[stylist] optogon

[The Crowd]

I learned that machine as a junior in high-school. It used little prickling 
points to make the letters.

Not practical.

I meant I couldn't imagine trying to read lips.

I'd love to get my hands on a KM read, I think that is what they are called!

I guess I'd rather have something you can carry around that reads braille 
like a notetaker or packmate or something to that effect. How handy that 
would be! They are just way too expensive for me.


Atty

----- Original Message ----- 
From: "helene ryles" <dreamavdb at googlemail.com>
To: "Writer's Division Mailing List" <stylist at nfbnet.org>
Sent: Wednesday, November 18, 2009 12:29 PM
Subject: Re: [stylist] Reading Lips


> Hi Atty,
> An opticon is a machine that used to exist that turned print into
> tactile print so having no sight at all wouldn't have prevented you
> from learning how to use it. However, it did take a lot of practice.
> Some people mastered it. Unfortunately it is no longer been made since
> reading machines are so much smaller.
>
> If a parent of a blind child put as much effort into teaching their
> blind children the opticon as some parents of deaf children put into
> teaching their children how to read lips then I'm sure more most blind
> kids would pick it up eventually. I think they did teach them with
> opticon routinely in italy.
>
> However, would it have been right to deprive the blind child of
> braille in favor of the opticon, just so they could read print? It's
> what some parents and educators of deaf children were doing.
>
> Helene.
>
> On 18/11/2009, The Crowd <the_crowd at cox.net> wrote:
>> 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:
>>>>>> > >>>http://www.nfb-writers-division.org
>>>>>> > >>><http://www.nfb-writers-division.org/>
>>>>>> > >>>
>>>>>> > >>>stylist mailing list
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>>>>>> > >>>info
>>>>>> > >>>for
>>>>>> > >>>stylist:
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>>>>>> >
>>>>>> http://www.nfbnet.org/mailman/options/stylist_nfbnet.org/pharmon222%40comcast.net
>>>>>> > >>
>>>>>> > >>_______________________________________________
>>>>>> > >>Writers Division web site:
>>>>>> > >>http://www.nfb-writers-division.org <
>>>>>> > http://www.nfb-writers-division.org/>
>>>>>> > >>
>>>>>> > >>stylist mailing list
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>>>>>> > >
>>>>>> > >
>>>>>> > > _______________________________________________
>>>>>> > > Writers Division web site:
>>>>>> > > http://www.nfb-writers-division.org <
>>>>>> > http://www.nfb-writers-division.org/>
>>>>>> > >
>>>>>> > > stylist mailing list
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>>>>>> http://www.nfbnet.org/mailman/options/stylist_nfbnet.org/jbron%40optonline.net
>>>>>> > >
>>>>>> >
>>>>>> >
>>>>>> > _______________________________________________
>>>>>> > Writers Division web site:
>>>>>> > http://www.nfb-writers-division.org
>>>>>> > <http://www.nfb-writers-division.org/>
>>>>>> >
>>>>>> > stylist mailing list
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>>>>>> >
>>>>>> >
>>>>>>
>>>>>>_______________________________________________
>>>>>>Writers Division web site:
>>>>>>http://www.nfb-writers-division.org
>>>>>><http://www.nfb-writers-division.org/>
>>>>>>
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>>>>>
>>>>>
>>>>> _______________________________________________
>>>>> Writers Division web site:
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>>>>> <http://www.nfb-writers-division.org/>
>>>>>
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>>>>
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