Main content

Alert message

The page suggests abilities or skills that students should be working on at various grade levels. 


  • alphabet knowledge (pre-braille skills)
  • motor planning development
  • fine motor development - hand concepts, strength
  • social skills
  • ability to ask questions
  • orientation - directionality
  • safe movement
  • visual skill development
  • eye-hand coordination skills
  • listening skills
  • cause and effect

First through third grade:

  • learning to read (braille) 
    • focus on tactile Braille reading not Braille in - auditory out!!
  • learning to write (braille)
  • using a braille writer
  • more motor planning
  • more fine motor development
  • method of getting more immediate feedback from print or braille materials
  • method of producing print
  • expanded orientation; safe movement around several rooms

  • beginning use of low vision aids (magnifiers, telescopes), continuing throughout school
  • Minimize amount of use and time of auditory letter recognition
  • tracking skills
  • correlation between mobility skills and ability to navigate on the screen
  • Exploration of keyboard - Arrow keys, return, on/off, pieces parts. Home row, #, beginning touch typing
  • Low vision students - mouse, video magnifier
  • Care and Feeding - proper behavior around technology, care for the equipment


Fourth through Sixth grades

  • completion of Braille to print conversion for immediate feedback
  • touch typing continues
  • slate and stylus use
  • continued writing on a Braille writer
  • more print production
  • portable note taking or assignment writing system
  • electronic Braille production
  • better orientation and mobility skills
  • introduction to hand printing or cursive writing (for Braille students)
  • exploration of and introduction to the types of computers used in the junior high school computer literacy course
  • use of tape player/recorder for textbooks, leisure reading, and note-taking. sources, RFB&D, TSL etc.
  • on going tech assessment
  • begin trouble shooting computer/equipment problems
  • care and feeding, maintenance of technology/Aids/prosthesis (Eye care - personal hygiene)
  • Personal control of environmental adaptations
  • Aware of their own visual condition - no concept of how others see, how much you can see, need to communicate the information to the teacher and/or others, and how it relates to using technology
  • begin telecommunications, e-mail, research/library skills
  • CD-ROM, Multimedia
  • Scanner - introduction
  • Access system instruction
  • Tape books/disks use, 

Seventh and Eighth grade:

  • independent electronic print production, including cable interfacing
  • signature writing
  • note taking in an organized fashion
  • access to the computer literacy course
  • introduction to speech and/or large print access system for the type of computer systems used by the high school
  • ordering necessary large print, Braille, or audio books

  • expand telecommunication skills


  • Scanner - Mastery
  • Contact Technical Support for various devices, software
  • Information sources for new Technology - informed consumerism
  • Exposed to new technology
  • Independent learning
  • Leisure Activities
    • games
    • drawing
    • Internet

Ninth through Twelfth grades:

  • efficient, independent note taking using various methods,
  • assignment generation to print for teachers
  • efficient and independent production of student created print/Braille materials for proofreading purposes
  • learning a speech and/or large print access system for homework production
  • learning of a word processing program with the access system.
  • identify the courses the student wishes to take that requires a computer and determine if the speech and/or large print access program will meet the need, or will new features need to be learned. Such as spreadsheet or database programs.
  • required computer courses for graduation from high school
  • knowledge of the variety of access available, and sources of information
  • advanced telecommunication skills
  • Information inquiry system
  • Personal skills, interacting with others, assertiveness skills
  • Develop research skills
  • Reader (people) skills, selecting, managing
  • Piece work/free lance - marketable job skills
  • Rehab - should not assume they need to straight to rehabilitation center from school, they need to take responsibility for their life and future

by Jim Allan and Jay Stiteley