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Media options. Marion Blaze – Education Officer __________________________________________ Braille, print, tactile markers, audio, electronic text What to use, and when?. Braille = Literacy. Why braille now that computers can read? With braille children can: read write do mathematics

megan-kirk
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Media options

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  1. Media options Marion Blaze – Education Officer __________________________________________ Braille, print, tactile markers, audio, electronic text What to use, and when?

  2. Braille = Literacy • Why braille now that computers can read? • With braille children can: • read • write • do mathematics • science • computer programming • music • LOTE

  3. Braille = Print • Cannot represent print with spoken words • E.g. reading a chemical equation • Children can develop skills in: • spelling • grammar • punctuation • Audio provides access but does not provide tool to read and write independently

  4. Braille = Employment • Several studies • braille readers vs. audio readers • Braille enables employees to independently: • make notes • read a spreadsheet • take meeting minutes • file materials • label CDs

  5. Braille = Independence • Braille is building block of literacy • Literacy is building block of independence • Reading and writing without braille = dependency on technology or helpful people • Braille readers can: • Label household things • Play cards or board games • Write personal messages

  6. UEB • Australia has adopted the new Unified English Braille code • Some letter combinations no longer contracted: BLE, ATION, ALLY, etc. • Spacing of some contractions differs: AND, FOR, OF, THE, WITH, etc. • New symbols for some things: @, $, degrees, decimal point, etc.

  7. Requesting materials • Allow lead time • Provide details: chapters, diagrams, pictures, contracted or uncontracted • Email is great! • Consider technology being used in school • Electronic copy with pdf as attachment

  8. Reading braille • We teach READING not braille • AND it’s GREAT FUN!!!

  9. Reading braille • Most reading skills are same as for sighted readers • Braille readers often don’t get ‘immersed’ in braille • A few additional skills needed for efficient braille reading • Film of Louise

  10. Reading braille • Read at a table: stable, flat surface • Angle is important: o d • Two hands, many fingers • ‘reading’ fingers, ‘checking’ fingers • Encourage increase in reading speed

  11. What and when? • For reading can use: • Braille – contracted or uncontracted • ‘spelling’ or ‘quick’ braille • Large print or enlarged print (EMU) • Audio – cassette, CD, MP3, minidisk, etc. • Scanners as book readers • Electronic texts • Human volunteer readers

  12. What and when? • For writing can use: • Perkins brailler • Mountbatten brailler • Laptop computer • BrailleNote or PacMate • Handwriting with EMU

  13. What and when? • Read braille when: • Reading a novel • Reading labels • Reading spelling words (uncontracted) • Reading when a student needs to re-read, skip, skim

  14. What and when? • Read audio for: • Leisure reading (concentration issues) • Articles • Review of novels • Not so good if student needs to skip, skim and get quotes, unless in DAISY or similar

  15. What and when? • Older students can use a volunteer reader: • Meet at the library • Help to go through study materials • Student needs skill to instruct reader and make own selections

  16. What and when? • Write using Perkins for: • Spelling lists • Mathematics • Small incidental stuff • Greetings in cards • Fill-the-gaps

  17. What and when? • Write using Mountbatten for: • Larger volumes of braille • If student wants to work silently (into memory and emboss later) • When print copy is required, too • When student wants to save and add to or edit later

  18. What and when? • Write using Computer (Laptop, BrailleNote, PacMate) for: • Work which requires braille and print copy • Work which can be edited • Where teacher wants to see immediately what student is producing

  19. Tactile graphics • Interpretation not an automatic skill • Need experience before the test! • Can add interest, but may not convey meaning (at least not easily) • Can be produced on brailler • Student can do this too

  20. Other ‘media’ • Personnel • Teacher • Visiting Teacher • Integration Aide • IT person • SSOs • Volunteers

  21. Requesting materials • Books • what chapters and when? • changes in booklists • any sections not needed • graphics in book • Handouts • good copies, please • Complex materials • Is it essential to child’s learning?

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