Technology for Early Braille Literacy: Comparison of Traditional Braille Instruction and Instruction with an Electronic Notetaker

Autor/inn/en	Bickford, James O.; Falco, Ruth A.
Titel	Technology for Early Braille Literacy: Comparison of Traditional Braille Instruction and Instruction with an Electronic Notetaker
Quelle	In: Journal of Visual Impairment & Blindness, 106 (2012) 10, S.679-693 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
Schlagwörter	Braille; Emergent Literacy; Reading Fluency; Written Language; Educational Media; Educational Technology; Conventional Instruction; Students; Children; Visual Impairments; Special Education Teachers; Student Attitudes; Teacher Attitudes; Outcomes of Education; Instructional Effectiveness; Semi Structured Interviews; Curriculum Based Assessment + Suchen Sie Ihr Suchwort? Frühleseunterricht; Geschriebene Sprache; Bildungsmittel; Unterrichtsmedien; Student; Schüler; Schülerin; Studentin; Child; Kind; Kinder; Visual handicap; Sehbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Lernleistung; Schulerfolg; Unterrichtserfolg
Abstract	Introduction: The study reported here evaluated whether there was a difference in students' outcomes for braille fluency when instruction was provided with traditional braille media or refreshable braille. Students' and teachers' perceptions of the efficacy of the use of the different instructional media were analyzed. Methods: Nine students from public and residential schools, using the "Patterns" reading series, participated in the study. In an alternating-treatments design, weekly curriculum-based measures that were developed to measure oral reading fluency and word-writing fluency were used to monitor the students' progress with each instructional medium. Semistructured interviews at the conclusion of the study gathered information about the benefits and challenges of each medium. Results: Throughout the 18 weeks of instruction, there were no consistent differences between students' use of the refreshable braille display and their use of paper and the Perkins Brailler. All students achieved gains in their knowledge of braille letters and contractions, and many achieved an increase in fluency, although the increase was not tied to one instructional medium. The participants identified both the advantages and disadvantages of each medium. Discussion: The study did not reveal consistent differences among the students between the outcomes of instruction with the traditional Perkins Brailler and paper or the electronic braille notetaker with a refreshable braille display. The teachers were concerned about the inability of students to obtain spatial relationships using refreshable braille. Implications for practitioners: This study did not provide a clear answer to questions regarding differences in outcomes. The findings suggest that following some instruction with the technology, students can quickly learn to use an electronic braille device, are motivated to use these devices, and may demonstrate enhanced outcomes. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10