This transcript is from the “Haptic Communication to Facilitate Braille Instruction with Deaf-Blind Adults” PowerPoint Presentation.
Slide #1: Haptic Communication to Facilitate Braille Instruction with Deaf-Blind Adults
Megan Conway, Peggy Costello, Deborah Harlin July, 2020
Slide #2: Overview
- Description of Haptic Communication (Haptics)
- Origins and Benefits of Haptics
- Research on Haptics and Braille Instruction
- Implications of Research for Practice
Slide #3: Description of Haptics
- Standardized system for providing visual information and social feedback via touch signals on the body
- Haptic signals specifically designed to be received on body
- Haptics does NOT replace sign or spoken language
- Sign language was developed to be received visually
- Tactile sign language; slight modification to be received in hand
Slide #4: Places of Articulation
Back: image of an index finger pointing to a person’s back
Arm: image of an index finger placed a person’s upper arm
Leg: image of a person tapping a person’s leg
Hand: image of an index finger placed on the top of another person’s hand
Foot: image of a person tapping another person’s foot with their own foot
Slide #5: Examples
Yes image of a fist hand on a person’s back
No: image of a hand moving left and right on a person’s back
Laugh: image of a claw hand shape placed on a person’s back
Slide #6: Origins and Benefits
- Created by deaf-blind people in Norway
- Used in a variety of contexts
- Main benefits are real time and discreet access
- Visual and environmental information
- Meaningful inclusion
Image #1: Image of four people sitting at a table during a meeting. Two of the people are deafblind and two are providing Haptics signals. In foreground a woman makes the claw shape on a man’s back. In t background a woman reaches her hand across to receive signals from a man.
Image #2: Two women sit with knees touching. One woman is signing a story to the other woman. The second woman is smiling and making the Haptics signal for laugh on the first woman’s knee. The signal for “laugh” is a claw shaped hand which opens and closes in a scratching motion.
Slide #7: Video: Haptics Impact
Video Clip: “How Haptics has Impacted My Life” by Maricar Marquez
Slide #8: Benefits that May Lead to Improved Teaching and Learning
- Quicker paced learning
- Less frustrationImproved focus
- Not struggling with back & forth communication
- Enables simultaneous access to sensory information
Image: image of a two women seated at a table. One woman is reading braille and the other has her hand placed on the other’s arm.
Slide #9: Video: Haptics Demonstration
Video clip “Entering and Leaving a Room” with Faith and Adrianna demonstrating Haptics.
- Simultaneous sensory input and communication
- Environmental information
Slide #10: Research on Haptics & Braille Instruction
- Hands and attention focused on braille
- Feedback (i.e., good, go ahead, no try that again)
- Instructional cues (i.e., skip a line, don’t scrub)
- Access to social feedback (nodding, smiling, laughing)
- Documentation, effectiveness and replication
- Six case studies in 2019-2020
Slide #11: Research Study Questions
- What is the impact of Haptics on the effectiveness and efficiency of braille instruction with deaf-blind learners?
- What are the additional benefits of Haptics during braille instruction?
- What are some of the components of delivering Haptics effectively?
Slide #12: Methods: Participants
Image: Six deaf-blind adults receiving braille instruction at the Helen Keller National Center in New York.
3 women, 3 men
2 age 30-50, 4 age 50+
5 white, 1 black
5 tactile ASL, 1 visual ASL
4 beginner braille users, 2 intermediate
3 previous exposure to Haptics, 3 no previous exposure
Slide #13: Methods: Intervention
Examples of Haptics Signals
Slide #14: Video: Intervention Example
Video clip of an instructor demonstrating several Haptics signals to a student.
Slide #15: Methods: Data Collection & Analysis
- Multiple case studies
- Qualitative analysis
Slide #16: Case Study of Haptics & Braille Instruction
- Woman with Usher syndrome
- Communicates using tactile ASL
- Benefitted from using Haptics during braille instruction
- Able to communicate and read simultaneously
- Liked the immediate feedback
- Felt that Haptics communicated encouragement from the instructor
Slide #17: Video: Case Study Example
Video clip of instructor using Haptics with student.
- Go back to the beginning of the line
- Braille cell outlined on upper arm
- I’m smiling
- Switch it around
Slide #18: Research Study Results
- Potential for enhanced learning, communication and rapport
- Modified and new signals improved understanding
- Some signals were more helpful then others
- Students had personal preferences
- Instructor factors were also important
Slide #19: Results Examples
Student Preferences: articulation on lower arm (image of a braille instructor with her hand on her student’s arm while she is reading braille). Articulation on upper arm (image of an instructor with her hand on the upper arm of a student while he is reading braille.
Instructor Differences: No contact (image of and instructor seated with her hands in her lap while her student reads braille. Constant contact (image of instructor with hand placed on student’s forearm while he reads braille).
Slide #20: Video: Benefits of Haptics
Video clip of student explaining why she likes using Haptics.
Slide #21: Implications for Practice
- Promise for learning, communication, and rapport
- Need for instructor skill and comfort with implementation
- More research is needed on Haptics and rehabilitation
Slide #22: Summary
- Haptics signals are used in the deaf-blind community to enhance access to communication and environmental information.
- Research shows that when used during braille instruction, Haptics supports learning and eases communication barriers.
- Haptics is a promising tool for enhancing rehabilitation training for deaf-blind people.
Slide #23: This has been a presentation by the Helen Keller National Center
We hope this information has been helpful. This power point is the property of HKNC Please do not distribute or use for training purposes. Contact HKNC for more information: Megan Conway firstname.lastname@example.org Peggy Costello email@example.com IRPD Department firstname.lastname@example.org [End of Transcript]
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