Justin Schanck

11/18/2015
Journal 6
Modifying Braille for Students with Visual Impairments and CombinedOther

Disabilities
Functional Braille
1. This is for individuals with limited reading ability that will use braille
primarily for labeling items and other simple tasks.
2. Ideal for individuals who are challenged by learning braille through
traditional methods.
3. The student comes up with a list of words that have meaning to him or
her. This is also followed up by developing short sentences that also
have meaning to the learner.
VI with SLD
Problems with Braille Reversals
1. The use of mnemonic devices (memory strategies) can help people
learn and remember information.
2. Enlarged braille cells can help children develop a better understanding
of the dots and how they are arranged for specific letters. A good
example they gave in the book was using half an egg carton.
3. Overlearning techniques This is when you drill a specific idea or
concept until the student becomes proficient. For example, you can
give a child a worksheet of braille and have him or her identify all of
the os.
4. Color coding can be beneficial for low vision student. Dots 1, 2, and 3
can be one color and dots 4, 5, and 6 can be another color. This would
also be presented in a large cell format.
5. A Language Master is also another useful device. When the student
uses the provided flashcards with the machine, it will provide feedback
both tactilely with braille words and auditorally.
6. Use of visualizations and teaching context clues can be beneficial.
If a student struggles with grade 2 braille you can always consider using
grade 1 braille. Research has shown that grade 1 braille can be beneficial to
students with learning disabilities because it has less contractions to
remember.
Braille note takers are good for braille instruction because they can give the
student feedback in the form of speech on the braille that is entered. Can
help a student with a learning disability become more proficient.
VI with Physical Disabilities
Books and papers should be placed on nonslip surfaces.
Single pages of braille can be held with a clipboard.
There are also several materials that assist in keeping ones place while
reading with one hand.

1. Magnetic bookmark
2. Post-it note
3. Large paperclip
4. WikkiStix
Braille on narrow paper for those with limited motion.
Adapted braille materials (tiles that make braille words)
Use adapted equipment for writing braille that requires less physical effort.
They also have adaptations for braillers where students only have use of one
hand.
VI with MID
Teach functional uses of braille.
Consider using grade 1 braille
Label everything in the classroom
Continue to read to them in braille and let the student interact with the cells
as you read.
Language experience stories can be used to motivate students.
Consider what the use of braille will be for the student and base your
instruction around his or her needs.
VI with DHH

Use a modified braille approach based on the students needs and

experiences
Receptive language is built first
Label in grade 1 braille
Build skills from signing to braille
Use language experience stories

*Everyone who works with these students should be involved in the planning
process. No one team member needs to work in isolation. When a specialist comes
in to teach a specific child, it is important that all team members understand what is
being taught so they can reinforce the concepts. It is important to think of the child
as a whole and how all of the concepts that the child needs to develop depend on
each other. If I teach a child braille, it will be important for me to follow up with his
or her teacher so they know what the child is working on.
References
DAndrea, F. M., &Farrenkopf, C. (2000). Looking to learn: Promoting literacy for
students with low vision. New York, NY: AFB Press