Transcript Media options

Media options
Marion Blaze – Education Officer
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Braille, print, tactile markers,
audio, electronic text
What to use, and when?
Braille = Literacy
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Why braille now that computers can read?
With braille children can:
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read
write
do mathematics
science
computer programming
music
LOTE
Braille = Print
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Cannot represent print with spoken words
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Children can develop skills in:
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E.g. reading a chemical equation
spelling
grammar
punctuation
Audio provides access but does not provide
tool to read and write independently
Braille = Employment
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Several studies
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braille readers vs. audio readers
Braille enables employees to independently:
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make notes
read a spreadsheet
take meeting minutes
file materials
label CDs
Braille = Independence
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Braille is building block of literacy
Literacy is building block of independence
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Reading and writing without braille = dependency
on technology or helpful people
Braille readers can:
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Label household things
Play cards or board games
Write personal messages
UEB
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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
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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
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We teach READING not braille
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AND it’s GREAT FUN!!!
Reading braille
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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
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Film of Louise
Reading braille
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Read at a table: stable, flat surface
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Angle is important:
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Two hands, many fingers
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o
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‘reading’ fingers, ‘checking’ fingers
Encourage increase in reading speed
What and when?
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For reading can use:
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Braille – contracted or uncontracted
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‘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?
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For writing can use:
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Perkins brailler
Mountbatten brailler
Laptop computer
BrailleNote or PacMate
Handwriting with EMU
What and when?
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Read braille when:
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Reading a novel
Reading labels
Reading spelling words (uncontracted)
Reading when a student needs to re-read, skip,
skim
What and when?
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Read audio for:
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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?
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Older students can use a volunteer reader:
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Meet at the library
Help to go through study materials
Student needs skill to instruct reader and make
own selections
What and when?
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Write using Perkins for:
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Spelling lists
Mathematics
Small incidental stuff
Greetings in cards
Fill-the-gaps
What and when?
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Write using Mountbatten for:
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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?
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Write using Computer
(Laptop, BrailleNote, PacMate) for:
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Work which requires braille and print copy
Work which can be edited
Where teacher wants to see immediately what
student is producing
Tactile graphics
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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
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Student can do this too
Other ‘media’
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Personnel
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Teacher
Visiting Teacher
Integration Aide
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IT person
SSOs
Volunteers
Requesting materials
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Books
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Handouts
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what chapters and when?
changes in booklists
any sections not needed
graphics in book
good copies, please
Complex materials
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Is it essential to child’s learning?