Instruction in Specialized Braille Codes, Abacus, and Tactile Graphics at Universities in the United States and Canada

Abstract

Introduction This study gathered data on methods and materials that are used to teach the Nemeth braille code, computer braille, foreign-language braille, and music braille in 26 university programs in the United States and Canada that prepare teachers of students with visual impairments. Information about instruction in the abacus and the preparation of tactile graphics was also gathered. Methods A faculty representative from each university completed a 39-question online demographic survey during fall 2011. Frequency counts for each item were tabulated, and comments were reviewed and categorized. Results All 26 university programs provided instruction in the Nemeth braille code. Most also provided introductory information on foreign-language braille, computer braille, and music braille. There was a high rate of consistency across the programs in what constituted a braille error. The university programs required students to prepare tactile graphics and learn computation on the abacus. The delivery of courses through a hybrid model was most common. Discussion University programs are providing instruction in the Nemeth braille code, though there is variability in the topics that are covered, the books that are used, and the assignments that are required. Most university programs are also exposing their preservice students to specialized braille codes and are teaching them to produce tactile graphics and to perform computations on the abacus. Future studies are needed to look at the quality of instruction and, if the amount of instruction in the different topics is sufficient, to prepare future teachers of students with visual impairments adequately. Implications for practitioners Data gathered from this study will assist university programs to evaluate the content of their courses on the topics that were studied. Adjustment in the content of courses may result, which may subsequently affect the skill set of practitioners as they complete university preparation.

Straight from the Source: Perceptions of Students with Visual Impairments about Graphic Use

“…Practices and perceptions regarding graphics use by students with visual impairments are primarily understood via research with samples of teachers of students with visual impairments (for instance, or university programs preparing teachers of students with visual impairments (for instance, Rosenblum & Smith, 2012). Zebehazy and Wilton (2014a) examined practioners' perspectives via an online survey of 306 teachers of students with visual impairments in Canada and the United States.…”

The Development of Accepted Performance Items to Demonstrate Braille Competence in the Nemeth Code for Mathematics and Science Notation

“…Therefore, the study set out to recruit a total of 20 participants. The expert panelists were recruited through an identification process used in the study by Rosenblum and Smith (2012), in which the participants identified qualified participants for the current study. Twenty-one individuals nominated potential expert panelists, and these individuals were contacted by the researchers (the authors of this article) via e-mail.…”

The Difference of User-Friendly Level Between Mathematic Learning in Blind Students Using Braille Book and Using Audiotactual Book

“…Kubiak describing the effect of sight loss on mathematics learning showing that direction, quantity, form and logical attribute is the heart of mathematics [1]. Most mathematical languages are highly dependent on visual reference.…”