How a teacher creates a Braille Sheet

This innovation is simple in concept but amazingly powerful.

Below are four scenarios showing how this innovation will improve a student's braille literacy skills. The braille sheets and the game content have been created by ObjectiveEd.

    1.    David is learning the alphabet.

    1.    He can play a game where the game will speak the letter that he is touching.
    2.    He can play a game where the game asks him to find a letter, and he has to find it. The game will confirm he has found the correct letter or will guide him to look again.
    3.    He can play a game where the game asks him to find the letter that begins a word, for example "dog". When he finds the "d", the game makes the sound of a dog and confirms he has successfully found the letter "d".


    2.    Yujin is learning sight words.

    1.    She can play a game where she has a sheet that contains sight words her teacher is targeting for instruction. As she reads across the line of braille, the game will speak the words as she touches them.
    2.    She can play a game where the game asks her to find a sight word on the sheet. When she finds the word she is rewarded with a sound and the word is spoken.

She can play a game where the game asks her to find the opposite of a sight word on the sheet. For example, if one of the sight words is "tall" the game will ask her to "Find the word that is an opposite of short".


    3.    Kamilo is practicing spelling CVC words (consonant, vowel, consonant words such as man, bed, bus).

    1.    He can play a Hangman game with CVC words that he's already learned.

He can play a Hangman game where a word definition is given. He must decide what word is needed and how to spell it.


    4.    LaTisha is practicing spelling two syllable words such as welcome, sometime, and winter

    1.    She can play a word-search game, where the words are laid out in a grid. She has to find where the word resides within the grid and then touch the first and last letters of the word to indicate her choice. The game then speaks the word she has found.
    2.    In early levels of the game, the words are on the grid vertically or horizontally.In higher levels, words are positioned horizontally, vertically, and diagonally.


In the three examples below, the teacher of students with visual impairments creates the embossed braille sheet in the same method used to create hardcopy braille materials for the student (e.g., Perkins brailler, braille translation software with an embosser).  Using the accessible web-dashboard the teacher quickly enters the information so that the braille sheet is recognized by the game and responds appropriately as the student uses it.

    1.    Jose, like the sighted students in his general education classroom, is learning a Thanksgiving poem.

    1.    Initially, as he tracks his finger over the lines of the poem, the game speaks the poem, either one line at a time, or one word at a time.

The game asks him to find certain words in the poem. When he locates the target word the game makes the sound associated with the word. For example when he correctly touches the word "gobble" he hears a "gobbling: sound.


    2.    Megan is motivated when learning about horses.

    1.    Hernandez, Megan's teacher of students with visual impairments, writes a short story about horses in which contractions she is focusing to teach Megan are included.
    2.    Megan enjoys the story over and over again, first listening to each sentence as the game reads to her as she tracks across the lines of the story. She then reads the story on the page of braille independently of the game.
    3.    In a second game, the game asks Megan questions about the horse in the story. To answer each question she must locate the correct word in the story. For example, the game asks, "Where did the horse sleep at night?" Megan touches the word "barn" and the game rewards her with a winning sound and says, "Yes, the horse slept in the barn at night."

    3.    Oscar is learning subtraction using a Cranmer abacus.

    1.    The teacher sets the game to use the Braille Sheet containing numbers.
    2.    Oscar plays the computation game. The game reads him a problem. After solving the problem using his Cranmer abacus, he touches the correct answer. The game provides a reinforcement sound and reads the problem in its entirety including the answer.

How a Teacher shares her Braille Sheet with other teachers

Previously you read the example of Mrs. Hernadez who created a game about a horse that focused on a specific set of braille contractions.


Mr. Sims, a teacher in another state, is also teaching the same braille contractions to his student. Like Megan, his student Rafael is interested in horses.


Since Mrs. Hernandez's game was created using a braille translation program, the ".brf" file and the completed game grid are stored in the web dashboard. With a few simple keystrokes or clicks of the mouse, Mr. Sims is able to select the game and add it to Rafael's game list in the web dashboard. After embossing the braille sheet and affixing it to the iPad, Rafael is able to use this game to learn braille contractions.


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