I downloaded a series of web pages beginning at the address http://www.setbc.org/special/virg converted them to plain text, and combined them sequentially to produce the document below. Given its quite current and thorough treatment of the subject, I thought it was worth sharing. ---------- Visually Impaired Resource Guide Technology Guide to Assist Students With Visual Impairments in Meeting Curriculum Goals A Joint Project of SET-BC and PRCVI Contributors: Jackie Barrington Dave Manzer Vicky Midtdal Michael Mizera Fred Poon David Rathwell Anne Wadsworth Please provide feedback through our Survey. Comments and questions may be sent to Anne Wadsworth. Introduction Philosophy on Technology Suggestions for Using the Guide Section One- Learning Skills Reading/Writing Mathematics Reading Overview Writing Overview Overview Kindergarten & Grade Kindergarten & Kindergarten & 1 Grade 1 Grade 1 Grades 2 & 3 Grades 2 & 3 Grades 2 & 3 Grades 4 to 7 Grades 4 to 7 Grade 4 Grades 8 to 12 Grades 8 to 12 Grade 5 Grade 6 Grade 7 Section Two- Assistive Technology For Students Who Use Braille Suggested Grade Levels for Technology (Chart) APH Portable Cassette Tape Recorder/Player The Speaking Language Master (Special Edition) Calculator Abacus Braille Writer (Perkins) Pocket Slate and Stylus Braille 'n Speak 640 Braille Lite Keyboarding Skills Computers (Text Based Systems) Computers (Windows) Appendices Selecting Computer Technology Checklist Internet Resources References and Resources Glossary ---------- Survey Tech Guide Questionnaire Technology Guide Questionnaire Thanks for taking the time to fill out our survey- it won't take too long, and it will help us revise this to better suit your needs. This questionnaire is being filled out by: (_) A Classroom Teacher (_) A Vision Resource Teacher (_) A Teaching Assistant (_) A Braillist (_) Other The student(s) with whom I work is/are: (_) Primary low vision (_) Primary braille user (_) Intermediate low vision (_) Intermediate braille user (_) Secondary low vision (_) Secondary braille user (_) Other I work with this/these student(s) in the following capacity: (_) Planning and organizing Individual Educational Plans (_) Consulting with a Resource/Classroom Teacher (_) Planning programs and lessons for the student(s) (_) Share the responsibility of planning for the student(s) (_) Other Did you find the Technology Guide (_) easy to use (_) difficult to use Was the information (_) relevant (_) pertinent (_) clear/concise (_) murky How useful is the information in the Guide and for what purpose would you use this information? What parts of the Guide did you look at first, and why did you look there? Was the language in the Guide (_) too technical (_) not technical enough (_) just right Is the layout easy to use? If it was not easy to use what kind of problems did you encounter when using the Guide? How much technology have you used in the past? (_) none (_) just beginning to use technology (_) very knowledgeable in the field of technology What do you think of the specific parts of the Guide, for example, the Strategies, Resources, etc? How can this Guide be improved? We welcome any suggestions, additional teaching tips or suggestions you would like to share: (Optional) What's your name?. And your eMail address? ---------- Introduction The principle of inclusion adopted in British Columbia schools supports equitable access to learning by all students and opportunity for all students to pursue their educational goals. Technology can assist students with visual impairments in meeting their individual educational goals and to develop their potential. In the Province of British Columbia most students with visual impairments are integrated into regular classrooms and follow the curriculum mandated by the Ministry of Education. Most students receive support from a vision resource teacher and, possibly a teaching assistant, in addition to their regular classroom teachers. The student's School Based Team, which includes regular and special teachers and support personnel, administration and parents, is responsible for determining the necessary program modifications and/or adaptations and services for the student. These are outlined in the student's Individual Education Plan (IEP). The IEP for most students with visual impairments includes the development of skills related to adaptive technology. This technology resource guide is intended to assist in this ongoing planning and implementation process. The guide provides a sequential framework addressing a range of technology options to meet the general learning expectations across BC curricula from Kindergarten to Grade 12. Braille, print enhancement and speech output technologies are included. While the guide has applicability to all subject areas and grade levels the suggested strategies and modifications focus on the learning outcomes in reading, writing and mathematics. Foremost in the development of this resource guide is a commitment to maximize the independence of students with visual impairments through the use of technology in their learning environment. Students must be provided with opportunities to take increased responsibility and ownership for the technological tools they use in order to maximize their independence upon graduation. Competency in specific applications as well as knowledge of operating systems, skills in trouble shooting and creative problem solving are essential. Significant time is required to develop the many specific skills which are necessary to meet the unique challenges faced by students with visual impairments. The achievment of competency and independence should not be sacrificed due to time constraints. Many successful graduates have found it advantageous to extend their high school program. High school students often take from one semester to two extra years in order to manage successfully extra skill development demands, in addition to academic course work and social and recreational activities. Care and consideration should be taken in the choice of technology. Each device requires a range of skills which take time to learn before the device can be used independently with any degree of proficiency. While it is desirable to expose a student to every piece of equipment that will be beneficial to his or her development, it is also important to ensure that the student is not trying to master the skills for many devices all at the same time. He or she may become a "Jack of all trades", but master of none! Time lines and learning sequences included are only suggestions and it is anticipated that students will progress at significantly different rates. No specific technology or sequence is prescribed or recommended. The guide is intended to provide a range of options for consideration in the planning and implementation process. Decisions with respect to modification and/or adaptations necessary for an individual student are the responsibility of the School Based Team. The resource guide is intended to be an ongoing dynamic project that will be updated frequently as new technologies become available and feedback and suggestions are provided and incorporated. Philosophy on Technology As we move into the Twenty First Century, it is becoming increasing clear that society will continue to use technology in daily activities. All students, but, particularily those students with visual impairments, need to be competent users of technology. We need to give students the opportunity to learn how to use technological devices so that they are provided with the benefits of new technology. These benefits include a greater diversity in employment opportunities and an inclusion in the educational, social and recreational activities available on the "information highway". Personal biases and attitudes that may question the usefulness of constantly technology should not interfere with a willingness to provide students with the opportunity to understand, access and become increasingly proficient with technological devices. Suggestions for Using the Technology Resource Guide Organization... The guide is organized into three main sections. The first section addresses broad learning skills and may be most helpful to regular classroom teachers. The second section addresses many of the specific technologies being used by British Columbia students who are braille users while the third section addresses those technologies that are directed to students with low vision. (The third section related to technology for low vision students will be made available in the spring of 1998.) Section two and three will likely be more helpful to vision resource teachers and support staff. Broad learning skills expected in reading, writing, and mathematics from Kindergarten to graduation for all students are listed in an italic font. These learning skills were developed by the BC Ministry of Education, Skills and Training and complement specific BC curricula. They have much in common with those developed elsewhere in Canada and the U.S. General information, teaching strategies, tips and adaptations addressing the use of technology to assist students who use braille are provided in regular font. While many of the suggestions are self explanatory some are more unique and are often the primary responsibility of the vision resource teacher (indicated by a [refer to theVision Resource Teacherin your area for further information] notation). Emphasis in this section is placed on how technology can be used to support learning outcomes of the curriculum. It does not include many more general teaching strategies and resources related to the development of reading, writing and mathematics skills for students who are visually impaired. The regular classroom teacher, who has a student using braille in his or her class, might find it useful to review the overview sections followed by the subsections pertaining to their specific grade and/or subject areas. The second section of the guide addresses many of the technologies currently being used by students who are visually impaired in British Columbia. It includes a brief description of the specific technology, prerequisite skills necessary to use the technology, and the skills required for mastery. Many different factors will contribute to the specific time line for an individual student and those provided are broad suggestions for the "typical" student who uses braille. Teaching tips and resources are included. It is anticipated that this section will assist in the development and implementation of short term objectives and long term goals as part of the student's Individual Education Plan. While the guide attempts to provide a sequential framework for instruction it does NOT replace the need for other teaching resource materials and manuals. The third section will address those technologies being used by students who have low vision and require some degree of magnification and/or speech access. This section is currently under development and will be available in the spring of 1998. An Invitation to Share... This guide is intended as an ongoing dynamic project. The success will largely rely upon feedback from those involved in the education of students who have visual impairments. Those of us who have been have involved in the development have contributed our individual and collective expertise in articulating the "what, when, and how" technology supports students in meeting curriculum goals. We have had differences of opinion and there have been healthy debates! Often we have found consensus. Best practices evolves from innovations in the field. We recognize that what works for one student and in one particular situation may not be appropriate for another. We need to share our collective experiences and expertise in order that we can all learn from each other. We invite you to provide us with feedback and with suggestions on how the guide can be improved. We expect to update this guide and would appreciate any additional reference materials and / or teaching strategies you would like to share. ---------- Reading & Writing Overview Reading K-1 Reading 2-3 Reading 4-7 Reading 8-12 Writing K-1 Writing 2-3 Writing 4-7 Writing 8-12 It is very difficult to separate reading and writing. In order to write, it is necessary to be able to read. A large vocabulary enables the writer or reader to express themselves clearly. Continuous practice in writing helps with the development of comprehension skills and a lifelong enjoyment of the written word. This is true for all students whether sighted or visually impaired. Many of the teaching strategies and techniques employed by the classroom teacher when instructing sighted students are appropriate for visually impaired students as well. Technology assists the student with a visual impairment to access the same materials as the sighted student. Computers adapted for the the student who uses braille, tapes, twin vision books and/or other devices [refer to the Vision Resource Teacher in your area for further information] can assist the student to develop reading and writing skills. With the assistance of various technological devices, the student who uses braille is able to produce quality assignments that, without the equipment would be far more difficult. Successful mastery of one piece of equipment is better than learning to use a lot of devices with limited proficiency. Nevertheless, most often, reading and writing assignments will, even when completed by a student who is proficient in using technological aids, take longer to complete when a student has a visual impairment. While a computerized writing tool is helpful to any sighted student it is essential to a student who uses braille. Spelling Spelling is an integral part of the reading and writing process and one which poses unique challenges for the student who reads braille. Students who are sighted have the advantage of continuous visual reinforcement when learning the spelling of words. This occurs as they see signs, labels, packages, story books or favourite television programs ( e.g. Sesame Street, Arthur ). Continuously seeing printed words facilitates the development of spelling. The student with the visual impairment experiences little, or possibly none, of this constant visual reinforcement. The student who uses braille is additionally challenged because of the unique nature of the braille code. In braille, words are often shortened by using a number of different abbreviations. There seldom is a one-to-one correspondence between the letters in a printed word and the braille equivalent. For example in contracted Grade 2 braille the letter "k" by itself is the word knowledge. Therefore the blind student does not have the advantage of continuous spelling reinforcement when reading or writing contracted braille since he or she rarely reads words that are spelled out letter by letter. The student who uses braille can have excellent braille literary skills but limited skills in print spelling. The blind student is taught spelling using uncontracted Grade 1 braille, however, when the student is asked to perform other writing activities, he or she will be most often using contracted Grade 2 braille. Contracted braille is much faster to read and write and reduces the volume of the braille document. The need for proper spelling becomes increasingly apparent to the student when they begin using a dictionary and computer keyboard. As a student's spelling skills improve he or she is also increasingly successful in using a spell checker and/or encyclopedia. Later accessing the Internet and searching for particular information can only be accomplished with conventional spelling. Braille entry devices [refer to the Vision Resource Teacher in your area for further information] perpetuate spelling difficulties as the student writes contracted or shortened and abbreviated words. Each of the devices discussed in this section has advantages and disadvantages. Often technology ideal for one task will not be ideal for another. It is imperative that the student be introduced to a variety of technology so that he or she may learn what works best. Page last built on 11/21/97; 10:37:28 AM. Please fill out our Survey. ---------- Mathematics Overview - Learning Outcomes Math K-1 Math 2-3 Math 4 Math 5 Math 6 Math 7-12 Mathematics, for the student who uses braille, commences in the early grades with an emphasis on the use of a variety of concrete, functional manipulatives. Gradually the Braille Writer (Perkins), to record data, and the Abacus and talking calculators to compute problems, are introduced and become major tools at the elementary level. The introduction of the Nemeth code starts in kindergarten and it's mastery is a focus right through to graduation. At the secondary level students who use braille are building on the knowledge of the Nemeth Code, accessing and recording information, working on independence and problem solving. Additional skills are developed with the introduction and use of the talking scientific calculator (Braille 'n Speak 640, Braille Lite or a talking computer) and the Pocket Slate and Stylus. At all levels of instruction from Kindergarten to graduation the student who uses braille takes longer than his or her sighed peers to read and record information. Students from K - 12 should actively be working towards using and mastering one or a combination of the Abacus, Braille Writer (Perkins), Braille Lite, Braille 'n Speak 640 and talking calculator. It is important to note that the Braille Writer (Perkins) is especially useful throughout all the school years, as it is the only tool that allows a student to show all of the steps in their work. Pre-teaching new concepts, skills and Nemeth symbols, by a Vision Resource Teacher, prior to regular classroom introduction, allows the student who uses braille the time to learn and practice on a one to one basis. Thus, the student can focus on the lesson in the classroom instead of classroom instruction plus learning how to manipulate unique materials and technology. Extra time must be found for the student to master these additional skills. Students who use braille should have equal opportunity and access to the same print materials as their sighted peers. Regular meetings between the Vision and Classroom Teacher are required to discuss and plan the instructional program, priorities, and time required for the production of alternate format materials. Many math concepts can be reinforced by twin vision books (both braille and print) and adapted board games made for classroom activities. These provide the student with additional incidental practice with peers, in a functional setting, which is needed to reinforce concepts. The abacus can be used to keep score for any number of games in the classroom. Whenever possible concrete, functional materials should be used to teach math concepts. For example, if the student is required to count the number of frogs for one to one correspondence, the student who uses braille may count the number of Nemeth symbols. This allows for some incidental Nemeth code learning as well as one to one correspondence tasks. These are meaningful activities for the student who uses braille. Emphasis on concrete information can be carried over into the area of orientation and mobility (O&M). For example walking around the outside of a playground can reinforce the concept of perimeter and 90degree angles. The Vision Resource Teacher in your school district is the most knowledgeable in adapting and providing materials for the student who uses braille. Together as a team, the classroom teacher provides the math knowledge, and the vision teacher provides the adapted materials and direct instruction for specialized skills such as the Nemeth Code. Each of the devices discussed in this section has advantages and disadvantages. Often technology ideal for one task will not be ideal for another. It is imperative that the student be introduced to a variety of technology so that he or she may learn what works best. Page last built on 11/21/97; 10:36:45 AM. Please fill out our Survey. ---------- Reading K-1 Teachers encourage reading by placing picture books, signs, posters and other things that are easy to read around the classroom. The Vision Resource teacher has primary responsibility for deciding on a method to introduce braille reading to the student who is visually impaired. The Vision Resource Teacher is also responsible for supporting the classroom teacher on an ongoing basis in adapting the reading program and providing all reading and viewing materials in formats that are meaningful to the student with a visual impairment. Students who have limited or no vision are most often unable to see the many pictures, graphics and words found in home, school and community environments. They must rely primarily on their tactile and auditory senses to compensate for loss of vision. Students should be provided with selective mutisensory materials that are, to varying extents, useful substitutes (eg. a clock face that can be touched to explore the raised braille numbers and location of the hour and minute hands and / or one that speaks the time). The student with a visual impairment should be provided with opportunities to explore tactile picture books, signs, labels etc. that are equivalent to those provided to their sighted peers. The student should be given ample opportunity to safely explore his or her environment using as many multi-sensory cues as possible. The student with a visual impairment needs to be able to develop a symbolic understanding of the written word through experience with high dots, other raised symbols, and early pre-braille learning materials. [refer to the Vision Resource Teacher in your area for further information] The student can explore the six dots that are used for writing braille. These dots are made with a machine which is called a Braille Writer (Perkins). This machine provides the student with an image that can be felt tactually. The student can then be be provided with the same reading materials and activities as those provided to a sighted student. Word Recognition * learn how sounds and letters make words (phonics) * substitute a word that makes sense when they don't recognize a word and can't figure it out using phonics * recognize by sight the basic words and phrases that appear frequently in their reading material For the student who uses braille the APH Portable Cassette Tape Recorder/Player may be used to record and listen to songs and poems with lyrics about the alphabet. A wide and varied range of experiences with voice in many different formats (eg. song, poetry, prose, conversational ) at an appropriate level enhances auditory discrimination skills, helps to enrich vocabulary and facilitates word substitution skills. The Braille Writer (Perkins) and/or Braille Lite are used for writing once the student begins to associate sounds with their corresponding braille configurations. Reading for Information and Enjoyment * read and re-read storybooks and informational books they have chosen * read orally from their own writing and familiar materials * listen to and talk about stories that have been read to them The development of good listening skills is of particular importance for the student with a visual impairment. Voice recording devices, telephones and televisions can be used to enhance the development of listening skills. Listening for specific content as well as enjoyment needs to be encouraged. Students need to be provided with meaningful, early, enriched, multisensory tactile experiences that include objects and tactile representations and symbols. Materials will vary for each individual student. Some beginning books with simple tactile drawings, materials and/ or braille text are available. Alternatively they may be made specifically for a student. The student might also be introduced to technology that provides speech access in order that the student begins to become familiar with robotic speech. [refer to the Vision Resource Teacher in your area for further information] (Braille 'n Speak 640, computers, Braille Lite) Increasing Recall and Understanding * look over a book to get ready to read * think about how certain words or pictures help them know what will happen in a story remember and retell familiar stories The student should be able to identify the parts of a book eg. cover, pages, margins. He/she should be able to hold a book correctly and turn the pages. He/she should be able to explore a tactile book using the pads of their fingers. The student increasingly develops an understanding of braille as a written form of language. Encourage the students to develop a light touch when tracing the braille dots. The student needs to be aware of, and, to begin to review, transcribers notes for a description of the pictures and graphics found in the print copy. Thinking About What Has Been Read * write and draw about stories and use story characters, events and language in play * express likes or dislikes for particular books or topics * make connections between personal experiences and what they are reading about (e.g. may tell a story about something similar that happened to them) The student can use multi-sensory materials to represent story events and characters (eg. clay, plasticine, pipe-wire, play dough). Sometimes real objects can be used. The student should be exposed to a wide variety of reading material. Regular print books can be produced in a braille format easily if a scanner and computer with a braille translation program are available. Initially select stories which deal with familiar events, characters and concepts. Research (Using Reading to Find More Information) * recognize books as a source of information * use pictures to get information The student should be introduced to the library's multi-media resources as well as any other convenient resource centres that provide research materials in braille or voice access. (APH Portable Cassette Tape Recorder/Player, Braille Writer (Perkins), Braille 'n Speak 640, Braille Lite. Twin vision books, taped books, PRCVI) Reading for Lifelong Development * show curiosity and interest in books of all kinds * talk about their reading * enjoy looking at books and listening to stories The student with a visual impairment should be encouraged to engage in meaningful dialogue. He/she should be encouraged to read his/her own stories and listen to others. Resources Twin Vision Books American Action Fund For Blind Children and Adults 18440 Oxford Street Tarzanan, CA 91356 Textbooks American Printing House for the Blind 1839 Frankfurt Avenue, P.O. Box 6085 Louisville, Kentucky 40206-0085 (502) 895-2405; (800) 223-1839; Fax (502) 895-1509 National Braille Press 88 Saint Stephen Street Boston, MA 02115 National Library Service for the Blind and Physically Handicapped Library of Congress 12191 Taylor Street, NW Washington, DC Seedlings P.O. Box 2395 Livonia, MI 48151-0395 (800) 777-8552 Providing Quality Instruction in Braille Literacy Skills - Companion Guide to Invitations: Changing as Teachers and Learners K-12 by Koenig & Farrenkoph Region Iv Education Service Center 7145 Tidwell Street Houston, Texas 77092-2096 (713) 744-6383 Fax (713) 744-6811 PRCVI (for BC teachers only) 106 - 1750 West 75th Avenue Vancouver, BC V6P 6G2 Alternate Format Instructional Materials Canadian Institute for the Blind Library Services (located in major centers across Canada) ---------- Writing K - 1 Children learn basic writing skills. They are encouraged to use drawing, scribbling and combinations of letters to try writing. The student is encouraged to use the braille writer and the slate and stylus for scribbling and use the combinations of braille keys to make configurations that become increasingly meaningful for the child. The vision resource teacher provides a model by using the braille writer to record the stories that the child dictates. Braille readiness programs (e.g.- Mangold) also provide many different activities that can be used to stimulate and develop beginning writing skills. Why We Write * explore ways of representing thought on paper (most attempts of writing are intended for the students themselves rather than others) * share words and experiences that are important to them The tape recorder can be used to record stories and students should be encouraged to use the Braille Writer (Perkins), computer and/or Braille Lite to write their own stories. Encourage students to read their stories to their teacher, peers and family members. Use of written story starters (key cue words) can be helpful. What We Write About * recognize that print has meaning and explore ways of representing the letters, names and words they see in books or other places * read parts of what they have written if asked immediately after they finish writing * show interest in letters, sounds and words Continue use of braille writer, tape recorder and computer to explore different ways of representing their thoughts and ideas. Encourage creative expression through the use of journal writing. Real objects (eg. candy wrappers, mandarin peel, bottle caps etc.) can be used as tangible souvenirs of past experiences and enhance early writing. Music, nonsense verses, poems and a wide of variety of literary media help to illustrate how thoughts and ideas can be put into many different written forms. Style * explore the form of writing by attempting to represent sounds, words and ideas see previous section How Letters Make Words (Form) * write from left to right * represent sounds, words and ideas on paper using scribbles, drawling and some recognizable letters * write familiar words that are important to them, such as names Provide tracing and tracking activities in order that the student can trace a continuous line from left to right and trace two and three dimensional shapes. Use two hands cooperatively in tracing. Many activities for beginning writing can be found in braille readiness programs ( eg. Mangold Reading Readiness Program). Once a braille readiness program has been completed the student moves on to a beginning braille reading and writing program (eg. Patterns) Concurrently Increasing competency in the independent use of the Braille Writer (Perkins) is developed. Spelling, Grammar and Punctuation * begin to spell phonetically * recognize letters, names of letters and sounds * print letters, but often use capital letters at first and reverse some of them * focus on beginning sounds, then ending sounds (e.g. md for mud) then middle consonants (eg. wgn for wagon) and finally vowels While elements of grammar and punctuation are the same the reader is referred to the Reading & Writing Overview for information concerning spelling and some of the inherent problems for an individual who uses braille. Specific modifications and adaptions are the responsiblity of the vision resource teacher. ---------- Mathematics K -1 At this level children are given objects such as blocks and counting sticks to work and play with. Children learn how to make simple measurements and how to use pictures, numbers, shapes and sizes and simple mathematical symbols such as plus and minus. Is very important at this level to give the student a variety of manipulatives to teach and reinforce one to one correspondence, to use concrete objects for simple measurements, to learn to describe the attributes of an object and to learn to discriminate differences in size and weight. Braille instruction should commence in writing and reading the number sign, Nemeth* numbers, plus, minus and equal signs. Additional time will need to be spent in learning how to manipulate the brailler and the process of putting in, aligning and removing braille paper. If calculators are available, the visually impaired student should have access to experience and use a calculator with speech output. These experiences with electronic technology must not replace necessary experiences using manipulatives or the brailler. The introduction of skills should parallel classroom instruction as closely as possible. Blind students must have physical boundaries when dealing with manipulatives (e.g. trays, sorters, cups, egg cartons) to prevent items from getting lost or being placed in the wrong group. This system also encourages the use of a systematic search technique.* [refer to the Vision Resource Teacher in your area for further information] 1 Working groups of manipulatives should have boundaries within the larger working tray. For example, when beginning the concept of an equation each portion of the task should have well defined containers/boundaries. It is important to adapt tasks so they are meaningful to the visually impaired child. For example, if the task is to count the rings on a picture of a finger and write the corresponding number, the blind child could count the number of Nemeth number signs or embossed lines or shapes or other tactile attributes on a braille page and write the corresponding number. The task is to count, therefore count something meaningful to the blind child. The added bonus is often in facilitating incidental learning such as refining tactile discrimination skills. Learning About Numbers * learn about whole numbers and fractions * know how to estimate the number of objects and add and subtract numbers up to 10 * know how to count up to 100 and begin to understand place value to 99 * add and subtract to solve simple problems The student should develop a systematic search technique [refer to the Vision Resource Teacher in your area for further information] , location terminology and related concepts. (e.g. top of page, bottom of page, left, right) Use weight, sound and size as estimators of the number of objects in a group. The abacus and a combination braille/tactile/large print number line, can be used to teach and reinforce one to one correspondence, place value and simple addition and subtraction problems. Data Analysis * Collect information and show how this information fits into different categories (displaying) Continue to use a variety of meaningful manipulatives to represent visual information and to achieve these curriculum goals. This is the very beginning of charting and graphing. Students should learn how to read and produce information on a simple chart and be exposed to some basic formatting techniques. Tactile graph paper is available commercially. Geometry * learn about objects and shapes such as circles, triangles and squares * learn about geometric patterns using shapes and objects Continue to use a variety of meaningful manipulatives to achieve these curriculum goals. Learn the basic vocabulary and attributes of shapes. (e.g. circles, triangles and squares) Relate these shapes and attributes to real life objects whenever possible. Learning About Measurements * compare, estimate and record the length of things using centimeters (standard units) as well as objects such as hands, feet and pencils (non-standard units) * begin to know about time, temperature and money The use of real money for the blind child helps with daily living skills and the Vision Teacher may be consulted in the instruction of identifying coins tactually and folding techniques to identify paper bills. Tools that can be used at this level include the talking clock, Braille Lite * [refer to the Vision Resource Teacher in your area for further information] clock, raised clock, talking thermometer, as well as commercially prepared worksheets. Algebra * Algebra is not part of the mathematics program in K to 3 ---------- Reading 2 - 3 Children learn to recognize many words by how they look and where they are in a sentence. Reading becomes easier as students read for longer periods of time. Children are encouraged to read alone. Students should have access to a wide variety of reading materials in braille. Every effort should be made to provide equivalent braille materials to those used by sighted students. Material which is read aloud and then displayed by the teacher, should also be available in braille for the student who reads braille. A braille printer or a refreshable braille display with a computer (Braille Lite) [refer to the Vision Resource Teacher in your area for further information] and electronic books (books on disk) can provide access to a wide variety of reading material. These and other technologies enable students to access information related to all areas of the curriculum. These technologies can also provide access to a wide variety of current magazines and other information that can augment and enrich regular curriculum materials. [refer to the Vision Resource Teacher in your area for further information] The classroom reading centre should include books in braille that are twin vision in nature (braille and print on the same page). Verbal descriptions of pictures found in story books at this level are not always adequate and can be enhanced using three dimensional tactile representations of the key pictorial components or actually dramatizing the pictorial and/or text content. Word Recognition * apply rules of phonics as well as other ways to identify unfamiliar words (e.g. word structure, contrast, context dictionary) * focus on reading fluently and make an effort to correct their own mistakes * recognize a large number of words by sight, and read faster silently than orally. In order to develop word recognition skills it is esssential that the student have access to all reading materials in hard copy or refreshable braille. The use of a computer with voice output is helpful in developing language skills but not word recognition skills. For the early braille reader the less contracted the text, the easier it may be to decode the text. The beginning braille reader may read more fluently before many braille contractions have been introduced. Fluency will again improve as the student becomes familiar with the contractions. Reading for Information and Enjoyment * concentrate for longer periods of time (20 to 30 minutes at one time) on material they have chosen * adjust their approach to fit the purpose and material (e.g. read familiar stories faster than new stories) * rely increasingly on reading to find information Students must have access to a variety of reading materials in their areas of interest to promote longer periods of concentrated reading. Print reading materials can be readily converted to braille by using a scanner, and a computer with braille translation software and a braille printer. [refer to the Vision Resource Teacher in your area for further information] Familiar stories and nursery rhymes are often read faster than a new story in which the student may be concentrating on the details of the story and possibly encountering unfamiliar braille contractions. The student may be able to access additional resource information from CD-ROM programs with the assitance of their classroom or vision teacher. Increasing Recall and Understanding * predict storyline by previewing story or book before reading * ask questions * retell main ideas * read "between the lines" to make inferences about characters and their behavior Unlike the print reader a braille reader is unable to "skim" a book. The title page and photo descriptions may provide some useful information. A precis or outline, when available, allows the student to preview the story or book and to make storyline predictions. Encourage questions about material being read. Ideas from the story which are abstract or unfamiliar may have limited meaning for the braille user and require further explanation. Students can retell stories into the tape recorder and type or braille the story at a later date. Character sketches may be written on a computer and/or braille notetaker and saved and developed as the story continues. Passages may have to be re-read to understand inferences. Thinking About What Has Been Read * recognize an increasing variety of story types and understand the elements that make up a story * speculate about the author's purpose Many different types of stories must be made available to the student who reads braille. Scanners and computers with braille translation software [refer to the Vision Resource Teacher in your area for further information] can assist in providing regular print books into a braille format. "What if..." situations can be given to stimulate thought (e.g. "what if dogs could talk") in order to develop an understanding of author's purpose. Using What Has Been Read * express personal views about characters' motivation and behavior * explain reasons why they like or dislike a book or type of reading material * explain characters' actions and story situations in drawing and writing Tactile pictures can be made with plasticine and screen boards. [refer to the Vision Resource Teacher in your area for further information] Research (Using Readings to Find More Information) * use text features such as a table of contents, headings or illustrations to help find information * begin to recognize the purpose of specific reference material such as pictures and glossaries * begin to locate and record information The student should learn to find the table of contents for each volume of a braille book, place braille volume in order for easy access and be able to explain why braille books often have more than one volume. The student should become familiar with the running head for each braille page and with braillist notes for graphics etc. in print text. In addition the student should read for different purposes (e.g. skim, study details). Brief notes can be jotted down using the Pocket Slate and Stylus. Access to information available on CD- ROM is very helpful. Information may be recorded using a brailler, Pocket Slate and Stylus, computer, Braille 'n Speak 640 or Braille Lite. [refer to the Vision Resource Teacher in your area for further information] Reading For Lifelong Development * will talk about reading with other children * enjoy reading, and may choose to read if given a choice of activities * concentrate for longer periods of time on reading books they have chosen Encourage participation in guided literary discussions. Students will often choose to read if they are provided with books that are at an appropriate reading level and are about their personal areas of interest. Poems, short stories, short story books can be scanned and put into braille. [refer to the Vision Resource Teacher in your area for further information] Try making braille books with different textured covers and in different shapes. Resources Twin Vision Books American Action Fund fir Blind Children and Adults 18440 Oxford Street Tarzana, CA 91356 Textbooks American Printing House for the Blind 1839 Frankfort Ave., P.O. Box 6085 Louisville, Kentucky 40206-0085 (502) 895-2405; (800) 223-1839; FAX (502) 895-1509 National Braille Press 88 Saint Stephen Street Boston, MA 02115 National Library Service for the Blind and Physically Handicapped Library of Congress 12191 Taylor Street, N.W. Washington D.C. Seedlings P.O. Box 2395 Livonia, MI 48151-0395 (800) 777-8552 Providing Quality Instruction in Braille Literacy Skills - Companion Guide to Invitations: Changing as Teachers and Learners K-12 by Koenig & Farrenkoph Region IV Education Service Center 7145 Tidwell, Houston, Texas 77092-2096 (713) 744-6383 FAX (7130 744-6811 PRCVI 106-1750 West 75 Avenue, Vancouver, B.C. V6P 6G2 Alternate Format Instructional Materials Canadian National Institute for the Blind Library Services (located in major centers across Canada) ---------- Writing 2-3 Children can now do more writing on their own. They will write so others can read what they have written, and they often choose what they want to write. Technological devices are available to help students with their writing. Writing devices may include, Pocket Slate and Stylus, electric and manual "braille writers", refreshable braille display computers and braille notetakers. The vision teacher has primary responsibility for teaching the braille code and braille writing. He or she has specific knowledge of the braille code and can assist the regular class teacher with instruction related to the acquisition of spelling, punctuation, grammar, paragraphing and capitalization skills. Why We Write * share personal experiences and interests through writing * show awareness and interest in having others read their work * use a variety of ways to record and represent ideas The Braille 'n Speak 640 and/or Braille Lite with access to a print printer provides for a quick print copy of a student's writing that can be shared with sighted peers and teachers. The APH Portable Cassette Tape Recorder/Player can also be used to record and share ideas and thoughts occasionally. Pictures with a screen board and a story board with plasticine [refer to the Vision Resource Teacher in your area for further information] are multisensory ways in which ideas can be recorded and represented. What We Write About * write about immediate personal experiences and interests * include ideas and events they imagine or remember * read their own writing Once the student is physically able to hold a stylus correctly they should be introduced to instruction in using the Pocket Slate and Stylus. [refer to the Vision Resource Teacher in your area for further information] The Pocket Slate and Stylus is useful for short note taking activities or for recording brief bits of information. Its compactness and ease of portability make it a handy writing tool equivalent to keeping having a pencil and paper in a pocket or purse. The braille writer should also be used to produce work in braille. The vision teacher must teach the student how to operate the braille writer efficiently. Students may also be beginning to use the Braille 'n Speak 640, Braille Lite and/or computer to record their thoughts. Braille translation programs are now available for computers. Reading their braille writing to a buddy in a lower grade, to parents and to peers is often reinforcing. Style * rely on concrete words that represent people, places and things that are important to them * use some descriptive words (frequently repeat a favorite word or phrase) * write in the first person (may include many pronouns) * write in short, simple sentences The student can create their personal dictionaries, spelling lists, etc., with the The Speaking Language Master (Special Edition). The Bill Martin Jr. materials, Shel Silverstein poems and Mercer Mayer books can be useful for the students who reads braille to become familiar with repetition and nonsense verse. How Letters Make Words (Form) * learn to connect words to form basic sentences * understand and use story structure such as a beginning, middle and end * write in a variety of simple forms (list, journals, stories) Begin by writing uncontracted words to form sentences on the Braille Writer (Perkins), Braille 'n Speak 640, Braille Lite and/or Pocket Slate and Stylus. Story maps which help to understand use story structure can be constructed by using letraset tape to demarcate areas or draw boxes with braille "c's and l's". Spelling, Grammar and Punctuation * use spaces to separate words and spell an increasing number or words correctly, particularly those that are phonetic * use their knowledge of phonics to help them spell many words (e.g., spesaly instead of especially) * show increasing concern for correct spelling and basic punctuation Grade two braille cards [refer to the Vision Resource Teacher in your area for further information] are useful for teaching phonetic words. The student can use The Speaking Language Master (Special Edition) and computer programs with spell checking features to assist with spelling. The Braille Lite provides the student with immediate spelling and punctuation feedback. Resources Twin Vision Books American Action Fund For Blind Children and Adults 18440 Oxford Street Tarzanan, CA 91356 Large Print Textbooks American Printing House for the Blind 1839 Frankfurt Avenue, P.O. Box 6085 Louisville, Kentucky 40206-0085 (502) 895-2405; (800) 223-1839; Fax (502) 895-1509 National Braille Press 88 Saint Stephen Street Boston, MA 02115 National Library Service for the Blind and Physically Handicapped Library of Congress 12191 Taylor Street, NW Washington, DC PRCVI 106 - 1750 West 75th Avenue Vancouver, BC V6P 6G2 Alternate Format Instructional Materials Canadian Institute for the Blind Library Services (in major centers across Canada) ---------- Mathematics 2 - 3 Children are now learning how adding, subtraction, multiplying and dividing can be used in daily activities and for solving problems. They learn to collect information and to display it using pictures and symbols. Students learn the basic facts of addition, subtraction and multiplication, as well as ways of estimating. The brailler and abacus are used regularly in conjunction with manipulatives and a tactile/braille/large print number line. These should become the daily tools for solving problems and learning how to record and read Nemeth information. Students learn to collect and display information using representational tactile symbols. Learning and practicing how to manipulate braille paper and the brailler, for calculation purposes, needs to be mastered. Considerable time is necessary at this level to teach the student how to work with the Nemeth format and how to represent the operations and calculations on a braille page. Please refer to the Math Overview for additional information. Learning About Numbers * extend counting, estimating, adding and subtracting the three numbers and place value to four numbers begin to learn about decimals and basic multiplication and division facts start to learn about fractions and how they can be written differently as equivalent fraction and decimals (e.g., 1/2 = 4/8 = 0.5) continue to solve addition and subtraction problems with whole numbers Estimation is a very important skill when using the calculator and should be stressed from this level on upward. Place value provides an opportunity to teach the abacus to the entire class and reinforces this concept for all students. An added benefit is that at least one student will likely enjoy and understand the abacus to the level of being a resource for the visually impaired student. The abacus is an excellent tool for keeping score when playing games. When using the abacus, comma and decimal point inserters can be used to help with calculations. A braille set of multiplication and division facts are useful tools for the home and classroom. A screen board and tactile card games are excellent ways to reinforce math facts and involve peer groups. These activities can be used for indoor days and help facilitate integration. Drilling math facts can become an independent activity with the use of a specialized tape recorder(Foto-Fonics) for tactile and auditory recording. Fractions are introduced at this level and time will need to be spent in reading and recording fractions using the symbols and rules of the Nemeth code. Oakmount materials, provided at no cost for visually impaired students, are excellent tactile tools for the teaching of fractional concepts. Data Analysis * extend collecting and displaying data to include tallies (totals by category) * use tables and pictographs to solve problems Continue to use manipulatives but gradually shift to braille representation of data. Commercially produced and teacher prepared materials can be useful in dealing with tables to solve problems. Whenever feasible use meaningful concrete materials. Geometry * identify, describe and classify more complex figures and objects * learn the names of figures and shapes (e.g., circle, triangles, square) * begin to learn about patterns a figure makes when it moves around Students will learn how to describe the attributes of figures and shapes. (i.e. triangles have 3 pointed corners and the sides are all straight lines) A screen board or geoboard are useful tools when teaching and reinforcing geometry concepts. A brailler can be used to make Nemeth numbers and symbols creating pattern worksheets with prediction tasks at the end. Learning About Measurements * learn about area, capacity (volume), mass (weight) and temperature * compare, estimate, measure and record, using common metric units and measuring tools * begin to solve problems involving money, length, capacity (volume) Buddy systems for experiments and teacher descriptions are good tools at this level of instruction. Tactile measuring devices are available from the Provincial Resource Centre for the Visually Impaired (PRCVI) to help with measurement. [refer to the Vision Resource Teacher in your area for further information] The brailler continues to be the main tool of recording Nemeth information and instruction time will need to be set aside to learn the Nemeth rules for problems involving money, length, and capacity. It is helpful at this stage to continue to use real money and as many concrete environmental examples of measurement as possible. Algebra * Algebra is not part of the mathematics program in K to 3 ---------- Reading 4 - 7 Students begin to read many types of stories (e.g., science fiction, mystery, adventure, romance). They also start to use books such as an atlas, dictionary and encyclopedia to find specific information. During the Intermediate Grades planning for independent use of electronic reading/writing tools is important. Equipment such as talking computers and braille note takers take time to learn. The development of a strategic plan which takes into consideration other needs of the student who uses braille (e.g. Orientation and Mobility) is crucial to the independent use of technology in the later grades. Each device discussed in this section has advantages and disadvantages. Often technology ideal for one task will not be ideal for another. It is imperative that the student be introduced to a variety of technology so that he or she may learn what works best for them in any given situation. Word Recognition * Figure out unfamiliar words by using context clues and phonics and analyzing parts of the word * Use the dictionary to locate word meanings By the Intermediate level it is anticipated that students will have mastered the Literary braille code and should have developed efficient reading techniques. The focus of the reading program is on interpretation, extension of knowledge and analysis rather than braille decoding skills. Braille materials rather than taped materials are essential for anaylsis of word parts. Written material not available in braille can be produced with the aid of a scanner, computer (with a braille translation program) and a braille embosser. Where unavailable, braille books can also be produced on a manual brailler or through transcription services. Permission must be obtained from the copyright holder before any copyright material can be reproduced. For dictionary skills/usage, a The Speaking Language Master (Special Edition) may be useful. When the student is proficient with a computer and speech, a dictionary on disk or CD ROM may also be helpful. Reading for Information and Enjoyment * Recognize different purposes for reading * Use different reading strategies for different purposes A variety of reading materials can be made available in braille. Besides textbooks, it is also useful to produce teacher-prepared worksheets, word puzzles, school notices and reminders, report cards, newsletters, and menus. Scanners are very useful for the production of these types of materials. Reference material can also be scanned and produced in braille. Increase Recall and Understanding * Review what they already know about a topic and make inferences by "reading between the lines" * Make predictions and ask questions * Summarize, retell and interpret information Use available technology when appropriate to assist meeting this learning outcome. Thinking About What Has Been Said * Analyze particular elements such as style or theme in novels, articles, short stories and poetry * Identify, discuss and write about common themes in literature from different countries and cultures In order to identify, analyze discuss and write about particular elements in literature, an electronic reading/writing tool can be useful. The ability to organize information in files for efficient search and retrieval is desirable. The Braille Lite, Braille 'n Speak 640 or other talking computers are useful. Using What Has Been Said * Make and support judgments about what they read * Write and talk about their responses to what they read * Make connections between previous knowledge, personal experiences and the reading of new material The use of eText (curriculum materials on disk) provides an efficient way to access print material. For example, the student can use the search functions available within the word processing software on their computer to quickly locate topics or specific information. Research (Using Readings to Find More Information) * Locate information from several different sources to complete research projects * Use reference material such as maps, charts, graphs and library materials Students should have access to a variety of sources in accessing reference material. Tactile braille is superior to speech or taped materials in that it reinforces the unique formats often found in reference material. Furthermore, the spatial formatting of the physical page reinforces the organization of written material into paragraphs or other structural styles. The fact that not all material is available in braille requires such alternatives as a talking computer with a scanner, E-text, the Internet, taped materials and developing the ability to solicit readers. Tactile maps and drawings are most useful when the information is presented appropriately for the braille reader, for example, there is good textural contrast. A series of simple maps is preferable to one containing a variety of information [refer to the Vision Resource Teacher in your area for further information] Reading for Lifelong Development * Select reading material from a wide range of fiction and non-fiction * Begin to value the role of literature in our culture and our society Reading for lifelong development is dependent on the accessibility of reading material. While every effort in the Intermediate grades should be made to provide reading material in braille, the student should develop skills in accessing alternative formats as well. Keeping in mind, the overriding goal of independence, it is most useful if the introduction and exploration of these alternatives to reading proceed with the student taking more initiative and responsibility for their needs. ---------- Writing 4-7 In this grade range students learn to write a first copy of their work and then review it for errors before writing a final copy. Students think about the relationship between what they are writing, who they are writing for, and the best way of presenting the information. Each device discussed in this section has advantages and disadvantages. Often technology ideal for one task will not be ideal for another. It is imperative that the student be introduced to a variety of technology so that he or she may learn what works best for them in any given situation. It is important that students have a writing tool that allows them to review all aspects of their writing in order to make corrections or revisions. Braille is more desirable than speech to accomplish this task. Tactile braille provides immediate feedback on spelling, punctuation and grammar as well as the flow and content of the student's writing. While it might be possible to review all of these important aspects using a speech device, access to braille will allow the student to develop better writing skills. The writing tools that will most efficiently accommodate the review and revision necessary at this level of writing are those which use refreshable braille (e.g. Braille Lite ), a speech device connected to a braille embosser (Braille 'n Speak 640), or a computer with screen review program [refer to the Vision Resource Teacher in your area for further information] . A writing tool should connect to an ink printer so that teachers and peers can have access to the student's writing. Why We Write * Show an increasing awareness and consideration of audiences for their writing, both within the classroom (teacher and other students) and outside the classroom (parents and friends) * Write for a variety of purposes, such as sharing ideas, to help themselves understand and remember information, to get what they want or to persuade someone to agree with them. Writing for a variety of purposes requires different skills. The hardware and access may be different, depending on the task or need. For example, a braille entry device may be most expedient for note-taking, while a computer connected to a braille embosser may be most effective for understanding different rhyme schemes in a poetry study. Students also require access to an ink printer so that their writing can be part of the larger group process, for sharing and for evaluation. What We Write About * Present ideas in a clear, simple and direct way * Use variety of sources for ideas, such as books, fiends, experiences, imagination * Show evidence of abstract thought and generalization * Learn to revise writing to organize and elaborate ideas and to clarify meaning The curriculum requires the student to have access to a variety of sources. While every effort should be made to provide these sources in braille, not all material will be readily available in this format. Other methods which provide access to a variety of materials include the use of "tape recorders" (for taped books), "scanners" with speech (for access to speech), speech software (for eText) and access to the Internet. Learning to revise writing for elaboration and clarity is most efficiently done with writing tools that provide or allow for the easy insertion and deletion of text. Most electronic reading/writing devices for braille using students will support this feature. Style * Show increasing ability to use words with precision, including descriptive language such as similes, metaphors and synonyms * Attempt to make sentences, paragraphs or sections work together * Use some specialized language when writing about research or technical topics * Begin to write more complex sentences Using words with precision including similes, metaphors and synonyms can be facilitated by the use of an electronic dictionary and/or thesaurus. These are available in both paper and electronic formats (The Speaking Language Master (Special Edition), "CD ROM", and on disk). Paper braille can be cumbersome, however, it is more physically sequential and concrete. It also reinforces alphabetical order formats which are taught and used in this grade range. Electronic format while more abstract, is compact and allows the student to easily search for and locate information. Making sentences, paragraphs and sections work together can be facilitated by producing braille copies of rough drafts. Revision may be easier if the document is read as a whole with a tactile beginning and end. Therefore access to a braille embosser is necessary for this part of the writing process. How Letters Make Words (Form) * Show clear form and follow the rules for forms of writing that have been taught (e.g., specific types of poetry such as haiku or research reports) * Make smooth transitions form one idea to another * Use paragraphs appropriately in longer pieces of writing In order to show clear form and follow the rules for different forms of writing, the student must be exposed to them in braille. Formatting and the conventions used when writing are best learned through example. Word processing programs that insert the desired body or heading style through keyboard commands are easiest to produce, however, they may cause the student to forget the braille formatting rules that he or she has learned. Spelling, Grammar and Punctuation * Follow basic rules for sentence structure, although sentences may still contain errors in the use of pronouns or modifiers * Proofread drafts of work to identify and correct errors in spelling, punctuation and sentence structure * Know an increasing number of rules for standard spelling * Begin to edit work independently The nature of the braille code poses unique challenges for reading and writing. Its emphasis on shortening and abbreviating words has a direct impact on the student's ability to spell words correctly. Since the student rarely reads words exactly as they are spelled, it is not uncommon for there to be numerous spelling errors. Braille entry devices perpetuate spelling difficulties in that the student also writes shortened and abbreviated words. The regular keyboard can be a useful tool in the practice of correct spelling. ---------- Mathematics 4 At this level students use and build on their knowledge of math operations, data analysis, problem solving and measurements. At this stage students who use braille build on their knowledge of the Nemeth Code* and formatting rules. Gaining proficiency on the abacus and the use of the Nemeth Code is an ongoing process that spans many years. New Nemeth symbols can be pre-taught or simultaneously taught as new concepts are introduced in the classroom. Functional manipulatives should continue to be used to teach and reinforce new skills. Learning About Numbers * count, estimate, add and subtract, using four-digit numbers * extend whole number place value to five digits and estimation, addition and subtraction to four digits start to do some mental arithmetic * do basic multiplication and division using whole numbers Braille math formatting becomes very important when recording information and problem solving using the brailler as the recording tool. The unique aspects of recording math information and formatting on the brailler will require time to learn how to master and manipulate the brailler and braille page for spatial formats. (i.e. division) To assist with the introduction of mental calculations, various methods can be taught to the student who uses braille to assist with this skill. Techniques such as "Finger Math" available from PRCVI* and Chisinbop (a method of using one's hands much like the abacus to make calculations) are only two of many ways to accomplish this goal. Data Analysis * gather information by conducting classroom poll or survey * extend skills in reading and understanding displayed information (data) and use these skills to solve problems Tactile graphing can be introduced at this stage. It is important to note that too much information on one graph, similar to map work, can be confusing to the student just learning this new skill. Tactile aids are available and can supplement teacher constructed materials. Common resources such as tactile graph paper, geoboards, cuisinart rods and three dimensional models can be used to assist in the concept development and recording of information. Graphing is a two part process, the student must first learn how to record information and then how to read and interpret data from an already existing graph. Geometry * learn about lines and polygons and more about symmetry and pattern * begin to learn about identical (congruent) shapes and objects and also about using number lines and grids as models for graphing Tactile diagram kits, number lines and models are available to teach and reinforce geometric concepts. The area of orientation and mobility [refer to the Vision Resource Teacher in your area for further information] 1 affords an excellent functional environment to augment many of these objectives. Learning about Measurement * start to measure volume * start to make better estimations and solve problems involving time and temperature Use a variety of functional and tactile tools for measuring. A talking thermometer, containers with tactile markings for volume, a talking clock, the Braille Lite* [refer to the Vision Resource Teacher in your area for further information] clock, the Braille 'n Speak* clock [refer to the Vision Resource Teacher in your area for further information] , the tactile clock, tactile rulers, meter sticks and commercially prepared worksheets are all devices that can be used at this level. Note that when sighted children look at various containers they will most often choose the tallest vessel to have the most volume (Piaget's theory on conservation) whereas the tactile learners will most often choose the fattest or widest container as holding the most. An excellent discussion comparing the theory of conservation between blind and sighted children can be found in Blindness and Early Childhood Development, 2nd Edition, Revised, by David H. Warren, published by the American Foundation for the Blind. ---------- Reading 8 - 12 At this level students are reading more complex material and becoming more critical readers. The focus of reading at the secondary level is on becoming critical readers while developing comprehension skills and lifelong enjoyment of the written word. At the secondary level the student should be reading the same materials as the sighted student. The student with a visual impairment will find it necessary to use technology to fulfill some of the course requirements. Computers and other technological devices [refer to the Vision Resource Teacher in your area for further information] 1 are available to assist the student with a visual impairment to compose and edit written work. Word recognition and word meanings are skills developed using specialized dictionaries such as a thesaurus. Some word processing programs also have, thesaurus', dictionaries, spell checking capabilities, and grammar checking capacities. In addition computer software programs on disk and CD ROM can be loaded onto the students computer and used in conjunction with voice or screen enlargement programs [refer to the Vision Resource Teacher in your area for further information] . Talking computers with CD ROM, a scanner, the Internet and a modem facilitate the student with independent research. With this equipment, students with a visual impairment have access to the same information as the sighted student. Some braille readers find that it takes them longer to read the required materials and therefore use a combination of braille and taped books. These are available from a variety of sources including: PRCVI ( Provincial Resource Center for the Visually Impaired ), CNIB* ( Canadian National Institute for the Blind ) and CRANE Resource Centre *(at UBC ) . Some books are only available in one format. Students may access these sources directly or with assistance from their vision resource teacher Many different factors contribute to the appropriateness or inappropriateness of a specific technology for a particular task in a particular situation. Often technology ideal for one task will not be ideal for another. It is important that the student be introduced to a variety of technology so that he or she may learn what works best for them in a variety of situations. Word Recognition * use specialized dictionaries (such as a thesaurus) to locate word meanings Use available technology when appropriate to assist meeting this learning outcome. Reading for Information and Enjoyment * consciously take steps to reflect on, confirm and refine what has been red (e.g., ask questions, consult other sources, compare with previously learned information) Use available technology when appropriate to assist meeting this learning outcome. Increasing Recall and Understanding * make generalizations about information, characters or themes * identify patterns of organization * make predictions and ask questions * summarize, paraphrase, retell and make judgments about stories or information Use available technology when appropriate to assist meeting this learning outcome. Thinking About What Has Been Read * establish criteria for judging the merit of written work * recognize the relationship between what is read and what may actually happen in life Use available technology when appropriate to assist meeting this learning outcome. Using What Has Been Read * understand and empathize with others * examine own attitudes and values and experiment with the ideas presented (e.g., use ideas to develop a piece of writing, art or research) * connect ideas and information to personal experience,universal themes and global issues * begin to offer specific opinions about what they read Use available technology when appropriate to assist meeting this learning outcome. Research (Using Readings to Find More Information) * begin to research, record and organize information independently * combine information from a new source with existing information and interpret tables and graphs Use available technology when appropriate to assist meeting this learning outcome. Reading for Lifelong Development * read widely for pleasure and knowledge * persist in searching for relevant and accurate information to answer a question or solve a problem * learn to value the role of written materials in improving the quality of life Use available technology when appropriate to assist meeting this learning outcome. Resources Harley, R. , Henderson, F. & Truan, M , (1979). The Teaching of Braille Reading , Springfield: Charles C Thomas ---------- Writing 8 - 12 In this grade range students are expected to write well and use a range of styles. At the secondary level the writing expectations for the blind student are the same as for the sighted student. However the blind student needs to become increasingly independent and proficient in using unique writing tools. The blind student like the sighted student needs to increase their level of awareness and consideration for the audience, learn to write for a variety of purposes as well as show increasing precision in expressing ideas. The actual writing may be done with a talking computer, a Braille 'n Speak 640 or a Braille Lite [refer to the Vision Resource Teacher in your area for further information] . The refreshable braille feature of the Braille Lite provides the student with the capability of being able to tactually read what they have just written. Word processing programs allow the student to switch between documents, which is useful when following an outline, organizing or doing other editorial revisions. Word processing programs include time saving features like spell checking, formatting and access to various dictionaries and thesaurus. With the computer connected to an embosser (braille printer), the student can have braille copies almost instantly, provided they have a braille translation program. All of these devices can also produce print copies for those who do not read braille. The blind student can easily edit, monitor and evaluate their own work independently. Like the sighted student, technology allows the student with a visual impairment to work within the classroom environment. Accessing resource materials in the appropriate format may prove difficult for all topics. Braille using students will require additional time to complete assignments and tests as the reading, writing and editing process takes longer. Some additional vision services may be required [refer to the Vision Resource Teacher in your area for further information] . At the secondary level writing on assigned topics may require the student to do extensive subject research. Research material, in braille or on tape, can be obtained from a variety of sources including PRCVI (Provincial Resource Centre for the Visually Impaired), Crane Resource Centre, CNIB(Canadian National Institute for the Blind), libraries, and the Internet, provided the student has a modem and internet/network access. Each of the devices discussed in this section has advantages and disadvantages. Often technology ideal for one task will not be ideal for another. It is imperative that the student be introduced to a variety of technology so that he or she may learn what works best. Why We Write * continue to increase their level of awareness and consideration for the audience (e.g., making meaning clear through adding detail, examples and explanations) * write for a variety of purposes, such as to share ideas, to extend their thinking or to persuade someone to agree with them * use writing for practical purposes (job applications, resumes, fulfill a school assignment) Use available technology when appropriate to assist meeting this learning outcome. What We Write About * use information and develop ideas from a variety of sources such as books, friends, experiences or their imaginations * show increasing precision and logic in expressing ideas * revise writing to organize and clarify ideas * elaborate ideas in writing by including details and examples Use available technology when appropriate to assist meeting this learning outcome. Style * demonstrate increasing precision in using words and begin to use specialized language correctly * begin to show attention to how sentences, paragraphs or sections work together and revise and edit rough drafts of work * use dialogue effectively when writing and try to make the vocabulary and speech patterns fit the character Use available technology when appropriate to assist meeting this learning outcome. How Letters Make Words (Form) * show a sense of structure and follow a logical pattern when writing * follow the rules for a growing number of specialized forms of writing, including lab reports and essays Use available technology when appropriate to assist meeting this learning outcome. Spelling, Grammar and Punctuation * proofread drafts of work to identify and correct errors in spelling, punctuation and sentence structure. * monitor and evaluate their own writing * use increasing sentence variety in both length and pattern * edit work independently Use available technology when appropriate to assist meeting this learning outcome. Strategies Provide research writing topics well in advance of assignment due date. ---------- Mathematics 5 At this level students practice estimating and use this skill to check their answers. They try new ways of organizing and displaying data and begin to see how probability (chance) works. Students use some basics of geometry and learn how to use formulas to solve problems involving area and volume. Building upon the student's knowledge of symbols in the Nemeth Code* emerges as students try new ways of organizing and displaying data. Instruction in the use of talking calculators can speed up calculations. The student must have mastered the concepts and accurately performed the operations of addition, subtraction, multiplication and division in long hand before they can rely on the calculator. While mental calculation is encouraged the student should recognize his/her limitations in using this strategy with very large numbers. Braille labels can be adhered to the calculator keys, much the same as braille key caps for the typing keyboard. This can facilitate location of the correct keys and helps with speed and accuracy. At this level students continue to practice estimating and use this skill to check their answers. Estimation will greatly assist the student who uses braille and time should be spent on mastering this skill. Learning About Numbers * estimate and calculate the answers to multiplication and division questions, using whole numbers and decimal fractions * learn to divide, using two-digit divisors (e.g. 423/25), and divide and multiply decimals by a one-digit whole number (e.g. 32.16/6) * learn about factors and multiples of whole numbers and improve mental arithmetic skills Students should actively be using one or a combination of the abacus, brailler, Braille Lite*, Braille 'n Speak * and talking calculator to answer questions. The brailler is especially useful as it is the only tool that allows a student to show all of the steps in their work. To assist with the mastery of mental calculations, techniques such as "Finger Math"(PRCVI *) and Chisinbop (a method of using one's hands much like the abacus to make calculations) can be useful. Data Analysis * do probability (chance) experiments * learn about displaying and interpreting data to solve problems For experiments, it may be helpful to pair the student with a sighted peer for visual observations. If possible, the peer should be a good math student with an understanding of the concepts and objectives. The Vision and Classroom Teacher need to meet regularly to discuss the instructional program and allow time for the production of braille materials. This is especially important when dealing with geometry and measurement units. Materials that are prepared in advance of the lessons allow pre-teaching, which is an excellent way of preparing the student for the concepts that will be taught in the classroom. In order to analyze data efficiently, the information must be displayed in an organized and legible format. The student may require additional instructional time to master these skills. Geometry * learn about parallel and perpendicular lines * learn more about patterns, using symmetry, identical figures and grids * learn how to describe three-dimensional objects and points on a graph using ordered number pairs If a student is having difficulty with geometric concepts, orientation and mobility* [refer to the Vision Resource Teacher in your area for further information] 1 instruction can provide a functional and physical way of experiencing and acquiring the concepts related to shapes. When working with graphs do not attempt to put too much information on any one graph. It is better to have three or four simple graphs than one with multiple themes. Learning about Measurement * learn about perimeter and area of shapes * start to use formulas to find simple areas and volumes (e.g. area = l x w) A variety of manipulatives, tactile diagrams and adapted math tools can be used to learn about perimeter and area of shapes. The talking calculator is a quick way to work with formulas associated with measurement. Algebra * write number sentences, using words and symbols * use variables in expressions and formulas Algebraic expressions and formulas require learning new Nemeth Code symbols and braille formatting. Extra instructional time may be needed for the student to learn the Nemeth Code symbols and rules that are required to represent these concepts. ---------- Mathematics 6 At this level students write and talk about math and learn new mathematical terms. They are shown how to use algebra to solve problems and gain more knowledge of geometric relationships. They learn how to divide with decimals and to add and subtract fractions. They learn more about algebra and estimation and they check answers. The Grade 6 curriculum places an emphasis on the use of calculators. The student who uses braille must develop calculator skills. Students can have access to a number of electronic calculators such as the stand alone talking calculator, the Braille 'n Speak,* Braille Lite * calculator and the built in computer calculator. Concurrent with mastery of the calculator, the student will need to continue learning and building upon Nemeth symbols and algebraic expressions and formulas. Estimation continues to be an important skill in checking answers and the calculator becomes a functional tool in this area. Many math concepts can be reinforced by twin vision books (both braille and print) and adapted board games that can be used in the educational environment. This gives the student additional incidental practice with peers in a functional setting that is needed to reinforce concepts. The abacus or any of the electronic calculators can be used to keep score for classroom games. Learning About Numbers * learn how to divide using decimals divisors * learn how to add and subtract common fractions (sums to 1) and multiply fractions by a whole number * begin to learn about order of operations (e.g., 3 + 7 x 2 = 17) * solve problems using ideas developed at previous levels Introduction of new concepts should parallel the regular curriculum. Data Analysis * learn to expand data collection through developing questionnaires and probability experiments (looking at expected patterns such as the number of times the same number will show up when you roll dice) * learn how to draw conclusions from graphs The Vision and Classroom Teacher need to meet regularly to discuss the instructional program and allow time for the production of braille materials. Materials that are prepared in advance of the lessons allow pre-teaching, which is an excellent way of preparing the student for the concepts that will be taught in the classroom. When working with graphs do not attempt to put too much information on any one graph. It is better to have three or four simple graphs than one with multiple themes. Geometry * begin to work with angles and complex figures * learn about enlargements and reductions * work with more complex patterns, combine symmetry, movement and numbers A variety of concrete and tactile materials can be used to begin working with angles and complex figures. Commercially available products are available to assist in this area, however, the major focus still continues to be teacher/teacher assistant prepared materials. Orientation and mobility* [refer to the Vision Resource Teacher in your area for further information] 1 lessons are excellent functional situations to teach and reinforce angles. Learning about Measurement * learn to measure angles * learn the formula for the area of a triangle (e.g., area = 1/2bh) * do more complex problem solving, using measurement Commercially prepared kits are available to assist with measurement. (Refer to the Resource list for mathematics*). Reinforcing angles in the orientation and mobility area continues to provide practice with this concept. A variety of concrete three-dimensional models can be provided to facilitate learning the objectives in this area. Algebra * learn to introduce translation between algebraic expressions and problem solving (word phrases) Continue to build upon and learn new Nemeth symbols and formatting when dealing with algebraic expressions and formulas. ---------- Mathematics 7 At this level students develop their abilities to think about relationships between numbers and ideas. They learn about ratio, proportion and percent, and expand their abilities to use charts and graphs. They learn how mathematical information can be misrepresented (bias in statistics). They begin to use algebraic equations to describe problem situations. Students who use braille continue to be introduced to new Nemeth* symbols as they add to their repertoire of math concepts. If math skills targeted in previous levels are not attained, then time should be spent on mastery or on alternative methods. At this stage technology should be utilized for time saving activities in the classroom. The focus is on independence, accessing information, problem solving and the mastery of the Nemeth Code. While the brailler continues to be an essential tool, competencies are also necessary in the use of electronic calculators. It is helpful to begin working with a talking scientific calculator at grade 8 as it will be required for the continued study of mathematics. Other alternatives include tactile and speech output using the Braille 'n Speak*, Braille Lite * and built-in computer calculators. Students may continue to need concrete, functional manipulatives to understand mathematical concepts. The necessity of teacher/teacher assistant prepared materials and pre-teaching is required on an ongoing basis. As the complexity of tasks increases, as well as the amount of technical devices used, the student who uses braille will require time to learn how to manipulate, record and analyze data. Please refer to the Math Overview* page for additional, helpful information. Learning About Numbers * add and subtract fractions at a more advanced level and begin to learn to multiply fractions * begin to learn about ratio, proportion and percent * begin to work with integers (e.g.,-3 + 2 = -1) * learn about greatest common factors * begin to learn about exponents (e.g., 2^3 = 8) Use available technology, when appropriate, to assist in meeting this learning outcome. Data Analysis * learn about sampling, bias and averages * display information in rank order and other formats * begin to learn about the use and misuse of statistical information Use available technology, when appropriate, to assist in meeting this learning outcome. Geometry * learn about circles, triangles and angles * learn more about similar figures and begin to learn about scale drawings * begin to graph ordered pairs that include positive and negative numbers (e.g., place the number [-2,3] on the graph) Use available technology, when appropriate, to assist in meeting this learning outcome. Learning About Measurement * find the perimeter and area of composite figures * solve problems, using ideas developed at this and previous levels * begin to learn about surface area Use available technology, when appropriate, to assist in meeting this learning outcome. Algebra * begin to evaluate and solve basic algebraic expressions (e.g., x + 7, when x = 5) * begin to solve algebraic equations (e.g., x + 32 = 73; what is x) * begin to use algebraic equations to describe basic problem situations Use available technology, when appropriate, to assist in meeting the learning outcome. ---------- Suggested Grade Levels for Technology (Chart) * These may be used as stand-alone devices or the student may find it more efficient to use a Braille Lite, Braille 'n Speak or computer that provides equivalent functions. It should be noted that this chart is for general planning purposes only and is based on the "average" student developing technological skills to complement their mastery of regular curriculum goals. . The selection of which technologies to teach will depend upon many factors including the specific needs, motivation and preferences of the individual student as well as the availability of the technology. The instructional time required to become competent with specific technologies will vary considerably from student to student. ---------- APH Portable Cassette Tape Recorder/Player This cassette tape recorder/player is capable of recording at two speeds, standard and slow speed. Information can be recorded on two separate tracks on each side of the tape. With this capability, a vast amount of information (six hours) can be stored on a single tape. While recording the student can insert tone indexing which assists in locating specific information. The control buttons have raised symbols to distinguish one function from the other. The tape motion sensing window provides a tactile indication of whether the tape is moving. The dual power supply utilizing AC power or nickel-cadmium batteries provides for portability and convenience. The student with a visual impairment can use the cassette tape recorder/player to listen to audio books, record assignments and research information. Prerequisites * ability to understand robotic speech (hearing and listening skills) * discrimination of tactile shapes * knowledge of spatial relationships (top / bottom - front / back) * ability to follow two to four step directions sequentially Skills (Kindergarten to Grade 3) The student will be able to: * distinguish between the various control buttons * stop/eject * pause * play * forward/preview * rewind/review * record * utilize both sources of power ( nickel-cadmium battery and AC power cord) * locate and utilize accessory connections (ear phone/head phone) * insert a cassette * rewind/review the tape to any desired position * fast forward/preview the tape to a desired position * locate the tape motion sensing window and determine the tape motion * set the player/recorder to the correct speed for the tape being used Strategies * If your recorder has a pause control, using it will reduce clicking sounds that occur when you stop and start the machine during a recording session. * Encourage the student to bring his/her favourite music/story tape from home. * Play a music tape and teach the student how to change the various speeds, tracks and tones. The students will enjoy hearing the variety of voices/sounds. * Select short taped stories and have the student listen for content. Have the student tell the class what the story is about (listening, comprehension skills). * Use various tactile geometric math shapes, or alphabet letters to teach the tactile indicators on the operational buttons. * Use peer to record information. Skills ( Grades 4 to 7) The student will be able to : * select and record at both standard and half-speed * locate and select variable speed * select the cassette side switch position for the appropriate side to record * use the record index features * label, store and retrieve appropriate cassette when necessary * learn the steps necessary to prevent accidental tape erasure * utilize the accessory connections ( remote microphone, auxiliary in/out connections) * independently check various possible trouble sources when having difficulties with the equipment (ie: power source, battery charge, power cord plugged into AC outlet, cassette slide switch setting, tape speed, tape movement, volume control setting or earphone connection) Strategies * Have the student record homework or short assignments onto tape. * At the end of each day have the student use the index feature which will help them locate specific information. * Label and store tapes in an organized fashion. Skills - Grades 8 - 12 * At the secondary level the student is expected to independently and proficiently independently the tape recorder. ---------- The Speaking Language Master (Special Edition) The Franklin Language Master is an electronic reference device which allows the student to look up words using the built in dictionary, spell checker, find synonyms and antonyms or core meanings, check grammar, play games and perform many other time saving functions. Individual word lists or short messages can be created which may be useful for assignment review or homework referencing. This device encourages socialization and communication with peers and classmates. Weighing only 12.2 oz., it is lightweight and portable. With the speech output or large print capabilities, the student with a visual impairment can adjust the device to best suit his or her needs. Prerequisites * able to understand robotic speech (hearing and listening skills) * the potential to develop finger isolation and dexterity * auditory memory for multi step instructions and definitions * knowledge of spatial relationships eg. - top / bottom, front / back * able to follow steps in sequence * have the ability to learn a qwerty keypad layout * have the ability to learn a Franklin Language Master keypad Skills (Grades 3 to 5) The student will be able to: * learn to manipulate menus * navigate between functions * use the reading and writing cursor * troubleshoot * install and replace batteries * use the help menu * use the identify mode * have mode keys speak their names * activate the mode to hear screens read aloud * use the message list * type, save, and playback text-to-speech * store/retrieve information * control speech rate * activate the settings to hear words spoken * personalize (customize) speech output * use speech menu settings * default settings * turn on full speech * turn on keyboard echo * turn on key click * set the Language Master to speak letters normally * turn on menu instructions * Use alternative settings * turn off full speech mode * turn off keyboard echo * utilize alternative settings * turn off key click * set the Language Master to speak letters as words * turn off menu instructions * find dictionary entries * find definitions for personalized words using "Dict" key * find dictionary entries without inflections * define words in reference entries * find thesaurus and grammar information * use spell check * learn how to automatically correct misspellings * find correct spellings using the Matchmaker keys * find Confusable, words commonly confused * play games * select games * set the game difficulty level * use personalized word list in games * find definitions for words after you've played them Strategies * Have all of the speech mode turned on when first learning how to use the language master. * Mark the enter key and the read key as they are utilized frequently with a tactile symbol (e.g. sticky back felt, fabric paint, cork, raised dots, braille label). * Use ID mode ( keys speak their names without performing their functions) when learning to use the keyboard . * Have peers play games using the technology with the student who uses braille. * The game keyboard wizard teaches the student the Language Master key locations. * A large scale tactile model may assist some students with learning the Language Master key locations. * The Flash Cards game helps build vocabulary and definition skills. This feature can be individualized to the grade and ability of the student. * The message area can be used for homework reminders. Please note: The American Heritage Education Dictionary is a software program with similar capabilities to the Franklin Language Master and is available in both Mac, IBM and IBM compatible computers. As the student gains proficiency with the computer, it may be advantageous for the student to use the equivalent features available with some computer applications. Resources Franklin The Language Master, (Special Edition) Franklin Electronic Publishers Mount Holly, NJ, 08060 ---------- Calculator Relatively inexpensive, talking calculators with basic and scientific functions, are available that speak each entry and result, in addition to performing all the computations of a non-adapted electronic calculator. Alternatively the Braille 'n Speak, Braille Lite and standard computers have full calculator functions. Prerequisites * finger strength and dexterity * finger isolation * one-to-one correspondence of numbers Skills (Kindergarten to Grade 3) The student will be able to: * locate and accurately use the number keys * locate and accurately use the plus, minus, multiplication, equals, and clear keys Skills (Grade 4 to 7) The student will be able to: * locate and accurately use the division keys * locate and accurately use the memory keys * locate and accurately use the decimal and percent keys * use order of operations to arrive at the correct answer * use estimation, especially with large numbers, to check answers Skills (Grades 8 to 12) The student will be able to: * transfer his or her skills to a scientific calculator * locate and accurately use the function keys on a scientific calculator Strategies * It is helpful for beginning calculator users to have time to explore and familiarize themselves with the device prior to the commencement of direct instruction. * Adhering braille labels to the keys can help facilitate accuracy in beginning calculator instruction. In the purchasing of calculators for young users, the key should be wide enough to accommodate the label but not so large as to make reaches difficult for the beginner. * The student should have demonstrated mastery of math operations with the brailler, abacus, and/or manipulatives, prior to using the calculator as their primary calculation tool. [refer to the Vision Resource Teacher in your area for further information] A calculator is helpful as a tool to check answers which are derived using another means. ---------- Abacus The Cranmer Abacus is a small, relatively inexpensive, hand held device especially designed for people who are blind. Prerequisites * finger/hand isolation * finger/hand strength * good pincer grip for dominant hand * one to one correspondence Skills (Kindergarten to Grade 3) The student will be able to: * understand the following terminology * set * clear * separation bar * 5 bead * count using one to one correspondence * demonstrate the use of the 5 bead in setting and reading numbers * set and read any number to 1000 * clear the abacus * demonstrate mastery of number facts to 10 * add and subtract using the abacus Skills (Grades 4 to 7) The student will be able to: * show a functional knowledge of the multiplication facts * use the abacus for the calculation of multiplication and division problems * use the abacus for the calculation of fraction, percent and decimal problems Strategies * When the student begins to use the abacus for calculation, organization of workspace becomes very important. A brailler should be readily available. An organizing stand can be useful. The textbook or worksheet can be placed on top of the stand. The brailler is placed under the stand and the abacus can be placed in front of the stand on the edge of the table. Another technique is to have the brailler above the abacus, the abacus along the bottom edge and the textbook or worksheets held on the lap. The abacus should be adhered to the desk (Lepages blue Fun-Tak) to prevent movement. Worksheets can be attached to a clipboard giving support for reading on the lap. The use of a number line on the student's desk is an excllent tool for beginning instruction in counting up and down and then leading to addition and subtraction. It is also a useful tool in learning to count by 2's, 5's, etc. * Refer to the "Math Overview" for a further discussion on the special needs of a student who uses braille in the math environment. * Refer to "Mathematics K - 1" for techniques dealing with math manipulatives. ---------- Braille Writer (Perkins) The Braille writer is similar to the sighted person's typewriter. It is a heavy, reasonably durable, gray metal machine with seven keys, one for each dot of the Braille cell and one for the space bar. Pushing different combinations of the six keys form the Braille dot configurations used in the braille alphabet, braille contractions and braille mathematical numbers and symbols (Nemeth). Prerequisites * Braille Readiness Program [refer to the Vision Resource Teacher in your area for further information] (see references) * clear grasp of basic concepts [refer to the Vision Resource Teacher in your area for further information] (such as same and different, and positional skills) * potential to develop good tactile discrimination skills * adequate language to understand and express symbolic thought * potential to use two hands simultaneously for Braille writing and cooperatively for Braille reading * adequate finger strength and dexterity * ability to isolate fingers (ie. - thumb, pointer, middle and ring fingers) * potential to understand the rules for literary Braille code * knowledge of left and right / top and bottom * ability to follow simple directions * ability to take care of and be responsible for equipment * experience with and understanding of Braille as being a tactile form of language (ie. - experiences with touch and feel, scratch and sniff and twin vision books, Braille labels, etc. Note: Learning to write braille complements the process of learning to read braille just as to learning to write print complements learning to read print. Skills (Kindergarten to Grade 4) The student is able to: * identify and locate the parts of the Braille writer * space key * six embossing keys * line space key * back space key * embossing head lever * margin stops * insert paper of various sizes into the Braille writer * move head embossing lever to the left margin * use carriage return * turn paper feed knobs backwards until they stop turning * move paper release lever forward * insert paper and roll paper feed knob forward until it stops * check to make sure paper is flush against left paper stop and straight * press down line spacing mechanism * begin brailling * Use good posture and finger positioning * sits with feet flat on the floor and braille writer on a flat surface that is at the proper height whereby the student elbows and wrists are parallel to the braille writer's keyboard * strikes embossing keys with the first three fingers (pointer,middle and ring) of each hand * uses right hand thumb for space key * uses left little finger for line space key * uses right little finger for back space key * uses an even sharp stroke for keyboarding * sets left and right margins * sets cell lines of 40 (for Literary Braille) and 41 (for Nemeth) * centers headings * makes good erasures by using a braille eraser and running it around the outer edge of the dot with appropriate pressure until it blends into the paper * removes paper and reinsert for corrections Strategies * For additional information and specific activities to assist in the development of prerequisite skills see the Perkins Activity and Resource Guide available from PRCVI. * Have students first practice whole cell production (all six keys together) followed by different combinations of keys. Try different patterns that add variety. * Practice writing letters and words that are simultaneously being learned in reading. * Teach signs and contractions as soon as they appear in reading and mathematics texts. Resources Stratton, J.M. (1996),Emergent Literacy: A New Perspective, Journal of Visual Impairment & Blindness, 90, 177-183. Lamb.G., (1996), Beginning Braille: A Whole Language-based Strategy, Journal of Visual Impairment and Blindness, 90, 184-189. McComiskey, A.V. (1996), The Braille Readiness Skills Grid: A Guide to Building a Foundation for Literacy, Journal of Visual Impairment and Blindness, 90, 194-200. ---------- Pocket Slate and Stylus There are a variety of different slates available. Most often they consist of a metal or plastic template that contain four rows of 28 braille cells. Attached to the template of the pocket slate is a front panel with an array of corresponding "open" braille cells. A sheet of paper is placed between the two parts of the slate and clamped into place. Braille is produced by the stylus being inserted through the front panel, onto the paper and against the template thus creating raised dots. The pocket slate is portable and is, often, more useful to the student than the desk slate. Time line - Grade 5 - Mastery Prerequisite Skills * good fine motor skills * ability to use two hands cooperatively * ability to align paper at the top of the slate * use appropriate grasp with stylus * capable of finger strength and dexterity * capable of hand strength and flexibility * knowledge of Grade 2 braille * ability to understand the rules for literary braille code * knowledge of left and right * ability to follow multiple directions * good organizational skills * ability to take care of equipment Skills The student will be able to: * load paper with punched holes so that the holes are on the right * line up paper with left edge of slate. * place the top edge of paper over the pins of the clamp * close the paper clamp * know the location of six dots * top, middle, bottom first side * top, middle, bottom second side * learn letters with reference to these positions - letter d is described as top on first side and top middle of second side * hold the stylus in a vertical position to write easy letters first * learn letters in following sequence a, c, d, e, b, l, p, f, g, h, k, m, n, q, v, u, x, y, j, i, o, r, s, t, w, z, * learn words first that do not contain braille contractions * proceed to sentences with single letter words "I will go, or I will have it" * learn to exert a small amount of pressure on the stylus. Strategies * emphasize that one writes in opposite direction when using the slate (not backwards). Use the analogy of a train travelling from east to west and west to east to describe writing in the opposite direction (People sitting on the train do not travel backwards when the train moves in the opposite direction) * make sure equipment is in good working condition * use the slate in classes that do not require limited amounts of writing, like Spelling or French * some pocket slate practice sentences: * You will braille fast on the slate. * I t was quiet, but one bird sang. * I sat on the top step and cried. * The wind tossed the tall grass. * The hare ate the apple happily. * We like to hold the newborn baby. * The horse ran as fast as the wind. * I felt as cool as a cucumber. * It was so hot that I went for a swim. * Today as it rained, I ran in the rain. * Accuracy should always come before speed. * With some knowledge one can go far said the teacher. * The sinking sun was a pretty sight. * The jet flew across the gray sky. * It rained cats and dogs all day. * Mr. Jensen plays the harmonica. * He is a good player and I like him. * I like to listen to him play his music. * Many hands make light work said my mother. * Hard work is good for the soul! * I cant wait for summer to come. Resources Literary Braille Practice Sentences by Dorothy Quentin Joseph Exceptional Teaching Aids 20102 Woodbine Ave. Castro Valley, CA 94546 (510) 582-4859 Video Sally Mangold Teaching Slate and Stylus (PRCVI) [refer to the Vision Resource Teacher in your area for further information] 1 ---------- Braille 'n Speak 640 Description The Braille 'n Speak 640 is a small computer with a Perkins style keyboard. It allows the student to write in Grade 1 or 2 braille. Feedback to the student is provided in the form of speech output. The Braille 'n Speak 640 is a writing tool which also includes a spell checker, calendar, arithmetic calculator and stopwatch. An internal, rechargeable battery powers the device for 14 hours or more. The Braille 'n Speak 640 has a serial port which can be connected to an ink printer and/or a braille embosser. If the 640 is going to be used with an IBM (parallel) printer or embosser the district will need to provide a serial to parallel converter. The Braille 'n Speak has about 640K of RAM (600 pages). The optional, portable disk drive allows the student to save (back up) their work to a floppy disk. The disk drive also allows the student to import or export files to or from another computer. Optional programs (including a scientific calculator, print to braille translator and math graphing software) can be loaded through the disk drive. [refer to theVision Resource Teacherin your area for further information] The Braille 'n Speak 640 is reasonably durable, however it is a computer and should not be abused. Unlike the Perkins Brailler, the Braille 'n Speak 640 keyboard is extremely sensitive, so a light touch and accurate finger positioning is essential. This device is highly flexible in supporting the needs of students as they progress through their school years. It can be used initially for basic writing with a young student. As a student becomes more proficient it can be used for a more complex word processsing and calculations. The following skills for the Braille 'n Speak 640 are arranged in three sections - Introductory, Intermediate and Advanced . The order of presentation of concepts and skills may need to adjusted for individual students. When considering the Braille 'n Speak 640, the reader may find it helpful refer to the Braille Lite Section to review similarities & differences. Introductory Level Prerequisites * ability to write with a Perkins Brailler * keyboard touch skills (light touch & accurate finger placement) * completion of a braille readiness program * basic knowledge of braille alphabet and simple contractions * ability to take responsibility & control frustration and behavior * follow at least 2 step directions * has expressive & receptive English language skills at or above the K-1 levels Skills The student will be able to: * locate the on/off switch, earphone jack, ports, and the AC battery charger jack * adhere to an individual plan for the care of the equipment * set Speech Parameters (volume, rate and pitch) - see Strategies * turn on the Braille 'n Speak 640 and begin writing in a file * use Abort command * finish writing in a file and turn off device * read and move through a file using commands (forward, current, and backward by line, word, and character, top of file and end of file) * perform simple formatting by using the carriage return * use the cursor in basic writing functions * print current file to a printer - see Strategies * demonstrate an understanding of the concept of files * use chords to access Option, Print, Enter/Exit, & Abort and Warm Reset Strategies * Support staff connects, configures and tests the printer to make sure that it works. Initially have only one printing device connected to reduce the potential for confusion between different devices. If you are using a parallel device make sure the serial to parallel converter is connected properly and Status Menu settings are appropriate. * Support staff may want to initiate and/or complete the printing process for the student at this level. * The Braille 'n Speak 640 is a very intuitive device. Commands are logical and often reciprocal. This allows the student to predict commands and their effect. * Some students may find it confusing to hear the braille cells spoken (eg "low d" for period). Interactive Mode On and Key Click will ensure that they receive feedback a word at a time but they don't hear the braille cells spoken. * Before a student, at the Introductory Level, opens any menu it is very helpful to ensure that the Speech Parameters Menu is set to Key Echo. If the student is also using Interactive Mode On, then this should also be toggled to Interactive Mode Off before entering any menu. Intermediate Level Prerequisites * mastery of the Introductory Braille 'n Speak 640 Skills * mastery of most of the Literary Braille Code (contractions and punctuation) and mastery of Nemeth numbers 0 - 9 * motivation to learn the hierarchical menu structure of the Braille 'n Speak 640 * frequent opportunity and need to use the editing and calculating features of the Braille 'n Speak * potential to explore and experiment (active learner) Skills: The student will be able to: * recharge the Braille 'n Speak & reset the battery timer * demonstrate an understanding of the concept of menus: * the Option Menu * the Status menu * the Help Menu * create a file ( including size, file naming conventions - filename.extension) * demonstrate an understanding of the concept of a Braille 'n Speak page of memory (4096 characters) * open a file using "O" in the File Menu * access the file list * End of List, * Top of List, * Previous File, * Next File, * Short & Verbose List) * read current file name * read and spell current file name * select and open a file with "O" - chord in the file list * opening a file by its number (also know when the number changes) * use remaining navigation commands for moving through a file: * read from cursor to end of file * read and spell current word * read and say current character (using phonetic alphabet) * read current character and give ASCII equivalent * find text within a file (forward and backward) * edit text (overwrite, backspace delete & insert text) * delete text by character(s), word(s), line(s), and paragraph(s) see Strategies regarding carriage returns in file * undelete (pasting) * back up file on a floppy disk by using disk drive (commands for "save" and "load" only) (using "T" - chord at File Menu) * label and store disks * use the clock, calendar, stopwatch/timer to find the time, date & elapsed time * use the spell checker (adding, suggesting and correcting a word) * copy text * move blocks of text (setting a marker, copy blocks, insert/paste blocks, delete blocks) * format lines and paragraphs * loading the spell checker from the disk drive when necessary or not already loaded (using "T" - chord at File Menu) * write protecting files (know when to protect & unprotect files) * print files to both an ink printer and a braille embosser (change serial communication settings in Status Menu as required) * set Status Menu printer settings for standard page formatting and page numbering * format text using string commands eg. dollar commands * control the printer (load paper, turn printer on, on-line/off-line, set top of form, remove printout) * perform simple troubleshooting: * Warm and Cold Reset * concept of default settings * readjust Status Menu settings after reset * locate and open file after reset * adjust Key Silent and Key Click settings as required * check labels on cables, adapters etc. * check cables are connected * demonstrate an understanding of the concept of serial parameters * edit contents of clipboard * rename files in order to perform "save as" function * reload a copy of the file * determine the space remaining in a file * change the size of file (bigger, smaller) * delete files from the Braille 'n Speak * use the arithmetic calculator for basic operations * set the clock or calendar and paste the result into a file * use the calculator and paste the result into a file * use the arithmetic calculator for percent and square root * use the disk drive to: * perform periodic backups of all files ("T" - chord at File Menu) * load backup copy from floppy disk * import and export text files ("S" - chord in file) * format disks * delete files from disk Strategies * Back up files to a floppy disk (using ("T" - chord at File Menu) before trying a new or potentially troublesome operation (especially before those related to Delete and Block Delete functions). * Ensure that student has used carriage returns prior to introducing Delete by lines or paragraphs. * Pasting should be taught before the Delete command (since pasting in the Braille 'n Speak is the equivalent to the Undo command on another computer). * Manually changing parameters ensures greater learning than the use of macros. Students who start working with macros often experience difficulties with their operation. Therefore the use of macros should be left until the Advanced Level. Advanced Level Prerequisites * mastery of the Intermediate Braille 'n Speak Skills * willingness to solve problems * be an independent learner Skills (listed in no particular order) The student will be able to: * write control characters or ASCII characters in a file * manipulate serial parameters as required * connect Braille 'n Speak and adjust parameters as required to communicate with * other devices (modems and computers) * import and export files using cables and the telecommunications software located on another computer * use the Find and Replace Text function * write and use macros * use Braille 'n Speak as a speech synthesizer for another computer (Speech Box Mode) * set printer dip switches when necessary * use cable adaptors and Serial to Parallel converters * determine if unit is in One-handed Mode or Speech Box Mode * deal with Boot or Space Bar Macro's * initialize Braille 'n Speak ( "I" - chord at startup) * recover files * seek solutions to problems independently via vendor, manufacturer, Internet (using correct terminology, version number(s), etc.) * load disk directory * create and remove sub-directories on disk * perform software updates * use the Scientific Calculator Resources The Braille 'n Speak Manual by Blazie Engineering Blazie Web Site (http://www.blazie.com) Blazie-Support Forum on SETnet or the Blazie Techdesk http://www.blazie.com/~david Braille and Speak Tutorial written by Graham Cook (Braille 'n Speak: A Public Domain Document To Assist Teachers; A Pictorial 'User Friendly Guide') "Teacher's Quick Reference Guide to Braille 'n Speak Commands" written by Kathryn Svendsen ---------- Braille Lite The Braille Lite 18 is a small computer with a Perkins style keyboard. It allows the studentto read and write in Grade 1 or 2 braille [refer to theVision Resource Teacherin your area for further information] . Feedback to the student is provided in the form of refreshable braille and/or speech. Braille text is displayed on an 18 cell refreshable braille display. The Braille Lite is a reading and writing tool which also includes a spell checker, calendar, arithmetic calculator and stopwatch. An internal, rechargeable battery will power the device for 20 hours or more. The Braille Lite has both a serial and a parallel port which can be connected to an ink printer and/or a Braille embosser. This device has about 640K of RAM (600 pages). The optional, portable disk drive allows the student to save (back up) their work to a floppy disk. The disk drive also allows the student to import or export files to or from another computer. Optional programs (including a scientific calculator, print to braille translator and graphing software) can be loaded through the disk drive. A refreshable braille display is very fragile. The display is susceptible to dust, finger oils, and foreign matter, requiring a very high standard of cleanliness to ensure satisfactory performance. Unlike the Perkins brailler, the Braille Lite keyboard is extremely sensitive, so a light touch and accurate finger positioning is essential. This device is highly flexible in supporting the needs of students as they progress through their school years. It can be used initially for basic writing and reading tasks, however as the student becomes more proficient, it can be used for sophisticated word processing and calculations. The following skills for the Braille Lite are arranged in three sections - Introductory, Intermediate and Advanced . The order of presentation of concepts & skills may need to adjusted for individual students. When considering the Braille Lite the reader may find it helpful to refer to the Braille 'n Speak 640 section to review similarities & differences. Introductory Level Prerequisites * ability to write with a Perkins brailler * keyboard touch skills (light touch & accurate finger placement) * completion of a braille readiness program * basic knowledge of braille alphabet and simple contractions * ability to take responsibility / control frustration and behavior * follow at least 2 step directions * has expressive & receptive English language skills at or above the K-1 levels An individual student may be at different places in his or her reading and writing abilities on the Braille Lite. Initially it may be used primarily as a reading tool. As the need to write and edit work increases, the Braille Lite will be used as both a reading and writing tool. In the Skills sections that follow, those functions specific to reading only are marked with (R) Skills The student will be able to: * locate the on/off switch, earphone jack, ports, and the AC battery charger jack. * adhere to an individual plan for the care of the equipment * turn on the Braille Lite and begin writing in a file * use abort command * finish writing in a file and turn off device * use the advance bar to move forward and backwards through a file (R) * read and move through a file using commands (forward, current, and backward by line, word, and character, top of file and end of file) * perform simple formatting by using the carriage return use the cursor in basic writing functions * print current file to a printer (see Strategies) * demonstrate an understanding of the concept of files * use chords to access Option, Print, enter/exit, & abort and warm reset Strategies * Support staff connects, configures and tests the printer to make sure that it works. You may want to have only one printing device connected to reduce the potential for confusion between serial and parallel devices. * Support staff may want to initiate and/or complete the printing process for the student at this level. * Literacy goals may be best achieved if speech is not initially available to the student. Some students may find it confusing to hear the braille dots spoken (eg low "d" for period) when they are reading from the refreshable braille display. * The Braille Lite is a very intuitive device. Commands are logical and often reciprocal (i.e. commands using the opposite side of the keyboard performs the opposite function). This allows the student to predict commands and their effect. By building on this, students can have a great deal of success understanding how to use the Braille Lite. * Key echo on is very useful before a student at the Introductory level opens any menu. Intermediate Level Prerequisite * mastery of the Introductory Braille Lite Skills * mastery of most of the Literary Braille code (contractions and punctuation) and mastery of Nemeth numbers 0 - 9 * motivation to learn the hierarchical menu structure of the Braille Lite * frequent opportunity and need to use the editing and calculating features of the Braille Lite * potential to explore and experiment (active learner) Skills The student will be able to: * recharge the Braille Lite & reset the battery timer * demonstrate an understanding of the concept of menus: * the Option Menu * the Status menu * the Help Menu * create a file (size, file naming conventions - filename.extension) * demonstrate an understanding of the concept of a Braille Lite page of memory (4096 characters) * open a file using O in the file menu * access the file list (End of List, Top of List, Previous List, Next File, Short and Verbose List) * read current file * read and spell current file * select and open a file with chord O in the file list * opening a file by number * use remaining navigation commands for moving through a file: * read from cursor to end of file * read and spell current word * read and say current character (using phonetic alphabet) * read current character and give ASCII equivalent * find text within a file: * forward * backward * edit text: * overwrite * backspace delete * insert text * copy text * delete text by character(s), word(s), line(s), and paragraph(s) see Strategies * undelete (pasting) * back up file on disk drive (commands for "save" and "load" only using T-chord at File Menu) * label and store disks * use the clock, calendar, stopwatch/timer, to find the time, date and elapsed time * use the spell checker: * add, suggest and correct a word * move blocks of text (setting a marker, copy blocks, insert/paste blocks, delete blocks) * formatting lines and paragraphs * load the spell checker from the disk drive when necessary if not already loaded * write protect files (know when to protect and unprotect files) * print to both an ink printer and a braille embosser (change serial communication settings format in Status Menu as required) * set Status menu printer settings for standard page formatting and page numbering * text using string commands (i.e. dollar sign commands) * control the printer (load paper, turn printer on, on-line/off-line, set top of form, remove printout) * perform simple troubleshooting: * warm and cold reset * concept of default settings * readjust Status menu settings after reset * locate and open file after reset * adjust Key Silent and Key Click * check labels on cables, adapters etc. * check cables are connected * demonstrate an understanding of the concept of serial parameters * edit contents of clipboard * rename files in order to perform "save as" function * reload a copy of the file * determine the space remaining in a file * change the size of file (bigger, smaller) * delete files from the Braille Lite * reset the battery timer * use the arithmetic calculator for basic operations * set the clock or calendar and paste the result into a file * use the calculator and paste in the result * use the arithmetic calculator for percent and square root * use the disk drive to * perform periodic backups of all files (T-chord at File Menu) * load backup copy from floppy disk * load disk directory * format disks * delete files from disk * delete files from the Braille Lite * import and export text files Strategies * Back up files to a floppy (using T-chord at File Menu) before trying a new or troublesome operation (especially before those related to delete and block delete functions) * Ensure that student has used carriage returns prior to introducing Delete by lines or paragraphs * Pasting should be taught before the Delete command (since pasting in the Braille Lite is the equivalent to the undo command on another computer) * Manually changing parameters ensures greater learning than the use of * macros. Students who start working with macros often experience difficulties with their operation. Therefore the use of macros should be left until the Advanced Level. Advanced Level Prerequisites * mastery of the Intermediate Braille Lite Skills * willingness to solve problems * be an independent learner Skills (listed in no particular order) The student will be able to : * write control characters or ASCII characters in a file * manipulate serial parameters as required * import and export files using cables and the telecommunications software located on another computer * use the find and replace text function * write and use macros * connect Braille Lite and adjust parameters as required to communicate with other devices (modems and computers) * use Braille Lite as a refreshable braille display for another computer * set printer dip switches when necessary * use cable adaptors and serial to parallel converters * determine if unit is in one-handed mode or speech box mode * initialize Braille Lite * recover files * seek solutions to problems independently via vendor, manufacturer, * internet (using correct specifications and version number) * create and remove sub-directories on disk * perform software updates * use the Scientific Calculator Resources The Braille Lite Manual by Blazie Engineering Blazie Web Site (http://www.blazie.com/) Blazie Techdesk (http://www.blazie.com/~david/) Braille and Speak Tutorial written by Graham Cook: (Braille 'n Speak: A Public Domain Document To Assist Teachers; A Pictorial 'User Friendly Guide') "Teacher's Quick Reference Guide to Braille 'n Speak Commands" written by Kathryn Svendsen ---------- Keyboarding Skills Keyboarding can be fun and young students are often very happy to work on the computer. By the time a student reaches Grade 7 they should, ideally be able to type 20-30 words per minute. If the student has basic typing skills it will be a lot easier to learn the more advanced features on the keyboard, and use them efficiently. When to introduce keyboarding instruction requires an individual appraisal. Students as young as Grade 1 have had success using the QWERTY keyboard. Generally short lessons (five to ten minutes) works best with young students. The time can be lengthened as progress is made.. The student who uses braille can use a yping program in a taped format. However, this can be time consuming and it may be more useful to dictate letters, words or phrases for the student to type. For older students quotations or passages from plays or poetry can be typed from memory or dictated. The following method is only one of many which are available to teach keyboarding skills to students. Prerequisite skills * good finger strength * good wrist strength * eye hand coordination * ability to maintain good posture * finger dexterity - the ablility to isolate fingers * knowledge of the alphabet Skills The student is able to: * place fingers on home row * type individual letters on home row * type two letter words using home row keys * type three/five letter words using home row keys * type keys to strengthen little finger of right hand - (o, p, ; return) * use shift key to type capital letters * type words with new letters and home row * type sentences with new letters and home row * type keys to strengthen little fingers of right hand (q) * type keys above home row with right hand (u, o, I) * type keys above home row with left hand (w, e, r,) * type keys with index finger of right/left hands (t, y, g, h) * type words using new letters from home row * type sentences using new letters from home row * type keys on bottom row below home row (b, n) * type keys on bottom row below home row (c, v) * type keys on bottom row below home row (x, m) * type keys on bottom row below home row (z, , .) * use the function keys. The function keys (those named F1-F12) are special keys which combine two or more key strokes into one single keystroke. For example instead of using command +h for help, in some programs just striking F1 will take the user right into the help menu. Most word processing programs will give an explanation on the use of the function keys. * use shortcuts. Shortcuts allow the student to use less keystrokes to perform actions on the keyboard. For example, if the students have many windows open, by holding down the option and the command key and typing "w", on a Macintosh computer, all the windows will close automatically. Or, by typing command plus =, the student goes directly to the edit menu. Thus, shortcuts allow the student to get into menus and operate programs easily. The shift, the tab, the control, option and the command keys, combined with the letters on the keyboard help to eliminate individual strokes. A list of shortcuts often accompany applications. * use numeric keypad. The numeric keypad (the keys at the far right of the keyboard) can help the student to operate programs such as OutSpoken (the talking program for Macintosh computers) or JAWS for Windows. The numbers replace the need to use the arrow keys, the return key, and the function keys. The shift, option and command keys along with the numbers are used instead. Strategies * Type words using spelling rules: * silent e rule, rat-rate, hat-hate, fat-fate, use a, i, o, u, rip-ripe, not-note, cut-cute * cannot end a word with U or V - must put UE and VE true, blue, give, curve, * the sound UV is spelled ove, love, dove, above, glove * type sentences using words from spelling rules (eg. I love the cute dove that landed on my glove.) * type Journal entries, poems, stories and nursery rhymes * type pretest and post test weekly Spelling test * type friends or local businesses phone numbers from home row * At about the grade3/4 level the vision resource teacher and classroom teacher may wish cooperatively work with the entire class during computer keyboarding lessons. * Accuracy and rhythm are important when a student starts to type. The teacher made wish to have the students listen to a good typist in order that they can hear what good rhythm sounds like on the keyboard. * Type setences using words from spelling rules (eg. I love the cute dove that landed on my glove.) * Type journal entiries, poems, stories and nursery rhymes. * Type pretest and posttest weekly spelling tests. * Type friends or local business phone numbers from home row. * When the student is able to type from home row, more advanced skills can be introduced such as timed test, the use of more advanced vocabulary and typing words in categories. Emphasis can now be placed on speed. . * The letter keys along with the number key allow the student to produce documents with the word processor or the spreadsheet. Resources The following keyboarding programs are available for Macintosh and IBM. Type to Learn Sunburst Communications Ultrakey Bytes of Learning 150 Consumers Road Suite 203, Willowdale, Ontario M2J 1P9 Mavis Beacon Teaches Typing All the right type Keyboarding for Kids is not available on disk, it is a typing book. Keyboarding For Kids Teach your child in 10 easy fun lessons by Barbara Aliaga SELF-COUNSEL SERIES International Self-Counsel Press Ltd. Editorial Office 306 West 25th Street North Vancouver, BC V7N 2G1 CANADA ---------- Computers (Text Based Systems) Proficiency in the use of a computer is essential for a student who is blind. Students need to develop equivalent or better skills than those of their sighted peers The inherent limitations of braille demand that alternatives to produce work in a timely manner be available via an electronic writing tool . The interface and most of the information transmitted on current computers is visual and consequently presents many challenges for the student who is blind. Therefore it is helpful to have competency in the use of a text based system prior to beginning to learn how to access a visual (Graphic User Interface - GUI) system. The introduction to linear text based systems for most students will be on the Braille n' Speak or Braille Lite. Success with these braille computers is often easier to achieve due to their simple and easy to use operating systems developed specifically for the blind student. Another somewhat less desirable means to gain the necessary experience and pre requisite skills for a graphic user interface (MAC and /or Windows) is with a text based computer system. (DOS and/or Apple IIe) A text based system is composed of a computer with DOS, a speech synthesizer, a word processing program and a screen review program. The speech synthesizer, which can be internal or external, speaks text and/or keystrokes. Often a braille translation program is included whereby the student is able to print their work in braille. Screen review software allows the student to control what is read by the speech synthesizer. This software has the capability of reading a character, word, line, any portion of a line, or a block of text, currently displayed on the screen. The following order in which concepts and skills are presented may require adjustment for individual students. Sufficient time and support should be planned, in order for the student to learn computer skills in an organized and systematic way. Introductory Level Prerequisites Skills * ability to understand robotic speech * ability to follow at least two step instructions * keyboarding skills (at this level accuracy is more important than speed) Skills The student will be able to: * turn computer system on * customize the speech (set tone, rate, volume) [refer to the Vision Resource Teacher in your area for further information] * understands and uses appropriate vocabulary when referring to the parts of the computer system (eg. monitor, disk drive) * turn on and begin writing in a file * read by character, word, and line * move writing/reading cursor around in a document [refer to the Vision Resource Teacher in your area for further information] * name files using legal file names according to system software * save work to disk * send work to print printer or braille embosser * exit from the application program, * open and work in an existing file * control screen review software to go to the beginning/end of document * use keyboard commands equivalents (eg. F7 to print in Word Perfect for DOS) * begin to use help menu and online tutorial Strategies * Initially use an easily accessible power bar with one switch which turns on and off all the components of the computer. * It is helpful for the beginning student if the computer is set up in a way in which the word processor and a new document load automatically when the computer is turned on. Due to the limited compatibility of DOS word processing packages and screen review software MegaDots and Word Perfect for DOS 5.1 are recommended. * Use the computer for simple writing tasks like writing Journal entries * proficiency in understanding robotic speech can be enhanced by listening to stories and poems and play speech accessed games. * Concentrate only on those keys which the student will use most frequently and add tactile markers to those keys which may be difficult to locate (alt. control) * Teach the backspace/delete key early so that mistakes can be corrected * Use a computer with adequate memory to run the required applications * Configure the system so that the student only has to turn on and write in a file. Depending on the screen review package, the teacher may want to customize the speech. However, eventually the student needs to learn the necessary skills to customize speech independently. * Floppy disks should be labeled in braille. Intermediate Level Prerequisite Skills * mastery of introductory skills * Touch type 20 wpm (recommended) Skills The student will be able to: * use technical vocabulary (operating system, DOS, formatting, hardware/software, dialogue box) * execute basic DOS commands * make directory * change directory * delete file * copy file * get a listing of files within a directory * make choices from menus and submenus * use the Help menu * handle floppy disk independently - label, insert and store * organize and store information independently * read blocks of text * name files using DOS conventions * format floppy disk * change drives when saving or opening files * check content of disk * use DOS filename extensions, modifiers and switches appropriately * use different styles and fonts * react appropriately to dialogue boxes * begin to use some print attributes (Style, bold, underline etc.) * be able to connect/disconnect cable to the braille printer * set top of form and print when the print command is executed. * print hard copies, print and braille independently * label cables * independently recharge system (portable computer) Strategies * Initially create a default directory for the student. Eventually the student should learn to create their own directories. Note: A directory cannot be deleted if you are still in it, you must change directories in order to delete it Advanced Computer Skills Prerequisites Skills * mastery of beginning and intermediate skills. * willing to solve problems * active, independent learner Skills The student will be able to: * type 30-40 words a minute * reconnect cables independently and plug into electrical outlets and/or ports on computers, peripherals and power bar * install software * set up systems, modify configurations/preferences * name files using DOS conventions * remove a directory - remove subdirectory * use DOS filename extensions appropriately (colon, backslash, excluded characters) * copy and rename files * delete files * use all print attributes (eg. Style, bold, underline, superscripts ) * modify Auto.exec.bat, Config.sys. files and other system files * highlight, copy, cut and paste text * move blocks of text * copy a group of files using wild cards * use paths to specify the location of files * access the Internet * reformat a disk * load and unload sections of program as required * recover deleted files * change communication parameters * obtain information from peers * know when to get technical support * be able to check configuration for different printers - be aware of DIP switches * be aware of problems that can arise when printing * Control the printer (load paper, turn printer on, on-line/off-line, set top of form, remove printout, label printout with a sticky dot or a label, to know which is right side up) * Print part of text * Print entire text - single copy or multiple copies * Interface with Braille 'N Speak, Braille Lite and other computers Strategies * When formatting a disk any data on the disk will be removed, read contents of disk before formatting * Commands can be typed in either upper or lower case letters * Teach wild card character when working with files ---------- Computers (Windows) Computer operating systems and programs continue to become increasingly visually oriented. Graphic user interface (GUI) environments, which includes Windows and Macintosh, are largely picture based and most common in home, school, and industry computer installations. The Windows environment has emerged, in general, as the "industry standard" and, as a result, most of the software development in access for the visually impaired has been Windows based. It is critical that students who use braille have full access to the Windows environment for educational, work and leisure pursuits. JAWS provides a relatively stable and powerful screen reading program for Windows '95. Challenges of the Windows environment Windows '95 is non-linear, dynamic and highly graphic environment. It is common to have multiple windows on the Desktop. Each can be resized and/or repositioned. Compounding this is fact that there are many ways to preform each Windows function. The awareness & control of this highly graphic operating system presents many challenges for the braille using student. As a result, the student will likely require considerable time and support to master these concepts. It is important to note that with time and appropriate support a number of braille users have become skilled and independent Windows '95 users. Choosing a screen reader There are a variety of different screen reading software packages. The following has been developed specifically for JAWS for Windows. When a screen reader other than JAWS is used the order of presentation of some concepts may have to be varied. Choosing a word processor The choice of a Windows 95 word processor is also a key determinant of student success. Some screen readers work better with certain word processors. Although students may not need the full power of MS-Word for Windows most screen readers are constructed to work efficiently with that application. It is important to confirm, prior to purchase, that the screen reader can work efficiently with the proposed version of the word processor. As word processors are upgraded there may be a period of time that the new version is not compatible or not easy to use with the screen reader even though it may have worked well with the previous version of the word processor. Deciding between Windows 3.1x and Windows 95 Some readers may prefer to use Windows 3.1 rather than Windows 95 however software developers have moved to Windows 95 and their Windows 3.1 products are no longer being supported. Many schools have also moved to Windows 95. Therefore students access to the curriculum may be limited by using Windows 3.1. Significant advantages for the braille student equipped with Windows 95 rather than Windows 3.1x include: a more stable operating system which is is less likely to crash. less severe crashes, resulting in fewer restarts a "Find File" feature which greatly reduces "lost" files Windows Explorer which is easier to use than File Manager which has the ability to install applications & files into the Start Menu. On-line help is truely context sensitive and easier to access with a screen reader Special considerations for the Macintosh User Please note that Macintosh users may prefer to use outSPOKEN for Macintosh. There is a similar hierarchy of skills and this document may have some useful information for the team supporting a student who uses a Macintosh screen reader. There has been considerably more research and development of the Windows screen readers. Introducing screen reader commands to the braille user Students who use braille should be taught Windows 95 functions using keyboard commands. An effective way to present this system to a braille user is to teach the JAWS screen reader commands at the same time as the Windows 95 keyboard commands. In addition, the integration of screen reader commands and Windows concepts is desirable. A variety of tactile diagrams and overlays are commercially available to introduce the concept of windows to the blind user. These give a tactile representation of what is presented on the screen. It may be useful to use tactile diagrams in conjunction with the screen review program commands. The usefulness of tactile diagrams for individual students varies. Using the skill sections The following skills for using Windows 95 with speech output are organized into three levels: Introductory, Intermediate and Advanced. The instructional sequence of concepts & skills may need to adjusted for individual students. Introductory Level Prerequisites * accurate, but not necessarily rapid, touch typing skills * independent use of a talking, text-based operating system (e.g. BEX, DOS, Braille 'n Speak or Braille Lite) * knowledge of DOS filename rules & conventions Skills The student will be able to: * demonstrate a basic understanding of Graphic User Interface (GUI) concepts including: * Desktop * layering or stacking of windows * dialogue boxes * variable size of windows - Maximize, Minimize to Task Bar, Restore and resize * understand the function and know the location of the parts of the Desktop: * Start Button * Icons * Task Bar * Desktop * understand the function and know the location of the parts of any window: * Menu Bar * Close box * Maximize box * Minimize box * Status Bar * Icons * Tool bar and/or Formula bar * Title and Title Bar * use Windows key to open Start Menu * Open word processor (which has been previously installed in the Start Menu) * use JAWS commands to: * read by: current line, word and character; previous line, word and character and next line, word and character * Stop speech in progress * Read window title * Read top line of window * Read bottom line of window * read and choose options in a dialogue box * type in an edit field * Begin writing in a new document * Use Escape and Delete key * Save document * Use CTRL+S to save to default directory (C:DATA) * Print document using CTRL+P * Exit application using ALT+F4 * Shut down computer using Start Menu * Open existing document under File Menu in word processor * Perform simple formatting (e.g. return and tab key) * Perform simple editing using the backspace delete key * Switch between the screen reader and writing cursor as required * activate PC cursor * activate JAWS cursor * route PC cursor to JAWS cursor * route JAWS cursor to PC cursor * Move PC cursor to end of document * Use a JAWS macro written by another user to access commands or parts of the program * Perform basic trouble shooting by: * using JAWS screen refresh * using JAWS screen sensitive help * using JAWS to say window type and text * using Windows Help * referring to screen reader's Windows Tutorial * reading status line and highlighted text to assist in identifying unrecognised icons * asking another user for assistance Strategies * Introduce and teach Windows 95 and JAWS concepts and commands at the same time. There is no advantage in trying to separate navigation within Win 95 from control of the screen reader. Encourage the use of Windows keyboard shortcuts as much as possible. * All applications and documents should be maximised to reduce the likelihood that JAWS could be reading information in another window or on the Desktop. * Windows 95 contains some information and a brief tutorial that is aimed at the user who is familiar with Win. 3.1. This information is designed to draw attention to the differences between the two operating systems so that the user can make adjustments without having to go through a complete retraining. For example: "My Computer" is the Win. 95 equivalent of the File Manager in Win 3.1. This information could be quite useful to the instructor who is already familiar with 3.1. * The Tips & Tours option that is located within the Accessories folder, (off the Programs sub-menu) may also be helpful. It is not speech friendly so it has been included in the Intermediate Level for independent exploration by the student. * The use of a Windows 95 keyboard with its unique keys will greatly simplify the student's access to the computer. * Many of the JAWS commands use the numeric keypad. Therefore some students may find it easier to learn JAWS on a desktop 101 keyboard rather than on a laptop keyboard. If the student requires a laptop for portability then the following options should be considered: * laptop with an external 101 keyboard * laptop with an external numeric keypad * laptop (use embedded numeric keypad) * Factors to consider when choosing a JAWS keyboard are: portability of the system, compatibility of the external keyboard or keypad (only some keyboards are compatible) and the students ability to adapt to change. Nevertheless some students have learned to use a laptop and JAWS efficiently without ever using an external, numeric keypad. * It may be helpful to use the analogy of multiple sheets of paper (some of which are different sizes) to teach the concept of multiple, layered windows. * Applications (maximum 5) that the student will be using most frequently can be installed into the Start Menu * When the student has finished with a document it should be saved and then closed. When the student has finished with an application it should be saved and then minimised (put back to the Task bar). The student can switch to any already open application, including those that have been minimised, by using ALT+TAB. * The student will be able to access their document most efficiently if the application (e.g. word processor) was developed for Windows 95. These applications automatically update the My Documents folder when you close the document. This allows the student to quickly locate and open the last 10 documents. * If the application wasn't developed for Windows '95 then the student can still use the My Documents Menu. To use this feature they must first use Find Document (on Start Menu) which adds it to the My Documents Menu. * If a word processor other than MS-Word for Windows 95 is used then the screen reader should be customised so that the student will be able to access all parts of the program. Some icons on the Tool or Button Bar may need to be labelled or some macros may need to be created for those parts of the program that do not have a keyboard short cut. * Students need to understand that there are many different ways to accomplish the same action in Windows 95. Refer to the screen reader's Windows 95 tutorial to find the most efficient and least confusing method to accomplish a specific action. The method used by sighted Windows 95 users may be less efficient or inappropriate for the student with limited or no vision. * JAWS Help will give the user an explanation of where in Windows 95 they are and what actions are permitted. This context sensitive help is very useful for students who are learning to use JAWS to access Windows 95. * In order to organise and locate files, create a default folder for all student documents. As this is relatively complex to do with speech access it should be done by the instructor. This folder can be called Data and should be created in the root directory (C:DATA). The word processor should be set so that the default folder for saving files is Data. The student needs to edit the file name and confirm the destination prior to pressing the ENTER key in the Save File or Save As dialogue box. * The word processor (or the other application) should be customised to optimize the screen reader,s efficiency. Page view, scroll bars and rulers have limited use for the student who relies on a screen reader. Initially screen colour may be left at the default for ease of use. Formula bars with "Formatting Only" checked may be useful, as this allows the user to change Style, Font and Size without opening menus, sub menus and dealing with dialogue boxes. Tool bars may be of use if some print attributes do not also have keyboard equivalents. Macros may be easier to use and more efficient than Tool Bars. * The screen reader (JAWS cursor) should be set to echo "all key strokes" and punctuation spoken should be set to All. However, the writing (application) cursor should be set to "No punctuation". * The following procedure will ensure that when the student opens the application window it will be maximised. The instructor should: * Open the application (e.g. word processor) * Maximise the application window * Quit the application through File Menu and Exit. * Please note that "Close" refers to the document and "Exit" saves the environment settings, closes the document and then quits the application. If the application is closed by the close box on the Title Bar then the changes in the environment are not saved. * The printer drivers and fonts should be installed and tested prior to the student printing a document. Page set-up and printer set-up should be checked before the student uses the computer. * The student needs to confirm the defaults in the Print document dialogue box. * The use of terminology by the instructional team should be consistent with that found in the JAWS Windows 95 tutorial. Intermediate Level Prerequisites * keyboarding skills of approximately 20 wpm (corrected) * mastery of most or all of the Introductory skills * mastery of all of the Introductory concepts Skills Student will be able to: * open existing document by using Find File in the Start Menu. * find word or phrase within the document. * edit document using: * forward (right) delete. * highlight character, word or phrase and replace with typed input. * Copy, cut and paste blocks of texts. * change print attributes (eg.: bold, italics, underline) using keyboard shortcuts. * use the Spell Check and Thesaurus. * read word in context * use remaining JAWS commands * move location of dialogue box in order to be able to review portion of the screen that it covers. * create and edit headers, footers, titles and page numbers. * change document and printer settings, including page size, orientation, margins, etc. * vary the information in the Print Document dialogue box so that the student can print a part of a document or multiple copies. * read through text in columns or tables (normal view) * recognise and give appropriate command when screen reader is not correctly reading table or column information. * open second application. * switch between, or cycle through open applications using ALT-TAB. * Copy, Cut and Paste between applications. * open second and third documents within same application. * cycle through open documents using keyboard command. * select a different document, that is already open, by using Window menu. * use Calculator and Scientific Calculator within Windows. * Use Program sub-menu from Start Menu to select and open application. * Load someone else's macro(s). * create simple macro to customise program (eg.: reassign keys) * Maximize a document and/or application that has been restored to less than full size * Navigate outside of dialogue box to check context and then return and navigate within the dialogue box. * perform trouble shooting by * using application help, manual on disk and/or tutorial. * load bitmap recognizer to assign text label to unrecognised Icon * checking Status Line and Balloon Help * exploring Tips & Tour option (Accessories folder off the Programs sub-menu) * closing and restarting the screen reader while Windows is running to see if this fixes the problem. * access an encyclopaedic CD-ROM and: * search for key words * read information and select portion to copy * copy information to word processor * copy information to text file * use braille translation program to: * create and print out a braille copy of the document * translate a file from the word processor into a braille file and produce braille printout * translate a braille file into a print file and then open it with the word processor * translate a text file into a braille file * use the Internet to find and download research information. * use DOS application and return to Windows. * Reboot computer as a DOS computer. * use DOS screen reader and DOS application * finish work with DOS application and return to Windows * Use SAVE AS to save a copy of the file to floppy disk or another location on the hard drive. * Open document from another word processor * Save a document so that it can be opened by another word processor (Save AS) * Access: My Computer, My Briefcase and the Recycle Bin. Strategies * The Tips & Tour option which is located within the Accessories folder off the Programs sub-menu is a good way to browse the helpful hints for using Windows 95. Unfortunately, this Tip wizard isn't particularly speech friendly but it does contain some helpful ideas. The easiest way to read the Tip screens is to set JFW's screen echo to "Say All." * There may be times when the speech program starts acting unpredictably, e.g. looses track of highlight or doesn't speak certain screen elements. Often shutting down the screen reader (JAWS) and then restarting it while Windows 95 is running will fix these indexing problems. The difficulty for the student here is that there will be no speech after shutting done the screen reader. Therefore they will need to know the keystrokes to restart speech. * Note that it is not recommended to try to run DOS applications within a DOS box in Windows 95. If it is attempted with JAWS it will likely cause the system to crash. This is especially true in those instances where an external speech synthesizer is being used. The student will need a DOS screen reader, speech synthesizer and DOS applications to accomplish this task. A Windows sound card will not support a DOS screen reader. * Note about All Blue Background to trick Jaws into reading whole screen since Blue is the default colour of the highlight. Advanced Prerequisites * mastery of most or all of the Intermediate Skills * willingness to solve problems * independent learner Skills (listed in no particular order) Student will be able to: * Set up user defined styles in applications * Use configuration wizard to auto-configure each new application * Create and use desktop "short cuts" to access programs This is not an efficient way for a user of screen reading programs to access information but an advanced student needs to understand how others might access parts of Windows. * Create and edit macros. * Modify user dictionaries. * Restore document / application to less than full size. * Load new / revised graphic libraries. * Install application into Start Menus. * Move files around within hard drive. Create and delete sub-directories and directories * Create new directory for files. Make it the default directory * Move file(s) and duplicate files in sub directories and directories. * Perform advanced troubleshooting. * Post questions on the Internet or on manufacturer's support forum * Run diagnostics * Reload applications Strategies * By changing default font, size, colour, tabs and spacing can make it easier for JAWS to track appropriate screen features. * It is helpful to have different user levels in different applications. (Eg. expert in Word but perhaps beginner in Netscape.) Resources Windows 95 Concepts: An Introductory Guide for Visually Disabled Users by: Sarah Morley Sensory Disabilities Research Unit Psychology Division University of Hertfordshire Hatfield, Hertfordshire, AL109AB, UK JAWS for Windows '95 Tutorial (available from Henter-Joyce) "An Introduction To Microsoft Windows '95" print participant guide "You can use the following keyboard shortcuts with Windows '95" SET-BC Tip Sheet "Short-cuts with the new Windows 95 Keyboards" ---------- Appendices Selecting Computer Technology Checklist QUESTIONS TO ASK WHEN SELECTING COMPUTER TECHNOLOGY FOR VISUALLY IMPAIRED STUDENTS 1. What do you want the student to do with the technology? word processing research topics (Internet use) organize a large amount of data and find recorded information quickly communication aid (Please refer this student to the Augmentative and Alternative Communication Expert for your school and the SET-BC staff for your area) 2. Does the student see the benefits of using a computer? Will he/she be motivated to learn the skills necessary to make the computer a useful tool? How successful is the student without technology? 3. How often and when will the student use the technology? daily? weekly? How many times per week and in what areas? 4. Where will the student's workstation be located in the classroom (s), library (s) and at home? 5. Does the student have any keyboarding skills and if not how long until he/she acquires it in order to make the computer functional? Can the student be learning keyboarding while waiting for his/her technology to arrive? 6. What platform (IBM compatible/MAC) do the parents/students and school based team prefer and what are their goals for the student? What technical support is available at home? school? 7. What hardware is at the school? 8. What hardware is in the home? 9. Are there any additional costs not covered by the school or SET-BC? i.e.network cards that allow students computers to print over a network, modems, CD Roms 10. Do you have enough RAM and hard drive space to run the number of programs the student will use at any one time. CDRoms, Internet access and some programs (such as an encyclopedia) use a great deal of RAM and hard drive space. 11. How will the student access a printer at home? school? 12. How will the student deal with security in the school and at home? 13. If the technology will be used at school and home, has a safe system for transporting been established? 14 What support can the school provide in terms of problem solving at the classroom/school level? 15. Who will introduce the technology to the student, when and how will it be monitored in the classroom? 16 Who will provide the software and teach the student how to use it? Is the software supported by the school? Is there personnel to problem solve at the classroom/school level? 17. Who will provide instruction and support for the parents? ---------- Internet Resources Kids on Campus WWW Exploration Page http://www.tc.cornell.edu/kids.on.Campus/KOC94/ This web site allows children to explore anything from fingerprints to ghost stories, from bugs to geology. This site provides a number of links to other sites Kidstuff http://.pathfinder.com/@@ujdC2PG@YAMAQD46 At this site there are interactive children's games, cartoons, comics, jokes, trivia and daily news. Net News Alt.kids-talk.penpals This is a newsgroup dedicated to children of all ages. Kids on the Web http://www.zen.org/-brendan/kids.html Programs to Restrict Net Access Cyber Patrol : available fr Windows from Solid Oak software at 1-800-388-2761 or 805-967-9853 Kinderguard : by TeacherSoft Net Nanny : contact netnanny@netnanny.com NewView : inter net access control software for Windows SurfWatch : a program that allows parents to "lock out" Web sites The above sites are listed in Canadian Family On-Line by Wallace Whistance-Smith ISBN 0-13-258898-6 Prentice Hall, Scarborough, Ontario PC World Magazine in Canada call 1-800-839-0148 Mon-Fri 7 a.m.-9 p.m. CT Sat. 10 am - 6 pm CT Sun 12 pm - 5 pm http://www.us.dell.com/ The CD - ROM Advantage for Blind Users National Braille Press Inc. 88 St. Stephen Street Boston, Massachusetts, 02115 ---------- References and Resources Additional Resources Readiness APH Large Textured Block Textured Matching blocks Giant Textured Beads Textured Pegs Fine Motor Development Materials: Twist, Turn, and Learn HANDS ON: Functional Activities for Visually Impaired Preschoolers Sound Matching Board i and II Preparatory Reading Program for Visually Handicapped Children Mathematics American Printing House for the Blind Clock Face with Raised Print and Braille Numbers Light Box Materials - Levels I, II and III Geometric Forms FOCUS in Mathematics - Academic Program Kit Chang Tactual Diagram Kit Puzzle Form Board Kit 1 Foot Braille Rulers Meterstick Large Abacus The Abacus Made Easy by Davidow, M Using the Cranmer Abacus for the Blind by Fred Gissoni Fractional Parts of Wholes Set APH Number Line Device Brannan Cubarithm Slate and Cubes Cranmer Abacus Sensory Cylinder Set Small, Medium and Large Circles Set 1 and II Silva Company Type 16B Braille Compass Royal National Institute for the Blind Tactile Rulers Circular Protractor Learning protractor Specialized Tape Recorder Foto-Fonics Recorder Uses 4 AA batteries Consists of a tactile recorder unit and cards with striped magnetic tape on the lower back side. This machine can be used to record a message (math equations or facts, subject questions and facts) and display braille at the same time. By inserting the card into the recorder and pushing it into the card slot, a driver mechanism is triggered and begins to pull the card itself. You may record answers to braille questions making the activity an independent task. Reading APH Touch and Tell Tactual Discrimination Worksheets General Other APH Recognizing Landforms: An Audio Tutorial Program in Map Study The Globe :Tactile and Visual Supplier Information: Silva Company P.O. Box 966 Binghamton, N.Y. 13902 (607) 723 7546 American Printing House for the Blind (APH) Bill Martin Jr. Shel Silverstein Mercer Mayer Western Publishing Company Inc. Racine, Wisconsin 53404 Reading Yellow Pages IP 89-1 For Students and Teachers Incentive Publications, Inc Nashville, TN ISBN - 0-86530-029-1 Writing Yellow Pages IP 89-3 For Students and Teachers Incentive Publications, Inc Nashville, TN ISBN - 0-86530-038-0 The Spell of Words by Elsie T. Rak Educator Publishing Service, Inc. 75 Moulton Street. Cambridge, Mass 02238-9101 ISBN 0-8388-0155-2 The CD - ROM advantage for Blind Users Diane Croft et al National Braille Press Inc. Boston, Mass 02115 Grade 2 Braille Cards Catalog Number 1-03561-00 American Pringint House for the Blind, Inc. P.O. Box 6085 Louisville, KY 40206-0085 (available from PRCVI) Try Sheet from #144 How To Manage Your Whole Language Classroom 1992 Teacher Created Materials Inc. Writing A-Z Grades 2-6 SC-1019 Sniffen Court Books a division of Boultinghouse and Boultinghouse Inc 153 East 30th Street, NY NY 10016 ISBN 0-930790-20-0 Keyboarding for Kids by Barbara Aliaga International Self Counsel Press Ltd, Editorial Office 306 West 25th Street North Vancouver BC V7N 2G1 Type To Learn for Macintosh Sunburst Communications Type to Learn Scratch Pad Activities 101 Castleton Street, Pleasantville, NY 10570 ---------- Glossary of Terms Alternate Format Materials Usually educational materials that have been produced in a format other than the original format eg. braille, raised line drawing, tape recording Braille 'N Speak compact computer with voice output and a braille keypad Braille Lite compact computer with voice output, a braille keypad and refreshable braille (tactile display). Braille Translation Programs Computer software that translates computer text to braille text which can be sent to a braille printer and produce hard copy braille "eText" (short for electronic text) describes the method of storing the context of a book onto a computer disk Graphical User Interface (GUI) Internet and World Wide Web (WWW) a potentially unlimited number of computers all over the world networked together for the purpose of information exchange Modem a device which allows computers to communicate over telephone lines Nemeth Code braille symbols that represent mathematical informationNote: Braille using students must learn different meanings to the same braille symbols depending upon whether they are reading math, literature, music or computer braille. Orientation and Mobility (O&M) the skills that enable you to know where you are, where you are going and how to get there safely and efficiently. Screen Board a screen on a frame that provides a textured surface to construct tactile drawings Scanner A device that scans an image which via Optical Character Recognition software (OCR) can be imported into a computer Systematic Search Technique Vision Resource Teacher a certified teacher who has extensive training in the education of students of who have a visual impairment. ---------- End of Document