1. Integrating Braille for Dual Media Learners
Krystal Guillory, M.Ed., NCUEB

2. "There is a wonder in reading Braille that the sighted will never know: to touch words and have them touch you back.”
—Unknown

3. ESSENTIAL CONSIDERATIONS

4. ESSENTIAL CONSIDERATIONS
Just as with print, Braille is vital to active literacy development for blind children.
Active vs. Passive
Auditory doesn’t equal active literacy
Spelling
Grammar
Language usage and mechanics

5. ESSENTIAL CONSIDERATIONS
As a child progresses, the teacher of blind and visually impaired must conduct ongoing evaluations of his or her learning media. What works today may not be appropriate in the coming years due to a variety of factors, including eye condition, print size, and classroom/ environmental context.
Future needs: the print will shrink; the words and paragraphs will increase in volmue
Reading stamina: how many accommodations are needed to effectively read print

6. ESSENTIAL CONSIDERATIONS
Families sometimes fear that because Braille is “different” from print, it is necessarily slower or more cumbersome. Role modeling by fluent, successful Braille readers is just as critical for parents as for dual students if family buy-in is to occur.
Connect with local NFB chapters and NOPBC
Future Reflections

7. ESSENTIAL CONSIDERATIONS
The teacher of blind and visually impaired is an invaluable resource in shaping student attitudes as they work toward competence and confidence through the development and strengthening of tactile skills.
BRAILLE is not hard
BRAILLE is fun
TBVI must be life-long learners to equip their students

8. ESSENTIAL CONSIDERATIONS
Exploration of the classroom and other environments utilizing a combination of touch and vision cannot be overemphasized. Students should NOT be discouraged from using their hands!
Where feasible, braille should be placed on every surface where print is found.
Tactile maps and graphics (to complement print and color) are vital for some students
Real objects and manipulatives can complement

9. ESSENTIAL CONSIDERATIONS
There is no substitute for positive attitudes and the fostering of reading and writing fluency through the use of Braille on a daily basis!
Immersive experiences are key. Children encounter print naturally throughout multiple environments. Braille should be incorporated throughout all aspects of instruction and readily available on and around physical surfaces. This promotes acceptance and use by students and their sighted peers.

10. ESSENTIAL CONSIDERATIONS
Immersion Plan
How much pullout (one-on-one instruction)
Timeline for beginning braille in the regular education classroom
Spelling and vocabulary are usually a good start
Braille onto print sheets (e.g. writing worksheets)
Braille at home? (may have to interline when a child is first starting)

11. ESSENTIAL CONSIDERATIONS
The National Federation of the Blind’s Braille Enrichment through Literacy and Learning (BELL) Academy is a fantastic vehicle for connecting young students and their families with a vibrant network of confident, competent blind educators and other mentors and with others in similar circumstances.

12. TIPS FOR WINNING OVER THE RELUCTANT OR RESISTANT STUDENT
Put a joke or riddle at the top of a worksheet.
Find interest and appeal to it (horse facts)
Allow the young student to keep a favorite toy on the desk while working on Braille
Use student-driven activities for braille
Reading/writing music lyrics
Poetry Jams

13. TIPS FOR WINNING OVER THE RELUCTANT OR RESISTANT STUDENT
If a student misses the illustrations that would be in the print version of a book, by all means provide them. The child should not have to give up pictures to learn Braille. Providing illustrations also teaches the child that he/she can read with the fingers and look with the eyes.
Drawing with the Perkins
Use games with print and Braille. Over time, remove the print.
Play games to learn braille (ex: BANG)

14. Drawing with the Perkins

15. TIPS FOR WINNING OVER THE RELUCTANT OR RESISTANT STUDENT
Use motivators—for example, when the student finishes a page, he/she can listen to a favorite song.
Use positive reinforcement. Let the student earn tokens for doing good work which can be redeemed for small items. (You can also use negative consequences for not doing work, using the same policy as the classroom teacher.)

16. TIPS FOR WINNING OVER THE RELUCTANT OR RESISTANT STUDENT
Have a speed reading contest with the student.
Tandem read in Braille.
Have students Braille sentences, messages, or assignments for each other.
Have the student sign up for the National Federation of the Blind’s Slate Pals program.

17. TIPS FOR WINNING OVER THE RELUCTANT OR RESISTANT STUDENT
Introduce the new Braille learner to other Braille readers. Older students can mentor younger and your student can be a mentor and a mentee. By encouraging younger students, older students encourage themselves.
Have an older Braille learner teach a younger one.

19. Doc McStuffins inspired board: bears with “sicknesses” like a “case of the shortform shiver bumps” …

20. Braille Monsters

21. TIPS FOR WINNING OVER THE RELUCTANT OR RESISTANT STUDENT
The student can demonstrate his/her new Braille knowledge to classmates. For example, an elementary student can Braille the names of classmates on index cards, read the names aloud, and give out the cards.
The new Braille learner can tutor struggling sighted students in reading.
Interview the student. Use their personal interests to create high-interest reading material.

22. TIPS FOR WINNING OVER THE RELUCTANT OR RESISTANT STUDENT
Allow students to make choices on certain elements of the lesson to give them some ownership of what they are working on. For example, present a choice of activities; the student gets to choose which one/s to do today.
Choose a book that has been made into a movie. When the student finishes reading the book, he/she can watch the movie.
Expand the assignment and have the student write a review.

23. TIPS FOR WINNING OVER THE RELUCTANT OR RESISTANT STUDENT
Read the first few chapters of a book to the student to get him/her hooked. Then the student continues reading.
For students who enjoy music, dance, or drama, have them read song lyrics, dance movements, or drama dialogue in Braille.
Have the student initiate a community service project involving Braille.
Emphasize the independence he/she will gain—parents won’t have to read every book to him/her.

24. Resources
Integrating Print and Braille: A Recipe for Literacy Edited by Sharon Maneki
Just Enough to Know Better
Professional Development and Research Institute on Blindness
National Federation of the Blind BELL
NFB Future Reflections