Wendy L. Buckley, M.Ed.; Ed.S.
Address: 25 Warren Street, Watertown, MA 02472
Telephone: 617-797-6810
E-mail: wendy.buckley@umb.edu
Sandy (Alexandra) Smith, M.Ed.; C.A.E.S.
Address: 25 Warren Street, Watertown, MA 02472
Telephone: 617-797-0899
E-mail: sandy.smith@umb.edu
This course will train individuals to teach reading and writing of contracted braille. Participants will learn read embossed braille visually and to write literary braille using a Perkins Braille Writer, computer keyboard for six-key entry,, and a slate and stylus. Topics include teaching techniques for reading readiness, tracking, tactile discrimination, and reading methods. Reading problems and remediation will be discussed. Techniques used in education and rehabilitation will be included. The use of technology to produce braille will be reviewed.
Program note: SPEG 615, Braille I, teaches the Braille Literary Code as well as strategies for teaching braille literacy skills to students. UMass students must be able to read unaltered, embossed Braille (visually or tactually) to complete the course.
An undergraduate degree or permission of the instructor(s).
The class is organized weekly sessions. Each new session will become available on Monday morning at 6 am. The plan for each week will be hidden until this time. Please visit the weekly session folder at the beginning of each week to review the plan for the week so you can budget your time accordingly. We will also send you a weekly e-mail to remind you that a new week has started and describe the activities planned for the week.
You should plan on logging onto the course web site 3-4 times each week to check the Course Questions and Answers folder as well as any course discussions that may be underway. Course email should be checked for new messages frequently. Plan on spending at least six to ten hours each week on this course.
Instruction Manual for Braille Transcribing, Fourth Edition. C. Risjord, J. Wilkinson, M. L. Stark, (2000). Washington, D.C.: Library of Congress. National Library Service for the Blind and Physically Handicapped
Guidelines and Games for Teaching Efficient Braille Reading. S. Mangold, M. R. Olson. (1997). New York, NY: American Foundation for the Blind
Beginning with Braille: A Balanced Approach to Literacy. A. Swenson (1998). New York, NY: American Foundation for the Blind
Perkins brailler
Slate & stylus, 27- or 28-cell, 4-line.
Heavyweight braille paper, 11 ½” w x 11” l
Perky Duck software
Access to a computer with a keyboard capable of six-key entry to simulate the brailler
Computer microphone headset
Students are evaluated by the following methods, weighted as follows:
| Domain/Assignment | Relevant Objective | Percent of Grade |
| Braille Transcription Assignments | Objective #1 | 50% |
| Braille Interlining Assignments | Objective #1 | 10 % |
| Tests and Quizzes | Objective #1-5 | 30% |
| Project | Objective #2 | 5% |
| Class Participation | Objectives 1-5 | 5% |
Braille assignments will include interlining (reading) and transcribing (writing). Transcription assignments include transcription of print to braille on paper with the Perkins brailler, electronically with the NERCVE online brailler, and electronically with Perky Duck software. An assignment calendar will be posted in the course with due dates for all assignments and resubmissions.
Transcription Assignments = 50%
Transcription assignments are passages in print that are to be transcribed into braille. Transcription assignments will include practice material using the NERCVE online brailler and homework material submitted to the instructor. Practice material on the NERCVE online brailler must be completed before preparing the homework transcription assignment.
Homework transcription assignments one through seven are to be completed on paper using the Perkins brailler. Paper assignments will be exchanged through the U.S. mail. Homework transcription assignments eight through twelve are to be completed using Perky Duck software and submitted electronically within BLS Vista. Electronic assignments must be uploaded into the assignment drop box; e-mail attachments will not be accepted.
All homework transcription assignments will be proofread, marked for mistakes and graded by the instructor. Students may redo and resubmit designated paper transcription assignments to achieve a higher grade within the specified time period. When a transcription assignment is resubmitted, the entire assignment must be rebrailled according to instructions provided. The assignment will be evaluated on its own and will not be compared with a previous submission of the same assignment. The highest score achieved for any one transcription assignment will be counted toward the final grade. Resubmissions submitted after the due date will not be accepted. Homework transcription assignments one through seven may be resubmitted. Homework transcription assignments eight through twelve do not carry a resubmission option.
Transcription assignments will be graded as follows: NERCVE online brailler, 50 points + homework transcription, 50 points for a total grade of 100 points on each assignment.
All items in the NERCVE online brailler assignment must be completed without error to receive the 50 points. The material may be brailled as many times as necessary to achieve a complete score. The score must register as complete before the homework deadline to receive credit.
Two (2) points will be taken off for each error on a homework transcription assignment. Errors on transcription assignments are defined as incorrect paper orientation, incorrect crossing out or erasures, incorrectly brailled cell, spacing errors, format irregularities including margin settings, omitted or repeated text, incorrect division of words, and improper use of rules.
Blocking out is not permitted on resubmission assignments.
Interlining Assignments = 10%
Interlining assignments will consist of a passage in embossed braille to be read and translated into print. An embossed braille workbook will be sent to students at the beginning of the course. The ten interlining assignments will appear under the assessment section in BLS Vista. The entire passage must be interlined and the corresponding text entered under the appropriate question in the assessment within BLS Vista. The assessment tool is used so that students can receive immediate feedback on their interlining assignment submissions. Interlinings are considered under the Assignment area for grading purposes. Interlining assignments cannot be resubmitted.
Tests and Quizzes = 30%
Online quizzes: 15%
Online quizzes will be based on information presented in a single or combined sessions. The quizzes are not timed, but must be completed within the session period. A student who does not complete the quiz during the assigned time period will receive a partial grade for that test and a zero grade for any quiz not taken at all. Students may refer to course resources (textbook, web lessons, class notes) for all quizzes. Students may not consult other students for quiz answers and use of a braille translation program for assistance with answers is prohibited.
Final Exam: 15%
The final exam will consist of an in-person braille competency evaluation and an online test. The braille competency test will include interlining and braille transcription. This test will be given during or shortly after session ten. The online portion of the exam will be held during session thirteen.
Readiness Materials Project = 5%
Students will work in small groups to develop story box materials for an assigned story. Students will be assigned to groups through a random selection process using the group management tool in BLS Vista. Stories and story box materials will be presented to the class during a required online group session.
Participation = 5%
The participation grade is based on the student's active participation in all aspects of the course. Included under this area are completion of the slate & stylus assignment, participation in the discussion boards, ongoing communication and timely submission of assignments. The participation grade also includes effective and timely communication with the instructor regarding any urgent situations (of a personal or technical nature) which may impact the student's submission of assignments, assessments or attendance at required meetings. A total of 100 points is assigned for this area of the grade.
The slate & stylus assignment is a transcription assignment to be completed using a slate & stylus. The slate & stylus assignment is considered pass/fail and may be submitted only once; resubmissions will not be accepted. A pass grade will be assigned as long as the student has demonstrated a concerted effort to complete the assignment according to the instructions.
The final grade for the course will be calculated according to the formula: homework average times 60% + quiz average times 15% + final exam times 15% + project grade times 5% + participation grade times 5%, translated into a letter grade according to the following:
A = 93 or greater
A- = 90 - 92
B+ = 87 - 89
B = 83 - 86
B- = 80 - 82
C+ = 77 - 79
C = 73 - 76
C- = 70 - 72
D+ = 67 - 69
D = 63 - 66
D- = 60 - 62
F = less than 60
The due dates for each of the assignments and assessments are stated in the assignment calendar posted by the instructors. Although reminders to impending due dates will be included in the weekly message from the instructor, it is ultimately the student’s responsibility to insure that all assignments are ready to be turned in by the expected due date. All quizzes (assessments) must be completed by the stated end date.
It is the student’s responsibility to be sure that the assignment arrives on time. Please plan ahead and allow enough time to compose, upload and submit assignments. When the system is very busy (such as within 10 or 15 minutes of the due date and time), uploading attachments can become slow. Students should not wait until the very last minute to put the assignments in the drop box or to begin an assessment. Individual technical problems are not a valid excuse for late assignments or incomplete assessments.
Late assignments receive the following penalty:
Five points will automatically be deducted for every day the assignment is late for five days after which the assignment is marked at zero. Faculty are not obliged to provide feedback on assignments marked at zero.
Incomplete or missed assessments receive the following penalty:
Online quizzes will be untimed but must be completed by the due date shown. Extensions will not be given on quizzes. Any quiz that has not been started by the due date will receive an automatic zero grade. Any quiz that was started but not submitted by the due date will be automatically submitted by the system and graded for a partial score. Five points will be deducted from the resulting score. Students who do not attend the in-person exam will receive a fifty percent penalty for that part of the exam. Students are encouraged to contact the instructor immediately to resolve any incomplete or missed assessments.
If a significant family/personal emergency prevents a student from completing an assignment on time, please contact the instructor to decide the best course of action. To request an extension, students must discuss their situation with an instructor before the deadline and be prepared to provide written documentation.
Students are advised to have a backup plan for internet and e-mail access in case of unexpected internet connection difficulties or a computer crash. Always keep a back-up copy of all your assignments in a safe place. Discussion postings and interlining assignments should be recorded in a text or word processed file first and saved to your hard drive. Though they are rare, major system outages and failures do happen. Individual technical problems are not an acceptable excuse for late assignments, missed, or incomplete assessments.
Two pre-practicum assignments are available for this course.
Students will receive detailed information about the requirements and documentation needed during the course sessions. Documentation needed for the pre-practicum assignment can be found at http://www.nercve.umb.edu/index.php?page=preprac
Horizon Wimba Live Classroom provides for live, interactive online sessions with audio and video options. tcConference provides for live, interactive, online sessions with audio and text options. A schedule of online conferences will be posted in advance. The instructors will also hold weekly office hours online. Live Classroom is available as a link from within the course on BLS Vista. If a student is unable to attend a group Live Classroom session, a link will be available for playback of the session. A headset microphone is required to participate in the online sessions. Students are encouraged to test their computer connection with Live Classroom in advance of the first session by running the setup wizard.
Headphones with a microphone may be purchased at any computer or electronics store such as Radio Shack, Best Buy, Office Max, etc for $15 to $25. They are also available in the UMass bookstore.
Online sessions for this class will be held in tcConference.
Instructor Buckley:
Instructor Smith will be available for office hours by appointment in the second half of the semester.
Section 504 and the American with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from UMass Boston's Ross Center for Disability Services (617-287-7430). The student must present and discuss these recommendations to each professor within a reasonable period, preferably by the end of the Drop/Add period.
Students are required to adhere to the Code of Student Conduct, including requirements for academic honesty, delineated in the University of Massachusetts Boston Graduate Studies Bulletin, Undergraduate Catalog, and relevant program student handbook(s). The Code of Student Conduct can be found on the UMass Boston website at: http://www.umb.edu/student_services/student_rights/code_conduct.html.
Students experiencing technical difficulties should use the following resources for assistance:
Students in an online course are expected to maintain a working computer and internet connection throughout the semester. A backup plan should be in place for use of an alternate computer in the event of an unexpected system failure.
If this is the first time you're using BLS Vista, take the time to look at the Student User Guide available on the Student Resources page.
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Burns, M. The Burns Braille Transcription Dictionary. New York: American Foundation for the Blind.
Caton, H. (1982). Patterns, The Primary Braille Reading Program. Louisville, KY: American Printing House for the Blind.
Duffy, S. L. M. (1989). A Braille Primer for Adults. Baltimore, MD: The National Federation of the Blind.
Harley, R. K., (Jan 1986). Braille Instruction for Blind Diabetic Adults with Decreased Tactile Sensitivity. Journal of Visual Impairment and Blindness, 79. 12‑17.
Harley, R. K., et al. (1987). Communication Skills for the Visually Impaired Learners. Springfield, IL: Charles C. Thomas
Harley, R. K., et al. (1979). The Teaching of Braille Reading. Springfield, IL: Charles C. Thomas.
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Koenig, A., et al. (1995). The Braille Enthusiast's Dictionary. Nashville, TN: Scalars Publishing.
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Krebs, B. M. (1968). Braille in Brief. Louisville, KY: American Printing House for the Blind.
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Mangold, P. (1985). Teaching the Braille Slate and Stylus. Castro Valley, CA: Exceptional Teaching Aids.
Mangold, S. (1977). Mangold Developmental Program of Tactile Perception and Braille Letter Recognition. Castro Valley, CA: Exceptional Teaching Aids.
Mangold, S. (1978). Tactile Perception and Braille Letter Recognition: Effects of Developmental Teaching. Journal of Visual Impairment and Blindness, 72, 259‑266
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Nezol, A. J. (January 1975). Reading and the Multiply Handicapped Child. New Outlook, 69:1, 39‑40.
Olson, M. R. (1981). Guidelines and Games for Teaching Efficient Braille Reading. New York: NY: American Foundation for the Blind.
Olson, M. R. (October 1979). Suggestions for Working with the Remedial Braille Reader. Journal of Visual Impairment and Blindness, 73, 314‑317.
Pesavento, M. E. (1993). Braille Codes and Calculations. Castro Valley, CA: Exceptional Teaching Aids.
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Rex, E.J. (1989). Issues Related to Literacy of Legally Blind Learners. Journal of Visual Impairment and Blindness,v83 n6, 306‑7,9.
Risjord, C. (1995). Literary Braille Refresher Course for Teachers and Transcribers. Rochester, NY: National Braille Association, Inc.
Risjord, C., Wilkinson, J., Stark, M. L. (2000). Instruction Manual for Braille Transcribing, Fourth Edition. Washington, D.C.: Library of Congress. National Library Service for the Blind and Physically Handicapped.
Stocker, C. (April 1992). Modern Methods of Teaching. Braille Writing Simplified (Slate and Stylus Writing). National Library Services for the Blind and Physically Handicapped.
Swenson, A. M. (1999). Beginning with Braille. New York, NY: AFB Press.
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Weiss, J. (May 1979). Teaching Braille to Blind Adults with Limited Language Skills. Braille Forum, 17, 16‑19.
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This syllabus is subject to change.
Updated: September 14, 2008