The Nature and Future of Literacy: Point and Counterpoint

How Pupils with Severe Visual Impairment Describe Coping with Reading Activities in the Norwegian Inclusive School

“…One issue is that for most pupils sufficient reading skills can be acquired by the use of their residual vision and optical devices. Skills in using several reading media make it possible to select the most appropriate reading media according to individual needs and reading tasks (Hatlen & Spungin, 2008;Koenig & Holbrook, 1989;Mangold & Mangold, 1989;Rogers, 2007). Another issue is that the challenges in reading (despite the use of devices) make it relevant for some pupils to learn both braille and print (Koenig, 1996;Wilkinson et al, 2001).…”

“…However, these devices are technically advanced, and relevant instruction is required in order to use them well (Cooper & Nichols, 2007;Fellenius, 1999a;Gerber, 2003;Kelly, 2009). Developing reading skills in braille requires continual and specific support (Hatlen & Spungin, 2008;McCall, 1997;Wall, Sitar, Erin, Wormsley, & Herlich, 2009;Wormsley, 2004). In Norway, the government provided these devices to pupils with severe visual impairment.…”

“…During the 1990s these devices provided new possibilities for using both braille and print in reading activities. Pupils who require instruction in the use of both braille and print therefore need competent support in order to master various reading tasks and activities as well as further their reading development (Fellenius, 1999b;Hatlen & Spungin, 2008;Holbrook & Koenig, 1992;Rönnbäck, de Verdier, & Winberg, 2009). Since it was possible to choose braille or print in accordance with the reading tasks and activities, professionals recommended instruction in both braille and print for pupils with severe visual impairment in Norway (Selnes & Hunstad, 2000).…”

Accessing Algebra via MathSpeak™: Understanding the Potential and Pitfalls for Students with Visual Impairments

“…Accessible text options for students with visual impairments have typically included enlarged print or computer text enlargement (e.g., via closed-circuit TV [CCTV]), Nemeth Braille Code for Mathematics (Kapperman & Sticken, 2002;Perl, 2003), and digital text with synthetic speech (Beal & Shaw, 2009). Given the limitations with the former two solutions-including lack of Braille literacy among students who are blind or have low vision-digital text currently is seen as the best option for making mathematics text accessible (Freed & Rothberg, 2006;Hatlen & Spungin, 2008;National Federation for the Blind, 2009;Toussaint & Tiger, 2010). Yet, little research exists.…”

eText, Mathematics, and Students with Visual Impairments

“…Both can present pacing issues as well as ambiguity with regards to interpreting mathematical language and errors in translation (Dick & Kubiak, 1997;Landau, Russell, Gourgey, Erin, & Cowan, 2003;MacGregor & Price, 1999). eText (electronic presentation of text, such as text that can be read on a computer), however, may present the best option for making mathematics text accessible for students with visual impairments (Freed & Rothberg, 2006;Hatlen & Spungin, 2008; see Table 1). …”