[Pibe-division] The term, pre-Braille

Tue Dec 20 17:17:43 UTC 2016

I am a firm believer in “tools in the toolbox”, meaning that we try all kinds of activities to find what works best for a student.  Yes, typically very young students work through a series of “pre-reading” tasks that include patterns, identifying shapes, sequences, same/different, numbers, spatial concepts, etc. - all of which are mainstream print reading readiness skills as well as “braille” readiness skills.  Our braille students also learn to identify things tactually (different textures), braille dot numbers and physical skills such as isolated finger strength (in order to use a Perkins Brailler).  At the same time, we fill the student’s environment with written words - print words for kids who will read visually and braille words for student who will be braille readers.  We also provide fun opportunities to scribble - paper and pencil/crayons or paper and braille writer.  We use all the tools available!  In recent years, we include fun educational games and interactive stories on a tablet - including accessible educational games and interactive stories for students who are visually impaired.

The best teachers are able to discover what motivates a student and fills their lessons with creative activities based on the student’s motivation and level - building towards the goal of reading.  Think about how much learning goes on in a typical Circle Time activity in a mainstream preschool classroom - songs, games, stories, and activities are all rolled into reading readiness!  This student who is on the autism spectrum may not reach the same reading/pre-reading milestones through the same pathways.  It has been my experience that young autistic kids often relate to iPad activities better than typical tactile shape activities.  With an iPad, the student has anticipated, structured cause and effect interactions, especially when the app includes music.  Encouraging the student to explore and interact with an app in his/her own unique way can lead into the goals of matching, identifying shapes, same/different, interacting with stories, etc.  An iPad paired with a braille display is much easier for little fingers to press the keys, the digital braille is crisper, and there are some really fun apps (with songs, music, etc.) to motivate the young student. (There are numerous posts on Paths to Technology website that provide information on how TVIs are using the iPad and braille display to teach reading readiness and beginning braille skills.  There are also numerous ideas on reading readiness activities on the Paths to Literacy website.)

Learning braille dot numbers is important to becoming a strong braille reader - but there are multiple paths that will lead to mastery of this goal.  This student might initially do better with emersion into sight words in braille, such as being exposed to and learning his name in braille and doing other reading readiness activities.

You are right - 30 minutes once a week is not enough time to teach any student to read print or braille words!  Unfortunately, most preschool VI programs do limit the instruction to once a week with the expectation that the student is also receiving reading readiness through classroom activities with his/her general education teacher.  In NC, we often overlap that last preschool year; both the TVI who works in the preschool program working on a variety of  “readiness” skills and the TVI who works in the school system covering the more “advanced” braille-type skills.  The school system TVI can often work with the student multiple times a week, which significantly increases the opportunities for the student to make reading readiness progress.  (To keep from officially “overlapping”, the IEP will state which TVI is responsible for which goals - typically the school TVI is responsible only for introducing braille - in whatever terms that makes sense for the student’s current level.)

Of course, teaching a preschooler is truly a “TEAM” effort.  The team consists of the classroom teacher, the preschool TVI, the school TVI, the therapists, and the family - at this preschool level, everyone will be working on similar long term goals in different ways.  Communication and consistency between members of the team is so important!

Diane

On Dec 20, 2016, at 11:04 AM, Marianne Denning via PIBE-Division <pibe-division at nfbnet.org<mailto:pibe-division at nfbnet.org>> wrote:

I agree with everything you and Carlton are saying. A student who participated in our BELL program is attending a preschool. He sees a TVI once a week for 30 minutes with no follow up between lessons. He is 5, can speak some but doesn't and is on the autism spectrum. The TVI says she will not begin teaching braille until he can identify shapes like stars, rectangles and triangles. Another student is in preschool and the TVI won't provide braille instruction until he can identify each dot number correctly. They both use the term "prebraille," so I am trying to understand what either of these concepts have to do with braille. Yes, the one student will eventually need to identify that an m is dots 1, 3 and 4 but I don't think that is necessary in preschool. I would like your thoughts please. I would begin by teaching one of these students to identify his name or something else that is important to him. I wouldn't give up even if it takes time. I also strongly believe that 30 minutes 1 time per week is way too little. If he is having a bad day the one day the TVI comes then he doesn't get anything for another week.

On Mon, Dec 19, 2016 at 9:17 AM, Dr. Denise M. Robinson via PIBE-Division <pibe-division at nfbnet.org<mailto:pibe-division at nfbnet.org>> wrote:
We need to teach braille to blind just as print to sighted--same time, same pace or faster if the kid is ready--jump in and just do it.

If TVIs used the exact same materials as the teachers teaching sighted, teaching those braille contractions as words are introduced JUST like the teachers are to the sighted, our blind students would keep pace with what is going on in the classroom

       Dr Denise

Denise M. Robinson, TVI, Ph.D.
CEO, TechVision, LLC
Specialist in technology, teaching, training for blind/low vision
423-573-6413<tel:(423)%20573-6413>

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________________________________
From: "Walker, Carlton via PIBE-Division" <pibe-division at nfbnet.org<mailto:pibe-division at nfbnet.org>>
To: "pibe-division at nfbnet.org<mailto:pibe-division at nfbnet.org>" <pibe-division at nfbnet.org<mailto:pibe-division at nfbnet.org>>
Cc: "Walker, Carlton" <CWalker at nfb.org<mailto:CWalker at nfb.org>>
Sent: Monday, December 19, 2016 9:02 AM
Subject: [Pibe-division] The term, pre-Braille

Regarding the term, pre-Braille:

While the origin of this term may have been honorable (referencing the tactile skills needed to read Brialle efficiently and effectively, I fear that this term is now widely being used to stunt students' progress in Braille.

"Pre-Braille" sounds like a big hurdle to overcome, however, it is simply part of the umbrella term, "pre-reading." Concepts of left and right, up and down, spaces indicating the end of words, etc. are common to both print and Braille users. Learning to recognize and differentiate text letters and to write them effectively is common is both print and Braille users. Principles of phonics and morphology are common to print and Braille users.

Regular educators do not use the term "pre-print;" they refer to this process is "pre-reading." To my mind, the term "pre-Braille" is segregationist. The term does nothing but separate Braille learners from their print peers. The term "pre-reader" is good enough for print learners, and it is applicable and useful for Braille learners.

Thank you,

Carlton

Carlton Anne Cook Walker, J.D., M.B.A., M.Ed.
Manager of Braille Education Programs
200 East Wells Street, Baltimore, MD 21230
(410) 659-9314, extension 2225<tel:(410)%20659-9314> | cwalker at nfb.org<mailto:cwalker at nfb.org>
Twitter: @BrailleMom

The National Federation of the Blind is a community of members and friends who believe in the hopes and dreams of the nation's blind. Every day we work together to help blind people live the lives they want.

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Today's Topics:

1. Prebraille (Marianne Denning)

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Subject: [Pibe-division] Prebraille
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Can someone please explain prebraille and why TVIs insist on prebraille before teaching braille? I have concerns about its use but want to better understand the reasoning.

--
Marianne Denning, TVI, MA
Teacher of students who are blind or visually impaired
(513) 607-6053<tel:(513)%20607-6053>
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--
Marianne Denning, TVI, MA
Teacher of students who are blind or visually impaired
(513) 607-6053
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