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ERIC Number: EJ917985
Record Type: Journal
Publication Date: 2011-Mar
Pages: 12
Abstractor: ERIC
Reference Count: 38
ISSN: ISSN-0145-482X
A Theoretical Rationale for Using the Individualized Meaning-Centered Approach to Braille Literacy Education with Students Who Have Mild to Moderate Cognitive Disabilities
Wormsley, Diane P.
Journal of Visual Impairment & Blindness, v105 n3 p145-156 Mar 2011
This article describes the components of the Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE) for teaching braille reading and writing to students who are blind and have additional cognitive impairments. The components of I-M-ABLE are: (1) selecting and teaching the Key Vocabulary; (2) teaching the efficient use of the hands in reading; (3) creating and reading Key Vocabulary stories; (4) teaching phonics; (5) teaching contractions; (6) teaching writing; (7) expanding reading vocabulary; (8) creating functional uses for braille; (9) monitoring progress; and (10) being responsive to students. A theoretical rationale is presented for the approach, along with some limited empirical evidence for using it with this population. (Contains 1 figure.)
American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A