Why Braille? and Braille Screen Input (Episode 14)

This episode features the last of the content that we recorded at the recent Sight Village South East exhibition. Namely, a seminar from the Braillists Foundation entitled "Making the Case for Braille in the 21st Century", the notes from which are included below. We also present a comprehensive demonstration of the Braille Screen Input feature on iOS. Chapter markers have been inserted throughout this episode to aid navigation. Making the Case for Braille in the 21st Century Abstract Braille is difficult to learn. Braille is expensive to teach. Braille is irrelevant now that we have assistive technology. Statements like these are all too familiar, but are they really true? In this seminar, we provide an alternative perspective by outlining the inherent advantages of braille and exploring practical applications of braille in modern day life. Outcome Attendees will become positive advocates of braille in their day-to-day lives and be equipped with the knowledge to be able to effectively champion braille in both a professional and personal context, recognising it as an integral component in a well-structured package of independence skills. Learning Objectives By the end of this seminar, attendees will be able to: Recognise the need for braille as a primary literacy medium Exemplify both traditional and modern uses of braille Understand how braille and technology complement each other Describe several ways of reading and writing braille at varying levels of difficulty and different price points Points in Favour of braille Literacy: a blind person who only uses speech output misses out on incidental reinforcement of: Spelling (n.b. it could be argued that contractions get in the way, but this is often due to the way they are taught - teach T-H-E rather than the) Grammar (subtle uses of punctuation, such as the semicolon and apostrophe; capitalisation, in particular of proper nouns which have become normalised (e.g. Post Office); paragraphing; quoting; etc) Typesetting (use of bold, italics, underlining; superscripts and subscripts (particularly in technical subjects); etc) Formatting (centred lines, right justified addresses, running headers, page numbers, tables, contents pages, etc) Independent judgement: a blind person who primarily uses speech output does not learn to doubt the pronunciation of his/her speech synthesizer. This is a particular challenge when dealing with text in a foreign language, including Welsh - many blind people would pronounce Cymru as "Sime-roo" instead of "Cum-ree", for example. If the same word was read in braille, its unfamiliarity would result in an increased likelihood that the braillist would ask for help pronouncing it. Efficiency of review: speech can read horizontally very easily but it is more difficult for a screen reader to be precise when reviewing vertically. Similarly, extra typographical information such as superscripts/subscripts, italics/bold/underline and change of colour can be extremely verbose when vocalised by a screen reader; the braille equivalent is often less obtrusive. It is often therefore more efficient to deal with subjects such as Mathematics in braille. Consider the following example equation: w=(12(s₁+s₂)÷52)+(b₁÷4)+b₂ Discreetness: there is a myriad of scenarios in which braille draws much less attention than speech, both personally and professionally. Straightforward examples include using a tactile watch to check the time as opposed to a talking watch. More complex examples include delivering a presentation from braille notes, either in hard copy or electronically. This is far preferable to wearing headphones so as to listen to notes spoken by a screen reader, partly because the latter method appears antisocial and partly because the presence of headphones impairs hearing. This, in turn, lessens the presenter's ability to detect audible queues (e.g. fidgeting, which could signify boredom; or people a