OER
Open Educational Resources
Embedded Files
Interested in learning braille?
Interested in learning braille?
National Braille Association (NBA)
A professional development organization that offers annual conferences, workshop reprints, and a forum for braille producers. Providing continuing education to those who prepare braille, and to providing braille materials to persons who are visually impaired.
This platform gives instant feedback while learning braille. A fully online braille training program, no need for a braille machine, sequence print to braille exercises, and self-paced learning from your computer.
Introduction to Unified English Braille
An online course through WCBVI for professionals who already know EBAE.
Unified English Braille for Vision Professionals
An in-depth online course through WCBVI for professionals who already know EBAE.
An online course from Northern Illinois University for professionals who already know EBAE.
National Federation of the Blind
A course for new and existing transcribers and proofreaders.
Canadian National Institute for the Blind (CNIB) Braille Literacy
A course for new and existing transcribers and proofreaders.
International Council on English Braille
Learn braille with other countries such as Australia, Canada, Ireland, New Zealand, South Africa, The United Kingdom, and The United States.
Ashcroft’s Programmed Instruction: Unified English Braille (API-UEB
Independent Learning
Kids can also learn independently in the Khan Academy Kids Library—a curated collection of activities, books, videos, and coloring pages. Our book reader allows kids to follow along with recorded audio narration or read on their own across our fiction, non-fiction, and fiction leveled books.
Featured Lessons:
Featured Lessons:
This module is designed for pre-service teachers who are learning about low-incidence disabilities. The following are included: Multicultural and Bilingual Aspects of Special EducationLow-Incidence, Multiple, and Severe DisabilitiesAutism Spectrum Disorder (ASD) Learners with Emotional or Behavioral DisordersLearners who are Deaf or Hard of HearingLearners with Blindness or Low VisionLearners with Physical Disabilities and Other Health ImpairmentsGifted
This module is designed for pre-service teachers who are learning about low-incidence disabilities. The following are included: Multicultural and Bilingual Aspects of Special EducationLow-Incidence, Multiple, and Severe DisabilitiesAutism Spectrum Disorder (ASD) Learners with Emotional or Behavioral DisordersLearners who are Deaf or Hard of HearingLearners with Blindness or Low VisionLearners with Physical Disabilities and Other Health ImpairmentsGifted
This activity was designed for blind learners, but all types of learners can use it to understand the structure of a plant cell. The purpose of this activity is to create an accurate representation of the shape and characteristics of plant cells. The cell models provide both tactile and kinesthetic feedback for students learning the structure of the cell. The bright colors and good contract also work well for students with low vision.
This activity was designed for blind learners, but all types of learners can use it to understand the structure of a plant cell. The purpose of this activity is to create an accurate representation of the shape and characteristics of plant cells. The cell models provide both tactile and kinesthetic feedback for students learning the structure of the cell. The bright colors and good contract also work well for students with low vision.
Students practice human-centered design by imagining, designing and prototyping a product to improve classroom accessibility for the visually impaired. To begin, they wear low-vision simulation goggles (or blindfolds) and walk with canes to navigate through a classroom in order to experience what it feels like to be visually impaired. Student teams follow the steps of the engineering design process to formulate their ideas, draw them by hand and using free, online Tinkercad software, and then 3D-print (or construct with foam core board and hot glue) a 1:20-scale model of the classroom that includes the product idea and selected furniture items. Teams use a morphological chart and an evaluation matrix to quantitatively compare and evaluate possible design solutions, narrowing their ideas into one final solution to pursue. To conclude, teams make posters that summarize their projects.
Students practice human-centered design by imagining, designing and prototyping a product to improve classroom accessibility for the visually impaired. To begin, they wear low-vision simulation goggles (or blindfolds) and walk with canes to navigate through a classroom in order to experience what it feels like to be visually impaired. Student teams follow the steps of the engineering design process to formulate their ideas, draw them by hand and using free, online Tinkercad software, and then 3D-print (or construct with foam core board and hot glue) a 1:20-scale model of the classroom that includes the product idea and selected furniture items. Teams use a morphological chart and an evaluation matrix to quantitatively compare and evaluate possible design solutions, narrowing their ideas into one final solution to pursue. To conclude, teams make posters that summarize their projects.
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