KUTZTOWN UNIVERSITY
Department of Special Education
SPU 200 Reading, Writing, and Teaching Literary Braille
COURSE DESCRIPTION
This course provides knowledge and skills in reading and writing braille 1 and 2 in the literary
braille code. It presents an overview of other means of communication used by the blind,
including those with multiple disabilities. Experiences are structured to include writing braille
with a Perkins Braille Writer, reading and transcribing braille material, basic textbook
formatting, methods of teaching braille reading, and an introduction to computer systems used to
produce braille. 3 s. h. 4 c. h.
RATIONALE
This course is designed to prepare students to approach the concept of a visual disability and
individuals with a visual disability in a systematic and reflective manner. The course is intended
to translate theory into practice and to provide applicable information for dealing with
exceptional learners in diverse and multicultural settings. SPU 200 is designed to inform the
student about the body of research literature that is available on braille, including educational,
ethical, and political issues.
A mastery of braille is necessary for the teacher to communicate effectively with the blind and
low vision student. A knowledge of the system of braille, and the skills to use the system, is
needed to enable the student to access printed material and relate to printed material. With the
advent of access technology, computer braille systems are also necessary for students in
accessing information, reading braille, and writing braille.
OBJECTIVES
The term “visual impairment” includes students with and without additional disabilities. At the
completion of the course the teacher candidate will demonstrate:
1.
2.
3.
4
5.
6.
7.
Skills in reading and writing contracted and uncontractd literary braille.
Correct finger, body, and material positions for writing braille with the Perkins
Braille Writer.
Skills to tramscribe, proofread, and interline braille materials in uncontracted and
contracted braille with and without errors.
Knowledge of braille textbook format.
Knowledge of strategies for teacing Braille reading and writing.
The ability to teach the literary braille code to blind and low vision children who
are culturally diverse.
Knowledge of computer braille.
1
8.
A knowledge of other forms of literacy used for communication by persons with
visual impairment, including persons with multiple disabilities.
9.
Demonstrated skills in the user of the Braillewriter for producing Braille
materials.
10.
The ability to critically discuss issues and trends in special education and the field
of visual impairment and the unique characteristics of students with visual
impairments, including students with multiple disabilities or deafblindness, from
diverse multicultural settings and the influence of the characteristics and
experiences on educational assessment, diagnosis placement, instructional
planning, and management.
ASSESSMENT
Assessment of each student’s level of accomplishment with reference to course objectives will be
based upon a subset the following:
1.
2.
3.
4.
5.
6.
Demonstrate knowledge of parts and the functions of the Perking Braille Writer
for writing braille and recommended educational use of the Perkins Braille writer
for children with visual impairment through homework, in-class tests and
assignments.
Demonstrated knowledge of uncontracted and contracted braille rules, cells and
usage in homework assignments and in-class tests.
Create braille textbook passages and computer braille assignments for use in
teaching early literacy.
Transcribe, proofread, and interline braille materials in uncontracted and
contracted braille with and without errors.
Successfully offer effective educational interventions during role playing
activities for students, including diverse cultural background, psychosocial
implications, and varying additional disabilities in the instruction of the literary
braille code.
Successfully complete a comprehensive final examination on the literary
braille code.
COURSE OUTLINE
I.
Introduction
A.
The history and growth of braille in the USA and the world
1.
Louis Braille
2.
The War of the Dots
3.
Braille Code Books
B.
The use and care of the Perkins Braille Writer
1.
Basic maintenance
II.
Writing and Reading Braille
A.
Writing the literary braille code, Grades 1 and 2
2
B.
C.
1.
Correct finger, body and writing position
2.
Correct formation of cells and cell combinations
Reading and inkprinting the braille literary code, Grades 1 and 2
Basic textbook formatting
III.
Braille Instruction for Students with Visual Impairment
A.
Introduction of braille to infants
B.
Readiness and Pre-reading skills
C.
Correct use of finger, body and writing position
D.
Use of Patterns Reading Series for learning braille
E.
Use of a regular education reading series for learning braille
F.
Multicultural influences on braille instruction
IV.
Other Forms of Communication for Students with Visual Impairments, Including
Multiple Disabilities
A.
Other forms of tactual discrimination
B.
Aural formats
C.
Closed Circuit Television (CCTV) for students with severe low vision
D.
Symbolic and non-symbolic communication
V.
An Introduction to Computer Braille
A.
Current software for Apple/Macintosh systems
B.
Current software for IBM Systems
VI.
Trends, Issues, and Related Research
A.
Braille laws at the state and national level
B.
Pennsylvania braille regulations and the Basic Education Circular (BEC)
C.
National Braille Test
D.
Disability specific skills instruction
E.
Disability specific research
F.
Foreign language braille issues
INSTRUCTIONAL RESOURCES
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test. RE:view, 28,103-113.
Ashcroft, S. C., Henderson, F., Sanford, L., & Koenig, A. J. (1991). New programmed
instruction in braille. Nashville: Scalars Publishing.
Bell, E. (2010). U.S. certification in literary Braille: History and current administration.
Journal of Visual Impairment and Blindness, 104, 120-132.
Cates, D. L., & Sowell, V. M. (1989). Using computers to improve Braille reading speed: A
review of the literature. Journal of Visual Impairment and Blindness, 83, 361-364.
Corn A. L., & Koenig, A. J. (1996). Foundations of low vision: clinical and functional and
functional perspective. New York: American Foundation for the Blind.
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Boston: Wadsworth Publishing Company.
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Blindness, 83, 317-318.
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young children who are blind: Results from the ABC Braille study. Journal of Visual
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65-84.
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Blind.
Rex, E. J., Koenig, A. J., Wormsley, D. P., & Baker, R. L. (1994). Foundations of braille
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Sacks, S. A., & Silberman, R.K. (1998). Education students with have visual impairments with
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Revised 6/2012
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