{"id":79173,"date":"2023-01-03T15:16:30","date_gmt":"2023-01-03T15:16:30","guid":{"rendered":"https:\/\/www.africa-press.net\/kenya\/all-news\/the-art-of-dotting-pages-and-institute-teaching-it"},"modified":"2023-01-03T15:16:30","modified_gmt":"2023-01-03T15:16:30","slug":"the-art-of-dotting-pages-and-institute-teaching-it","status":"publish","type":"post","link":"https:\/\/www.africa-press.net\/kenya\/all-news\/the-art-of-dotting-pages-and-institute-teaching-it","title":{"rendered":"The art of dotting pages and institute teaching it"},"content":{"rendered":"

Africa-Press – Kenya. <\/strong><\/span>Sightless and sighted students pound away on their Braillers at specific intervals as demanded. The typewriter-like machines have fewer keys than the modern conventional QWERTY keyboards. The learners hope to be experienced Braille paper typists before their graduation.<\/p>\n

At the front of this class at the Kenya Institute of Special Education (KISE) is the instructor, Peter Luthuron. He\u2019s blind. He\u2019s teaching teachers Braille reading and how to use the Perkins Brailler machine. The class is undertaking a course in Braille proficiency.<\/p>\n

Strapped on Luthuron\u2019s shoulder is a BrailleNote Touch Plus. Stored in this portable digital device that raises and lowers pins to produce Braille symbols is the information he needs and easily accesses to competently conduct the lesson.<\/p>\n

\u201cMy lesson plan and scheme of work are inside here,\u201d he says. With the tips of his fingers, he senses the propped-up smooth-surfaced silver-coated pins and dictates exercises to the class.<\/p>\n

The machine has a flap that opens to reveal a screen displaying the Braille information in print. Audible speech that corresponds to the Braille equivalent can also be output.<\/p>\n

\u201cWith this gadget, I can read documents of any kind; word docs, PDF or PowerPoint,\u201d Luthuron says. \u201cI can also access the Internet. It\u2019s a gadget that surpasses many of the gadgets we have in our schools.\u201d<\/p>\n

KISE has six of such digital machines. \u201cWhen teachers come here, we train them how to use this,\u201d Luthuron says.<\/p>\n

The device has Universal Serial Bus (USB), Secure Digital (SD) and High Definition Multimedia Interface (HDMI) ports. The blind and visually impaired, especially, are striving to become just as adept at using it as their lecturer. But before they get a mastery of it, the springboard is the hardy Perkins Brailler machine.<\/p>\n

STELLAR GRADUATES<\/b><\/p>\n

Luthuron is one of the 56 members of the teaching workforce at KISE. 52 are deployed by the Teachers Service Commission TSC and four by the KISE council. \u201cWe have a shortage of staff. Our optimal teaching staff should be 82,\u201d KISE deputy director (programmes) Peter Ndichu says.<\/p>\n

\u201cThe 56 comprise all areas of disability. These are professionals trained in areas of visual and hearing impairments, emotional and behavioural difficulties, learning disabilities, gifted and talented, physical disabilities and counsellors.\u201d<\/p>\n

He cites KISE as the only institution in the country and the region with the highest concentration of special needs personnel.<\/p>\n

Ndichu says, \u201cI\u2019m very proud of that gentleman,\u201d referring to Luthuron. \u201cHe was my student from Form 1 to 4. He\u2019s a very bright and committed lecturer.<\/p>\n

\u201cHe was teaching at a teacher training college and we convinced the TSC to give him to us,\u201d he says. \u201cHe has the passion for the job as a teacher. This is what we need. He\u2019s versatile in all areas of special needs.\u201d<\/p>\n

KISE emphasises the implementation of the team teaching approach in imparting valuable special needs education skills on learners. The tactic ensures a warm and personalised atmosphere for learning.<\/p>\n

\u201cTeam teaching is one area that we encourage learners, teachers, instructors and trainers to embrace,\u201d Ndichu says. \u201cIt\u2019s a way of mentoring others and it helps lecturers to improve their skills.\u201d<\/p>\n

On another day during school closure in December, a distance learning class of about 45 students has come to KISE for face-to-face sessions.<\/p>\n

Luthuron takes the lead of his team of three Braille instructors. His class includes learners who are deaf. Bernard Oduor is a sign language interpreter. He interprets Luthuron\u2019s instructions to the class through the Kenyan Sign Language (KSL).<\/p>\n

\u201cBraille is very interactive,\u201d Luthuron says. \u201cIt may not be very much fit for online because it needs physical manipulation and confirmation.\u201d<\/p>\n

The third instructor is on hand, roving around the class to offer any practical help to a learner. Luthuron does so, too, to confirm if the students are correctly executing his instructions.<\/p>\n

If errors are made by depressing the wrong keys, the raised dots are suppressed, even with the tip of a pen. Alternatively, wooden erasers could be used to flatten the dots. The surface would be fit for correct dots to be raised.<\/p>\n

\u201cWe complement one another, especially for such a kind of interactive session,\u201d Luthuron says. \u201cMy colleague may remind me of something I have forgotten or he could emphasise on an issue.\u201d<\/p>\n

\u201cWe want to win the confidence of the learners so that they don\u2019t conclude that we are not knowledgeable,\u201d Luthuron says.<\/p>\n

CO-TEACHING LESSONS<\/b><\/p>\n

In a neighbouring class are two sighted lecturers, Peninah Mutuku and Thomas Wanyoike, conducting a co-teaching lesson. \u201cThere are some learners who are gifted and talented,\u201d Mutuku says. \u201cOthers are slow. We do rounds to detect weak areas so that we uplift the students accordingly.\u201d<\/p>\n

One of the challenges that Mutuku and her colleagues deal with is the perception that Braille is difficult.<\/p>\n

\u201cBraille is interesting,\u201d The KISE alumna says, equating it to learning a new language. \u201cI have learned Braille. It\u2019s very sweet when assisting learners with visual impairment because you can communicate with them more effectively.\u201d<\/p>\n

A Braille class is restricted to only six dots, which are manipulated in different ways to come up with letters, numbers, words, sentences and punctuation.<\/p>\n

Since Braille is bulky, contractions are inevitable. \u201cWe take the students through short forms. This entails the use of two or three letters to represent a whole long word,\u201d Luthuron says.<\/p>\n

One requirement for admission to such a class is competency in English. The majority are people who are already working in special needs institutions and are here to sharpen their skills.<\/p>\n

Naima Wevoko teaches at Kinderworld International School in South C. She\u2019s in one of the KISE classes. She\u2019s self-sponsored.<\/p>\n

\u201cAt first I thought I couldn\u2019t do it,\u201d she says. \u201cCurrently, the study is amazing. It\u2019s all about practising.\u201d<\/p>\n

She enrolled at KISE since she got to know that the institution offers a wide spectrum of special needs education. Students are taken through all of them during their first year. She would specialise after this exposure.<\/p>\n

Another student, Daniel Munene, is a teacher at ACK, St Mathews Primary School in Juja. He\u2019s pursuing inclusive education, majoring in hearing and visual impairment.<\/p>\n

\u201cI would hear that Braille is hard,\u201d he says. \u201cIndeed, it is. But once you spare time to bond with the Braille machine, then things start to become easy.\u201d<\/p>\n

Munene has experienced some benefits of team-teaching. \u201cOne teacher may be dwelling on a certain concept but a learner isn\u2019t grasping it,\u201d he says. \u201cAnother instructor comes up with an easier explanation than the previous instructor.\u201d<\/p>\n

Luthuron understands that Braille is a little bit difficult for those who are getting into it for the first time. \u201cI compose simple melodies or tunes to remind the students of a certain arrangement of Braille dots.\u201d<\/p>\n

The blind are unable to see. The visually impaired may be seeing blurry images. These disabilities have not impeded their ability to read and write. With the six dots, \u201cWe can write any word in the world,\u201d Luthuron says.<\/p>\n

For More News And Analysis About Kenya<\/a> Follow Africa-Press<\/a><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Africa-Press – Kenya. Sightless and sighted students pound away on their Braillers at specific intervals as demanded. The typewriter-like machines have fewer keys than the modern conventional QWERTY keyboards. The learners hope to be experienced Braille paper typists before their graduation. 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Sightless and sighted students pound away on their Braillers at specific intervals as demanded. The typewriter-like machines have fewer keys than the modern conventional QWERTY keyboards. The learners hope to be experienced Braille paper typists before their graduation. 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