Impact of a Braille-Note on Writing: Evaluating the Process, Quality, and Attitudes of Three Students Who are Visually Impaired

Abstract

Educators of students with visual impairments have long advocated that children who read and write in braille benefit from access to and use of a braille note-taker (BNT) with refreshable braille display. However, little research exists that evaluates whether using a BNT impacts literacy. In this single-subject study, authors investigated if using a Perkins Braille Writer (PBW) versus a BNT would affect students' engagement during the writing process, the quality of their writing samples, and their attitudes toward writing. Participants were three middle school students who used braille as their primary literacy medium and who participated in a BNT intervention. Students were video recorded writing on either the PBW or BNT. Videotapes were later analyzed for the length of time each student engaged in writing and the frequency with which they reflected and corrected text. As compared to using a PBW, students wrote for longer periods of time using a BNT. A visual analysis of data showed that during writing, participants reflected and corrected more often when using the BNT as compared with the PBW. Writing samples were evaluated using a seven-trait writing rubric. All participants improved in writing on at least five of seven traits when using the BNT, as compared with using the PBW. Finally, interviews with students showed that their overall attitudes toward writing did not change even though their attitudes toward technology were positive.

The perception and use of technology within braille instruction: A preliminary study of braille teaching professionals

“…Respondents in this study generally agreed that technology is a motivator for learners and that the use of technology in braille instruction could generate more positive learning outcomes. This is consistent with the prior findings of Bickford and Falco (2012), Cooper and Nichols (2007), as well as Kamei-Hannan and Lawson (2012). What is interesting, however, is that TVIs felt significantly more strongly about the motivational potential of technology within braille instruction than Rehabilitation Specialists.…”

“…In addition, the electronic braillers were viewed as less disruptive than traditional mechanical braille writers, and the audio feedback provided greater motivation to students, assisting them in staying on task and learning braille letters at a faster rate than many teachers felt they could with conventional technologies alone. Similar themes were observed by Kamei-Hannan and Lawson (2012) in their study of three students in grades 5–7, where improved stamina and higher quality writing, both in terms of content and technical form, were found when using an electronic braille notetaker. D’Andrea (2012) similarly reported benefits for elementary and high school students who use both hard copy and electronic braille depending on the context, suggesting that early introduction of braille technology for use across the curriculum is both appropriate and increasingly necessary.…”

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“…As discussed above, six studies [2], [5], [6], [8], [13] investigated the impact of using AT devices on reading and writing skills. Three of these studies [5], [6], [13] were conducted with elementary and high school students who were braille readers, and their TVIs. When students are provided with access to high-tech devices, such as braille note-taker, students with VI write for longer periods of time [13].…”

“…The use of high-tech AT devices such as a braille notetaker, a device designed for people with VI to complete tasks such as e-mail, Internet, and word processing with the use of speech and braille output which has a six-braille key entry. Those high-tech AT devices give students with VI sophisticated opportunities to engage in the writing process that are not possible with low-tech AT devices like the Perkins Braille Writer, a manual typewriter used for writing braille which also has a six key entry system [13]. Besides, the ability to access information using AT is essential for success in education [14].…”

“…Besides, the ability to access information using AT is essential for success in education [14]. For example, using low-tech AT devices, such as a Perkins Braille Writer, might mean that students spend too much time writing and accessing information [13]. High-Tech AT devices, such as a Mountbatten, which is an electronic braille writer that has Bluetooth to connect to a computer, and braille and voice output can facilitate tactual and auditory feedback for writing.…”