Figure 1 Fingers in correct position
Kohl is a five year old boy who is blind and is attending his local primary school. He transitioned from preschool to primary school in term one this year. He has settled into the classroom routines very well.
Here Marg Crosswell, BLENNZ Resource Teacher of Vision who works alongside Kohl explains his transition and the process of developing pre-braille skills.
In Figure 1 Kohl has his fingers in the correct position on the Mountbatten brailler. Continue Reading →
Figure 1 Repeating patterns to develop tactile discrimination
Tearima is 5 years old and is learning to read and write. As he uses braille to access printed text, his preparation for literacy also includes an extensive programme to develop his tactile skills.
Rebecca Reed, the Resource Teacher Vision in Tearima’s education team, gives an overview of Tearima’s current literacy programme.
She also describes some of the ongoing, behind the scenes preparation that ensures that Tearima has equitable access to the curriculum. Continue Reading →
Figure 1 Student using Mountbatten and cake board
Shannon, aged 10, accesses reading and writing by using Braille. As she is becoming a more confident and competent reader and writer, she has needed to evaluate her technology options to ensure that they are supporting her learning rather than holding her back.
Alison Prskawetz (BLENNZ Resource Teacher Vision) describes the process of finding a successful technology solution in collaboration with Shannon, her parents and whānau and Shannon’s wider education team. Continue Reading →