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Enforcing the Quality Language/ Literacy Program

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  • 1. Enforcing the Quality Language/ Literacy Academic Program Jacy Jones
  • 2. Abstract
    • A century ago, individuals who could not write were considered illiterate. Literacy was a symbol of intelligence, and intelligence was a symbol of personhood.
    • For the blind, literacy includes the ability to use Braille, print, and computers as well as the ability to use readers and recorded materials to gain access to and acquire the most knowledge from information. Receiving this help may be difficult for the blind.
  • 3.
    • The Quality Language/Literacy Academic Program is a way for the children of the blind and others to easily grasp the written language of Braille.
  • 4. Braille (a form of communication for the blind community) In America alone there are nearly ninety percent of blind children who are not able to learn to read and write because they are not being taught Braille or given access to it. THERE IS A BRAILLE LITERACY CRISIS IN AMERICA!!!
  • 5. BUT THERE IS ONE PROGRAM LOOKING TO CHANGE THIS PROBLEM…
  • 6.
    • The Quality Language/Literacy Academic Program has the ability to enable American families to help their children in learning and understanding the Braille system.
    Enforcing the Quality Language/Literacy Program
  • 7. Learning Process
    • Assessment
    • Qualified Instructors
    • Language Planning
    • Parental Involvement
  • 8. Assessment
    • A collection of assessments that provide a beginning snapshot or baseline of the child’s abilities is recommended.
    • An accurate understanding of the child’s language and literacy needs is absolutely essential in order to develop the most appropriate educational plan. This is critical from preschool through the high school years.
  • 9. Qualified Instructors
    • FACT: Instruction in reading and writing in braille is not always available to students who need it.
    • When a parent sends their child to school they naturally assume that the teacher will possess all the attributes required to provide an accessible education for their child.
  • 10.
    • , the requirements of a high quality teacher of the blind are vast when compared to the teacher of visual paired children.
    However
  • 11.
    • The Quality Language/Literacy Academic Program looks into the three developmental levels of literacy: emergent literacy , basic literacy , and functional literacy.
  • 12.
    • Emergent literacy refers to the development of concepts about print, which usually occurs during the preschool years.
    • Basic literacy refers to literacy experiences which occur during the school years.
    • Functional literacy refers to the literacy experiences involved in daily life, such as filling out a job application, keeping an address book, and labeling items.
  • 13.
    • General literacy refers to the use of literacy to improve the quality of life for oneself and others and the Quality Language/Literacy Program does just that.
  • 14. Parental Involvement
    • Research studies show that during an average year a child stays awake only 25% in the classroom.
      • What does this mean? Of that 25% only a portion of that amount is spent teaching language/literacy topics.
      • What does this mean for the parent? Clearly, given the short amount of time, literacy and language opportunities must extend well past the school day.
  • 15.
    • Parents must be able to effectively communicate with their child. They need to provide activities that will further help their child develop braille reading and writing skills. This is in addition to regular schoolwork.
  • 16. Enforcing the Quality Language/Literacy Program
    • It is the Quality Language/Literacy Program purpose to prevent the negligence of the Braille system and instead enrich the learning process to provide a fair opportunity in educational success.
  • 17. Works Cited
    • &quot;Voice of the Nation's Blind.&quot; National Federation of the Blind . Ed. Chris Danielsen. XCatalyst, 25 Feb. 2010. Web. 25 Feb. 2010. <http://www.nfb.org/nfb/VNB.asp?SnID=1949652178>.
    • Doake, David B. Literacy Learning: A Revolution in Progress . (1995) Bothell, WA: The Wright Group.
    • Spungin, S. J. (1989) Braille literacy: Issues for blind persons, families, professionals, and producers of braille. New York: American Foundation for the Blind.
    • Stephens, O. (1989). Braille--Implications for living. Journal of Visual Impairment and Blindness , 83, 288-89.

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