Program 29th and 30th April 2021

We are pleased to present the program consisting of 39 parallels, 4 plenary sessions, 2 keynote sessions and a digital exhibition with posters, stands and suppliers.

Regardless of your timezone, it will be possible to start the conference from the beginning at 9AM. All sessions will be available for paying participants for 5 days (5th May 2PM).

Event registration

 

29th April 2021

  • Welcome

    Silje Benonisen

    MA/Senior Adviser, Department of Visual Impairment, Early intervention team, Statped 

    Opening speech

    Marit Elin Eide

    Regional Director, Statped

  • For all people who are not able to read print, the road to learning to read is a bumpy one – an obvious reference to the tactile medium of braille dots (bumps on the page) which those readers will be using. But for some special populations of people for whom braille is their main or only option for reading independently, the road to becoming a reader is paved with additional bumps. Some of these lie within the individual. Some children have additional multiple disabilities which make it more difficult for them to learn. Some individuals lose vision later in life and reading print is no longer viable, and they encounter difficulties learning to read again in a tactile medium. Some of these bumps are created by our expectations as teachers. This keynote presentation will outline the various populations for whom braille literacy acquisition is challenging, the bumps that they face in becoming literate, and what we currently know about how to try to smooth out those bumps along the road for these groups of people for whom braille is their key to literacy and independence.

    Keynote Diane Wormsley

    Diane P. Wormsley, Ph. D. has worked with all ages of children and adults with visual impairment including children with additional multiple disabilities.

    Title: "The Bumpy Road to Literacy"  

    More about Diane Wormsley

  • Musical performance

  • There is set time for two parallel sessions a day, and during one parallel session (60 minutes) you will have the chance to attend two parallel sessions (max. 25 minutes each). At the conference days, each parallel will have a link in their description, which will open the parallel session in a new window.

    Which sessions you want to attend is up to you. You can choose from 39 parallels within 8 topics. We recommend that you get to know the selection of parallels before the conference starts. Below the program you will find the topics and short descriptions of their belonging parallels.

  • There is set time for two parallel sessions a day, and during one parallel session (60 minutes) you will have the chance to attend two parallel sessions (max. 25 minutes each). At the conference days, each parallel will have a link in their description, which will open the parallel session in a new window.

    Which sessions you want to attend is up to you. You can choose from 39 parallels within 8 topics. We recommend that you get to know the selection of parallels before the conference starts. Below the program you will find the topics and short descriptions of their belonging parallels.

  • In the preparatory phase spatial orientation and spatial reasoning are vital elements, but less obvious for young Braille pupils. In our special school we developed specific materials with the goal to let them playfully gain experience in the spatial positions of a Braille cell and in other reading concepts. The ‘Braille house’ with associated materials and lesson suggestions will be introduced.

    Gyntha Goertz

    Braille Specialist, Royal Dutch Visio Education, the Netherlands

    Linda Verhoef

    Teacher at Royal Dutch Visio school for blind and partially sighted children www.visio.org

     

  • LEGO Braille Bricks is a playful tool to teach braille to children aged 4+. They learn braille, acquire academic skills through play in an inclusive setting. The pedagogical concept, based on holistic skills and Learning Through Play principles, ensures an optimal teaching method that empowers children to become creative, engaged, lifelong learners.

    Marie Oddoux

    M&M Braille Consulting, external braille consultant LEGO Foundation

    Marc Angelier

    M&M Braille Consulting, external braille consultant LEGO Foundation

30th April 2021

  • During the presentation, the instrument Tactual Profile MDVI will be introduced. This instrument was developed for observing tactual functioning of children and adults with multiple problems. In addition, Feel Free MDVI will be shown. This supplement describes activities to stimulate the sense of touch and follows the same structure as Tactual Profile MDVI.

    One of the subcategories of Tactual Profile, the transformation of a 3D object into a 2D drawing was elaborated in a learning path. We distinguish 19 insights that need to be learned and explained to fully understand the relation between a tactile drawing and a 3D object. Some of the models and drawings which are specially developed to gain these insights will be demonstrated. 

    Anneke Blok

    Royal Dutch Visio Centre of Expertise for Blind and Partially Sighted People

    Drs. Brenda Zwijnenburg

    Royal Dutch Visio Centre of Expertise for Blind and Partially Sighted People

    Dr. Ans Withagen

    Royal Dutch Visio Centre of Expertise for Blind and Partially Sighted People 

  • I am blind since birth, and a relatively fluent Braille reader. From a user's perspective I want to share reflections about contracted Braille. I will talk about what it is, and what the benefits and disadvantages are. In Norway we published a new translation of the Bible in Braille a few years ago, and I will talk about how we designed that production. This is meant to illustrate the possibilities in offering contracted and uncontracted Braille at the same time, without increasing the costs substantially.

    Magne Bjørndal

    Priest in Church of Norway.

  • There is set time for two parallel sessions a day, and during one parallel session (60 minutes) you will have the chance to attend two parallel sessions (max. 25 minutes each). At the conference days, each parallel will have a link in their description, which will open the parallel session in a new window.

    Which sessions you want to attend is up to you. You can choose from 39 parallels within 8 topics. We recommend that you get to know the selection of parallels before the conference starts. Below the program you will find the topics and short descriptions of their belonging parallels.

  • There is set time for two parallel sessions a day, and during one parallel session (60 minutes) you will have the chance to attend two parallel sessions (max. 25 minutes each). At the conference days, each parallel will have a link in their description, which will open the parallel session in a new window.

    Which sessions you want to attend is up to you. You can choose from 39 parallels within 8 topics. We recommend that you get to know the selection of parallels before the conference starts. Below the program you will find the topics and short descriptions of their belonging parallels.

  • The following topics will be addressed:

    • Digitalisation changes all schools, especially those with students with special needs
    • New student efficiencies: easier access to content, faster learning, better communication tools
    • New pedagogical tactics: speech assisted learning, multi-channel learning, AI, flipped classroom
    • New sustainability culture: better inclusion, more cross-functionality, new partnerships
    • Technical vs instrumental skills: both needed, the first is basic, the other is essential
    • Care. Dare. Deliver.

    Keynote Silvija Seres

    Silvija Seres is a mathematician and a technology investor. She has worked on research in algorithm optimisation, development of the search engine Alta Vista, product strategy in Fast Search and Transfer, and later operational management in Microsoft.

    Title "New technology, new opportunities"

    More about Silvija Seres

  • 14.40 Musical performance

    14.45 Ideas behind Tactile Reading and visions for the future

    Björn Westling

    Accessibility research and development at the Swedish Agency for Accessible Media, MTM. Secretary of the Swedish Braille Authority. Lecturer and project manager at Mälardalen University at the dep. of Information Design, School of innovation, design and engineering.

    Catarina Hägg

    Project manager, Department for teaching materials development and adaptation, National Agency for Special Needs Education and Schools (SPSM)

    14.55 Tactile Reading 2024

    Dedicon

    As a non-profit organisation, Dedicon believes in a society in which everyone should be able to participate fully. Access to text and images is key to this.

Parallel session day 1 and day 2

  • There is set time for two parallel sessions a day, and during one parallel session (60 minutes) you will have the chance to attend two parallel sessions (max. 25 minutes each). At the conference days, each parallel will have a link in their description, which will open the parallel session in a new window.

    Which sessions you want to attend is up to you. You can choose from 39 parallels within 8 topics. We recommend that you get to know the selection of parallels before the conference starts. Below the program you will find the topics and short descriptions of their belonging parallels.

    Parallel sessions will be available from 9AM first day.

Parallel session universal design

  • Essential for preparing or continuing a visit to the museum, in this innovate book the children can touch realistic and 3-D representations of 6 typical objects of museums. The children have a greater understanding of how things work. For its publication, this book has had to face pedagogical and technological challenges. 

    Sophie Blain

    Publisher and Director of Les Doigts Qui Rêvent

     

  • Understanding the value of blended teaching, bridging the gap between traditional and high-tech resources, to produce accessible multi-sensory learning that benefits children with blindness and visual impairments. The tactile diagrams also support educators who are blind to develop a better understanding of touch screen interaction through finger gestures.

    Bogusław “Bob” Marek

    Ph.D. OBE, Head of Service for Students with Special Needs, The John Paul II Catholic University of Lublin, Poland.

    Phia Damsma

    Creative Director Sonokids, Australia

  • "Here is Donald Duck!" is a bulky ring binder with tactile images and text in printed braille and in audio. We will show the images and discuss the explanations annex image descriptions, meant to explain visual concepts that are totally unknown to most blind.

    Anne Bottenheft

    MA. Editor Image DescriptionDedicon 

    Dorine in ‘t Veld

    Product manager Tactile Reading and LearningDedicon

  • In 2019 Dedicon investigated if people would like to personalize tactile maps with their own audio information in an outdoor situation. Based on these results we developed a portable twin vision prototype that works with QR-codes. It may serve as a blueprint for future developments when a reliable technique will allow for adding and reading information on specific spots of the map.  

    Lisanne Aardoom

    Product manager tactile images and braille musicDedicon

    Dorine in ‘t Veld

    Product manager Tactile Reading and LearningDedicon

  • Playing board games is a fun social activity. Dedicon will present an inclusive educational boardgame, that was developed together with visually impaired and sighted pupils. The board consists of a visual base with a transparent tactile overlay. Board your ship and embark on an exciting journey across the seas!

    Lisanne Aardoom

    Product manager tactile images and braille musicDedicon

    Anne Bottenheft

    MA. Editor Image DescriptionDedicon 

  • We will present a research project in order to design new multisensory books. In these books, tiny electronic components allow sound responses to be triggered in relation to gestures and manipulations made by the child. Preliminary results from prototype tests showed that understanding and the reading experience is enhanced with use of books combining gestures and sounds.

    Dannyelle Valente

     Lecturer, Laboratory DIPHE, University of Lumière Lyon 2/France

    Sophie Blain

    Publisher and Director of Les Doigts Qui Rêvent

    Anna Rita Galliano

    Lecturer, Laboratory DIPHE, University of Lumière Lyon 2/France  

    Edouard Gentaz

    Professor, Laboratory SMAS, University of Geneva 

    Dominique Archambault

    Professor, Laboratory THIM, University of Paris 8 

    Lola Chennaz

    Doctoral student, Laboratory SMAS, University of Geneva/ Switzerland 

  • In France, a collection of 300 tactile images of works of art is being composed. Each image has a QR-code that leads to a website with explanation and high contrast images for partially sighted readers. The collection is a start to fill the cultural gap noted around the world by making art and the history of art accessible for visually impaired children, young people and adults.

    Dorine in ‘t Veld

    Specialist tactile images

  • There are four problems of practice that impact the tactile consumption and production practices of blind and sighted practitioners, researchers, and educators who are invested in making information and experiences accessible through touch. We will discuss these problems of practice and approaches to address them in ways that create fairness in information access and educational experiences.

    Abigale Stangl

    PhD. CRA Computing Innovation Fellow, The University of Washington's Department of Human-Centered Design & Engineering.

  • Christopher Kopel

    Graz University of Technology

Parallel sessions early intervention in Kindergarten and School

  • In tactile rebuses, words are replaced with a tactile image or a concrete object. Tactile rebuses are a good reading motivational tool, as tactile illustrations in the text encourage children with blindness to follow the content together with their parents and to participate in pronouncing words.

    Aksinja Kemauner

    University of Primorska, Faculty of Education, Slovenia

  • We carried out the teaching practice of appropriate hand movements with one blind toddler using teaching materials. This presentation reports on the course of four years of instruction from Intake to elementary school entry. Participants will learn about the development of hand movements in toddler with blindness through the movie.

  • A Norwegian research project addresses how pre-braille activities can be included in kindergartens to promote literacy. Kindergarten staff described their interventions to stimulate emergent literacy, and their need of competence and support. Best practice, use of digital tools, and adaptations with the purpose of early intervention will be presented.

    Gro Aasen

    Ph.D. Senior Adviser,Department of Visual Impairment, Early intervention team, Statped 

    Astrid Kristin Vik

    Ph.D. Senior Adviser, Department of Visual Impairment nationwide support, Statped 

    Silje Benonisen

    MA/Senior Adviser, Department of Visual Impairment, Early intervention team, Statped 

  • This presentation will focus on the value of multimodality on word memorization and comprehension. We examined the effect of combining touch and sound on animal names’ memorization with two children with visual impairment and language disabilities. Using a user-centered approach with five children, we investigated how illustrations in storybooks can be improved.

    Florence Bara

     Lecturer, Laboratory CLLE-LTC, University Jean-Jaurès France 

  • The presentation focus on teaching a child with blindness and additional difficulties to read and write Braille. It includes pictures and video examples from practice; creative, individualized and untraditional activities to motivate for learning, and use of tactile symbols and schedules to structure the environment, communication, and learning. It also gives examples of Braille tasks on Flexiboard and Mountbatten Brailler.

    Isabelle Berget

    Special education teacher in primary school, Norway

    Jorunn Ytrehorn Wiik

    Senior Adviser, Department of Visual Impairment nationwide support, Statped 

  • Tactile learners develop literacy skills along a fluid continuum of motor, tactile, conceptual, and emotional skills. Presenters will share a checklist of these crucial skills to help identify where students are functioning along this continuum. Activities and resources for both evaluation and instruction are included for each skill.

    Ann Adkins

    Education Specialist, Outreach Program, Texas School for the Blind and Visually Impaired 

    Debra Sewell

    Curriculum Director, Texas School for the Blind and Visually Impaired

    Scott Baltisberger

    Education Specialist, Outreach Program, Texas School for the Blind and Visually Impaired

    Sara Kitchen

    Education Specialist, Outreach Program, Texas School for the Blind and Visually Impaired

Parallel sessions an Inclusive Approach to braille and literacy

  • During this session a new decision tree will be introduced which can be used when we have doubts about the form of literacy a child uses is still appropriate. Different aspects will be assessed and judged to make the appropriate choice for this child, considering its visual impairment, its capacities and the -for this child -specific environment.

    Dr. Ans Withagen

    Royal Dutch Visio Centre of Expertise for Blind and Partially Sighted People 

  • The digital age has undeniably reached the classroom. Yet, people with reading impairments have been using digital study materials for decades. We believe that EPUB provides the way forward for digital reading. It lets us build a highly personalizable, multi-modal product that rolls many tailor-made accessible formats into one book suitable for everyone.

    Davy Kager

    Susan van den Akker

  • In the Netherlands, a group of teachers have collaborated with a tactile designer to develop a unique series of simple braille picture books aimed at stimulating early braille literacy. In this session we will explain the underlying criteria and demonstrate how children with different braille reading levels can benefit from these books.

    Gyntha Goertz

    Braille Specialist, Royal Dutch Visio Education, the Netherlands

    Ann Conefrey

    Graphic Designer, Braille Dots, the Netherlands

  • This presentation will focus on a competition for excellence in braille reading. The Braille Challenge, conducted annually, is a tool for motivation and instruction support. We will discuss data related to students' participation in the Challenge including types of braille errors, Implications on students' confidence and skills and teacher/parent expectations.

    Cay Holbrook

    Professor, The University of British Columbia

  • A Degree Project about braille-reading pupils’ difficulties and strategies in the English education. Lack of time give short-term goals higher priority than tactile reading and improved ICT skills. Extramural English is consumed, not produced, since arenas to co-create are inaccessible, contrary to sighted peers who practice English in multiplayer online gaming.

    Carina Söderberg

    Advisor, National Agency for Special Needs Education and Schools

  • This session will discuss techniques and materials that can be used when teaching print readers who are moving to braille. The focus is on meaning and utility for the learner, using individualized strategies that are interesting and motivating.

    Frances Mary D’Andrea

    Assistant Professor of Practice, University of Pittsburgh 

Parallel sessions 3D material

  • “An and Jan and Where am I?” are two preparatory topographical methods, with an addition for maths. The lessons are clearly described, and 3D materials and tactile graphics help visual impaired pupils to work with scales, coordinates, routes, diagrams, calibration and outline.

    Anneke Blok

    Royal Dutch Visio Centre of Expertise for Blind and Partially Sighted People

  • Proposed paper reflects the Latvian experience of education of visually impaired students performed in state’s only specialized school and development center – Riga Strazdumuiza Secondary School Training Center, with particular accent on methodology of preparation and use of 3D and 2D tactile analogues of visual information in general education agenda.

    Tereza Landra

    Mag. Paed.; PhD Candidate University of Latvia; Special Education Methodologist in Riga Strazdumuiza Secondary School - Training Center  

    Eliza Dain

    Riga Strazdumuiza Secondary School Training Center 

  • In a 3-year project, researchers at Monash University have partnered with practitioners and user representatives across Australia and New Zealand to investigate the use and design of 3D models for touch readers. This presentation will share results of user testing and guidelines for tactile 3D prints.

    Prof. Kim Marriott

    Inclusive Technologies, Human Centred Computing, Faculty of Information Technology, Monash University, Melbourne, Australia

    Dr. Matthew Butler

    Inclusive Technologies, Human Centred Computing, Faculty of Information Technology, Monash University, Melbourne, Australia

    Leona Holloway

    Inclusive Technologies, Human Centred Computing, Faculty of Information Technology, Monash University, Melbourne, Australia

    Kate Stephens

    Inclusive Technologies, Human Centred Computing, Faculty of Information Technology, Monash University, Melbourne, Australia

    Ruth Nagassa

    Inclusive Technologies, Human Centred Computing, Faculty of Information Technology, Monash University, Melbourne, Australia

  • Have you ever wanted to make your own learning aids? Well we have. You`ll get to hear about the tactile 3d printed learning aids “tiles” and “letter-beads”, and both the technical production and the pedagogical aspects of them. You might get a new learning aid surprise unveiling as well.

    Silje Benonisen

    MA/Senior Adviser, Department of Visual Impairment, Early intervention team, Statped 

    Anette Smith-Isaksen Holdhus

    MA / Adviser, Department of Visual Impairment nationwide support,Statped

    Terje Daleng

    Adviser, Department for Special Education and Technology Development Nationwide support, Statped

Parallel sessions mathematics

  • What kind of learning material in maths will pupils using braille need in the future? Do they need hard copy braille and tactile images in a digital school? The video will present an ongoing project which aims to gain better knowledge of pupils needs for adapted study material in mathematics.

    Ida Sødahl Utne

    Ida Sødahl Utne, Adviser, Statped, Department for Special Education and Technology Development nationwide support

    Oddvar Øyan

    Senior Adviser, Statped, Department of Visual Impairment nationwide support  

    Hilde Havsjømoen

    Senior Adviser, Statped, Department of Visual Impairment nationwide support  

    Maria Sandhaug

    Senior Adviser, Statped, Department of Development and Research nationwide support 

  • The presentation focuses solutions that have been performed as part of a project. A main object is to offer Braille-reading pupils simply the same textbooks as their classmates, but simultaneous implement research literature and educational experiences from the field of visual impairment into these textbooks.

    Oliv Klingenberg

    Senior Adviser, Statped. Department of Visual Impairment, Nationwide Support, 

    Tove Riseth

    Senior Adviser, Statped, Department for Special Education Technology

  • Pupils come to school with many ideas about number, - ideas that should be built upon as they learn to add and subtract. This presentation addresses number concepts and number operations among first graders with VI, and a method of obtaining information about basic number concepts and skills. 

    Oliv Klingenberg

    Senior Adviser, Statped. Department of Visual Impairment, Nationwide Support, 

Parallel sessions music

  • Braille output and interactive multimedia music tools are vital for blind musicians for learning, composing, or performing. We published prioritized sector requirements and are making strategic improvements to tools and file formats to secure the effective and efficient production of music braille for the future, by agencies and end-users themselves.

  • Braille music is essential for blind musicians to analyze and perform music scores. Dedicon has made several attempts to encourage blind students to learn braille music. We discovered a lack of knowledge among sighted musicians and braille teachers. In this presentation we will propose solutions and we would be open for a discussion on how to tackle this problem (internationally).

    Geert Maessen

    Braille music transcriber, Dedicon

    Lisanne Aardoom

    Product manager tactile images and braille musicDedicon

Parallel sessions adult braille readers

  • Tactile images with explanation make the transmission of information exact and concise. However, many adults have never learnt to read them. We developed a course and material where the acquired skills can be practiced, like a tactile volume of “Notre Dame” (including a 3D model). In this presentation we guide you through both the course and the book.

    Lisanne Aardoom

    Product manager tactile images and braille musicDedicon

    Dorine in ‘t Veld

    Product manager Tactile Reading and LearningDedicon

  • This study explored the experiences of working-age and older adults with vision loss who have learned braille, including enablers and obstacles encountered throughout the braille learning process. Findings highlight that adult braille learning is characterized by personal, social, and institutional factors. Implications for research, policy and practice will be discussed.

    Natalina Martiniello

    M.Sc., CVRT, School of Optometry, University of Montreal

  • Attendees will learn that the modality in which individuals who are blind encounter information, and the amount of effort required to process information, can impact their learning. Decisions about how to create materials and whether to share them tactually or auditorily should therefore be made with care.

    Lindsay N. Harris

    Northern Illinois University

Parallel sessions tactile graphics

  • Combining experience in explaining difficult concepts needed for understanding tactile graphics with know-how in the area of IT, is the basis for developing a program for promoting the importance of tactile graphics and for starting a network of teacher training centers equipped with affordable resources for introducing learners to tactile diagrams.

    Ankita Gulati

    Founder TouchVision TBIU Indian Institute of Technology Delhi

    Bogusław “Bob” Marek

    Ph.D. OBE, Head of Service for Students with Special Needs, The John Paul II Catholic University of Lublin, Poland.

  • In this presentation we will share practical implications from two tactile graphics research studies. One study investigated the strategies and hand movements used by students who successfully interacted with tactile graphics, and the other study investigated the usefulness of the AnimalWatch Vi: Building Graphics Literacy iPad app and curriculum.

    L. Penny Rosenblum

    PhDDirector of Research, American Foundation for the Blind 

    Kim Zebehazy

    PhDAssociate Professor, University of British Columbia 

  • This presentation will provide concrete examples of educational uses of Multisensory Interactive and Tangible Documents. We will describe the usability of the tools as well as their impact on learning processes for children with visual impairments. We will also describe the usability of the tools from a professional perspective.

  • Carla Sena

    Professor, São Paulo State University 

    Waldirene Carmo

     Geographer, University of São Paulo 

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