[stylist] Reading Lips

Tue Nov 17 18:46:06 UTC 2009

Atty,
Do you realise that reading lips for a deaf person is like a totally
blind person getting by just by reading print on an opticon. It takes
about as much effort and their is probably just as much guess work
involved.

As someone who was born HOH (now profoundly deaf) I always miss not
being taught how to sign.

Helene

On 17/11/2009, The Crowd <the_crowd at cox.net> wrote:
> I would say that reading lips is a literacy issue for deaf people.
> It would be much easier in the work place for them if they could.
> Atty
>
> ----- Original Message -----
> From: "James H. "Jim" Canaday M.A. N6YR" <n6yr at sunflower.com>
> To: "Writer's Division Mailing List" <stylist at nfbnet.org>
> Sent: Monday, November 16, 2009 3:20 PM
> Subject: Re: [stylist] New THOUGHT PROVOKER #151- The Braille Princess
>
>
>> thanks Lori,
>>
>> I always have trouble knowing when capitolize and capitalize are
>> appropriate.
>>
>> spell check, its not going to know when its referring to Mr. Braille the
>> french dude, or when the subject is the everyday symbolic system we use
>> instead of lower case ink, lower case pen, or lower case handwriting.
>> jc
>> Jim Canaday M.A.
>> Lawrence, KS
>>
>> At 02:47 PM 11/16/2009, you wrote:
>>>I would agree, but my spell check says to capitalize (no o in that word,
>>>by
>>>the way) Braille whenever it appears.   Like Kleenex.   It may take a
>>>little longer to get to be lower case.
>>>Lori
>>>
>>>In a message dated 11/16/09 9:48:57 AM, jbron at optonline.net writes:
>>>
>>>
>>> > JC I agree with you.  I'm sure that a man named Robert Brown exists in
>>> > the
>>> > world, but JC wearing brown pants doesn't require the adjective to be
>>> > capitolized.  Judith
>>> > ----- Original Message -----
>>> > From: "James H. "Jim" Canaday M.A. N6YR" <n6yr at sunflower.com>
>>> > To: "Writer's Division Mailing List" <stylist at nfbnet.org>
>>> > Sent: Monday, November 16, 2009 2:08 AM
>>> > Subject: Re: [stylist] New THOUGHT PROVOKER #151- The Braille Princess
>>> >
>>> >
>>> > > Pat et al,
>>> > > you have said some that connects with something I've been thinking
>>> > about.
>>> > > it was started by a question at a chapter meeting.
>>> > >
>>> > > should we capitolize the word braille when it doesn't refer to Louis
>>> > > Braille but instead refers to his creation?
>>> > > we don't capitolize ink, pen, typewriter, paper, or maybe Crayon gets
>>> > > capitolized because its a brand name.  bandage doesn't get
>>> > > capitolized
>>> > but
>>> > > Bandaid certainly does as a brand name.
>>> > >
>>> > > if we only capitolize Braille when it refers to Louis Braille, as in
>>> > > the
>>> > > 2009 Braille memorial silver dollar, for example, that is of course
>>> > > rig
>>> > ht.
>>> > > but if as in this conversation we're talking about the braille
>>> > > princess
>>> > > (operhaps capitolized as a title of a work), but the tag on her chair
>>> > > would be in braille, lower case/uncapitolized.  the class should
>>> > > learn
>>> > > braille, uncapitolized.  just as we say the class is learning reading
>>> > and
>>> > > writing, neither reading nor writing are capitolized.
>>> > >
>>> > > this may seem like a small thing, but fits with the question of
>>> > > whether
>>> > we
>>> > > want to be unique and highlight our uniqueness.  whether braille is
>>> > > something foreign, special, isolated, separate, or just like ink,
>>> > reading,
>>> > > writing.
>>> > >
>>> > > my answer: only capitolize when referring to Mr. Braille the french
>>> > dude.
>>> > >
>>> > > jc
>>> > > Jim Canaday M.A.
>>> > > Lawrence, KS
>>> > >
>>> > > At 11:09 PM 11/15/2009, you 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
>>> > >>>
>>> > >>>_______________________________________________
>>> > >>>Writers Division web site:
>>> > >>>http://www.nfb-writers-division.org
>>> > >>><http://www.nfb-writers-division.org/>
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>>
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>
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