Volume 10, Issue 2
Spring/Summer 2009
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The
purpose of Wisconsin Braille Inc. is
to advance communication and coordinate the efforts of all persons concerned
with the availability, quality, and distribution of brailled materials in the
state of
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Have you heard about the "Next
Generation"?
The new Perkins brailler
by Kevin Jones
For all of
us who use braille, this year started out celebrating the 200th birthday of
Louis Braille, who besides inventing several braille codes also invented the
slate and stylus. Even today with high-tech gadgets the slate is still the best
option for specific situations, but one of them is not for speedy writing.
That's why, back in 1951, the head of the
The
classic Perkins brailler, which we've all grown to love (or hate)
was the result. There probably isn't any
reader of this article who hasn't in some way come into contact with the
brailler. Over 300,000 of the units have been sold to people in over 170
countries; the brailler has become as ubiquitous as a cane or guide dog. It had
its problems however;
it weighed ten pounds, it wasn't the most portable device around, and at times
it seemed loud enough to wake the dead.
Replacing
the old brailler wasn't easy. It took many years of research by workers at The
Perkins School for the Blind and The American Printing House for the Blind.
Finally, last October, the new "next generation" brailler was
unveiled.
The new
brailler, like its predecessor, is still manual. The developers of the new unit
felt that keeping it manual was important so that it
could be used in schools easily, as well as in the developing world. But beyond the seemingly low-tech theme are several
significant enhancements. It weighs only seven pounds (due to the outside
casing, which is made of polycarbonate), comes in three colors (APH blue,
raspberry, and midnight blue), is considerably smaller, and is no longer loud
enough to alert the police.
In
addition, the margin-setting levers have been moved to the front, so users don't
have to reach around behind and under the paper. The roller knobs for inserting
the paper are now more paddle shaped, which developers felt would be easier for
children and those with dexterity problems. The carrying handle is more
integrated into the device and is placed so that when in transit the unit will
not stick out as far from the carrier's body as in the past. Proofreaders will
like the tray in the back which holds up the paper making it easier to read
while still in the machine.
In an
attempt to make the next generation brailler more ergonomic, the keys rest
closer to the table top making brailling quieter as
well as requiring less force to braille. The resetting of the carriage is more
easily done with one hand.
Something
many will find useful is the erasure button. No more will we have to poke holes
in the paper as we try to eradicate an offending error with our finger nails. Now, one need simply to backspace twice and then push the erasure
button a few times, which will completely remove the character.
One
potentially large issue some may have with the new machine is that it will only
accept 8-1/2 inch wide paper, instead of the wider paper used in the past. This
change was made to make the brailler lighter and smaller.
On the
outside, both units seem quite simple, but the fact that both old and new
braillers contain over 500 parts may somewhat justify the $650 price tag, as
well as bring more appreciation to the few people who repair broken units.
Even
though we have braille displays and braille embossers, the clicking, dinging,
and sliding sounds of the Perkins brailler will not be forgotten — especially
now that we have a song! Yes, Raul Midón, a blind musician, has written a song* to not only commemorate the Next
Generation Brailler, but also to show how braille
has improved the world for so many.
*To hear the song go to Google and
enter "Perkins + the song."
* * *
Lyrics for "The Next Generation"
Walking down
the street telling everyone I meet
About this
feeling that is growing...
Me and all my friends,
And they are
telling their friends too
About these
changes that they are knowing
In fact, it
takes no time at all these days
So much more
than just a passing phase
And, have you
heard about the next generation?
You've got all
the information so there is nothing in your way.
Have you heard
about the next generation?
You are the
leaders of tomorrow,
And tomorrow's
here today.
See the world
by touch and what you see can mean so much
That all your
words still hold a meaning
It's better day
by day,
Life can give
and take away as long as love is where you're leaning
In fact, it
takes no time at all these days
So much more
than a passing phase
And, have you
heard about the next generation?
You've got all
the information so there is nothing in your way.
Have you heard
about the next generation?
We are the
leaders of tomorrow,
And tomorrow's
here today.
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Certified transcribers
within the school setting
It has been increasingly clear to many in our field that there is a very real need for the employment of certified transcribers within the school setting. Many teachers of visually impaired students must produce all of the daily braille that is needed for their student(s). Other school districts rely on the use of a translation program without including someone who can format and proofread the finished work. These people believe that “easy in, easy out,” is a viable way to produce braille.
Wisconsin Braille Inc. stands ready to help solve this problem. We are therefore asking all teachers, school braillists, and other transcribers to please fill out the enclosed forms. There is one for teachers and another for transcribers.
Please copy and share these surveys with other teachers, school braillists, and transcribers. As a member of the State Superintendent’s Blind and Visual Impairment Education Council, I want to take as much information as I can possibly gather to the Council and ultimately to the State Superintendent.
Please send your surveys as soon as possible, to:
Mary Ann Damm
1142 Waban Hill
Thank you for your cooperation.
Mary Ann
Survey for
Teachers of the Visually Impaired (TVIs)
Name: ____________________________________________
How many braille-reading students do you presently have on your caseload?
_________ Grades level(s) of the student(s)____________
How many braille readers do you anticipate having in the next three years?
_________ Grade levels _______________________________________
Who produces the braille for your student(s)? Yourself _____%; NLS Certified Transcriber _______%; Transcriber taking NLS Course ______%;
Paraprofessional _____%; Other (please identify- ) ______%
If a certified transcriber were available (either on site or by email), would your school district consider hiring him/her? Why, or why not?
Would your school district consider sharing a transcriber with another district?
Yes ______ No ______ Not sure ________
What types of assignments do you need the most assistance with? (Check all that apply) Social Studies _______; Language Arts _______; Math ______;
Tactile Graphics _________ Other __________________________
Survey for
Transcribers / School Braillists
Name ________________________________________________________________
Certifications/Year: NLS Literary _______; Nemeth ________; Music _________
NBA Textbook _________ Student Enrolled in NLS _______ None _______
Experience with Software Programs/No. of years: WORD ________; Braille 2000 ________; Duxbury __________; MegaDots ________ Source Files ________
Other _________ Braillewriter? _________ 6-key entry? _______
Do you produce tactile graphics? ______
Are you presently producing braille? For a school ______ Name of school _________;
as an independent contractor _____; as a volunteer ______ For whom? ____________
Approximately how many pages of braille do you produce in a year? ________
If an opportunity would be available, would you consider working for a school district?
Yes ______; No _____; Not sure _____ On site? _______ By email? _________
What financial compensation would be necessary for you to consider this opportunity? ________
What other concerns would you have? _______________
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By Dawn Soto, Teacher of
the Blind and Visually Impaired, CESA 7
The
Wisconsin Vision Professionals Conference of 2009 was held in beautiful
As
cake was eaten, all participants were able to learn more about resources
available to Teachers of the Blind and Visually Impaired, including resources
created by members of Wisconsin Braille
Inc. Thanks to the hard work of
Mary Ann Damm and Sandy Adams, the Wisconsin National Agenda Goal 7 Resource
List was updated and those changes were put into the hands of vision
professionals across the state.
The
session participants learned about the process many districts have taken to
recognize braille transcribers. After a survey was taken, many indicated a desire
to learn more about those school districts within the state that employ or have
employed certified braille transcribers for their students who read and write
braille. Session participants also
took along a resource packet that demonstrated how “bad” braille (braille
produced using a translation program, but without being proofread by someone
who knows braille) really looks to a braille reader.
Participants
went home with an enormous amount of information, as well as memories of
conversations and contacts made that will have a very positive impact on their
teaching. At the conclusion of the conference, several vision professionals
stated that they had learned so much from the Wisconsin
Braille Inc. session and that they felt empowered. Thanks again to everyone who assisted in the
success of this conference and this specific session.
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Have you
forgotten to pay your 2009 dues?
You have if it doesn't say ['09] or [L] before your name on
the address label of this newsletter. Your support does make a
difference. Please pay today! Use the application on page 8.
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Fun with Braille
Whodun It?
The police are looking for the person who
committed a bank robbery. They have a group of suspects and some clues. The
suspects’ names are listed below. Use the clues to eliminate suspects and
determine which suspect actually committed the crime.
Maureen Thelma
Alexander Vincent Clarence Jeffrey Justin Butch Martin
Steven Christopher Kirsten
Constance Jennifer Mark Sandra Barbara Charlene Thomas
Vera
Clues
The criminal’s name:
Who
did it?
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The Braille Corner
introducing the new
Instruction Manual for Braille Transcribing
5th Edition, 2009
A
new edition of the basic instruction manual (the "big red book") that
most transcribers and many teachers used to learn the rules of literary braille
transcription is now available in a new edition.
This
new edition was made necessary when the BANA Braille Code Updates were
released last year. The many changes in the Code, including changes in the use
of the slash, letter indicator, termination symbol, and introduction of new
symbols required major changes in ten of the twenty lessons.
In
addition to the Code changes, there are many clarified statements, additional
examples and drills, and significant rearrangement of materials. Students will
be happy to learn that dividing words between lines is no longer required after
Lesson 12, and is not required on the certification manuscript.
All
students active in the Literary Braille Transcribing correspondence course and
instructors will receive a free copy. Others who would like a hard copy may
purchase them from the American Printing House for the Blind. The manual is
also available for download in PDF and BRF formats at http//www.nfb.org/transcribers
(click on "Literary Braille Transcribing."
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Ask Mr. #s
Dear Mr. #s,
When looking at a science text, I noticed that the reference
indicators for footnotes and marginal materials are not the same as those shown
in Rule 12 of Braille Formats, can
you explain this difference?
Sincerely,
???
Dear ???,
When dealing with a book that has been transcribed in accordance
with the rules of The Nemeth Braille Code
for Mathematics and Science Notation, 1972
Revision, the symbols provided by that code are used; not those of Braille
Formats.
As an overview, the following symbols are given in the Nemeth
Code:
General Reference Indicator @]
Asterisk
* @#
Dagger
Single † _] Double ‡ __]
Paragraph Mark ¶
@,p
Section
Mark
Single § @,s Double
§§ @,s@,s
Star « $s
Whenever one of these symbols appears as a
reference mark in print, use the symbol shown above. Some of these signs are
also used as signs of operation, and in that case, the rules governing signs of
operation apply. If there is a symbol that is used as a reference symbol in
print that is not provided for in the Nemeth Code, the transcriber should
devise an appropriate symbol and provide an explanatory transcriber’s note.
Whether the symbol exists in the Nemeth Code or the transcriber devises one,
the rules for signs and symbols of reference are to be followed.
When a numeral is used for reference, the General Reference
Indicator is used immediately following the indicator.
Find the index1 of the radical.
,f9d ! 9dex @]#1 (! radical4
When a reference sign, whether before or
after, is attached to a word or mathematical expression, the reference symbol
follows that word or expression separated by a space. If the symbol is
unattached, the position of the symbol should be maintained, preceded and
followed by a space.
*Irrational numbers (or) Irrational*
numbers
,irr,nal @# numb]s
'''
* Irrational
numbers ...
@# ,irr,nal numb]s
'''
If there is punctuation that applies to the
reference mark, do not leave a space between the reference symbol and the
punctuation mark that applies to it.
... sets.*
''' sets4 @#
... sets*.
''' sets @#_4
For more information on these symbols and
the use of the paragraph and section marks, see Rule VII §46-48.
Sincerely,
Mr. #'s
Do you have questions for Ms.
Perkins or Mr. #s? Address them to:
Wisconsin Braille Inc.
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The Wisconsin Braille newsletter is published three times a year. Deadlines are: Spring/Summer – May 1, Fall – September 1, Winter – December 15
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The purpose of this newsletter is to disperse information. Wisconsin Braille Inc. does not endorse or vouch for the reliability of any of the persons, organizations, or products appearing in this publication.
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Wisconsin Braille Inc. welcomes letters from readers on all subjects concerning braille and blindness. Publication of letters will be at the editor’s discretion. Letters must be signed, but names will be withheld upon request.
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MEMBERSHIP APPLICATION
Use the following form to join or renew your membership to Wisconsin Braille Inc. Please make checks and money orders payable to: WISCONSIN BRAILLE INC.
Regular membership, annual dues: $10
Sustaining membership, annual dues: $30
Lifetime membership: $200
Please include: the date, your name, address, phone number, and e-mail address. Also advise if you wish printed material to be sent to you in regular type, e-mail or braille.
Please answer the following: What is your affiliation with the braille-reading community? (List all that apply.) Teacher, educational assistant, transcriber, proofreader, administrator, producer, parent, user, other (specify).
Return application and payment to: Wisconsin Braille Inc., Membership Chair,
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This version of the Wisconsin Braille newsletter was
prepared by the members of the OSCI Braille Program. It has not been proofread.
Readers are encouraged to report noted errors to: Wisconsin Braille Newsletter,
Editor,