KUTZTOWN UNIVERSITY
Department of Special Education
SPU 300 Reading, Writing, and Teaching Literary Braille, Nemeth Mathematics Code, and
Other Braille Codes
COURSE DESCRIPTION
This course provides knowledge and skills in Nemeth braille, grade 3 braille, and extended experiences in reading and writing grade 2 braille. This course includes the use of slate and stylus in preparing drills, assignments, and in taking notes. Advanced methods of teaching braille are emphasized. Braille music and foreign language braille is introduced. Other forms of computer braille are introduced and used in assignments. 3 s.h. 4 c.h. Prerequisite: SPU 200.
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 300 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 Nemeth braille and the skills to use the system are needed to enable the student to relate to math and science. Grade 3 braille is an individualized form of braille used at advance levels and is necessary for students to know as they progress in the educational environment. Braille music provides a tactile means of reading music.
Foreign language braille is necessary for instruction and the preparation of materials for students in foreign language classes. With the advent of access technology,computer braille systems are necessary for students in accessing printed material, 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.
Advanced skills in reading and writing uncontracted (grade 1), contracted
(grade 2), and grade 3 literary braille.
Knowledge and strategies of the correct use of the slate and stylus.
3.
4.
5.
6.
The ability to identify errors, correct errors, and inkprint materials at an advanced level.
Advanced knowledge of braille textbook format.
Advanced knowledge of computer braille.
Basic knowledge of braille music.
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7.
8.
Understanding of foreign language braille.
Knowledge of advanced strategies and the ability to teach the literary braille code to children with visual impairment who are blind or have low vision, including those who are culturally diverse.
9. Knowledge of and strategies for prepaing students with progressive eye
conditions to achieve a positive transition to alternative skills, including braille
reading and writing.
10. Knowledge of, strategies and skills in adapting, and modifying materials in
11.
12.
13.
14. braille, accessible print and other formats.
Strategies and skills in the use of the braillewriter, slate and stylus, and computer technology to produce Braille materials.
Skills in the selection and use of technologies to accomplish instructional objectives for individuals with visual impairment.
Skills in preparing, obtaining, and organizing special materials to implement instructional goals for students with visual impairment.
Strategies and skills in teaching the Braille writer, slate and stylus, and computer technology for braille to children with visual impairment who are blind or have low vision, including those who are culturally diverse.
15. Tramscribe, proofread, and interline braille materials in uncontracted and contracted braille and Nemeth braille code with and without errors.
16. Skills in formatting math textbooks and worksheets using the Nemeth braille code.
17. The ability to teach the Nemeth braille code to children with visual impairment who are blind or have low vision, including those who are culturally diverse.
18. The ability to teach computer braille to children with visual impairment who are blind or have low vision, including those who are culturally diverse.
19. The ability to teach the music and foreign language braille code to children with visual impairment who are blind or have low vision, including those who are culturally diverse.
20. 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 of the following:
1. Explain the parts and the functions of the slate and stylus during role playing sessions as a teacher introducing the slate and stylus to a student with visual impairment.
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5.
6.
4.
2.
3.
Demonstrate advanced knowledge of braille textbook format, computer braille, braille music, and foreign language braille be creating worksheets and learning materials using the braille codes.
Create braille and print twin vision children’s books, edit other students work for braille and formatting errors using contracted and uncontracted braille.
Demonstrate knowledge of the Nemeth Code for Math and Science in reading and writing braille in homework, formatting and production of text book material, worksheets, and in-class tests.
Role play a teacher for students with visual impairment introducing other forms of communication used by persons with visual impairment, including multiple disabilities.
In case studies, successfully create effective educational interventions for students, including diverse cultural background, psychosocial implications, and varying additional disabilities in the instruction of literary braille, computer braille, foreign language braille, and the Nemeth Code.
COURSE OUTLINE
I. Introduction
A. The use and care of the slate and stylus
B. Grade 3 braille
II. Writing and Reading Braille
A. Writing the literary braille code, grades 1, 2, and 3
1. Slate and stylus
2. Perkins Braille Writer
B. Advanced reading and inkprinting the braille literary code, grades 1, 2, and 3
C. Advanced textbook formatting
III. Writing, Reading, and Inkprinting the Nemeth Code
A.
B.
Introduction to the Nemeth code
Use of the Nemeth code for math
IV. Braille Music Code
V. Foreign Language Code
VI. Advanced Braille Instruction for Students with Visual Impairment
A.
B.
Introduction of braille to advantageously blinded students
Correct use of the slate and stylus
C. Introduction and use of Nemeth Code for math instruction
D. Introduction and instruction of the braille music code
E. Introduction and instruction of the braille foreign language code
F. Multicultural considerations for braille instruction
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VII. Computer Braille
A. Use of braille translation programs in the production of braille
1. Braille Edit Express for Apple/Macintosh systems
2. Mega Dots for IBM systems
3. Other translation programs on the market
VIII. Trends, Issues, and Related Research
A.
B.
C.
Legal issues in braille assessment and instruction
Advanced disability specific skills instruction
Disability specific research
INSTRUCTIONAL RESOURCES
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American Printing House for the Blind.
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Wormsley, D.P. (2011). A theoretical rationale for using the individualized meaning-centered approach to Braille literacy education with studdtns who have mild to moderate cognitive disabilities. Journal of Visual Impairment and Blindness, 105 .
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Revised 6/2012
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