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If it were coming from any other administration, I'd not be able to believe it: Apparently Indiana has 50% more 'terrorist targets' than New York.
WHAT. EVER.
The children's room at the blindy library is teh cute. They have many toys, all of which are adapted appropriately, and lots of board books (some of which I checked out). Tis a shame that it always seems so empty. Must bring the boy there to give it some love.
Books for child: "Each Peach Pear Plum" (which seems like a kid's version of 'Where's Waldo', in part, which is kind of ... weird ... in a blindy library, but what do I know. I suppose at least they don't censor?) "Max's Bedtime" (I <3 Max. Max's Breakfast is my favorite board book.) and "Wibbly Pig Can Dance."
Related: my boss has an expanding lizard in her office.
Perils of working at a library (especially my current job, which is researching which books are transcribed and in what formats using a file full of marked book reviews): SO MANY BOOKS. My hold list has grown by 50% in the past two days.
Kitten is still with us. There is definitely only one. 50% of tail enabled, I think.
The boy has spent all morning saying 'I love you', and actually properly asked for lunch without squawking. He wasn't asleep when he got off the bus, either. ZOMG.
I've often wondered why people assume that disabled kids are going to be more interested more in books about disabled kids than any other subject. I mean, I understand that there's the whole 'normalization' factor at work here, but (a) if the point is inclusion, wouldn't it be just as valuable or more so for NON-disabled kids to read the same books (which doesn't happen as much) and (2) if taken beyond a certain point, that starts to fall into the 'disability-as-shortcut-to-identity' camp, and that way lies madness.
(I didn't get that much as a child, but that was because I was reading far beyond my grade level right from the beginning and so the teachers just let me loose in the library and I would pick my OWN stuff. I wasn't about to sit still for much else.)
Edit:
ARGH!
The board books are in CONTRACTED braille.
What the hell?
Okay, if children learn literacy and spelling by reading (thank you,![[livejournal.com profile]](https://www.dreamwidth.org/img/external/lj-userinfo.gif)
wintersweet), what is the point of giving them BABY BOOKS where the words contain contractions (think shorthand) instead of having the words spelled out properly? How are they supposed to internalize proper spelling and language construction when they're missing the first step?
*grumbles, must find out who to bitch to*
WHAT. EVER.
The children's room at the blindy library is teh cute. They have many toys, all of which are adapted appropriately, and lots of board books (some of which I checked out). Tis a shame that it always seems so empty. Must bring the boy there to give it some love.
Books for child: "Each Peach Pear Plum" (which seems like a kid's version of 'Where's Waldo', in part, which is kind of ... weird ... in a blindy library, but what do I know. I suppose at least they don't censor?) "Max's Bedtime" (I <3 Max. Max's Breakfast is my favorite board book.) and "Wibbly Pig Can Dance."
Related: my boss has an expanding lizard in her office.
Perils of working at a library (especially my current job, which is researching which books are transcribed and in what formats using a file full of marked book reviews): SO MANY BOOKS. My hold list has grown by 50% in the past two days.
Kitten is still with us. There is definitely only one. 50% of tail enabled, I think.
The boy has spent all morning saying 'I love you', and actually properly asked for lunch without squawking. He wasn't asleep when he got off the bus, either. ZOMG.
I've often wondered why people assume that disabled kids are going to be more interested more in books about disabled kids than any other subject. I mean, I understand that there's the whole 'normalization' factor at work here, but (a) if the point is inclusion, wouldn't it be just as valuable or more so for NON-disabled kids to read the same books (which doesn't happen as much) and (2) if taken beyond a certain point, that starts to fall into the 'disability-as-shortcut-to-identity' camp, and that way lies madness.
(I didn't get that much as a child, but that was because I was reading far beyond my grade level right from the beginning and so the teachers just let me loose in the library and I would pick my OWN stuff. I wasn't about to sit still for much else.)
Edit:
ARGH!
The board books are in CONTRACTED braille.
What the hell?
Okay, if children learn literacy and spelling by reading (thank you,
wintersweet), what is the point of giving them BABY BOOKS where the words contain contractions (think shorthand) instead of having the words spelled out properly? How are they supposed to internalize proper spelling and language construction when they're missing the first step?*grumbles, must find out who to bitch to*
