[Chris Clemens]

If you are transcribing in the Nemeth Code you would use the Greek letter indicator (46) followed by m (134). The second m shown in print would immediately follow the Greek mu.

[Chris Clemens]

When I use swell paper I find that 24 font braille gets it to the right size.

I frequently do graphics in Microsoft Word and then cut and paste braille from Duxbury. I use 24 font bold.

[Chris Clemens]

I am attaching two png picture files to show you my view and resolution setups. If this does not help then I suggest that you contact Duxbury and Enabling for help with their products.

[Chris Clemens]

I have the embosser selected under page set-up, but when I open a new document it does not show the placeholders (individual dots). When I go to View, that is not an option I can select. The only way I can get the placeholders is if I have the view set to 100%, and I find that very hard to work with. I was used to the full-page view, so I can see my whole drawing at once. Hope this makes some sense.

Can you tell me what other settings you have for Quicktac with the Juliet Pro (Resolution, etc…). I think it’s just a matter of me getting used to the new embosser. I will visit the website you recommended and see what I can find. Thanks.

[Chris Clemens]

Could you attach a picture of the print?

[Chris Clemens]

Letters that are not abbreviations must be punctuated mathematically.

[Chris Clemens]

You might go online at http://www.brailler.com (this is enabling’s website). you might be able to download a manual for the Juliet Pro 60. I use the same embosser and I have embossed using quick tac on it. Never had a problem. Make sure that your embosser is the chosen embosser in your Page Setup in Quick Tac. Page Setup is under the File menu.

Hope this helps.

[Chris Clemens]

Betty, Thanks for your examples. The book, enVisionMATH for grade 2, does not mention manipulatives. I would think the teacher would certainly use manipulatives. This current chapter (17 out of 20) has many, many, many hundreds and tens diagrams and a few thousand blocks. I’ll proceed using your ideas!

Janet

[Chris Clemens]

I will re-attach the file (pg 512-513) that you posted in the Math section here, for other readers to refer to.
I will also attach a couple of example pages of how I have seen these done in tactile form.
I have never seen the thousandth block used in Grade 2 material before. In the books that I have worked with, even Grade 3 only shows up to the hundreds shape. Often they are referred to by name in the textbook as cubes, flats, rods, and ones. They are almost always taught with the use of manipulatives.
At the grade 2 level, I would do each of these as tactile graphics rather than devising a braille symbol or abbreviation.
I hope that you find this to be useful. Thanks for posting your question again here.

Betty
edited by betty.marshall on 2/28/2011

[Chris Clemens]

Hi, I’m answering for Dorothy this week. Treat this like the examples in Section 164 in the Nemeth Code. It would be dot 4, dot 6, dots 14. List this on the Special Symbols Page.

Mary

[Chris Clemens]

Hi, I’m answering for Dorothy this week. I see that you have received an answer on the Tactile Graphics post, where I was going to refer you. If it is a textbook, you can find transcription information on the title page. This is useful if you want to contact the agency that the textbook comes from.

Mary

[Chris Clemens]

Thanks for your reply. My question was more geared toward the braille books that we are receiving from other agencies. Our student has continually had trouble reading the grids in the math books. These are grids that are produced on thermoform machines. They come from a variety of agencies. When I produce grids for the student, I am aware of the issue and make sure the grid lines are more readable.

I was inquiring to see if anyone else who works with braille-readers was having the same issues.

[Chris Clemens]

The grid lines should be a lighter-weight line than the x-y axis, but should not be so faint that the reader has difficulty finding them. What method are you using to create your tactile graphics? (thermoformed copy of collage? microcapsule paper? embossed image?) Perhaps the problem lies with the equipment being used to duplicate the copy. Is the thermoform machine set at an appropriate temperature? Is there not enough definition given to the grid lines on the Master (original) diagram page? Are you getting a dark enough image when you photocopy onto the microcapsule paper? Some developing machines produce a better-quality product on the microcapsule paper than others. There are many issues that could be causing the faint grid lines. I would need more information in order to adequately answer your question. Perhaps you are not producing the graphics yourself and an agency is not keeping a close watch on their quality control.
A carefully planned, and well prepared tactile graphic should have enough contrast in the types and strength of the lines that your student should not be having the difficulty that you describe. I do hope that you are able to find a solution.
BANA is responsible for publishing the approved copy of Standards and Guidelines for Tactile Graphics. That would involve getting quotes (or bids) to determine where to have it published. Timelines would need to be established with the publisher. The supplement of tactile graphics that accompanies the Guidelines includes samples of all the various methods of production and will be labor-intensive to reproduce. I believe that it is BANA’s intention to post a print version on their website, but even that takes time to prepare the markup language for accessibility. Watch for details on their website.

Betty

[Chris Clemens]

Thanks!

[Chris Clemens]

Rule XVI sec. 107 says “one or more letters” so you could probably use 3. But wouldn’t [braille]$ep and [braille]$ip do the job? I don’t believe those shapes are already officially used for something else.

[Author]

Posts