student must explain the
association first. For example, pen, ten, men and pencil could be laid down as a
category of things found in a school. Hen, garden, pen and wren could be the
category of things found on a farm. Obviously, categories can be fairly
loose. </DIV>
<DIV>Hope this is helpful.</DIV>
<DIV>Warmly,</DIV>
<DIV>Heather</DIV>
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<DIV> </DIV>
<DIV style="BACKGROUND: #f5f5f5">
<DIV style="font-color: black"><B>From:</B> <A title=wagner_g@aps.edu
href="mailto:wagner_g@aps.edu">Wagner, Gail Katona Y</A> </DIV>
<DIV><B>Sent:</B> Friday, November 16, 2012 3:43 PM</DIV>
<DIV><B>To:</B> <A title=pibe-division@nfbnet.org
href="mailto:pibe-division@nfbnet.org">Professionals in Blindness Education
Division List</A> </DIV>
<DIV><B>Subject:</B> Re: [Pibe-division] Teaching Braille to a
Teenager</DIV></DIV></DIV>
<DIV> </DIV></DIV>
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style="FONT-STYLE: normal; DISPLAY: inline; FONT-FAMILY: 'Calibri'; COLOR: #000000; FONT-SIZE: small; FONT-WEIGHT: normal; TEXT-DECORATION: none">
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<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Hi
Pauline,<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">No
matter the age, I start with the Mangold program to work on good technique and
to get through the alphabet. I don’t do every single page necessarily, but it
really helps with proper finger and hand movement. The Braille Too program is
good for getting through the Braille code, but it is boring as heck! All
worksheets, unrelated sentences and very few stories. Once a student knows
his/her letters, I will Braille sentences and short stories having to do with
the student’s <B>interests.</B> I will include and add contractions as
they are learned. Braille her CD cases (or don’t they even use CDs any
more??) or DVD boxes. Braille friends’ names and phone numbers and email
addresses. I have my students write to each other as pen pals, or you can sign
up for a “Slate Pal” with the NFB. I read to my students and have them
follow along. I will stop and have them continue reading. I play word games in
Braille – something as easy as “go fish” with letters or new Braille
contractions can be goofy fun for a 14 year old. Have words/contractions on
separate cards and have them used to create sentences. I think one of the most
important things you can do is try to connect your student with someone close to
her own age who is a Braille user, or who is also learning. Contact your local
NFB or POBC group to see who is close by.<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Be
patient, be encouraging and have fun. <o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"><o:p></o:p></SPAN> </P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt">Gail
Wagner, TBVI<o:p></o:p></SPAN></P>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; FONT-SIZE: 11pt"><o:p></o:p></SPAN> </P>
<DIV>
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<P class=MsoNormal><B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt">From:</SPAN></B><SPAN
style="FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt"> Pibe-division
[mailto:pibe-division-bounces@nfbnet.org] <B>On Behalf Of </B>Smith, Pauline
L<BR><B>Sent:</B> Friday, November 16, 2012 9:08 AM<BR><B>To:</B>
'Pibe-division@nfbnet.org'; Brink-Chaney, Marcie A; Landino, Alice
J.<BR><B>Cc:</B> Miley, Priscilla; 'Vision@lists.pdx.edu'<BR><B>Subject:</B>
[Pibe-division] Teaching Braille to a Teenager<o:p></o:p></SPAN></P></DIV></DIV>
<P class=MsoNormal><o:p></o:p> </P>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">Good
Morning,</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">I teach braille in a
local rehabilitation program. In a little over a week, we will be geting a
14-year-old studfent who lost her sight earlier this year. She has ben
reluctant to begin braille instruction. What materials do you recommend
for teaching braille to this population of students? What techniques or
suggestions do you have for encouraging and/or teaching her? Your
assistance is appriciated.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">Pauline
Smith</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal><SPAN
style="FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">Braille
INstructor</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=MsoNormal> <o:p></o:p></P></DIV></DIV>
<P>
<HR>
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