The process of literacy plays an important role in development of the child to become a social being who is capable for critical judgment and understanding an environment around him. It provides independence and personal growth and offers the possibility of successful integration in contemporary society. In this master thesis we created a proposal of the program with objectives and activities to achieve the objectives that will be indicators of progress in initial literacy of a child with blindness. Through the review and processing of data from research in the field of initial literacy of children with blindness, review of the case studies and comparisons of teaching standards in the field of Braille we define the conditions for beginning to read and write in Braille in the pre-school period. We described the challenges of literacy in Braille and answered on questions about the parallels and differences in literacy of children with typical development and children with blindness. We presented different approaches to literacy and present the prerequisites of learning to read and write during the period of emergent literacy. We have provided a response to questions about the beginning of the program carried out the training, participation of team members and use of gadgets and technology in literacy. Program as a document for practical use will therefore set goals that are in a period of literacy required for the child and assist practitioners in selecting the activities and determining the rate at which pupil is in the process of literacy in preschool time.
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