UNIT-5.ppt

BRAILLE AND ASSITIVE DEVICES
Dr.S.Revathi
Asst. Professor
Dept of Special Education
UNIT-5

OTHER DEVICES – TYPES, DESCRIPTION
AND RELAVANCE
• 5.1Geography – Maps, relief, embossed,
models
• 5.2Science Material
• 5.3Low Vision aids – optical, non optical,
vision training materials
• 5.4Schemes
• 5.5Sources of availability

Optical devices
• Optical devices include magnifying lenses,
spectacles, binoculars, microscopes, telescopes and
lasers. Optical devices manipulate light waves to aid
in viewing or analyzing those waves to determine
properties of the object in view.
• Low vision non-optical devices can include a number
of adaptations, such as reading stands, supplemental
lighting, absorptive sunglasses, typoscopes, and
tactile locator dots. They are often recommended as
part of a low vision examination, and can be used in
combination with magnifiers and other low vision
optical devices that can help with reading and a
variety of tasks.

• Distance Vision Telescopes
• Frames, Accessories and Other Aids
• Hand and Stand Magnifiers withIllumination
• Hand and Stand Magnifiers without
Illumination
• Near Vision Telescopes
• Spectacles and Head-Borne Magnifiers

NEAR DEVICES
Microscopic glasses
ADVANTAGES
• Hands Free: Can read AND write!
• Large Field of View
• Can read with both eyes up to 12D
• Good for prolonged reading

NEAR DEVICES
Microscopic glasses
DISADVANTAGES
• Decreased focal distance
• Lighting critical
• Neck/Shoulder Fatigue possible
• Can only use one eye with higher powers

Optical Devices - Near
Hand-held Magnifiers
ADVANTAGES
Can read for short times
• Easy to carry
• Cheap
• Allows for head movement
• Can be used with distance glasses / no
need to take off glasses

NEAR DEVICES
Hand-held Magnifiers
DISADVANTAGES
• Requires use of one hand
• Must maintain focal distance
= short reading only
• Decreased reading speed
• Very difficult to write
• Must be held parallel to object

Magnifying devices
- easily available
• Magnifying glasses from + 4.0 up to +16.0 D
• Hand magnifiers: + 5.0 , + 8.0 D ;
•sometimes 10 and 15 D

Characteristics of Magnifiers
When you INCREASE lens power you,
Increase magnification
Decrease Focal Distance
Decrease Field of View
Decrease Reading Speed

NEAR DEVICES
Stand Magnifiers
ADVANTAGES
• Potentially hands free
• Easier to maintain focal distance
• Stable
• Can write with a few models

NEAR DEVICES
Stand Magnifiers
DISADVANTAGES
• Portability
• May block light
• Posture/Fatigue
• Cannot write with most models

Non optical Devices
• Non optical devices can be grouped according to
their function
• Enhances the images and reduces glare
• Typoscope -A typoscope (pictured) assists in finding
and keeping the place on a page of print
• Enhances contrast
• felt-tipped pens
• good lighting on object or print
• bold lined paper
• writing guide

• Adjusts or provides a comfortable working
distance
• reading stand
• good reading technique
• Changes to environment
• control or adjust light/glare with hat, eye
shade or lamp, sunglasses
• organise space with less clutter

Non-Optical Devices &
Environmental Modifications
Make changes in the environment, or
Change objects to make them more
easily visible.
• Enhance the use of a person’s visual
ability with or without optical devices.

CONTRAST
The difference in the amount of light
that is reflected off two surfaces that
are next to each other.

Florescent (‘Tubes’)
Least expensive
Good General Illumination (scatters light)
Noise
Cannot be Dimmed
Illumination (lighting)

Incandescent (‘bulb’)
Easily obtained (most common)
Directional (good for close work)
Can be Dimmed
“Yellowish” light
Costly (replacement)
Temperature (hot)

Natural Light
Cheap!
Cannot control (glare, shadows, etc)
Cannot Direct
Availability

Lighting Tips
• Place lamp at eye level and behind the
shoulder
• Light should be on opposite side of the writing
hand or same side as stronger eye
• Combine general illumination and task lighting
• Maintain even illumination throughout the room

Basic Principles when using color
to create contrast
• Avoid using pastel colors next to each
other.
This is the best
class I have ever
taken!

Devices/Modifications to improve
contrast
• Use light on the task
• High liter pens
• Reduce the number
of objects in the
immediate area.

Devices/Modifications to improve
contrast
• Masking – visually defines a particular
space.
Typoscopes and Writing Guides
increase contrast around print.

Reducing Visual Clutter
• Increase contrast between objects and
areas around them. (contrasting
tabletop)

Greater Physical Comfort
• Encourage Appropriate Posture
– Reading/writing stand
– Clip board
– Standing lamp
– Proper chair/table
• Reduce Glare

Non-optical interventions
• Control of Light
– Window light - Lamp - Cap
• Improve contrast:
– Typoscope/reading slit - Light
• Use distance
– Stand - Read at close distance
– Sit closer to blackboard
• Use size
– Large print
• Use colour
– Dark doorpost with light coloured door

• commonly used low cost and Advanced
Assistive Devices
• Now list the devices from the PPT.
• THAT’S IT .

Teaching of Social Science
• By using adapted tactual maps, diagrams and
Globe
• Procuring, adapting and use of different types
of models.
• Organizing field trips
• through Dramatization, narration,
explanation, story telling and role play.

Teaching Social Science to VI
• The other methods include,
• Oral instruction with sufficient Braille /LP material
will be suitable except for a few typical areas in social
studies.
• Provide first hand experience by taking children to
historical places, temples, hills, rivers museums and
archives etc. with special permission to touch and
feel the objects and develops concepts.
• Explain historical events.
• Encourage to collect historical stones, coins, used
articles etc to efficient teaching methodology.

TEACHING OF SCIENCE
• 3.1 Providing first hand experience in the class and the
school environment
• 3.2 Inclusive / collaborative learning for laboratory
work.
• 3.3 Science teaching learning materials and
equipment- i) preparation and use of TLM ii) locating
and procuring science equipments.
• 3.4 problem solving and learning by doing approach
for VI students.
• 3.5 Eval. Procedures with particular reference to
practical and adaptations in examination questions.

Aims Objectives of Teaching Science
• GENERAL
• To enable the learner to acquire problem
solving and decision making skills and to
discover the relationship of science with
health, agriculture, industry and other aspects
of life.
• To develop conceptual skills of the child and
the ideas and attitude about scientific method

Developing Tactile Skills
• However, map work presents very significant
challenges and a different approach is needed
for children:
• With limited central vision;
• With poor scanning skills;
• With severe nystagmus;
• Who lack colour vision or struggle to perceive
contrast; and/or
• Who are registered blind and use braille.

Objectives of Map Instruction
• To develop :
• 1 the ability to form a mental picture of a geographical
area.
• 2. ability to draw inferences from the facts learnt from a
map eg. Knowing physical features, climate, region.
• 3. Understands varied map symbols.
• 4. Develop positions concepts by grasping ideas regarding
spatial relationships and directions in maps.
• 5. acquire the ability to express theoretical data in
diagrammatic representation ( eg. Population in bar, and pie
diagram.)
• 6. interest in attaining the skills of using landmarks and
reference points for thorough map reading.

Methods of
Teaching Map
• Play way method- learning while playing
makes learning process easy and simple.
• Ex. forming a shape ( India, world map)
• Collecting historical objects.
• In the tactual aid ask the child to match
the important nations and their capitals,
district, taluk etc.
• VI can be involved in dramas. They can
also participate in mono acting, group
acting etc.
• Field Trips to market places, railway
stations, constructions sites and to
museum.
• Encourage debates, paper reading and
other literary activities .

• Globe: Tactile and Visual
This table model from APH
is a standard 12" political
globe covered with a tactile
clear plastic overlay.
Among the overlay's
features are continent
outlines, higher and lower
elevations, and raised
latitude and longitude
lines.

MATERIALS USED FOR PREPARATION OF TACTILE
MAPS
• Different varieties of sand paper
• Cardboard of diff. thickness
• Sponge and flannel sheets
• Different size beads for showing diff. places
• Thread with different thickness
• Different textile material( scrap available with
tailor)
• Fevicol for pasting
• Rubber bands, strings and buttons.
• clay

OBJECTIVES – TEACHING SCIENCE TO VI
• To develop
• systematic process of thinking for scientific enquiry, critical
observation, appreciation, and critical aspiration.
• Manipulative skills, discriminate textures and tactual
components.
• Enhance the role of experiments in learning scientific
concepts.
• Adaption, principles and relations in S&T
• Knowledge about chemical Braille abbreviations.
• Encourage the VI experience to discover science.
• An appreciation of the contribution of science and scientists
towards the improvement of life and growth of human
civilization.

Ways of learning Science
• One of the best way through first hand experience.
• Try to demonstrate or explain a concept.
• Opportunities for tactually explanation of, or follow –up
information about.
• The second way
• Children enjoy the first hand experience by undertaking field
trips.
• Visit to an industry, neighborhood, community, useful for
understanding the environment.
• They collect the specimen of leafs, stones, etc
• Arranging group excursions and field trips- develop FHA.
• Third way is- group study- acquire more ‘k’ among peer group.
• Project experience – vic can linked with sighted children-
collaborative learning.

Pre requisites
• Need to develop; Skill of
• Observation
• Listening
• Tactile observation, perception,
discrimination, imagination
• Manipulation, memorization
• Creative thinking
• Problem solving and
• Skill of exploration

Methods of Teaching Science to VI
• Adopted instruction can be applied to teaching VI
with some accurate and precise modification.
• Developing prerequisite skills.
• Teaching science not to be confined to the
classroom - root system, scoot system, time and
distance – take them to environment.
• Systematic instructional objectives should be
followed
• Kothari Commission – states’ poorly taught and
badly learnt.
The process of interpreting the world of knowledge to the child
mind is called the method of Teaching.

Necessary Competencies to be developed
• The teaching method should help the
students to :
• Think for himself and stimulate further action
• Develop the capacity for ‘clear thinking’
• Develop divergent and creative thinking
• Develop moral and social value
• Acquire understanding
• Sustain interest in their work
• Remember the principles nd facts very easily
• Develop transfer of learning.

Different Methods
• Lecture method
• Historical method- history of every invention.
• Inductive – Deductive method- inculcate the
process of scientific thinking known as
inductive – deductive in nature
• Induction involves – generalization relations,
principles, rules etc
• Deduction – particular truth to general truth.
Concrete fact from abstract thinking.

• Synthetic Method- develop the sense of touch, sight and
heaving. Known to unknown chn will develop skill of
reasoning.
• Analytic Method- unknown to known - conclusion to
hypothesis, suggested for higher classes to develop sense of
discovery- to develop better understanding of the subject.
• Project Method- in group, work cooperatively.
• Learning by doing and learning living one – two principles
involved in this method. It involves providing a situation,
choosing planning, executing, evaluating and recording.
Collaborative learning will develop along with sighted
children.
• Play way method: development of concept in an normal way.
Learning is so natural

• Simulating conditions: The tactile mostly
based on simulation principle and it enhances
the devt. Of reasoning in congenital students.
• Education through Environment- learn more
through the explanation of the envi.

Laboratory Method
• Peer team learning approach helpful to VI.
• Provide opportunity to know each part of the apparatus
through tactile and auditory modes.
• Ample of opportunities for the use of their residual vision,
tactile, listening, names should be written in Braille and large
print.
• Teach science and chemical codes.
• Make all handouts and materials available in braille and LP.
• GIVE BEFORE INSTRUCTION- to trail run on the equipment
before the activity.
• Allow more time to complete.
• Keep equipments in same place.
• Use tape recorder to record reports.
• Teach safe procedures.

Teaching learning Materials
• Tactual Aids
• Scientific Graphic aids
• Like introduction of the graphs to sighted
children, the concept of x axis and y axis could
be explained- can be made easy with
embossed graph sheet.
• Fiber base board for reading graphs and maps.

Computer Based High Technology devices
for Graphics
• Indian Association of Visually Handicapped (IAVH) Mumbai
has introduced computer based and high technology devices
for providing education.
• 1. Quantum tactile image enhances- It is useful to convert the
point formats of graphs, maps, charts picture and diagrams
into tactile formats.
• 2.Nomad Audio tactile processor touch pad- The VI can
touch the map/ diagrams /pictures and understand them by
having the audio feedback coming from these graphics. It
helps to get rid of the difficulties caused by the absence of
visual stimuli.

• 3. Pentium P.C and Multimedia Kit ( with sound
blaster)
• It is a software supports to present different types of
maps and graphs to the VI in the Braille format along
with audio directions.
• It supports as Braille translation software for
conversion of text into Braille format and also
conversion of PC keyboard Perkins key board to type
and print any Indian Braille language.
• Screen reading software – to facilitate audio
feedback of text on screen, picture Braille with hand
held scanner of pictures, diagrams, maps for easy
conversion into Braille format.

Teaching Science in Inclusive classrooms
Suggestions given by American Association for the Advancement
of Science ( AAAS,1991)
 Translate course syllabi and materials into braille LP and
adaptive electronic media.
 Allow presentation to be audio form.
 Encourage direct conversation , speak directly to VI in a
normal tone and voice.
 Avoid vague phrases, be specific when giving instructions
 Provide LP for LV, Braille to VI.
 Provide hands on experiences
 Use real objects, allow them to touch and feel
 Allow the students to explore natural environment.

 Supply tactile diagrams.
 Orient VI by familiarizing them with emergency exits,
chemicals, glassware, equipment, extinguishers, emergency
shelves and eye sprays.
 Use Braille/LP labels on chemicals and reagent containers.
 Keep lab aisle cleared and do not leave doors half-open.
 Right way of using long cane in the lab.
 Provide volunteers, lab assistants who are willing to work with
VIC.
 Provide assistive tech. like talking thermometer, voltmeters,
timers, calculators, glassware's with embossed numbers,
sandpaper labeling for poisonous chemical and computer
with voice or Braille output.

Teaching of Social Science
• 4.1 Techniques of preparation and presentation
of adapted tactial maps, diagrams and Globe
• 4.2 Procuring, adapting and use of different types
of models.
• 4.3 Organizing field trips
• 4.4 Teaching skills- Dramatization, narration,
explanation, story telling and role play
• 4.5 Evaluation of concepts and skills in social
science with particular reference to Geography.

Teaching Social Science to VI
• Oral instruction with sufficient Braille /LP material
will be suitable except for a few typical areas in social
studies.
• Provide first hand experience by taking children to
historical places, temples, hills, rivers museums and
archives etc. with special permission to touch and
feel the objects and develops concepts.
• Explain historical events.
• Encourage to collect historical stones, coins, used
articles etc to efficient teaching methodology.

Methods of Teaching Social Science
• Play way method- learning while playing makes learning
process easy and simple.
• Ex. forming a shape ( India, world map)
• Collecting historical objects.
• In the tactual aid ask the child to match the important nations
and their capitals, district, taluk etc.
• VI can be involved in dramas. They can also participate in
mono acting, group acting etc.
• Field Trips to market places, railway stations, constructions
sites and to museum.
• Encourage debates, paper reading and other literary activities
.

Formation of Skills
• Map reading
• Positional, Directional concepts
• Eye hand coordination, eye foot coordination
• Sequential skills
• Logical memory
• Logical thinking
• Logical reasoning
• Skill of judgment
• Skill of concluding
• Scales , measurement
• Concept f country, continent, land area, water surface etc

Map Reading and Interpretation
• Map reading and interpretation are among
the outstanding objectives of teaching
geography.
• Recording geographical information in maps.
• VI understand the map when they are
presented tactually with clear information.
• Primitive people made sketch maps on sand,
stone, slabs of wood and clay.

What is Map?
• Map is the representation on a flat surface of all
parts of the earth surface to show physical, political
or other features each point on the diagram
corresponding to a geographical position according
to a definite scale on projections.
• Map is a location guide for both earth features and
human distribution elements. It is also a means for
putting related things together.
• It is a abstract representation of the real
environment as the 3D structure of the real
environment is represented in 2D picture or drawing.

Classification of Maps
• Broadly Classified into two types :
• 1 Scale Maps ( scale of the map they show)
• 2. Thematic Maps( subject or theme)

Scale Maps Thematic Maps
Cadastral Maps Out line map-
Topographical maps Political map
Chorographical maps Relict or physical or aerographical map
World maps Bathymatric map
Bathy aerographical map
Ethnographical map
Vegetation map
Biological map
Weather map
Climatic map
Distributional map
Commercial or economic map
Geographical map
Topographical maps

• Cadastral Map – Large Scale Map – scale 25 or
more inches to a mile. They are really plan fields,
individual buildings, useful for taxation or to
define property in legal documents.
• Topographical map – Large scale map based on
actual survey. ( Topographical features and
drainage)The scale ranges from 1 to a mile or four
or more inches to a mile. That is 1:20,500 and
1:50,000. Survey maps fall under this category.
Teacher can give oral orientation
• Chorographical Maps – Small Scale maps- various
parts of the world showing typical features by
conventional signs. Ex . Atlas map
• World Map – small scale map showing the world

• TYPES OF THEMATIC MAPS
• 1 Outline Map- shows boundaries of countries
and continents
• 2 Political Map – Political boundaries, states,
districts, towns, roads & railways.
• 3 Relict or Physical or Aerographical Map –
nature of the land with colour tints
• 4. Bathymatric map – depth of ocean with tints
of blue
• 5. Bathy aerographical map – combined map
showing depth of ocean and height of the land
surface.

• 6. Ethnographical Map – distribution of the
races of mankind
• 7. Vegetation Map – distribution of natural
vegetation
• 8. Biological Map – distribution of flora and
faura
• 9. Weather Map – distribution of temp.
pressure and rainfall ( short period)
• 10.Climatic Map- distribution of Temp. or
rainfall or pressure or winds of a combination
of all these for a particular season.

• 11.A Distribution Map – distribution of
commodity or stock or crops.
• 12.Commercial or economic map – area of
production, export and imports, density of
population, railways and other routes.
• 13.Geographical map – distribution of rocks.

types of maps useful for VIC
• According Mani (1986) mentioned the following are
some of the maps for children in the school level,
which could be presented in embossed or tactile form
for VIC.
• 1 Geographical maps
• 2. Political Map
• 3. Historical map
• 4 Transport map
• 5. economic map
• 6 climatic map
• 7 population map
• 8 Statisticl diagram – pie, bar, frequency, polycon

Difficulties/challenges faced by VIC
• VI have little experience with map reading skill and geo. Concepts.
• Three dimensional concepts represented in two dimensional maps and
naturally have conceptual problem.
• They can not understand maps when they are overloaded with
information.
• They got confused with the boundary lines of a country, rivers and state
boundaries since they feel curved lines are similar.
• It is difficult to understand the spatial relationships and scale value.
• VI are able to understand the different features of the map by gathering
information pieces by place and not as a whole since they largely depend
on the sense of touch.
• Total experience is not possible in finger tips for the VIC. Tactile materials
are an alternative but not substitute for visual aids. Large maps cannot be
understand as a whole by VIC as is done by sighted children as eyes
movement is much more quickly than that of finger.
•

PEPAREATION OF MAPS FOR VIC
• Principles of map preparation:
A map at the lower level may preferably contain one
central theme.
The size of the map should be easy to handle.( std size map
using in the exam)
The labeling names in the map may create confusion for
the child in reading the map. Labeling in terms of numbers.
The map language must be easy understand. A key or
legend should be provided in order to ascertain the
meaning of different textures and symbols used the scale
of the map etc.
The parts indicated in Braille could have the transcribed
print version useful for both blind, lv and for sighted
children they also assist while peer group learning.

TEACHING STRATEGY
• Example : location of New Delhi.
• 1. Let the child explore the outline map by
himself.
• 2. the child should be told about the geo.
Location of the place in terms of direction.
• He should be informed the New Delhi is in the
northern region of the country. It help the
child to identify the location only in the upper
half of the map.( position of the place is
taught)

• The child may be asked to explore the outline of the
map and identify the important reflexes. Ex. A
significant curve, uneven surface or a straight shore
line could be used as clues and reference points in
locating the particular place in the map.
• The significant reference point which is close to the
place to be located could be selected. In case of New
Delhi The curve which lives Himachal Pradesh and
Uttar pradesh exteriority could be considered as the
place of reference.
• The clock concept which is a technique used in fixing
direction in mobility could be used.New delhi is in
20’ o clock direction when 12’o clock faces the body.

• The distance depends upon the size of the map.
In a practice map out of cork or fiber sheet and
with the dimension 2’X1.5”, the approx. distance
from the reference point may be two inches. That
means, Delhi is located in the 20’o clock direction
at the distance of 1 inch from the reference point.
• Practice needed.
• In geo map the child may be asked to show a
particular region. A crayon pencil may be used to
shade the surface. The wax of the crayon may
help the child to refer to the answer again.
• In case of air routes, after locating the particular
spots, the child may be oriented to use rubber
bands to connect those places.

EVALUATING PROCEDURES SCIENCE
AND SOCIAL SCIENCE
• NEED OF EVALUATION IN SCIENCES AND SOCIAL SCIENCES
• To find out whether the desired objectives have
been met.
• 1 To make the students realize the importance
of teaching science.
• 2. To understand the scientific concepts and
principles and explaining the role of chemical and
braille notations.
•

• Providing question papers in suitable mode, such
as braille, LP, scribe, in audio cassette or orally to
VIC acc. To their need.
• Should be given full flexibility to give the answers
from among all the available modes of answering.
• During exam, for evaluation in map reading
ability, the child can show and mark the specified
places in embossed map. But, as he cannot write
or label the names in the map. A scribes help
should be taken to interpret the answers of the
VIC. Full mark should be awarded.

UNIT-5.ppt

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