VIDBE-Q 2026 Volume 71 Issue 2
4. Build Systems for Ongoing Support
Develop shared expectations at the district level.
Districts can promote consistency for both students and educators by
establishing clear expectations for math braille code instruction and timelines for
accessible material production. Collaboration between district leaders and TSVIs
can support informed decision-making and reduce variability across schools.
Ensure access to qualified transcribers.
TSVIs may benefit from access to a qualified braille transcriber. TSVIs
might consider advocating for reliable transcription and effectively communicating
how such services can support the accuracy, efficiency, and consistency in student
braille materials.
5. Support Learning in the Home and Community
Educate families about math braille options.
Families play a critical role in the IEP process and should be provided with
clear, accessible explanations of the advantages and limitations of both UEB
Math/Science and Nemeth Code. As active members of the IEP team, they should
be meaningfully involved in decisions about their student's math braille code.
Encourage communication between home and school.
Strong communication between home and school is essential for maintaining
consistency and supporting skill development. TSVIs should share student
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