[stylist] New THOUGHT PROVOKER #151- The Braille Princess

[Aziza C]

We don't want to draw attention to ourselves in a "cute," way, but the
fact is sighted people see a blind child reading or doing something
"amazing," and it is "cute." Even blind adults get that
treatment/reaction sometimes, its just the way it is. I doubt that
will ever change. People who haven't been exposed to blindness are
easily astounded.
Aziza

On 11/15/09, Pat Harmon <pharmon222 at comcast.net> wrote:
> The fact that Braille is reading and writing can never, ever be overlooked
> by touchy pictures, wild straw drawings, noodle art or colorful paint globs.
> BRAILLE IS READING.  It is not always read by a cute little boy or girl on
> grade level in public schools who happens to have diligent parents.  No
> matter what, BRAILLE IS READING.  At its basic level, it is language.
>
> If we believe blindness is a simple characteristic present in an individual
> the way curly hair is, we must not call too much attention to the touch
> technique required for finger reading.  Demands for reading and writing must
> resemble those of the demands for students using print.  We long to have our
> blind children included in classes, not set apart because he or she happens
> to be cute and "sort of" smart.  Inclusion must mean inclusion.  Braille
> must be reading and writing!
>
> Braille literacy is beautiful without drawings and photographs to appeal to
> the eye.  We can add them for fun, but Braille is at its best plain and
> basic.
>
>
> (When I deliver speeches or programs to groups, I tell my life story as
> "Princess-want-to-be" because I always believed my life was supposed to be
> luxurious and problem-free.  Wrong!)
> ----- Original Message -----
> From: "Robert Newman" <newmanrl at cox.net>
> To: "'Writer's Division Mailing List'" <stylist at nfbnet.org>
> Sent: Sunday, November 15, 2009 10:43 AM
> Subject: [stylist] New THOUGHT PROVOKER #151- The Braille Princess
>
>
>> Fellow Writers
>> RE: The Braille Princess
>>
>> With this 200th year celebration of Louis Braille's birthday and our thank
>> you to him for Braille, I have written a TP centering on the importance of
>> literacy and learning to read early, print for the print reader and
>> Braille
>> for the Braille reader. If you have not read the PROVOKER, it follows.
>> Recall that I collect responses and post them upon my web site for all the
>> WWW to read and learn from and that URL is- Http://thoughtprovoker.info
>> <http://thoughtprovoker.info/>   If you wish to receive THOUGHT PROVOKERS
>> sent directly to you, just write me and ask, at-  newmanrl at cox.net
>>
>> THOUGHT PROVOKER 151
>> The Braille Princess
>>
>> "This is our first day of kindergarten." The faces of the small children
>> grouped around the teacher all looked up with energy filled expectation.
>> "I
>> want us to talk about one very, very important skill all teachers want
>> their
>> students to learn. It is reading. First, to make sure we understand new
>> words --- what is a skill?" Teacher and students shared back and forth,
>> clarifying several key words.
>>
>> The teacher asked, "How many of you can read?" Nearly all hands shot up.
>> "Oh
>> my, what a smart class." Testing prior to the beginning of school had
>> shown
>> the teacher each student's skill level. Nearly all of them could read,
>> most
>> only a few words and a very few could actually read beginning children's
>> books.
>>
>> "Why do you think being able to read is important?" Many voices and hands
>> answered her question.
>>
>> Pointing to a small girl bouncing on her knees, hand pumping, the teacher
>> chose, "Breanna."
>>
>> "To read to your mommy and daddy."
>>
>> "Good answer. Reading to your parents is an excellent reason. Thank you."
>>
>> After taking several more answers the teacher moved into the next phase of
>> the day's plan. "It is also important for you children to learn from one
>> another. Today, I have asked two students to bring one of their favorite
>> books and read it to the class. And by the end of this school year, I
>> expect
>> that you all will have your turn." Indicating the kid-size chair at her
>> side, "Michael, you are first."
>>
>> Seated, the small boy nervously fingered his brightly colored book,
>> holding
>> its cover forward to show it to his audience. "My favorite book is
>> 'Ruffles,
>> The Big Red Dog." Positioning it on his lap, he began reading.
>>
>> "Thank you Michael. And now, Kendra. Please come up to our reading chair."
>> Tapping the chair, the teacher watched the small girl with her arching
>> cane
>> home in on the sound guide.
>>
>> "Students, remember, earlier today, we learned about why Kendra uses a
>> white
>> cane when she moves around the school."
>>
>> A young voice from the audience said, "She blind."
>>
>> "Yes, she is blind." Carrying on, the teacher said, "And so now we are
>> going
>> to learn about Braille, which is how Kendra can read."
>>
>> The small girl seated, cane at her feet, the teacher asked, "Kendra, first
>> please show and tell us the name of your book. Then tell the class a
>> little
>> about Braille."
>>
>> Composure intact, Kendra answered, "I learned to read when I was three.
>> You
>> read print because you can see it. I read Braille, because I am blind and
>> blind people read Braille with their fingers. Braille is raised dots. I
>> can
>> read as good as anybody." She raised the book up for all to see its cover.
>> "My favorite book is the 'Princess and the Pea.' My daddy calls me his
>> Princess."
>>
>> "Hey," exclaimed a student! "No picture! No letters!"
>>
>> After the stories were read, the teacher again addressed her class. "Miss
>> Young, my assistant has arranged the chairs in a circle. Each of you have
>> your own chair, your name is on it. So to find your chair, you must read
>> the
>> name-tag." The classroom noise level fell, then swelled; expressions on
>> faces ranged from blank wonderment, to knowing intelligence. "Reading is
>> important. I know some of you cannot read yet. However, soon I expect that
>> you will. So for help now, ask your neighbor or Miss Young or me to assist
>> you." The noisy reading and sorting began.
>>
>> "She's sitting in my chair!" The outcry of the small red-haired boy was
>> all
>> but lost in the overall noise level.
>>
>> "Kendra --- Tommy, we need to check the label," intervened the frazzled
>> Para. Lightly touching the petite blind girl sitting quietly on the chair
>> in
>> question, "Honey, did you feel for the Braille label on the back of the
>> seat?" Leaning forward to look herself as she spoke.
>>
>> "A problem here?" The teacher walked up.
>>
>> "Oh my," Miss Young looked at her boss, "the name-tag is missing."
>>
>> "Tommy knocked it off and it fell on the seat," said the boy from the next
>> chair over.
>>
>> "Yes, I'm sitting on my name," said Kendra. "And Tommy, you need to learn
>> to
>> read Braille."
>>
>> The eyes of the two adults met, both smiled, the teacher said, "Kendra, we
>> are going to call you, our Braille Princess."
>>
>>
>>
>> Robert Leslie Newman
>> Email- newmanrl at cox.net
>> THOUGHT PROVOKER Website-
>> Http://www.thoughtprovoker.info
>>
>> _______________________________________________
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>
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