Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hA5N8QV16595; Wed, 5 Nov 2003 18:08:26 -0500 (EST) Date: Wed, 5 Nov 2003 18:08:26 -0500 (EST) Message-Id: <p05100324bbcf2fe2f622@[128.148.147.35]> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: Janet Isserlis <Janet_Isserlis@Brown.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:2781] Re: challenges in addition to low literacy X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" ; format="flowed" Status: O Content-Length: 3249 Lines: 68 Dahpne and all, First, if I may, I want to thank you for the excellent talk you gave at that conference on your research specifically, and about adult/child reading contrasts/similarities generally. You gave the group - comprised of literacy and vision rehab workers a lot to think about as we continue to try to find ways to acknowledge strengths and meet needs of adult learners with visual impairments. As part of that process (funded through the American Foundation for the Blind - http://www.afb.org ), RI and Massachusetts are collaborating on a small workshop series inviting adult educators to learn more about issues of sight -- how it works, what happens when it doesn't, how to develop strategies to assist learners with low/no vision, etc. etc. I've found that the process of train-the-trainer work that AFB has undertaken for the last two years to be very useful to me in my work at the state's literacy resource center here in RI> TO try to answer some of your questions: >1. How accessible is your program to individuals who need physical >accomodations (railing in bathrooms, ramps instead of stairs, etc)? >Have any of you had to turn down a learner because your program was >not accessible enough? Some agencies have accessible facilities, many are trying to get there and some do not - based on general observation. ... >2. Do any of you have literacy programs for blind/deaf learners? RI has a Deaf Literacy program, staffed by bilingual/bicultural Deaf and hearing teachers. >3. Have any of you worked with individuals who are >physically/sensory challenged, female, and have low literacy skills? >What do those of us who are not challenged in those ways need to >know/think about? I worked years ago with two Hmong women who were blind, eventually teaching them basic Braille, using the language experience approach. They left my ESOL class to work in a sheltered workshop, where I'd meet with them once a week for about a year or so. I don't know if they continued to develop literacy in Braille; I hope they did. Working with them - and being reminded of the range of physical needs and dis/abilities adults face in learning centers has made me try to be explicit with myself and other teachers about the need for incorporating multiple modalities of learning/teaching. >4. What strengths do individuals with physical/sensory challenges >bring to the classroom? Big question - think it's too big to answer / there's no monolithic approach. Things that (I believe) impact folks' strengths have to do with whether or not they lost their sight while young, were blind all along, as well as supports in families/communities, previous education, etc etc. >5. What is unique to females who have low literacy skills and are >physically/sensory challenged compared to males? Again - interesting question. I had the sense that my two students, prior to finding their way to the sheltered workshop, would have been expected to stay home and look after children/nieces/nephews. I don't want to generalize at all, and hope that if there folks on this list who are affected by vision/hearing issues, or have worked with those who have, will share their insights. Janet Isserlis
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