Programming
Compensatory Access through Alternate Media and Assistive Technology
Based on a reading media assessment, a TVI will make the reading media determination for the student. This alternate media may be Braille, Large print or auditory media, or a combination of these.
Learning Braille
When it has been determined that a student should be a braille learner, a program must be put in place that will allow for mastery and proficiency of the braille code. The United States has adopted the Unified English Braille code or UEB. At a foundational level, Braille is comprised of 6-dot cells. There is uncontracted Braille (Grade 1) and contracted braille (Grade 2). Uncontracted braille is fundamental and consists mainly of alphabet letters. Contracted Braille has hundreds of symbols that create efficiencies for learners. A student will need to learn how to recognize the braille symbol tactilely (reading) and write the symbol by learning fingering on a specialized keyboard. The scope and sequence of one of the better-known Braille curriculums will complete the contracted Braille code in three years, assuming daily instruction of each lesson (45+ minutes).
A consensus-based study provides the service level recommendations based on a student’s age and their level of familiarity with the braille code. [https://www.pathstoliteracy.org/research/literacy-students-who-are-blind-framework-delivery-instruction]
The Michigan Vision Services Severity Rating Scale is another instrument that helps TVI’s and teams determine service levels. [https://www.pathstoliteracy.org/resources/michigan-vision-services-severity-rating-scales]
Given the intensive nature of learning Braille, teams should consider a flexible scheduling accommodation such as an extended school day or extended school year.
The Assistive Technology evaluation should provide the student with ways to access Braille. Electronic Braille using refreshable Braille displays is a fast and flexible way for students to access the same materials as their peers. These devices can be programmed to use the contractions that the student has learned to date. A Braille embossing system should also be on the school premises to produce hard copy braille. These systems are also able to be programmed according to the student’s current knowledge of braille symbols.
Learning Using Large Print
Once it has been determined that a student will be a large print learner, a technology evaluation should provide the student with options on how to access magnified electronic print. A TVI will test the student on font sizes, font types, and colored backgrounds to find the most efficient specifications for their adapted documents. Assistive Technology recommendations should consider near distance solutions for the student’s classwork and homework, and far-distance solutions for accessing the board during in-person classes. Today, virtual classroom recommendations should also be made. The student should have magnification software installed on their primary device(s), and anywhere in the school building where they will be expected to work, such as on the school library’s periodical database or on specialized computers used in coding class. After the hardware and software have been received, Assistive Technology training hours should be added to the student’s program. Members of the team should also be trained in any technology that they will need to support or troubleshoot during the student’s day.
Enlarged Print on Paper or Hard Copy with CCTV magnification
Assistive Technology specialists or Low Vision Optometrists can recommend a CCTV (closed-circuit TV) or video magnifier. There are desktop models and portable models. Students can examine small objects or specimens under the CCTV during labs or hands-on activities. Hard copy materials can be placed under the CCTV when an electronic version is unavailable. It is no longer practical to use a CCTV as the primary mode of magnifying reading material. CCTVs are heavy to transport, and they cause panning, which can lead to students feeling seasick. They are also more dependent on lighting conditions in the room. A CCTV option can be part of a student’s tool kit for access, but there are better options for reading than this device.
With today’s availability of electronic media, it is hard to envision a scenario for books in large print; these are bulky, expensive, and take long lead times to produce. Nevertheless, depending on the student’s unique needs, large print hard copy materials can be made available.
Learning Using Auditory Modalities
Whether a student is a Braille or Print reader, auditory media will most likely become a secondary reading medium. The Assistive Technology evaluation should make recommendations on how the student will access auditory materials. The student should be able to access books from Bookshare. Various Apps work with Bookshare to support auditory media, print and braille. Parents often mistakenly believe that encouraging their children to listen to a book is sidelining learning Braille or print. Auditory learning should not be a primary reading medium because students cannot master grammar or spelling in this medium. However, it is an essential tool that adds to a student’s enjoyment of reading and lessens eye fatigue.
Students may begin with human voices on Apps such as Learning Ally, then progress to synthesized voices. Eventually student’s listening speed will increase along with their comprehension. In some subjects, auditory learning will not be practical. This method of learning should be cultivated early on and should not be viewed as a bypass to literacy. Highly trained listening helps in many areas of communication, such as note-taking and improved recall. While blind students might have heightened hearing, they are not naturally using listening to learn, and must work at developing this skill.
Screen Readers
The AT evaluation will determine what type of screen reader the student will learn: JAWS (Job Access With Speech) for PC, VoiceOver for Mac and iOS products, or NVDA (Non-visual desktop access). Training hours should be added to the student’s program to learn these technologies and formalized in the IEP goals and objectives.
Today, many online textbooks come with built-in read-aloud features. While these may be helpful for a novice learner, they are not robust enough to create actual efficiencies for auditory learners. Often, they limit the speed of the text and do not allow the student to navigate with auditory methods. Schools should use online or electronic textbooks that are compatible with screen readers so that students can benefit from the full array of features that screen readers afford. In the same way, the Google suite and Microsoft Suite also have read-aloud features in their products. These features may be helpful in certain circumstances. Still screen reading technology will always be more robust and offer students important options.