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On the Road to Developing Nemeth Braille Code Competencies for Beginning TVIs : Findings of a Two-Part Study

On the Road to Developing Nemeth Braille Code Competencies for Beginning TVIs : Findings of a Two-Part Study. L. Penny Rosenblum, Ph.D. University of Arizona Derrick Smith, Ed.D . University of Alabama at Huntsville. Development of Literary Braille Competencies.

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On the Road to Developing Nemeth Braille Code Competencies for Beginning TVIs : Findings of a Two-Part Study

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  1. On the Road to Developing Nemeth Braille Code Competenciesfor Beginning TVIs:Findings of a Two-Part Study L. Penny Rosenblum, Ph.D.University of Arizona Derrick Smith, Ed.D.University of Alabama at Huntsville

  2. Development of Literary Braille Competencies • AER Personnel Preparation Division formed a group to investigate the development of standards for literary braille. • Sandy Lewis, Frances Mary D’Andrea and L. Penny Rosenblum conducted a Delphi Study (JVIB, 2012). • Next logical step was to conduct a Delphi Study to investigate the development of standards for Nemeth code.

  3. Paul Ajuwon • Sheila Amato • Donna Brostek Lee • Tina Herzberg • Sunggye Hong • Cheryl Kamei-Hannan • Beth Harris • Patricia Myers • L. Penny Rosenblum • Derrick Smith • Sandy Smith • Adam Wilton • Kim Zebehazy Nemeth Delphi Committee Members

  4. Committee Procedure • Questionnaire developed to collect demographic data • A list of Nemeth code skills was developed • A list of skills in other codes (foreign language, music, computer), abacus, and tactile graphics was developed

  5. Purpose of the Demographic Study To gather information on how university programs prepare future teachers of students with visual impairments in the areas of the Nemeth braille, foreign language braille, computer braille, music braille codes, the abacus, and tactile graphics.

  6. Study Procedure • 39-item questionnaire using online survey software • Open to university programs in the United States and Canada for six weeks in fall 2011 • 22 individuals representing 26 universities participated

  7. Delivery of Course Content

  8. How Content is Delivered

  9. Tools Used to Produce Braille

  10. All University Programs Required Students to Demonstrate Mastery • Numerals • Numeral indicator • Punctuation indicator • English letter indicator • Fraction indicator • Fractions • Operations • Comparison • Decimals • Problems in Linear Format

  11. Most University Programs Required Students to Demonstrate Skills

  12. Algebra and Geometry Had More Variability

  13. Advanced Math Had Even More Variability

  14. Nemeth Resources

  15. Nemeth Resources

  16. Resources Shared with Students • TSBVI web site (n=10) • APH web site and/or reference sheet (n=9) • National Braille Press web site or books (n=5) • BANA web site or books (n=5) • Project Math Access web site or materials (n=4)

  17. How Students Demonstrate Competence • Homework or weekly tests (n=23) • Final exam (n=18) • Midterm exam (n=5) • Less frequently mentioned: • Lesson plans • Postings on discussion boards • Adapting materials

  18. Procedures • 13 programs allowed students to resubmit homework. • 7 programs did not allow students to resubmit homework. • 1 program required students to write out what rules were not followed. • Few programs allowed students to remediate final or midterm exams.

  19. Foreign Language Braille Code • Foreign language braille was at the exposure level. • Few programs required a homework assignment. • BANA web site was shared as a resource.

  20. Foreign Language, Computer and Tactile Graphics Resources

  21. Computer Braille Code • Almost all programs gave a brief introduction to computer braille code. • 2 programs indicated that computer braille code was integrated into an assistive technology course.

  22. Music Braille Code • Dancing Dots and Library of Congress were web sites shared with students. • Few programs required students to complete a braille music homework.

  23. Music Resources

  24. Abacus • Five programs required students to complete an abacus course from Hadley School for the Blind. • Thirteen programs had students on an exam compute using an abacus. • Three programs had students do homework assignments with an abacus. • Three programs had students teach a child to compute with an abacus. • Eight programs allowed students to redo abacus assignments and ten did not.

  25. Abacus Resources

  26. Tactile Graphics • Five programs shared BANA guidelines. • Ten programs shared APH guidelines and materials (e.g., Draftsman, models). • Nineteen programs had specific assignments and activities. • Twenty-three programs required students to prepare tactile graphics. • Three programs had exam questions about tactile graphics.

  27. Rosenblum, L. P. & Smith, D. (2012). Instruction in Specialized Braille Codes, Abacus, and Tactile Graphics at Universities in the United States and Canada. Journal of Visual Impairment & Blindness, 106(6), 339-350.

  28. Nemeth Delphi

  29. Development of the Delphi Instrument • 13-member focus group developed 29 statements that could be competencies. • Panelists rated each statement for reading and writing. • For each statement panelists rated the level of importance and the type of references to be used (none, code reference, book). • Agreement level was set at 85%.

  30. Criteria to Join the Nemeth Delphi Panel • In the last three years taught at least one course on how to read and write Nemeth code • Taught the Nemeth code for at least three semesters / quarters • Taught the Nemeth code for at least three or more years • Taught in the United States or Canada • Taught skills for students to read and write Nemeth code

  31. Read/Write in Context Linear Problems • Reading • Importance: Extremely Important (100%, n = 20) • References: No References (94%, n = 17) • Writing • Importance: Extremely Important (95%, n = 19) • References: No References (94%, n = 17)

  32. Read/Write Punctuation Signs, Symbols used in Nemeth • Reading • Importance: Extremely Important (100%, n = 20) • References: No References (94%, n = 17) • Writing • Importance: Extremely Important (100%, n = 20) • References: No Agreement

  33. Read/Write Simple Fractions/Mixed Numbers • Reading • Importance: Extremely Important (100%, n = 20) • References: No References (94%, n = 19) • Writing • Importance: Extremely Important (100%, n = 20) • References: No Agreement

  34. Read/Write Computation in Spatial Format • Reading • Importance: Extremely Important (100%, n = 20) • References: No References (94%, n = 17) • Writing • Importance: Extremely Important (100%, n = 20) • References: No References (94%, n = 17)

  35. Read/Write Expressions w/Grouping Symbols, Including Parentheses • Reading • Importance: Extremely Important (100%, n = 20) • References: No References (94%, n = 17) • Writing • Importance: Extremely Important (95%, n = 19) • References: No Agreement

  36. Read/Write Expressions w/Decimals, Percentages, Negative Numbers • Reading • Importance: Extremely Important (85%, n = 17) • References: No References (94%, n = 16) • Writing • Importance: Extremely Important (100%, n = 20) • References: No Agreement

  37. Read/Write Expressions w/More Advanced Signs of Comparison • Reading • Importance: Extremely Important (94%, n = 17) • References: Code Reference (89%, n = 16) • Writing • Importance: No Agreement • References: Code Reference (94%, n = 17)

  38. Read/Write Expressions with Superscripts • Reading • Importance: Extremely Important (94%, n = 16) • References: Code Reference (89%, n = 16) • Writing • Importance: Extremely Important (85%, n = 17) • References: No Agreement

  39. Read/Write Expressions with Subscripts • Reading • Importance: Extremely Important (89%, n = 16) • References: No Agreement • Writing • Importance: No Agreement • References: No Agreement

  40. Read/Write Expressions with Radicals • Reading • Importance: Extremely Important (94%, n = 17) • References: Code Reference (89%, n = 16) • Writing • Importance: No Agreement • References: No Agreement

  41. Read/Write Expressions with Complex Numbers • Reading • Importance: No Agreement • References: No Agreement • Writing • Importance: No Agreement • References: Reference Book (89%, n = 16)

  42. Read/Write Letters Representing Measurement Units • Reading • Importance: Extremely Important (94%, n = 17) • References: No References (89%, n = 16) • Writing • Importance: Extremely Important (94%, n = 16) • References: Code Reference (89%, n = 16)

  43. Read/Write Nemeth Code Signs of Comparison • Reading • Importance: Extremely Important (89%, n = 16) • References: Code Reference (89%, n = 16) • Writing • Importance: No Agreement • References: Code Reference (89%, n = 16)

  44. Read/Write Nemeth Code Signs for Rates and Derived Measurements • Reading • Importance: Extremely Important (89%, n = 16) • References: No Agreement • Writing • Importance: No Agreement • References: No Agreement

  45. Read/Write Formulae for Area/Volume of Geometric Figures • Reading • Importance: No Agreement • References: No Agreement • Writing • Importance: No Agreement • References: Reference Book (90%, n = 18)

  46. Read/Write Letters Used to Symbolize Variables • Reading • Importance: Extremely Important (94%, n = 17) • References: No References (94%, n = 17) • Writing • Importance: Extremely Important (94%, n = 17) • References: No Agreement

  47. Read/Write Algebraic Equations w/Polynomials, Rational Numbers • Reading • Importance: Extremely Important (89%, n = 16) • References: Code Reference (89%, n = 16) • Writing • Importance: Extremely Important (89%, n = 16) • References: No Agreement

  48. Read/Write Algebraic Equations w/Logarithmic Numbers • Reading • Importance: No Agreement • References: Reference Book (94%, n = 17) • Writing • Importance: No Agreement • References: Reference Book (95%, n = 18)

  49. Read/Write Algebraic Equations using Periodic Functions • Reading • Importance: No Agreement • References: Reference Book (94%, n = 17) • Writing • Importance: No Agreement • References: Reference Book (85%, n = 17)

  50. Read/Write Algebraic Equations using Inequalities • Reading • Importance: Extremely Important (89%, n = 16) • References: Code Reference (89%, n = 16) • Writing • Importance: No Agreement • References: No Agreement

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