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"Blind teachers."
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Who was Louis Braille?
Examines the life and times of the nineteenth-century Frenchman who developed the system of raised dots by which blind people read and write.
Book
A picture book of Louis Braille
Presents the life of the nineteenth-century Frenchman, accidentally blinded as a child, who originated the raised dot system of reading and writing used throughout the world by the blind.
Book
The instruments for a blind teacher of english: The challenge of the board
This article reports on the training of a blind foreign language teacher of sighted students and the designing of a substitute of the board. A composition of computer devices available today was provided to the blind teacher in order to get pieces of writing projected on a screen. This basic instrument was transformed through instrumental geneses (Rabardel, 1995) i.e., transformations of the blind teacher's activity and/or of the properties of the artefacts in order to get writings readable for sighted students as well as adapted to didactic purposes. The article deals with knowledge construction, which implies four categories of actions on pieces of writing: adding, erasing, organising and pointing to. The questions involved are: how can a blind teacher manage these various actions? What are the limits of such instrumental geneses? Cet article porte sur la formation d'un professeur de langue non-voyant qui enseigne à des élèves valides et, plus particulièrement, sur la conception d'un substitut du tableau. Nous avons fourni au professeur non-voyant une combinaison d'outils informatiques afin qu'il puisse projeter ses écrits sur un écran. Cet instrument de base a été transformé à l'occasion de genèses instrumentales (Rabardel, 1995) c'est-à-dire de transformations de l'activité du professeur non-voyant et/ou des propriétés des artefacts. Il s'agissait d'obtenir des écrits lisibles par des élèves bien-voyants et des écrits adaptés aux enjeux didactiques. Cet article concerne tout particulièrement la construction du savoir dans laquelle sont impliquées quatre catégories d'actions — ajouter, effacer, organiser, désigner. Les questions posées sont: comment un enseignant non-voyant peut-il réaliser ces actions? Quelles sont les limites de ces genèses instrumentales?
Journal Article
Six dots : a story of young Louis Braille
Louis Braille was just five years old when he lost his sight. He was a clever boy, determined to live like everyone else, and what he wanted more than anything was to be able to read. Even at the school for the blind in Paris, there were no books for him. And so he invented his own alphabet a whole new system for writing that could be read by touch. A system so ingenious that it is still used by the blind community today.
Book
Using Tactile Features to Help Functionally Blind Individuals Denominate Banknotes
This study, which was conducted for the Bank of Canada, assessed the feasibility of presenting a raised texture feature together with a tactile denomination code on the next Canadian banknote series ($5, $10, $20, $50, and $100). Adding information accessible by hand would permit functionally blind individuals to independently denominate banknotes. In Experiment 1, 20 blindfolded, sighted university students denominated a set of 8 alternate tactile feature designs. Across the 8 design series, the proportion of correct responses never fell below .97; the mean response time per banknote ranged from 11.4 to 13.1 s. In Experiment 2, 27 functionally blind participants denominated 4 of the previous 8 candidate sets of banknotes. The proportion of correct responses never fell below .92; the corresponding mean response time per banknote ranged from 11.7 to 13.0 s. The Bank of Canada selected one of the four raised-texture designs for inclusion on its new banknote series. Other potential applications include designing haptic displays for teleoperation and virtual environment systems.
Journal Article