Visually Impaired Resource Guide Writing Grade Eight to Twelve

In this grade range students are expected to write well and use a range of styles. At the secondary level the writing expectations for the blind student are the same as for the sighted student. However the blind student needs to become increasingly independent and proficient in using unique writing tools. The blind student like the sighted student needs to increase their level of awareness and consideration for the audience, learn to write for a variety of purposes as well as show increasing precision in expressing ideas. The actual writing may be done with a talking computer, a Braille 'n Speak 640 or a Braille Lite [refer to the Vision Resource Teacher in your area for further information] . The refreshable braille feature of the Braille Lite provides the student with the capability of being able to tactually read what they have just written.

Word processing programs allow the student to switch between documents, which is useful when following an outline, organizing or doing other editorial revisions. Word processing programs include time saving features like spell checking, formatting and access to various dictionaries and thesaurus. With the computer connected to an embosser (braille printer), the student can have braille copies almost instantly, provided they have a braille translation program. All of these devices can also produce print copies for those who do not read braille. The blind student can easily edit, monitor and evaluate their own work independently. Like the sighted student, technology allows the student with a visual impairment to work within the classroom environment.

Accessing resource materials in the appropriate format may prove difficult for all topics. Braille using students will require additional time to complete assignments and tests as the reading, writing and editing process takes longer. Some additional vision services may be required [refer to the Vision Resource Teacher in your area for further information] .

At the secondary level writing on assigned topics may require the student to do extensive subject research. Research material, in braille or on tape, can be obtained from a variety of sources including PRCVI (Provincial Resource Centre for the Visually Impaired), Crane Resource Centre, CNIB(Canadian National Institute for the Blind), libraries, and the Internet, provided the student has a modem and internet/network access.

Each of the devices discussed in this section has advantages and disadvantages. Often technology ideal for one task will not be ideal for another. It is imperative that the student be introduced to a variety of technology so that he or she may learn what works best.

Why We Write

• continue to increase their level of awareness and consideration for the audience (e.g., making meaning clear through adding detail, examples and explanations)
• write for a variety of purposes, such as to share ideas, to extend their thinking or to persuade someone to agree with them
• use writing for practical purposes (job applications, resumes, fulfill a school assignment)

Use available technology when appropriate to assist meeting this learning outcome.

What We Write About

• use information and develop ideas from a variety of sources such as books, friends, experiences or their imaginations
• show increasing precision and logic in expressing ideas
• revise writing to organize and clarify ideas
• elaborate ideas in writing by including details and examples

Use available technology when appropriate to assist meeting this learning outcome.

Style

• demonstrate increasing precision in using words and begin to use specialized language correctly
• begin to show attention to how sentences, paragraphs or sections work together and revise and edit rough drafts of work
• use dialogue effectively when writing and try to make the vocabulary and speech patterns fit the character

Use available technology when appropriate to assist meeting this learning outcome.

How Letters Make Words (Form)

• show a sense of structure and follow a logical pattern when writing
• follow the rules for a growing number of specialized forms of writing, including lab reports and essays

Use available technology when appropriate to assist meeting this learning outcome..

Spelling, Grammar and Punctuation

• proofread drafts of work to identify and correct errors in spelling, punctuation and sentence structure.
• monitor and evaluate their own writing
• use increasing sentence variety in both length and pattern
• edit work independently

Use available technology when appropriate to assist meeting this learning outcome.

Strategies

Provide research writing topics well in advance of assignment due date.

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