|
|
| (6 intermediate revisions by the same user not shown) |
| Line 1: |
Line 1: |
| − | <languages /><br />
| + | #REDIRECT [[Adventist Youth Honors Answer Book/Outreach/Braille/es]] |
| − | <noinclude></noinclude>
| |
| − | | |
| − | {{honor_desc/es
| |
| − | |stage=00
| |
| − | |honorname=Braille (División Norteamericana)
| |
| − | |skill=1
| |
| − | |year=2019
| |
| − | |category=Crecimiento espiritual, actividades misioneras y herencia
| |
| − | |authority=División Norteamericana
| |
| − | |insignia=Braille.png
| |
| − | |primary=Adventist Youth Honors Answer Book/Outreach/Braille/es
| |
| − | }}
| |
| − | | |
| − | ==1. ¿Qué es un sistema de lectura táctil?==
| |
| − | | |
| − | ==2. Discutir quién necesita un sistema de lectura táctil y qué se necesita para leerlo.==
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | ===a. Buscar una tabla para examen de vista y seguir las instrucciones para probar su visión. ¿Qué constituye una buena visión a diferencia de la ceguera legal?===
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | ===b. Usando una actividad multisensorial, evaluar su sensibilidad epicrítica.===
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | ==3. Discutir brevemente la historia de los sistemas de lectura táctil, incluyendo los siguientes puntos:==
| |
| − | | |
| − | ===a. ¿Quién fue Louis Braille?===
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | ===b. Hacer una lista de algunos de los sistemas de lectura táctil que compitieron con braille en la «Guerra de los puntos».===
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | ==4. Explicar cómo se adaptan los sistemas braille a diferentes idiomas.==
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | ==5. Demostrar su comprensión de una célula braille escribiendo su nombre en braille con una manualidad, LEGO u otro método creativo.==
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | ==6. Descubrir cómo se escribe el braille.==
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | ==7. Discutir qué materiales podrían ser los más útiles traducidos al braille y qué quisiera que esté disponible en braille en caso de que se quede ciego.==
| |
| − | | |
| − | Las respuestas variarán según cada club y Conquistador.
| |
| − | | |
| − | ==8. Identificar las disposiciones legales y culturales en su país que hacen que el braille sea más accesible.==
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | ==9. ¿Quién fue el pionero adventista Austin O. Wilson y qué hizo?==
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | {{clear}}
| |
| − | | |
| − | In 1916, Austin retired due to poor health. A year later his wife, Johanna, also resigned due to health reasons.
| |
| − | | |
| − | ''Note: As of the writing of this honor,'' The Christian Record, ''now titled'' Christian Record, ''continues to be produced in braille and is distributed free-of-charge to subscribers in the United States, Canada, Bermuda, and Guam-Micronesia.''
| |
| − | | |
| − | ==10. Discutir formas de conocer e interactuar con una persona que es ciega. Hacer una de las siguientes:==
| |
| − | | |
| − | ===a. Visitar una instalación que atiende a personas ciegas. Antes de la visita, pedir a los estudiantes que escriban sus predicciones acerca de sus percepciones de las personas ciegas. Recoger y guardar las respuestas para revisar después de la visita.===
| |
| − | | |
| − | Before the visit, ask students to write down their predictions about their perceptions of blind people. Collect and keep responses to review after the visit.
| |
| − | * What can a person who is blind do?
| |
| − | * How does a person who is blind cook, clean, etc.?
| |
| − | * What jobs can a person who is blind do well?
| |
| − | * What scares you about people who are blind?
| |
| − | * Are you scared of becoming blind? Why?
| |
| − | * Do all people who are blind see nothing? (Are there different kinds of blindness?)
| |
| − | | |
| − | ===b. Invitar a una persona ciega para que hable con su grupo acerca de sus experiencias. Antes de la visita, pedir a los estudiantes que escriban sus predicciones acerca de sus percepciones de las personas ciegas. Recoger y guardar las respuestas para revisar después de la visita.===
| |
| − | | |
| − | Before the visit, ask students to write down their predictions about their perceptions of blind people. Collect and keep responses to review after the visit.
| |
| − | * What can a person who is blind do?
| |
| − | * How does a person who is blind cook, clean, etc.?
| |
| − | * What jobs can a person who is blind do well?
| |
| − | * What scares you about people who are blind?
| |
| − | * Are you scared of becoming blind? Why?
| |
| − | * Do all people who are blind see nothing? (Are there different kinds of blindness?)
| |
| − | | |
| − | Following the activity, do a club debrief. Ask the same questions as before and refer to prior responses. Ask additional questions.
| |
| − | * How did the person you visited read and write? Do all people who are blind read braille?
| |
| − | * Are you scared of people who are blind? What changed your mind?
| |
| − | * What surprised you from today’s visit?
| |
| − | * What can your club do to form a friendship with people who are blind?
| |
| − | * How can you share the love of Jesus with someone who is blind?
| |
| − | * In one sentence, share what you learned from today’s visit.
| |
| − | | |
| − | ==Referencias==
| |
| − | | |
| − | Additional Resources:
| |
| − | * ''As I Saw It'', Robert B. Irwin, American Foundation for the Blind, 1955. Available [https://archive.org/details/asisawit00robe online].
| |
| − | * ''Learn to Read Braille in One Lesson'',[https://www.youtube.com/watch?v=sqQ3gdE7ks0 In One Lesson YouTube channel]
| |
| − | * [https://www.louisbrailleonlineresource.org/ Louis Braille Online Resource]
| |
| − | * New York Institute for Special Education, “History of Writing Codes for the Blind.” [https://www.nyise.org/apps/pages/index.jsp?uREC_ID=438103&type=d&pREC_ID=948711 Available online].
| |
| − | | |
| − | [[Category:Adventist Youth Honors Answer Book/es]]
| |
| − | [[Category:Adventist Youth Honors Answer Book/noindex/es]]
| |
| − | <noinclude></noinclude>
| |
