From 5da7a1c218e11a07cf020ef7702ec683d2218959 Mon Sep 17 00:00:00 2001 From: yngver Date: Mon, 25 Jun 2018 09:47:45 +0200 Subject: [PATCH 1/3] text changed --- content/dual/s01_l01_en.html | 2 ++ content/dual/s03_l01_en.html | 2 ++ content/hearing/s04_l01_en.html | 2 ++ content/hearing/s04_l02_en.html | 6 +++++- content/hearing/s05_l02_en.html | 2 ++ content/hearing/s05_l03_en.html | 2 ++ content/hearing/s06_l03_en.html | 5 ++++- content/sensory/s01_l01_en.html | 4 ++-- content/sensory/s02_l01_en.html | 4 ++-- content/vision/s05_l01_en.html | 3 +++ content/vision/s06_l01_en.html | 2 ++ content/vision/s06_l02_en.html | 4 ++++ content/vision/s06_l03_en.html | 2 ++ content/vision/s07_l02_en.html | 2 ++ content/vision/s09_l01_en.html | 5 ++++- content/vision/s09_l02_en.html | 4 +++- content/vision/s12_l01_en.html | 3 +++ 17 files changed, 46 insertions(+), 8 deletions(-) diff --git a/content/dual/s01_l01_en.html b/content/dual/s01_l01_en.html index 981c29da..0ed14ddd 100644 --- a/content/dual/s01_l01_en.html +++ b/content/dual/s01_l01_en.html @@ -16,6 +16,8 @@

One plus one equals three

Student activities at Kilimani Deafblind Unit


+

+

A deafblind teenage girl is sitting at a table and combs the hair of a mannequin. A female teacher sits down beside her. On the other side of the teacher a deafblind teenage boy tries to thread a pearl. He succeeds threading without help but the teacher helps him finding another pearl to thread.

diff --git a/content/dual/s03_l01_en.html b/content/dual/s03_l01_en.html index 07f8c8c5..02c325e5 100644 --- a/content/dual/s03_l01_en.html +++ b/content/dual/s03_l01_en.html @@ -196,6 +196,8 @@

Use of other senses

Aristotle (384 BC - 322 BC) is credited with the traditional classification of the five sense organs: sight, smell, taste, touch, and hearing.

Humans also have awareness of balance, pressure, temperature, pain, motion and awareness of the position and movement of the parts of the body (the sense of kinesthesia).



+
+


A pond is digged in the garden and covered with a tarpaulin. Some soap powder has been added to the water in the pond. A lot of children who are deafblind are playing in the self-made pool, making bobbles and foam. A teacher helps one of the children in the water. The children are moving after each other like train wagons in a diff --git a/content/hearing/s04_l01_en.html b/content/hearing/s04_l01_en.html index 1000ec0b..1a772a00 100644 --- a/content/hearing/s04_l01_en.html +++ b/content/hearing/s04_l01_en.html @@ -98,6 +98,8 @@

Which education provision is the best for the child?

interprete what is said to those who are deaf.


+

+

A teacher is standing with a group of students around a carpenter´s bench. It is an inclusive setting with both hearing and deaf students. On the bench, there is a box made of wood designed for making bricks.

What the teacher orally says is simultaneously interpreted into sign language by a student.
diff --git a/content/hearing/s04_l02_en.html b/content/hearing/s04_l02_en.html index 46584e0c..568ef0e3 100644 --- a/content/hearing/s04_l02_en.html +++ b/content/hearing/s04_l02_en.html @@ -17,6 +17,8 @@

Vocational training for children with hearing impairment


+

+

In a classroom, a group of hard of hearing and deaf students are sitting on the floor making rugs. The students, both girls and boys, are around 13-14 years old. Some of the students are working with sewing machines on a table. A female teacher facilitates the work and give them advices. A boy is making jewellery by threading pearls. Two boys are sitting on the floor making rugs.

@@ -43,7 +45,9 @@

Vocational training for children with hearing impairment

Production of sandwiches


- +

+
+

A group of deaf students in secondary school are preparing sandwiches together with their teacher. They are in a classroom and the other students are sitting and watch the preparation. The teacher communicates with the students using sign language.
diff --git a/content/hearing/s05_l02_en.html b/content/hearing/s05_l02_en.html index 7364111e..d85d0d00 100644 --- a/content/hearing/s05_l02_en.html +++ b/content/hearing/s05_l02_en.html @@ -153,6 +153,8 @@

Thomas Elias Shayo
Sign language interpreter, University of Dar Es Salaam

Introducing sign language to preschool-children

+
+


Around twenty preschool children and five teachers crouch in a circle outdoor in the diff --git a/content/hearing/s05_l03_en.html b/content/hearing/s05_l03_en.html index 153480c7..e2895ca0 100644 --- a/content/hearing/s05_l03_en.html +++ b/content/hearing/s05_l03_en.html @@ -10,6 +10,8 @@ sign language. This interpreter also relays sign language into spoken language to be understood by a hearing person.

Signing and voicing

+
+


A female teacher at Kyambogo University stands among a group of students who learn about interpreting sign language and voicing. She gives her instructions to the students before an exercise in voicing:
diff --git a/content/hearing/s06_l03_en.html b/content/hearing/s06_l03_en.html index ccce31e9..4c331f5e 100644 --- a/content/hearing/s06_l03_en.html +++ b/content/hearing/s06_l03_en.html @@ -11,8 +11,11 @@ +
+

Nancy Katumba Muwangala volunteers to teach deaf children about their sexual health.

+


-

Nancy Katumba Muwangala volunteers to teach deaf children about their sexual health.

+

A female teacher holds a poster with illustrations of the male and female genitals towards lower secondary students who are hearing impaired. The students giggle and laugh. The teacher shows a new poster which illustrate the physical changes in girls. She walks around in the classroom so the students can take a closer look at the poster. diff --git a/content/sensory/s01_l01_en.html b/content/sensory/s01_l01_en.html index 3012a20a..c77a21ab 100644 --- a/content/sensory/s01_l01_en.html +++ b/content/sensory/s01_l01_en.html @@ -1,6 +1,6 @@

-
@@ -58,7 +58,7 @@

Videos

room for communication among users. However, it´s possible to contact other users through social media like YouTube, Facebook and so forth.

Audio

Interviews can be played as audio or read as text. - Click the buttom on the timeline for playing the sound.

+ Click the button on the timeline for playing the sound.


diff --git a/content/sensory/s02_l01_en.html b/content/sensory/s02_l01_en.html index 198f719f..70ffba1e 100644 --- a/content/sensory/s02_l01_en.html +++ b/content/sensory/s02_l01_en.html @@ -53,7 +53,7 @@

Is inclusion always promising?

Uganda:
Francis Kanubi is the headmaster at a special school for the blind near Kampala in Uganda. - Listen to his nuanced reflections about segregation and inclusion

+ Listen to his nuanced reflections about segregation and inclusion.

I may not say that inclusive education has totally failed in @@ -113,7 +113,7 @@

Integration

-




+




Inclusion is based on knowledge.
Integration is based on understanding.
Segregation is based on acceptance. diff --git a/content/vision/s05_l01_en.html b/content/vision/s05_l01_en.html index e1ad9b0e..5b41e9d2 100644 --- a/content/vision/s05_l01_en.html +++ b/content/vision/s05_l01_en.html @@ -121,6 +121,9 @@

Social integration

a stimulating learning environment for that particular learner.

Inclusion at Bishop Willis Demonstration School in Uganda

+
+

+

In a classroom at Bishop Willis Demonstration School in Iganga, Uganda a male teacher is standing in front of a class which consists of around 100 students from upper secondary school. In the front row several blind students sits together with sighted students.

diff --git a/content/vision/s06_l01_en.html b/content/vision/s06_l01_en.html index 1c98f2fb..8ed30f38 100644 --- a/content/vision/s06_l01_en.html +++ b/content/vision/s06_l01_en.html @@ -28,6 +28,8 @@

Examples of devices:

to a specific person instead of generalizing.


+

+

A male teacher is standing in front of a blackboard in an inclusive class with both sighted and visually impaired students. He is showing two feathers from a hen to the secondary class students. He says:
They are at different looking.

diff --git a/content/vision/s06_l02_en.html b/content/vision/s06_l02_en.html index 4535ab1a..59a7d1ce 100644 --- a/content/vision/s06_l02_en.html +++ b/content/vision/s06_l02_en.html @@ -209,7 +209,11 @@

Being familiar with Braille

One way to learn typing Braille is listening to the teacher and typing what is said.


+ +
+


+

Three 10-12 years old blind girls are writing on two Perkins braille-writers. The teacher which is not seen read a text aloud and the students are writing down what is said.
The teacher says: My uncle lives in (dash) Uganda. My uncle lives in (dash) Uganda.
When the camera pans around other students are diff --git a/content/vision/s06_l03_en.html b/content/vision/s06_l03_en.html index f9b98ede..8d655b1b 100644 --- a/content/vision/s06_l03_en.html +++ b/content/vision/s06_l03_en.html @@ -7,6 +7,8 @@

Operating computers without using vision

+
+


The Adaptive Technology Instructor Frida Gatwiri Kiambati at Kenya diff --git a/content/vision/s07_l02_en.html b/content/vision/s07_l02_en.html index 33f5c0e8..81a7fc76 100644 --- a/content/vision/s07_l02_en.html +++ b/content/vision/s07_l02_en.html @@ -17,6 +17,8 @@

Support from family and friends

play a key role in helping to adjust and handle the situation.

+
+

Moses, a blind student at Kyambogo University, sits on a chair and tells his story.

The social setting was not easy at first. It wasn't easy. Because...you know people are not yet sensitised diff --git a/content/vision/s09_l01_en.html b/content/vision/s09_l01_en.html index 1da7ddd4..257b8696 100644 --- a/content/vision/s09_l01_en.html +++ b/content/vision/s09_l01_en.html @@ -41,7 +41,10 @@

Mobility

Mobility refers to the ability of moving through the environment in a safe and easy way. Mobility devices like a long white cane, dog guides and other electronic travel aids may support the movement.

-

Four young blind students are moving along a path in a compound surrounded by +
+

+
+

Four young blind students are moving along a path in a compound surrounded by school buildings. The children move like a chain, holding each other’s hands. After them new groups of students are following, 12 students in total. Most of them are in school uniforms. The kids are talking.
Off-screen we hear the voice of the headmaster at the school, Francis Kinubi, who says: The way we are handling the issue of children moving around is… I diff --git a/content/vision/s09_l02_en.html b/content/vision/s09_l02_en.html index 07cfe9ab..02c5d996 100644 --- a/content/vision/s09_l02_en.html +++ b/content/vision/s09_l02_en.html @@ -13,6 +13,8 @@
+

+

Moses, who is a blind student at Kyambogo University, sits in a resource room and tells how he learned to move around on campus using a white cane.

He says: I’ve got a guide. The university employs a guide for you. So, this guide started moving me around this university. So, I started to capture the places, I knew this was the resource room. But my first place to capture @@ -59,7 +61,7 @@

But is the use of children as guides unproblematic?

Listen to Francis Kanubis opinion.
He is the headmaster at Salama School for the Blind, Uganda.

-
+

On the issue of the human rights, unfortunately most blind people use human diff --git a/content/vision/s12_l01_en.html b/content/vision/s12_l01_en.html index 8b5ce797..8d2b64db 100644 --- a/content/vision/s12_l01_en.html +++ b/content/vision/s12_l01_en.html @@ -108,6 +108,9 @@

The tailor who is blind

+ +
+


Abdallah Nyangalio is a blind tailor who has employed six blind trainees to learn to sew. The six trainees are sitting together around three tables. Each table is equipped with a sewing machine. From 735378224f2c8248e1283a6c00cdc28dd2d79a79 Mon Sep 17 00:00:00 2001 From: yngver Date: Fri, 29 Jun 2018 10:35:49 +0200 Subject: [PATCH 2/3] text changed --- content/dual/s01_l01_en.html | 4 ++-- content/dual/s02_l01_en.html | 4 ++-- content/dual/s03_l01_en.html | 8 +++---- content/dual/s04_l01_en.html | 17 +++++++------- content/dual/s05_l01_en.html | 4 ++-- content/dual/s06_l01_en.html | 2 +- content/dual/s07_l01_en.html | 2 +- content/dual/s08_l01_en.html | 2 +- .../pics/{slideshows/slideshow6 => }/a.jpg | Bin .../pics/slideshows/slideshow6/init.json | 22 ------------------ .../media/pics/slideshows/slideshow6/k.jpg | Bin 103870 -> 0 bytes .../media/pics/slideshows/slideshow6/y.jpg | Bin 104474 -> 0 bytes .../media/pics/slideshows/slideshow6/z.jpg | Bin 101212 -> 0 bytes content/hearing/s01_l01_en.html | 2 +- content/hearing/s02_l01_en.html | 6 ++--- content/hearing/s03_l01_en.html | 8 +++---- content/hearing/s03_l03_en.html | 2 +- content/hearing/s04_l01_en.html | 10 ++++---- content/hearing/s04_l02_en.html | 2 +- content/hearing/s05_l01_en.html | 2 +- content/hearing/s05_l02_en.html | 12 ++++++---- content/hearing/s05_l03_en.html | 7 +++--- content/hearing/s05_l04_en.html | 2 +- content/hearing/s05_l05_en.html | 2 +- content/hearing/s05_l06_en.html | 2 +- content/hearing/s06_l01_en.html | 10 ++++---- content/hearing/s06_l02_en.html | 2 +- content/hearing/s06_l03_en.html | 4 ++-- content/hearing/s07_l01_en.html | 2 +- content/hearing/s08_l01_en.html | 2 +- content/hearing/s08_l02_en.html | 4 ++-- content/hearing/s09_l01_en.html | 3 +-- content/hearing/s10_l01_en.html | 6 ++--- content/hearing/s11_l01_en.html | 2 +- content/hearing/s12_l01_en.html | 2 +- content/sensory/s01_l01_en.html | 8 +++---- content/sensory/s02_l01_en.html | 4 ++-- content/sensory/s02_l02_en.html | 6 ++--- content/sensory/s03_l01_en.html | 2 +- content/vision/s01_l01_en.html | 2 +- content/vision/s02_l01_en.html | 4 ++-- content/vision/s03_l01_en.html | 18 +++++++------- content/vision/s04_l01_en.html | 2 +- content/vision/s05_l01_en.html | 6 ++--- content/vision/s06_l01_en.html | 2 +- content/vision/s06_l02_en.html | 6 +++-- content/vision/s06_l03_en.html | 4 ++-- content/vision/s07_l01_en.html | 10 ++++---- content/vision/s07_l02_en.html | 4 ++-- content/vision/s07_l03_en.html | 2 +- content/vision/s08_l01_en.html | 4 ++-- content/vision/s09_l01_en.html | 10 ++++---- content/vision/s09_l02_en.html | 2 +- content/vision/s09_l03_en.html | 2 +- content/vision/s10_l01_en.html | 2 +- content/vision/s11_l01_en.html | 2 +- content/vision/s12_l01_en.html | 10 ++++---- content/vision/s13_l01_en.html | 2 +- 58 files changed, 126 insertions(+), 147 deletions(-) rename content/hearing/media/pics/{slideshows/slideshow6 => }/a.jpg (100%) delete mode 100644 content/hearing/media/pics/slideshows/slideshow6/init.json delete mode 100644 content/hearing/media/pics/slideshows/slideshow6/k.jpg delete mode 100644 content/hearing/media/pics/slideshows/slideshow6/y.jpg delete mode 100644 content/hearing/media/pics/slideshows/slideshow6/z.jpg diff --git a/content/dual/s01_l01_en.html b/content/dual/s01_l01_en.html index 0ed14ddd..34a2b22e 100644 --- a/content/dual/s01_l01_en.html +++ b/content/dual/s01_l01_en.html @@ -1,6 +1,6 @@

-
@@ -37,7 +37,7 @@

The main challenges for people with deafblindness

She says that communication, socialisation and receiving information are the main challenges for people with deafblindness. Listen to her or read the transcribed interview.

-
+
diff --git a/content/dual/s02_l01_en.html b/content/dual/s02_l01_en.html index 02205d1a..22fe191d 100644 --- a/content/dual/s02_l01_en.html +++ b/content/dual/s02_l01_en.html @@ -1,6 +1,6 @@
-
@@ -99,7 +99,7 @@

Assessment of new students

When new students start at Kilimani Deafblind Unit they have to go through a comprehensive survey to identify their ways of communicating, learning styles and which activities they enjoy. Based on this information individual educational programs are created.
Listen to Mary Maragia about the importance of individual educational programs.

-
+
diff --git a/content/dual/s03_l01_en.html b/content/dual/s03_l01_en.html index 02c325e5..0ad724ce 100644 --- a/content/dual/s03_l01_en.html +++ b/content/dual/s03_l01_en.html @@ -1,6 +1,6 @@
-
@@ -52,7 +52,7 @@
Source: A-Z to Deafblindness
-
  • Cerebral palsy is a problem with the brain and nervous system that mainly affects movement and +
    Cerebral palsy is a problem with the brain and nervous system that mainly affects movement and co-ordination. CP may result from the following:
    - Bleeding in the baby’s brain or reduced blood and oxygen supply to the brain.
    - An infection caught by the mother during pregnancy among others
    @@ -61,7 +61,7 @@
    Source: NHS United Kingdom, NHS United Kingdom, Boston Childrens Hospital
    • +">Boston Childrens Hospital
  • Different syndroms other than CHARGE syndrom
  • Rubella
    Causes may be related to mother’s pregnancy such as congenital and retinopathy of prematurity.
    • @@ -239,7 +239,7 @@

    Learning students to use their tactile sense

    Listen to or read what Mary Maragia says about use of the tactile sense

    -
    +
    diff --git a/content/dual/s04_l01_en.html b/content/dual/s04_l01_en.html index 162b3980..3f77accb 100644 --- a/content/dual/s04_l01_en.html +++ b/content/dual/s04_l01_en.html @@ -1,6 +1,6 @@
    -
    @@ -43,7 +43,7 @@

    Why communication is the main focus in deafblind services

    Download the booklet.

    Main methods of communication

    - +

    Deaf-blind people have many different ways of communication. The methods they use vary, depending on the causes and function of their combined vision and hearing loss, their backgrounds, and their education.

    @@ -101,15 +101,14 @@

    The five haptic articulation areas

    -

    The haptic sign for "walk"

    +

    The haptic sign for "walk"

    Learn haptic signs from the booklet "Basic Sign Booklet in Haptic Communication" which can be downloaded from the server.

     - -
  • Tadoma
    This is a way for deaf-blind people with little or no usable vision to speechread another person by touch. They put their thumb on the other person’s chin, and their fingers on the other person’s cheek to feel the vibrations of the person’s voice and the movement of their lips. -
    • - +

    Tadoma
    This is a way for deaf-blind people with little or no usable vision to speechread another person by touch. They put their thumb on the other person’s chin, and their fingers on the other person’s cheek to feel the vibrations of the person’s voice and the movement of their lips.

    + +

    Read more about communication at: American Association for the Deaf-Blind @@ -153,7 +152,7 @@

    Identification of ways of communication among new students

    Listen to or read what Mary Maragia says about identification of ways of communication.

    -
    +
    @@ -179,7 +178,7 @@

    Communication with people without a formal language

    Mable J. Namata is head of the "Deaf-Blind Unit" at "St. Mark School for the Deaf" in Uganda. Hear or read her telling about communication with people without a formal language.

    -
    +
    diff --git a/content/dual/s05_l01_en.html b/content/dual/s05_l01_en.html index 771c4db3..1fa56b3a 100644 --- a/content/dual/s05_l01_en.html +++ b/content/dual/s05_l01_en.html @@ -1,6 +1,6 @@
    -
    @@ -22,7 +22,7 @@

    Prerequisites for social interaction

    complex communicative functions and forms functions.

    Nursery rhymes, songs, lullabies and small stories are examples of game likes activities that many children like and can repeat and repeat.

    - +

    Important components in successful social interaction

    People with albinism in Tanzania have experienced brutal attacks and killings.

    Albinos in Tanzania are brutally slaughtered and killed, because of a completely absurd myth that albino bones can make you rich. There is a sinister trade of their body parts for use also in witchcraft rituals. Over the @@ -110,7 +110,7 @@

    Are the rumors and stories told about the situation of people with albinism

    -
    +

    Happiness Ngaweje is Program Officer responsible for gender, human rights and democracy at the Tanzania Albinism Society. Listen to or diff --git a/content/vision/s07_l02_en.html b/content/vision/s07_l02_en.html index 81a7fc76..945b6954 100644 --- a/content/vision/s07_l02_en.html +++ b/content/vision/s07_l02_en.html @@ -1,6 +1,6 @@

    -
    @@ -60,7 +60,7 @@

    Overprotection

    him or read the transcribed interview.

    - +
    diff --git a/content/vision/s07_l03_en.html b/content/vision/s07_l03_en.html index 4c9e3eff..4b56acac 100644 --- a/content/vision/s07_l03_en.html +++ b/content/vision/s07_l03_en.html @@ -1,6 +1,6 @@
    -
    diff --git a/content/vision/s08_l01_en.html b/content/vision/s08_l01_en.html index 82cb7bfc..49277d43 100644 --- a/content/vision/s08_l01_en.html +++ b/content/vision/s08_l01_en.html @@ -1,6 +1,6 @@
    -
    @@ -28,7 +28,7 @@ that he “lost his sight but not his vision”.

    The new situation was difficult to him, but later on he surprised the world by successfully participating in Paralympics and bagging several awards.
    Read more about Henry Wanyoike.

    -
    +

    Source: ARD Sportschau

    diff --git a/content/vision/s09_l01_en.html b/content/vision/s09_l01_en.html index 257b8696..c7866628 100644 --- a/content/vision/s09_l01_en.html +++ b/content/vision/s09_l01_en.html @@ -1,6 +1,6 @@
    -
    @@ -15,7 +15,7 @@

    Orientation

    remaining senses.

    How to get a mental picture of an unknown square

    -
    +


    1. Start in a corner.
    2. Trail the wall/edge to the next corner.
      3. @@ -30,11 +30,11 @@

      How to get a mental picture of an unknown square

    -

    Start in a corner.

    +

    Start in a corner.

    -

    Trial the wall.

    +

    Trial the wall.

    -

    Turn and return.

    +

    Turn and return.

    An unknown square is now discovered.

    Mobility

    diff --git a/content/vision/s09_l02_en.html b/content/vision/s09_l02_en.html index 02c5d996..6fcf1b8c 100644 --- a/content/vision/s09_l02_en.html +++ b/content/vision/s09_l02_en.html @@ -1,6 +1,6 @@
    -
    diff --git a/content/vision/s09_l03_en.html b/content/vision/s09_l03_en.html index 6a920b0f..e23865b5 100644 --- a/content/vision/s09_l03_en.html +++ b/content/vision/s09_l03_en.html @@ -1,6 +1,6 @@
    - +
    diff --git a/content/vision/s10_l01_en.html b/content/vision/s10_l01_en.html index e41d9fc3..1e20f883 100644 --- a/content/vision/s10_l01_en.html +++ b/content/vision/s10_l01_en.html @@ -1,6 +1,6 @@
    -
    diff --git a/content/vision/s11_l01_en.html b/content/vision/s11_l01_en.html index 36b48d0d..e816042e 100644 --- a/content/vision/s11_l01_en.html +++ b/content/vision/s11_l01_en.html @@ -1,6 +1,6 @@
    -
    diff --git a/content/vision/s12_l01_en.html b/content/vision/s12_l01_en.html index 8d2b64db..a681e8ac 100644 --- a/content/vision/s12_l01_en.html +++ b/content/vision/s12_l01_en.html @@ -1,6 +1,6 @@
    -
    @@ -34,7 +34,7 @@
    Tanzania

    Rehabiltation of people with acquired blindness

    -
    +

    John M. Muga is a teacher at The Department of Visual Impairments, Kenya Institute of Special Education @@ -126,7 +126,7 @@

    The tailor who is blind

    Listen to the interviews with two of his students

    -
    +

    Jamila Mohamed

    @@ -143,7 +143,7 @@

    Listen to the interviews with two of his students

    -
    +

    Philemon William Isaac

    @@ -190,7 +190,7 @@

    The blind basket maker

    another important income for her.

    -
    +

    Zainab Mbuguni, Dar Es Salaam, basketry

    diff --git a/content/vision/s13_l01_en.html b/content/vision/s13_l01_en.html index ff39826a..1920029b 100644 --- a/content/vision/s13_l01_en.html +++ b/content/vision/s13_l01_en.html @@ -1,6 +1,6 @@
    -
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