This session explained how various levels of braille technology, for example a note taker or display, might be advantageous for you in different situations. It also covered how mainstream technology has embraced braille to all our advantages.
Stuart focused particularly on the ElBraille with Focus 5th edition display, the Braille Sense Polaris and the QBraille from Selvas Healthcare.
In this first episode of Braillecast Extra, we re-acquaint ourselves with Megan Paul, winner of the 2016 Onkyo Braille Essay Writing Competition. We’re treated to a complete reading of her winning essay, following our interview with her on the very first episode of Braillecast.
Based in Boston Massachusetts since 1927, National Braille Press is a global leader in producing high quality, affordable braille materials and developing innovative technologies advancing braille literacy for blind and visually impaired children and adults everywhere. In addition to its first class braille transcription facility, producing everything from standardised tests to restaurant menus, NBP has a unique specialism in publishing original books by blind authors expressly for blind people, from cookery to technology. It also provides braille transcription and production services to like-minded organizations and, through the Centre for Braille Innovation, overseas the annual Touch of Genius Prize for Innovation.
The Royal Institute for Deaf and Blind Children (RIDBC) is Australia’s largest non-government provider of services supporting thousands of adults, children and their families with hearing loss or vision impairment. Established by an Act of Parliament in Australia in 1860, it now operates via a number of Centres, promoting the rights of all persons with vision impairment to inclusion in education, employment and society on the same basis as sighted persons – leaving no-one behind. Of particular note for this podcast is the Renwick Centre which, in partnership with the Macquarie University, is Australia’s leading centre for the provision of high quality teaching and learning opportunities for professionals in the area of Special Education for students with hearing or vision impairment, research in these same areas, and related community service.
Trudy Smith is Manager of the Continuing Professional Education program at the RIDBC Renwick Centre and is responsible for the day to day management of the UEB Online courses.
Josie Howse was editor of the original UEB Primer published in 2006, is co-editor of the UEB Australian Training Manual and is the author of the UEB Mathematics Training materials on UEB Online. She has worked in vision impairment for more than 40 years and, prior to her retirement in 2019, was the manager of the Braille, Large Print and E-Text Production Department of the New South Wales Department of Education. She has represented the Australian Braille Authority at all six of the International Council on English Braille (ICEB) General Assemblies held every 4 years and had a strong input into UEB discussions from the developmental years. Josie has conducted extensive workshops throughout Australia on numerous braille related topics and has presented papers in Thailand, Germany, New Zealand, South Africa, the USA and Austria.
This episode features the last of the content that we recorded at the recent Sight Village South East exhibition. Namely, a seminar from the Braillists Foundation entitled “Making the Case for Braille in the 21st Century”, the notes from which are included below. We also present a comprehensive demonstration of the Braille Screen Input feature on iOS.
Chapter markers have been inserted throughout this episode to aid navigation.
Making the Case for Braille in the 21st Century
Braille is difficult to learn. Braille is expensive to teach. Braille is irrelevant now that we have assistive technology.
Statements like these are all too familiar, but are they really true? In this seminar, we provide an alternative perspective by outlining the inherent advantages of braille and exploring practical applications of braille in modern day life.
Attendees will become positive advocates of braille in their day-to-day lives and be equipped with the knowledge to be able to effectively champion braille in both a professional and personal context, recognising it as an integral component in a well-structured package of independence skills.
By the end of this seminar, attendees will be able to:
Recognise the need for braille as a primary literacy medium
Exemplify both traditional and modern uses of braille
Understand how braille and technology complement each other
Describe several ways of reading and writing braille at varying levels of difficulty and different price points
Points in Favour of braille
Literacy: a blind person who only uses speech output misses out on incidental reinforcement of:
Spelling (n.b. it could be argued that contractions get in the way, but this is often due to the way they are taught – teach T-H-E rather than the)
Grammar (subtle uses of punctuation, such as the semicolon and apostrophe; capitalisation, in particular of proper nouns which have become normalised (e.g. Post Office); paragraphing; quoting; etc)
Typesetting (use of bold, italics, underlining; superscripts and subscripts (particularly in technical subjects); etc)
Independent judgement: a blind person who primarily uses speech output does not learn to doubt the pronunciation of his/her speech synthesizer. This is a particular challenge when dealing with text in a foreign language, including Welsh – many blind people would pronounce Cymru as “Sime-roo” instead of “Cum-ree”, for example. If the same word was read in braille, its unfamiliarity would result in an increased likelihood that the braillist would ask for help pronouncing it.
Efficiency of review: speech can read horizontally very easily but it is more difficult for a screen reader to be precise when reviewing vertically. Similarly, extra typographical information such as superscripts/subscripts, italics/bold/underline and change of colour can be extremely verbose when vocalised by a screen reader; the braille equivalent is often less obtrusive. It is often therefore more efficient to deal with subjects such as Mathematics in braille. Consider the following example equation: w=(12(s₁+s₂)÷52)+(b₁÷4)+b₂
Discreetness: there is a myriad of scenarios in which braille draws much less attention than speech, both personally and professionally. Straightforward examples include using a tactile watch to check the time as opposed to a talking watch. More complex examples include delivering a presentation from braille notes, either in hard copy or electronically. This is far preferable to wearing headphones so as to listen to notes spoken by a screen reader, partly because the latter method appears antisocial and partly because the presence of headphones impairs hearing. This, in turn, lessens the presenter’s ability to detect audible queues (e.g. fidgeting, which could signify boredom; or people attempting to ask questions). There are very specific cases along these lines to be made for braille in performance environments, e.g. radio presenting, singing in a choir etc.
Instantaneousness: once produced, no further technology is required to read hard copy braille, thus eliminating the need to, e.g. change batteries at an inopportune time. This makes it particularly suitable for labelling, both individually (e.g. labelling CDs or items of food) and corporately (e.g. braille labels on lifts, hotel room doors, etc).
Social inclusion: braille offers an ideal solution for the modification of card games. Regular playing cards (Red, Blue, Large Print Red and Large Print Blue), as well as specific sets for, e.g. Happy Families, Uno and Bingo, are readily available in braille, and other cards can be easily brailled locally. The skills required to read braille also transfer to reading, e.g. Tactile Dice (Large Tactile Dice available here), which are readily available and which instantaneously offer access to many more games and activities.
Preservation of residual vision: a person who is severely partially sighted may still be encouraged to read large print instead of braille for a multitude of reasons, largely centred around denial (not wanting to look “blind”). However, the resultant eye strain could lead to the person putting him/herself in significant unnecessary danger, e.g. by attempting to cross a road at the end of the day using tired eyes. It is also fair to point out that large print above roughly 24 point may in fact be more bulky than braille.
Points Against Braille
Braille is difficult to learn: cognitively, learning braille is no more difficult than learning, e.g. a foreign language or musical instrument. The argument is particularly common when addressing elderly people, and indeed in some cases it may be true, but it should not be the default position as it is clear that some elderly people are still able to learn.
Braille requires too much tactile discrimination: again, this argument is heard most commonly when referring to elderly people, and again, it may be true in certain situations, e.g. for manual labourers. However, a significant body of older people do not fall into this category, e.g. office workers, musicians, salesmen etc. These people may have perfectly adequate tactile discrimination already, or certainly could be taught to develop it, so once again the argument should not be the default position.
Braille is time-consuming and expensive to teach: whilst this is undoubtedly true, especially if a thorough mastery of the braille code is desirable, it need not be any more expensive or time-consuming than other forms of specialist intervention, e.g. mobility training. Indeed, mastery of IT and assistive technology is also expensive and time-consuming if done well, and rapid training in order to overcome a short-term problem nearly always results in poor performance later on which can only be remedied by additional training, which is often less opportune for the end user.
The support requirements of braille are too onerous: often heard in education, where a Teaching Assistant is often required to learn braille alongside the student in order to transcribe work. Appropriate use of braille technology, e.g. a notetaker or braille display connected to a computer or tablet, minimises the requirement for human intervention particularly in the braille to print transcription process. However, there is no substitute for knowledgeable human intervention in any aspect of blindness education, not least braille. Blind people use computers very differently to their sighted counterparts and it is therefore a false economy to suggest that it is easier to support a computer-first approach to accessibility merely because the technology appears “normal”, either because the technology will inevitably require repair which the TA is ill-equipped to perform, or because the TA will inadvertently teach bad habbits which will need to be overcome by romedial intervention at a later stage.
Braille is time-consuming and expensive to produce: the proliferation of high quality electronic resources in the mainstream, e.g. Amazon Kindle or Apple Books, results in a blind person being able to read most straightforward titles on a braille display connected to a tablet or computer with no additional human intervention, thus eliminating the time and expense of transcription altogether. The traditionally high initial cost of such a display can often be covered by grant funding, or modern, cheaper braille technology can be obtained instead, e.g. the Orbit Reader. For those who prefer hard copy braille, advances in automated braille transcription solutions and personal braille embossing technology take advantage of high quality mainstream output to vastly reduce transcription times and costs. Examples include RNIB Bookshare in education. Though human-transcribed braille is still desirable over automated alternatives, it is now most useful for technical subjects such as Mathematics, science, foreign languages and music, which is usually only a small subset of the amount of material that someone may need to access, and the expense in this instance may be offset against a reduction in support costs and higher retention and attainment levels resulting in a decreased potential need to, e.g. defer or retake examinations. For adults, the cost of transcription may be offset against the gains of employment and may usefully be covered either by schemes such as Access to Work or benefits such as Personal Independence Payment, with wages as a last resort.
Braille is bulky and wastes resources: this is unfortunately inevitable for hard copy braille. However, care should be taken when comparing braille with other formats, as large print above 24 point also becomes bulky and may, in some cases, in fact occupy more shelf space than braille. It is also important to investigate all possible means of maximising available space, e.g. by embossing on both sides of the page (to reduce the number of volumes) and using braille paper which is wider than A4 (to increase the amount of braille which will fit on a shelf) – or, indeed, in certain situations, using braille paper which is A4 or smaller (so that it will fit through a letter box). Continuing advances in braille technology, such as the Canute, are increasingly renderring “soft” braille a viable proposition, where the equivalent of hundreds (if not thousands) of traditional hard copy braille volumes can instead be delivered via media such as an SD card.
Modern technology renders braille obsolete: this is true in as far as modern technology also renders print obsolete. It is possible, for example, to receive bank statements and utility bills in hard copy braille, but nonetheless sensible for a blind person to instead access this information online (possibly using a braille display) if that is his/her preference, as is true for sighted people. However, there will still be a need for braille for as long as there is a need for print, and there will still be a need for hard copy braille for as long as there is still a need for a pen and paper. It is not fair to deny a blind person the choice to read braille, even refreshable braille, unless we are also prepared to deny a sighted person the choice to use their computer with a screen. It is also important to point out the reduced access that blind people have to incidental writing, e.g. text on street signs and product packaging. It is therefore imperitive that blind people are afforded regular structured opportunities for reading in order to reinforce basic concepts of literacy. This is not achieved by exclusive use of speech access solutions.
Who Should Learn Braille?
Anyone who does not have enough vision to read print, unless physical or cognative factors prevent this
Anyone for whom serious sight loss is predicted in future, e.g. due to a deteriorating eye condition
People with partial sight who may require a second reading medium, for instance because they can only read print at a reasonable speed above a certain font size (e.g. 36) or indeed below a certain font size (e.g. size 8 due to tunnel vision), or because their ability to read print is severely impacted by lighting conditions (e.g. night blindness or eye sight sensitive to glare)
Sighted supporters of the above, in both a professional and personal context (e.g. QTVIs, rehabilitation officers, sight loss agency staff, friends and family (and colleagues, in some cases) of the braillist)
This episode features a couple of interviews that we recorded at the recent Sight Village South East exhibition. We also hear one person’s perspective on the ElBraille.
Jenny Axler, Technical Support Manager at Hims and Stuart Lawler, Manager of Sight & Sound Ireland, join us to discuss the BrailleSense Polaris and Polaris Mini, QBraille XL, and the fifth generation Focus line of braille displays from Freedom Scientific.
4 January is Louis Braille’s birthday (he would have been 211 this year if he was still alive). It’s no coincidence, then, that, since 2019, the United Nations has formally celebrated this date as “World Braille Day”, an international day of observance “… to raise awareness of the importance of Braille as a means of communication in the full realization of the human rights for blind and partially sighted people.” In spite of its recency, it already feels firmly established in the calendars of the sight loss industry, attracting a great deal of online publicity this year. Perhaps that’s because, for many, the significance of Louis Braille’s birthday predates the UN’s intervention: organisations in the United States of America have observed National Braille Literacy MOnth in January since at least 2011, and Royal Blind’sNational Braille Week in the UK was held in the week containing 4 January until 2013. (It’s now held in the second week in October to coincide with the International Agency for the Prevention of Blindness’s“World Sight Day”, held on the second Thursday in October.)
One of the more creative announcements to spring from this year’s World Braille Day came from VICTA, a national charity in the UK that provides support to blind and partially sighted children and young adults (aged 29 or under) and their families. They’ve launched their first ever competition to challenge children and young people to push the boundaries of their creativity and use the braille system to produce a piece of art. Blind and partially sighted 0-10-year-olds are invited to present a creative way of displaying their name in braille using different objects, whilst 11-29-year-olds should find a way to use braille to create a picture. £50 and £25 Amazon vouchars are up for grabs respectively for the winners and the runners up in each category, and chosen finalists will be displayed in a booklet and an online gallery. Entries close at 5:00 PM on 31 January 2020.
We spoke with Luke Wakefield, Head of Activities & Strategic Programmes at VICTA, about the competition and the charity as a whole.