Developed by:
Teaching And Learning Committee of
The Canadian Braille Authority
The creation of this presentation one outcome of a Canadian Braille Authority research project entitled ”Introduction to Unified English Braille.” It is sponsored by the office of Adult Literacy and Essential Skills, Human Resources and Skills Development Canada.
This presentation contains several audio tracks. Additionally, text transcripts of the audio files may also be downloaded from this blog.
The goal of this presentation is to help you increase your knowledge about the development of Unified English Braille and also to hear some reactions to its implementation in Australia where the code is currently in use. All comments reflect the opinions of the speakers.
In April, 2010, the Canadian Braille Authority (CBA) will make a decision about whether or not to recommend the implementation of Unified English Braille in Canada. This presentation is designed to provide information that will increase awareness of UEB among professionals, producers, consumers, students and parents so they can make informed decisions relevant to the potential for implementation in Canada.
You may visit the CBA website at www.canadianbrailleauthority.ca to learn Unified English Braille. You will also find information there about UEB research and perspectives.
To get started, Wendy Eddy, a Canadian adult braille user, provides a personal perspective about braille, its history and the impact braille has had on her life.
Download transcript – Click here to download a transcript of the Wendy Eddy audio
Play audio – Click here to play the Wendy Eddy audio track
The next audio clip will give you information about the development of Unified English Braille. Debbie Gillespie interviews Darleen Bogart, a braille transcriber and the CBA liaison to the International Council On English Braille. Darleen has provided significant leadership in the actual development of UEB by the International Council for English Braille.
Download transcript – Click here to download a transcript of the Darleen Bogart audio
Play audio – Click here to play the Darlene Bogart audio track
The implementation of Unified English Braille began in Australia in 2005. Choose the next audio clip to listen to the comments from a braille transcriber who has been part of the transition to UEB in Australia.
Play audio – Click here to play the Production Facility audio track
The next audio clip is an interview with a teacher of students who are blind or visually impaired who works for Vision Australia. She indicates that there are also visiting teachers (i.e., itinerant teachers) in the same system who work for the Department of Education. She talks about the implementation of UEB in the education system in the Australian state where she teaches.
Download transcript – Click here to download a transcript of the teacher interview audio
Play audio – Click here to play the Teacher interview audio track
The next audio selection is a telephone interview with a transcriber from Adelaide who works in a school preparing braille materials for students who use braille and enrolled in the regular classroom. This interview was provided by an Australian reading service.
Play audio – Click here to play the Australian Transcriber Interview audio track
The next interview is with an Australian adult who uses braille and who was first introduced to UEB when she needed to access updated software for use on her BrailleNote.
Download transcript – Click here to download a transcript of the Adult Reader Interview audio
Play audio – Click here to play the Adult Reader Interview audio track
Below is a summary of key points from these audio discussions:
- Braille is critical to the development of literacy for people who are blind or visually impaired. It is promoted as the primary literacy medium for those who cannot access print.
- Unified English Braille (UEB) was created to eliminate the necessity of learning different braille codes for different subject areas and to decrease the ambiguity inherent to the braille codes used in English speaking countries.
- The majority of people involved in the development of UEB were and continue to be braille readers.
- The transition to UEB in Australia was facilitated by training, developing learning resources as supports, and by holding workshops for various interest groups (e.g., adult braille readers, braille producers, teachers and transcribers).
- In Australia they report that when using UEB, braille translation is more accurate, transcribers are able to work in all subject areas using a single code, and braille production time has been reduced. Consequently, books can be produced quickly. In Australia, children are transitioning to UEB with relative ease. In the process, they are using the former codes as well as UEB when necessary.
- UEB follows print format more closely than previous codes. This may contribute to more effectively including students who use braille in educational lessons and activities with their peers who are sighted in the regular classroom setting.
- In Australia, teachers of students who use braille prepared for the implementation of UEB by learning the code before it was formally introduced in the school setting.
- Adult braille readers have adjusted to the minor changes UEB has created for literary braille. However, some report that they don’t like having fewer contractions.
- Braille technology has been programmed to accept UEB which has resulted in greater efficiency in the braille production process.
- Providing UEB symbols lists for braille books has helped adult braille readers with the transition.
The Teaching and Learning Committee of the Canadian Braille Authority hopes this information will assist you in exploring the issues inherent to the use of UEB.
Thank you for joining us.
