search

search

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

 

COMENIUS Logo

.

Mangold Braille Program: Tactile Perception and Braille Letter Recognition

The Mangold Braille Program for tactile recognition consists of two training levels. The first level intends to train the tactile perception and the recognition of symbols, surfaces and geometric shapes to a child. The second level of the program is focusing on teaching children in the use of the Braille alphabet.

 

 

Mangold Braille Program:

 

 

Tactile Perception and Braille Letter Recognition

 

 

by Sally Mangold

 

Find here a more detailled description of the Mangold Program as PDF. 

 

The Mangold Braille Program for tactile recognition consists of two training levels. The first level intends to train the tactile perception and the recognition of symbols, surfaces and geometric shapes to a child. The second level of the program is focusing on teaching children in the use of the Braille alphabet.

The first six pages of the Braille version of the Mangold program contain awards, rental permits and badges which can be given to the students if they have made a great progress, as

-      Free time permit: "Leave me alone for fifteen minutes"Mangold_Programm_Seite 4

-      "The smart fingers": award for hard work

-      The ABC-award: for knowing all of the letters

 

Basic materials are:

Pages seven and eight of the Braille version contain the letters of the Braille alphabet. Every letter is written in a single square. The letters can be cut out and used as flashcards.

The push-pin board is a board consisting of cork. It is as long as a Braille page and as wide as the width of one and half Braille pages. The push-pin board includes pins with which you can fix a page on the board or just put them into the board. It includes a rubberped which avoids slipping. The push-pin board helps strengthening the muscles of the students and can be used as a landmark. You can put an exercise Braille page on the board fix its corners with the pins and put one pin at the beginning of every line. The pins will support the students at the beginning in their learning process in keeping track of the lines.

 

Goals of the program

 

-      The student can identify likes and differences among real objects in his environment.

-      The student can categorize real objects: according to physical properties and operational functions and as component parts of a whole.

-      The student can determine the relative position of his body to objects in his immediate environment.

-      The student can identify words that rhyme when given verbal stimulus.

-      The student is able to turn pages in a book.

 

 

Description of the material and methodology

 

Lesson 1: Tracking from left to right across like symbols that follow closely without a space.

 

Aims on:

 

-      emphasize if lines are long, short, fat or thin

 

-      practicing one- and both-hand reading

 

-      to recognize beginnings and endings of lines and pages

 

-      to go over the entire page without skipping any line and without interruption

 

-      to perceive differences of the lines (lines are closer together or lengths vary)

 

-      to recognize crossing points and to have the ability moving hands vertically, diagonally or horizontally.

 

 

Mangold_Programm_Seite 15

Examples:

 

-      pages of lines which are containing always the same symbols in one line.

 

-      lines which are crossing each other at their starting or ending point

 

Mangold_Programm_Seite 17

-      page looking like an open square. The right side of the square is missing. The left side is a horizontal line going downwards. It gives the students an understanding of moving hands/fingers horizontally.

 

-      finding all "boxes" (symbols of six dots, full square) on the page and put a pin into.

 

-      pages divided in 2 halfs by a vertical line or gap. Students can follow the lines independently with fingers of both hands the lines on both sides.

 

-      or both hands can follow the line on the left half. Then the left hand will move back to the beginning of the line while the right hand will continue walking until the end of the second half of the line. Both hands now have to find the starting point of the second line.

 

Mangold_Programm_Seite 11

 

 

 

 

-      page with "ZIG-ZAG" lines to follow with fingers in a certain time

 

 

Mangold_Programm_Seite 24

Lesson 2-8: Tracking from left to right across

 

-      unlike symbols that follow closely without a space.

 

-      like symbols that have one or two spaces between them.

 

Mangold_Programm_Seite 46

-      unlike symbols that have one or two spaces between them.

 

-      Tracking from top to bottom over

 

-      like symbols that follow closely.

 

-      unlike symbols that follow closely without a space.

Mangold_Programm_Seite 69

 

-      like symbols that have one blank space between them.

 

-      unlike symbols that have one blank space between them.

 

Lesson 9: Identifying two geometric shapes as being the same or different.

 

The task for the student is just to get an understanding of differences. It is not important to know the types of geometric shapes.

One exercise is:

marking the line with a pin if geometric shapes are the same

On the Braille pages you can find the following geometric shapes: rectangles, squares, cercles, triangles, ellipses.

The geometric shapes are available in different sizes and sometimes you can see the mirror-inverted image of them.

 

Lesson 10-14

 

Lesson 10-11: Identifying two Braille symbols as being the same or different. Students have to find out if two braille symbols arranged in a column or a line are the same or different.

Lesson 12-13: Identifying the one symbol that is different in a line of like braille symbols.
Lesson 14: Identifying the one goemetric shape that is different in a group of three symbols.

 

 

Teaching the Braille Alphabet

 

Lesson 15: Teaching letter names g, c, and lMangold_Programm_Seite 108

In this lesson the teaching of the Braille Alphabet is starting. Page 106 shows the letters G, C and L. They all appear in every line.

Example: Line three shows letters gclcglgclllgc

 

Page 107 shows lines consisting out of the letter C and just once appears letter L.

Page 108 consists only out of the letter G placed single on the top of the page as "helper letter". Below you can find the letter G in every line just one time per line written in-between a dotted strain.

Page 109 contains letters G, C and L written in-between a strain of dots.

Page 110 shows again these letters. On the top is the "helper letter" C. Every line consist out of the 3 letters with big gabs in-between.

Page 111 contains flash cards with the 3 letters.

 

Exerzices are:

-      Reading aloud all the letters which are written on the pages

-      Marking certain letters with pins

-      Games with the flash cards.

 

Lesson 16: Review the letters g, c, and l. introduce the letters d and y.Mangold_Programm_Seite 113

Pages 113-114 containing different geometric shapes like rectangles, squares, circles etc... Four geometric shapes are appearing in one line. The students are requested to identify the geometric shape in one line which is the same as the first shape in this line.

The following pages contain exerzices similar to those in lesson 15, but introducing the new letters y and d.

Page 121 provides the material for a "racing game". It departed into 2 halfs by a thick line. Each half shows 2 lines of 3 squares with letters. Two players are sitting in front of each other. They put a magnet into the first square of their half of the sheet. They read the leeters in the squares and move the magnet to every letter they read well. If they read wrong they have to start from the beginning again.

The following lessons introduce new letters by the same methodology. Each proposes a new game. Even colours can be used to mark single letters by students with a little rest of sight.

 

 

Mangold_Programm_Seite 136

Lesson 17: letters a and b

 

-      Lesson 18: letter s.

-      Lesson 19: letter w

-      Lesson 20: letters p and o

 

 

Lesson 21: letter k

Mangold_Programm_Seite 167

 

 

 

 

 

 

Mangold_Programm_Seite 171

-      Lesson 22: letter r - The lesson provides 2 tactile faces that can be decorated by the students. Through the mouth of the faces comes out a tongue with braille letters on it to read.

-      Lesson 23: letters m and e

-      Lesson 24: letter h

-      Lesson 25: letters n and x.

-      Lesson 26: letters z and f

-      Lessons 27-28: letters U, T, I and Q

-      Lesson 29: letters v and j

 

 

Evaluation

 

A brief abstract in the training manual mensiones that the use of the Mangold program has significantly reduced errors in tactile recognition and Braille reading. Additionally students who took part in this training were very successful in coordinated hand movement and didn't show backtracking behaviours.



.