Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE) Case Study: Ajay's Story

2015 ◽  
Vol 109 (1) ◽  
pp. 60-65 ◽  
Author(s):  
Rachel Anne Schles
Keyword(s):  
Literacy Education ◽  
Braille Literacy

scholarly journals Student teachers' narratives on learning: A case study of a course on older people's media literacy education

2021 ◽  
Vol 106 ◽  
pp. 103432
Author(s):  
Sirpa Purtilo-Nieminen ◽  
Hanna Vuojärvi ◽  
Susanna Rivinen ◽  
Päivi Rasi
Keyword(s):  
Student Teachers ◽  
Media Literacy ◽  
Literacy Education ◽  
Media Literacy Education

scholarly journals Leadership Effect on the Retention of Nongovernmental Organizations (NGOs) Employees in Thailand

2011 ◽  
Vol 3 (2) ◽  
pp. 153-156
Author(s):  
Matchakarn Ya-Anan
Keyword(s):  
Community Development ◽  
Nongovernmental Organizations ◽  
Animal Welfare ◽  
Employee Retention ◽  
Success Factors ◽  
Literacy Education ◽  
Executive Staff ◽  
Specific Interests

This study examines the affect of leadership on the retention of employees in NGOs. Four Thai NGOs representing a variety of organizational types were selected as a case study: the Paveenahongsakul Foundation, the Duang Prateep Foundation, the Potektueng Foundation, and the Chaipattana Foundation. They all work largely in the field of social and community development, with specific interests varying from: literacy, education, health, child and women welfare, environment, advocacy, animal welfare, volunteer promotion, etc. All of these NGOs are large enough to require skilled employees and an executive staff that is concerned about retaining these employees. This research aims to understand and critique the success factors for employee retention and examine if these factors hold true against the broad diversity of NGOs. In particular this study focuses on how leadership, which maintains the mission and vision of the NGO, impacts employee retention and what effect employee changeover has on maintaining mission and vision.

Literacy: The Key to Opportunity

1989 ◽  
Vol 83 (6) ◽  
pp. 290-293 ◽  
Author(s):  
F. Schroeder
Keyword(s):  
Low Vision ◽  
Technical Problem ◽  
Educational Planning ◽  
Negative Attitudes ◽  
Rehabilitation Professionals ◽  
Blind Children ◽  
Print Reading ◽  
Braille Literacy ◽  
Blind Persons

This article discusses braille as a means to literacy for blind persons from the perspective of the National Federation of the Blind. The problem of decreased braille literacy is tied to negative attitudes about blindness and inadequate training of teachers and rehabilitation professionals. A case study of a low vision child whose parents have engaged in a long and bitter struggle to obtain braille instruction is also presented. The case is examined with regard to how educational planning is conducted as well as the effects of attitudes concerning blindness. It is argued that if braille is viewed by professionals as truly competitive, then there should be no reluctance to teach braille to children for whom print reading is no longer efficient. “Braille bills,” which would give parents of legally blind children an absolute right to obtain braille instruction for their children, are addressed. The article concludes that the technical problem of imprecise criteria by which to evaluate which children should read print and which children should read braille is fundamentally tied to beliefs about blindness. As professionals develop true beliefs in the competence of blind people and the efficacy of braille, educational planning will then stress braille, resulting in a resurgence of literacy for the blind population.

scholarly journals Literacy Geography and Pedagogy

2017 ◽  
Vol 66 (1) ◽  
pp. 53-72 ◽  
Author(s):  
Barbara Comber
Keyword(s):  
Social Justice ◽  
Young People ◽  
Critical Literacy ◽  
Culturally Diverse ◽  
Economic Inequality ◽  
Literacy Education ◽  
Wicked Problem ◽  
Growing Up ◽  
Research Alliances

This article explores the possible relationships between geography, literacy, pedagogy, and poverty. It characterizes poverty as a wicked problem, which sees economic inequality escalating in a number of neoliberal democracies. Key insights from theorists of economic inequality are summarized. The enduring nature of poverty in particular places is noted, and the associated risks of “fickle literacies” are considered. A case study of one child growing up and attending school in a location with intergenerational unemployment is discussed as an example of the risks associated with literacy policy and pedagogy in an era of global educational reform. Drawing on the work of Foucault and Massey, it is argued that despite the discourses of standardization, teachers can continue to educate culturally diverse young people in ways that help them to negotiate and imagine positive and productive ways of learning together. The possibilities for working against deficit views of people in poverty are explored through three classroom examples of place-conscious pedagogies which position young people as critically literate cosmopolitan citizens. The article concludes by advocating the need for translocal research alliances to work explicitly for social justice through place-conscious pedagogies and critical literacy education.

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