Visually Impaired Resource Guide Learning Skills/Mathematics Overview

Mathematics, for the student who uses braille, commences in the early grades with an emphasis on the use of a variety of concrete, functional manipulatives. Gradually the Braille Writer (Perkins), to record data, and the Abacus and talking calculators to compute problems, are introduced and become major tools at the elementary level. The introduction of the Nemeth code starts in kindergarten and it's mastery is a focus right through to graduation. At the secondary level students who use braille are building on the knowledge of the Nemeth Code, accessing and recording information, working on independence and problem solving. Additional skills are developed with the introduction and use of the talking scientific calculator (Braille 'n Speak 640, Braille Lite or a talking computer) and the Pocket Slate and Stylus. At all levels of instruction from Kindergarten to graduation the student who uses braille takes longer than his or her sighed peers to read and record information.

Students from K - 12 should actively be working towards using and mastering one or a combination of the Abacus, Braille Writer (Perkins), Braille Lite, Braille 'n Speak 640 and talking calculator. It is important to note that the Braille Writer (Perkins) is especially useful throughout all the school years, as it is the only tool that allows a student to show all of the steps in their work.

Pre-teaching new concepts, skills and Nemeth symbols, by a Vision Resource Teacher, prior to regular classroom introduction, allows the student who uses braille the time to learn and practice on a one to one basis. Thus, the student can focus on the lesson in the classroom instead of classroom instruction plus learning how to manipulate unique materials and technology. Extra time must be found for the student to master these additional skills.

Students who use braille should have equal opportunity and access to the same print materials as their sighted peers. Regular meetings between the Vision and Classroom Teacher are required to discuss and plan the instructional program, priorities, and time required for the production of alternate format materials.

Many math concepts can be reinforced by twin vision books (both braille and print) and adapted board games made for classroom activities. These provide the student with additional incidental practice with peers, in a functional setting, which is needed to reinforce concepts. The abacus can be used to keep score for any number of games in the classroom.

Whenever possible concrete, functional materials should be used to teach math concepts. For example, if the student is required to count the number of frogs for one to one correspondence, the student who uses braille may count the number of Nemeth symbols. This allows for some incidental Nemeth code learning as well as one to one correspondence tasks. These are meaningful activities for the student who uses braille. Emphasis on concrete information can be carried over into the area of orientation and mobility (O&M). For example walking around the outside of a playground can reinforce the concept of perimeter and 90¡ angles.

The Vision Resource Teacher in your school district is the most knowledgeable in adapting and providing materials for the student who uses braille. Together as a team, the classroom teacher provides the math knowledge, and the vision teacher provides the adapted materials and direct instruction for specialized skills such as the Nemeth Code.

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.

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