My conlusion about immersion

This idea that we so called immersion, immersing off campus and transferring to the other
campus is very effective, this idea was very effective for us, this work teach us about what will be us in
the future, Students with limited vision need a multisensory approach to learning. In addition to using
their vision when it is effective and efficient, they should be encouraged to develop both listening skills
and tactile skills.

To develop full literacy skills that will last throughout life, students with low vision should be taught to
read and write both print and Braille. They must also develop the ability to determine which medium
would be most appropriate for the task at hand. Instruction in Braille must be thorough. Only if the
student gains sufficient speed and fluency can Braille be a realistic and efficient choice for a given task.

Braille instruction must begin as early as possible in the student’s education. Students who receive
Braille instruction infrequently, such as two or three times a week, will not achieve fluency. Braille
should not be treated as an isolated, irrelevant subject, but must be incorporated into the student’s
curriculum and school day. The student should be expected to use Braille for the various subjects that
he is studying. As the student matures, he should be able to choose whether to do a given task in print
or in Braille based on efficiency.

Attitudes play a major role in determining what and how much a student learns. The TBS is the leader in
shaping student and parent attitudes toward Braille. The attitudes of everyone in the school, from the
administrator on down, are important. To maintain objectivity everyone needs to think about how their
own attitudes or fears may influence their action. As Dr. Schroeder explained, research indicates that
“Braille is more than a tool or means of literacy for the legally blind people who use it; it may be part of
their identities as competent persons with disabilities.” He found that low vision adults who learned
Braille had higher self-esteem and were more comfortable with their blindness than those who knew
only print.

A low vision student will never achieve fluency in reading unless he can develop speed. Students who
read both print and Braille should be expected to read on grade level. Setting up Braille pen pals and
arranging for blind mentors are two ways that a TBS can provide additional practice in Braille reading
and writing for their student. Immersion in Braille is crucial if the student is to become fluent in Braille
reading and writing.

A discussion of future literacy needs should be a part of every IEP review for a student with low vision.
Research demonstrates that partially sighted adults who use Braille are more likely to be employed than
those who use large print. Since the purpose of education is to prepare each student for the future, it is
most appropriate to review the student’s reading ability in light of future education and job needs.

The only sure thing in life is change. Education should prepare each student to meet life’s changes. In
the following article, Dr. Eric Vasiliauskas, who has two blind sons, describes what happened when one
of his boys experienced a rapid loss in vision. We hope that this article and this book helps other low
vision students and their families be as prepared as possible to meet all of the challenges that the future
may hold.