Transcript The Development of Voluntary Minimum Standards for

Current Practices in Braille
Instruction at University
Teacher Preparation
Programs
L. Penny Rosenblum, Ph.D.
University of Arizona
NFB Braille Symposium
September 28, 2012
Session Schedule
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Part 1: Background and Procedure for the
University Literary Delphi Study
Discussion
Part 2: Results of the Literary Delphi Study
Discussion
Part 3: Results of the Nemeth Delphi Study
and Future Directions
Discussion
10 Years Ago It Was Said…
“There is widespread diversity and a lack of
consistency in university-level braille courses
with respect to the format of instruction, content
and instructional materials, expected student
outcomes, and standards and criteria for
competence in braille literacy. There appears to
be no consistent standard for training teachers
of students who are visually impaired in braille.”
(Amato, 2002, p. 149).
Background Information
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Approximately 30 programs in the US and
Canada prepare teachers of students with
visual impairments (TVIs) and 5 programs
prepare vision rehabilitation therapists
(VRTs).
Association for Education and Rehabilitation
of the Blind and Visually Impaired (AER) is a
professional organization that in the past has
had an accreditation process for university
programs.
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Currently the process is being revised.
CEC Knowledge & Skills
Standards
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Council for Exceptional Children (CEC) has
developed a set of professional standards and
ethics for the field of special education.
From the CEC web site:
“The special education preparation standards are the
specialized knowledge and skills that are the foundation of
professional preparation and that influence licensure. The
standards provide benchmarks to states, provinces, and
nations for program accreditation, entry-level licensure,
professional practice, and continuing professional growth.”
CEC Specialty Standards for
Blind/Visually Impaired
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Standard 4 = Instructional Strategies
Knowledge standards
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B&VI4K4: Strategies for teaching tactual perceptual skills
B&VI4K8: Strategies to prepare individuals with
progressive eye conditions to achieve a positive transition
to alternative skills
Skills standards
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B&VI4S1: Select and adapt materials in braille,
accessible print, and other formats.
B&W4S2: Teach the use of braillewriter, slate and stylus,
and computer technology to produce braille materials.
AER’s Personnel Preparation
Division
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In Fall 2008 the division had a topical call to
discuss issues related to literary braille
instruction.
A small committee was formed to gather data:
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Frances Mary D’Andrea – Former director of AFB’s
Literacy Center and at the time a doctoral student at
University of Pittsburgh
Sandra Lewis – Coordinator of the TVI preparation
program at Florida State University
L. Penny Rosenblum – Associate Professor of Practice
at The University of Arizona preparing TVIs
Purpose of the Study
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The approximately 30 university preparation
programs each provide instruction in literary
braille.
Little is known about the content and
requirements of the courses used by the
universities.
AER’s Personnel Preparation Division
members agreed to explore the development
of a minimum set of standards university
programs could adopt.
The Instructors
University instructors from the US and Canada (n=21)
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Within the last three years have taught at least one
university course on how to read and write the literary
braille code.
Have taught the literary braille course at least three
different semesters or quarters at a university.
Have taught the literary braille course for three or
more years.
Have taught for one (or more) universities in the
United States or Canada.
Instructor Demographics
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Position:
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Years Taught Literary Braille Course:
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10 in tenure or tenure earning positions
7 hired specifically to teach the literary braille course
7 for 3-5 years
3 for 6-10 years
7 for 11-15 years
4 for 16+ years
Course Delivery Method:
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1 taught face-to-face
9 taught on-line
7 used a hybrid format
Tools & Books Used in Class
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Tools to Produce Braille
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21 Perkins Brailler
20 slate & stylus
16 computer programs that simulated braille
Books
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9 New Programmed Instruction
6 National Library Service
5 Braille Codes and Calculations
The Practitioners
20 TVIs (No VRTs/RTs responded)
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Within the last 3 to 5 years have completed
preparation to be a TVI or RT/VRT
Have taught at least 2 children or adults who
use the literary braille code
Are currently employed a minimum of 20
hours a week as a TVI or RT/VRT
Practitioner Demographics
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Type of program:
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5 bachelor’s
11 master’s
5 certification
Gender:
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8 on campus
4 distance ed.
8 combination of both
19 female
1 male
Ethnicity:
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17 White
2 Hispanic
1 Asian American
Age
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Type of degree:
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Braille instruction:
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9 = 21-30
4 = 31-50
6 = > 51
14 had one course
6 multiple courses
Current Role:
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15 itinerant
1 resource room
1 special school
3 other (includes 2 EI)
The Method of Data Collection:
The Delphi Process
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A consensus building process.
An iterative process in which experts are
asked for judgments regarding a topic for
which there is insufficient or incomplete
knowledge.
Experts participate in “rounds” where they
rate items in an attempt to build consensus.
Suddenly You are a Mars
Expert…
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For the Curiosity Rover’s mission to be
successful it must take a photograph of a
green Martian.
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Extremely important
Important
Somewhat important
Not important
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Comments
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DISCUSSION
Delving Into the Delphi Data
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The stem
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Three areas:
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A beginning teacher should know how to…
Braille Production (n=14)
 Questions addressed use of the Perkins Brailler, slate and
stylus and Perky Duck
Braille Reading (n=8)
Knowledge About Braille (n=10)
Consensus set at 85% agreement on item
Importance
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Extremely Important
Important
Somewhat Important
Not Important
Accuracy
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0-1 errors
2-3 errors
4-5 errors
6-7 errors
8+ errors
Use of Resources
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No reference materials
Use of a one-page reference sheet
Use of braille word lists
Use of literary braille textbook or code rule book (i.e., English
Braille American Edition) or web site; for knowledge
section only 3 choices (word list dropped after Round 1)
Follow Up With Instructors
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A final series of questions was sent to
instructors.
Questions focused on topics of items for
which no consensus was reached by the end
of Round 3.
Braille Writing, Perkins Brailler
Consensus: Instructors & Practitioners
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It is extremely important that a beginning teacher of braille be able to
write the 26 letters of the braille alphabet with 0-1 errors and no
references using a Perkins Brailler.
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It is extremely important that a beginning teacher be able to write
sentences of 10 words in contracted braille with 0-1 errors.
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It is extremely important that a beginning teacher be able to write
passages of 150-299 words in contracted braille.
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No consensus on use of references
Practitioners agreed to higher level of accuracy than instructors
No consensus on accuracy and use of references
It is extremely important that a beginning teacher be able to write a
passage of 300 words or more in contracted braille with no more than
2-3 errors.
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Practitioners did not reach consensus on accuracy
No consensus on use of references
Braille Writing, Slate and Stylus
Consensus: Instructors & Practitioners
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It is extremely important that a beginning teacher of braille
be able to write the 26 letters of the alphabet with a slate
and stylus with no more than 0-1 errors and no references.
 Practitioners did not reach consensus on importance
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Sentences of 10 words in contracted braille:
 No consensus for either instructors or practitioners
about importance, accuracy, or use of references.
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Passages of 150-299 words in contracted braille
 Instructors came to consensus this was not important;
practitioners did not come to consensus.
Braille Writing, Slate and Stylus
Consensus: Instructors & Practitioners
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Passage of 300 words or more in contracted
braille
 Instructors and practitioners agreed: Not
important
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In general, instructors rated this as more
important than practitioners
Follow Up with Instructors:
Accuracy When Brailling with a
Slate & Stylus
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Do you support a standard that allows no
more than 2 errors in 10-word sentences
(approximately 30-50 braille characters) when
writing with a slate and stylus?
•Yes: 77.3%
•No: 13.6%
•Not sure: 9.1%
Comments
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Braille accuracy is braille accuracy.
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This doesn't say how many ten-word
sentences we are talking about. I am
assuming one. In one ten-word sentence I
think two errors is too many. If we were
talking about ten sentences containing ten
words each then two might be acceptable.
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It is my opinion that this would be a minimum
ability for those who are considered braille
teachers.
Follow Up with Instructors:
Use of References
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Should any standards for beginning teachers
in reading and writing braille mention the use
of references?
•Yes: 76.2%
•No: 9.5%
•Not sure: 14.3%
Comments
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Having some reference materials can ensure
higher quality work. However, having too many will
create a "crutch" and for some, be an excuse not to
learn for use but learn for only general
knowledge...too dangerous.
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I think that a standard should include the fact that
teachers need to memorize the symbols of the
code and the rules of usage, but that where they
have questions when brailling, they should be able
to use any reference that will help them produce
high quality braille for their students.
Braille Reading, Oral Reading of Braille
Consensus: Instructors & Practitioners
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It is extremely important that beginning teachers can read
aloud the 26 letters of the alphabet with highest accuracy
and no reference materials.
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It is extremely important that beginning teachers can read
aloud elementary level passages in contracted braille.
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Instructors came to consensus that this skill should have highest
level of accuracy.
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No consensus in either group as far as use of references.
It is extremely important that beginning teachers can read
high school level passages in contracted braille.
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No consensus in either group as far as accuracy and use of
references.
Comments About Reading:
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Instructor: The student will need to demonstrate
a skill they may engage in during their job as a
first year teacher.
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Practitioner: The TVI needs to be able to read
braille fluently at the level that they are teaching
or aspire to teach. This sets a positive example
for the student and enables the TVI to review
and proof read written work.
Braille Reading, Proofreading
Consensus: Instructors & Practitioners
Proofread (i.e., find errors) in a passage:
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It is extremely important that a beginning teacher be able
to read a passage with elementary level vocabulary
(approximately 200 words) written in contracted braille
with no more than 0-1 errors and only a 1-page reference.
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Practitioners did not come to consensus about use of
references.
It is extremely important that a beginning teacher be able
to read a passage with a high school level vocabulary
(approximately 200 words) written in contracted braille.
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Instructors agreed to use of a 1-page reference.
Braille Reading, Interlining
Consensus: Instructors & Practitioners
Interline (i.e., write print within) a passage:
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It is extremely important that a beginning teacher be able to
interline a passage with elementary level vocabulary
(approximately 200 words) written in contracted braille with 0-1
error.
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Instructors agreed to use of a 1-page reference.
It is extremely important that a beginning teacher be able to
interline a passage with a high school level vocabulary
(approximately 200 words) written in contracted braille.
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Instructors reached consensus that the accuracy should be 0-1
error.
Practitioners reached consensus that a 1-page reference be
allowed.
Oral Reading
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Participants were asked if beginning teachers
should read a minimum number of braille
words per minute and if so how many words
per minute this should be.
There was great variability on whether this
should be a requirement.
There was great variability on the number of
words per minute.
Follow Up with Instructors:
Oral Reading Speed
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Do you support the establishment of a
minimum oral reading speed for braille
reading (in words per minute) to ensure
sufficient familiarity and automaticity in the
literary braille code?
•Yes: 54.5%
•No: 22.7%
•Not sure: 22.7%
No consensus achieved
Comments
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…It is inappropriate and unprofessional for the TVI to stumble over
the words or read so slowly that s/he is of no assistance to the
student.
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This is a conditional "yes.” 20-40 wpm seems reasonable, however,
consideration must be given to whether the braille is single side only,
or double sided and whether or not the beginning teacher is sighted
and reading by sight, or is a braille reader to start with. Quite a few
variables in this one.
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Being able to read at a reasonable rate is important, but I do think
this comes with usage over time, so not sure if this is a necessary
beginning skill since teachers are learning so much that is new when
first learning braille.
What We Learned…
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Great variability in the ways university
programs teach and deliver their courses.
Overall instructors and practioners placed
similar value on the importance and accuracy
needed for specific skills. There was greater
variation in the use of reference materials.
Items for which consensus was not achieved
included slate and stylus, use of braille
emulation software, and oral reading rates.
DISCUSSION
What Happened Next…
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Two articles were published in JVIB on the
literary Delphi study.
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Complete references are on last slide.
Using a demographic survey and the Delphi
method, information was gathered about
preparation for beginning TVIs in reading and
writing the Nemeth code.
A Brief Synopsis of the
Demographic Study Leading
up to the Nemeth Delphi
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Conducted by Dr. Derrick Smith and myself
39-item questionnaire about university
preparation related to Nemeth, music braille,
foreign language braille, tactile graphics, and
abacus.
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22 individuals representing 26 universities
participated.
Results are reported in an article listed in on last
slide.
Points of Interest
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Literary braille was the primary focus of a
course(s) at 25/26 programs.
Nemeth braille was the primary focus of a
course(s) at 24/26 programs.
Foreign language braille, music braille, and
computer braille most often were less of a
focus of program courses.
Abacus was part of all programs’ coursework.
Tactile graphics were part of 25/26 programs’
coursework.
All University Programs Required
Students to Demonstrate Mastery
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Numerals
Numeral
indicator
Punctuation
indicator
English letter
indicator
Fraction indicator
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Fractions
Operations
Comparison
Decimals
Problems in
Linear Format
80% or More of Programs
Required Students to
Demonstrate Mastery of
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Problems in Spatial Format
Level Indicator
Groupings
Radical Indicator
Multipurpose Indicator
Delphi Study Participant
Criteria
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In the last three years taught at least one
course on how to read and write Nemeth
code
Taught the Nemeth code for at least three
semesters / quarters
Taught the Nemeth code for at least three
or more years
Taught in the United States or Canada
Taught skills for students to read and write
Nemeth code
Delphi Study
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3 rounds
29 reading statements and 29 writing
statements
Level of importance and level of references
were polled (level of accuracy was not).
Unlike the literary Delphi a group of
practioners did not participate.
Consensus was set at 85%.
Example Statements
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Write (Read) in context linear math problems
using whole numbers, signs of omission,
signs of operation, and signs of comparison.
Write (Read) in context mathematic
expressions containing radicals (square
roots, cube roots, etc.)
Write (Read) in context letters used to
symbolize variables.
Write (Read) in context indicators for angles,
lengths, arcs, perimeters, areas, and volume.
Writing Competencies:
Importance
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11 competencies were rated extremely
important and 1 was rated somewhat
important
Examples include writing in context:
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Linear problems
Simple and mixed fractions
Exponents
Problems in linear format
Problems in spatial format
Writing Competencies:
References
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17 competencies had agreement on the use
of references
For 11 of the 17 instructors agreed use of a
code book was the acceptable option.
Examples:
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Square roots and radicals
Formulae for the area, surface area, and volume
of geometric figures
Symbols for congruence, similarity, parallel and
perpendicular
Reading Competencies:
Importance
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18 competencies were rated extremely
important and 1 was rated somewhat
important
Examples include writing in context:
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Linear problems
Simple and mixed fractions
Exponents
Problems in linear format
Problems in spatial format
Reading Competencies:
References
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23 competencies had agreement on the use
of references
For 9 competencies (elementary level math)
instructors believed no references should be
used.
For 6 competencies instructors believed a
code reference sheet should be used.
For 8 competencies (high level math)
instructors believed a code book should be
used.
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“…low levels of agreement were reached on
more advanced concepts such as radicals
and algebraic expressions. It would seem
that while each of the instructors probably
understands the importance of the advanced
math Nemeth Code, they were not in
consensus on the level of importance for preservice teachers to demonstrate reading and
writing competence at the beginning of their
careers.”
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Smith & Rosenblum, submitted for publication
Thoughts on the Nemeth
Delphi Results
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Beginning TVIs were expected to read
Nemeth without references on more items
than they were expected to write them.
There were higher levels of agreement
among the instructors on elementary and
advanced math as compared to math
concepts typical of middle school.
What the Future Holds…
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The university programs need to agree that the
competencies identified in both studies are
ones worthy of validation.
A validation process needs to be developed
with input from practicing professionals.
A trial period needs to occur for the university
programs and necessary revisions made.
The competencies need to be adopted as
standards by the AER Personnel Preparation
Division and made part of the accreditation
process.
DISCUSSION
Articles
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Lewis, S., D’Andrea, F.M., & Rosenblum, L. P. (2012).
The development of accepted performance items to
demonstrate competence in literary braille. Journal of
Visual Impairment & Blindness 106(4), 197-211.
Rosenblum, L. P., Lewis, S., & D’Andrea, F.M. (2010).
Current practices in literary braille code instruction in
university personnel preparation programs. Journal of
Visual Impairment & Blindness, 104(9), 523-532.
Rosenblum, L. P. & Smith, D. (2012). Instruction in
specialized braille codes, abacus, and tactile graphics at
universities in the United States and Canada. Journal of
Visual Impairment & Blindness, 106(6), 339-350.
Dr. L. Penny Rosenblum
University of Arizona
Department of Disability and
Psychoeducational Studies
PO Box 210069
Tucson, AZ 87521-0069
Phone: 520-621-1223
Email: [email protected]