BRAILLE TECHNOLOGY 12
PROPOSAL FOR BOARD / AUTHORITY AUTHORIZED COURSES
District Name:
Okanagan / Skaha
District Number:
67
Developed By:
Cheryl Hart
Date Developed:
March, 2004
School Name:
Summerland Secondary
Principal’s Name:
Bill Bidlake
Board/Authority Approval Date:
Board/Authority Signature:
Course Name:
Braille Technology
Grade Level of Course:
12
Number of Course Credits:
2
Hours of Instruction:
60
Prerequisite(s): Functional use of contracted Braille
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Good listening skills
An understanding of how files are saved and retrieved in
the windows environment
Special Training, Facilities or Equipment Required:
The course instructor should be a qualified teacher of the blind and visually impaired
who knows Braille and who is continually upgrading his/her knowledge of changing
technology. Technology consultants from SET-BC may need to assist the vision
teacher in specific aspects of the course.
Most aspects of this course revolve around the BrailleNote with Keysoft 5.0. The
BrailleNote is a Braille notetaker built on the windows CE operating system and includes
a built in modem, standard computer ports, type II PCMCIA slot, support for standard
POP3 e-mail services, and ActiveSync.
The course will also require the following equipment:

Compact Flash Disk

9 pin serial communication cable

Computer with 9 pin serial communication port

Access to the Internet

Microsoft ActiveSync loaded onto the PC

Scanner

External disk drive

Ink printer

Braille embosser

Kurzweil 1000 software

JAWS
Course Synopsis:
This course has been developed to support and encourage Braille using students to
explore various modes of technology that allow them to successfully access the
curriculum and allow them to achieve the same learning outcomes in academic classes
as their sighted peers. The student will learn to use refreshable Braille for purposes
such as; e-mail, internet access, advanced word processing (reading, writing, editing,
formatting), and as a study tool. Learning outcomes for the course are based on SETBC’s Vision Technologies: Access to Literacy (2003) and the BrailleNote User’s manual.
Rationale:
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For a student who is blind, the learning of Braille technology is necessary to support
success in the development of literacy skills to maximize their academic success in
school and in preparation for post secondary and career. Braille and supporting
technologies are special skills that are part of the expanded core curriculum for students
who are blind or visually impaired.
This refreshable Braille technology increases accessibility of information. Benefits
include writing, reading comprehension, proofreading, editing, learning and reading
foreign languages, accessing the internet and using e-mail. This alternate format
medium in combination with the associated technology provides access to print material
that was not previously available to students who are blind.
If students with visual impairments are going to be competitive in the workplace and
independent in their access of information, it is imperative that they have experience
with a wide range of technology
Organizational Structure:
UNIT/TOPIC TITLE
TIME
Unit 1
Advanced Word Processing (BrailleNote & PC)
5 hours
Unit 2
E-Mail
10 hours
Unit 3
Internet
5 hours
Unit 4
E-Text
10 hours
Unit 5
Kurzweil 1000
20 hours
Unit 6
Personal Computer
10 hours
TOTAL HOURS
60 hours
Unit/Topic/Module Descriptions:
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UNIT 1: ADVANCED WORD PROCESSING
Overview
In this unit, the student will review the word processing tasks that he is familiar with and
be able to compare and contrast the similar tasks on the pc and BrailleNote. In later
lessons, the student will learn additional word processing features with particular focus
on formatting a print document. Braille and print documents are formatted differently.
For a student who is blind, the concepts of centering text, bold, underline, font style,
etc., are not necessarily familiar. To be competitive and successful in a career
documents must be produced to meet the same standards as those done by sighted
coworkers.
Learning Outcomes
It is expected that the student will be able to:
 properly format a print document (with features such as; center, bold, underline,
special fonts, etc.)
 create documents with more complex formats such as bibliographies, footnotes,
etc.
 quickly make extensive changes to a document (cut, paste, etc.)
 independently and efficiently complete tasks
UNIT 2: E-MAIL
Overview
E-mail has become an integral part of our society. The BrailleNote is the first Braille
device that allows the student to send and receive e-mail (including MS Word
attachments). It is still a greater challenge for a person who is blind to efficiently use
this aspect of technology. Each component of using e-mail needs to be taught in a
unique way.
Learning Outcomes
It is expected that students will be able to:
 send and receive e-mail (as a means of sharing data between sighted people
(teachers, peers) and himself)
 manage contact details using the address book
 demonstrate all aspects of e-mail action (copy, delete, print, emboss, reply,
forward, move, etc.)
UNIT 3: INTERNET
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Overview
The internet is often a very visual medium. To access text only presents some unique
challenges to a blind student who is doing research for a classroom assignment as well
as searching for personal material during his leisure time. The BrailleNote as a portable
web-browser will allow the student access to most of the information available on the
internet.
Learning Outcomes
It is expected that students will be able to:

research homework assignments

keep in touch with current events

effectively navigate a website through links, textboxes, and search features

have full knowledge of the adapted symbols that the BrailleNote uses to
represent links, edit boxes, etc.

effectively download items from websites, format them correctly, and transfer
them to the BrailleNote
UNIT 4: E-TEXT
Overview
Electronic text (e-text) is produced specifically for use by readers who are blind or
visually impaired. These resources are intended to be shared as a means of reducing
the duplication of transcribed work. Files are usually in formats only accessible with
Braille translation software. Often, users must be registered as being blind or visually
impaired in order to access these resources available from specific agencies.
Electronic books (e-books) have been developed for mass market use but can be
modified to be made accessible for users who are blind or visually impaired.
Learning Outcomes
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It is expected that students will be able to:

access on-line sources for e-text and e-books

use the BrailleNote to access electronic text

use ActiveSync to connect the BrailleNote and the PC

download an electronic text file and convert it to a word processing file

listen to and read a document

use the PC as a visual display for the BrailleNote

use the PC and JAWS to read non BrailleNote friendly files such as html and pdf
UNIT 5: KURZWEIL 1000
Overview
Students need to access all printed curricular resources that are used in the classroom.
This includes both textbooks and teacher prepared materials. They also need access to
research materials, both hard copy and online source material. Beyond that, students
need an efficient method of organizing, skimming, and summarizing these materials.
Kurzweil 1000 provides solutions for all of these student needs. Using Kurzweil 1000,
students can access these resources and features in e-text which can then be read in
hard copy Braille and/or refreshable Braille.
Learning Outcomes
It is expected that students will be able to:

use Kurzweil 1000 as a study tool

use the save functions (save, save as)

be fully acquainted with the various settings of Kurzweil so as to be able to adapt
them for scanning various types and qualities of print material

transfer text into Kurzweil through the use of a scanner

execute reading and processing commands through function keys

use the help menu for problem solving

use this program as a study tool (bookmarks, summarizing information,
browsing)
UNIT 6: Personal Computer
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Overview
The BrailleNote is a state of the art notetaker but is still more limited in its capabilities
when compared to a PC. But when linked together, the BrailleNote and the PC can
allow the student to accomplish more tasks. The ActiveSync utility allows the PC
monitor to display work being done on the BrailleNote as well as easily share files
between notetakers and computers. The student will need to have a functional use of
the screen reading program (JAWS).
Learning Outcomes
It is expected that students will be able to:




use the BrailleNote as a Braille terminal while using features of the pc
demonstrate the ability to independently use the ActiveSync utility
move files back and forth between the BrailleNote and the computer
master the necessary JAWS hotkeys that pertain to internet access
Instructional Component:

direct instruction

self directed practice of learned skills

interactive instruction

independent instruction

lesson assignments
Assessment Component:
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Seventy per cent (70%) of the grade will be based on evaluations conducted throughout
the course.
Thirty per cent (30%) of the grade will be based on a final evaluation comprised of a
written and practical component.
TYPE OF ASSESSMENT
Formative (40%)
Summative
(60%)
CATEGORY
DETAILS
WEIGHTING%
Homework Assignments
Weekly
20%
Research Project
Demonstrate learned skills
20%
Unit Tests
To follow each of the 6 units 30%
Final Exam
Multiple choice, short
answer and practical
component
30%
Learning Resources:
 student workshops by SET-BC
 articles and information about BrailleNote applications on the Internet
 Books
o SET-BC’s Vision Technologies: Access to Literacy (2003)
o BrailleNote User’s manual and Help Files
o ActiveSync Manual
Additional Information:
Students, who need to learn these special skills, should receive credit for the hours and
work involved and have their efforts documented on their graduation transcript.
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