[BlindMath] Announcing the 2019 Touch of Genius Prize Winners

[David Andrews]

>
>Announcing the 2019 Touch of Genius Prize Winners
>
>Posted on
>
>March 14, 2019
>
>by
>
>National Braille Press
>
>announcing-the-2019-touch-of-genius-prize-winners/#respond
>
>
>
>There are two Touch of Genius Prize winners this year!
>
>
>
>Canute ­ Bristol Braille Technologies ­ won $5000
>0
>
>The Canute is a 360 cell braille display, with 9 
>rows of 40 cells developed by Bristol Braille 
>Technologies in the UK. The Canute will be the first affordable
>
>multi-line display on the market. Targeted 
>toward education settings and libraries, and 
>looking toward areas of math, science, coding and music, the Canute
>
>has endured many iterations and been a 
>cooperative experience between braille readers 
>across the world. This “kindle for the blind” is surely be an innovative
>
>game-changer and will only push forward braille literacy.
>
>http://www.bristolbraille.co.uk/
>
>
>
>Braille Sheets ­ ObjectiveEd­ won $5000
>0
>
>Braille Sheets is an interactive app to help 
>children learn to read braille developed by 
>ObjectiveEd. ObjectiveEd’s mission is to help children with visual
>
>impairments maximize educational results. The 
>app makes it easy to enter programs/lessons for 
>students, see lessons from other teachers, and pair with
>
>an actual braille sheet where the student is 
>tactile-y learning letters and words as they are 
>getting real-time audio feedback. A collection of lessons
>
>and games, Braille Sheets will be a great 
>supplement for teachers and an easy, affordable 
>way to help students learn braille and become literate.
>
>https://www.objectiveed.com/
>
>
>
>NBP awarded the Touch of Genius prize to the 
>winners at the CSUN Assistive Technology Conference on Wednesday, March 17th.
>
>
>
>—  Image on left: Brian MacDonald (NBP) with 
>Marty Shutz of  ObjectiveEd at TOG reception. 
>Image on right: MacDonald with Ed Rogers of Bristol Braille at
>
>TOG reception.  figure
>
>—Image on left: Brian MacDonald (NBP) with Marty 
>Shutz of  ObjectiveEd at TOG reception. Image on 
>right: MacDonald with Ed Rogers of Bristol Braille at
>
>TOG reception.
>
>—  Image on left: Brian MacDonald (NBP) with 
>Marty Shutz of  ObjectiveEd at TOG reception. 
>Image on right: MacDonald with Ed Rogers of Bristol Braille at
>
>TOG reception.  figure end
>
>
>
>The Touch of Genius Prize is made possible by 
>the support of the Gibney Family Foundation! Thank you!
>
>
>
>figure
>
>Learn More about touch of genius prize here
>
>figure end
>
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>National Braille Press Logo (take me back to nbp.org)
>
>—Take me back to nbp.org!
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>article
>
>Remembering an Exceptional Volunteer
>
>Posted on
>
>June 5, 2018
>
>by
>
>National Braille Press
>
>remembering-an-exceptional-volunteer/#respond
>
>
>
>A tireless competitor in all aspects of her 
>life, Sue Ammeter was a crucial champion for the 
>blind community. As a young child, she quickly learned to
>
>advocate for her right to read. Because of a 
>lack of readily-available braille, Sue’s 
>mother took it upon herself to transcribe school assignments and
>
>books for her daughter.
>
>
>
>After graduating from the University of 
>Washington, Sue embarked on a 30-year career in 
>state government, fighting for the employment rights of people
>
>with disabilities. She was the first blind 
>person to work for the Human Rights Commission 
>of Washington State and was instrumental in crafting the Americans
>
>with Disabilities Act (ADA), ensuring legal 
>protections against discrimination for those with disabilities.
>
>
>
>Photo of Sue and Ruth Ann Hansen wearing nametags and smiling at the camera
>
>
>
>National Braille Press was honored to have Sue 
>serve on our board for the last five years. With 
>her leadership, we were able to raise money to produce
>
>books on living with breast and prostate cancer, 
>as well as ensuring access to information on 
>symptoms, treatments, and side effects for blind individuals.
>
> From serving on committees to attending our 
> gala to hosting one of our best-attended 
> Because Braille Matters luncheons, Sue always strove to help. She
>
>and John, her husband of 46 years, even joined 
>our Braille for Life Alliance legacy program to ensure braille access for all.
>
>
>
>Sue’s legacy of advocacy, volunteerism, and 
>paving the path for others will stand well into 
>our future and it is with great pleasure that we announce that
>
>we are naming our Individual Volunteer of the 
>Year award the Sue Ammeter Volunteer of the Year Award .
>
>
>
>Room view of Sue's memorial, it is full of 
>people, every table is full as they celebrate her life
>
>
>
>NBP staff was honored to attend Sue’s memorial 
>and celebration the life in Washington State. 
>Sue was an amazing person, friend, and Trustee of NBP. Her
>
>passing leaves a big hole that we all must fill 
>to support braille literacy and the ADA.
>
>
>
>Sue, thank you for making our mission stronger and our lives better.
>
>
>
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>article
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>Writing Braille by Hand
>
>Posted on
>
>May 15, 2018
>
>by
>
>National Braille Press
>
>1
>
>
>
>By, Judy Dixon
>
>
>
>When Louis Braille first began pressing dots 
>into paper for later reading, he did it by hand. 
>His tools were primitive but effective; he used a slate and
>
>stylus. The top of his braille slate was a 
>simple piece of sheet metal bent downward at the 
>ends with small rectangular openings. The bottom of his slate
>
>was a flat stick of wood with horizontal 
>grooves. The exact size and placement of these 
>elements varied somewhat as Louis’s ideas for the best way to produce
>
>braille evolved over time.
>
>
>
>Over the next hundred years, the tools for 
>writing braille by hand became more 
>sophisticated. The top and bottom of the slate were joined by a machined
>
>hinge, the back was often made with a distinct 
>impression for each dot, and, in the latter part 
>of this period, various plastics were used to reduce cost
>
>and weight, and increase resiliency.
>
>
>
>Nine-line, wall-mountable slate for writing 
>short memos--includes magnetic stylus, a roll of 
>paper, and a hook for hanging messages
>
>Nine-line, wall-mountable slate for writing 
>short memos­includes  magnetic stylus, a roll of 
>paper, and a hook for hanging messages.
>
>
>
>My first encounter with a braille slate and 
>stylus was just before Christmas in first grade 
>at the school for the blind in St. Augustine, Florida. Early
>
>on the afternoon before Christmas vacation, the 
>teacher gave each of us a slate and stylus. Mine 
>was blue. She showed us how to use it and we had a few
>
>minutes to practice.
>
>
>
>I took my new treasure home with me when I left 
>for Christmas. I proudly demonstrated my new 
>skill to my two older brothers. They already knew how to read
>
>and write and I had been very concerned about 
>how I was going to read and write like they did. 
>To this day, I can remember my exhilaration, “Look, I can
>
>read too, and I can write too.” I don’t 
>think it occurred to me that they couldn’t 
>read what I wrote. I could, and that was what mattered.
>
>
>
>Throughout my school years, I took notes with a 
>slate. By high school, I had a few different 
>ones but they didn’t vary much because there was nothing very
>
>unique available in the U.S. at the time.
>
>
>
>Early on, I was aware of the slate’s 
>limitations. When using a slate in school, I 
>often wished for one that had a full page of cells, eliminating the necessity
>
>of repositioning the slate down the page after 
>every four lines. I also imagined a slate that 
>would let me write very small braille so I could fit more
>
>text on a page. And how about one that could 
>write on both sides of the paper? I did not know that such slates existed.
>
>
>
>a four-cell slate to slip over a page edge for marginal notes.
>
>A four-cell slate to slip over a page edge for marginal notes.
>
>
>
>Some time in the 1970s, a friend gave me a slate 
>from England. It had braille cells about 
>two-thirds the size of the ones I had been using. On a 4-by-6-inch
>
>index card, I could fit 11 lines of 26 cells, 
>far more than ever before. Later, on a visit to 
>Germany, I got a full-page slate, 25 lines of 28 cells. It
>
>was made of a heavy metal and weighed about a 
>pound but it was gorgeous. When I had a couple 
>of dozen slates, I realized I was a collector. I was primarily
>
>interested in slates that had some function other than the ordinary ones.
>
>
>
>Currently, there are 278 unique slates from 38 
>different countries in my collection. Some are 
>historic, dating back to the 1860’s but most were made in
>
>the mid to late 20th century.
>
>
>
>The vast majority are slates created to produce 
>six-dot braille, but the collection also 
>contains slates for tactile codes other than braille, such as
>
>New York Point, Moon Type, and codes created by 
>individuals that were never widely used. It also 
>contains slates for a German shorthand code, a Spanish
>
>music code, and a Japanese code for writing 
>kanji—all extensions  of the braille code using eight dots.
>
>
>
>Element for IBM Selectric typewriter that 
>produced very small but readable embossed braille.
>
>Element for IBM Selectric typewriter that 
>produced very small but readable embossed braille.
>
>
>
>The largest slate that I have was made in 
>Austria and has 30 lines of 36 cells. The 
>smallest, called a margin guide, was made in England and has only one
>
>line of four cells. It has no hinge and is 
>designed to simply slip over the edge of a page 
>like a paper clip. It is used to add a page number or make a
>
>note in the margin.
>
>
>
>Full page metal slate from Austria.
>
>Full page metal slate from Austria
>
>
>
>Each slate in my collection is somewhat 
>different from every other. There are many 
>different sizes and as many shapes. They are made of aluminum, zinc,
>
>brass, steel and several kinds of plastic­most 
>of which are in  fairly subdued shades of gray 
>and black, but one is a startling fluorescent orange. Instead
>
>of pins, some have magnets or spring-loaded 
>clips to secure the paper, and in place of a 
>hinge, some have stiff tape or heavy plastic to hold the two parts
>
>of the slate together.
>
>
>
>In the United States, we encounter only two 
>sizes of braille, standard and jumbo. However, 
>the size of the braille cell in slates from other countries
>
>varies considerably. The Japanese slates 
>typically produce braille that is somewhat 
>smaller than the American standard, while many of the German slates
>
>produce braille that is slightly larger than 
>ours. There are two slates from Japan that 
>produce braille so small that it is actually difficult to read.
>
>
>
>Three cherry wood styluses produced in Japan to 
>commemorate the 100th anniversary of the 
>adoption of the braille standard in the country.
>
>Three cherry wood styluses produced in Japan to 
>commemorate the 100th anniversary of the 
>adoption of the braille standard in the country.
>
>
>
>There are several rather creative designs which 
>allow the braille to be read while the paper is 
>still in the slate. E-Z Read slates, which have pins in
>
>the top instead of the bottom, were common in 
>the United States. But several models of slates 
>made in Italy use magnets to hold the paper. As with E-Z
>
>Read slates, the braille can be read by lifting 
>the back of the slate without disturbing the 
>position of the paper. Magnets have an advantage over pins­they
>leave no holes in the paper.
>
>
>
>Among my favorites are the slates that have been 
>designed for special purposes. The Japanese have 
>produced a telephone message slate which consists of
>
>a roll of paper, a small plastic slate, and a 
>magnetic stylus, all mounted on a foam-backed 
>board. Chemical Bank of New York developed an extremely useful
>
>checkwriting template. It has braille cells for 
>making notes on the stub and on the check 
>itself, as well as the familiar template openings for completing
>
>a check with a pen. This slate was provided to 
>any blind person opening an account with 
>Chemical Bank and was sold to any other bank requesting it for
>
>their blind patrons.
>
>
>
>aluminum check writing slate distributed by 
>Chemical Bank of New York. Includes slots for 
>filling out check with a pen and braille cells on the check stub
>
>and check itself for braille notations.
>
>Aluminum check writing slate distributed by 
>Chemical Bank of New York. Includes slots for 
>filling out check with a pen and braille cells on the check stub
>
>and check itself for braille notations.
>
>
>
>A few slates have their own associated stylus 
>but there is a collection of several hundred 
>styluses as well. Special ones include three cherry wood styluses
>
>made in Japan to commemorate the 100th 
>anniversary of the adoption of the braille code 
>and an ivory stylus used by George Shearing, the blind jazz musician,
>
>that he used during his school days in the 1920s.
>
>
>
>An ivory-handled stylus used by the blind jazz 
>musician, George Shearing, at the school for the blind in England in the 1920s.
>
>An ivory-handled stylus used by the blind jazz 
>musician, George Shearing, at the school for the blind in England in the 1920s.
>
>
>
>The collection is contained in two wooden 
>cabinets that were specially made for it. Each 
>one has 36 drawers, with pocket, board and notebook slates in
>
>Cabinet A and non-braille, upward-writing, 
>special, and full-page slates in Cabinet B. It also has its own web site,
>
>www.brailleslates.org.
>
>
>
>Drawer in Judy's braille slate cabinet
>
>
>
>Although slate use has waned considerably in the 
>developed world, writing braille with a slate 
>and stylus is still widespread in developing countries.
>
>
>
>
>
>The advantages of a braille slate are numerous. 
>Slates are relatively inexpensive, very 
>portable, quiet to use, require no batteries, and need little,
>
>if any, repair.
>
>
>
>But writing with a braille slate can be very 
>confining. Unlike using a pen or pencil, it is 
>not possible to vary the size of the letters, to write between
>
>the lines, or to scribble in the margins as 
>those who write print so often do. Maybe this 
>will happen one day and maybe, ironically, it will be technology
>
>that does it!
>
>
>
>Judy Dixon is the Consumer Relations Officer for 
>the National Library Service for the Blind and 
>Physically Handicapped at the Library of Congress in Washington,
>
>D.C. She has an extensive collection of both 
>slates and braille notetakers. Judy writes many 
>original technology books for NBP and serves as a judge for
>
>our Touch of Genius Prize for Innovation. All photos were taken by Judy.
>
>
>
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>NBP’s Quotation Booklets: A Valuable Teaching Tool Any Day of the Week
>
>Posted on
>
>April 12, 2018
>
>by
>
>National Braille Press
>
>nbps-quotation-booklets-a-valuable-teaching-tool-any-day-of-the-week/#respond
>
>
>
>By Mary Drain
>
>
>
>When I stumbled upon the first quotation booklet 
>NBP published several years ago, I knew I had to 
>have it. Pocket-sized and spiral-bound, the booklet was
>
>sure to offer some interesting food for thought, 
>and in a convenient size to boot. What I did not 
>know at the time was that this booklet, and those that
>
>followed, would prove to be a valuable teaching 
>tool. They offered just the right amount of 
>content for many of my students to transition successfully
>
>from my curriculum-driven sentences to the 
>reading of their first official braille publication.
>
>
>
>For students of any age, moving from learning 
>braille to comfortably using braille is a 
>process. Appreciating braille for its utility, grace, and for the
>
>many jobs it does better than any other tool 
>comes later. As someone who grew up with a 
>tremendous amount of usable vision, I had no difficulty accessing
>
>print using a minimal amount of magnification. 
>Never mind that my eyes fatigued easily and my 
>reading speed was quite slow. It was my TVI who had the good
>
>sense and foresight to insist that I learn 
>braille. When I asked why, he said, “Because I want you to have options.”
>
>
>
>Implicit in his response was a truth that I did 
>not fully understand and embrace until I was 
>much older. It is that achieving a level of proficiency with
>
>braille, audio, and, for some, magnification 
>enables those of us who are visually impaired to 
>choose the most efficient tool (or tools) for the task at
>
>hand, without ever having to compromise. As a 
>braille teacher at the Orientation Center for 
>the Blind in Albany, California, I feel fortunate to work alongside
>
>colleagues who share this point of view, and in 
>a residential immersion training program that 
>has our students working with these new tools of independence
>
>every day.
>
>
>
>Layout 1
>
>
>
>Nearly all of my students, most of whom are 
>newly blind, begin my class eager to regain 
>their ability to read and write independently. Whether having the
>
>goal of using braille to label, read a recipe, 
>refer to notes when giving a school or workplace 
>presentation, or read a book someday, very few of my students
>
>have to be convinced of braille’s value. But, 
>because learning braille more closely resembles 
>the running of a marathon than a sprint, keeping my students
>
>motivated is not without its challenges. I am 
>always mindful of proper pacing and the need for periodic pep talks.
>
>
>
>For my students who have learned all of their 
>contractions but need to continue to improve 
>their reading, finding material that is both adult in nature
>
>and appropriate for their skill level has not 
>always been easy. In the same way I would not 
>throw a kid fresh out of driver’s training onto a busy L.A.
>
>street during rush hour, I’m careful not to 
>give my students reading material that is likely 
>to frustrate or overwhelm them. With an average of five single-spaced
>
>lines of braille on each page (along with the 
>attribution), each of the quotations in the 
>quotation booklets are presented in a manageable format. They
>
>offer a terrific way to introduce my adult 
>students to published braille. I look forward to 
>seeing NBP produce more materials like this in the future.
>
>Riddles or fun facts anyone?
>
>
>
>It seems only fitting that I conclude with a 
>quote from Andrew Carnegie. He said, “Anything 
>worth having in life is worth working for.” I think we can
>
>all agree that this is certainly true when it comes to learning braille.
>
>
>
>Mary Drain is one of ten credentialed teachers 
>at the Orientation Center for the Blind. 
>Operated by the California Department of Rehabilitation, the Orientation
>
>Center is a residential immersion program that 
>offers classes in Orientation and Mobility, 
>Adaptive Computer Training, Braille, Cooking, and Daily Living
>
>Skills to legally blind individuals who are 
>clients of the California Department of Rehabilitation.
>
>
>
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>Free Online Activities Created Especially for YOU!
>
>Posted on
>
>February 16, 2018
>
>by
>
>National Braille Press
>
>free-online-activities-created-especially-for-you/#respond
>
>
>
>—Great Expectations: Bringing Picture Books to Life for Blind  Kids
>
>
>
>For nearly four years, the Great Expectations 
>program has produced original, high-interest, 
>fun, and free activities especially for blind kids and their
>
>families. We start with a popular picture book, 
>and add braille to it, so blind and sighted 
>family members can read them together. But that’s just the
>
>beginning! From there, we use the book’s 
>story, themes, and ideas to create a set of 
>activities that enable blind kids to explore all aspects of the book
>
>in greater detail, through songs, tactile play, 
>picture descriptions, body movement, engaged 
>listening, arts and crafts projects, inspiring real-life stories,
>
>and much more. The goal is to promote active 
>reading experiences for children with visual impairments.
>
>
>
>Each book in the program explores a completely 
>different topic, including some subjects that 
>might seem difficult to broach with a visually impaired person.
>
>It might seem counterintuitive to talk about 
>different colors and shades, for example, with a 
>blind child. But of course colors are a part everyday life
>
>and conversation, and blind kids need to know as 
>much about colors and their significance as any 
>other kid in order to fully participate in their lives.
>
>With that mindset, we use popular kids’ books 
>as the starting point for discussion, activities, and lots of fun.
>
>
>
>Dragons Love Tacos,
>
>our first book in the series, gives us the 
>chance to talk about textures, preparing food, and organizing a (taco) party.
>
>
>
>The Day the Crayons Quit,
>
>perhaps our most popular series selection thus 
>far, offers ideas for talking about colors with blind kids.
>
>
>
>Pete the Cat:
>
>Rocking in My School Shoes is all about 
>orientation and mobility, maps, and mazes.
>
>
>
>Iggy Peck, Architect
>
>discusses building and buildings, architecture, and team work.
>
>
>
>Amazing Grace
>
>focuses on theater, presentation, storytelling, and more.
>
>
>
>And
>
>Measuring Penny
>
>delves into measuring, graphing, comparisons ­ 
>and even what it  takes to care for a pet!
>
>
>
>—Lemonade in Winter cover
>
>
>With our newest book,
>
>Lemonade in Winter,
>
>we learn all about money and running a business 
>from Pauline and her younger brother John-John 
>as they open a lemonade stand in the middle of winter. By
>
>the end of the story, they’ve made less money 
>than they spent on supplies, but learned some 
>valuable lessons along the way. The free activities we’ve created
>
>to go with this print/braille book explore all 
>aspects of money and business, and tease out 
>some of the less obvious themes in the book, like teamwork
>
>and following directions. Here’s the full 
>activity list for Lemonade in Winter:
>
>
>
>Hands on Money
>
>
>
>Don’t want to accidentally pay $20 for a $5 
>ice cream? Use your sense of touch to tell 
>different coins apart and play fun games to practice making different
>
>coin combinations. Also learn folding techniques 
>and technology options to keep track of your different paper bills.
>
>
>
>Spend, Save, Share
>
>
>
>Whether you get money as a gift or earn it by 
>doing chores, you have several options for what 
>to do with it. Learn reasons and strategies for spending,
>
>saving, and sharing, and then make your own spend, save, and share jars.
>
>
>
>—Spend, Save, and Share jars
>
>
>Make an Origami Wallet
>
>
>
>Looking for a fun and unique way to keep your 
>money safe? Use a Japanese method of paper 
>folding, called origami, to create your own, unique mini wallet.
>
>
>
>Team Story Building
>
>
>
>Pauline and John-John’s lemonade stand 
>doesn’t yield the results they expected 
>(selling tons of lemonade and making lots of money!), but they have fun
>
>anyway and learn that there’s more than one 
>definition of success! Play a team story 
>building game that shows how any new adventure can bring unexpected
>
>outcomes.
>
>
>
>Giving and Following Instructions
>
>
>
>When you teach a friend or sibling something 
>new, it’s important to give good instructions. 
>The opposite is also true! When you want to learn something
>
>new, it’s important to follow instructions 
>well. Try the 10 Step Game, the Right Way to 
>Make Slime activity, and the hilarious Exact Instructions Challenge
>
>to see how good you are at reading carefully and following directions.
>
>
>
>Tips from a Blind Business Person
>
>
>
>Meet Jessica Beecham, a blind business woman 
>with a passion for making health and wellness 
>accessible to everyone. Jessica was a founding member of the
>
>Sports and Recreation Division of the National 
>Federation of the Blind of Colorado; and is 
>currently a co-founder and Program Director at a popular fitness
>
>company in Colorado called WE Fit Wellness. See 
>what Jessica has to say about succeeding in the 
>business world, and review Pauline and John-John’s lemonade
>
>stand business plan.
>
>
>
>—Jessica Beecham
>
>
>Jokes Around the Lemonade Stand
>
>
>
>Whether or not you run a lemonade stand, it 
>never hurts to have a handful of jokes to add 
>fun to the day. Here are more money jokes than you can count,
>
>and enough jokes about lemons to lift even the sourest mood.
>
>
>
>Sing the Lemonade Song
>
>
>
>Sing along with a song about making money at 
>your lemonade stand and practice counting by 
>units of 25 as you rake in the dough.
>
>
>
>Picture Descriptions
>
>
>
>Enjoy detailed descriptions of the illustrations 
>in the book, all created especially for you!
>
>
>
>TVIs, parents, and young students will discover 
>fun ways to experience picture books on a deeper level with
>
>Great Expectations.
>
>Check out the website for dozens and dozens of FREE online activities!
>
>
>
>Let us know which activities you tried out and 
>what you enjoyed the most! And let us know what 
>themes and concepts you’d like us to explore in the next
>
>book in the program!
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>Edward C. Bell, Ph.D., CRC, NOMC, Director,
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>Professional Development and Research Institute on Blindness
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>Louisiana Tech University
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>600 Mayfield Ave / 210 Woodard Hall
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>Office: 318.257.4554                      Fax: 318.257.2259
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>*************
>
>"I am somehow less interested in the weight and 
>convolutions of  Einstein's brain than in the 
>near certainty that people of equal  talent have 
>lived and died in cotton fields and sweatshops."
>
>-- Stephen Jay Gould
>
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>
>From: Inside NBP <comment-reply at wordpress.com>
>Sent: Thursday, March 14, 2019 10:28 AM
>To: ebell at latech.edu
>Subject: [New post] Announcing the 2019 Touch of Genius Prize Winners
>
>
>
>
>National Braille Press posted: " There are two 
>Touch of Genius Prize winners this year! Canute 
>- Bristol Braille Technologies ­ won  $5000The 
>Canute is a 360 cell braille display, with 9 
>rows of 40 cells developed by Bristol Braille 
>Technologies in the UK. The Canute will be t"
>
>
>
>Respond to this post by replying above this line
>
>
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>New post on Inside NBP
>
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>
>
>Announcing the 2019 Touch of Genius Prize Winners
>
>
>by National Braille Press
>
>There are two Touch of Genius Prize winners this 
>year! Canute - Bristol Braille Technologies ­ 
>won $5000The Canute is a 360 cell 
>braille  display, with 9 rows of 40 cells 
>developed by Bristol Braille Technologies in the 
>UK. The Canute will be the first affordable 
>multi-line display on the market. Targeted toward education settings [
]
>Read more of this post
>
>National Braille Press | March 14, 2019 at 11:28 
>am | Tags: Blindness, Braille, braille 
>innovation, braille literacy, braille materials 
>| Categories: Uncategorized | 
>URL:  <https://wp.me/p2NNFn-nA> https://wp.me/p2NNFn-nA
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