VIDBE-Q 2026 Volume 71 Issue 2
learning either or both codes, TSVIs, families, and other IEP team members can
create more consistent and effective learning experiences for students. The
remainder of this report describes practical strategies and resources to support
TSVIs, families, and other IEP team members in making informed decisions,
participating in training, and accessing informational resources.
Strategies for Educational Settings and Home Environments
1. IEP Teams Should Utilize Individualized Decision-Making
Avoid defaulting to preferences.
When determining which math braille code is most appropriate for a student,
IEP teams should base decisions on the individual student's needs rather than
relying on teacher familiarity or perceived state defaults. This includes considering
the student's current and future mathematical demands, cognitive and learning
characteristics, access to instructional materials, and long-term academic and
career goals. Teams should also consider the student's proficiency with braille, the
availability of instructional supports, and the potential impact of each code on the
student's independence and efficiency.
Use established guidance tools.
Guidance documents developed by states such as Indiana and Pennsylvania
can support teams in evaluating the advantages and limitations of each code
(Indiana UEB Implementation Sub-Committee, 2015; Pennsylvania Training and
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