Difference between revisions of "Adventist Youth Honors Answer Book/Outreach/Braille (North American Division)/es"

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===a. Find an eye exam chart and follow the directions to test your vision. What constitutes good vision as opposed to legal blindness?===
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===b. Usando una actividad multisensorial, evaluar su sensibilidad epicrítica.===
 
===b. Usando una actividad multisensorial, evaluar su sensibilidad epicrítica.===

Revision as of 19:51, 8 May 2019



Braille (División Norteamericana)
División Norteamericana

Crecimiento espiritual, actividades misioneras y herencia


Destreza: 1
Año de introducción: 2019


Requisitos


La especialidad de Braille (División Norteamericana) es un componente de la Maestría Testificación.


1. ¿Qué es un sistema de lectura táctil?

2. Discutir quién necesita un sistema de lectura táctil y qué se necesita para leerlo.

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?

b. Usando una actividad multisensorial, evaluar su sensibilidad epicrítica.

3. Briefly discuss the history of tactile reading systems, including the following points:

a. Who was Louis Braille?

b. List some of the tactile reading systems that competed with braille in “The War of the Dots.”

4. Explain how braille systems are adapted to different languages.

5. Demonstrate your understanding of a braille cell by writing your name in braille with a craft, LEGO, or other creative method.

6. Discover how braille is written.

7. Discuss what materials might be the most helpful to have translated into braille and what you would want to be available in braille in the event you became blind.

8. Identify legal and cultural provisions in your country that make braille more accessible.

9. Who was Adventist pioneer Austin O. Wilson and what did he do?

10. Discuss ways to meet and interact with a person who is blind. Do one of the following:

a. Visit a facility that serves people who are blind. 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.

b. Invite a blind person to speak to your group about his/her experiences. 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.

References

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