Exploring an Alternative Timetable for Computers, Screen Reading Software, and Braille Displays

1. Let’s Go Digital Exploring an Alternative Timetable for the Introduction of Computers, Screen Reading Software, and Braille Displays Amanda Fierro, M.Ed., TVI John Rose, M.Ed., TVI Short-Term Programs Texas School for the Blind and Visually Impaired

2. Introductions • We are Amanda Fierro and John Rose, teachers in the Short-Term Programs department at the Texas School for the Blind and Visually Impaired. • We teach 3-5 day intensive classes focusing on helping students increase skills in assistive technology, math access, and low vision tools • We also teach weekend programs focusing on experiential topics such as camping, cooking, and health • Working in these programs allows us to see students of a variety of ages across the state of Texas

3. The Problem • We have observed that many students who attend our Short-Term Programs classes have not had focused instruction in the use of a computer in elementary grades • It has been recommended previously that students meet a keyboarding prerequisite before beginning screen reader instruction • Some have started using braille notetakers early in elementary school and have not started learning to access a computer until 5th grade or later • Some students have started using braille notetakers in elementary school along with a computer and developed splinter skills with each device • Many do not use a braille display along with their computer

4. Learning More: Survey and Results We created a survey and sent it to TVIs in Texas to learn more. 75 TVIs responded to the survey. These are the results: • 74% of students who use braille notetakers began using them in 4th grade or prior; 38% K-2 • Less than 10% (approximately) began using a screen reader prior to 3rd grade

5. Issues with Braille Notetakers • Early Reliance may delay acceptance of new technologies • Not a Universal Design technology • Peers in classroom not using • Using a Notetaker may not help with common software platforms (e.g. Google Classroom, Socrative, other apps) • Classroom teachers and parents unfamiliar with device • Non-visual devices prevent support from individuals with vision

6. The German Model In January, we received a visit from Michael Schäffler, who explained the way students in Germany access the curriculum in their schools. They rely on a braille display with a screen reader beginning in early elementary grades. We thought this was interesting, because: • Standardization for academic students who read braille • Early keyboarding not required → six key entry first, while building keyboarding skills • They use a lesson sequence designed to help young students acquire abstract concepts about how the braille display reads text

7. Benefits The benefits of introducing a laptop with display include: • In the early elementary grades: • One Device, Multiple Learning Media • Integrates Braille With Computing, Keyboarding Later • In middle or high school: • Transfer Braille Notetaking Skills • Gain Functionality • Improved Peer and Teacher Communication

8. Challenges of a Braille Display • Not a curriculum available • Teachers unfamiliar with braille display technology • Resources not centrally located • Universal Design? Paired with one! • May need technical support for connectivity • Hidden menus may hinder instruction

9. Essential Keys on Your Display

10. Essential Keys on Your Display

11. From Zero to “Save As” in 6 Lessons Lesson 1: Computer Concepts Lesson 2: Basic Navigation Lesson 3: Reading Commands with braille display Lesson 4: Cursor Placement Lesson 5: Editing (Backspace and/or delete text) Lesson 6: Save As Dialog Box

12. Where do we go from here? Taking this lesson as a model... What other tasks have you found that students need to do on the computer? Once you identify the task, you can: break it into steps, determine the necessary commands to accomplish the steps, and create a lesson.

13. Case Study #1 • 8th grader w/ Leber’s Congenital Amaurosis; totally blind • Academic, braille reader, on or above grade level • Advanced using JAWS and laptop w/out display; Navigating and using aspects of Google Suite, email and MS Word • Frustrated w/ aspects of classroom research requirements; the amount of information that needs to be found online • Student has used a braille display in the past and knows that it can be beneficial but doesn’t really know why

14. Case Study #2 • 1st grade student with optic atrophy and very low vision • Student currently reads braille on grade level • Student currently completes all writing assignments on a Perkins brailler • Student has not started using any technology yet

15. Wrapping Up TSBVI.edu/short-term-programs Facebook: TSBVI Short-Term Programs @TSBVI_ShortTerm If you have a student you think would benefit from instruction in the use of a braille display, consider our programs or Individualized Instruction Amanda Fierro, M.Ed., TVI fierroa@tsbvi.edu @TSBVI_AFierro 512.206.9429 John Rose, M.A., M.Ed. rosej@tsbvi.edu @TSBVI_JohnRose 512.206.9131