Five focus groups explored concerns about adopting the Unified English Braille Code. The consensus was that while the proposed changes to the literary braille code would be minor, those to the mathematics braille code would be much more extensive. The participants emphasized that "any code that reduces the number of individuals who can access…

Reading rate data was collected from both print and braille readers in the areas of mathematics and literary braille. Literary braille data was collected for contracted and uncontracted braille text with dropped whole-word contractions and part-word contractions as they would appear in the Unified English Braille Code. No significant differences…

Exploring the ability of subjects to make accurate discriminations by active touch, two studies involving 20 sighted adults investigated sensitivity of the fingertip in perceiving length, using Braille cells as stimuli. Results indicated differential sensitivity of the fingertip to one parameter of active touch: cell height discrimination. (JW)

This study compared the length of text in English Braille American Edition, the Nemeth code, and the computer braille code with the Unified English Braille Code (UEBC)--also known as Unified English Braille (UEB). The findings indicate that differences in the length of text are dependent on the type of material that is transcribed and the grade…

A comparison of reading rates of 24 print readers and 23 Braille readers on oral reading, silent reading, and studying, found significant differences as a function of reading group and reading task but no group-by-task interaction. Less than one-third of the Braille readers read slower than print readers. (Contains references.) (Author/CR)

A survey of 51 teachers licensed to teach children with visual disabilities in Minnesota found they had high abilities for using references when transcribing Braille, producing Braille with Braillewriters, interlining Braille, and using software for Braille transcription, low abilities for writing with slate and stylus and that few had Braille…

Discusses the growing ethnic and cultural diversity of the student population and the challenges this presents in teaching English Braille. The need to first address the student's competence in spoken English before teaching Braille is stressed. Using grade one Braille for teaching ethnically diverse students is recommended. (CR)