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The Braillemathcodes Repository
Proceedings of the 4th International Workshop on "Digitization and E-Inclusion in Mathematics and Science 2021" DEIMS2021, February 18–19, 2021, Tokyo _________________________________________________________________________________________ The BrailleMathCodes Repository Paraskevi Riga1, Theodora Antonakopoulou1, David Kouvaras1, Serafim Lentas1, and Georgios Kouroupetroglou1 1National and Kapodistrian University of Athens, Greece Speech and Accessibility Laboratory, Department of Informatics and Telecommunications [email protected], [email protected], [email protected], [email protected], [email protected] Abstract Math notation for the sighted is a global language, but this is not the case with braille math, as different codes are in use worldwide. In this work, we present the design and development of a math braille-codes' repository named BrailleMathCodes. It aims to constitute a knowledge base as well as a search engine for both students who need to find a specific symbol code and the editors who produce accessible STEM educational content or, in general, the learner of math braille notation. After compiling a set of mathematical braille codes used worldwide in a database, we assigned the corresponding Unicode representation, when applicable, matched each math braille code with its LaTeX equivalent, and forwarded with Presentation MathML. Every math symbol is accompanied with a characteristic example in MathML and Nemeth. The BrailleMathCodes repository was designed following the Web Content Accessibility Guidelines. Users or learners of any code, both sighted and blind, can search for a term and read how it is rendered in various codes. The repository was implemented as a dynamic e-commerce website using Joomla! and VirtueMart. 1 Introduction Braille constitutes a tactile writing system used by people who are visually impaired. -
JBI 4.05 Newsletter
FOCUS ON JBI The Newsletter of JBI International • Spring 2007 JBI International JBI Reunites Senior and Volunteer After 40 Years (established in 1931 become a well-respected actor in the Moscow as the Jewish Braille Theater, but never saw her classmate again. Institute) provides the visually impaired, blind, Irina hurried upstairs to her apartment and physically handicapped returned with a photo album with a picture of and reading disabled of their graduating acting class. Sure enough, it was Victor! all backgrounds and ages with free books, Until that presentation, Irina did not realize how magazines and special valuable her acting skills would be for recording publications of Jewish materials for JBI’s Russian Collection . She and general interest in JBI volunteer Victor Persik reunites and reminisces with jumped at the opportunity to “do some acting Audio, Large Print and old friend Irina Gusso. again,” and we arranged for her to visit the JBI Braille. JBI, an Affiliated familiar name from the past touched off a studios. Little did Victor anticipate the Library of the United Amemory, and then a happy reunion, at JBI. wonderful surprise we had arranged for him States Library of It all began last December during a JBI Russian when he arrrived for his recording session. Congress, enables language outreach presentation at a senior There stood Irina, waiting to greet her old individuals with residence in Irvington, New Jersey, where 20 friend with arms wide open! diminished vision to seniors listened as Inna Suholutsky, our Russian understand and Liaison and Outreach Assistant, spoke about JBI JBI offers a wide variety of materials and participate in the cultural Library’s wealth of Russian Talking Books programs for the Russian community world- life of their communities. -
Guidelines and Standards for Tactile Graphics, 2010
Guidelines and Standards for Tactile Graphics, 2010 Developed as a Joint Project of the Braille Authority of North America and the Canadian Braille Authority L'Autorité Canadienne du Braille Published by The Braille Authority of North America ©2011 by The Braille Authority of North America All rights reserved. This material may be downloaded and printed, but not altered or sold. The mission and purpose of the Braille Authority of North America are to assure literacy for tactile readers through the standardization of braille and/or tactile graphics. BANA promotes and facilitates the use, teaching, and production of braille. It publishes rules, interprets, and renders opinions pertaining to braille in all existing codes. It deals with codes now in existence or to be developed in the future, in collaboration with other countries using English braille. In exercising its function and authority, BANA considers the effects of its decisions on other existing braille codes and formats; the ease of production by various methods; and acceptability to readers. For more information and resources, visit www.brailleauthority.org. ii Canadian Braille Authority (CBA) Members CNIB (Canadian National Institute for the Blind) Canadian Council of the Blind Braille Authority of North America (BANA) Members American Council of the Blind, Inc. (ACB) American Foundation for the Blind (AFB) American Printing House for the Blind (APH) Associated Services for the Blind (ASB) Association for Education & Rehabilitation of the Blind & Visually Impaired (AER) Braille Institute of America (BIA) California Transcribers & Educators for the Blind and Visually Impaired (CTEBVI) CNIB (Canadian National Institute for the Blind) The Clovernook Center for the Blind (CCBVI) National Braille Association, Inc. -
Nemeth Code Uses Some Parts of Textbook Format but Has Some Idiosyncrasies of Its Own
This book is a compilation of research, in “Understanding and Tracing the Problem faced by the Visually Impaired while doing Mathematics” as a Diploma project by Aarti Vashisht at the Srishti School of Art, Design and Technology, Bangalore. 6 DOTS 64 COMBINATIONS A Braille character is formed out of a combination of six dots. Including the blank space, sixty four combinations are possible using one or more of these six dots. CONTENTS Introduction 2 About Braille 32 Mathematics for the Visually Impaired 120 Learning Mathematics 168 C o n c l u s i o n 172 P e o p l e a n d P l a c e s 190 Acknowledgements INTRODUCTION This project tries to understand the nature of the problems that are faced by the visually impaired within the realm of mathematics. It is a summary of my understanding of the problems in this field that may be taken forward to guide those individuals who are concerned about this subject. My education in design has encouraged interest in this field. As a designer I have learnt to be aware of my community and its needs, to detect areas where design can reach out and assist, if not resolve, a problem. Thus began, my search, where I sought to grasp a fuller understanding of the situation by looking at the various mediums that would help better communication. During the project I realized that more often than not work happened in individual pockets which in turn would lead to regionalization of many ideas and opportunities. Data collection got repetitive, which would delay or sometimes even hinder the process. -
World Braille Usage, Third Edition
World Braille Usage Third Edition Perkins International Council on English Braille National Library Service for the Blind and Physically Handicapped Library of Congress UNESCO Washington, D.C. 2013 Published by Perkins 175 North Beacon Street Watertown, MA, 02472, USA International Council on English Braille c/o CNIB 1929 Bayview Avenue Toronto, Ontario Canada M4G 3E8 and National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, D.C., USA Copyright © 1954, 1990 by UNESCO. Used by permission 2013. Printed in the United States by the National Library Service for the Blind and Physically Handicapped, Library of Congress, 2013 Library of Congress Cataloging-in-Publication Data World braille usage. — Third edition. page cm Includes index. ISBN 978-0-8444-9564-4 1. Braille. 2. Blind—Printing and writing systems. I. Perkins School for the Blind. II. International Council on English Braille. III. Library of Congress. National Library Service for the Blind and Physically Handicapped. HV1669.W67 2013 411--dc23 2013013833 Contents Foreword to the Third Edition .................................................................................................. viii Acknowledgements .................................................................................................................... x The International Phonetic Alphabet .......................................................................................... xi References ............................................................................................................................ -
A Rapid Evidence Assessment of the Effectiveness of Educational Interventions to Support Children and Young People with Vision Impairment
SOCIAL RESEARCH NUMBER: 39/2019 PUBLICATION DATE: 12/09/2019 A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with vision impairment Mae’r ddogfen yma hefyd ar gael yn Gymraeg. This document is also available in Welsh. © Crown Copyright Digital ISBN 978-1-83933-152-7 A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with vision impairment Author(s): Graeme Douglas, Mike McLinden, Liz Ellis, Rachel Hewett, Liz Hodges, Emmanouela Terlektsi, Angela Wootten, Jean Ware* Lora Williams* University of Birmingham and Bangor University* Full Research Report: < Douglas, G. et al (2019). A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with vision impairment. Cardiff: Welsh Government, GSR report number 39/2019.> Available at: https://gov.wales/rapid-evidence-assessment-effectiveness- educational-interventions-support-children-and-young-people-visual-impairment Views expressed in this report are those of the researcher and not necessarily those of the Welsh Government For further information please contact: David Roberts Social Research and Information Division Welsh Government Sarn Mynach Llandudno Junction LL31 9RZ 0300 062 5485 [email protected] Table of contents 1. Introduction ............................................................................................................ 5 2. Methodology ....................................................................................................... -
Analysis of Teachers' Perceptions on Instruction of Braille Literacyin
ANALYSIS OF TEACHERS’ PERCEPTIONS ON INSTRUCTION OF BRAILLE LITERACYIN PRIMARY SCHOOLS FOR LEARNERS WITH VISUAL IMPAIRMENT IN KENYA CHOMBA M. WA MUNYI E83/27305/2014 A RESEARCHTHESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE SCHOOL OF EDUCATION SPECIAL NEEDS EDUCATION KENYATTA UNIVERSITY JUNE, 2017 ii DECLARATION I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma of the university or other institute of higher learning, except where due acknowledgment has been made in the text. Signature _________________________ Date ______________________ Chomba M. WaMunyi E83/27305/2014 Supervisors: This dissertation has been submitted for appraisal with our/my approval as University supervisor(s). Signature _________________________ Date ______________________ Dr. Margaret Murugami Department of Special Needs Education, Kenyatta University Signature _________________________ Date ______________________ Dr. Stephen Nzoka Department of Special Needs Education, Kenyatta University Signature ________________________ Date ______________________ Prof. Desmond Ozoji Department of Special Education and Rehabilitation Sciences, University of JOS iii DEDICATION I dedicate this dissertation to all children with visual impairment in Kenya. iv v TABLE OF CONTENTS DECLARATION ....................................................................................................... -
Perpustakaan Braille Di Kota Semarang
PERPUSTAKAAN BRAILLE DI KOTA SEMARANG TUGAS AKHIR UNTUK MEMPEROLEH GELAR SARJANA ARSITEKTUR Oleh Sadhu Adwitya Adhiwiajna 5112411017 PRODI ARSITEKTUR FAKULTAS TEKNIK SIPIL UNIVERSITAS NEGERI SEMARANG 2015 TUGAS AKHIR ustakaan Braille di Kota Semarang ii TUGAS AKHIR Perpustakaan Braille di Kota Semarang hapsoro adi iii TUGAS AKHIR ustakaan Braille di Kota Semarang iv TUGAS AKHIR Perpustakaan Braille di Kota Semarang hapsoro adi KATA PENGANTAR Segala puji syukur kami panjatkan kehadirat Allah SWT yang telah memberikan rahmat, taufik dan hidayah-Nya sehingga penyusun dapat menyelesaikan Landasan Program Perencanaan dan Perancangan Arsitektur (LP3A) Tugas Akhir Perpustakaan Braille di Kota Semarang ini dengan baik dan lancar tanpa terjadi suatu halangan apapun yang mungkin dapat mengganggu proses penyusunan LP3A Perpustakaan Braille ini. LP3A Perpustakaan Braille ini disusun sebagai salah satu syarat untuk kelulusan akademik di Universitas Negeri Semarang serta landasan dasar untuk merencanakan desain Perpustakaan Braille nantinya. Judul Tugas Akhir yang penulis pilih adalah ” Perpustakaan Braille di Kota Semarang”. Dalam penulisan LP3A Perpustakaan Braille ini tidak lupa penulis untuk mengucapkan terimakasih kepada semua pihak yang telah membantu, membimbing serta mengarahkan sehingga penulisan LP3A Perpustakaan Braille ini dapat terselesaikan dengan baik. Ucapan terimakasih saya tujukan kepada : 1. Allah SWT, yang telah memberikan kemudahan, kelancaran, serta kekekuatan sehingga dapat menyelesaikannya dengan baik 2. Bapak Prof. Dr. Fathur Rohman, M.Hum., Rektor Universitas Negeri Semarang 3. Bapak Dr. Nur Qudus, M.T., Dekan Fakultas Teknik Universitas Negeri Semarang 4. Bapak Drs. Sucipto, M.T., selaku Ketua Jurusan Teknik Sipil Universitas Negeri Semarang 5. Bapak Ir. Bambang Bambang Setyohadi K.P, M.T., selaku Kepala Program Studi Teknik Arsitektur S1 Universitas Negeri Semarang yang memberikan masukan, arahan dan ide-ide nya selama di perkuliahan 6. -
1959: Third Conference on Techniques Of
American Foundation ForTheBUND inc. RET 0 RT 5L Hational Braille Cld Service An Organization for the Advancement of Volunteer for Blind People THE THIRD NATIONAL CONFERENCE October 1 959 3 <* • • 3 • • • • 1 l • # # I n Bn j u 3 3 • ® • # • j ^ e « Glut a • • » • c 3 C 3 c 3 j c 3 . - 1 yMV/CL<f OFFICERS AND DIRECTORS OFFICERS President Mi ss Georgie Lee Abel, Ridgewood, N. 1st Vice-President J. Mrs. W. D. Earnest, Jr., R. D. No 1, Butler, N. J, Honorary 2nd Vice-President. Mrs - Alvin H. Kirsner, Des Moines, Iowa Honorary 3rd Vice-President. Mrs. H. J. Brudno, San Mateo, California Corresponding Secretary ....Mrs. Benjamin Friedberger, West Orange, N. Recording J. Secretary Mrs. R. H. Donovan, Brooklyn 38, N. Y. Financial Secretary Mr. Richard Hanna, Madison, N. Treasurer J. Mrs. George Cassidy, East Orange, N. J. Editor of the Bulletin Mrs. George L. Turkeltaub, Great Neck, N. Y. Immediate Past President Miss Josephine L. Taylor, Verona, N. J. DIRECTORS Mr. Robert S. Bray Washington, D. C. Mrs. Sol M. Cohen Florida Mrs. Philip Cohn ..New York Mr. Nelson Coon Massachusetts Mr. Harold Factor Illinois Mrs. Robert Greenwald Texas Miss Marjorie S. Hooper Kentucky Mrs. Dwight A. Johnston Ohio Mrs. Jack Levensky jowa Mr. Guy Marchisio Connecticut Miss Dorothy L. Misbach California Miss Marjorie Postley Pennsylvania COMMITTEE CHAIRMEN Hospitality Mrs. J. L. Maged, Brooklyn, N. Y. Awards Mrs. Emil Drechsler, Newark, N. J Interim Committee on Mathematics....Mrs. A. B. Clark, Fayson Lakes, Butler, N. J. Committee to Study Membership D.^ Mr. Robert S. Bray, Washington,’ C. -
Using Information Communications Technologies To
USING INFORMATION COMMUNICATIONS TECHNOLOGIES TO IMPLEMENT UNIVERSAL DESIGN FOR LEARNING A working paper from the Global Reading Network for enhancing skills acquisition for students with disabilities Authors David Banes, Access and Inclusion Services Anne Hayes, Inclusive Development Partners Christopher Kurz, Rochester Institute of Technology Raja Kushalnagar, Gallaudet University With support from Ann Turnbull, Jennifer Bowser Gerst, Josh Josa, Amy Pallangyo, and Rebecca Rhodes This paper was made possible by the support of the American people through the United States Agency for International Development (USAID). The paper was prepared for USAID’s Building Evidence and Supporting Innovation to Improve Primary Grade Reading Assistance for the Office of Education (E3/ED), University Research Co., LLC, Contract No. AID-OAA-M-14-00001, MOBIS#: GS-10F-0182T. August 2020 RIGHTS AND PERMISSIONS Unless otherwise noted, Using Information Communications Technologies to Implement Universal Design for Learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). Under this license, users are free to share and adapt this material in any medium or format under the following conditions. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/4.0/. Attribution: You must give appropriate credit, provide a link to the licensed material, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. A suggested citation appears at the bottom of this page, and please also include this note: This document was developed by “Reading Within Reach,” through the support of the U.S. -
Guidance for Transcription Using the Nemeth Code Within UEB Contexts
Guidance for Transcription Using the Nemeth Code within UEB Contexts Approved April 2018 When Nemeth Code is to be used for mathematics and science, the actual math and technical notation is presented in Nemeth Code or the Nemeth-based Chemistry Code, as applicable, while the surrounding text is presented in UEB. UEB symbols are not used within the switch indicators for Nemeth Code. No contractions are to be used in Nemeth Code. Switch Indicators for Nemeth Code Opening Nemeth Code indicator _% Nemeth Code terminator _: Single-word switch indicator ,' These indicators should be listed on the Special Symbols page in braille order. The Nemeth Code terminator and single-word switch indicator are Nemeth symbols. Following the definition of both of these symbols, insert this phrase: (Nemeth Code symbol). Basic Guidance on When to Switch 1. Any mathematical expression or chemical formula is transcribed in Nemeth Code. This includes fragmentary expressions, (parts of formulas, incomplete equations, and the like) including isolated signs of operation or comparison. (See 3a below for exceptions.) Slash meaning per, over, or divided by is mathematical and is part of a fraction. Fractions are transcribed in Nemeth Code. Guidance for Transcription Using the Nemeth Code within UEB Contexts 1 Revised April 2018 Example: Multiplication is another commutative operation because 3(5) is the same as 5(3). ⠀⠀,multiplica;n is ano!r commutative op]a;n 2c _% #3(5) _: is ! same z _% #5(3) _:4 2. All other text, including punctuation that is logically associated with surrounding sentences, should be done in UEB. -
Inspirations from Scientists and Engineers Who Are Blind and Visually Impaired - Lessons to Initiate New Direction for Science Education of Blind Students in Nigeria
Inspirations from Scientists and Engineers Who Are Blind and Visually Impaired - Lessons to Initiate New Direction for Science Education of Blind Students in Nigeria Sariat Adelakun University of Birmingham (United Kingdom) [email protected]; [email protected] Abstract Preventing students with visual impairment (SVI) from participating in Science and Mathematics lessons is denying them the opportunity of equal educational opportunity promised by the Federal Government of Nigeria. It is against the Education for all Acts (1990) and No child left behind act (2002) which Nigeria is a signatory. Denying SVI this opportunity put them at a risk of lonely, isolated and unproductive lives (Texas school for the blind and visually impaired). Not only is the possibility of producing future scientist who have impaired vision but the contribution of science in making the blind or visually impaired live a fulfilled life cannot be overstressed. To John Gardener, a blind Physicist it is an awful thing to do to a kid, just wave a course because he cannot learn it. This paper showcase inspirations from scientists who are blind or visually impaired, their contributions in the field and specific techniques used that enabled them to do science are reviewed to serve as direction for Nigeria. For instance, Supalo, a professor of Chemistry employ paid readers to draw responses on all assessment, emphasise the need to develop habit of thinking creatively, know what adaptive technology is available and be good in problem solving skills. Gary Vermeiji said the prevailing attitudes about science and the blind must be reformed. Scientifically inclined blind should not be steered toward the social sciences away from fields in which laboratory and outdoor studies are important.