Braille InstructionBy: Carmen Willings
teachingvisuallyimpaired.com Updated October 28, 2017 Determining how to teach braille including the frequency and intensity of instruction depends on a variety of factors. The age of the student needs to be considered and whether they have other options for a literacy medium. The student's intellectual capabilities will determine if the focus should be on functional braille or traditional braille. The student's tactile and perceptual abilities and skills are critical to learning to read braille. Students with a history of strokes may not have the finger sensitivity to discriminate the small differences in braille characters. The student's age and additional disabilities will also play a large part in determining the way to instruct the student in braille. Teaching Tracking PatternsIt is important to teach correct finger and hand use when instructing a student in braille. Different students will use different types of hand movement patterns to read braille. The most efficient pattern is to use a scissor type pattern, moving both hands together. The left hand reads to the middle of the line, then the right hand takes over and reads to the end of the line while the left hand returns to the next line and begin to read independently of the right. The hands meet in the middle of the line of braille and then separate. Light finger touch is also critical for students to acquire.
When teaching a student tracking patterns, encourage the student to:
Discourage Backtracking & ScrubbingIt is important as a student is learning braille to discourage regressive hand movements (vertical or horizontal). Regressive hand movements or scrubbing are those in which the hands and fingers move back and forth or up and down unnecessarily on the braille line and interfere with efficient tracking skills. In early literacy activities, these movements may indicate that the student needs additional practice in tracking lines while tactually discriminating likeness and differences between characters and words.
Backtracking is when the student returns to previously read characters if the text doesn't make sense. Although some backtracking is good and can be a positive strategy, excessive backtracking can be an indication that the student is reading at the frustration level and the reading level should be reevaluated. Encourage Light Finger TouchAnother mechanical skill a good braille reader should develop is to use very little pressure when touching the braille dots. A student should touch lightly along the top of the braille as they read it. If a child is observed to place too much pressure on the fingertips, remind the child to use a light finger touch. If a child is pressing more heavily on the braille characters to gain more tactile information, they may be compensating for a lack of discrimination skills.
Encourage Proper Finger & Hand PositionJust as it is important to learn early how to properly hold a pencil or to use the correct fingers when typing, it is important to learn proper finger and position when reading braille. Although it is acceptable to go between your right or left index finger, it is ideal to have a primary reading finger. Stabilizing the worksheet or book with shelf liner will keep the page from sliding around and promote proper form. The following are skills to encourage:
Make It Fun!
Remember to store braille books in bookshelves sitting on their end. Do not stack them on top of each other or it will flatten the braille! |
Compensatory SkillsConcept Development
Alternative Communication
Emergent Literacy
Access Print
Pre-Braille
Braille Code
Braille Formatting
Braillewriter
Slate & Stylus
Tactile Graphics
nemeth code
Access Classes
Abacus
Organization
Study Skills
Time Management
Listening Skills
Material Positioning/ Stabilizing Tip: Keep braille paper from sliding on the table or desk by placing it on shelf liner, Dycem, or slip guard, |
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