Again, a quote from Pat Gould.

“In Jay’s case, his abilities with the Mountbatten Brailler gave his teachers and Teaching Assistants the courage to disbelieve the ‘moderately mentally challenged’ label that a psychiatrist had put on him. By April (9 months after he started using the Mountbatten), people started to expect more from Jay because they knew that a child who could learn so much (he decided, on his own, to change one letter in his name whenever he was using the MB because he didn’t like how the MB said it) didn’t fit that label. (Note: Jay is not his real name.)

What expectations do we have for our students who are blind? Do we have the same expectations for them as we do their sighted peers? Obviously there is no simple answer to this, however, we need to question why technology for early braille literacy has stagnated to the degree it has. We wouldn’t accept 50 year old sporting products, or telecommunication products, yet we do with braille writing tools.

Well the world is changing rapidly. Our changing expectations for technology skills in education are reflected in the National Educational Technology Standards (NETS). For full information on NETS please visit their website at http://cnets.iste.org/students/s_stands.html

Below is the technology standards expected of students prior to completion of Grade 2. They highlight dramatically why we need to link braille and technology skills from the earliest possible age.

• Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies.
• Use a variety of media and technology resources for directed and independent learning activities.
• Communicate about technology using developmentally appropriate and accurate terminology.
• Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning.
• Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.
• Demonstrate positive social and ethical behaviors when using technology.
• Practice responsible use of technology systems and software.
• Create developmentally appropriate multimedia products with support from teachers, family members, or student partners.
• Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories.
• Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners.