Book Review: I-M-ABLE: Individualized Meaning-Centered Approach to Braille Literacy Education

I-M-ABLE: Individualized Meaning-Centered Approach to Braille Literacy Education, by Diane P. Wormsley. New York: AFB Press, 2016, 162 pp. Paperback, $49.95; e-book (ePUB or Kindle), $34.95; online, $29.95 Reviewed by Yue-Ting Siu I-M-ABLE: Individualized Meaning-Centered Approach to Braille Literacy Education, by Diane P. Wormsley, is a lightweight tutorial that breaks down the complexities of instruction for teachers who are new to working with students who are visually impaired, seasoned teachers who face challenges in achieving literacy goals with emerging braille readers, and parents who can unify a team to ensure equitable instruction and meaningful learning experiences for their children. Reading, inclusion, and resource specialists who support onsite instructional delivery might also benefit from the conceptual knowledge included in this book to better understand the learning needs of students with visual impairments. FOCUS ON MOTIVATION, ENGAGEMENT, INDIVIDUALIZATION, AND SUCCESS Chapter 1, "Introduction to I-M-ABLE," promptly summarizes the foundations of learning and instruction for any student with differentiated learning needs. It embeds teaching in a student-centered approach that considers the student's experiences and focuses on four key principles: motivation, engagement, individualization, and success. I most appreciated Dr. Wormsley's focus on the independence of students in their own learning process and the importance of ensuring equitable access to learning experiences in order to promote literacy. The remaining chapters of the book are organized according to segments of instruction that might be incorporated in a comprehensive lesson plan. These segments include: assessment, instructional design and planning, differentiated reading instruction, mechanics of braille reading, differentiated writing instruction, mechanics of braille writing, alignment to traditional literacy instruction, and next steps for future instruction. Although the chapters are organized in a logical sequence that outlines a student's journey to literacy, chapters can also be read out of order and on-demand according to a student's instructional needs. This format successfully individualizes the book for teachers with varied experiences in delivering braille instruction to different types of learners and, therefore, promotes individualized goals for ongoing professional development. STRATEGIES UPON STRATEGIES Diagnostic teaching, which is defined as "the process of continuously trying a variety of instructional strategies and materials based on the current needs of the students" on page 5 of Dr. Wormsley's book (a quote from the sixth edition of Reading Diagnosis and Improvement: Assessment and Instruction, by Michael Opitz, Dorothy Rubin, and James Erekson), is a generalized theme throughout the book. Each chapter highlights teachable moments and strategies to adjust instruction in response to students' strengths and weaknesses. Also within each chapter are student scenarios and lesson plans that exemplify the author's teaching points and specific activities that can be carried out with peers, classroom staff members, and at home. …