Media options

Marion Blaze – Education Officer__________________________________________

Braille, print, tactile markers, audio, electronic text

What to use, and when?

Braille = Literacy

Why braille now that computers can read? With braille children can:

read write do mathematics science computer programming music LOTE

Braille = Print

Cannot represent print with spoken words E.g. reading a chemical equation

Children can develop skills in: spelling grammar punctuation

Audio provides access but does not provide tool to read and write independently

Braille = Employment

Several studies braille readers vs. audio readers

Braille enables employees to independently: make notes read a spreadsheet take meeting minutes file materials label CDs

Braille = Independence

Braille is building block of literacy Literacy is building block of independence

Reading and writing without braille = dependency on technology or helpful people

Braille readers can: Label household things Play cards or board games Write personal messages

UEB

Australia has adopted the new

Unified English Braille code Some letter combinations no longer

contracted: BLE, ATION, ALLY, etc. Spacing of some contractions differs: AND,

FOR, OF, THE, WITH, etc. New symbols for some things: @, $, degrees,

decimal point, etc.

Requesting materials

Allow lead time Provide details: chapters, diagrams, pictures,

contracted or uncontracted Email is great! Consider technology being used in school Electronic copy with pdf as attachment

Reading braille

We teach READING not braille

AND it’s GREAT FUN!!!

Reading braille

Most reading skills are same as for sighted readers

Braille readers often don’t get ‘immersed’ in braille

A few additional skills needed for efficient braille reading

Film of Louise

Reading braille Read at a table: stable, flat surface

Angle is important: o d

Two hands, many fingers ‘reading’ fingers, ‘checking’ fingers

Encourage increase in reading speed

What and when? For reading can use:

Braille – contracted or uncontracted ‘spelling’ or ‘quick’ braille

Large print or enlarged print (EMU) Audio – cassette, CD, MP3, minidisk, etc. Scanners as book readers Electronic texts Human volunteer readers

What and when?

For writing can use:

Perkins brailler Mountbatten brailler Laptop computer BrailleNote or PacMate Handwriting with EMU

What and when?

Read braille when:

Reading a novel Reading labels Reading spelling words (uncontracted) Reading when a student needs to re-read, skip,

skim

What and when?

Read audio for:

Leisure reading (concentration issues) Articles Review of novels Not so good if student needs to skip, skim and get

quotes, unless in DAISY or similar

What and when?

Older students can use a volunteer reader:

Meet at the library Help to go through study materials Student needs skill to instruct reader and make

own selections

What and when?

Write using Perkins for:

Spelling lists Mathematics Small incidental stuff Greetings in cards Fill-the-gaps

What and when?

Write using Mountbatten for:

Larger volumes of braille If student wants to work silently (into memory and

emboss later) When print copy is required, too When student wants to save and add to or edit

later

What and when?

Write using Computer

(Laptop, BrailleNote, PacMate) for:

Work which requires braille and print copy Work which can be edited Where teacher wants to see immediately what

student is producing

Tactile graphics

Interpretation not an automatic skill Need experience before the test! Can add interest, but may not convey

meaning (at least not easily) Can be produced on brailler

Student can do this too

Other ‘media’

Personnel Teacher Visiting Teacher Integration Aide

IT person SSOs Volunteers

Requesting materials

Books what chapters and when? changes in booklists any sections not needed graphics in book

Handouts good copies, please

Complex materials Is it essential to child’s learning?