VIDBE-Q 2026 Volume 71 Issue 2
progress updates regularly and provide practical tools such as reference guides or
"cheat sheets" to help families reinforce braille learning at home and in their
communities. Additionally, TSVIs should model ways to incorporate braille into
daily routines to support ongoing use and skill development.
Resources
Numerous resources exist to support the development of math braille
knowledge and instructional practices. These include guidance documents,
professional learning opportunities, and reference materials intended to enhance
understanding of UEB Math/Science and Nemeth Code and to inform instructional
decision-making. Table 1 provides a curated list of resources to support TSVIs,
families and other IEP team members in advancing math braille instruction and
access.
Conclusion
The coexistence of two math braille codes, UEB Math/Science and Nemeth
Code, presents both opportunities and challenges for the field of visual impairment.
While variability across states and IEP teams exists, these challenges can be
addressed by increasing awareness of the tools, resources, and guidance available
for teaching and learning math braille. As professionals working to support
students, we must prioritize individualized decision-making within IEP teams,
build competency in both math braille codes, ensure consistent access to materials
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