Who Should Learn Braille

Who Should Learn Braille

Future Reflections Winter 1996, Vol. 15 No. 1
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WHO SHOULD LEARN BRAILLE
Editor's note: The following is an excerpt from a document written
by members of the National Federation of the Blind of Maryland and
staffers from the Maryland Department of Education, which is titled
"Selection of Reading and Writing Media for Students with Visual
impairments: Braille, Print, or Both?"
Decision-Making Process
The decision to teach Braille, print, or both will take into
consideration all of the information gathered during the assessment. The
assessment information will help the team select from among the
following options. Students may be taught to use:
1. Braille
2. Print
3. Braille, complemented with print
4. Print, complemented with Braille
The remainder of this section provides examples of the kinds of
assessment data that will assist a team in choosing one of the four
options. Of course, assessment descriptions provided below are somewhat
generic, i.e., not all parts of the descriptions will apply to each
student. Since students are individuals, not everyone will fit neatly
into one of the four categories. In reviewing these descriptions, team
members should ask which factors best describe the individual student.
It is also important to remember that, when the selected option
includes both Braille and print, the amount of use of one or the other
will vary with each student. Student input should be obtained so that
the team decision is sensitive to student preference and concerns.
Additionally, as a student's vision or visual demands change over time,
the use of one medium over another may change.
However, even though a student may use one medium more than
another at a given time, it is critical that the student develop
proficient use of both. For the preschool student this will mean that
opportunities for visual and tactual activities are provided equally.
Later, the amount of time teaching or practicing with a certain medium
will depend on all assessment data and the current needs of the student.
The team must continually focus on the ultimate outcome so that the
student will be able to choose and use the medium of preference or the
medium most functional for a given situation.
Which Students Should Learn Braille?
Medical Factors: Student is totally blind, nearly so, or expected to experience rapid loss of vision.
Physical Factors: An additional disability does not interfere with
the ability to learn Braille.
Environmental Factors: Adjustments in natural and artificial
lighting do not enhance student ability to read print.
Print Reading Factors: If the student can read print at all,
reading is extremely slow and laborious, even when all print factors
have been adjusted for maximum efficiency.
Handwriting Factors: Student cannot read own handwriting to carry
out functional handwriting demands.
Low Vision Technological Factors: Student cannot read print at any
comfort level, even using a CCTV or other non-portable devices.

Which Students Should Learn Print?
Medical Factors: Student has a stable eye condition or has a prognosis of continued improvement.
Physical Factors: Student experiences no fatigue or discomfort
from reading. The nature of an additional disability prohibits tactual
reading. Student, when systematically assessed, exhibits inability to
process tactual information with any accuracy and facility.
Environmental Factors: Student does not require extensive
modifications in natural or artificial lighting in order to read
comfortably for extended periods of time.
Print Reading Factors: Student reads regular print comfortably and
efficiently in most settings and circumstances. Reading rate accuracy is
commensurate with student's expected grade level. Performance level is
commensurate with overall ability. Student can use print easily for all
academic, nonacademic, and vocational needs.
Handwriting Factors: Student has legible handwriting and can
easily read own and others' notes at a comfortable distance, even after
some time has elapsed.
Low Vision Technological Factors: Student reads regular print
without low vision devices and comfortably uses pocket-size
magnification for reading fine print, such as the telephone book,
medicine labels, dictionary, and encyclopedia.
Which Students Should Learn Braille Complemented with Print?
Medical Factors: Student has diagnosis or prognosis of severe visual impairment, has a degenerative eye condition, or has severely restricted visual fields.
Physical Factors: Student holds book close to face, can read only
large print, or regularly suffers from headaches, fatigue, or visual
discomfort after reading. Student exhibits strong preference for tactual
exploration and learning. Student can read using an electronic low
vision aid, but only with effort; cannot read with hand-held magnifiers
with any reasonable speed or comprehension. Student is unable to
complete assigned school work in a timely manner consistently and
independently.
Environmental factors: Glare and/or lighting variations make
reading difficult or impossible in many settings.
Print Reading Factors: Student's print reading speed is far below
that of other students of the same developmental level. Student
consistently demonstrates inaccuracy when reading. Student has
difficulty in reading a variety of print styles or print on colored
background.
Handwriting Factors: Student can only read notes when written with
a broad tip pen one to two inches high and may have difficulty
accurately reading what was written or can only read notes using a CCTV
or other non-portable device.
Which Students Should Learn Print Complemented with Braille?
Medical Factors: Student has a currently stable eye condition but
is at risk of eventual deterioration, has a slowly progressive eye
condition, has restricted visual field, or has fluctuating vision.
Physical Factors: Student's posture during reading results in back
and neck strain or headaches. Student complains of watering eyes,
blurring, or other visual discomfort after extensive reading or writing
tasks. Student cannot complete assignments without relying on other
individuals or technology for reading and/or note taking.
Environmental Factors: Glare and/or lighting variations make
reading difficult or impossible in some settings.
Print Reading Factors: Student cannot read regular print easily
and accurately for an appropriate length of time in order to complete
tasks throughout the day. Student may read material in both regular and
large print formats. Student reads primarily in large print format
combined with optical or electronic low-vision devices. Student is
unable to maintain a reading rate commensurate with grade level work
demands. Student depends on extraordinarily large print for accessing
practical information such as oral report notes, grocery lists, names
and addresses, etc. In preschool observations should include how a
student approaches learning, i.e., a visual versus tactual approach.
Handwriting Factors: Student has difficulty producing and reading
own or others' handwriting.
Low Vision Technological Factors: Student may use CCTV or other
non-portable devices for visual materials such as maps and diagrams.