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VIDBE - Q Volume 62 Issue 4
own tactile images. This could be done using crayon or Quick Draw paper, or more
complex tactile graphing tools can be introduced, like the Draftsman or the Tactile
Graphics Kit.
When the curriculum calls for a foldable (see Figure 2), you can have a creased
template ready for the student to fold independently. The student should create the braille
labels herself, cut the labels apart, and glue them in the appropriate places.
Figure 2. Left: example of foldable from Wonders curriculu m, Right: braille adaptation.
A common strategy for teaching writing is to think about sequence, and to re -
organize short sentences to be in the correct order (see Figure 3). As long as the student
workbook is provided in braille, no adaptation may be nee ded – the student can read the
sentences and rewrite them on a separate piece of paper. But some students, with and
without visual impairments, may have difficulty with sequencing and could benefit from
having sentence strips available, to allow hands - on m anipulation of the sentences. If
sentence strips are used, a braille version should be provided for the braille reader.
