Please use this identifier to cite or link to this item:
Title: Braille Code and Standard Handwriting: Educational and Therapeutic Implications- theory and application
Authors: jarjoura waleed
Keywords: Braille; Reading; Tactile Discrimination; Print
Issue Date: 2004
Publisher: The Israeli Journal of Occupational Therapy
Abstract: Braille printing versus Handwriting: Educational and therapeutic implications – theory and application Summary: Congenital blindness is considered to be an obstacle that drastically influences the development of basic sensory-motor skills, delays vital perceptual-cognitive processes and disrupts the efficiency of sensory integrative functions. Congenitally blind infants are expected to develop perceptual and developmental impairments that influence a wide range of motor and perceptual skills and occupational functions, including the acquisition of Braille tactual recognition and printing skills. These developmental impairments significantly reduce these students' chances for success, especially those suffering from additional dysfunctions and defined as "Multi-dysfunctional". The purpose of this article is to describe the functional disabilities in general and Braille tactual and recognition and printing problems in particular, amongst multi-dysfunctional, congenitally blind elementary school children. Braille printing characteristics unique to Arabic and Hebrew respectively are discussed, in relation to Braille learning problems. This article also proposes evidence-based intervention procedures, regarding assessment, therapy and research in occupational therapy.
Appears in Collections:Faculty & Staff Scientific Research publications

Files in This Item:
There are no files associated with this item.

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

Admin Tools