BEST PRACTICES AND STRATEGIES FOR BRAILLE TRAINING
BRAILLE READING AND WRITING MANUAL
A REFERENCE MANUAL FOR DARS VOCATIONAL REHABILITATION AND
INDEPENDENT LIVING INSTRUCTORS WORKING WITH BLIND ADULTS
TABLE OF CONTENTS
PREFACE…PAGE 2
READINESS: THE ASSESSMENT …PAGE 6
BEGINNING BRAILLE READING …PAGE 17
TEACHING BRAILLE READING… PAGE 18
TEACHING BRAILLE WRITING… PAGE 23
BRAILLE AND TECHNOLOGY… PAGE 39
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Austin, TX
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PREFACE
One major limitation created by a visual impairment is written communication. Braille
enables a person who is blind, the opportunity to overcome this deficit. It allows an
individual to independently organize and access personal notations, develop a
telephone directory, read Braille text, access a computer environment, and use Braille
note takers.
This manual has been prepared as a tool to assist in motivating individuals to learn
Braille. The use of this text by the teacher or student will facilitate the learning of Braille
and increase opportunities for students to gain independence and employment.
Contrary to popular belief, Braille is not difficult to learn. It is an elegant and simple code
that fits on a 3” x 5” card. Braille is not a language; it is a code, just as print is a code
used to write words in any language. The genius of Louis Braille, the inventor of the
code, is demonstrated in the simplistic pattern of the alphabet, and the thrifty approach
to the numbering system, which utilizes the first ten letters of the alphabet preceded by
a number indicator symbol. Unlike print, there is only one letter-for-letter code with one
or two symbols inserted before upper case letters, or words.
The literacy-based approach of Simply Braille provides ample opportunities for early
success for the student. The uncontracted code is taught before introducing words and
other reading content. A large number of Texans have low literacy levels due to cultural
and language barriers. Once the student has mastered the code, he can access his
personal literacy.
Simply Braille lessons provide repetitive exposure to letters being introduced which
affords the student the ability to gain familiarity with that letter without the tactile
distraction of surrounding text. It is important to have the student read the pages in their
entirety in order to develop that familiarity and to build tracking skills. There are only
eleven lines on each page. The goal is for the student to feel comfortable with their
knowledge of the code and knowledge of the dot positions when reading text begins.
Simply Braille offers fun activities for the student, which provide the instructor with
feedback about the student's progress.
Each lesson, starting with Lesson Four, contains "Letter Groups" commonly found in
words. It is important for the student to go over these letter groups until she feels
familiar with the letters contained in each group without having to stop forward hand
movement at each letter. These activities will enhance reading speed once the student
begins reading text.
The learning curve is greatly decreased by the fact that there is no need to learn two
codes—(as a learner of print learns both print and cursive). When print is not an option,
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Braille is the answer for gaining literacy, a necessary tool for independence, self-respect
and employment.
Another popularly held belief is that Braille is no longer needed in our paperless society.
It is easy to disprove this myth with a simple question: “Are sighted people ready to give
up printers, pens and other writing tools?” The resounding answer is “NO!” More paper
is manufactured and sold in America today than any other time in our society.
The basic ability to read with understanding and to write clearly is vital to everyone.
Those skills are important at work, at home, and in our communities.
Technology is making literacy even more important. E-mail and the Internet are
changing the way we communicate and the way we get information. The speed of
communication and information exchange is constantly increasing. Technology has
become an essential part of most workplaces. Every sector, from transportation and
warehousing to steel plants and health care is more dependent upon computers every
year. Clearly, any problems with reading and writing will have a real impact on a
person's ability to get jobs, to get promotions - or simply to get the most out of life.
Braille makes it possible to access every aspect of literacy, from labeling personal items
and medicine bottles to operating the most current technology available to the general
public, and many specially adapted PDA devices for the blind.
The Braille alphabet, numbers, punctuation and other symbols are created in a six-dot
formation called a “cell”, which contains two columns of three dots each. Each dot is
assigned a number to facilitate ease of learning.
As shown in the illustration, from top to bottom, the first column contains dots 1, 2 and
3. The second column contains dots 4, 5 and 6.
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Notice the pattern of progression in the example below. The first line contains the letter
A through J. Only the first four dots in the upper part of the cell are used. (Dots 1 2 4 5).
The second line contains the numbers, which are created by adding a braille numbersign prior to the letters a through j. The effect of a Braille number-sign is broken by a
space or empty cell. The third line contains letters K through T. Dot three has been
added to the letters A through J, to create these letters.
The fourth line contains the letters U through Z. Dot 6 has been added to the letters K
through O to create these letters. Notice that the W does not follow the normal
progression established throughout the preceding letters. There was no W in the French
alphabet, so Louis Braille did not add a W until he met a blind Englishman who
requested a symbol for the letter W.
a b c d e f g h i j
a b c d e f g h i j
1
2 3 4 5 6 7 8
#a #b #c #d #e #f #g #h #i
9 0
#j
k l m n o p q r s t
K l m n o p q r s t
u v w x y z
U v w x y z
According to the Texas Confidence Builders Philosophy, every consumer in VR and IL
will be offered the opportunity to learn Braille. When the Braille assessment is
completed, a decision is made based on the consumers needs regarding uncontracted
(functional) Braille or contracted Braille training. The Braille Assessment may determine
that the consumer would not benefit from Braille training. Circumstances and conditions
which might preclude the consumer learning Braille will be discussed later in this
manual.
Braille training is provided by the VRT/ILW for 6 to 9 months. After that, the consumer
may continue Braille training independently. If a consumer lacks the skill or motivation
after 6-9 months of Braille training to assume responsibility for continuing to work
independently, it is doubtful that continued instruction by the VRT/ILW will be beneficial.
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Assessment
The Braille Assessment will be completed with every consumer using non-visual
techniques. Braille training will not begin until the Braille Assessment has been
completed. The Braille Assessment includes the following components:
1. Readiness: Ask the consumer about their reading habits prior to losing their vision.
If the consumer reports that they have never enjoyed reading or don't read much, this
may indicate a low literacy level or a learning disability.
The Simply Braille Curriculum Spelling Assessment is administered verbally to
determine the level of basic literacy functioning of the student so that appropriate
practice reading materials can be provided later on.
If the teacher determines that the consumer's functional literacy level is compatible with
learning Braille, and the consumer expresses the desire to learn Braille, training will be
scheduled.
2. Short-term memory: Use the Simply Braille Pre-Braille Curriculum to determine if the
consumer is able to remember instructions and follow them accurately.
3. Sensory Integration: Use the Simply Braille Pre-Braille Curriculum to determine if the
consumer is able to demonstrate identification of shapes, differentiate between shape
sizes and location on the page. Is the consumer able to demonstrate proper hand
position and scanning using both hands after receiving instruction in these techniques?
Is there a Secondary disability which prevents the use of both hands in reading Braille?
If neuropathy is an issue, spend some time problem-solving with the consumer using
different fingers and/or finger/hand positions to feel the Braille.
READINESS
The student's readiness for Braille instruction is primarily determined by his/her need for
an actual system of communication, physical and mental capacities, and overall attitude
toward the use of Braille. Therefore, an instructor will give careful consideration to data
contained in medical, psychological, and academic reports as well as other information
available to the instructor. Pre-instructional interviews with the student can provide
supplemental information of the individual's skills and literacy level. Direct observation
and interaction of this type will create a foundation for a good teaching-learning
relationship
MOTIVATION: Preparing the student for Braille instruction
The onset of blindness usually causes difficulties in the performance of many tasks of
daily living. The initiation of Braille instruction can create a great deal of anxiety. It may
be well, first, to help the student re-master a previously used skill--such as a household
task.
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The adventitiously blind person may bring to the learning situation preconceived positive
and/or negative attitudes about blind people, the following will be considered before
Braille instruction is initiated:
(1) Encourage the individual to verbalize his or her attitude toward Braille as a symbol of
blindness.
(2) The instructor and the student will examine the origin and validity of misconceptions
surrounding the use of Braille.
(3) The student will be informed that Braille in itself does not isolate blind people. Braille
can enhance a blind person's integration with sighted friends as it enables one to
function more independently.
(4) It will be made clear that learning Braille does not require the "sixth sense" often
attributed to blind people.
Suggestions for motivating the Braille student:
A short lesson in the history of Braille is provided, verbally or in recorded format.
The past experiences, interests and future goals of the student are relevant for written
communication, and the instructor can demonstrate how Braille can be helpful in
realizing both present and long range goals. Since most recently blinded persons have
never considered the practical, everyday application of Braille, it will usually be
necessary for the instructor to discuss these with the student. These include:
Labeling household and personal items.
Taking notes.
Keeping address and phone file.
Preparing notes or note cards for public speaking engagements.
Participating in book clubs or study groups.
Even a small suggestion such as the compiling of an address file can greatly increase
the student's motivation for learning Braille. Sometimes a student may appear to have
no practical use for learning Braille, but still wishes to do so. Some people will learn
Braille because of the challenge of learning something new and the accompanying
feeling of accomplishment. Others may learn Braille for the praise and attention they
receive when displaying their new skill or explaining the Braille system to friends. The
instructor will understand the student's primary motivation and gear the instruction
accordingly.
Physical and Psychological Considerations:
It will be noted that Braille may be taught to students with low vision to complement
other communication skills. However, there may be times when the instructor initiates
Braille instruction with a student with reading vision whose visual prognosis is poor. For
example, some persons who believe that they will eventually lose most of their sight will
request Braille instruction in order to be equipped with a method of reading when they
can no longer use print efficiently in some or all of their daily activities.
If the decision is made to provide instruction to persons who still have reading vision,
care will be taken to insure that the student learns to read Braille tactually. Printed
pictures of the Braille cell, or representations of the code are not to be used with any
Braille student, with the exception of fully sighted learners such as family members or
professionals who work in the field of blindness.
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The instructor will encourage the student not to use his or her sight in reading Braille. It
is emphasized that, in so using sight, further visual deterioration will make it necessary
to repeat that part of the instruction, which stresses the tactile method of reading. It is
important for the Braille student to have adequate tactile skills. If there are problems of
tactile perception as related to his/her potential for learning Braille, the instructor will try
to ascertain whether the problem is one which lends itself to remedial teaching efforts or
is of a more permanent nature, possibly resulting from some type of physical
impairment. For instance, in observing the student's early attempts at Braille reading, it
may be found that the individual has been accustomed to doing work which has
calloused the fingers, making tactual recognition of characters difficult, or the student
may be so visually oriented to reading print that confusion is experienced in trying to
visualize letters made up of dots and perceived through the fingers. In either case, the
student is faced with a perceptual problem, but one which may be conducive to
remedial teaching.
If difficulties in perceiving the Braille characters persist, the student may have some
physical condition such as diabetes, hardening of the arteries, etc., which might cause a
reduction in the tactile sense, or in some cases, the student may be using medication
which temporarily reduces tactile perception, or some other physical problem is causing
the tactual difficulty.
The student's mental capacity and educational achievement will have a significant
influence in such aspects of Braille instruction as the length of assignments, frequency
of teaching visits, and rate of progress in learning Braille. If spelling is a serious
problem, then both the instructor and the student will be prepared for the difficulties
which will arise. However, the combination of a strongly motivated, reasonably
intelligent student and a resourceful instructor can overcome most challenges.
The literacy based Simply Braille Curriculum directly addresses the need for a Braille
curriculum that provides instruction in the code prior to introducing Braille reading. Once
the student has mastered the code and can demonstrate the ability to read and write it,
grade level appropriate reading materials are provided for practice and development of
speed and accuracy.
A Pre-Braille Assessment will prove beneficial in identifying those individuals, who have
problems with tactual perception and finger dexterity which is likely to affect their
progress in learning Braille. How a student responds to the material presented can
assist the rehabilitation instructor in determining whether further Braille instruction will
be undertaken. After the Pre-Braille Assessment is conducted, and a determination has
been made that the student will participate in Braille training, a verbal spelling test is
administered. This tool will establish the grade level of the student and provide the
instructor with necessary information to develop the Braille training plan.
Included in the Simply Braille Pre-Braille Curriculum, are suggested instructions and
guidelines to be used at the discretion of the individual instructor.
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Evaluation materials included in the "Simply Braille" Pre-Braille curriculum will facilitate
identifying those individuals who have problems with tactual perception, finger dexterity
or cognitive limitations that may affect their progress in learning Braille.
PRE-BRAILLE TEACHING REFERENCE GUIDE
The Simply Braille Pre-Braille Work Book is to be used as part of the Pre-Braille Assessment.
Part 1: Rationale for Teaching Pre-Braille Skills
The Simply Braille Pre-Braille Work Book is designed to evaluate and teach specific pre-braille
skills. Pre-Braille skills are those skills needed to read and write braille that are developed
and/or learned before learning to recognize Braille dots as specific braille letters, numbers, etc.
Typically, persons who have the skills needed to learn Braille can go through the concepts in
this book in one lesson. It is recommended that introduction to Braille letters occur at the end
of the lesson in order to allow the consumer to experience success.
Before starting pre-braille instruction it is important to consider the following factors regarding
readiness to learn and use Braille.
Considerations in Determining Readiness to Learn Braille:
Psychological
 Can they benefit from using Braille but are not open to learning? This behavior may
be related to:
 an idea that associates Braille with blindness and the individual may be
dealing with some of the emotional aspects of adjusting to vision loss.
 fear based on assumptions related to a lack of understanding regarding
Braille
 This behavior may be addressed by:
 providing supportive counseling to help them explore feelings and uncover
real reasons for rejecting Braille could be helpful.
 Demonstrating how Braille can be used and relevant in their lives. Seek to
learn ways (identify needs) in which Braille would have value for the
individual.
 Providing peer tutoring from someone who uses Braille.
Physical
 Motor skills to position body and hands adequately
 Sufficient tactual skills to discriminate different dot configurations
 Sufficient manual skills to read/write braille
Cognitively
 Adequate literacy level to meet needs (helpful to know how much they read
before losing vision as well as use of formal testing)
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 Ability to follow directions and learn new information (sufficient short and
long term memory)
 Consider secondary disabilities that may affect ability to learn
Once it is determined that the consumer has the motivation and ability to learn Braille it is
important to provide training in the pre-braille skills listed below. Training in these areas
develops kinesthetic memory needed for tracking, positioning the cell under the finger, finding
the next line as well as developing a soft touch. In addition, spatial awareness within a cell,
between words and lines is also taught. Tactual discrimination skills can be refined without the
worry of also remembering specific letters all necessary to maximize success in learning Braille.
Pre-Braille Skills and Definitions:
 Scanning (whole hand and finger)
 Hand position-research indicates that readers who use two hands and use
their hands somewhat independently read faster
 Book position
 Finger Position-in addition to the index fingers other fingers can also gather
information in the reading process.
 Light touch- better for tactile sensation
 Tracking (2 handed)
 Scrubbing – movement in circular motions or up and down. Left to right
motion is the most productive
 Kinesthetic memory related to tracking and finger pad
 Whole shape recognition (talk about which dots are missing)
 Tactual Discrimination
 Line spacing
 Letter spacing
 Recognizing the Braille cell
 Whole word scanning and recognition

Part 2: Providing Instruction in Pre-Braille Skills
Materials:
 Simply Braille Pre-Braille Work Book
 A representation of the Braille Cell such as the American Printing House for
the Blind "Swing Cell"
 Velcro
 Braille Card
 Bump dots
Instructions for Simply Pre-Braille Instruction Book
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(see outline for trainer-reference the definitions below if a concept is not clear in the trainer
guide)
COMMON PROBLEMS/HINTS
 Not Able to Feel the Braille
Due to the highly tactual nature of Braille reading and writing, Braille books and writing
tools should not be used for multiple consumers. Each consumer should be given their
own books and materials whether in group or individual classes. There are hygienic
and practical reasons for this.
Hygiene Issues:
Books used by multiple consumers can become a pathway for contact related
communicable diseases transferred by dirt, feces, body fluids or oils on hands, bleeding
and saliva left on the pages. Consumers with impaired immune systems can be
particularly vulnerable to contact transmitted pathogens. Some consumers will touch
the end of the stylus to their tongue the way some people do with a pencil. Others may
use the stylus point to clean fingernails.
Practical Issues:
Books used by multiple consumers quickly become dirty from sweaty hands, and
damaged or destroyed by constant hard pressure from fingers. Frustration, ease and
speed of learning can be decrease during early Braille learning when the dots are sharp
and clean. Because it is common for new learners to press down harder when first
learning, the dots quickly become less sharp in a short time, increasing frustration and
decreasing learning speed for those beginning with a used book. Using new braille
books when teaching to learn to read braille increases the probability of success and
interest in braille because the dots are easier to discern.
Accountability:
Providing every consumer with his/her own Braille learning materials and tools will
foster accountability for keeping track of and caring for Braille learning tools; valuable
skills for future employment.
 Diabetics and persons who have calluses may have difficulty reading with
their index fingers. Determine which part of the finger is most sensitive by
turning finger sideways or use a finger other than the index finger.
 Difficulty feeling the Braille does not automatically mean an individual cannot
learn Braille. It may mean learning is slower and perhaps more difficult.
 Jumbo Braille may be an alternative for these students and they might choose
to learn only uncontracted Braille for personal needs.
 Students who may not have the tactual skills to read Braille can still benefit
from Braille. Braille input technology with speech output is a very viable
option for those in the workplace and should be considered.
 Loss of Feeling:
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 Take frequent breaks and do tension reducing exercises for the hands, arms,
shoulders, and back. Muscles in the hands and arms can be strengthened by
squeezing something like a ball, clay, etc
 After 5-10 minutes of practice the fingertips of new Braille learners may start
getting numb. If the reader begins to make errors they were not making
earlier in the lesson a short break can help restore feeling.
 The sense of touch is dulled if too great a pressure is used. Fingers are more
sensitive to the Braille when a light touch is used. Have the student hold his
hands as high as possible and still feel the Braille characters as he skims over
the line.
 Tactual stimulation is greatest when the finger is in motion. To establish a
smooth tracking motion and eliminate scrubbing and unnecessary back
tracking, have the reader skim at a steady pace in a forward direction.
 Soaking the hands in warm water, hanging hands down or washing them
before or during reading may increase tactual sensitivity.
 Arms and Shoulders Tire
 The height of the book and table should be comfortable. Arms and hands
need to move freely over the text. The standard table or desk is not
necessarily the best height for all readers. A lower table – one just high
enough for the student’s knees to fit under – allow a more relaxed position of
the arms and hands. At this lower level there is no tendency to rest the
forearms on the paper or book, a habit which slows movement, and yet the
position is not tiring. Some students find it comfortable to read with the book
on their lap. A foam pad keeps the book from sliding off.
 Being tense and nervous can cause fatigue. Encourage the reader to do some
deep breathing and relax their shoulders and arms.
 Scrubbing: (moving the fingers up and down on the cell)
 A smooth tracking motion and movement forward at a steady pace can help
discourage scrubbing.
 Develop good tactual discrimination skills during pre-braille training. If the
student is having difficulty distinguishing between different Braille symbols
provide lines of the same letter with a different letter (symbol) inserted in the
line to develop this skill.
 Skipping a Line
 Often happens when the lines are different lengths.
 Emphasize the need to use good tracking skills and teach the student to go
back across the same line and then down.
 Missing part of the Braille cell
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 Braille characters may be misread if the full length of the Braille cell is
inadequately covered by the finger. This can be corrected with tracking
practice drills. Using lines of the letters X and K are good for making the
learner aware of this problem
 The bottom edge of the book or paper needs to be parallel to the edge of the
desk or …..book and hand parallel
 The tip or ball of each index finger is able to cover the entire 6 dots of a full
Braille cell. The index finger is slightly bent so that it is at a slight angle to the
Braille cell
 Touch Too Heavy
 Lift readers fingers periodically to remind them to use a light touch
 Try placing a piece of paper on the table and ask the student to pass their
hands over the paper lightly without moving the paper.
 Place plastic discs or checkers on raised line graph paper and ask the learner
to pass their hands over the objects so lightly as not to move the objects
across the lines on the graph paper.
DEFINITIONS
 Scrubbing – exploring around a symbol or trying to detect each dot rather than
using a fluid left to right movement.
 Flat Hand Scanning-using both hands – open with palm down to locate something
on a page
 Tactual Discrimination – ability to feel differences and similarities between Braille
shapes and symbols
 Tracking-staying straight on the line and not veering up or down; being able to find
the beginning of the next line without skipping a line
 Body Position Finger Position -traditionally is with the fingertips of the index fingers placed side
by side. The tip or ball of each index finger is able to cover the entire 6 dots of a
full Braille cell. The other fingers are outstretched, slightly curved and separated
from the index fingers. To ensure forefingers are moving in a straight line across
the page, the learner needs to feel the dots near the tip of the finger.
USING THE SIMPLY BRAILLE PRE-BRAILLE WORK BOOK
Pages One through Seven contain shapes which are designed to offer the student
opportunities to develop the skill of flat hand scanning and tracking. Flat hand scanning
is accomplished by laying both hands flat on the surface of the page and exploring the
page entirely to discover what can be found.
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Ask the student to explore the page starting at the top middle of the page and moving
the hands together down the page to find and identify what shapes are shown on the
page.
If the student is able to follow these directions and to identify the shapes, continue the
Assessment.
Page Seven contains several lines of shapes. Begin teaching the concept of tracking
from left to right, keeping both hands together throughout the line, to the end, identifying
each shape, then tracking back across the same line and down to the next line.
Page Eight introduces the Braille Cell. Use this page to discuss the dot positions in the
Reading Cell. Drill to make sure the student fully understands the dot positions.
Page Nine contains several rows of the Braille Cell, enlarged, but smaller than the Cell
shown on Page Eight. Ask the student to use the tracking method learned to count the
cells on this page.
Pages Ten Eleven Twelve and Thirteen contain tracking lines. Point out that some lines
are shorter, while others are longer. Ask the student to identify the differences in line
lengths. Discuss the broken lines on page Twelve and how they simulate words of
different lengths. Page Thirteen contains lines in which the braille is "lighter". Ask the
student to identify how the lines on this page are different from those on previous pages
and to compare the lines on this page with each other. The student should be able to
identify the differences in spacing found on this page.
Page Fourteen contains regular size braille cells. Ask the student to try to find each dot
position in the cells. Have the student count the cells on each line, then the lines on the
page.
Page Fifteen contains dot patterns for teaching dot positions and spatial concepts in the
regular size braille cell. Discuss the importance of being able to identify what dots are
absent or present in the cell. and various dot patterns. Drill the student to insure he
understands the dot positions in each cell. DO NOT identify these symbols as letters,
but refer to them only as symbols.
Page Sixteen is a "Match-It". Have the student identify the lines that contain matching
symbols at both ends of the line. The student may erase the first symbol on those lines,
mark them with a pencil or identify them verbally.
Page Seventeen is also a "Match-It". Have the student identify which symbol is different
from the rest on each line.
Page Eighteen contains actual braille words so that the student can get an idea of what
real braille feels like.
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Once the student has completed the Pre-Braille Work Book exercises successfully, he
may move on to Braille Reading.
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OPPORTUNITIES FOR BRAILLE TRAINING INCLUDE:
1. Individual instruction by the VRT/ILW; Consumers who are deaf/blind or have
learning disabilities will benefit from individual instruction.
2. Group classes by the VRT/ILW
3. Hadley School for the Blind with support by DBS instructor
Student Responsibilities and Expectations
All students entering Braille training will receive the following information, either read
aloud by the Instructor, or in recorded format.
1. The class will meet twice a month or once a week for six months. At the end of that
time, students will be notified that they are expected to continue on their own, but can
call the VRT/ILW with specific questions about Braille for three additional months.
2. During group class time, the focus will be on mastering the techniques of Braille
reading and writing and empowering the consumer to take responsibility for their Braille
training.
3. When students have received 9 months of combined Braille group training &
individual phone support, students are expected to take responsibility for their Braille
training and to continue on their own.
Students are expected to be ready to begin class promptly at the scheduled time and
date and to bring all equipment and materials to class.
Socialization during class time is discouraged. Networking should be done with your
classmates before or after the class if you want to make plans for social interactions
outside of Braille class.
If progress is not achieved over three consecutive classes, the Vocational Rehabilitation
Counselor is notified and Braille training is discontinued.
If a student arrives for two consecutive classes without assignments completed, and/or
does not bring his/her Braille equipment, the Vocational Rehabilitation Counselor is
notified and Braille training is discontinued.
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READINESS
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BEGINNING BRAILLE READING
Preparation of Student
The student is comfortably seated before each lesson at a standard height table or
desk. The relationship of the height of chair and table will permit the upper arm and
forearm to form approximately a 90-degree angle when reading.
Prepare the student for reading by making sure the student is seated comfortably with
the materials on the table. Advise the student to keep his/her touch light. Place the
student's slightly extended index finger upon a letter and instruct the pupil to curve the
other fingers slightly, allowing all fingers to move lightly over the Braille. It is important to
emphasize the benefits of reading with both hands. More often than not, the nondominant hand is most sensitive for reading Braille. Also, using both hands will help in
development of speed and accuracy.
TEACHING BRAILLE READING
Beginning lessons
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Now we are ready to teach the first lesson.
Explain that each page of the Simply Braille Uncontracted Braille Curriculum shows the
lesson number and page number at the top of every page.
Explain the purpose of the full cell shown in the position to the left of each letter that is
being introduced, through letter J. The cell assists the student in determining the
position of the letter in the cell.
Place the student's left forefinger in the reading position on the letter "a" at the top of the
page. Tell the student the "a" is dot 1. Ask the student to use the tracking techniques
learned during the Simply Braille Pre-Braille Curriculum. Have the student read the
entire page, being aware of tracking and not scrubbing. As the lessons progress, check
the student's reading position and reading technique frequently. Remind the student to
keep the touch light; stress the importance of keeping both hands on the braille at all
times. Most students show a definite preference for one hand over the other. However,
even though the greater burden will fall on the preferred hand, it is to be hoped that
some independent use of both hands is retained. Research indicates that two-handed
readers usually are able to read faster and more accurately than those who read Braille
with only one hand. Remind the student to check the bottom edge of the page to make
sure it is perpendicular to the edge of the table. You may want to provide a non-skid pad
to place under the material to prevent it from moving while the student reads. The main
thing to remember is that the fingers should always be pointing to the top of the page.
Some students experience strain and headaches during Braille study. They can often
be observed bending over their work, as though they were trying to see the dots. This
may be confusion of visual perception with tactual perception. Tactual skills can only be
accomplished by increased concentration on proper tactile reading techniques. Bending
over the page can distort the position for reading Braille. The arms and hands may be
tense, thereby decreasing tactual perception. The student is likely to try to compensate
for this by increasing the amount of finger pressure and movement. These are selfdefeating techniques, which both instructor and student should strive to avoid. Discuss
these possible barriers to learning Braille prior to beginning Braille reading and ask the
student to be aware of posture and hand position, and ready to self-correct. Gentle
reminders from the teacher are helpful as well. Offer the following suggestions for
overcoming fatigue:
Raise the head to face straight forward.
Flex and rotate the shoulders.
Drop the hands straight down to the sides and flex the fingers.
Run warm water over the hands.
Rub lotion onto the fingers.
Teaching Characters--Concept and Recognition
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To introduce the form of a new Braille character, one can build on previously acquired
images, by associations of likeness or difference. Mastery of dot numbering makes the
teaching of letters, punctuation marks, and contractions far simpler.
For letter recognition, there is merit in pointing out the number and location of dots, and
the likeness to, or difference from, previously learned letters. For example, "d" is like the
letter "e" with a dot 4 added. "F" is like "c" with a dot 2 added. It is a good idea to
provide drills focusing on memorization of the corner letter "d, f, h, j". They are to be
presented by dot numbers. Teach letters "k" through "t" discussing their formation by
adding dot 3 to the first ten letters and following through letters u through z by adding
dot 6. Discuss the one exception, letter "w".
TEACHING THE SIMPLY BRAILLE UNCONTRACTED LESSONS
Each lesson introduces one or more letters. The introduction allows the student to feel
the letter repetitively throughout an entire page. It is important to encourage the student
to read the page in its entirety to fix the recognition of the letter in the student's mind
and to continue the process of building good tracking skills.
Each lesson includes fun activities for the student in the form of matching activities
which enhance tracking skills and dot pattern recognition, and letter finds which
challenge the student while providing an alternative focus. While the student is enjoying
these activities, they also provide feedback to the teacher about how the student is
progressing in the course.
Letter Groups are included in each lesson to help the student to become familiar with
groups of letters commonly found in words. After the code is learned, the student will
find word recognition easier to master.
The Simply Braille Audible Companion can be used with students who would benefit
from audible input while reading tactually. The Audible Companion is made up of 18
MP3 files, one for each lesson. Instructions are given at the beginning of each page,
describing the activity for that page. Every line is read and each time a new line is
reached, the Audible Companion tells the student on which line they are working.
With the introduction of letters using dots 3 and 6, the necessity for reading with the ball
of the finger can be stressed. If the student should read "j" for the "t", or "e" for "o", it
signifies that his/her finger is covering only two-thirds of the cell.
When the student has learned new letters, he/she should strive for rapid recognition.
Focus will change from conscious, mental association, to recall of the character from
the perception of its tactual image.
Adventitiously blinded persons often find it difficult to relate Braille characters without
first visualizing the corresponding printed characters. This results in confusion of the two
systems of reading. For example, a student may continue to confuse the Braille letter
"h" with the printed letter "L" and the Braille letter "l" with the printed letter "i". To
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encourage "visualization in Braille", the student might try to form mental images of
Braille dots of white on dark background--relating Braille dots to dominoes, or Braille
characters on a chalk board.
Development of Reading Speed
In order for a Braille reader to experience successes with Braille reading he will need to
achieve a satisfactory level of reading speed. The Simply Braille Uncontracted
Curriculum provides the student with the means by which he can master a basic skill
needed for developing reading speed in the "Letter Groups" found with each lesson.
Students should be encouraged to study the letter groups until they can recognize the
entire group without stopping forward movement for each letter in the group.
READER PACING
Before using the following technique the instructor should be mindful that the student
might experience an increased level of frustration. The student should be encouraged to
express his/her frustration if it occurs. Supplementary reading material which captures
the student's interest may be used to increase reading speed. Interest and grade
specific reading materials are provided in the Simply Braille Curriculum.
A very useful technique for enhancement of reading speed is the technique of reader
pacing. This technique consists of the following elements:
1. Student and instructor alternately read aloud lines, sentences, or paragraphs.
2. Before beginning this technique, the instructor times the student's reading speed and
listens very carefully as the student reads out loud in order to develop an auditory sense
of current reading speed.
3. The student is instructed to read the first line as rapidly as possible, preserving
accuracy.
4. The teacher reads the next line with the student following and giving a verbal clue
such as "O.K." to indicate that the student will continue the reading.
5 .As soon as the student is reading in a comfortable, relaxed manner at the current
speed, the teacher adjusts the reading to a slightly faster rate.
6. As speed and comfort increase, the alternate reading progresses from lines to
sentences and then to paragraphs.
7. Timing of the student's reading is continued at intervals throughout this process and
feedback is provided.
STORY-TELLING FOR READING PRACTICE
For students with lower grade level reading ability, story-telling can provide the student
with encouragement through success.
1. The Instructor asks the student to tell a very short story about a topic of his/her
choice, while the Instructor writes down what the student says.
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2. The student reads the story out loud to the Instructor.
The success comes through the student's familiarity with the content, and from the use
of personal language skills reflected in the content.
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TEACHING BRAILLE WRITING
Braille writing is begun after the student has completed learning to read letters A
through J.
EXPECTATIONS:
The Instructor will review the homework including missed assignments with the student.
Constructive feedback is provided to students.
Writing errors are marked tactually by the Instructor, using tape, bump dots, ETC.
Students are given adequate time to correct mistakes.
Students who do not complete homework are not likely to follow through with Braille
activities and adopt Braille as a means of true literacy.
Encourage students to complete homework. If it becomes apparent that students are
not following through on assignments, discuss the expectations for braille training with
the Counselor and the student.
Lesson 1
OUTCOME: The student will demonstrate familiarization with the concepts of the writing
cell, parts of the slate, loading paper, moving paper, checking work and filling cells.
Readiness
Braille writing should be started after the letter J is learned. The student is given
instruction in the concept of the “writing cell” focusing on dot positions. The instructor
will discuss the dot positions in the writing cell using props such as the pop-a-cell and
the “thumb” theory.
Time needed: 1 hour
EXPLANNATION OF THE “THUMB THEORY”
The student is instructed to place the right hand on the table, palm down. The student is
asked to touch the thumb of the hand lying on the table, with their other hand. The
instructor then asks the student to turn the hand palm up on the table and to touch the
thumb of the hand lying on the table again, then asking the student if the thumb is in the
same place on the table as it was before. The instructor points out that the thumb
changes its position on the table when the hand position is switched from palm down to
palm up but the thumb is still a thumb, just as dot one is still dot one in the writing cell.
The instructor explains that although the dot one in the writing cell, is on the right, it is
still dot one, and that previously learned dot positions still apply—dot two below dot one;
dot three below dot two, etc.
The instructor conducts verbal and hands-on drills in the concepts of the writing cell,
redirecting any discussion of a “backwards” or “mirror image” concept, to refer only to
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the dot positions in “THE WRITING CELL”until the student demonstrates a full
understanding, both verbally and mechanically.
Knowledge of the dot numbering system will facilitate writing. Knowledge of spelling and
English grammar make for clarity of written communication. Adequate motor
coordination is necessary to manipulate writing tools appropriately. Students are
motivated to learn braille writing for various reasons. Some may want to mark playing
cards, while others may need to take classroom notes, etc.
After distributing slate and stylus to students, ask them to look it over and talk about
what they discover. Describe the various parts of the slate and its function. Discuss the
hinge, pins, windows, and labeling tape slots at each end of the second line, and the
cells that can be felt on the back plate of the slate.
The index finger can serve as a guide to help right-handed students to keep track of
where to write on the slate. For example, if right handed, your left index finger is placed
over the first cell on the far right end of the top line. The stylus is brought to this index
finger. As the guide finger is moved to the second cell, the stylus will be positioned in
the first cell ready to write. As the guide finger moves to the third cell, the stylus will be
in the second cell, and so on. The index finger of a left-handed person will follow along
behind the stylus as it is moved from right to left.
The most efficient way to write braille is to use the leverage in the wrist and hand. The
upper arm or shoulder muscles should not be involved.
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COMMON PROBLEMS AND HOW TO SOLVE THEM
Fatigue is a fairly common problem a new learner has with writing.
Often the student grips the stylus too tightly or raises the wrist from the table, or uses
the forearm to apply pressure. Frequently remind the student to relax the grip, lower the
wrist, and press with the wrist instead of the arm. Squeezing something such as a ball
can help strengthen the hand and wrist muscles. Another problem encountered by
people who have used a pen or a pencil for writing is holding the stylus in a slanted
direction instead of perpendicular to the table.
STANDARD HAND POSITION FOR HOLDING THE STYLUS.
Have the consumer examine the shape of the stylus. Point out the writing shaft and the
head of the stylus handle. Have the consumer make a fist with their writing hand. Then
have the consumer uncurl the index finger and place the index finger over the top of the
stylus handle between the first and second knuckle. Explain the importance of holding
the stylus so that the shaft is perpendicular to the table top and the wrist is resting on
the table. The thumb and remaining three fingers balance and support the stylus.
Discuss benefits of using the slate and stylus.
 Portability

Low expense

Storing and retrieving information.

Telephone numbers, recipes and instructions.

Labeling of such items as canned goods, clothing, medicines and medical
records,
 home and personal records.

On the job: organizational labeling, itineraries, meeting notes and resource files.
EXPLORING THE SLATE AND STYLUS
Have the consumer carefully slide the stylus along the right inside edge of the cell to
feel each dot position. Then have the consumer move the stylus to the left inside
edge of the cell and carefully move along the left edge, finding each dot position. Drill
on the dot positions in the writing cell as the student moves the stylus through the cell.
If the student is right-handed, have them use the index finger of the left hand as the
guide finger, which moves from cell to cell and line to line to guide the stylus. If the
student is left-handed, have them follow the stylus with the right hand.
Paper insertion for the E-Z slate (3 ways)
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1. Open the slate and lay it flat on the table. Make sure the plate with the windows is
on the left of the hinge. Do the following if the pins are on the plate to the left.
Carefully line up the top edge of the paper with the top edge of the plate on the right of
the hinge and the left edge of the paper with the hinge. Hold the paper in place and
close the left side over the paper and snap it shut. If the windows are on the right side
of the hinge, the paper will be loaded up-side-down.
2. Open the slate flat on the table with the windows to the left of the hinge. Lay the
paper on top of the pins. Line up the top edge of the paper with the top edge of the
slate and the side of the paper with the hinge. Press down on each corner until each
pin pushes through the paper. Close the slate and turn it with the window side facing
up.
3. Open the slate about two inches and lay it on its side, with the hinge on the left and
the windows facing away from your body. Hold the paper with both hands and stand it
up between the open parts of the slate. Use the left index finger to make sure that the
paper is snugly fitted to the hinge on the left of the slate. While continuing to hold the
paper in place with one hand, use the other hand to squeeze the two parts of the
slate together to close on the paper. You should hear four distinct pops indicating that
the paper holding pins have punched through the paper. Lay the slate down on the
table with the windows facing up.
INSTRUCTIONS FOR RELOADING THE SLATE
Open the slate and lay it flat on the table. With the thumb and forefinger of each hand
lift the paper from the top two pins. slide the fingers to the bottom pins and lift the
paper. Place the holes made by the bottom pins over the top two pins and close the
slate. The bottom pins will make a snapping sound as they pierce the paper.
ACTIVITY:
Fill cells on all four lines
Remove the paper from the slate to check work
Reload the slate
Have the consumer remove the paper and correct mistakes accurately.
Lesson 2
OUTCOME: The student will understand and be able to locate and identify the dot
positions in the writing cell..
ACTIVITY:
Fill the first cell and leave the next cell empty
Write dot one in each cell
Write dots one and six in each cell
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The instructor will provide ample time for practice of this kind until the student
demonstrates a firm understanding of the mechanics and concepts of working with the
slate and stylus.
LESSON 3
Alphabet
Outcome: The student will be able to demonstrate their proficiency in writing the letters
a-j. After they are more familiar with the writing process, students will be able to
demonstrate their writing knowledge of the rest of the alphabet.
Activity 1
Time Needed: 1 hour Plus Homework
This activity is best performed after learning the letter j.
Write each line with spaces between each letter
Write 1 line of the letter a.
Write 1 line of the letter b.
Write 1 line of the letter c
Write 1 line of the letter d.
Write 1 line of the letter e.
Write 1 line of the letter f.
Write 1 line of the letter g.
Write 1 line of the letter h.
Write 1 line of the letter i.
Write 1 line of the letter j.
Homework
Write 1 line of the letters a through j with spaces between each of the letters.
The following assignment could be recorded on a voice recorder or other recording
device for the student to take home in order to know which letters to write. Write the
following words three times on each line.
Line 1:
cab
Line 2:
bad
Line 3:
had
Line 4:
jade
Line 5:
big
Line 6:
age
Line 7:
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egg
Line 8:
cage
Line 9:
fade
Line 10:
face
Lesson 4
This activity is best performed after learning to read letters K through Z.
Time needed: 1 hour Plus Homework
OUTCOME: The student will demonstrate accuracy in writing letters K through Z,making
corrections and clean erasures.
Write the following lines with spaces between each letter.
Write 1 line of the letter k.
Write 1 line of the letter l.
Write 1 line of the letter m.
Write 1 line of the letter n.
Write 1 line of the letter o.
Write 1 line of the letter p.
Write 1 line of the letter q.
Write 1 line of the letter r.
Write 1 line of the letter s.
Write 1 line of the letter t.
Write 1 line of the letter u.
Write 1 line of the letter v.
Write 1 line of the letter w.
Write 1 line of the letter x.
Write 1 line of the letter y.
Write 1 line of the letter z.
After the student has completed this assignment, have the student write the following
letter pairings.
Line 1: bl
Line 2: ie
Line 3: ei
Line 4: ed
Line 5: tr
Line 6: er
Line 7: de
Line 8: ch
Line 9: gl
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Line 10: no
Line 11: ze
Line 12: qu
Line 13: or
Line 14: pr
Line 15: dr
Line 16: ye
Line 17: ex
Line 18: en
Line 19: in
Line 20: va
Homework
Record the following assignments for the student on a voice recorder or other means
that the student can access independently.
Write the letters k through z with spaces between each letter
Write the following letter groups three times on each line.
Line 1:
ba be bo
Line 2:
ca cl co
Line 3:
da de di
Line 4:
ke ki ck
Line 5:
ex ix ox
Line 6:
ja je jo
Line 7:
Ma me mi
Line 8:
na ne no
Line 9:
Pa pe pi
Line 10:
wa we wi
Line 11:
Ya ye yo
Line 12:
Aze ize eze
Lesson 5
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Time needed: 2 hours Plus Homework
Labeling Activities
INSTRUCTIONS FOR USING THE SINGLE-LINE LABELING SLATE
Lay the single-line labeling slate on the table with the windows facing up.
Place the roll of labeling tape on the table to the left of the slate, with the end of the tape
curling out from underneath the roll. This will insure that the peel-off backing is facing
up, and the front of the tape where the braille will be embossed, is facing down.
Open the slate and lay the labeling tape between the two parts of the slate.
Close the slate and begin writing from right to left.
When you have reached the last cell on the slate, open the slate and move the tape to
the right until the tape containing braille has cleared the right side of the slate and clean
tape is resting between the two parts of the slate.
Close the slate and continue writing until all labels are complete, making sure to leave
two or three cells between each label for convenience and accuracy in cutting the labels
apart.
Peel off the backing from the first label you made and cut the label off, making sure to
leave the plastic backing on the rest of the roll.
When the last label has been made, cut off the label and leave at least a two-inch piece
of the backing attached so that the next time you make a label, it will be easier to
remove the backing.
The following is a list of suggested labeling activities addressing most areas of Texas
Confidence Builders.
ADJUSTMENT TO BLINDNESS: Labeling is one strategy for addressing adjustment to
blindness. The recommended activity in this area is to encourage the consumer to use
labeling techniques which will assist in adjustment to blindness such as independent
organization of items for home and work.
INDEPENDENT LIVING SKILLS: Use the slate and stylus to make labels by writing a
portion of the word to boost the consumers memory as to what exactly the item reads in
print such as canned goods, containers of wet and dry foods, shelves for organizing
purposes, spice bottles, all household appliances where independence is limited,
medications, cleaning supplies, games, CD’s, ETC.
E.G. cn for corn, bp for blood pressure medicine, ci for cinnamon
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TRAVEL: Travel independence by making Braille labels for items such as maps,
elevators, public restrooms, doors on public facilities, ETC.
COMMUNICATION: Communication skills can be improved by making Braille labels for
the office such as folders, books, and any printed item that needs to be identified by the
blind employee. Other miscellaneous items that can be labeled include shampoo,
shoes, clothing, makeup, telephones, DVD’s, ETC.
ACTIVITY:
Think of items that you would like to label. If using items from home, bring five items to
class in order to practice labeling. If there is a need to label items that can’t be brought
to class such as a thermostat, please provide a strategy for labeling it. Remember that
in order to save space, some labels may need to be abbreviated. For example, a can of
Green Beans may be labeled gb for ease. CDs may be labeled by partial titles or
artists’ names.
HOMEWORK
Think of how you would like to label a filing system. Make 5 file labels for organization.
Think of your appliances at home such as a microwave. Make labels for the buttons or
touch screen. Keep in mind that you will need to abbreviate the labels for the sake of
space.
Think of office machinery. Pick one machine such as a copier and come up with a
Braille labeling system for the buttons or touch screen. Please provide your labels in
class for feedback and explain your strategies.
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Lesson 6
OUTCOME: Students will demonstrate ability to follow instructions and to read and write
the words in the activity.
Time needed: 1 hour Plus Homework
Word Scrambles
Below you will find 10 scrambled words. Unscramble the words and write each word
correctly.
1. eovl (answer, love)
2. ebarlil (answer, Braille)
3. isnivo (answer, vision)
4. egrda (answer, grade)
5. cadeed (answer, decade)
6. vcierse (answer, service)
7. ydbrtiha (answer, birthday)
8. rheat (answer, heart)
9. edar (answer, read)
10. iwert (answer, write)
HOMEWORK
Use the words that you have unscrambled to write a five-sentence paragraph.
LESSON 7
Writing Drills
Time Needed: 1 Hour Plus Homework
Outcome: The student will demonstrate writing skills by writing complete sentences with
punctuation.
Write the following sentences.
1. “Stop!” Candice said as she whirled around.
2. The light is green.
3. Where do we go from here?
4. Please pass me a napkin.
5. “Tell your brother and sister that they are to be home by 9:30 PM,” said Mrs. Adams.
6. Why didn’t you tell me that you needed some help learning Braille?
7. Yes, we need to arrive on Tuesday, November 12th no later than 6:00.
8. The presenter did a wonderful job, but there were times when we couldn’t hear due
to the excessive noise.
9. Why doesn’t she listen?
10. My friend, (the one from New York,) is coming to visit on Saturday.
Homework
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Record the following assignment on a voice recorder or other device for the consumer
to use.
Write the following sentences.
1. “How are you,” she asked.
2. Tim will provide breakfast for the meeting, but he is not providing lunch.
3. The girls live at 9156 Wilson Way in apartment 1822.
4. Children are a lot smarter than some adults realize.
5. “I just don’t understand! I have had to repeat myself at least a dozen times, and he
still doesn’t seem to get it!”
6. My phone number is: (555) 555-4739.
7. When we go to the mall, please stay together; I don’t want anyone getting lost!
8. “Music is the food of love.”
9. I wonder what is in store for us today.
10. The recipe calls for ¼ cups of flour, 2/3 tablespoons of sugar, and ½ of a teaspoon
of salt; however, I don’t remember the rest.
11. The list includes: paper, pens, and notebooks.
12. The red, blue, and green fabric goes on the back table.
13. You can contact the Texas State Library at: (800) 252-9605.
14. The total comes to $62.97.
15. You will pay only $12.74; the rest is covered by insurance.
16. The water will be turned off from 9:30 AM until 2:15 PM.
17. Computers are great, but they will never replace Braille.
18. What will you do on your day off?
19. Drive south for 25 miles.
20. Please come to class on time and be prepared; points will be deducted for
tardiness.
LESSON 8
INSTRUCTION IN THE USE OF THE PERKINS BRAILLER
OUTCOME: Students will demonstrate ability to load paper and write using the Perkins
Brailler.
Time Needed: 1 hour
PERKINS BRAILLER
USE PROPER NAMES WHEN PROVIDING INSTRUCTION ON THE PERKINS
BRAILLER.
The Perkins brailler is comprised of the following:
PAPER RELEASE
LEFT PAPER STOP
LEFT MARGIN
EMBOSSING HEAD (CARRIAGE)
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STRIPPER PLATE
PAPER SUPPORT BAR
METAL ROLLER
RUBBER ROLLER
RIGHT MARGIN
PAPER FEED KNOB
HANDLE
CARRIAGE LEVER
LINESPACER
SPACER
BACKSPACER
DOT 1
DOT 2
DOT 3
DOT 4
DOT 5
DOT 6
SIX STEPS FOR LOADING PAPER
1. Pull the paper release levers forward, and roll paper feed knobs away from you until
they stop.
2. Move the embossing head to the far left.
3. Hold the paper with both hands and slide it under the embossing head. Align the left
edge of the paper with the left side of the brailler and slide the paper under the
embossing head until the bottom edge hits the edge of the paper stop.
4. Return the paper release lever to its original position. This will hold the paper in
place.
5. Roll the paper feed knobs toward you until the top edge of the paper is in line with the
top of the embossing head. The paper feed knobs SHOULD stop rolling automatically
when you reach the top of the paper.
6. Press the line advance key once to calibrate or set the line advance mechanism. If
this step is forgotten, the first and second lines of writing will be on top of each other.
TIPS FOR USING THE PERKINS BRAILLER
1. For beginners always use Braille paper that is less likely to develop slack, or get
bound up in the machine when being inserted.
2. Place brailler on a desk, table, or other level, rigid stable surface not on couch, floor,
or your lap. Some force is required to depress the keys in order to produce the braille
letters.
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3. What to do when paper won't roll all the way in to the machine? There are two
reasons for this:
--The mechanical sensor located in the paper feed slot near the left margin may think
that the top of the page has been reached and stop automatically. This sensor often
mistakes holes punched in paper for the top of the page.
--Or when inserting paper you may have neglected to roll the line feed knobs away from
you until they stop before beginning the loading process.
In either case the remedy is the same. Roll the paper all the way out until the paper
feed knobs stop, and begin again.
4. What to do when the carriage becomes stuck? This happens when you write too fast
and do not allow carriage to move to the next space before pressing keys for next letter.
Press down on the carriage return lever and move it to the right. This should release the
mechanism that holds the carriage in place in order to write one letter at a time. Once
the carriage moves freely, you can reposition it just to the right of the last letter written.
5. What to do when the carriage runs off the right edge of the paper beyond the right
margin and won't return to the left margin ready for the next line? The right edge of the
paper has become slightly misaligned or wrinkled and won't allow carriage to return
smoothly. Remove the paper, return the carriage to the left margin, and reinsert paper.
This happens less frequently when stiff paper is used.
6. To remove paper, roll the paper feed knobs away from you until they stop. Don't
yank or pull the paper out. Remember if the paper feed knobs are not rolled away from
you until they stop, the next page you insert will not roll all the way into the machine
because the mechanism will "think" you have already reached the top of the page.
7. What to do when paper comes out of the front of the machine instead of wrapping
around the paper feed mechanism as it should. Remove the paper by rolling the paper
feed knobs away from you as far as possible, and then begin again.
8. Once the paper has been loaded, check to make sure the paper is straight by
aligning it with the rear edge of the machine. If the paper is crooked, remove it and start
again.
9. To insure that you do not write over the top line of braille on each page, press the line
spacer twice at the top of the page before you begin writing to leave a reasonable top
margin.
10. Paper must be inserted so that it is horizontal or parallel to the table. The carriage
must be in the extreme left position to start. Easy does it. If you have to use forcesomething is wrong. Gentle pressure gets the job done. If you notice resistance, stop
what you are doing, check the machine to make sure all its parts are in their proper
position, then start the procedure over.
Free Thinking Exercises
Outcome: The student will be able to demonstrate the use of Braille through freethinking activities. This will help the student to think outside the box and be better able
to apply Braille to daily life.
FREE-WRITING
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At the beginning of every class, give all students 5-10 minutes to merely free-write. Ask
them to write about what is on their mind that day. Use some free-writing activities for
homework assignments as well.
SUGGESTED ACTIVITIES:
1. Imagine you are hosting a small dinner party for your friends. Using your Braille
writing device, fill out 5 invitations. Please make sure to include a cordial invitation to
your house. You can use your real address or make one up. Include the recipient’s
name and address as well, and you can fictionalize this information. Include on each
invitation whether they will bring a drink, main dish, side dish, dessert, or appetizer.
There are 5 invites and 5 items to bring. This exercise helps develop number-writing as
well as skills for cordial invitations.
2. Imagine that you need to write a get-well card for a coworker. Think of a message
for your coworker and formulate a card that the rest of the employees in your workplace
can sign.
3. Notetaking: Watch your favorite show on television or listen to a radio program.
Take notes on the highlights of the show as if you were in a meeting or classroom
setting. Take one page of notes and bring them to class.
4. Current Events: Watch or listen to a news program. Write 1 page regarding your
thoughts on one or more aspects of the news item. Include a short summary of the
event and your opinions on the matter.
5. Write the lyrics to your favorite song.
6. If you have an existing resume, copy it into Braille.
7. Formulate a cover letter for an employer regarding a job that you would like to
obtain.
8. Your instructor will provide you with directions on how to get to a job interview. It is
your responsibility to copy the directions down and relay them back to the instructor.
9. The student may pick any of the stories available in the reading curriculum. After
reading the story, the student is to formulate a 5 minute presentation using either an
outline or notes that the student has made for her or himself.
10. The student will journal for 1 week. The student can document his or her life
activities for that week, or she or he can fictionalize the journal. Each day should have
the date and time of the entry. Each daily entry should be at least 1 page in length.
11. Pretend that you have been given the opportunity to spend the next six months
doing whatever you wish. Write a one-page description of what you will be doing for the
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next six months. If you are going away, please leave instructions for your family,
friends, coworkers, etc about how you want your business and day-to-day dealings
handled while you are gone.
12. Pretend your employer is considering giving you a promotion. Your employer has
asked you to write about your accomplishments while on the job. Write a one-page
essay describing why you deserve this promotion and what you have contributed to the
company.
13. Write out a calendar with all of your upcoming appointments for the month. This
information can be realistic or fictionalized. Include day of the week, month, date, year,
and descriptions of each appointment.
14. Write an essay up to five pages about what Braille means to you and what you
have liked and disliked about your Braille class.
15. Write a grocery list for the week.
16. Plan a menu for the week using your Braille grocery list.
17. Write up to two pages about the most influential person in your life. Describe why
this person stands out to you.
18. Plan out a bus route to your favorite restaurant, friend’s house, or any destination.
Call the bus company to get the directions, specific bus numbers, specific street corners
where you will get on and off, and times when the bus will come and when you will be
dropped off. Write this information in Braille. Include your return trip.
19. Pretend you have attended a meeting either at work or with an organization. Type
up the minutes from this meeting.
20. Formulate recipes for three food items that you have prepared or would like to
prepare. Include all ingredients, measurements, and instructions.
PEG SLATE GAME
Everyone has a peg slate. The first player thinks of a word. It could be uncontracted or
contracted. She tells the group how many cells are used in the word and if it is
uncontracted or contracted. The next player asks how many of a particular dot of their
choice there are in the word. The first player will say something like this: In cell one,
there is one dot two, or whatever the person asked for. In cell4 there is a dot two. Then,
the next player asks how many of another dot of their choice are in the word. Maybe it's
dot four. Player one says something like there is one dot four in cell two. So the players
keep asking for dot positions until all six dots have been discussed. Every time player
one says where the dot positions occur in the word, the rest of the players push that dot
into position, in the proper cell, moving from right to left, just like writing on the slate.
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The first person who can guess the word correctly is the winner, and gets to think of the
next word.
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Austin, TX
BRAILLE TECHNOLOGY
In recent years the personal computer has changed the way in which we work and live.
Through them information of all kinds can be processed quickly and easily. The
information can then be printed or displayed as the user chooses. It is not so easy
though for people who prefer Braille. They are still faced with the issues of translating
print to Braille and Braille to print.
In the past Braille books were often transcribed from print into Braille by highly trained
volunteers. This work was accomplished by hand using a standard Braille writer. It was
necessary for the transcriber to take great care in doing work because Braille dots are
hard to erase. One or two mistakes could mean recopying a whole page. Today almost
anyone can type text into a computer based word processor. The text can then be
edited to correct errors and formatted for printing. Printing in Braille is accomplished by
sending the final copy through a Braille translation program where it is converted into
the Braille code. The Braille version of the final text is then sent to a Braille printer.
Braille translation programs are very reliable. Essentially these programs compare
characters from the original text against tables of Braille rules and usage. In the process
these characters are replaced with computer symbols. When these symbols are printed,
they are, however, exceptions even to the best of rules. These are most likely to occur
in formatting Braille documents. As a result, there is still a need for trained Braille
transcribers and proof readers. Translation programs work well with the Braille literary
code, as well as text containing special symbols such as music and mathematics.
Braille printers are capable of producing high quality Braille. Many of them will print on
both sides of the page. They can also print raised line drawings known as Braille
graphics, but this may require some special knowledge on the part of the user. Braille
printers must be configured to work properly with a computer. Settings for line length,
length of page, lines per page, etc, must be set in the printer's configuration menu
depending on the size of paper to be used. Braille printers are slow and noisy. They are
also built solidly in order to withstand the pressure of heavy printing. Although they are
advertised as being portable, they can be large and heavy. At the present time there are
two or three low end models that weigh less than twenty pounds.
There are some other benefits to the Braille reader from using computers that will also
be mentioned. As described above word processing on the computer can save time and
energy. The reader can save on scratch paper too. Since Braille paper is expensive,
this results in real savings. Documents prepared for brailling can be stored on a cd or
usb storage device until they are needed. Storage space for hard copy Braille then
becomes less of a problem. Sometimes shorter documents can be printed again and
again at the reader's convenience. Copies can be made for visually impaired friends
and colleagues at the press of a key. Recipes, fact sheets, and documents of many
kinds can be down loaded from the Internet and Brailled for immediate reference. The
development of the computer has made Braille more available to the reader than ever
before.
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In addition to Braille output some Braille readers have a need to interact directly with
their computers through a "refreshable Braille display". In such cases information
appearing on the computer's screen is intercepted and sent through a port to an
externally connected display device. The information is then translated into Braille
characters. These characters are displayed electro-mechanically by raising pins through
a grid of six dot cells. These grids are typically twenty or forty Braille cells in length.
Some expensive models can display eighty cells, the equivalent of one full line on a
computer screen. As the reader finishes reading one display of text, a key is pressed to
present the next display. The pins are reset to form the new Braille characters. In a
sense the Braille characters are being refreshed; and so these devices are commonly
known as refreshable Braille displays. Reading up and down the computer's screen is
accomplished through cursoring keys located on the refreshable Braille display unit and
through special routing commands. These devices may have keys allowing for Braille
in-put as well.
Refreshable Braille displays are also used in situations where it is necessary to perform
two tasks simultaneously, a reservationist, for example, could be listening to a customer
on the phone while checking available flights on a refreshable Braille display.
Refreshable Braille displays are quiet. As such they can be used to monitor computer
screens in situations where noise might be a factor.
In addition to computers several companies have produced stand alone, battery
operated, portable devices that allow people to work on the go. These electronic Braille
note takers are similar to "personal data assistants". These devices can be connected
to portable printers to produce documents away from the office. Braille note takers are
small enough to fit into a brief case or even into a large coat pocket. They give the
Braille user a great deal of flexibility in working with print.
There are varying combinations of options on Braille note takers. Some have a Braille
keyboard with speech output only. Others have a Braille keyboard with speech output
and refreshable Braille output. Still other configurations include a qwerty keyboard with
either speech, or a combination of speech and Braille output.
In addition to basic word processing Braille note takers may also perform other
functions. These functions are generally programmed into the machine by the factory.
Most of them, for example, provide a basic calculator for performing arithmetic
computations. Timer and stopwatch functions are common. There are also commands
that will give the user the date and time of day. These devices may also have smart
calendar functions for tracking appointments. Connections can also be made to
modems, allowing information to be transmitted to another source. Ear phones are
available for quiet operation, and larger speakers can be connected for those who have
trouble hearing the speech. Some newer models permit the user to run executable
programs on their machines. It is possible, for example, to play games in Braille.
Today's note takers are compatible with some Microsoft Office applications, as well as
National Library Service digital Braille and speech files.
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As one might expect, certain symbols and usages in computer language have crept into
everyday use. Symbols such as the \ @ < and >, appear in magazines and newspapers
with increasing frequency. This is especially true when reading or writing about the
Internet. It is difficult to represent these symbols in contracted Braille since they could
easily be confused with other contractions and signs. As a result the Computer Braille
Code has been developed to meet the technical needs of Braille readers. In the
Computer Braille Code words and lines of text are essentially spelled out in uncontracted Braille, and numbers are written in the lower part of the cell. Braille symbols
normally used for contractions in the literary code are used to represent punctuation,
mathematical operations, and computer symbols and functions. It is not necessary for
the average Braille reader to learn the Computer Braille Code for everyday reading. But
as mentioned previously these symbols do occur occasionally. When this happens in
magazines, a Braille transcriber's note is entered at the beginning of the magazine or
article explaining their usage and meaning. A section including the computer Braille
code and its contracted Braille equivalents can be found at the end of this manual.
As a result of the ever increasing use of computers in today's society, sighted people
are requiring more of the printed page. Special symbols, fonts, letter styles, and forms
of highlighting are being used to convey visual meaning. It may not be possible for the
Braille code to represent a one to one translation, but the Braille Authority of North
America is continually writing new rules that govern the use of Braille and include
changes to the code. Instructors of Braille should seek out information about these
changes and incorporate what they learn in their work with students.
Computer Braille symbols are used primarily in refreshable Braille displays found on
note takers and Braille displays used in conjunction with speech screen reading
software. In the list below you will notice that these symbols are the same symbols
found in contracted literary Braille. Computer Braille symbols are employed in the
creation of Duxbury files for customized formatting. Students who pursue Braille as a
reading and writing medium should learn these symbols as they are sure to encounter
them on Braille devices as mentioned above, as well as in published Braille books and
magazines. Every time a Braille reader comes across a web address or e-mail address,
computer Braille symbols are employed to write this type of information.
The symbols presented here are the most commonly used symbols, but there are many
more used in technical work such as textbooks or science and math notation. Students
who wish to pursue the technical, math and science notations will be referred to the
Hadley School where such training is offered.
EIGHT-DOT BRAILLE
Eight-dot Braille is found on refreshable Braille displays of all types, as described
above. It is not necessary to teach consumers eight-dot Braille, but it should be
discussed along with the computer Braille symbols listed below.
Two extra dots (dots 7 and 8) are added across the bottom of the cell, just under dots 3
and 6, so that you have two columns with four dots in each column. These dots are
used to indicate visual information like bold, capitalization, and many other visual
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attributes. The cursor is also created in dots 7 and 8, and it usually bounces up and
down so the Braille user can easily find it among all the other attributes being marked by
dots 7 and 8. Braille displays are user programmable so that the user can define how
they want dots 7 and 8 to be utilized for individual preference.
Use the following list to teach computer Braille symbols to consumers. You may wish to
teach them at the end of contracted Braille or any time you see the need.
COMMONLY USED COMPUTER BRAILLE SYMBOLS
COLON -- DOTS 1-5-6
COMMA -- DOT 6
:
,
QUESTION MARK -- DOTS 1-4-5-6
?
PERIOD OR DECIMAL POINT -- DOTS 4-6
.
EXCLAMATION MARK -- DOTS 2-3-4-6 !
OPEN AND CLOSE QUOTATION MARKS -- DOT 5
"
UPPER CASE (CAPITAL) INDICATOR -- DOTS 4-5-6
UNDERSCORE -- DOTS 4-5-6 DOTS 4-5-6
EQUALS -- DOTS 1-2-3-4-5-6
_
__
=
NUMBERS -- A THROUGH J WRITTEN IN THE LOWER PART OF THE CELL
WITHOUT NUMBER SIGNS.
7 8
0
1
2
3
4
5
9
EXAMPLE: 1 --DOT 2, 2 -- DOTS 2-3, 3 -- DOTS 2-5 AND-SO-ON
OPEN PARENTHESIS -- DOTS 1-2-3-5-6
(
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6
CLOSE PARENTHESIS -- DOTS 2-3-4-5-6
OPEN BRACKET -- DOTS 2-4-6
)
[
CLOSE BRACKET -- DOTS 1-2-4-5-6
]
ASTERISK -- DOTS 1-6 or DOTS 2-5 2-5
* 99
COMPUTER BRAILLE START INDICATOR -- DOTS 4-5-6 DOTS 3-4-6
COMPUTER BRAILLE END INDICATOR -- DOTS 4-5-6 DOTS 1-5-6
_+
_:
EXAMPLE: HERE IS A SAMPLE OF A WEB ADDRESS:
_+http://www.google.com_:
Note that there are no contractions in web addresses or any other text enclosed by the
open and close computer Braille indicators.
COMPUTER BRAILLE CONTINUATION INDICATOR (USED WHEN THE WEB OR EMAIL ADDRESS WRAPS TO THE NEXT LINE) -- DOTS 4-5-6 DOTS 1-2-3-4-6
BACKSLASH -- DOTS 1-2-5-6
\
GREATER-THAN -- DOTS 3-4-5
LESS-THAN -- DOTS 1-2-6
<
DOLLAR-SIGN (DOTS 1-2-4-6
PLUS -- DOTS 3-4-6
MINUS -- DOTS 3-6
>
$
+
-
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_&
DIVIDED BY -- DOTS 3-4
TIMES -- DOTS 1-6
/<
*
ACCENTED LETTER -- DOT 4 before the letter
EXAMPLE: cafè
`
caf`e
TRANSCRIBER'S NOTE SYMBOL -- DOT 6 DOT 3
,'
SLASH OR FRACTION SIGN -- DOTS 4,5,6 DOTS 3,4
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