Linda Lustig
  • Home
  • Resources
  • About
  • Contact
  • Resources
  • Low Vision
  • CVI
  • Wisconsin Resources
  • Braille
  • General VI information
  • Assessments
  • Agencies
  • Technology
  • ECC

Braille teaching resources

Picture

lesson plans and fun braille activities

12/5/2018

0 Comments

 
LESSON PLANS
Student:                                                                              TVI:                                                          Date:
 
IEP Goal:  In 36 weeks, given single words or sentences that contain changes between the current English braille code (EBAE) and the new Unified English Braille code (UEB), **** will correctly read and write 20/31 of these changes using UEB on 3 out of 4 data collection days.       ______/31
Overview & Purpose:
UEB follows the rules of print. The Strong word contractions “a, and, for, of, the, with” do not touch when they follow one another in a sentence.
 
Iowa Core: 10 - Range of Reading and Level of Text Complexity.
With prompting and support, read prose and poetry of appropriate complexity for grade 1. (RL.1.10)
 
 
ECC: Compensatory skills- Braille Literacy

This lesson can be used as a companion lesson with BOP – 1st Grade - Unit 5 –Day 2- Lesson 24- student page 15
 
Teaching Strategies
Student Response/Notes

Objectives/Purpose: (Specify Skills/Information to be learned)
 
 
 
In this lesson we learn about strong word signs and a new special rule that they follow. You will get to read and write these special contractions.
 

Review & Engage: (what did you do last lesson that will tie into this one?) Questioning
 
 
I want you to name the 5 strong word signs.
What special thing do they get to do when they are in a sentence next to each other to save space.
And, for, of, the, with
 
Touch – there is no cell between them.
Snuggling- cuddling

Demonstration/Modeling:
I DO
 
That’s correct, but in UEB, they want to follow the print rules, where there is always space between the words.
 

Verification:
(Check for student understanding)
Questioning- include examples and non-examples.
 
 
 
 
 
Can you tell me the new rule?
 

Activity/Guided Practice
(Describe the independent activity to reinforce this lesson)
We DO
 
 
 
 
 
Student will read the attached sentences.
Select 5 of the sentences for the student to braille in UEB.
 

Independent Practice & Application:*
YOU DO IT ALONE
Flash cards using the 5 words (2 words per card) Sort the cards according to UEB and EBAE.
 
 

Formative Assessment & Reflection:
 
 
 
 
 
 
 
Can you tell me the UEB rule to use when you have any two of the following words side by side?, a, and, for, of, the, with
 
Why do you think they made this change to the braille code?
 
This is another tool to use:
3-2-1
What are the 3 new things that you learned today
What are the 2 things that were difficult
What is the 1 thing you would like to learn or work on next?
 

When reading materials in EBAE that contain one of the UEB changes the student has learned, point out the sentence and ask the student to tell you what would be different in UEB. Have the student braille that sentence in UEB.

 
Print copy of brailled materials.
UEB
BOP – 1st Grade - Unit 5 –Day 2- Lesson 24
Student page 15 – in EBAE
 
The following sentences should be embossed using UEB
  1. The boy and the dog play together.
  2. Mom looked for the lost book.
  3. Some of the toys are missing.
  4. Mike talked with a new friend at the park.
  5. Dad played with us for a while.
  6. Jim sat with a cat and with a little pup.
  7. The man with the yellow hat is nice.
  8. One of the red backpacks is mine.
Possible flashcards to be written in both UEB and EBAE to be used to sort.
of the man
and a dog
with the cat
for the rat
and the boy
of a girl
with a boy
FOLLOW-UP QUESTIONS (After teaching the lesson)      
 
  1. How did the student respond to the lesson?
                         
  1. Reflect on the impact of the instructional design of your lesson.
 
  1. If you were to teach this lesson again, what would you do differently?
 
  1. What will be your next steps?
     
 

0 Comments

Sample lesson - Iowa School for the Blind

12/5/2018

0 Comments

 
LESSON PLANS
Student:                                                                              TVI:                                                          Date:
 
IEP Goal:  In 36 weeks, given single words or sentences that contain changes between the current English braille code (EBAE) and the new Unified English Braille code (UEB), **** will correctly read and write 20/31 of these changes using UEB on 3 out of 4 data collection days.       ______/31
Overview & Purpose:
UEB follows the rules of print. The Strong word contractions “a, and, for, of, the, with” do not touch when they follow one another in a sentence.
 
Iowa Core: 10 - Range of Reading and Level of Text Complexity.
With prompting and support, read prose and poetry of appropriate complexity for grade 1. (RL.1.10)
 
 
ECC: Compensatory skills- Braille Literacy

This lesson can be used as a companion lesson with BOP – 1st Grade - Unit 5 –Day 2- Lesson 24- student page 15
 
Teaching Strategies
Student Response/Notes

Objectives/Purpose: (Specify Skills/Information to be learned)
 
 
 
In this lesson we learn about strong word signs and a new special rule that they follow. You will get to read and write these special contractions.
 

Review & Engage: (what did you do last lesson that will tie into this one?) Questioning
 
 
I want you to name the 5 strong word signs.
What special thing do they get to do when they are in a sentence next to each other to save space.
And, for, of, the, with
 
Touch – there is no cell between them.
Snuggling- cuddling

Demonstration/Modeling:
I DO
 
That’s correct, but in UEB, they want to follow the print rules, where there is always space between the words.
 

Verification:
(Check for student understanding)
Questioning- include examples and non-examples.
 
 
 
 
 
Can you tell me the new rule?
 

Activity/Guided Practice
(Describe the independent activity to reinforce this lesson)
We DO
 
 
 
 
 
Student will read the attached sentences.
Select 5 of the sentences for the student to braille in UEB.
 

Independent Practice & Application:*
YOU DO IT ALONE
Flash cards using the 5 words (2 words per card) Sort the cards according to UEB and EBAE.
 
 

Formative Assessment & Reflection:
 
 
 
 
 
 
 
Can you tell me the UEB rule to use when you have any two of the following words side by side?, a, and, for, of, the, with
 
Why do you think they made this change to the braille code?
 
This is another tool to use:
3-2-1
What are the 3 new things that you learned today
What are the 2 things that were difficult
What is the 1 thing you would like to learn or work on next?
 

When reading materials in EBAE that contain one of the UEB changes the student has learned, point out the sentence and ask the student to tell you what would be different in UEB. Have the student braille that sentence in UEB.

 
Print copy of brailled materials.
UEB
BOP – 1st Grade - Unit 5 –Day 2- Lesson 24
Student page 15 – in EBAE
 
The following sentences should be embossed using UEB
  1. The boy and the dog play together.
  2. Mom looked for the lost book.
  3. Some of the toys are missing.
  4. Mike talked with a new friend at the park.
  5. Dad played with us for a while.
  6. Jim sat with a cat and with a little pup.
  7. The man with the yellow hat is nice.
  8. One of the red backpacks is mine.
Possible flashcards to be written in both UEB and EBAE to be used to sort.
of the man
and a dog
with the cat
for the rat
and the boy
of a girl
with a boy
FOLLOW-UP QUESTIONS (After teaching the lesson)      
 
  1. How did the student respond to the lesson?
                         
  1. Reflect on the impact of the instructional design of your lesson.
 
  1. If you were to teach this lesson again, what would you do differently?
 
  1. What will be your next steps?
     
 

0 Comments

tactile toys

12/5/2018

1 Comment

 
INTRODUCTION OF TACTUAL TOYSProvide toys which are tactual such as the “SMART SNACK ® COUNTING COOKIES. These tactual cookies (both the numbers and the M&Ms) help students learn to count and recognize numbers. The cookies come in a plastic cookie jar. Fisher-Price MATCHIN’ MIDDLES or OREO is a tactual ‘memory’ game.






Most DOMINOES are tactual but usually the dots are inverted. However, there are dominos specially made for blind & low vision individuals that have a raised center dividing line which is helpful. Even if children don’t know how to play the game, they can be encouraged to match dots to dots and make a train of ‘matching’ numbers. Stick with six; the higher the number, the harder the dots are to feel. Plus, the “six” is a full cell (Braille for the word “for”) and it also introduces the letter ‘a’ (#1).
[Return to top]


LEFT AND RIGHTSince the Braille Cell has a left side and a right side, it is important to learn the difference between left and right. This is especially important for students who use a “Uni-Manual Brailler”, a Perkins Braille writer for individuals who only have the use of one hand to write Braille. The individual must first select the left side of the Braille keys (dots 1, 2, and/or 3) which remain locked down until the right side of the Braille keys (dots 4, 5, and/or 6) or the space bar is pressed. At which time, the entire Braille letter/contraction is indented on the paper. Should the student make a mistake with the left side, a release button (not shown in picture below) is used to unlock the keys and the student is able to reselect the desired keys.
<~~~Perkins Braille Writer
[Return to top]


INTRODUCTION OF BRAILLE TOYSJust as sighted children see print everywhere, blind children need to have access to Braille. The following toys can be purchased in most department stores or off the internet. These are typical toys most children (blind or sighted) enjoy.


Magnetic Capital Letters and Numbers embossed with Braille, Braille ALPABET BLOCKS and the Fisher Price LEARNING SENSATION PLAY with Letters Desk offer opportunities to introduce Braille and all have raised tactual Braille.


Braille Learning Dollis a fun way to introduce Braille letters, too. The dots can be easily pushed in to pop out or pushed in when not needed. ALPHABET ANNIE offers Braille on the front of her shirt. She is an interactive doll.
(Sadly, she is difficult to find.)
[Return to top]


PLAY WITH CELLSIntroduce the “Baille Cell” when playing. Half an egg carton or a 6-count muffin pan is a great way to start. EGG-SHAPE SORTER comes in a toy egg carton, making it the perfect tool for learning about the six-dot configuration of a Braille cell. SMART SNACKS SORTING SHAPES CUPCAKES also offers the Braille Cell. Look around your house and you may have some cells, such as the Jell-O mold seen above. Have a variety of cells then find a variety of things to put in them.


Sometimes games have the best supplies for Braille! This game, COLD TURKEY, comes complete with plastic ice cubes trays in the perfect shape of a Braille cell and ice cube to use to create Braille letters. (This game may be difficult to find. Look in thrift shops.)
[Return to top]


MAKE A CELLCreated by Merry-Noel Chamberlain, MA, TVI


To help create ownership, use Crayola Crafty Play Dough that gets hard - like foam. Together make a Braille cell and little balls (dots) to fit into the cell. Be sure to make little valleys in each cell hole to help contain the ball from rolling out or use a strip of play dough to divide the dots in the cell or both. Make other things with the play dough, too. Use a flat rectangle or square to create a picture and apply little balls to make their name in Braille.
(Don’t forget the capital sign!)
[Return to top]


DISPLAY BRAILLE THROUGHOUT THE HOUSE or SCHOOLCreated by Merry-Noel Chamberlain, MA, TVI
Take a lid to a tote and apply furniture felt tabs to create tactual signs as shown below. Cut two holes in the top to hang them, if desired.
[Return to top]


DECREASE THE SIZE OF THE CELLAs your student/child increases his/her Braille skills, decrease the size of the tactual teaching Braille cell. Above are plastic base packing used to secure glue sticks found in many school offices. Oak ‘button’ (found in hardware stores) are used to create Braille contractions. http://www.nfb.org/images/nfb/Publications/fr/fr27/1/fr270116.htm
[Return to top]


INTRODUCTION OF DOT NUMBERSAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT
It is important to introduce dot numbers as soon as possible because as the child begins to create the letters in their Braille cells or later, in writing on the Perkins or electronic note taking device, they will need to know those dot numbers especially for writing with the slate and stylus.
  • Find a box that has six compartments like a Braille Cell as shown above.
  • Have the student place objects in the compartment equal to the corresponding dot numbers. For example, in Dot #1’s location, place one item in it. In Dot #2’s location, place only two items in that spot. In Dot #3’s location, place three items in that spot, etc.
  • If you have something such as wood strips with notches cut into them equal to the corresponding dot numbers, use that.
    Point out that every dot has a home. Every home has a number. Just like apartment numbers.
  • Use different finger puppets or small toy animals in the Braille Cell. Select one toy to live in dot one (apartment #1) and select another toy to live in dot two (apartment #2) etc. Tell the student to move certain toys to visit their neighbors, “Dot number one wants to visit his/her friend at Dot number two.”
  • Textured Matching Blocks (available at American Printing House for the Blind, http://shop.aph.org) helps encourage texture recognition and matching. It is also in the shape of a Braille Cell! This can be used to identify dot locations, as well. http://shop.aph.org/webapp/wcs/stores/servlet/CatalogSearchResultView
[Return to top]


Sound Adds FunAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT


Some books that offer sounds actually are in the shape of a Braille Cell (see above). Place Braille dot numbers in their correct location as shown below (if desired). As the story is read, instead of saying the picture clue, say the dot number clue. The student then selects the correct dot number and pushes it to create the sound to complement the story.
DOT 1 DOT 4
DOT 2 DOT 5
DOT 3 DOT 6
[Return to top]



Braille Dot RecognitionBy: Cindy Holm, TVI


Skill Application: Slate and stylus, help with reversals
Object: To be the first person to make a braille letter with the numbered cubes
Materials: 5 cubes for each player.
Optional: 1” graph paper cut out to represent a braille cell.
To Play:
  • Decide on a letter to make with the cubes.
  • Take the corresponding number of dice. For example, if it is decided to make the letter m, each person will need 3 cubes for the dots 1, 3, and 4.
  • The players roll their cubes at the same time and try to get the dot numbers for the agreed upon letter.
  • If the letter to make is m, and a 3 is rolled, the player calls it out and sets it in the dot 3 position. Optional: The graph paper can be used to place the cubes in the correct dot position.
  • Players continue to roll until someone has rolled all the dots to make the letter.
  • Players receive a point for being the first person to make the letter. The first person to get 10 points is the winner.


[Return to top]


ADD SLEEPSHADES INTO THE FUN
  • Sleepshades can add fun to Braille learning. It helps develop tactual skills.
  • Sometimes students enjoy decorating their own sleepshades.
  • Discourage ‘peeking’ if they have some remaining vision. Soon the student realizes they are successful without peeking!
  • Teachers/parents can wear sleepshades, too!
[Return to top]


BRAILLE BOOKSLove for reading begins early – even before a child is able to read. Having tactual books & books Braille available for little fingers expose the child to a whole world! American Printing House for the Blind (www.aph.org) has several books. My favorite is ALPHABET SCRAMBLE.




Read about Louis Braille and discuss how, at a very young age (15), Louis Braille invented Braille and how it is widely used today. Louis Braille: The Blind Boy Who Wanted to Read by Dennis B. Fradin (1997) is a large picture book. Often, children are surprised that Braille was invented by such a young person.
Locations for Braille books:
  • The American Action Fund offers free Books
    Or write to: brailleaction@nfb.org
  • Reading Pals Club
  • Perkins Panda
  • Seedlings
  • Braille Bookstore
  • Braille Institute
  • National Library Service for the Blind and Physically Handicapped
  • Children’s Braille Book Club – a new Braille book each month – FREE!
  • Temple Beth el offers Braille Books for a small donation or FREE.
[Return to top]


AMERICAN PRINTING HOUSE for the BLINDAmerican Printing House for the Blind offers many supplies. Teachers of Students with Visual Impairments may obtain such supplies using “Quota Funds” or individuals may purchase them at: http://www.aph.org/. Above is a PEG KIT which ‘happens’ to include a frame that represents a Braille Cell. LOTS OF DOTS for letters and numbers are coloring books available through APH.
[Return to top]


BRAILLE SCRIBBLEMerry-Noel Chamberlain, MA, TVI, NOMCT
Just as sighted children benefit from scribbling, blind children need that same opportunity. Here are a couple of ways they can scribble.
  • Place a sheet of Braille paper on a carpet sample.
  • Use a stylus and poke holes all over the paper.
  • Turn the paper over.
  • Tactually find the letters they created throughout their paper or with a crayon, pencil or pen, circle the letters found.
  • Count how many different letters were found
  • Create Braille Art with QUICK-DRAW PAPER available through APH.
[Return to top]


BRAILLE GAMESMancalaAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT
  • Mancala: (Age 6+)
  • Use the game board that folds into two sections because it creates two perfect Braille cells.
  • Play the game end-to-end to have a great opportunity to review Braille contractions as you play.
[Return to top]


Twister Hopscotch (My new favorite game!)Adapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT
GET THE BODY INVOLVED!
Adapt a regular Twister game and draw letters for children to create. Or use the Twister Hopscotch game and create the Braille cell using six rings from the game. These rings can be either attached with the attachment hooks included in the game or the rings can simply be placed on the floor in the shape of the Braille Cell.
  • Twister Hopscotch rings are tactual on a tile floor or a carpeted area.
  • A shoe or toy can be placed into the correct Braille dot location in place of a body part, if needed.
  • More cells can be added in Twister Hopscotch as seen below.


[Return to top]


Tic-Tac-Toe BrailleAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT
  • Play the game as instructed.
  • Then cover the far right row or far left row to see how many Braille contractions can be found with the “X’s” or the “O’s”.
  • Turn the board clockwise to find more.
  • Repeat.
  • Tic-Tac-Toe by Luxurious is the best because the pieces stay contained on the game board. (Available at the NFB Independence Market.) www.nfb.org/nfb/Independence_Market.asp
  • SHIFT-TAC-TO for more advanced students.
[Return to top]


I Spy – Word Scramble
  • Braille the game board and cards.
  • Use a talking timer.
  • This game is a great teaching tool for a variety of Braille lessons.
  • Mix up the board and read the letters…find words…
[Return to top]


Spell Time(Only The Right Letter Fits!)
  • Tiles and cards need to be Brailled.
  • Pictures need tactual stickers.
  • There is also Sum Time: Math game.
[Return to top]


A – Z Jr.
  • From Discovery Toys but it is discontinued. Keep a look out for it in thrift stores or ask a Discovery Toys representative near you.
  • Braille the letter game board and cards. Use Braille dice and change the meanings for numbers 5 and 6 to represent the game dice.
  • Buy the game for the board for a variety of other lessons or evaluations.
[Return to top]


Letter FlipAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT
  • Braille the letters upside down on the back of each tile.
  • Braille the cards.
  • Cover the print letters with duct tape and Braille them out of order to enhance Braille skills.
  • Buy the game for the board. This is a great teaching tool that can be used for a variety of lessons or evaluations.
[Return to top]




Other games that can be adapted[Return to top]


TWO CELL CONTRACTIONSOnce a child has mastered the basic letters, then introduce two cell contractions. TEXTURED PEGS (available through APH or TWISTER HOPSCOTCH can be extended to create two or more Braille cells.


For some students, camouflaging the items in the Braille Cell can encourage more tactual skills.
[Return to top]


SLATE AND STYLUSOne way to introduce creating single letters with a slate and stylus is using a POP-A-CELL (below left) available through APH. These come in a set of four but you can get more to create words.

The PEG SLATE is a great tool to introduce writing words on the Slate and Stylus and is also available through Quota funds through APH. The CAL-tacTM BRAILLE CARAVAN can be used as single letters or words.

http://www.cal-s.org/braille-caravan.html


Some ideas:
• Play hangman.
• Practice spelling words
• Write the names of family and friends

[Return to top]


TEACH THE SLATE & STYLIS (REALLY!)One way to teach the slate and stylus is to create a snake with Play-Doh then use a ‘stylus’ to create holes in the Play-Doh. Sometimes counting pegs are the nice size. Be sure to start at the right side of the Play-Doh and work your way left.
[Return to top]


PERKINS BRAILLERWhen introducing the Perkins Brailler, be sure to encourage students place the correct fingers on the correct keys as shown above. This will help them develop and maintain writing speed on the Perkins as well as electronic note-taking devices. Second, if a child is having difficulty with identifying which finger goes on the Perkins for each dot number, the SWING CELL may assist. Playing with Play-Doh, squeezing a stress ball or popping packing bubbles can help with strengthening fingers.


[Return to top]


FINGER LOCATION FOR THE PERKINS BRAILLER
FOR CREATING THE BRAILLE ALPHABET
  • Classroom teachers & Parents may find this chart helpful.
  • Click here for a chart to assist with the finger locations for creating Braille letters on the Perkins. [GO TO LINK – Page 3 Finger Location ]
  • NOTE: Coloring in the circles with a Black 20/20 pen helps the chart be easier to read.
[Return to top]


PROUDLY TAKE AND DISPLAY PICTURES
OF STUDENTS BEING SUCCESSFUL![Return to top]


ACTIVITIESDr. DooRiddles

Find a book such as Dr. DooRiddles, by John Doolittle, 1994 and take turns reading it to each other IN BRAILLE
[Return to top]


Manuscript Letter BeadsAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT
  • Have the student create words and sentences on a necklace.
  • Then have the student Braille his/her creation either on the Perkins or via Slate & Stylus.
  • These also come in numbers.
[Return to top]


Fun with BrailleBraille Practice with a Difference
— It’s Fun!
This book is available through American Printing House for the Blind. It has more advanced Braille activities.
[Return to top]


Grade II: Braille ReviewMerry-Noel Chamberlain, MA, TVI, NOMCT

For directions how to play this game, go to: http://www.nfb.org/images/nfb/Publications/fr/fr27/4/fr270418.htm
[Return to top]


Counting & Number IdentificationAdapted by: Merry-Noel Chamberlain, MA, TVI, NOMCT
1.      3.
2.      4.
  • On 3X5 cards place tactual stickers (available through APH) for students to count (1 through 10) on one side.
  • Place three large holes along the bottom – the size for a finger to go through. (Hole punches available at hobby stores.)
  • Braille three numbers; one beside each hole. Be sure one is the correct number.
  • The student counts the tactual stickers and selects the correct corresponding number along the bottom by placing his/her finger in the hole next to it.
  • The student turns the card over and finds a circle sticker if he/she is correct or an ‘x’, if he/she is not correct.
  • For best results, have student wear sleepshades as shown above.
[Return to top]


2 or 4-Way Countdown: (Age 6+)
  • Play game as instructed.
  • Use Braille dice.
  • Place Braille numbers on the board (however, Brailling the game board is optional.)
  • You may want to place foam or a felt pad in the box to make it less noisy to use in classroom situations.
  • This game builds tactual skills.
    [Return to top]


Braille Bingo
  • Bingo cards available at www.OrientalTrading.com or www.nobbies.com
  • Adaptation: Braille the cards or make your own cards.
  • Braille the call-out numbers on the BACKS of old playing cards or purchased Bingo Calling Card.


[Return to top]


Racko
  • This game has a plastic “rack” in which the cards sit.
  • Place the Braille numbers on the cards so that the player can reach over the card and down to read the Braille on the top of the backside of the card as it sits in the rack. (It is awkward to try and read the Braille while the card is in the rack if the Braille is aligned on the top and front of the card.)
  • An alternative is to Braille the number on the back side of the right side of the card (as shown in center picture above) but this may be difficult for left handed players.
  • Clip the top right corner of the card so that the child knows which side is up.
  • This game provides good practice in reading Braille numbers and manipulating cards independently.
  • An alternative is to create alphabet cards and play again.
  • Another alternative is to create cards with NO PRINT or play while wearing sleepshades.
  • NOTE: RACKO is now available in Braille for about 4X the cost of purchasing it (upper left) and adapting it yourself
[Return to top]


Braille BookmarksSometimes creating BRAILLE BOOK BOOKMARKS can make reading more fun. These bookmarks are great for large Braille books because they hold the spot very well. Plus they are easy and fun to make.
  • Use a large shoe string or thick yarn and place a knot at the end.
  • Thread a small bead and pull to the knot.
  • Add larger beads to individuals’ desire.
  • Thread the adjustable bead to help lock the bookmark in place.
  • Place another smaller bead to stop the adjustable bead from falling off. This small bead is shown at the top of the bookmark in the picture above.
  • Thread the end of the shoe string or thick yarn back through the adjustable bead.
  • Place larger beads to match other end (if desired.)
  • Place another small bead to hold larger beads from falling off and knot the end.
[Return to top]


Write Braille EverydayRead an interesting story and answer questions about it.
Have a story read aloud and take notes (Louis Braille: The Blind Boy Who Wanted to Read)
Provide an unusual object and write about it – What is its purpose? – What it might be a part of? – What happened to it?
[Return to top]


Receive Braille Letters from Santa!Each year, “Santa” will write a letter to children, upon request. The National Federation of the Blind assists Santa in doing this. Go to:
http://www.nfb.org/Forms.asp?MODE=NEW&SnID=2&Forms_FormTypeID=-45
[Return to top]


Exchange Braille Greeting CardsEither create one’s own greeting card by creating pictures from “So What About Drawing” http://www.ssc.education.ed.ac.uk/courses/vi&multi/MariePorter.pdf or purchase CAL-tacTM Notecards (Greeting Cards) at: http://www.cal-s.org/braille-greeting-cards.html
[Return to top]


So What About Drawing?This is a great tool for creating Braille art through contractions on the Perkins Brailler. It helps students remember difficult contractions, too! There are instructions for creating several pictures such as: shamrocks, Christmas trees, sailboats, bears, angels, flags and much, much more. Go to the following website to print off your own copy. http://www.ssc.education.ed.ac.uk/courses/vi&multi/MariePorter.pdf
[Return to top]


Body BrailleBody Braille is another fun learning tool.
Number of players: One or more
Items needed: Draw sticks with letters written in Braille. Or listen to The Braille Rap song and do this with the music. http://www.pathstoliteracy.org/strategies/braille-rap-song


To begin, establish dot numbers with the body:
Dot 1: Raise the left hand above the head and slightly to the left.
Dot 2: Move the hip to the left.
Dot 3: Place left foot out to the left.
Dot 4: Raise the right hand above the head and slightly to the right.
Dot 5: Move the hip to the right.
Dot 6: Place the left foot out to the right.


Then, take turns pulling letters from cup and individuals create the letter with their body. Please note: For letters that need both dot two and dot five (such as g, h, j, q, r, and w), individuals will need to alternate (move) their hips to the right and the left.
If using the Braille Rap Song – move your body to form the letters then do the actions stated in the song.
[Return to top]


Braille FlashcardsTo encourage tactual Braille reading, make Braille flash cards out of old playing cards.
Cut the old playing cards in half or buy small party cards. Braille flashcards need not be large.
Emboss the Braille so that the dots are read on the backside of the cards. The visual clutter on the card discourages the low vision reader from trying to read the Braille with his or her eyes. Rather, it encourages tactual reading.


Cut the top right corner of the cards so that one is able to determine which way is up.
Place a full cell before dropped contractions so one is able to determine the contraction is a dropped contraction and/or only found at the sentence.
Place a full cell before and after contractions that are found in the middle of the word such as “gg”.


Place a full cell after the contraction if that particular contraction is only found before a word such as “to”.
[Return to top]


Introduce Positive Blind Role ModelsAshleah & Merry-Noel Chamberlain with Dr. Maurer, President of the National Federation of the Blind, and his wife. Ashleah Chamberlain kisses Dr. Nemeth, the inventor of the Nemeth Code used for mathematical equations for blind individuals.
[Return to top]


Be involved in a Saturday SchoolThis is a great way to meet other families who have children who are blind, successful blind role models, and learn about blindness. Below, a child enjoys meeting Santa, who happens to be blind, at Saturday School in Des Moines, Iowa. Below an adult, who happens to be blind, reads a Christmas story in Braille to the children. http://www.iowasaturdayschool.com/Default.aspx
[Return to top]






Games can Encourage Score Keeping Skills and Introduce the AbacusBeginners Abacus
[Return to top]

Related Links
NFB
NBPCB
LCB
National Reading Media Assessment
Surveys for Parents & Teachers
LA Tech Home






inShare
Louisiana Tech University adheres to the equal opportunity provisions of federal and civil rights laws, and does not discriminate on the basis of race, color, national origin, religion, age, sex, sexual orientation, marital status or disability. The Title IX Coordinator is Carrie Flournoy, President's Office, P.O. Box 3168; phone: (318) 257-3785; e-mail flournoy@latech.edu
PDRIB - Louisiana Tech University © 2004-2018 Institute on Blindness
1 Comment

Braille lesson ideas

12/5/2018

0 Comments

 
https://www.pinterest.com/pin/492510909219154826/

Great  ideas for use from children.
0 Comments

Books on teaching Braille

12/5/2018

0 Comments

 
keeping, assessment, and so forth. These are provided for readers' use and may be copied for educational purposes.THE BRAILLE READING TEACHER'S BOOKSHELFThe BookshelfWith a few exceptions, the following books deal with the braille code or braille reading and are recommended for teachers to use as references. Also included are videos and a few books that deal with reading in general.
Anderson, R. D., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers. The report of the Commission on Reading. Washington, DC: National Academy of Education, National Institute of Education.
Barth, J. (n.d.) Tactile graphics guidebook. Louisville, KY: American Printing House for the Blind.
Braille Authority of North America. (1994). English braille, American edition. Louisville, KY: American Printing House for the Blind.
Braille Revival League of California. (1991). Braille: The key to literacy and independence. Danville, CA: Braille Publishers. (Available from American Council of the Blind.)
Burns, M. F. (1991). The Burns braille transcription dictionary. New York: American Foundation for the Blind.
Code of textbook formats and techniques. (1977). Louisville, KY: American Printing House for the Blind.
Edman, P. K. (1992). Tactile graphics. New York: American Foundation for the Blind.
Galvin, J., & Scherer, M. (1996). Evaluating, selecting, and using appropriate assistive technology. Gaithersburg, MD: Aspen.
Harley, R. K., Truan, M. B., & Sanford, L. D. (1997). Communication skills for visually impaired learners. Springfield, IL: Charles C Thomas.
Koenig, A. J., & Farrenkopf, C. (1994). Providing quality instruction in braille literacy skills: Companion guide to invitations: Changing as teachers and learners K-12. Houston, TX: Region IV Education Service Center.
Koenig, A. J., & Holbrook, M.C. (1995). Braille enthusiasts' dictionary. Nashville, TN: SCALARS Publishing.
Koenig, A. J., & Holbrook, M. C. (1993). Learning media assessment of students with visual impairment: A resource guide for teachers. Austin, TX: Texas School for the Blind and Visually Impaired.
Mangold, P. (1993). Teaching the braille slate and stylus: A manual for mastery (rev. ed.) Castro Valley, CA: Exceptional Teaching Aids.
Mangold, S. S. (Ed.) (1982). A Teachers' guide to the special educational needs of blind and visually handicapped children. New York: American Foundation for the Blind.
Mangold, S. S., & Pesavento, M. E. (1994). Personal touch [videotape]. Winnetka, IL: Hadley School for the Blind.
Mangold, S. S., & Pesavento, M. E. (n.d.) Teaching the braille slate and stylus [videotape]. Castro Valley, CA: Exceptional Teaching Aids.
Miller, W. H. (1993). Complete reading disabilities handbook. West Nyack, NY: Center for Applied Research in Education.
Olson, M. R. (1981). Guidelines and games for teaching efficient braille reading. New York: American Foundation for the Blind.
Rex, E. J., Koenig, A. J., Wormsley, D. P., & Baker, R. L. (1994). Foundations of braille literacy. New York: AFB Press.
Routman, R. (1994). Invitations: Changing as teachers and learners K-12. Portsmouth, NH: Heinemann.
Stratton, J. M., & Wright, S. (1991). On the way to literacy. Louisville, KY: American Printing House for the Blind.
Understanding braille literacy [videotape]. (1993). New York: AFB Press.
UNESCO. (1990). World braille usage. Washington, DC: National Library Service for the Blind and Physically Handicapped, Library of Congress.
Refresher Courses and Materials for Self-Study of the Braille CodeIn addition to the materials listed here, the National Library Service for the Blind and Physically Handicapped and the Hadley School for the Blind (see the "National Organizations" section) offer correspondence courses in braille.
Ashcroft, S., Henderson, F., Sanford, L., & Koenig, A. J. (1994). New programmed instruction in braille (2nd ed.). Nashville, TN: SCALARS Publishing.
Kapperman, G., et. al. (1995). The computerized braille tutor. Alexandria, VA: Association for Education and Rehabilitation of the Blind and Visually Impaired.
Pesavento, M. E. (1993). Braille codes and calculations. Castro Valley, CA: Exceptional Teaching Aids.
Risjord, C. (1995). Literary braille refresher course for teachers and transcribers. Rochester, NY: National Braille Association.

0 Comments

Beginning Braille instruction  Statewide VisionResources

12/5/2018

0 Comments

 
Teaching Beginning Braille Reading – Some Teaching Strategies
The majority of Victorian students with vision impairments, including those who are blind, are enrolled full-time in their local schools. The students you are teaching may be beginning readers or may be older students who are making the transition from print to braille. Here are some strategies that will support your teaching.
For Braille Beginners
  • Build tactual sensitivity before formal instruction – start with larger objects and move to finer discrimination including tactual matching, tracking, scanning and so on
  • Build finger strength and flexibility – squeeze and pound clay, crack peanuts with fingers, do “finger plays”, and “scribble” with a Perkins brailler
  • For children who are tactually defensive – a thin piece of plastic (e.g. clingwrap) over the braille to reduce the sharpness of the dots might help
  • Support the parents/carers – literacy starts early
  • Build from the experiences of the child – experiences assist in the development of language and supports reading
  • Invite the students to teach their peers to read and write braille
  • Bring creativity and excitement to the process – show your enthusiasm
For Older Braille Beginners (in addition to the list above)
  • Make sure your lessons are pertinent and interesting – identify interests and needs of the student and start from there
  • Use learning materials appropriate for the student’s age and interests e.g. words to songs, menu from a favourite restaurant, footy fixture
  • Have the student write and then read their own story
  • Have a collection of braille with the corresponding audio recording and encourage the student to listen and read along
  • Introduce interest and rewards into learning e.g. writing to pen pals, games (Scrabble, Trivial Pursuit, word puzzles)
  • Encourage students to identify ways that braille can make their lives easier
  • For the reluctant learner, identify the student’s first priority and see how braille can be part of that. For example, if your student is immediately concerned with finding his locker or with organizing his materials, show how braille labels can help.http://svrc.vic.edu.au/curriculum/braille-teaching-strategies/
0 Comments

Braille Monitoring Assessment

12/3/2018

0 Comments

 
Create a grid and tally student successes. Student Name:
Grade:
School:
School Year:
Assessor:
Skill:
Identifies Braille Letter
Dat
e
A
E
H
K
M
R
S
W
Z
C
D
I
J
N
P
T
V
Y
B
F
G
L
O
Q
U
X
Key:
I – Letter Introduced
/ - Identified with Assistance
X – Identified Independently
0 Comments

Braille and the Tactile Learner

12/3/2018

0 Comments

 
0 Comments

Making tactile books

12/3/2018

0 Comments

 
Picture
0 Comments

Adapting games in Braille

12/3/2018

0 Comments

 
0 Comments

    Linda L

    RSS Feed

Powered by Create your own unique website with customizable templates.
  • Home
  • Resources
  • About
  • Contact
  • Resources
  • Low Vision
  • CVI
  • Wisconsin Resources
  • Braille
  • General VI information
  • Assessments
  • Agencies
  • Technology
  • ECC