If you are using the digital copy of this document, make sure you have loaded a braille font.

For your assistance this Translation Help Sheet shows the alphabet in braille and print and also the braille cell with numbered dots.

The six dot braille cell is numbered. When you are working with a student you can dictate the key numbers to form each letter, for example, a = dot 1, b = dots 1 and 2, c = dots 1 and 4.

a) Name

The first thing a child wants to write is his name. He/she may already know the letters or you can discuss them with him. Let’s use "James" as an example.

• James will need to use the capital sign. Ask him to press key 6 (this indicates a capital letter). Then using your Translation Help Sheet for reference, tell him to make the letter "J" by pressing keys 2,4 and 5 together; the letter " a" by pressing key 1; "m" by pressing keys 1, 3 and 4 together; "e" by pressing keys 1 and 5; and "s" by pressing keys 2, 3, and 4. He has now written James!

• Now teach him to use the space key after each word.

• It is important to encourage James to develop the correct fingering so check that he uses the index, middle and ring fingers on the left hand for keys 1 2 and 3 respectively and the index, middle and ring fingers on the right hand for keys 4 5 and 6. The right thumb is used for the space bar and the left thumb for the new line key.

• As soon as he has written his name get him to put his fingers on the braille to read it.

• You will need to decide when to introduce contractions to James. It is customary to introduce them early in the writing process. You might describe them as short cuts and teach them spontaneously, as the need arises, and/or by a planned program of sequential instruction.

b) Patterns

James uses the Mountbatten to make random or favourite patterns,

or more structured patterns (e.g. lines of alternating upper and lower dots),

or lines with all the same letter except for randomly placed different letters, or with his name inserted

and many, many more that he can create or the teacher can suggest.

You can use the Mountbatten to create early reading/writing activities which develop the special skills required for reading by touch e.g. tracking from left to right, using a light touch, effective return sweep, discriminating same and different symbols etc. If you use familiar rhymes and stories or the students’ own language and experiences as a basis for these activities it will be motivating for them and allow you to develop these skills within a language based context.

c) Stories

You can create simple braille patterns to represent different elements of the story. As an example let’s start with a story line that everybody knows.

Example 1

The Three Billy Goats Gruff. The basic elements in this story include the Billy Goats Gruff, the bridge and the troll. You could represent them in the following way:

Note that we have chosen very distinctive patterns and left appropriate spacing between each element so that the patterns are easily discernible.

Activities

Create the braille pattern then give the student the following instructions:

You be the billy goat and cross the bridge.

Tiptoe over the bridge so the troll doesn’t hear you.

Can you get across the bridge without the troll catching you? Go quickly. So the troll doesn’t catch you.

Where’s the troll? Can you find him?

Example 2

This example uses a story dictated by the student.

The easter bunny hid the eggs in the grass.

Here is an easter egg

Now you look for the eggs (encourage two handed tracking and discrimination)

Make the task harder by increasing the level of tactual discrimination required.

The grass is really long, look hard for the easter eggs.

Can you count the easter eggs (develop one to one correspondence)