[NFB-Idaho] Model State Braille Bill

Fri Oct 12 14:50:08 UTC 2018

Thanks Ramona and Alison. Your experiences across the range of issues is
immeasurably valuable.

While getting a relevant and practical set of requirements into legal form
is an essential step, it might also be appropriate to think beyond it even
while working to get the basics established.

At one time I was a licensed as an industrial arts/vocational education
teacher in New York State, and I know that there are specialized
certifications that do not require the extensive education and training
process involved in a Bachelor's or Master's degree.  For example, some of
my fellow teachers had specialized certifications in the teaching of
reading skills, certain aspects of special education, and so on.  When I
was a graduate student at Texas Tech in the 1990s, the 'Virginia Murray
Sowell Center for Research and Education in Visual Impairment' was planning
such a specialized certification in braille reading and writing. Perhaps
there are more such programs that could be used to prepare specialists in
teaching braille so that there is less of a shortage of qualified
individuals?

With this in mind, I wonder if a middle-ground of teacher-preparation is
possible?

Thank you for your tolerance of my messages. I will be quiet now.

_don

On Fri, Oct 12, 2018 at 8:02 AM Ramona Walhof via NFB-Idaho <
nfb-idaho at nfbnet.org> wrote:

> Don, your comment on section 5 is interesting, but would backfire, as I
> suspect you know.  There just are not enough certified teachers to begin to
> teach all the kids.  We need better teacher prep programs, especially in
> this State where there is none, but let's not assume that the sighted
> cannot
> do the work.  They can find blind role models if they think it matters.
>
> Preparing teachers probably must be a different piece of legislation.  At
> one time ISU was thinking about a program, but no more as far as I know.
> And then we need a program to help them keep up to date on computer prep, a
> dream only at this point I'm afraid.
>
> We will see what the NFBI board says tomorrow about UEB.  If it does not
> yet
> include enough on science and math, we must not be limited to UEB.
> Ramona
>
> -----Original Message-----
> From: NFB-Idaho [mailto:nfb-idaho-bounces at nfbnet.org] On Behalf Of Donald
> Winiecki via NFB-Idaho
> Sent: Friday, October 12, 2018 5:56 AM
> To: NFB of Idaho Discussion List <nfb-idaho at nfbnet.org>
> Cc: Donald Winiecki <dwiniecki at handid.org>
> Subject: Re: [NFB-Idaho] Model State Braille Bill
>
> 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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