[stylist] Reading Lips

Wed Nov 18 05:00:44 UTC 2009

When I started going blind I couldn't even see mouths. So it sure wouldn't 
have helped me one bit if I'd needed to rely on something like that for 
comunication.

Thanks for sharing,
Atty

----- Original Message ----- 
From: "helene ryles" <dreamavdb at googlemail.com>
To: "Writer's Division Mailing List" <stylist at nfbnet.org>
Sent: Tuesday, November 17, 2009 12:46 PM
Subject: Re: [stylist] Reading Lips

> 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:
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>>>> > >>><http://www.nfb-writers-division.org/>
>>>> > >>>
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>>>> > >>_______________________________________________
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>>>> > > _______________________________________________
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>>>><http://www.nfb-writers-division.org/>
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