SSC VI Technology resources: 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.

Teaching a Learner to use the BrailleSense 6