Tips for teachers on how to develop your blind student’s general organizational skills in the classroom

Organizational skills are paramount in the educational environment of a blind student and include: student/teacher organization, handling of materials, timely preparation of class lessons in transcribed braille, and even interline spacing of Nemeth braille math workbooks so that staff who do not read braille can offer help when needed. Your blind student will find it easier to keep up with the class in a well-prepared and organized classroom environment. It is essential to educate your staff and student on simple preparation tips, modifications, and techniques that will make the school day an efficient and effective learning experience.

1. It is always easier to teach good organizational skills early on (Preschool-Kindergarten) than it is to teach them in later school years. Teach your student to be prepared and organized by being a good role model.

2. Your braille learner will most likely need additional space to store numerous materials, braille books, and various adaptive materials. Here’s a tip that worked for my students!

Provide (2) student desks to allow for good storage and organization of materials.

Desk #1 This is your student’s desk for classroom work and storage of frequently used braille literature materials. Literary materials to be stored in this desk may include: braille/auditory dictionary, Perkin eraser, whiteboard and stylus, marking supplies (crayons, colored pencils with braille labels for easy identification), and a code reference guide literature in braille. Store currently used literary braille books in volume order under the student work desk/literary desk.

Desk #2 – This desk is for storing Nemeth’s workbooks, materials associated with math (braille ruler, auditory calculator, abacus, analog braille clock, braille multiplication and division tables, and miscellaneous math materials). The student may also use a Nemeth reference guide sheet or book during the process of learning the Nemeth symbols, which should be readily available at this desk. Store currently used Nemeth braille books in volume order under the math desk in a box or box for easy access. It’s helpful for the blind student to have this extra desk and enough tabletop/storage area next to it to avoid constant lifting of heavy materials like Perkin’s Brailler. Therefore, keep the Perkin’s Brailler on top of this desk to the student’s left for easy access.

3. Maintain current Nemeth and Literary braille reference sheets that include all of the Nemeth and Literary code the student has learned to date. Both reference sheets should be updated during braille lessons to include the newly learned braille code for reference. Offer a short reference guide once the student completes the literary code. A list of basic rules governing the braille code should also be available in braille for student reference. This list of reference guides is an especially useful reference tool for more complicated Nemeth code.

4. Educational braille books not currently in use should be stored in a convenient location in the classroom; review the placement with the student and encourage them to access their braille books independently or follow along until the student becomes fully independent in this process. Volumes should be checked out when completed or no longer needed and sent home for reference.

5. Consider having your student’s Nemeth workbooks transcribed in whole or in part with print over braille so that non-braille reading staff can assist the student with instruction when needed.

6. Store smaller items like a pencil, crayons, a small ruler, a Perkin Braille eraser, and sundries in a container for easy access.

7. Provide a braille calendar in the early years of education to use for group activities and include your blind student in group activities on the calendar. Have a small braille calendar available for student reference during group table activities. It is essential that the student be taught to read a braille calendar in an organized and efficient manner. Students should also have a calendar available at home. These calendars are readily available from major companies that manufacture customizable products for blind people.

8. Use non-slip material under the Perkins Brailler to reduce slippage on the desktop.

9. Use canvas or cloth backpacks on the back of the student’s chair to organize and store daily work folders and assignments. Classroom work and homework folders should be clearly marked in braille for easy identification, organization, and accessibility. Having easily accessible braille folders for the student will allow them independence in the organization and location of homework assignments and classroom work. Chair backpacks are now commercially available or easily made.

10. Have sight words available as transcribed braille flash cards. Provide braille cards to use both at school and at home. High-frequency words can be easily reviewed in braille lessons and updated as needed. Keep cards protected in plastic chip boxes.

11. Label crayons, colored pencils, and colors from paint boxes with braille labels for easy identification. Keep several writing utensils on the student’s desk for easy access.

12. Take the time to develop the skill of “tagging” with your student in the early years. Developing the skill of marking with a pencil or tactile marking that includes circling, marking, or an X is an invaluable skill when your student begins taking teacher-made multiple-choice tests. This foundational skill develops fine motor and organized tactile exploration skills, which is also an essential skill for future tactile chart reading and mapping skills. Tactile marking can be included in simple games like Tic-Tac-Toe.

13. Start a “braille homework” folder, a “transcript” folder, and a “braille folder” to help maintain good organization and flow of student work in the classroom. The student should be taught to be responsible for their homework folder and to complete the work in it. Give your braille writer an adequate time frame to format and record materials in a timely manner.

14. Look at the seats in your student’s class. Does your student pay better attention to the front by the teacher?

15. Include your student in the classroom teacher’s “help” assignments such as: taking attendance records to office staff, taking class lunch orders to appropriate cafeteria staff, handing out papers , engagement and other class activities. This gives your student the opportunity to develop their Orientation and Mobility skills, school memory mapping, and socialization skills. Take advantage of opportunities to develop appropriate socialization skills (i.e., social greetings/courtesies, developing receptive skills, and

expressive speech and closure of conversation).

16. Backpack organization skills are a priority. Having an organized backpack with marked braille folders and developing a consistent routine for placing braille work and folders will help your student become an organized, efficient, and active participant at home and in the classroom.

17. Use braille name labels for personal cubicles, especially if printed labels are used for sighted students. Look for end stalls or stalls that are easily accessible and identifiable to the blind student. Braille cubby and cubby labels are especially useful in preschool and offer a great opportunity for the student to be exposed to braille.

18. Provide braille room labels at student hand level for: classroom, restroom, nurse’s office, art room, music room, science room, PE room, cafeteria, and main office for identification up to that the student fully learns his route and the important locations of the rooms. These braille labels may be discontinued if they are no longer needed.

19. With the plethora of new technologies and resources (Braille Note, Franklin Language Master, Audiobook Player, etc.) it is recommended to keep all manuals organized in one folder for easy reference. Users of braille notes should be encouraged to explore the braille manuals for familiarity and future reference, as appropriate.

20. Be sure to display your student’s braille stories, class work, and artwork with their sighted peers. Display your student’s work at hand level so peers and staff can explore the work in braille. Attach a hard copy so others can also read your students’ work or stories and enjoy your creativity.

21. Have your student describe their homework assignments in braille. This braille homework outline serves as a great braille reference reminder and provides a review of homework expectations.