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Uncontracted Braille

Uncontracted Braille. What is it ?? *Also called Grade 1 Grade 1 Braille is in full spelling and consists of the letters of the alphabet, punctuation, numbers, and a number of composition signs which are special to Braille. 1. Why Uncontracted?.

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Uncontracted Braille

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  1. Uncontracted Braille • What is it ?? • *Also called Grade 1 • Grade 1 Braille is in full spelling and consists of the letters of the alphabet, punctuation, numbers, and a number of composition signs which are special to Braille. 1

  2. Why Uncontracted? • The primary use of uncontracted Braille until recently has been with learners that have learning or additional disabilities. This school of thought seems to be changing throughout our field. • Those that cannot master the 450 rules may be possible candidates for Grade 1 Braille, which contains a fewer, 180 rules.

  3. Why? • Beginning readers are typically taught from a phonics based curriculum. According to Debra Sewell from Texas School for the Blind and Visually Impaired, “"Students in a general education classroom using a skills-based phonetic approach to reading would be good candidates for beginning with alphabetic Braille.” This is because Grade 1 or alphabetic Braille has a one-to-one correspondence to the print alphabet. The letter-to-letter correspondence means the phonetic rules are the same in both print and Braille, unlike grade 2 in which blends, whole and part words are combined into one or two signs. (Miller,Rash 2001)

  4. Who? • Mild Intellectual Disabilities • The Student may have trouble understanding why contractions are used, but can phonetically sound out words. This also leaves the option of moving to Grade 2 when/if the student masters grade 1. If the CTVI feels the student can’t move on to Grade 2 , then he/she has still acquired a purposeful communication system. (Wormsley, D’Andrea, 1997) 4

  5. Who? • Deaf-Blind Students • After signing proficiency is built, Grade 1 is best to start with for this population because finger-spelling does not correlate with Braille contractions. (Adkins, 2004) This in combination with other Strategies can lay the groundwork for a language system (Wormsley, D’Andrea, 1997) • Further info: Pg. 208 Instructional Strategies for Braille Literacy 5

  6. Who? • ESL Braille student • Student can guess or estimate what English equivalent of word would be based on their native language without mastering sounds or rules of English. Grade 1 allows the student to do this. It also provides a 1 to 1 correspondence with letter sounds and symbols. (Wormsley, D’Andrea, 1997) Further Information: http://www.pgcfa.org/files/MORIN_05_SUMMER.pdf 6

  7. Who? • Adventitiously blind students and adults • Grade 1 Braille smoothes the transition from print to Braille for adults and adventitiously blind students (Mangold, 2000). Uncontracted Braille offers early successes with the challenges of Braille reading (Miller and Rash, 2001), and these successes can be easily recognized and supported, giving the reader increased motivation which leads to a lower failure rate.

  8. Who? • The beginning reader!!! • This type of Braille reader can also benefit greatly from Grade 1 Braille. Although this is a sometimes controversial approach, the end result can greatly increase fluency, spelling, literacy concepts. (Adkins,2004). 8

  9. How can beginning readers benefit? • Due to the letter to letter correspondence teachers, parents, and peers can learn Grade 1 Braille faster than Grade 2. When peers, and their support system can read the students work, everyone can become a participant in the child’s learning. (Adkins, 2004) • Students can sound out and spell words in the same way as their class mates. • Some early elementary students have not learned how to blend two consonants such as ch, sh, wh or vowel blends such as ou, or ea. Grade 2 may not be developmentally appropriate at this time. (Sewell, 2009)

  10. HOW CAN READERS BENEFIT? • Immediate teacher feedback, if the teacher has learned the code. No waiting for the VI teacher to transcribe the work. (Adkins, 2004) • Fewer reversal errors were reported when using uncontracted Braille, more often for those students who use Grade 1 for a longer period of time before they transition to Grade 2 (Troughton, 1992).

  11. When to move to contracted Braille? • Depending on cognitive ability and CTVI’s discretion, the student may stick with uncontracted Braille or move on to contracted Braille. • When CTVI chooses to move to contracted Braille he/she may want to add contractions as the student masters how to spell/write/read each word uncontracted first. (Sewell, 2009)

  12. Are there resources to help? • Curriculum: Un’s the One from TSBVI by Ann Rash and Debra Sewell • One is Fun: Guidelines to better Braille Literacy by Marjorie Troughton • Great Resources to contact at TSBVI: Ann Rash, Debra Sewell, Cyral Miller

  13. In Conclusion • Although there are great resources, there is not a lot of research on the subject. The how-to’s of the teaching of Grade 1 or Grade 2 or both is up to the individual CTVI. • According to Debra Sewell at TSBVI more research needs to be done in this field…. Any takers? 

  14. Bibliography • Sewell, D. (2009, October 27). Telephone interview.  • Wormsley, D. & D’Andrea,F.M. (1997). Instructional Strategies for Braille Literacy. New York: AFB Press • Advantages of Uncontracted Braille (2004, Spring). Retrieved October 24, 2009 from http://www.tsbvi.edu/Outreach/seehear/spring04/uncontracted.htm • Reading for Everyone: Expanding Literacy Options (2001, Summer). Retrieved October 24, 2009 from http://www.tsbvi.edu/Outreach/seehear/summer01/braille.htm • To Contract or Uncontract?Is This Still the Question for the Beginning Braille Reader? • (2006, Summer). Retrieved October 24, 2009 from http://www.tsbvi.edu/Outreach/seehear/summer06/contract.htm • MornInformation(2005, Summer). Students With English as a Second Language (ESL) • Retrieved October 24, 2009 from http://www.pgcfa.org/files/MORIN_05_SUMMER.pdf

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