SPU 200 Reading, Writing, and Teaching Literary Braille

KUTZTOWN UNIVERSITY

Department of Special Education

SPU 200 Reading, Writing, and Teaching Literary Braille

COURSE DESCRIPTION

This course provides knowledge and skills in reading and writing braille 1 and 2 in the literary braille code. It presents an overview of other means of communication used by the blind, including those with multiple disabilities. Experiences are structured to include writing braille with a Perkins Braille Writer, reading and transcribing braille material, basic textbook formatting, methods of teaching braille reading, and an introduction to computer systems used to produce braille. 3 s. h. 4 c. h.

RATIONALE

This course is designed to prepare students to approach the concept of a visual disability and individuals with a visual disability in a systematic and reflective manner. The course is intended to translate theory into practice and to provide applicable information for dealing with exceptional learners in diverse and multicultural settings. SPU 200 is designed to inform the student about the body of research literature that is available on braille, including educational, ethical, and political issues.

A mastery of braille is necessary for the teacher to communicate effectively with the blind and low vision student. A knowledge of the system of braille, and the skills to use the system, is needed to enable the student to access printed material and relate to printed material. With the advent of access technology, computer braille systems are also necessary for students in accessing information, reading braille, and writing braille.

OBJECTIVES

The term “visual impairment” includes students with and without additional disabilities. At the completion of the course the teacher candidate will demonstrate:

1. Skills in reading and writing contracted and uncontractd literary braille.

2. Correct finger, body, and material positions for writing braille with the Perkins Braille Writer.

3. Skills to tramscribe, proofread, and interline braille materials in uncontracted and contracted braille with and without errors.

4 Knowledge of braille textbook format.

5. Knowledge of strategies for teacing Braille reading and writing.

6. The ability to teach the literary braille code to blind and low vision children who are culturally diverse.

7. Knowledge of computer braille.

8. A knowledge of other forms of literacy used for communication by persons with visual impairment, including persons with multiple disabilities.

9. Demonstrated skills in the user of the Braillewriter for producing Braille

materials.

10. The ability to critically discuss issues and trends in special education and the field of visual impairment and the unique characteristics of students with visual impairments, including students with multiple disabilities or deafblindness, from diverse multicultural settings and the influence of the characteristics and experiences on educational assessment, diagnosis placement, instructional planning, and management.

ASSESSMENT

Assessment of each student’s level of accomplishment with reference to course objectives will be based upon a subset the following:

1. Demonstrate knowledge of parts and the functions of the Perking Braille Writer for writing braille and recommended educational use of the Perkins Braille writer for children with visual impairment through homework, in-class tests and assignments.

2. Demonstrated knowledge of uncontracted and contracted braille rules, cells and usage in homework assignments and in-class tests.

3. Create braille textbook passages and computer braille assignments for use in teaching early literacy.

4. Transcribe, proofread, and interline braille materials in uncontracted and

contracted braille with and without errors.

5. Successfully offer effective educational interventions during role playing

activities for students, including diverse cultural background, psychosocial

implications, and varying additional disabilities in the instruction of the literary braille code.

6. Successfully complete a comprehensive final examination on the literary

braille code.

COURSE OUTLINE

I. Introduction

A. The history and growth of braille in the USA and the world

1. Louis Braille

2. The War of the Dots

3. Braille Code Books

B. The use and care of the Perkins Braille Writer

1. Basic maintenance

II. Writing and Reading Braille

A. Writing the literary braille code, Grades 1 and 2

1. Correct finger, body and writing position

2. Correct formation of cells and cell combinations

B. Reading and inkprinting the braille literary code, Grades 1 and 2

C. Basic textbook formatting

III. Braille Instruction for Students with Visual Impairment

A. Introduction of braille to infants

B. Readiness and Pre-reading skills

C. Correct use of finger, body and writing position

D. Use of Patterns Reading Series for learning braille

E. Use of a regular education reading series for learning braille

F. Multicultural influences on braille instruction

IV. Other Forms of Communication for Students with Visual Impairments, Including

Multiple Disabilities

A. Other forms of tactual discrimination

B. Aural formats

C. Closed Circuit Television (CCTV) for students with severe low vision

D. Symbolic and non-symbolic communication

V. An Introduction to Computer Braille

A. Current software for Apple/Macintosh systems

B. Current software for IBM Systems

VI. Trends, Issues, and Related Research

A. Braille laws at the state and national level

B. Pennsylvania braille regulations and the Basic Education Circular (BEC)

C. National Braille Test

D. Disability specific skills instruction

E. Disability specific research

F. Foreign language braille issues

INSTRUCTIONAL RESOURCES

Allman, C. B., & Lewis, S. (1996). Content validity of the national literary braille competency test. RE:view, 28,103-113.

Ashcroft, S. C., Henderson, F., Sanford, L., & Koenig, A. J. (1991). New programmed instruction in braille. Nashville: Scalars Publishing.

Bell, E. (2010). U.S. certification in literary Braille: History and current administration. Journal of Visual Impairment and Blindness, 104, 120-132.

Cates, D. L., & Sowell, V. M. (1989). Using computers to improve Braille reading speed: A review of the literature. Journal of Visual Impairment and Blindness, 83, 361-364.

Corn A. L., & Koenig, A. J. (1996). Foundations of low vision: clinical and functional and functional perspective. New York: American Foundation for the Blind.

Countino, M. J. & Repp, A. C. (1999). Inclusion: The integration of students with disabilities. Boston: Wadsworth Publishing Company.

Crespo, S. E. (1989). The braille system in Latin America. Journal of Visual Impairment and Blindness, 83, 317-318.

D’Andrea, F.M,, Holbrook, M.C. & Emerson, R.W. (2007). Acquisition of literacy skills by young children who are blind: Results from the ABC Braille study. Journal of Visual Impairment and Blindness, 103.

Ely, R. (1989). Writing, computers, and visual impairment. Journal of Visual Impairment and Blindness, 83, 248-252.

Goodman, S. A., & Whittenstein, S.H. (Eds.) (2003). Collaborative Assessment: Working with students who are blind or visually impaired, including those with additional disabilities. New York: American Foundation for the Blind.

Gosche, B. Schwartz, A, & Wells-jensen, S (2007). A congnitive approach to brailling errors. Journal of Visual Impairment and Blindness, 101, 296-302.

Holbrook, M.C., Koenigh, Rex, E.J. (2010). Instruction of literacy skills to children and youths with low vision. New York: American Foundation for the Blind.

Huebner, K. M., Pricket, J. G., Welch, T. R., & Joffee, E. (1995). Hand in hand: Essentials of communication and orientation and mobility for your students who are deaf-blind. New York: American Foundation for the Blind.

Kapperman G., & Stricken, J. (1998). The braillewriter as a calculation tool. RE:view, 30,

65-84.

Knowlton, M., & Berger, K. (1999). Competencies required of braille teachers. RE:view, 30, 147-151.

Koenig, A. J., & Holbrook, M. C. (1989). Determining the readiness medium for students with visual impairments: A diagnostic teaching approach. Journal of Visual Impairment and Blindness, 83, 296-302.

Koenig, A. J., & Holbrook, M. C. (1991). Determining the reading medium for visually impaired students via diagnostic teaching. Journal of Visual Impairment and Blindness, 85, 61-68.

Koenig, A. J., & Holbrook, M. C. (1992). Teaching braille reading to students with low vision. Journal of Visual Impairment and Blindness, 86, 44-47.

Lueck, A. H. (1999). Setting curricular priorities for students with visual impairments. RE:view, 31, 51-54.

Mack, C. (1989). The impact of technology on braille literacy. Journal of Visual Impairment and Blindness, 83, 314.

Rex, E. J. (1989). Issues related to literacy of legally blind learners. Journal of Visual Impairment and Blindness, 83, 290-293.

Rex, E. J. (1992). A review: New programmed instruction in braille. Journal of Visual Impairment and Blindness, 86, 239-240.

Rex, E. J. (1994). Foundations of braille literacy. New York: American Foundation for the Blind.

Rex, E. J., Koenig, A. J., Wormsley, D. P., & Baker, R. L. (1994). Foundations of braille literacy. New York: American Foundation for the Blind.

Sacks, S. A., & Silberman, R.K. (1998). Education students with have visual impairments with other disabilities. Baltimore: Paul H. Brookes Publishing.

Schroeder, F. K. (1989). Literacy: The key to opportunity. Journal of Visual Impairment and Blindness, 83, 290-293.

Schroeder, F. K. (1993). Braille worldwide. The Braille Monitor, May, 707-713.

Silverstone, B., Lang, M. A., Rosenthal, B. P., and Faye, E. E. (2000). The lighthouse handbook on vision impairment and vision rehabilitation, volume I and II. New York: Oxford University Press.

Stephen, O. (1989). Braille -- Implications for living. Journal of Visual Impairment and Blindness, 83, 288-289.

Suvak, P. A. (1999). What do they really do? Activities of teachers of students with visual

impairments. RE:view, 30, 181-19.

Swenson, A. M. (1999). Beginning Reading Activities. New York: American Foundation for the Blind.

Swenson, A. M. (1989). Using an integrated literacy curriculum with beginning braille readers. Journal of Visual Impairment and Blindness, 83, 366-368.

Whittle, J. (1993). Building braille reading speed: Some helpful suggestions, The Braille Monitor, May, 720-723.

Wormsley, D.P. (2011). A theoretical rationale for using the individualized meaning-centered approach to Braille literacy education with studdtns who have mild to moderate cognitive disabilities. Journal of Visual Impairment and Blindness, 105.

Wormsley, D. P. (2004). Braille literacy: A functional approach. New York: American Foundation for the Blind.

Wormsley, D. P. & A’Andrea, M. F. (1997). Instructional strategies for braille literacy.

New York: American foundation for the Blind.

Zook, R. (1993). Reading the literature. The Braille Monitor, January, 706-709.

Revised 6/2012

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