Publication Date
In 2025 | 0 |
Since 2024 | 16 |
Since 2021 (last 5 years) | 63 |
Since 2016 (last 10 years) | 130 |
Since 2006 (last 20 years) | 306 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
Practitioners | 70 |
Teachers | 40 |
Media Staff | 19 |
Students | 17 |
Researchers | 12 |
Parents | 10 |
Administrators | 8 |
Community | 6 |
Policymakers | 6 |
Counselors | 1 |
Location
Canada | 30 |
United States | 21 |
Florida | 12 |
Greece | 12 |
United Kingdom | 12 |
Australia | 10 |
India | 9 |
Japan | 9 |
Texas | 9 |
New Zealand | 8 |
United Kingdom (England) | 8 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating

Brothers, Roy J. – Exceptional Children, 1973
Descriptors: Academic Achievement, Braille, Elementary School Students, Exceptional Child Research
Johnson, Elizabeth; Merriweather, Thelma – Amer Libr, 1970
Blind and partially sighted students at Windsor Spring Elementary School, Augusta, Georgia, take part in regular classes and library use through a resource program of braille and large type books. (JS)
Descriptors: Blindness, Braille, Elementary Education, Handicapped Children
Weintraub, Samuel; and others – Reading Res Quart, 1970
Descriptors: Blindness, Braille, Educational Testing, Exceptional Persons
Berger, Allen; Kautz, Constance R. – Elementary English, 1970
Descriptors: Blindness, Braille, Educational Resources, Instructional Materials

Caton, Hilda – Journal of Visual Impairment and Blindness, 1979
The procedures used in planning and writing a primary reading program designed specifically for visually handicapped students who will use braille as their reading medium are described. The selection of a vocabulary, including a list of categories such as alphabet abbreviations, is discussed. Teaching methodology and the basis for the design of…
Descriptors: Beginning Reading, Braille, Primary Education, Program Design
Cylke, Frank Kurt; Deschere, Allen R. – Bulletin of the American Society for Information Science, 1979
Presents an overview of the recent developments in communications and information technologies for the blind and physically handicapped, with particular emphasis on braille, recorded books, and reading machines. (CWM)
Descriptors: Audiovisual Aids, Audiovisual Communications, Blindness, Braille

Mangold, Sally S. – Journal of Visual Impairment & Blindness, 2003
This article describes Speech Assisted Learning (SAL), a portable, interactive Braille learning station that combines synthesized speech, full-page paper Braille exercises, and bar-code technology. Findings from field-testing of SAL with 25 individuals with visual impairments (grades K-adult) and 12 teachers indicate students acquired new…
Descriptors: Assistive Technology, Braille, Computer Assisted Instruction, Elementary Secondary Education

Kapperman, Gaylen; Sticken, Jodi – Journal of Visual Impairment & Blindness, 2002
This article describes a software tutorial that can be used by people who are blind to learn the Nemeth Code of Braille mathematics notation. The program was designed for use with the Braille Lite, a note taker that has speech and a refreshable Braille display. The tutorial has 18 lessons. (CR)
Descriptors: Blindness, Braille, Computer Assisted Instruction, Computer Software

Mullen, Edward A. – RE:view, 1990
The paper summarizes the reasons given for the decrease in Braille literacy and analyzes them as indicators of faults in the system of educating children with visual handicaps. Reasons include undercounting visually handicapped children, emphasizing use of vision, attitudes toward Braille, teacher competency, service delivery via itinerant…
Descriptors: Attitudes, Blindness, Braille, Delivery Systems

Thurlow, W. R. – Journal of Visual Impairment and Blindness, 1988
Braille code is difficult to learn and discriminate tactually. A new symbol set, C5, is based on the Moon system of embossed reading and Bliss symbols. Experiments with the C5 alphabet code, printed by a braille printer, showed that subjects found braille code more difficult to learn than C5 code. (Author/JDD)
Descriptors: Blindness, Braille, Communication Aids (for Disabled), Computer Printers

Koenig, A. J.; And Others – Journal of Visual Impairment & Blindness, 1995
This point/counterpoint feature evaluates braille literacy instruction in three commentaries by A. J. Koenig, J. E. Olmstead, and E. J. Rex. The commentaries indicate that itinerant instruction of braille skills can be effective with adequate student motivation and requisite skills, school staff and family support, vigilant focus on student needs,…
Descriptors: Blindness, Braille, Delivery Systems, Elementary Secondary Education

Roatch, Mary A. – Public Libraries, 1992
Describes tools that enable people with disabilities to access print information, including optical character recognition, synthetic voice output, other input devices, Braille access devices, large print displays, television and video, TDD (Telecommunications Devices for the Deaf), and Telebraille. Use of technology by libraries to meet mandates…
Descriptors: Access to Information, Accessibility (for Disabled), Braille, Disabilities

Wittenstein, S. H. – Journal of Visual Impairment & Blindness, 1994
A study of 1,663 teachers of students with blindness or visual impairments addressed their perceived competence in reading and teaching braille, attitudes toward braille, and preservice training in braille. Most teachers were confident in their braille abilities, strongly supported use of braille with students, and were dissatisfied with their own…
Descriptors: Blindness, Braille, Knowledge Level, National Surveys
American School & University, 1998
Discusses meeting ADA guidelines when purchasing permanent signs for schools. Provides ADA guidelines and discusses the use of raised characters and braille. Notes that ADA guidelines are not the same thing as building codes; noncompliance is enforced through the Justice Department. (GR)
Descriptors: Braille, Design Requirements, Elementary Secondary Education, Guidelines

Suvak, Patricia A. – RE:view, 1999
A study involving 322 children whose individualized education programs contained goals and objectives that require vision or orientation and mobility services found that most were placed in full or part-time regular classrooms and that the most frequently reported services included ordering books and materials and Braille reading and writing. (CR)
Descriptors: Braille, Elementary Secondary Education, Inclusive Schools, Individualized Education Programs