Teaching a Learner to use the BrailleSense 6

Introduction

A braille notetaker is a portable device with a refreshable braille display which is built in. It performs many of the functions of a laptop: access to emails, text documents, calendar functions, calculator, as well as access to applications used in schools such as Google Classroom and Microsoft OneDrive, but with the added capability of translating text into uncontracted or contracted braille in real time (Hong, 2012).

Introducing a Braille Notetaker

QTVIs often ask when a braille notetaker should be introduced. The paper by Bickford and Falco (2012) raise salient points for both sides of the argument for early introduction of such a device. There are specific advantages to teaching early literacy skills using paper and a Perkins brailler, specifically spatial relationships and how to orientate a page. In addition, fluent, two-handed reading technique can only be developed when the learner has access to multiple lines of braille at once. However, on an electronic notetaker the braille remains crisp, and the use of audio can provide additional motivation. The finger strength needed to press the keys of the Perkins brailler was seen as a disadvantage however the keys of the notetaker were also deemed too sensitive and in the early stages it was even easier to make mistakes on the notetaker.

BrailleSense 6

Over the coming year this webpage will be expanded with lessons and some resources to help Qualified Teachers of Visual Impairment (QTVIs) to teach learners with visual impairment how to use a braille notetaker, specifically the BrailleSense 6, available from Sight and Sound Technology. Other braille notetaker devices are also available and all carry out similar functions, however key commands will vary between devices.

• Please also see Secondary school learners giving feedback on the braille notetakers that they use.

References

Bickford, J. O. & Falco, R. A. (2012) Technology for early braille literacy: Comparison of traditional braille instruction and instruction with an electronic notetaker. Journal of Visual Impairment and Blindness, 106 (10), 679-693.

Hong, S. (2012) An alternative option to dedicated braille notetakers for people with visual impairments: Universal technology for better access. Journal of Visual Impairment and Blindness, 106(10), 650-655.

Lesson 1: Familiarisation of the Layout

When the learner first receives the BrailleSense 6, the temptation to switch it on and get it to work is high. It is, however, important to teach the layout of the device so that the learner knows the function of the keys and where to find the appropriate port.

In the video below, the layout of the BrailleSense 6 is described, starting with the top view, then front, right and left side. Diagrams showing the top, front, left and right side views have also been provided and are linked below. These diagrams can be copied onto A4 capsule (swell) paper and put through a PIAF machine. Labels in contracted braille have been added to the diagrams using the RNIB Braille Font which is free to download. Any braille font that you may have on your computer should also work.

A Word document containing a list of the key features of the BrailleSense 6 have also been provided and can be made into braille flashcards. Some suggestions for how these resources are used are given below. The activities not only help the learner to understand the device, they can also help to develop an understanding of tactile diagrams and the relationship between the two-dimensional view of three-dimensional objects.

Activities

• Use the flashcards to label the tactile diagram.
• Match key features on the device with the same feature on the tactile diagram.
• Teacher "incorrectly" labels the tactile diagram and the learner has to move the labels to correctly identify the parts.

Downloads

• Lesson 1 Flashcard word list (docx)
• Diagram - Top view (docx)
• Diagram - Side views (docx)

Lesson 2: Personalising the BrailleSense 6

If you are opening your BrailleSense 6 straight from the box, once the device is charged and switched on it will take you through a set-up guide. This lesson will not take you through that guide, but it will show you how to change some of the settings particularly for:

• braille
• voice
• general settings

Depending on the age of the learner, the QTVI may want to make changes to the settings before the learner uses the device for the first time. Changing the settings can be a good way for the QTVI to become familiar with the device, moving in an out of menus and settings etc.

Alternatively, the QTVI could set the device up in part, and let the learner change some of the settings.

This lesson will show you how to personalise the device through the Global Options menu within Settings. The tables below will also give the shortcut keys that will allow you to access some of the settings without going through the Global Options menu within settings. They have been provided as an aide memoire for staff, not as a resource for learners. There is often more than one way to access commands or to do a task. Some learners will enjoy learning different ways and others may just need to know one reliable method to carry out the task. Teachers will know their learners best and can decide how much information to share at once. Keystrokes and shortcuts are best learned and practised in a learning context rather a list to be memorised.

Key Commands in this Lesson

To open the Global Settings Menu: o + space bar

Move down through the menu: dot 4 + space bar

Move up through the menu: dot 1 + space bar

Toggle through options within a menu: space bar

Select an option: enter

Quick Keys for Braille

Quick Keys for Voice

Quick Keys for General Settings

© Elizabeth McCann, 2026