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Developing Writing and Word Processing Skills with Visually Impaired Children: A Beginning

Alan J. Koenig, M.S.; Catherine G. Mack, M.A.; William A. Schenk, Ed.S.; S.C. Ashcroft, Ed.D.

Iowa Braille and Sight Saving School, 1002G Avenue, Vinton IA 52349

Abstract: The Apple Education Foundation awarded a two-year joint project to Peabody College for Teachers and Tennessee School for the Blind (TSB) for the purpose of studying the development of word processing skills by visually handicapped students. Apple IIe microcomputers, printers, software, and specialized technological aids are now being used by students and teachers at TSB and by preservice teachers at Peabody College. This article discusses the project's conceptual framework, activities at the project site, and a module developed to introduce students to the Braille-Edit word processing system.

The microcomputer explosion is being felt with increasing magnitude throughout the entire educational system, and our field of visual impairment is feeling much more than just slight tremors. Scadden (1984) states insightfully that "The microprocessor ... is shaping a changing civilization" (P. 394) and proposes that its application has the exciting potential to equalize skills of visually handicapped and sighted individuals in the new information age. If the potential for achieving equality exists, our challenge is to make it a reality. This report describes a beginning effort to meet such a challenge.

George Peabody College for Teachers of Vanderbilt University and Tennessee School for the Blind (TSB) have conducted several joint endeavors involving microcomputers and access technology. High school students at TSB have participated in a computer club sponsored by Peabody College, and students have served as subjects in "Research on multimedia access to microcomputers for visually impaired youth," a federally-funded Peabody project. Our present project emphasizes microcomputer word processing, a natural extension of this prior research.

In the spring of 1984, the Apple Education Foundation (AEF) awarded a two-year joint project to Peabody College and TSB. Its purpose is to examine a major application of microcomputers: the development of writing and word processing skills with visually impaired students. The project provided us with Apple IIe microcomputers, ink print printers, and software. Donations of special technological aids came from other sources.

Three aspects of our project will be discussed in this article: The conceptual framework, activities at the project site, and an instructional module for introducing students to the Braille-Edit word processing program.

Conceptual Framework

Children must develop four communication skills in order to function effectively in a literate society: speaking, listening, reading, and writing. Today, many believe that computer skills must be added to this list. Given appropriate opportunities, visually impaired children usually develop good speaking and listening skills, but blindness may erect a more severe barrier to the learning of reading and writing skills.

Although braille affords a blind reader a great deal of independence, it also imposes certain limitations on reading and writing. Braille reading is inherently slower than print reading because of the sequential nature of tactile perception and the perceptual unit's restriction to a single braille character. Given the relatively slow rate of tactile perception, as well as the bulk and cumbersomeness of braille and the restricted availability of braille reading materials, blind children generally read less than their sighted peers. Thus, writing skills may be impoverished because these students spend less time interacting with printed (brailled) materials.

A more fundamental limitation basic to reading and writing can occur when blind children are limited in the range and variety of life experiences. Without appropriate background experiences, development of concepts and schemata is hindered and growth in reading and writing is restricted.

However, given early intervention to provide a rich and varied range of opportunities for experiences and qualified teachers to foster positive attitudes and provide a sequential instructional program, blind children can develop good braille reading and writing skills in accordance with their abilities.

Braille writing, nevertheless, continues to involve basic difficulties. It is slow, and errors are difficult to correct. Revision of an initial draft of a manuscript is restricted due to the mechanics of writing braille on paper. There is no convenient method for teachers to provide timely corrective feedback- Thus, ideas which children wish to communicate in writing may be trapped within them because the Braille writing mode is a barrier to free expression.

Braille word processing holds the potential to reduce this barrier because it presents the writer with a more efficient way to communicate ideas. Word processing systems designed for braille readers allow blind students the freedom to write and then easily to make revisions and corrections before a final copy is prepared. Never before have blind persons had this option which could more nearly apparoximate the advantages available to those of their sighted peers.

Report on Project Activities

Equipment.. The AEF project provided us with 30 complete sets of Apple II microcomputer equipment, including monitors, CPUS, and duo-disk drives. Most of these were placed in classrooms, dormitories, and the library of TSB to enable our students to have access to microcomputers during the school day, after school hours, and on weekends. Two sets of equipment placed at PeabodyCollege are used to develop instructional materials and give preservice training. We also received ink print printers, modems, Apple Write software, and Apple Logo software. Through AEF we obtained Bank Street Writer software and Echo II speech synthesizers.

We also received gifts of technological equipment from several distributors for use in our project. Maryland Computers donated a Cranmer Modified Perkins Brailler and a Total Talk Computer Terminalk. Visualtek gave a Large Print Computer to the project. To complete the list of equipment resources, TSB purchased multiple copies of the Brailler - Edit word processing program and additional sets of the Echo II speech synthesizer. All equipment is currently in use by students and their teachers.

Learning Goals and Activities

The project has two major goals. The first relates to teachers. They are expected to become proficient with basic procedures of using microcomputers and access technology for visually impaired pupils as well as mastering the use of Braille-Edit and either Apple Writer or Bank Street Writer. A 35-hour workshop for teachers and adininistrators at TSB was conducted during the summer of 1984 by project assistants from Peabody College and TSB for the purpose of achieving this goal. Teachers who entered this workshop with little or no knowledge of microcomputers left with remarkable achievements to their credit. A follow-up "refresher" workshop was held for one day before the beginning of the school year, and a short introduction was given to those who could not attend the summer workshop.

Only seven months into our project, teachers are not only putting into practice information gained from the workshop, but also are looking for and developing other applications for use of microcomputers and word processing. One teacher has pursued and obtained through a local computer shop a means of generating large print output from a dot matrix printer. Another teacher has made study guides for the Tennessee Proficiency Test available in braille using Braille-Edit and the Cranmer Modified Perkins Brailler.

Another component of our first major goal was to introduce preservice teachers at Peabody College to microcomputers and word processing for blind students. These vital skills were incorporated into the introductory course on Braille Reading and Writing during the fall of 1984. Several preservice teachers volunteered additional time to instruct students in word processing at TSB during the fall semester. As a result, six TSB students reached a level of word processing proficiency which included creating, editing, saving, and printing their work with only a minimal amount of supervision.

The second major goal of our project relates to the development of writing and word processing skills by visually impaired students at TSB. Before beginning instruction in word processing skills, all students are expected to master basic computer skills such as knowing the parts of a microcomputer, loading and booting disks, running a program, and shutting down the computer. Then braille readers are introduced to Braille-Edit and print readers are usually introduced to Apple Writer or Bank Street Writer. A subgoal of our project is to develop instructional materials for use in teaching word processing skills to visually impaired students. A module for introduction of Braille-Edit is described in the next section.

Students at all grade levels have begun learning to use the microcomputers. First through third graders learn names and purposes of each piece of equipment, and how to run simple programs. Students in the fourth, fifth, and sixth grades complete a short computer literacy unit and are introduced to word processing. Several fourth graders have started using the Braille-Edit program for such applications as writing their weekly spelling sentences with word processing. Fifth and sixth grade students have become quite proficient with Braille-Edit and are required to complete two written assignments per week with the microcomputer, although they often produce more.

High school students have also begun to apply their computer and word processing skills

Figure 1. Checklist of Essential Procedures and Commands In Braille-Edit 2.50

-Student's Name Observation Dates Mastery

Basic Procedures Yes No

Loading and booting the disks

Entering configuration

Moving to the main disk (J)

Creating a chapter (E)

Saving a chapter (Control Q)

Grade two translation (G)

Reverse translation (B)

Printing a chapter (P)

Getting a disk catalog (D)

Insert and Delete Commands

Insert text (Control I)

Delete single characters (Control D)

Delete x number of characters (Control D, #

Delete single word (Control DW)

Delete x number of words (Control D, #)

Cursor Movement Commands

Advance to end of chapter (Control A)

Move back to beginning of chapter (Control Z)

Echo II Commands

Announce all keystrokes (Control SA)

Cancel announce all keystrokes (Control SA)

Read text (Control 0)

Formatting Commands

Braille page numbers ($$nb)

Print page numbers ($$np)

Center text ($$c)

Double spacing ($$12)

Comments:

Several have achieved such a high level of mastery in word processing that they have been able to join an after-school work experience program producing workbooks and worksheets in braille. One high schooler has earned extra money using Braille-Edit to transcribe menus into braille for local restaurants, and the student government has used Braille-Edit to braille versions of a pamphlet for the Blood Drive and a CPR manual.

In order to examine the development of word processing skills and their impact on writing skills, we collect data from students' writing samples, including samples written with a braille writer, slates and stylus, handwriting, and word processor. Results from the baseline samples and first retesting will be described in detail in an upcoming article.

Figure 2 Braille-Edit Help Chart

Writing Something

1. Boot BOOT disk

2. Enter configuration

3. J-Jump to Main Menu

4. Insert MAIN disk

5. E-Editor

6. Enter text

7. Control Q-Quit and Save

Translating Print into Braille

1. G-Grade 2 Translator

2. Enter chapter name and return

3. Return again

4. Enter braille chapter name and return

Translating Braille into Print

1. B-Back from Grade 2

2. Enter chapter name and return

3. Return Again

4. Enter print chapter name and return

Printing Something

1. Get printer set

2. P-Print

3. Enter chapter name and return

4. Return again

5. Enter printer number (from configuration) and return

Commands Used in Editor

1. Control I-Insert

(control I, enter text, control N)

2. Control D-Delete

(control D, enter number, space bar)

3. Control DW-Delete word

(control D, enter number, control W, space bar)

4. Control A-Advance to end of text

(control A, space bar)

5. Control Z-Return to beginning of text

(control Z, space bar)

6. Control SA-Announce all keystokes

(repeat to cancel)

7. Control O-Read text with Echo II

8. $$c-Center text

9. $$12-Double spacing

10. $$nb-Number braille pages

11. $$np-Number print pages

Instructional Module for Braille Edit An integral part of our project is the development of instructional materials for introducing word processing skills to visually impaired students. The major components of a module for instruction in Braille-Edit are described below.

Braille-Edit is a powerful, complex word processing system developed and distributed by Raised Dot Computing Company. It contains two disks and is run from four menus. The typical user, and especially school children, will most likely not have a need to use many of its features. However, given appropriately-sequenced instruction in selected features of BrailleEdit, blind students can achieve the skills necessary to complete a wide variety of writing tasks. Although Braille- Edit allows the user to enter information in a variety of ways (e.g., VersaBraille, Perky, braille keyboard on Apple computer), we chose to emphasize a common method which uses the regular keyboard for input with Echo II as an access device and hard-copy braille and print for output.

The commands that would be most useful to students were selected and incorporated into an instructional module. We selected six items from two menus that allow students to create and save a chapter, translate into Grade 2 braille, reverse translate from braille to print, print a chapter, and obtain a disk catalog. Also, we presented instruction on inserting and deleting text by the character or word. In order to review a file and then resume working, the cursor commands for advancing to the end of a chapter and for returning to the beginning were included. The most vital commands for use with Echo II enable students to hear each keystroke as they are typing, to cancel this option, and to read large portions of the text in a word-by-word manner. Students also review character by character, using the right and left arrow keys. Finally, four formatting commands were presented in the module, allowing students to set braille or print page numbers, double space, and center text.

The instructional module contains a thorough description of procedures, as well as the exact words spoken by Echo II throughout the sequence of steps. Also included is a "Checklist of essential procedures and commands in Braille-Edit" which can be used as a checklist for evaluating students' mastery of the selected features. This checklist is presented in Figure 1 and may assist teachers who are just beginning to teach the Braille-Edit system to their students. Finally, the module includes a "Braille-Edit help chart" which outlines basic steps in the essential procedures and commands. This chart is presented in Figure 2. It is intended for students to use as a quick reference guide after they have completed the module and does not take the place of the module itself.

When students achieve mastery of essential procedures and commands, they are ready to learn additional features of Braille as their need arises. The BrailleEdit manual and reference card presented in braille from Raised Dot Computing which accompany the software will be useful in these situations. We have found, however, that features outlined in Figure 1 will allow students to use Braille-Edit to accompish most writing tasks.

A Brief Look at the Future This article has described the beginnings of our effort to examine the development of writing skills and word processing skills with visually impaired students, made possible through a grant from AEF. In the upcoming months, we plan to continue gathering information on student's word processing skills with a focus on how these skills impact on their writing skills. We will also be revising and extending our instructional materials for teaching word processing skills, including the use of print programs such as Bank Street Writer. It is our hope and intention that the outcome of this project will help us meet the challenge to bring equality to visually impaired students in the vital area of written communication through the use of microcomputers and word processing.

Alan J. Koenig is Liaison, Iowa Braille and Sight Saving School, and a doctoral student, George Peabody College of Vanderbilt University; Catherine G. Mack is Blind Rehabilitation Specialist/Research, Western Blind Rehabilitation Center, Veterans Administration Medical Center, Palo Alto, CA, and a doctoral student at George Peabody College, Vanderbilt University; William A. Schenk is a teacher, emeritus, Tennessee School for the Blind; S.C. Ashcroft is Professor of Special Education, George Peabody College of Vanderbilt University.

Building a Learning Readiness Pmgram for the Main@med Visually Impaired Child in Israel

Aryeh Wohl, Ed.D.; Shari Eshet, M.Ed.

Center for Educational Technology, Tel-Aviv, Israel

Abstract: The first two parts of a four-part program projected for the education of visually impaired children in a mainstrearned setting is here presented, with exposition of the overall purpose and the difficulties involved. The main object is the teaching of braille reading. Emphasis is placed on the individualized program for general reading-readiness skills, called, "I'm On My Way."

Israel, a developing country with economic difficulties, has only 200 visually impaired elementary school-aged children, an insignificant amount compared with the United States and Europe. As a result, it has been impossible to group enough children of the same grade level into a self-conceit class within a sighted elementary school. Visually impaired children are therefore mainstreamed into sighted classes and assisted by resource-room or itinerant teachers.

Budgetary difficulties account for limited training and the necessity for using untrained special education teachers for visually impaired persons. Furtheffno@ there has been little done toward the development of a complete, detailed curriculum with the requisite teachmg/leaming matenal; and with no central office available for those working in the field, there is also a feeling of geographic isolation.

With these factors in mind, the Center for Educational Technology (CET), established by the Rothschild Foundation, offered its services to the Ministry of Education to assist in improving the quality of education to the visually impaired child. The Center's

Special thanks are due to Yitzchak Anbary, Director of the Technological Institute for the Blind, and Ms. Hanna Kadmon, National Supervisor for the Education of the Blind and Visually Handicapped, Department of Special Education, Ministry of Education and Culture.

raison d'etre is to increase the efficiency of teaching within Israel's educational system through the introduction of new methods and curricula. The Center formed the Technological Institute for the Blind in 1980 under a special grant for the Rothschild Foundation. The Institute's projects are coordinated with efforts from the various governmental and private agencies involved in the education and rehabilitation of blind persons in Israel.

The fust step taken was to investigate the general needs of teachers. The Ministry of Education's national supervisor for services for blind and visually impaired children was asked to report on the various areas in the educational system that are most seriously lacking. We give here only those elements gertnane to reading readiness and language learning. The report reflected the following problems:

1. The teachers'have difficulty in teaching prebraille and braille reading readiness based on English materials (Israel's national language is Hebrew).
2. There is no hiemmhial learning design for school and learning readiness.
3. There is no developmental language arts learning system (reading, writing, listening and speaking).
4. Educational toys and games specially geared to or adaptable for blind children generally are expensive or unavailable, resulting in creative but infomiw, untested, one-of-a-kind materials being used.
5. Some research, professional literature

312 JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS SEPTEMBER 1985

Reference

Scadden, L.A. (1984). Blindness in the information age: Equality or irony? Journal of Visual Impairment & Blindness, 78, 394-400.