[NFB-Idaho] Model State Braille Bill

Fri Oct 12 14:17:20 UTC 2018

Thank you Kevin for sending this out, and thanks for your comments Don. I agree with them but would like to point out that, although I heartily agree that ideally students should have a blind role model wherever  possible, requiring teachers to be blind or visually impaired may limit students' access to braille as there are very few qualified blind or VI teachers around! I think we should definitely make a recommendation for BVI role models whenever possible.  
Alison 

On Oct 12, 2018, at 5:56 AM, Donald Winiecki via NFB-Idaho <nfb-idaho at nfbnet.org> wrote:

Kevin,

You have a very appropriate set of provisions in the draft bill!  Please
accept the following comments and questions:

In section 6, part 2 b, should it specify 'Unified English Braille' (UEB)
rather than 'Standard English Braille'?  I ask because UEB was officially
adopted in January 2016 as the braille code for the USA.

In section 5, should there be stipulation that the individual licensed as a
teacher and who teaches braille should himself or herself be blind or
visually impaired?  In other words, is it acceptable that someone like
myself -- who is certified by the US Library of Congress in transcribing
literary and maths UEB but who is not blind or visually impaired -- could
be the teacher?  I ask this because teachers are also role models, and it
would likely be of substantive benefit to the pupil's development as a
person, if his or her teacher was also blind or visually impaired.

Section 4 mentions braille translation software. There are very few
products available at present that do a reasonable job of automatically
translating literary print text to braille, and even fewer that perform
properly for maths (whether UEB or Nemeth) and even fewer for music.
Additionally, there is absolutely no organized instruction to prepare
individuals for creating files that will automatically translate in these
various software systems, so TVIs who are licensed under the provisions of
section 5 may not be able to either prepare files or verify their
correctness before attempting to translate them using software.

In other words, should section 5 also assert that (a) licensed braille
instructors also have proven skills for preparing braille-ready computer
files, and (b) schools provide those instructors with the software they
know how to use?

At that point we can also ask if, since schools commonly provide pupils
with tablet computers for various purposes, schools should also provide
refreshable braille devices for pupils learning to read and write braille?

Best,

_don

On Thu, Oct 11, 2018 at 11:54 PM Kevin Pirnie via NFB-Idaho <
nfb-idaho at nfbnet.org> wrote:

> Below is a copy of a model state braille bill. It contains many important
> elements that are important to the education of blind children in Idaho
> that are now not currently addressed inIdaho code or law.
> 
> Please read this and become failiar with it. There are also other important
> elements that should be considered in any new proposed legislation that is
> not included in this model bill.
> 
> Thank You,
> Kevin Pirnie
> 
> *Braille Literacy Services for Blind or Visually Impaired Children*
> STATE MODEL BILL
> 
> *PURPOSE:* To assure that the individualized education program of each
> blind or visually impaired child includes provisions for instruction in
> Braille and the use of Braille appropriate to the child's current and
> future literacy needs; to establish standards of proficiency and
> instruction; to provide materials in a computer-accessible format capable
> of Braille reproduction; and to require the certification and
> re-certification of teachers in accordance with Braille literacy standards.
> SHORT TITLE
> 
> *SECTION 1.* This Act may be cited as the "Blind Persons" Literacy Rights
> and Education Act.
> INDIVIDUALIZED EDUCATION PROGRAM
> 
> *SECTION 2.* In developing the individualized education program in the case
> of a child who is blind or visually impaired, provision shall be made for
> instruction in Braille and the use of Braille unless the IEP Team
> determines, after an evaluation of the child's reading and writing skills,
> needs, and appropriate reading and writing media (including an evaluation
> of the child's future needs for instruction in Braille or the use of
> Braille), that such instruction or use is not appropriate for the child.
> Nothing in this section requires the exclusive use of Braille if other
> special education services are appropriate to the child's educational
> needs. The provision of other appropriate services shall not preclude
> Braille use or instruction.
> STANDARDS OF COMPETENCY AND INSTRUCTION
> 
> *SECTION 3.* Instruction in Braille reading and writing shall be sufficient
> to enable each blind or visually impaired child to communicate effectively
> and efficiently with the same level of proficiency expected of the child's
> peers of comparable ability and grade level. The child's individualized
> education program shall specify:
> 
> (a) the results obtained from the evaluations required under section 2;
> (b) how Braille will be implemented as the primary mode for learning
> through integration with other classroom activities;
> (c) the date on which Braille instruction will commence;
> (d) the length of the period of instruction and the frequency and duration
> of each instructional session;
> (e) the level of competency in Braille reading and writing to be achieved
> by the end of the period and the objective assessment measures to be used;
> and
> (f) if a decision has been made under section 2 that Braille instruction or
> use is not required for the child.
> 
> (1) a statement that the decision was reached after a review of pertinent
> literature describing the educational benefits of Braille instruction and
> use; and
> (2) a specification of the evidence used to determine that the child's
> ability to read and write effectively without special education services is
> not impaired.
> INSTRUCTIONAL MATERIALS
> 
> *SECTION 4.* All publishers of textbooks (including texts in electronic
> media) sold to the state or any local education agency (including
> postsecondary institutions) must furnish an electronic version in which the
> content (i) is encoded in text suitable for conversion into Braille or
> synthesized speech; and (ii) has been prepared using a markup language
> which maintains the structural integrity of the information and can be
> processed by Braille translation software.
> 
> *SECTION 5. *As part of the certification and renewal process, teachers
> certified in the education of blind and visually impaired children shall be
> required to demonstrate competence in reading and writing Braille. The
> state agency responsible for certifying such teachers may not issue or
> renew a license to teach the visually impaired unless the applicant
> demonstrates, based upon standards adopted by the National Library Service
> for the Blind and Physically Handicapped, Library of Congress, Washington,
> D.C., that he or she is proficient in reading and writing Braille.
> DEFINITIONS
> 
> *SECTION 6.* As used in this Act,
> (a) "Blind or visually impaired child" means an individual who is eligible
> for special education services and who:
> 
> (1) has a visual acuity of 20/200 or less in the better eye with correcting
> lenses or has a limited field of vision such that the widest diameter
> subtends an angular distance of no greater than twenty degrees; or
> (2) has a medically indicated expectation of visual deterioration.
> 
> (b) "Braille" means the system of reading and writing through touch
> commonly known as standard English Braille.
> (c) "Individualized education program," and "IEP team" have the meanings
> provided in section 614(d) of the Individuals with Disabilities Education
> Act (20 U.S.C. Section 1414(d)
> (d) "Textbooks and other instructional materials" means any literary or
> nonliterary works obtained for use in a course of study.
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