vib8304.htm

Cassette Braille: A New Communication Tool for Blind People

DEANNE M. DOORLAG, M.A., DONALD H. DOORLAG, PH.D.

Ms. Doorlag is a teacher of visually impaired children in the San Diego Unified School District. Dr. Doorlag is professor, Department of Special Education, San Diego State University, 2432 Maddux Ave., El Cajon, CA 92021

Abstract: Describes how the San Diego Unified School District implemented and evaluated the use of cassette braille. Preliminary data indicate that students using cassette braille were able to read and write at a faster rate than when they used paper braille. The equipment (VersaBraille) was found to operate quietly and easily, and to facilitate the storage, editing, retrieval, and interpretation of information. Users found the equipment to be easier to operate than the mechanical brailler. Limited amounts of available recorded material, initial cost, sensitivity to breakage, and weight might be considered problem areas with the VersaBraille system. Users (students, teachers, braille typists) rated the system positively, and maintained their interest in continuing to work with the equipment.

The San Diego Unified School District was one of the first school systems in the United States to implement an instructional program using paperless braille. Because this district's funded project was a pioneering effort, the personnel involved approached the task with some trepidation. Their initial apprehensions soon dissipated as the implications of this new communication system for blind students became apparent. The project staff rapidly became completely engrossed in using this electronic device, which seemed to perform "miracles."

The first VersaBraille computers, produced by Telesensory Systems, Inc. (TSI), were received by the district in the spring of 1980. The VersaBraille has a keyboard with six keys and a space bar (similar to the Perkins Brailler), so that a character is determined by the combination of the keys struck together. The storage system is a C-60 audio cassette capable of storing digitally 400,000 characters (equivalent to 400 pages of braille information). The braille display consists of a metal plate with 120 holes spaced for 20 braille cells. Each hole has a metal pin which can be raised or lowered by electromechanical action. The system's drive electronics select the desired combination of dots to be raised. The display is read as if it were 20 characters on normal braille paper. The system allows the blind person to read and write braille, organize and edit written material, and record in an audible mode. The visual-display accessory permits the teacher to monitor the student's braille writing skills and provide immediate feedback. The P1 VersaBraille system was used in the initial phase of the project; the Model P2 now available permits the user to connect the VersaBraille with instruments, such as printers or other computers, through the use of a standard cable.

The purpose of the San Diego City Schools project was to discover the ways in which computer braille would be beneficial for everyone involved in its use. Specifically, the goals identified for the project were:

1. To compare the cassette reading and writing system with that of conventional braille.
2. To evaluate the procedure for preparing, obtaining, storing, and/or using various reading materials in Braille on cassette tape (e.g., textbooks, worksheets, and recreational books).
3. To investigate the application of cassette writing assignments within the classroom (reports, papers, lists, and tests).
4. To consider the future application of the cassette system in the classroom.
5. To discover problems unique to the cassette system.
6. To examine the attitudes of VersaBraille users (students, braille typists, and teachers of the blind and of those exposed to the VersaBraille system (classroom teachers and peers).

Figure 1. Student using VersaBrafller with optional visual display for the teacher.

Procedure

The project's first challenge involved the teachers' learning the use of the cassette system so that they could teach it to students. During the spring and summer of 1980, three teachers of the visually handicapped and two braille typists developed the skills required to operate the VersaBraille instrument. They did this on an individual basis by self-instruction, following the manual provided by TSI (The VersaBraille system, n.d.).

Establishing appropriate objective for the project was the next stage. The teachers wished to provide a realistic approach for the introduction of the cassette system to students, classroom teachers, braille typists, and other itinerant teachers. The primary objective was to formulate lessons designed to teach all the essential VersaBraille skills; another was to devise and administer surveys and questionnaires in cassette and paper braille for both blind students and their classroom teachers. These instruments gathered information regarding the person's attitudes toward, and experience with, the cassette system.

A third area of concentration involved tests. Post-tests were developed to compare each student's reading rates with paper and cassette braille. The same types of tests were developed to measure the difference in speed and accuracy. Competency tests were devised, and were administered after all of the lessons had been completed. They were designed to measure the student's ability to use the reading, writing, and audio modes of the VersaBraille system. These four tests included items pertaining to all the VersaBraille capabilities reading, writing, editing, and recording; thereby the student's competencies in all the skill areas of cassette braille were evaluated. The results of this developmental effort were compiled in a handbook designed to assist teachers in implementing an instructional program in cassette braille (Doorlag, Smay, & Walsh, 1981).

Participants

Instruction for students began during the 1980-1981 school year. The teachers started working with three students on a twice-a-week basis, providing individual instruction for two sixth-graders and one high school senior. Two students of the original group completed the initial instruction in the cassette program, one student moved before he completed the lessons, and a tenth-grade student began instruction at mid-year. During the 1981- 1982 school year, there were four students involved in the program. One junior high school student began instruction in the fall, another student who began in the original year was in the process of completing the lessons, and two of the initial students used the equipment in their classrooms.

Comparison of Cassette and Paper Braille in Writing

The advantages of writing with cassette braille, as opposed to paper braille, are innumerable. It is not possible to rank these factors, for the project found that the order of importance varied according to each person's particular interests, situation, and circumstances. The advantages of the VersaBraille indicated here are a compilation of those features which braille typists, students, and/or teachers involved in the project identified as significant and unique when writing with the device.

The editing feature is especially appreciated by braille typists, teachers, and students. They are intrigued by the "correctability factor," which enables the writer to insert or delete letters, words, paragraphs, and even entire pages and chapters. Basically, the editing capability allows one to prepare a perfect finished product.

Cassette or computer braille is favored for its quiet operation. Students claim they can write without distracting or disturbing their classmates and teachers. Teachers of the blind like it for notetaking because it is very quiet.

Another consideration is the electronic keyboard, which enables the student and braille typists to work for several hours without fatigue. Braille typists note that the touch is much lighter than the conventionat brailler, and they find it easier to operate.

The paper braille and VersaBraille systems were compared for rate and accuracy of writing. The rates of students using cassette braille were slightly faster, and there appeared to be no difference in accuracy; the initial evaluation, however, was drawn from only three students, and no final conclusions should be based on these limited data. But the difference in rate could be attributed to the lighter keyboard touch, to being able to write without having to return to the beginning of a new line, and to not having to divide words at the end of a line. The correctability feature, however, enabled the student to provide a perfect written copy with cassette braille; a feat that was hardly possible with the conventional brailler.

Comparison of Cassette and Paper Braille in Reading

The students' rates of reading and comprehension were compared in the two systems. Comprehension remained constant, but the reading rates were slightly faster with the VersaBraille. Although the differences were negligible, factors that may have contributed to these results are the smoothness of the VersaBraille dots and the lack of divided words on the cassette tape. Furthermore, the reader of cassette braille does not have to "track" to another line for additional reading material. As indicated, however, this pilot study was limited to three students, and as yet there are no conclusive data to report.

Comparing the reading of paper braille with that of cassette braille is significant in the area of "word search." The readers of cassette braille, using the capabilities of the VersaBraille system, can search out and locate a specific word or phrase used in the text with remarkable speed and accuracy. The reading, study, and review possibilities are endless with the use of this electronic system; the old restrictions placed on the reader of paper braille do not exist. Furthermore, the student is able to locate any word, page, or chapter more quickly and efficiently with the cassette than with paper braille.

Classroom Applicability

and Preparation of Materials

The VersaBraille system has been integrated, for both reading and writing, into several regular junior high classrooms.

Recreational reading material on cassette tape has been used very successfully. Several current paperback books not readily available in paper braille have been transcribed into cassettes, enabling the students to read many of the contemporary favorites of their peers.

The capability of cassette tapes for storing reading material was recognized almost immediately. Texts and other books printed in braille have constantly and consistently encumbered students, classroom teachers, and itinerant teachers of the blind by their bulk. Using the VersaBraille system, the equivalent of 400 pages can be stored on one lightweight, compact 60-minute cassette audio tape. The significance of this storage capability will become increasingly evident with the increased production and availability of transcribed reading materials. Also duplication of cassette material is faster-a matter of minutes on a high-speed machine.

Classroom reading worksheets, typically provided in paper braille, made some unique problems for students, their teachers, and braille typists when they were prepared on tape. The typists and teachers conferred on adapting these reading worksheets to reading "worktapes." Some paper worksheet activities were easier to convert to cassette braille than others; the typists and teachers concluded that it was imperative that guidelines, particularly for format, be established. Furthermore, there were specific worksheet activities, such as matching words in two vertical columns, that simply were not practical or possible on VersaBraille's single horizontal line. It was originally hypothesized that students who disliked worksheets would not have the same attitude toward "worktapes"; it now appears that those students who dislike worksheets, dislike worktapes as well.

The lack of reading material in cassette braille is a problem students and teachers have encountered in the classroom. Ideally, the teacher would provide the blind student with cassette tapes of textbook material identical in content with the text used by his or her nonblind peers. Unfortunately, there has been a lag in the production of current classroom materials. This situation is primarily attributable to the fact that paperless braille is such a recent innovation. Thus we can expect time to resolve the problem. As it is, some textbooks are available. One student involved in the project was able to read a textbook tape on myths and folktales assigned to the other students in the class as textbook material.

Innumerable assignments involving writing have been done with cassette braille by junior high school students. They completed their weekly spelling tests with VersaBraille equipment. One student used the system for writing the definitions of vocabulary words, and another used paperless braille for English tests. Some book reports and short stories have been written on cassette tape. It has also been used every day for writing about jobs in a career class, and for writing original, creative interpretations of folktales assigned by the classroom teacher.

The students have been encouraged to devise their own system for organizing classroom material that they have written on cassette tape. One student, previously notorious for losing important classroom papers, has resolved this problem with the paperless braille system. Rather than struggling to "keep track of" several papers, the student uses only one tape for spelling tests, English tests, and creative writing assignments.

Future Applications

The future possibilities of cassette braille in the classroom are limitless. Some computer programs have been designed to facilitate the interaction between a Model P2 VersaBraille system and an Apple computer. This innovative system has been deeloped to enable a student to prepare an assignment or paper on the VersaBraille equipment, and transfer the information to the computer, to be received in print or braille characters, as selected. The teacher can display assignments on the computer screen or run them off on a printer for checking; specific programs to expand this new electronic system are in the process of development and evaluation.

Problem Areas

Despite the positive aspects of the VersaBraille system, students, teachers, and braille typists have expressed some concern about it.

An initial limitation is that the user of VersaBraille is confined to communicating only with another VersaBraille user, unless the unit is interfaced with another computer, or a printer which converts the electronic signals to a visual display or to print. This process can have some obvious limitations if the braille material is recorded in grade two braille, and not converted to grade one braille (via computer translation) before printing. In addition, the cassette storage system creates some editing limitations, and does not permit the rapid search which is possible with disk systems available for use with personal computers.

The VersaBraille unit is sometimes difficult for a student to carry from class to class. It weighs slightly more than the conventional brailler, and although several paper braillers can be strategically placed throughout a school for the student's convenience, this practice is not feasible with cassette braille because of its price.

Another closely related consideration is the sensitivity of the equipment. One student discovered (empirically) that the complex and sensitive computer system cannot tolerate being dropped. Although TSI has provided excellent service whenever the cassette systems have needed repair, the student and teacher have encountered unavoidable delays in receiving or providing the necessary instruction because of equipment malfunction. Also, braille typists have occasionally been held up on important assignments while waiting for repairs.

Many of the disadvantages can hardly be alleviated as it is unlikely that the weight or sensitivity of the VersaBraille can be altered without adversely affecting the effectiveness of the entire cassette system. Also, the loss of student/teachcr instruction and the inability to prepare taped materials is unavoidable when a unit requires repair. These factors require consideration, in as much as the maturity level, strength, and manual dexterity of the prospective VersaBraille students have their bearing on the appropriateness of cassette instruction in specific cases. Teachers should consider whether their prospective students would be able to carry their VersaBraille case, gym clothes, purse, and notebook without any mishaps. In short, the system has value, but discretion in its use is recommended.

Attitudes

Attitudes of children and adults toward the VersaBraille system have generally been on the positive side, ranging from slightly negative to extremely positive.

Judging from questionnaires answered before instruction, students who were eager to learn the VersaBraille system continued to react favorably when their lessons had been completed and they were using the equipment regularly in their classrooms. After instruction began, the students who were most positive initially indicated that they liked the lessons. They passed their competency tests, and have effectively operated the braille computers in their classes.

Adults, specifically braille typists and teachers of blind people, changed their attitudes more than children did. Initially, they were apprehensive about the "newfangled contraption." The general consensus seemed to be one of dread and doubt, rather than eager anticipation. These unfounded fears, however, were quickly dispelled when the braille typist and teachers became familiar with the equipment and its many capabilities. Currently, all the San Diego School District's braille typists and teachers who have become proficient in the operation of the VersaBraille have favorable opinions of it.

Classroom teachers who have students using VersaBraille tapes have been very cooperative and helpful. They have worked effectively with their blind students and the itinerant teachers to plan and provide an appropriate and meaningful computer braille program. For example, their flexibility became apparent as they quickly adapted to the student's need to turn in a tape, instead of a paper, at the conclusion of a test. These San Diego teachers have welcomed the challenge of computer braille in their classrooms.

The peers of VersaBraille users are fascinated with, and respectful of, the equipment. VersaBraille students have been known to impress fellow classmates with stories about their success with the new electronic equipment. During the age of the computer, students seem to have a great interest in this new communications device.

Conclusion

The use of cassette braille in the San Diego Unified School District has demonstrated that the system can be an effective means of communication for blind people. It allows students to read and write material, and then edit and store it in a way that is not possible with paper braille. Although there are currently some problems in the operation of the system, and limitations in some of its capabilities, recent developments (e.g. interfacing with printers, computers, electronic information systems) show a great deal of promise for the future use of cassette braille.

References

Doorlag, D., Smaly, B., & Walsh, P. Cassettebraille: New communication for the blind. San Diego: San Diego Unified School District, 1981.

The VersaBraille System. Palo Alto, CA: Telesensory Systems, Inc., n.d.