Pre-Braille Implementation in Early Education by Jaime Hilditch

Considerations and Feedback

Jaime Hilditch

Considerations

I’ve found through research, that texture-descriptive words are not always accessible to those who are blind or have vision impairments; many terms reference sight, for example: earthy, close-grained or gradation. I’ve left you with 30 texture and emotive-accessible terms on “A New Vocabulary” spectrum (located below). It is meant for use after participating in one of the three activities. Record any terms that may have come up during listening, making and reflecting in a digital or physical notebook. Please use, and reference this spectrum, as a reminder to be more descriptive, and aware of your descriptor terms when speaking with those who have visual impairments.

Four spectrums of accessible texture-descriptive words.
‘Texture Spectrum’ image. Vocabulary terms read left to right. Line 1: Elastic, stretchy, bouncy, sturdy, firm. Line 2: ice-cold, cool, warm, burning. Line 3: Thick, muscular, thin. Line 4: Strong, soft, weak.

Record any terms that arose during activity listening, making and reflecting. 

Record in a notebook, on a loose piece of paper, or on notes in your phone and/or tablet.

Four spectrums of accessible emotive-descriptive words.
‘Emotion Spectrum’ image. Vocabulary terms read left to right. Line 1: Optimistic, confident, uncertain, pessimistic. Line 2: fearless, anxious, worried, afraid. Line 3: excited, happy, sad. Line 4: encouraged, cheer, open, hopeless.

Record any terms that arose during activity listening, making and reflecting. 

Record in a notebook, on a loose piece of paper, or on notes in your phone and/or tablet.

Feedback

Please leave any questions, thoughts, and/or learning outcomes in the Google Doc, or reach out via email: jaimehilditch1@me.com. The Google Doc will act as an exhibition piece in itself, as well as provide a direction for my further research and design. The Doc will allow us to gather as a community, observing and replying to others’ interpretations of the activities.

[Google Doc Link]

References

MIT Media Lab. (n.d.). Lifelong Kindergarten: Engaging People in Creative Learning Experiences. Retrieved June 08, 2020, from https://www.media.mit.edu/groups/lifelong-kindergarten/overview/

Ministry of Education. (2019). The Kindergarten Program 2016. Retrieved June 08, 2020, from https://www.ontario.ca/document/kindergarten-program-2016?_ga=2.197503080.658823332.1586109603881997968.1586109603

Paths to Literacy. (n.d.). Pre-Braille. Retrieved June 18, 2020, from https://www.pathstoliteracy.org/pre-braille

Professional Development and Research Institute on Blindness. (2004). Braille Activities for Children. Retrieved March 4, 2020, from http://www.pdrib.com/pages/brailactivities.php

Pruess, A. (2020, April 21). 25 Simple Mindfulness Activities Kids Will Actually Want to do. Retrieved July 19, 2020, from https://parentswithconfidence.com/25-mindfulness-practices-for-kids-who-cant-sit-still/

Tennessee Council of the Blind. (2008, December 29). Grade 1 and Grade 2 Braille. Retrieved April 10, 2020, from http://www.acb.org/tennessee/braille.html

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Considerations and Feedback by Jaime Hilditch is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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