Transcript of On the Road to Developing Nemeth Braille Code Competencies for Beginning TVIs: Findings of a...
- Slide 1
- On the Road to Developing Nemeth Braille Code Competencies for
Beginning TVIs: Findings of a Two-Part Study L. Penny Rosenblum,
Ph.D. University of Arizona Derrick Smith, Ed.D. University of
Alabama at Huntsville
- Slide 2
- Development of Literary Braille Competencies AER Personnel
Preparation Division formed a group to investigate the development
of standards for literary braille. Sandy Lewis, Frances Mary
DAndrea and L. Penny Rosenblum conducted a Delphi Study (JVIB,
2012). Next logical step was to conduct a Delphi Study to
investigate the development of standards for Nemeth code.
- Slide 3
- Nemeth Delphi Committee Members Paul Ajuwon Sheila Amato Donna
Brostek Lee Tina Herzberg Sunggye Hong Cheryl Kamei-Hannan Beth
Harris Patricia Myers L. Penny Rosenblum Derrick Smith Sandy Smith
Adam Wilton Kim Zebehazy
- Slide 4
- Committee Procedure Questionnaire developed to collect
demographic data A list of Nemeth code skills was developed A list
of skills in other codes (foreign language, music, computer),
abacus, and tactile graphics was developed
- Slide 5
- Purpose of the Demographic Study To gather information on how
university programs prepare future teachers of students with visual
impairments in the areas of the Nemeth braille, foreign language
braille, computer braille, music braille codes, the abacus, and
tactile graphics.
- Slide 6
- Study Procedure 39-item questionnaire using online survey
software Open to university programs in the United States and
Canada for six weeks in fall 2011 22 individuals representing 26
universities participated
- Slide 7
- Delivery of Course Content Content Face-to Face On-LineHybrid
Literary Braille 7711 Nemeth Braille 799 Foreign Language Braille
886 Music Braille 676 Computer Braille 867 Abacus 798 Tactile
Graphics 7513
- Slide 8
- How Content is Delivered Content PrimaryEmbeddedCorrespondN/A
Literary Braille 25100 Nemeth Braille 24110 Foreign Language
Braille 31805 Music Braille 21617 Computer Braille 31805 Abacus
101330 Tactile Graphics 42101
- Slide 9
- Tools Used to Produce Braille Content PerkinsS&SBrl Em.Brl.
Tran.Elec. Literary Braille 26 221614 Nemeth Braille 2611844
Foreign Language Braille 140811 Music Braille 90900 Computer
Braille 1001144 Abacus -- Tactile Graphics --
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- All University Programs Required Students to Demonstrate
Mastery Numerals Numeral indicator Punctuation indicator English
letter indicator Fraction indicator Fractions Operations Comparison
Decimals Problems in Linear Format
- Slide 11
- Most University Programs Required Students to Demonstrate
Skills SkillMastery Basic Knowledge None Problems in Spatial Format
251-- Level Indicator 251-- Groupings 251-- Radical Indicator 215--
Multipurpose Indicator 215-- Radicals 1051
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- Algebra and Geometry Had More Variability SkillMastery Basic
Knowledge None Absolute Value 1772 Shapes 179-- Arrows 1511--
Angles 1511-- Lines 12131 Arcs 9107
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- Advanced Math Had Even More Variability SkillMastery Basic
Knowledge None Functions 8126 Logarithms 4913 Advanced Math 6137
Matrices 21014
- Slide 14
- Nemeth Resources Resource RequiredRec.ShownNoUnsure An
Introduction to Braille Mathematics 143352 The Nemeth Braille Code
for Mathematics and Science Notation 912311 Mathematics Made Easy
for Children with Visual Impairment 221203 Braille Codes and
Calculations 526113
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- Nemeth Resources Resource RequiredRecom.ShownNoUnsure Learning
Nemeth Braille Code 134360 Strategies for Developing Mathematics
Skills in Students Who Use Braille 74861 Chapter on Nemeth code in
New Programmed Instruction in Braille 1131102 Braille Code of
Chemical Notation 108161
- Slide 16
- Resources Shared with Students TSBVI web site (n=10) APH web
site and/or reference sheet (n=9) National Braille Press web site
or books (n=5) BANA web site or books (n=5) Project Math Access web
site or materials (n=4)
- Slide 17
- How Students Demonstrate Competence Homework or weekly tests
(n=23) Final exam (n=18) Midterm exam (n=5) Less frequently
mentioned: Lesson plans Postings on discussion boards Adapting
materials
- Slide 18
- Procedures 13 programs allowed students to resubmit homework. 7
programs did not allow students to resubmit homework. 1 program
required students to write out what rules were not followed. Few
programs allowed students to remediate final or midterm exams.
- Slide 19
- Foreign Language Braille Code Foreign language braille was at
the exposure level. Few programs required a homework assignment.
BANA web site was shared as a resource.
- Slide 20
- Foreign Language, Computer and Tactile Graphics Resources
Content RequiredRecom.ShownNoUnsure Interim Manual for Foreign
Language 145141 The Computer Braille Code Made Easy 118121 Computer
Braille Code 66671 Tactile Graphics 0410111
- Slide 21
- Computer Braille Code Almost all programs gave a brief
introduction to computer braille code. 2 programs indicated that
computer braille code was integrated into an assistive technology
course.
- Slide 22
- Music Braille Code Dancing Dots and Library of Congress were
web sites shared with students. Few programs required students to
complete a braille music homework.
- Slide 23
- Music Resources Content RequiredRecom.ShownNoUnsure Who is
Afraid of Braille Music 115163 How to Read Braille Music 0210113
Music Braille Code 37892
- Slide 24
- Abacus Five programs required students to complete an abacus
course from Hadley School for the Blind. Thirteen programs had
students on an exam compute using an abacus. Three programs had
students do homework assignments with an abacus. Three programs had
students teach a child to compute with an abacus. Eight programs
allowed students to redo abacus assignments and ten did not.
- Slide 25
- Abacus Resources Resource RequiredRecom.ShownNoUnsure Use of
the Cranmer Abacus 102843 The Abacus Made Easy 531073 Abacus Basic
Competency: A Counting Method 321183
- Slide 26
- Tactile Graphics Five programs shared BANA guidelines. Ten
programs shared APH guidelines and materials (e.g., Draftsman,
models). Nineteen programs had specific assignments and activities.
Twenty-three programs required students to prepare tactile
graphics. Three programs had exam questions about tactile
graphics.
- Slide 27
- Rosenblum, L. P. & Smith, D. (2012). Instruction in
Specialized Braille Codes, Abacus, and Tactile Graphics at
Universities in the United States and Canada. Journal of Visual
Impairment & Blindness, 106(6), 339-350.
- Slide 28
- NEMETH DELPHI
- Slide 29
- Development of the Delphi Instrument 13-member focus group
developed 29 statements that could be competencies. Panelists rated
each statement for reading and writing. For each statement
panelists rated the level of importance and the type of references
to be used (none, code reference, book). Agreement level was set at
85%.
- Slide 30
- Criteria to Join the Nemeth Delphi Panel In the last three
years taught at least one course on how to read and write Nemeth
code Taught the Nemeth code for at least three semesters / quarters
Taught the Nemeth code for at least three or more years Taught in
the United States or Canada Taught skills for students to read and
write Nemeth code
- Slide 31
- Read/Write in Context Linear Problems Reading Importance:
Extremely Important (100%, n = 20) References: No References (94%,
n = 17) Writing Importance: Extremely Important (95%, n = 19)
References: No References (94%, n = 17)
- Slide 32
- Read/Write Punctuation Signs, Symbols used in Nemeth Reading
Importance: Extremely Important (100%, n = 20) References: No
References (94%, n = 17) Writing Importance: Extremely Important
(100%, n = 20) References: No Agreement
- Slide 33
- Read/Write Simple Fractions/Mixed Numbers Reading Importance:
Extremely Important (100%, n = 20) References: No References (94%,
n = 19) Writing Importance: Extremely Important (100%, n = 20)
References: No Agreement
- Slide 34
- Read/Write Computation in Spatial Format Reading Importance:
Extremely Important (100%, n = 20) References: No References (94%,
n = 17) Writing Importance: Extremely Important (100%, n = 20)
References: No References (94%, n = 17)
- Slide 35
- Read/Write Expressions w/Grouping Symbols, Including
Parentheses Reading Importance: Extremely Important (100%, n = 20)
References: No References (94%, n = 17) Writing Importance:
Extremely Important (95%, n = 19) References: No Agreement
- Slide 36
- Read/Write Expressions w/Decimals, Percentages, Negative
Numbers Reading Importance: Extremely Important (85%, n = 17)
References: No References (94%, n = 16) Writing Importance:
Extremely Important (100%, n = 20) References: No Agreement
- Slide 37
- Read/Write Expressions w/More Advanced Signs of Comparison
Reading Importance: Extremely Important (94%, n = 17) References:
Code Reference (89%, n = 16) Writing Importance: No Agreement
References: Code Reference (94%, n = 17)
- Slide 38
- Read/Write Expressions with Superscripts Reading Importance:
Extremely Important (94%, n = 16) References: Code Reference (89%,
n = 16) Writing Importance: Extremely Important (85%, n = 17)
References: No Agreement
- Slide 39
- Read/Write Expressions with Subscripts Reading Importance:
Extremely Important (89%, n = 16) References: No Agreement Writing
Importance: No Agreement References: No Agreement
- Slide 40
- Read/Write Expressions with Radicals Reading Importance:
Extremely Important (94%, n = 17) References: Code Reference (89%,
n = 16) Writing Importance: No Agreement References: No
Agreement
- Slide 41
- Read/Write Expressions with Complex Numbers Reading Importance:
No Agreement References: No Agreement Writing Importance: No
Agreement References: Reference Book (89%, n = 16)
- Slide 42
- Read/Write Letters Representing Measurement Units Reading
Importance: Extremely Important (94%, n = 17) References: No
References (89%, n = 16) Writing Importance: Extremely Important
(94%, n = 16) References: Code Reference (89%, n = 16)
- Slide 43
- Read/Write Nemeth Code Signs of Comparison Reading Importance:
Extremely Important (89%, n = 16) References: Code Reference (89%,
n = 16) Writing Importance: No Agreement References: Code Reference
(89%, n = 16)
- Slide 44
- Read/Write Nemeth Code Signs for Rates and Derived Measurements
Reading Importance: Extremely Important (89%, n = 16) References:
No Agreement Writing Importance: No Agreement References: No
Agreement
- Slide 45
- Read/Write Formulae for Area/Volume of Geometric Figures
Reading Importance: No Agreement References: No Agreement Writing
Importance: No Agreement References: Reference Book (90%, n =
18)
- Slide 46
- Read/Write Letters Used to Symbolize Variables Reading
Importance: Extremely Important (94%, n = 17) References: No
References (94%, n = 17) Writing Importance: Extremely Important
(94%, n = 17) References: No Agreement
- Slide 47
- Read/Write Algebraic Equations w/Polynomials, Rational Numbers
Reading Importance: Extremely Important (89%, n = 16) References:
Code Reference (89%, n = 16) Writing Importance: Extremely
Important (89%, n = 16) References: No Agreement
- Slide 48
- Read/Write Algebraic Equations w/Logarithmic Numbers Reading
Importance: No Agreement References: Reference Book (94%, n = 17)
Writing Importance: No Agreement References: Reference Book (95%, n
= 18)
- Slide 49
- Read/Write Algebraic Equations using Periodic Functions Reading
Importance: No Agreement References: Reference Book (94%, n = 17)
Writing Importance: No Agreement References: Reference Book (85%, n
= 17)
- Slide 50
- Read/Write Algebraic Equations using Inequalities Reading
Importance: Extremely Important (89%, n = 16) References: Code
Reference (89%, n = 16) Writing Importance: No Agreement
References: No Agreement
- Slide 51
- Read/Write Statements Using Shape Indicators Reading
Importance: Extremely Important (94%, n = 17) References: No
Agreement Writing Importance: Extremely Important (94%, n = 17)
References: Reference Book (89%, n = 16)
- Slide 52
- Read/Write Compass Directions Using Arrow Indicators Reading
Importance: No Agreement References: Reference Book (89%, n = 16)
Writing Importance: Somewhat Important (89%, n = 16) References:
Reference Book (85%, n = 17)
- Slide 53
- Read/Write Symbols for Congruence, Similar, Parallel,
Perpendicular Reading Importance: Important (89%, n = 16)
References: No Agreement Writing Importance: No Agreement
References: Reference Book (89%, n = 16)
- Slide 54
- Read/Write Coordinate Indicators Reading Importance: Extremely
Important (89%, n = 16) References: No References (94%, n = 17)
Writing Importance: No Agreement References: No Agreement
- Slide 55
- Read/Write Indicators for Angles, Lengths, Arcs, Perimeters,
Areas, Volume Reading Importance: No Agreement References:
Reference Book (94%, n = 17) Writing Importance: No Agreement
References: Reference Book (85%, n = 17)
- Slide 56
- Read/Write Trigonometric Indicators for Length and Angle
Measurements Reading Importance: No Agreement References: Reference
Book (95%, n = 18) Writing Importance: No Agreement References:
Reference Book (94%, n = 17)
- Slide 57
- Read/Write Cartesian Coordinates, Navigational, Polar,
Spherical Reading Importance: No Agreement References: Reference
Book (89%, n = 17) Writing Importance: No Agreement References:
Reference Book (95%, n = 19)
- Slide 58
- Read/Write Indicators for Plane, Vectors, Function Notation,
Matrices Reading Importance: No Agreement References: Reference
Book (95%, n = 18) Writing Importance: No Agreement References:
Reference Book (100%, n = 20)
- Slide 59
- Read/Write Various Indicators/Equations for Statistical Data
Reading Importance: No Agreement References: Reference Book (95%, n
= 18) Writing Importance: No Agreement References: Reference Book
(100%, n = 19)
- Slide 60
- Final Thoughts University programs place a greater emphasis on
literary & Nemeth braille codes than other braille codes. There
is variability in the competencies students must demonstrate in
Nemeth code when it comes to more advanced (middle school and up)
math. Abacus computation is taught at most universities though the
level of proficiency students must demonstrate varies.
- Slide 61
- Final Thoughts The Delphi panel agreed on the following: The
level of importance for 20 reading statements The level of
importance for 12 writing statements The level of references for 22
reading statements The level of importance for 17 writing
statements
- Slide 62
- Whats Next? Publication of a second article in JVIB in 2013
(Smith & Rosenblum) Possible follow-up study to find out more
about what students at various age levels are reading and writing
in Nemeth code Discussion with the Personnel Preparation Division
about the adoption of Nemeth code competencies by university
programs