Teacher License – Visual Impairment Complete Review Guide 2026–2027

4. The Perkins brailler has six keys and a space bar and writes left to right.
5. A refreshable Braille display shows text in changing raised dots.
6. A screen reader converts text to speech (such as NVDA and JAWS); magnifiers and large print serve low-vision students.
7. Audiobooks and recording supplement, but do not replace, learning Braille for those who need it.
8. Pre-reading: hand exercises, discriminating textures, shapes and sizes, and tracing raised lines.
9. Children learn Braille from letter to word to sentence, reading with both index fingers.
10. The white cane detects obstacles and is not a support to lean on.
11. Sighted guide: the blind person holds the guide's arm above the elbow and walks half a step behind.
12. Describing places and clock directions (food at 3 o'clock) helps orientation.
13. Daily living skills teaching starts with hand-over-hand modelling and moves to independence.
14. Teaching needs clear verbal description of anything shown visually, plus tactile models.
15. The programme is designed from the functional vision assessment and the best reading medium.

Common mistakes in this chapter

• ✕ Confusing the slate (written right to left, read left to right) with the Perkins brailler (written left to right).
• ✕ Teaching Braille without adequate tactile preparation.
• ✕ Using Braille only for a low-vision student without assessing the best reading medium.
• ✕ Pulling or pushing a blind person; correctly, the person holds the guide's arm.
• ✕ Moving furniture in the classroom without telling the student.