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Electronic Braille Document Reader
No full textAn investigation was conducted into developing a portable Braille device which would allow visually impaired individuals to read electronic documents by actuating Braille text on a finger. Braille books tend to be bulky in size due to the minimum size requirements for each Braille cell. E-books can be read in Braille using refreshable Braille displays connected to a computer. However, the refreshable Braille displays are expensive, bulky and are not portable. These factors restrict blind and visually impaired individuals from accessing much of the literature which isn’t available in Braille.
The proposed device overcomes the problem of carrying bulky Braille books by allowing multiple e-books to be saved in a portable memory device. By convert text from Latin characters into Braille patterns, it will give the blind access to books which were never published in Braille. The single Braille cell design reduces the bulk of the device allowing it to be portable and reducing the cost. An additional benefit of the device is that it can be integrated into a glove and worn thus giving the user freedom to carry on with other tasks while reading.
A prototype was developed to prove Braille could be read by actuating Braille characters on a finger. The device read text from an SD card, translated it into Braille characters and actuated the Braille pattern. Blind volunteers proficient in Braille reading were able to decipher the Braille text actuated on the finger after some practice.
The investigation confirmed the feasibility of the Electronic Braille document reader built around a microcontroller system translating text into Braille. It also proved the theory that Braille could be read from a single Braille cell by the patterns actuating on the finger instead of the finger sliding across an already formed Braille pattern. A portable Electronic Braille Document Reader promises provide substantial benefits to blind and visually impaired individuals, and overcome the limitations of Braille books
Electronic Braille Document Reader
No full textThis paper presents an investigation into developing a portable Braille device which would allow visually impaired individuals to read electronic documents by actuating Braille text on a finger. Braille books tend to be bulky in size due to the minimum size requirements for each Braille cell. E-books can be read in Braille using refreshable Braille displays connected to a computer. However, the refreshable Braille displays are expensive, bulky and are not portable. These factors restrict blind and visually impaired individuals from accessing much of the literature which is not available in Braille.
The proposed device overcomes the problem of carrying bulky Braille books by allowing multiple E-books to be saved in a portable memory device. Translating text to Braille pattern gives the blind access to non-Braille literature. The single Braille cell design reduces the bulk of the device allowing it to be portable and reducing the cost.
A prototype was developed to prove Braille could be read by actuating Braille characters on a finger. The device read text from an SD card, translated it into Braille characters and actuated the Braille pattern which blind volunteers were able to read.
The investigation confirmed the feasibility of the Electronic Braille document reader. It also proved the theory that Braille could be read from a single Braille cell by the patterns actuating on a finger instead of the finger sliding across an already formed Braille pattern
An Arabic Optical Braille Recognition System
No full textTechnology has shown great promise in providing access to textual information for visually impaired people. Optical Braille Recognition (OBR) allows people with visual impairments to read volumes of typewritten documents with the help of flatbed scanners and OBR software. This project looks at developing a system to recognize an image of embossed Arabic Braille and then convert it to text. It particularly aims to build fully functional Optical Arabic Braille Recognition system. It has two main tasks, first is to recognize printed Braille cells, and second is to convert them to regular text. Converting Braille to text is not simply a one to one mapping, because one cell may represent one symbol (alphabet letter, digit, or special character), two or more symbols, or part of a symbol. Moreover, multiple cells may represent a single symbol
Staying connected
Full text linkThis archived document is maintained by the Oregon State Library as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Began with issue 61 (Spring 2015)."Newsletter of the Oregon Talking Book and Braille Library."Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Da tinta ao Braille: estudo de diferenças semióticas e didáticas dessa transformação no âmbito do Código Matemático Unificado para a Língua Portuguesa - CMU e do livro didático em braille
Full text linkDissertação (mestrado) - Universidade Federal de Santa Catarina, Programa de Pós-Graduação em Educação Científica e Tecnológica, Florianópolis, 2015.Há cerca de trinta anos, falar sobre a inclusão de estudantes cegos em classes regulares de ensino era utopia. Atualmente, todo o sistema de ensino enfrenta dificuldades, entre elas: a preparação de professores (MACHADO, 2009) e o aumento do número de matrículas de estudantes com necessidades educativas especiais em escolas públicas regulares (BRASIL, 2001a). Mesmo assim, a inclusão saiu do âmbito da discussão e virou um fato e um direito de estudantes cegos. A presente pesquisa  de caráter qualitativo - conta com a experiência de uma professora em sala inclusiva com estudantes cegos do 9º ano do ensino fundamental que constatou a necessidade de análise de dois documentos utilizados para ensinar: o Código Matemático Unificado para a Língua Portuguesa  CMU e o Livro Didático transcrito para o Braille (LDB). No CMU foi analisada a coerência matemática em relação à simbologia. Já no LDB, foi analisada a conformidade em relação ao CMU e ao que é apresentado no livro didático em tinta (LDT). Tanto no CMU como no LDB buscou-se verificar a existência do fenômeno da não-congruência semântica em Duval (2003, 2004, 2011) e as suas influências para o estudante cego e para o professor. Concluindo tal análise, foram apontados equívocos em relação à coerência matemática do CMU e verificou-se a instalação do fenômeno da não-congruência semântica tanto no CMU como no LDB. A instalação da não-congruência semântica mostrou possíveis pontos geradores de dificuldades para o estudante cego (quantidade aumentada de caracteres, tempo de resolução de questões, leitura e interpretação de imagens prejudicadas) e para o seu professor (sanar dúvidas e conhecimento do Sistema Braille). A autora indica a necessidade de uma revisão no CMU, mostrando outros pontos a serem analisados além dos já mostrados na pesquisa, como: conteúdos de ensino médio e superior e ainda, a organização do conteúdo do Código em si. Constatou-se a necessidade do aprendizado do Braille pelo professor já indicada por Machado (2009) e Masini (2013), o que possibilitou a reflexão sobre as características necessárias ao desenrolar da educação inclusiva: a coragem e a persistência.Abstract : About thirty years ago, to talk about the inclusion of blind students in regular classes was a utopia. Nowadays, the whole education system faces difficulties such as teacher training (MACHADO, 2009) and the increased number of enrollement of students with special educational needs in regular public schools (BRASIL, 2001a). Nevertheless, the inclusion has gone beyond the scope of a discussion and become the fact and the rights of blind students. This present research - qualitative in nature - reports the experience of a teacher in an inclusive classroom with blind students from 9th grade of primary school where she found the need to analyze two documents used for teaching: the Unified Mathematical Code for the Portuguese language  CMU and the textbook transcribed into Braille (LDB). Mathematical consistency in relation to symbolism was analyzed in the CMU. As for the LDB, its compliance with the CMU and with material presented in ink print textbooks (LDT) was examined. In both the CMU and the LDB it was sought to verify the existence of the phenomenon of semantic noncongruence as in Duval (2003, 2004, 2011) and the influences of these two documents for the blind student and the teacher. Concluding that analysis, some misconceptions were pointed out regarding mathematical consistency of the CMU and the phenomenon of semantic noncongruence was found in both the CMU and the LDB. The existence of semantic non-congruence demonstrated potential sources of difficulties for the blind student (increased number of characters, time for problem solving, impaired reading and interpretation of images) and for the teacher (solving doubts and knowledge of the Braille System). The author emphasizes the need of the CMU revision showing other issues to be analyzed beyond those shown in the research such as the content standards in the Middle and High School and also the organization of the CMU content. There has been found the need for the teacher to learn the Braille System as already pointed by Machado (2009) and Masini (2013), and that allowed to reflect upon the characteristics required to improve inclusive education: courage and persistence
Braille virtual
No full textO software apresenta o alfabeto do sistema Braille e propõe alguns exercícios em forma de jogos que estimulam o processo de ensino e aprendizagemComponente Curricular::Ensino Fundamental::Séries Iniciais::Alfabetizaçã
Braille virtual
No full textO software apresenta o alfabeto do sistema Braille e propõe alguns exercícios em forma de jogos que estimulam o processo de ensino e aprendizagemComponente Curricular::Ensino Fundamental::Séries Iniciais::Alfabetizaçã
Staying connected
No full textPrint began with issue 61 (spring 2015)."Newsletter of the Oregon Talking Book and Braille Library."This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Mode of access: Internet from the Oregon Government Publications Collection.In English
Six points de lumière: Enquête autour de Louis Braille
No full textUtilisable dans toutes les langues, l'alphabet braille s'est adapté avec succès aux nouvelles technologies de l'information et notamment à Internet. Et tout cela grâce à l'ingéniosité d'un jeune aveugle de seize ans à peine :Louis Braille. Si le nom de Braille est universellement connu, son histoire, la genèse et le fonctionnement de son invention sont le plus souvent ignorés. En outre, la cécité elle-même nous échappe. Comment les personnes aveugles vivent-elles au quotidien ?Comment travaillent-elles ?De quelles aides techniques, de quels modes de communication disposent-elles ?Pour répondre à ces questions et à d'autres, le livre alterne chapitres historiques et récit de fiction. Une jeune historienne aveugle, au caractère bien trempé, rédige un livre sur l'histoire du braille pour la célébration du bicentenaire de la naissance de Louis Braille. Ses recherches l'entraînent dans une aventure plutôt mouvementée. La partie historique, rigoureusement documentée, expose les origines du braille, sa naissance et son développement. Elle propose aussi quelques portraits de personnes aveugles qui ont marqué l'Histoire. Cette fiction documentaire invite à porter sur les personnes aveugles et malvoyantes. un autre regard.info:eu-repo/semantics/publishe
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