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Dr. IZIDOR MIHÁLYIK
An important figure in the village of Bardoňovo
(Fig. UI: Family tree of the Mihályik family with the name "MIHÁLYIKOVCOV family" highlighted at the top of the image. At the top of the family tree are the parents: Maria Halványi and Stephanus Mihályik. They had five children, from left to right: Eleonora Susanna (*1828) Amalia Theresia (*1830) Ignatius Ferdinandus (*1833) Ferdinandus Aloysius (*1835) Isidor Nepomuk (*1837) Maria Francisca Euphrosina (*1839) Under the name Ignatius Ferdinandus is a photograph of a gravestone with the inscription Mihályk Ignácz, and under the name Isidor Nepomuk is a photograph of a gravestone with the inscription Mihályik Szidor (Szidor is the Hungarian version of the name Izidor). The image shows family ties and the important graves of several members of this family.
Isidor Nepomuk Mihályik: Entry in the register, March 1837: 27. Isidor Mihályik property manager Hlaványi Bešiansky Nepomuk Štefan Baračka Ján parish priest legitimate Hlaványi Hlaványi Mária Julianna Catholic
(Fig: Written record from the register)
Newspaper announcement:
H y m e n. The honourable director of the institute for the blind in Pest, Dr. Izidor Mihályik, yesterday brought one of the most beautiful ladies from N.-Körös, Miss Matild Halászová, to the altar.
Wedding announcement in the newspaper, December 1871
János Halványi Director of the Institute 1845 - 1864
Dr Izidor Mihályik Director of the Institute 1865–1895
Institute for the Blind in Budapest
(Fig. UI: The image shows three oval photographs or illustrations on a light green background with the large caption "Izidor Mihályik and the Institute for the Blind in Budapest".
From left to right:
- The first oval portrait is of János Halványi, director of the Institute for the Blind in Budapest from 1845 to 1864.
- In the centre is a historical photograph or drawing of the building of the Institute for the Blind in Budapest.
- On the right is a portrait of Dr. Izidor Mihályik, who was director of the institute from 1865 to 1895.
The photographs are clearly labelled and described with the name and position of the person, along with the year in which they served as director. The image shows the continuity of directors and the importance of the institution in Budapest.
(Fig. UI: The Institute for the Blind in Budapest is a historic building with a richly decorated facade in an eclectic style, captured from the front in daylight, with a clear blue sky in the background. The building has tall windows with arched lintels, distinctive decorative elements and a triangular central gable with an inscription in Hungarian. The centre is dominated by a large window with ornamental frames and a pair of entrance doors, above which two flags are displayed. There are smaller trees on either side of the building. This is the representative headquarters of the Institute for the Blind in Budapest.
(Fig. UI: A wall with several framed portraits depicting important figures, probably former directors or prominent employees of the institute. In the centre at the top is a framed portrait of a man with a beard and glasses in a brownish tone, in a wooden frame with a decorative top moulding. There is a small brass plaque below the portrait. This central portrait is above a double-armed brass wall lamp with white glass shades. On either side are other painted or drawn portraits, each in a different decorative frame. The wall is light in colour, and the room has the classic look and feel of a historic gallery or office.
Mihályik Szidor, educator, was born in Baračka (Tekov County) on 27 March 1837 and died in Abony on 27 September 1901. In 1855, he was imprisoned in Újépület as a political prisoner, where he spent one year. In 1865, he became the supervisor of the Budapest Institute for the Blind, and in 1878 he was appointed director of the institute. He was very active in promoting the nationalisation of the institute and the musical and industrial education of the blind. Mihályik introduced the use of Braille and also founded a national association for the blind for education, assistance and pension provision. He is the author of the book "About the Blind" (Buda, 1870), which was the first professional work on this topic in Hungarian.
(Fig. UI: Excerpt from the encyclopaedia with a text biography and map. At the top left is an excerpt from the encyclopaedia in Hungarian, describing the life of Mihályik Szidor. The right-hand side contains the Slovak translation: Mihályik Szidor, educator, was born in Baračka (Tekov County) on 27 March 1837 and died in Abony on 27 September 1901. In 1855, he was imprisoned in Újépület as a political prisoner, where he spent one year. In 1865, he became the supervisor of the Budapest Institute for the Blind, and in 1878 he was appointed director of the institute. He was very active in promoting the nationalisation of the institute and the musical and industrial education of the blind. Mihályik introduced the use of Braille and also founded a national association for the blind for education, assistance and pension provision. He is the author of the book "About the Blind" (Buda, 1870), which was the first professional work on this topic in Hungarian. The lower part of the image contains an excerpt from a historical map showing the location of the parliament in Budapest (marked with a red arrow and the text "parliament").
(Two beautiful Hungarian songs) were re-released by the Rózsavölgyi music publishing house, arranged for piano, and we highly recommend each of them to lovers of Hungarian music. One of them is "Yellow Bug, Yellow Bug" – an old but forever popular song, arranged for piano by Dr. Szidor Mihályik.
(Fig. UI: Cover of the musical score, newspaper clippings and text informing about the musical activities of Izidor Mihályik. On the left is the contemporary title page of the composition "Cserebogár" (Yellow Bug) with the name Dr. Mihályik Szidor as an arrangement for piano, published in Budapest by Rózsavölgyi. At the top right is an illustration of the front page of the newspaper Vasárnapi Újság from 16 April 1865. Below it is a newspaper clipping mentioning that "Two Beautiful Hungarian Songs" ("Két szép magyar dal") were re-released by the Rózsavölgyi music publishing house, arranged for piano and recommended for lovers of Hungarian music. One of them is "Cserebogár sárga cserebogár" – an old but forever popular song, arranged for piano by Dr Mihályik Szidor. In the lower right corner is a Slovak translation of the text about these songs, which explains the significance of Mihályik's piano arrangements for lovers of Hungarian music.
(Fig. UI: At the top is an excerpt from a newspaper reporting that Dr. Mihályik Izidor, emeritus director of the Budapest National Institute for the Blind, a man of high education and thorough knowledge of music, died at the age of 63 in Budapest. Below this text is an official record containing details of his death.)
The entire document is compiled from official records and translations with explanatory notes summarising the information in Slovak.
(Fig. UI: Obituary notice (parte) with a black frame and a cross at the top, written in Hungarian. The notice announces the death of Dr Mihályik Szidor, emeritus director of the Budapest Institute for the Blind. The text mentions his wife Halász Matild, children Árpád and Elemér, Ignácz Mihályik as his brother, and other relatives. It states that Dr. Mihályik Szidor died on 27 September 1901 at the age of 63 and after 30 years of marriage, following a long and serious illness. The funeral took place on 28 September at 3:15 p.m. at the funeral home at 23 Koszorú Street in the 8th district of Budapest, and he was buried in the cemetery on Kerepesi út. The bottom part of the announcement reads: "Áldás és béke lengjen drága porai felett!" ("May blessings and peace rest upon his dear remains!"). The announcement provides detailed information about the time and place of the funeral and family members.
(Fig. UI: Obituary with a mourning frame, with a black-and-white drawing of a cross and palm branch at the top. The text is in Hungarian and announces the death of Dr. Mihályik Izidor, emeritus director of the Royal Institute for the Blind in Budapest and holder of the Order of the Golden Cross. The obituary announces that Dr. Mihályik Izidor died on 27 September 1901 at half past five in the morning after a long illness. The funeral took place on 28 September at 3:15 p.m. at the funeral home at 23 Koszorú Street, and he was buried in accordance with Roman Catholic rites at the cemetery on Kerepesi út in Budapest. At the bottom are the words: "Az örök világosság fényeskedjék neki!", which means "May eternal light shine upon him!", and the signature of the teaching staff of the Institute for the Blind in Budapest.
(Fig. UI: Examples of items from the collection of Dr. Izidor Mihályik, which are part of the memorial room bearing his name. At the top is the inscription: "The legacy of Dr. Izidor Mihályik – Memorial Room of Dr. Izidor Mihályik". The picture shows various artefacts: - On the left is a silver cup with an engraved monogram. - Above is an embroidered picture with a floral motif in a gold frame. - In the centre at the bottom is a book with a burgundy cover and gold lettering "Mihályik. Vakokról". - Next to it is the open title page of the book "A vakokról" with a stamp. - The lower right corner shows the illustrated logo of the memorial room: a portrait of Dr Mihályik, an open book with musical notes and Braille, next to a tree and the inscription "MEMORIAL ROOM OF DR IZIDOR MIHÁLYIK". This image presents memorabilia, manuscripts and books related to his legacy in the field of education for the blind.
(Fig. UI: Visualisation and logo of the "Dr. Izidor Mihályik Promenade" project. At the top is a large heading: "The Legacy of Dr. Izidor Mihályik – DR. IZIDOR MIHÁLYIK PROMENADE". On the left side is an illustrated logo: a portrait of Dr. Mihályik in a greenish shade, a tree, musical notes and a path, with the inscription "PROMENADE OF DR. IZIDOR MIHÁLYIK". On the right are two images: - The first – a view of a wooden walkway in nature, along which a figure is walking – the entire scene is lined with trees and grass. - The second – a detail of a protected natural promenade with a walkway, benches and several people relaxing or walking. The image presents the idea or project of a recreational and educational walkway named after Dr. Izidor Mihályik as part of his legacy.
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Reflections on the DEVELOPMENT of Polygraphic TECHNOLOGIES FOR BRAILLE PRINTING and Relief Graphics
Michal Sudík
Fig. UI: interior, wall, machine for printing Braille from metal matrices
Before 2004, all magazines and books were printed at KTN on the Krauss machine shown here. First, the text had to be set in a metal matrix, most often made of zinc, but later, due to ever-decreasing printing costs, aluminium was sufficient as a material. However, the costs of printed materials decreased so much that this printing technology proved to be inefficient in terms of production costs and impractical in terms of quick reprints. We no longer have this machine, which was removed at the end of 2013.
The technological successor was the Puma machine from Blista ehg.
This was the first major step in modernisation, as the Puma is computer-controlled and types texts from prepared files. Its slight advantage is that short texts can be typeset manually directly on the machine. Historically, its advantage is that it already works with data that can be stored and, if necessary, reproduced. Errors are corrected directly during typesetting on the computer. After extensive modernisation, the KTN Puma continues to serve our needs perfectly, even after almost 30 years.
In the previous picture, we showed a printing machine for printing from metal matrices. However, printing was not possible without print preparation, typesetting and engraving. Typesetting was done mechanically, with a transcriber/proofreader using a keyboard similar to Picht's typewriter to continuously typeset the text, which was then directly engraved into a metal matrix. Proofreading was also done mechanically. If there were fewer errors in the text, the proofreader knocked out the excess dots and added the missing ones. If there were more errors, the matrix had to be redone.
And THIS is our PUMA.
(Fig. UI: A pair of comparative photographs of a machine called "PUMA", which is used to print Braille. The picture on the left shows the device before modernisation: on the table is an old standard monitor with a keyboard and mouse, and next to the machine are various other older office equipment and items. The photo on the right shows the same machine after modernisation: the workplace is more organised, with a modern LCD monitor, computer cabinet, cleaner surroundings and a more ergonomic chair. Overall, the workplace looks more modern and compact.
Braillo model 400 designed for printing Braille From prepared data. The machine is finished with an automatic triple cutter, set for two cuts. We deliberately leave the perforation on one side to make spiral binding easier. We mainly use it to print books and sheet music. We have had the machine since 2004.
Fig. UI: Printing workshop with a Braillo model 440SW machine for printing Braille on roll paper. In the foreground is a large machine with a roll of paper wound on it, ready for printing. Nearby are work tables with two computers, keyboards, office supplies and chairs. In the background, you can see other work equipment and cabinets, with several pictures and papers on the wall. The environment appears tidy, designed for printing and processing materials in Braille.
These two machines print on unperforated Braille paper rolls. We have had the first one since 2008 and the second since 2013. We mainly use them to produce magazines, but also various other V1 stitched brochures. Stitching is, of course, done outside of these machines. We plan to continue using BRAILLO machines in the coming years. We plan to purchase another one for book production.
All our Braillo machines have undergone extensive maintenance and changes to their control hardware and software.
At first, we only dealt with operational repairs, of which there were countless. Then we began to replace them with standardised components sourced from domestic suppliers. We focused on careful servicing, including ongoing print checks. We replaced all faulty components, including the foam sound insulation. In cooperation with our long-standing external supplier, ING. Petr Hladík, we made the printing machines compliant with the new computer technology. We have new software to control them, which is very user-friendly.
KTN has long lacked a higher form of archiving and working with data for printing. When creating the archiving system, we placed great emphasis on user-friendliness. Archive KTN has a number of parameters for long-term and backed-up storage of print data and working with it. Production and library staff have defined access rights. Each Braille printing machine is connected to a server running this programme.
In 2017, we purchased a digital printing machine. This has enabled us to produce high-quality colour printing at low cost and reprints of the same quality. As a result, we are able to produce all combined publications with colour or black printing and Braille. The machine has proven itself in terms of feeding blind paper, colour quality and the abrasion resistance of the print itself.
(Fig. UI: Konica Minolta AccurioPrint C 2060 L digital printing machine in an office environment. The machine is large, dark grey in colour, with a pull-out paper tray and a control panel with a monitor. Next to the machine is a table with a bin and office supplies.)
And here are our veterans. We use machines designed for letterpress printing in KTN for printing and embossing Braille from metal matrices.
(Fig. UI: Two photographs of historical printing machines that serve as "veterans" in the printing house. The machines are designed for letterpress printing and are used in KTN mainly for printing and overprinting Braille from metal matrices.
The photo on the left shows an older green printing machine with several boxes and papers on the work surface around the device, which also includes a table and other equipment.
The photo on the right shows the legendary "Original Heidelberg" printing press, also with a work area and tools around it, ready for printing. The surroundings look like a craft workshop with supplies and printing equipment.
In the coming years, we expect the advent of modern digital printing machines. We are preparing for a completely new era of printing colour, relief images and Braille, all together on one sheet. We are currently in the testing phase in this regard. We are also counting on active involvement in the area of transcription and proofreading.
Thank you for your attention
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Image 1 - The building of the Museum of Special Education.
Examples of Braille in the exhibition Figure 2 - 2D floor plans of individual rooms in the permanent exhibition. Figure 3 - Description of the exhibit in Slovak, English and Braille. Figure 4 - Supplementary texts on the history of special education in Braille. Figure 5 - Exhibits/collection items containing Braille. Figure 6 - Replica of an exhibit/teaching aid related to Braille instruction. Figure 7 - Interactive elements marked in Braille. Figure 8 - Historical textbooks in Braille.
Braille as we don't know it
Figure 9 - Poster for an educational programme on Braille. Figure 10 - Blind children are introduced to a historical teaching aid - a wooden 6-point board with various figures. Figure 11 - Inclusion in the museum - Braille education on a replica - children with visual and physical disabilities together with their sighted peers. Figure 12 - Demonstration of Braille education on a tool made from recyclable materials and with the help of the Braille alphabet in black print.
Figure 13 - Poster for the workshop Paint Your Own Happy T-shirt. Figure 14 - Creative work by foreign students who visited the museum as part of the Erasmus+ programme.
Unique collection items/teaching aids, textbooks and other items related to Braille.
Figure 15 - Sample cover page of the Primer for Institutions for Blind Slovak Children, 1922. Figure 16 - Unique Picht typewriter with wooden keys, 1918.
The photographs used in this presentation come directly from the Museum of Special Education in Levoča.
Thank you for your attention. If you have any questions, please do not hesitate to contact us.
Museum of Special Education in Levoča
Námestie Majstra Pavla 28, 054 01 Levoča e-mail: stefania.petrekova@cvtisr.sk
tel. contact: +421 918 882 591
www.msslevoca.sk
Figure 17 - Facebook pictogram - @mss.levoca
Figure 18 - Instagram pictogram - @mss.levoca
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The local primary school must accept a blind pupil even if it is not prepared for their education. Before the pupil starts school, the school should create the best possible conditions for their integration:
The pre-literacy period is very important, during which pupils learn:
Fig.: A child working with a six-point orientation aid
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Currently, the teaching of pupils with visual impairments is carried out:
From a personnel perspective, BP teaching is provided by:
BP teaching in primary schools is provided by:
Teaching is provided:
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ORBIS TACTUS – production of textbooks and teaching aids for blind children and students studying alongside sighted pupils.
Images: textbook and worksheets:
Image Textbook Czech Language 4 in Braille, pages 17-25
Image: Workbook in Braille Czech Language 4, Part 1, pages 13-20.
Image: Open double page from the textbook. On the left are tasks from the Czech language in black print and Braille, on the right is a tactile illustration - two deciduous trees, one in bloom without leaves and located higher on the page, the other with leaves and located lower on the page.
Image: Open double page from a workbook in Braille. On the left is a tactile illustration. At the top of the page is a table with the inscription "buchty" (buns) on it, and in the corner of the table is the inscription "židle" (chair). At the bottom of the page is a fence with the word "parrot" above it and the word "T-shirt" directly on the fence. On the right-hand page is the task: "Look at the picture. Connect the prepositions with the words and write down some of the pairs. Prepositions: on, behind, under, in, between, next to, across.
The finished textbook.
Picture The picture shows two Czech Language 4 textbooks on a table. On the left is the "original", i.e. the textbook in black print. On the right is the same textbook in Braille with tactile illustrations, consisting of several volumes. Placed side by side, the "original" appears to be a slim publication, while the Braille textbook is a bulky stack of volumes.
Encyclopaedias, cabinets and collections.
Image Tactile illustration of "organs of the human body".
Image Small state emblem of the Czech Republic
Image Cabinet Various items that are part of the ORBIS TACTUS collection.
Construction kit: Geometry accelerated Construction kit for teaching geometry.
Fig. UI: Construction kit with school supplies – On the left side of the image is the inscription "Construction kit". In the centre is an open box with school or technical aids: there are rulers, compasses, various geometric shapes, a semicircle (probably a protractor), several right-angled triangles and other drawing or measuring instruments. On the right side is a person's hand holding or adjusting a right-angled triangle. The background is a light brown patterned table or tablecloth.
Note: the presentation contains several tables of Braille notation in different languages. General description of images: Braille transcription table – On the left is a large text indicating the relevant language. Most of the image is taken up by a table of Braille characters: it shows the letters of the alphabet, in some languages letters with diacritical marks, numbers, punctuation marks and some mathematical and special characters. Each character is displayed using a combination of black and white dots that corresponds to Braille.
The presentation includes Braille tables for English, Czech, Slovak, German, French, Spanish, Polish, Italian and Hungarian.
Significant differences in the transcription of some languages into Braille
Image Table of different characters in Czech, German and French.
Deutsch: $dětš / ·dětš / }deutsch / ┘deutsch
le poète français: le požte franýais / le požte franýais / le poéte frančais / le poéte frančais
Image Map of Europe - languages (Latin script)
Our suggestions:
(lack of characters - not everything can be unified).
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Inclusion begins in the family.
Otília Čechová
Image: A child is sitting at a table, typing on a Braille typewriter and saying something.
Fig.: Two children are playing with a toy that has Braille writing on it.
Fig.: A child is sitting on a chair, smiling and holding a doll.
Fig.: The picture shows a graphic representation and comparison of exclusion, segregation, integration and inclusion.
Fig.: A child and a woman are laughing and typing together on a Braille typewriter. First contact with the machine.
Fig.: Swimmer swimming front crawl in blue water.
Fig.: A basket of apples placed on the ground. Next to it are relief images on the theme of autumn.
Need for professional help:
Fig.: Worksheets and tasks
Fig.: Examples from mathematics. Combination of Braille and relief numbers: picture with relief stairs and numbers
Fig.: Collage with examples from English lessons.
Collage with examples from Slovak lessons – the letter M. A child reading their homework.
First and foremost, it requires a high level of commitment and motivation from everyone involved:
Fig.: Cover of the school portfolio.
Fig.: Children in class. Julka walks with a white cane and two other girls hold her hands. The assistant smiles at them in the background.
Fig.: Box with letters in Braille created using a lens
Fig.: Picture of a beetle and kittens with hearts created by children using raised dots
Fig.: Our holiday activities: several pictures - Postcards with Braille in hand; Child smiling and writing on a Braille typewriter; Postcards, scissors, foil and Braille typewriter on the carpet.
Fig.: On the beach: Labyrinth game. Child's hand on a book with Braille.
Fig.: New friends thanks to a letter> Shelf with children's ceramic products and a cash box. A child's hand holding a letter that says: Hi, I like your idea. I want to be friends with you.
Fig.: A child sitting at a table reading.
Thank you for your attention
The highest result of education is tolerance.
Hellen Keller
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Fig. UI: Drawing of an eye, logo of the Ministry of Education, Development, Research and Youth of the Slovak Republic. The ministry's logo is always located in the lower right corner of the slide. It consists of a two-part symbol and text. The symbol is a shield in the shape of a coat of arms, divided into two parts – in the upper part there is a white double cross on a red field, standing on three blue hills – the Slovak state symbol. Next to the symbol, on the right, there is Slovak organisation name written in blue in two lines. The text is aligned to the left and the full name of the ministry is written in capital letters.
Louis Braille
early 19th century
Writing is a unique carrier of human culture and education; it is only through writing — books — that blind people can fully transcend the limits of sensory perception.
4 January – World Braille Day, Louis Braille's birthday
Image Louis Braille - portrait
Just as sign language has become part of the culture of people with hearing impairments, Braille has cultural value for people with visual impairments. Even with today's technological advances, it is not possible to replace tactile reading with listening to audio recordings alone.
Braille - The culture of the blind?
Fig.: pictures of aids: wooden beads of various shapes with a string; embossed Rubik's cube; embossed magnetic drawing board; spaghetti pad - drawing board with Velcro; embossed picture - fish; embossed dominoes; peg writing pad
Children/pupils with visual impairments - have the right to use special educational publications, multimedia aids and special compensatory aids in their education and training; - have the right to education and training using Braille.
Support:
The counselling and prevention system consists of counselling and prevention facilities and, in schools, teaching staff, the school support team or specialist school staff.
Professional activities are carried out in accordance with the performance standards of educational counselling through support levels (-5 levels).
School and school support team = levels I and II.
Teaching staff, specialist staff and school support team:
School special education teacher and school professional staff in cooperation with ZPP
ZPP Level 3:
Level 4 ZPP:
Level 5 ZPP = specialised ZPP:
Will you help develop self-assessment, self-awareness and social inclusion of children/pupils with SEN?
katarina.reinoldova@minedu.sk
Thank you for your attention.
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Fig. UI: Three hexagons with light blue borders on a light blue background. Each hexagon contains a different symbol: the left one shows lips, the middle one shows an icon of paper or a document with lines, and the right one shows two overlapping hands, reminiscent of sign language. The image probably represents different forms of communication: spoken word, written text and sign language.
Fig. UI: Illustration of a typewriter with a list of skills related to writing and reading Braille around it. The paper in the typewriter shows text in Braille. Around the typewriter are the following inscriptions:
Writing and recording text in Braille
Creating continuous text
Orientation in text
Text structure and composition
Formulation of ideas
Understanding text
Knowledge of spelling and grammar
Stylistic level of text
Writing technique and speed
Searching for, analysing and interpreting information
The list represents important competencies related to working with Braille and overall text literacy.
List of accommodation options for students with special needs:
Fig. UI: Beige background with an illustration of an open book with Braille in the lower right corner. At the top is the inscription "Before the written exam" and below it are seven blue-framed rectangles with the following texts:
Fig. UI: Light background with an illustration of an open book with Braille in the lower right corner. The title "During the written exam" is located at the top, and below it are four blue-framed squares in two rows with the following options: oral response, dictation of answers, text in electronic form, note-taker.
These options represent alternatives for students with special needs that they can use during the written exam to facilitate the recording of their answers.
Fig. UI: Pale background with an illustration of an open book with Braille in the lower right corner. The title "After completing the written exam" is located at the top, and below it are five blue-framed rectangles with the following texts: processing answers, evaluating answers, Braille, recording evaluation results, feedback.
Fig. ui: Illustration on a light background with a blue stripe at the top with the inscription "Recommendations". Below it is a desk with aids to support education and accessibility for people with visual impairments: an open laptop in the centre; stacks of books on the left (one darker and one lighter); a calculator next to the laptop; sheets of paper; a pen; two smartphones (one of them connected to the laptop by a cable); a Braille display (a device with Braille writing) in the foreground; an open book on a mat or table on the right.
Thank you for your attention
maria.jezikova@uniba.sk
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Braille is an important tool for the education of blind pupils. It promotes their independence, integration and equal educational opportunities.
Image Image of children in class reading a syllabary in Braille. The girl in the picture is being helped by a teaching assistant.
Sample text in Braille
d.ú.:
Czech language, page
1bc, cv. 1ab/a
d.ú.: Czech language, page 23, cv. 12/a
Sample textbooks and aids in Braille
Substitute symbol for contents Textbook in Braille "Kamarádi písmenka" (Letter Friends) with tactile pictures. Author Klára Novotná.
Image Sample from a book in Braille with parallel black print.
Sample textbooks and aids in Braille
Image Tactile memory game.
Image Sample from a ring-bound book, where one page is tactile and the other is a colour illustration in black print.
Braille can be the key to the successful integration of blind children.
Success depends on cooperation between the school, family and experts.
Thank you for your attention.
Contact details:
Mgr. Nikol Macháčková Aková
akova@tyfloservis.cz, akova@spcusti.cz
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In my contribution, I focus on the first talking computers that ran on MS-DOS. I describe them in detail. I explain how to work with Braille displays, which make it easier for the visually impaired to read on a computer without using screen readers.
The first tool used for this purpose was the VersaBraille computer. It worked on the principle of playing cassette tapes, with texts recorded in MS-DOS format.
Photo 01: VersaBraille.
Another device was the first talking computer for the blind, developed in the 1970s by the Spektra Production Cooperative for the Blind. Three units were manufactured, one of which was later used by blind programmer Vladimír Krajíček in Lovosice. This computer has a floppy disk drive, a separate keyboard, a monitor and a separate box containing the voice output programme.
Photo 02: The first talking computer for the blind; photographed by Eva Řezáčová, TMB archive
Another equally important device that certainly contributed to the greater comfort of visually impaired people was Braille 'n Speak, a small computer with a keyboard where only notes could be written and stored in a very small memory. It was equipped with a floppy disk drive. It was a great benefit to university-educated people at the time. It appeared in our country in the 1990s and could only speak English. The Czech text for it was provided by PhDr. Rudolf Volejník.
Photo 03: Braille 'n Speak.
Other aids used to transcribe texts for the visually impaired were computers manufactured by Ing. Milan Hudeček, a Brno-based promoter living in Australia. This was the first talking computer, the Eureka A4. This device had a relatively small memory, but it was possible to call up several functions at once, such as the ability to dial telephone numbers and a music editor in which anyone could compose short pieces. It also had a word processor where it was possible to write notes and longer texts. I used it to write my thesis, Musical Traditions of the School for the Blind and Visually Impaired in Brno. Of course, it had a floppy disk drive where texts from the music editor, word processor or phone book could be saved either in memory or on floppy disks. The first person to contribute to its Czech version was the aforementioned blind Rudolf Volejník.
Eureka A4 printed on a standard black-and-white printer using a so-called converter, which was connected to both the printer and Eureka. With its help, various texts in MS-DOS format could be printed.
Photo 04: Eureka A4; photographed by Eva Řezáčová, TMB archive
Milan Hudeček then designed another speech device, the Eureka A4's younger sister, Aria, which already had a memory card and could print texts on an MS-DOS-supported printer.
Photo 05: Aria; photographed by Eva Řezáčová, TMB archive
Another device that served excellently for writing and reading Braille was the GIN electronic notebook, designed by blind Jiří Mojžíšek. Some people still use this device today, even though it is no longer being developed.
Photo 06: GIN electronic notebook; photographed by Eva Řezáčová, TMB archive
In the 1990s, computers as we know them today, with MS-DOS installed, began to make their way into our lives. Texts could be written using the PragoText text editor.
The digital document library began publishing the first floppy disks with attachments from individual magazines published by Zora. This trend was gradually replaced by CDs and DVDs, which could store far more files, as well as photos and video files.
At the same time, Braille displays began to appear, allowing blind and severely visually impaired people to read texts directly on a computer. It was a big step forward at the time when the visually impaired could read not only with the help of voice, but also with the help of these displays.
We have several such devices on display in the Department of Documentation of the History of Blindness at the Technical Museum in Brno. The first of these is the Eureka A4 Aria talking computer. Visitors can also see VersaBraille, Braille 'n Speak, the GIN electronic notebook and, last but not least, several Braille displays, such as a two-line Braille display for a computer (without a company logo).
Photo 07: Two-line Braille display for a computer (no brand name); photo by Eva Řezáčová, TMB archive
Our collection also includes the BrailleX Tiny Braille display, which has a tactile display for working with computers running MS-DOS and MS Windows operating systems.
Photo 08: BRAILLEX Tiny; photographed by Eva Řezáčová, TMB archive
The Alva Braille display spread to us from the Netherlands, but it was very heavy to carry around, so it was only possible to work with it on your computer at home or at work.
Nowadays, there are modern Braille displays that fit into a woman's handbag or a man's briefcase. One such device is EasyLink, which has only 14 characters.
Photo 09: Easylink connected to a mobile phone.
It is also possible to connect this device to various types of iPhones and iPads.
I would like to mention the Focus Blue series, which has 40-character and 14-character displays. It can also be connected to various mobile devices, such as iPhones, iPods, etc.
Photo 10: Focus.
In Germany, the Baum company was involved in the production of Braille displays. Their devices were relatively small and lightweight. Mobile devices can be used to write with a built-in Braille keyboard or with the MBraille programme, which can be downloaded and purchased from the Abstore website.
The development of reading devices is constantly advancing. Nowadays, each user of the available displays uses the one that suits them best.
Currently, schools for blind and severely visually impaired pupils teach IT, where pupils in each year group learn how to use talking computers and Braille displays. For integrated pupils, a trained teacher will enable them to choose the computer with the reading device that suits them best during a visit to the Special Education Centre at the school for visually impaired pupils. The selected device will then be recommended to parents and help with the necessary formalities for its purchase.
The following is the content of the presentation without images, but you can
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See information about Peter Lecký.
The following is the content of the presentation without images, but you can
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Image The image shows four options for simulating haptic stimuli. In the upper left corner is a hand being affected by a vibrating object. The upper right corner shows the force acting on the fingertips. The lower left corner shows the individual points acting on the skin. The lower right corner shows the force of air acting on the hand.
Image: DK2 Gloves haptic gloves. A glove-shaped device worn on the user's hand. Cables lead from the individual fingertips to the centre of the hand.
Image: Dexmo haptic gloves. There are holes at the ends of the gloves for the user to insert their fingers.
Image of Jesenský's standardisation of the shape of two points. The points are 0.75 mm high, with a diameter of 1.2 mm, a distance between the vertices of 2.4 mm, and a distance between the bases of 1.2 mm. The points have the shape of a circle on a horizontal section and the shape of a half-parabola on a vertical section.
Online medium: Video presenting the HaptX haptic gloves (external link to YouTube). It shows how individual virtual stimuli affect the user's skin.
They use LIDAR and/or cameras to detect obstacles and GPS for navigation. These aids can be a partial alternative to guide dogs, which is more affordable.
In recent years, tablets have appeared that have a display composed of haptic dots similar to those on Braille lines.
Unlike Braille, however, they have more rows and can therefore not only display Braille text, but also create more complex images. However, since it is necessary to recognise individual dots when reading Braille, the user also recognises individual dots when working with typhlographic display.
This does not create a uniform image, but an image composed of many dots that does not create a realistic picture.
The practical applicability of such devices is therefore very limited.
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Touch
Braille - Image: Table of Braille dots (Czech)
Typhlography
Fig. UI: photograph of a doll standing on a light wooden table. The doll is wearing a purple dress, pink shoes and glasses, and is holding a white cane, indicating that she is a blind person. In the background are a plate with slices of cake and wooden chairs.
History of 3D creation for people with visual impairments
Images:
Project objectives:
The aim of the project is to use multisensory stimulation to reduce the information deficit caused by the loss or limitation of visual perception in visually impaired people and, at the same time, to develop their spatial imagination.
The objectives will be achieved through the creation and practical implementation of 3D audio-tactile models of historical and religious monuments. Educational and research work with these models will determine how and whether the information deficit in spatial imagination can be reduced in a wide range of respondents.
Project team:
Project partners:
Final selection of monuments:
Google preview of the selection of monuments processed into 3D form - and their location on the map of the Czech Republic.
Fig. UI: The middle part of the image shows a map of the Czech Republic with important monuments marked. At the top left is large white text: "FINAL SELECTION".
Below it is a map titled "MONUMENTS" with icons representing castles, chateaux, churches and other significant sites throughout the Czech Republic. At the bottom of the map is a legend describing 15 selected monuments, such as Charles Bridge, the National Theatre, Karlštejn Castle, Holašovice, St. Bartholomew's Cathedral, Cheb Castle, Ploskovice Castle, Kost Castle, Trosky Castle, Buchlov Castle, Litomyšl Castle, Olomouc Castle, St. Maurice's Church, Co-Cathedral of the Assumption of the Virgin Mary, Pilgrimage Church on Zelená hora, and Villa Tugendhat.
At the top right of the map is a brief description of the project, which concerns the selection of monuments for tactile and audio processing for the visually impaired.
The entire image is presented in a presentation, with the map in the centre and the rest framed by a dark grey background with a dotted pattern.
Fig. UI: (Text sample from our 3D guide. Text about St. Maurice's Church in Olomouc):
Open double page from the tactile guide/publication about St. Maurice's Church in Olomouc. The upper part is filled with text and photographs. On the left is a large headline ST. MOŘICE CHURCH, below which is basic information about the building (Olomouc, Olomouc Region, 1412–1540, Gothic). Several paragraphs describe the history, architecture, important details of the church and its organ. The photographs show the church from the outside and inside, details of the spiral staircase, portal and organ.
(Image sample from our 3D guide – location of St. Maurice Church on a map of the Czech Republic and a side view of the church):
On the left is a map of the Czech Republic with regions marked in Latin and Braille, with Olomouc highlighted; below the map is a description of "St. Maurice Church - location in the Czech Republic" in Braille and Latin. On the right is a black and white line drawing of a side view of St. Maurice Church, which can be used for tactile exploration; again, there is a caption in Braille and Latin script.
Fig. UI: (example from the 3D guide – location of St. Maurice Church in Olomouc (map on fuser paper) and legend):
Pages from a tactile publication that presents in detail the surroundings and the floor plan of St. Maurice Church.
At the top left is a black-and-white map of the city with the surroundings of the church highlighted – streets, important landmarks and buildings. Individual locations are marked with circular symbols and descriptions, and above the map is text in Latin and Braille: "St. Maurice Church – surroundings".
At the top right is a legend for the map – a list of the main locations with symbols and their names: for example, St. Maurice's Church, Holy Trinity Column, Upper Square, Town Hall, Moritz Gallery, National Heroes Square and others. The description also includes an explanation of the buildings and brief factual information about the location and uniqueness of the church.
(sample from the 3D guide – floor plan of St. Maurice Church in Olomouc (on a sheet of paper) and legend in Braille):
At the bottom left is the floor plan of St. Maurice Church itself, again with tactile markings, a legend and descriptions in Latin and Braille. The entrances, sacristies, south and north towers, main altar and other parts are marked.
At the bottom right is a text list – a legend for the individual points on the floor plan of the church: for example, the west entrance, north tower, south entrance, main altar, Edelmann tomb chapel and others, all in Latin and Braille.
Fig. UI: On a dark grey dotted background, there is white text on the left with a link to the website: https://hmatovemapy.upol.cz.
To the right of the text are two photographs:
(viewing a model and floor plan of the co-cathedral in Opava by one of the research participants): In the first photograph (left), several people are sitting around a table, one of them touching a detailed 3D model of a large church and a floor plan map. There are also cups and glasses on the table.
(Example of field testing – girls assembling a model of the castle in Litomyšl in front of the castle in Litomyšl): In the second photograph (right), two children are outside on a gravel path; one child is carrying a pink backpack and they are sitting down, examining the model of the building by touch and assembling it.
Fig. UI:
Collage of three shots from the creative activity of children modelling and drawing Trosky Castle.
(Image showing the work of a blind child after viewing 3D models): At the top left is a photograph of a child with a red sleeve touching a model of Trosky Castle made of brown material. There is also a yellow card on the model with the inscription "HRAD TROSKY" (Trosky Castle). The model is lying on a white mat placed on a bench, with a plastic knife on the right.
(Image showing the work of a blind child after viewing 3D models – building Trosky Castle out of plasticine): At the bottom left, a child in a blue sweatshirt can be seen assembling their model of the castle out of green and yellow plasticine, again on a white mat.
(Picture of a drawing of Trosky Castle after viewing the 3D model): On the right is a hand-drawn picture of Trosky Castle in black marker on white paper. It shows the castle's two characteristic towers, a smiling sun, a path, stairs and several other details. At the top is written "HRAD TROSKY" (Trosky Castle) and in the bottom right-hand corner is the child's signature.
The entire collage shows the involvement of children's sense of touch and creativity in learning about architecture and historical monuments.
Fig. UI: Two texts by children about tactile models, maps and making information accessible:
(1st image: a child's essay after viewing the exhibition of 3D models): First opinion from Aida J., 3rd grade:
Talking buildings
On Wednesday, we went to the hall. There were various models of buildings in the hall. When we put our phones with the app on them there, we could hear an audio description. When I touched the garden, they told us about that place. Then, when we went to do our work activities, our task was to make Trosky Castle out of modelling clay and skewers according to the description. We could also draw it. I found my model interesting, but also a little strange, because I had some round rocks and a hill there. I made two towers out of skewers, called Baba and Panna. Panna is on a higher rock, is thinner and has stairs leading up to it. Baba is on a lower rock and is wider. I enjoyed it.
(2nd picture of a child's essay after viewing the exhibition of 3D models): Second opinion from Rudolf K., 8th grade:
I found the maps easy to understand. The maps of the regions were good, but I didn't understand the abbreviations. I liked the models, but they were too fragile. The floor plans were nice, but a little complicated. The exhibition was nice. I like that you are trying to come up with new things for us, such as maps, models and an app that explains them.
Fig. UI: At the top left is a tactile aid for distinguishing colours in German – six plastic coloured hexagons (green, yellow, orange, blue, purple and red), each with a different surface texture. Next to each is the name of the colour in text and Braille.
At the bottom left is a photograph of various 3D artworks – in the foreground are two plastic images: one shows a child among balls, the other a woman with her mouth open, about to eat ice cream. At the top is a colour palette with more hexagons.
The right-hand side contains large white text on a dark grey background:
INNOVATION IN ART EDUCATION AND SUPPORT FOR THE AESTHETIC PERCEPTION OF VISUALLY IMPAIRED STUDENTS THROUGH THE HAPTIC EXPERIENCE OF ARTWORKS USING 3D-PRINTED MODELS (HARD)
Outputs and possibilities:
Fig. UI: Collage of outputs and possibilities aimed at making art and architecture accessible to visually impaired people.
(1st image: 3D rendering of a painting taken in a gallery in Dresden): At the top left is the text "OUTPUTS AND POSSIBILITIES". Below it is a painting entitled "FEAR", which shows a row of faces with highlighted eyes.
(2. Image of the painting Fear rendered in 3D and perceptible by touch): Below this image is a white relief (tactile) model of the work, which allows the basic contours and layout of the painting's elements to be recognised by touch.
(3. Image of the painting from GASK - title Fear): On the right is a three-dimensional model of a square with its surroundings and a dominant building (church, cathedral or town hall). It is a detailed urban space with small buildings, cars and other objects, which, together with a legend, is accessible for tactile exploration.
The images illustrate the possibilities of making fine art, architecture and information accessible through 3D models and tactile versions of original works.
Thank you for your attention
(Image: Model of a church before the actual construction of the church): On the left is a photograph of a large historic church made of dark brick, followed by several large Gothic windows and a tall tower with a dome. In the foreground is a hand holding a detailed 3D model of the same building, so it is possible to compare the real church with its model designed for tactile exploration.
The following is the content of the presentation without images, but you can
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Image: Logo of the Association of Parents and Friends of Blind and Visually Impaired Children in the Czech Republic. The name is preceded by a "house", i.e. a six-point symbol, the first point of which is a fingerprint, the others are standard dots, and above the six-point symbol is a simple roof.
Image: Screenshot from the website with the article:
Braille (not only) as the basis of literacy, Anežka Náhlíková (Association of Parents and Friends of Blind and Visually Impaired Children in the Czech Republic), Pavla Kovaříková (Rozhledna), 2022.
https://asociacerodicu.estranky.cz/clanky/publikace.html
Image: Logo of the Library of Tactile Books. The abbreviation KHK is provided in Braille: on the K on the vertical line on the left at the ends of dots 1 and 3, on the H on the left vertical dot at the top and in the middle, on the right vertical dot in the middle (where it meets the horizontal bar connecting the two vertical lines of the letter).
Image: Two child readers are looking at a book together and chatting happily.
* * * *
Image: A hill drawn with a simple line. On one side is the inscription "busy fingers", on the other "ability to read". busy fingers ability to read FINGERS IN ACTION FROM MORNING TO NIGHT
Image: Two children are holding coffee cups. They are trying to cover them with lids and put them in a paper carrier bag.
Image: A girl reaches into a coffee cup filled with water to understand how to tilt it so that the water does not spill out. (However, it was hot at the time of shooting, so the spilled table does not matter.)
Image: Close-up of only the hands (of a young boy) squeezing a ball in each hand as part of an exercise. His fingers are bent irregularly, bizarrely not all joints in the most effective position.
Image 1: The boy's task is to inflate a full inflatable balloon.
Image 2: The boy examines a parasol, trying to unfold it in a restaurant above the table.
Image: The boy and his teacher spray each other with water from a spray bottle. Pressing the spray bottle is a strength exercise for this child's fingers.
Picture: A girl combs her long hair with a comb.
Image: A girl arranges flowers into a bouquet.
Picture: Excursion to a tyre service: in the middle of the photo, a wheel removed from a car, several hands on the tyre, someone blowing air from an inflatable hose onto their palm.
Picture 1: A girl is pouring beer at the tap. The barman is watching her intently.
Picture 2: A father with a little girl holding a mop.
Picture: Decorative pendant made of shells hung on two wooden sticks.
Can you read with both hands? Try alternating hands while reading.
The first line is read only with the left hand,
the second line only with your right hand.
The third line is read by the left hand
and the fourth with your right.
I smashed a bottle
I broke a bottle.
You'll go and get me a new one,
my beloved Vašek!
Image: Text of the poem in Braille (screenshot).
* * * * *
Can you read the poem, even though it's a little hidden?
The cat fell
into the cream,
its tail is
is sticky.
Image: Text of the poem in Braille (screenshot).
* * * * *
Read backwards. Start with the last line. Read each line from the last letter to the first.
What is the difference
between a cow
and a bread roll?
None.
Both are milked.
Image: Text of the poem in Braille (screenshot).
* * * * *
Read not in rows, but in columns.
"Skiing in summer?
What utter nonsense."
"No, in the Alps,
it's always winter there."
Image: Text of the poem in Braille (screenshot).
* * * *
What are those spaces in the text?
Once upon a time, a blank blank hid blank blank blank blank
žížala.blablaSchovalasebla
doblasaunyblaablateďblaje
blazblaníblakřížala.blablabla
Image: Text of the poem in Braille (screenshot).
* * * *
Finally something normal:
Just take a
take a breather,
and already
starts to stink.
Yuck,
what was that?
My lečo
burnt!
Image: Text of the poem in Braille (screenshot).
* * * * *
4 bra3 me2dí
arguing, not knowing
what to have for lunch,
bake or cook.
Me2dice has an idea, first she'll make te100.
Image: Text of the poem in Braille (screenshot).
* * * * *
A tactile story with 4 pictures, where fur is attached across the entire page - on the first one, the hairs are the longest, on the next ones they are trimmed, and on the last one they are completely short. Four texts: 1. I asked the hairdresser to cut my hair. 2. I can hardly tell the difference, please cut it some more! 3. Cut it some more, it'll only take a second! 4. Isn't that a bit much? It'll grow back – by Christmas.
* * * * *
Image: An open book with the text: "She spread it out on the blanket (nappy), folded it diagonally across the corner and rolled it up exactly as she had seen her mother do. Then she wrapped the nappy around the teddy bear's neck and tied it in a knot. She placed the knot nicely at the front so that it wouldn't press on the teddy bear when it was lying down. "You have to be warm, especially your feet, I'd better put socks on you," she said to the teddy bear and rummaged through the suitcase again. She took out two tiny socks and pulled them onto the teddy bear's soft paws."
Next to her lies the teddy bear with a nappy around its neck and one sock on.
* * * * *
Image: Open tactile book. Text: "Kůstka was outside before Dr Chramosta arrived. 'Have a drink with us, sit down in the guest seat!'"
Illustration: A real name tag with "MUDr. Leopold Chramosta" printed in black and Braille.
* * *
Image: Four children at a table, assembling flat houses into 3D models.
* * *
Image: Two boys assemble a real brake disc according to the description in the text, part of which can be seen in the picture: "First, I'll put on the new brake disc, screw on two nuts, put on the spacer tube, then the wheel hub, and finally screw on the crown nut. "What next?" asked Kuba. "I'll put the brake caliper with the brake pads on the brake disc. When the quad bike is moving, the wheel and the brake disc rotate. As soon as you start braking, the rotation slows down because the brake pads press on the disc from both sides. And when you brake completely, you stop in your tracks." "And that's all?" Kuba wasn't sure.
* * * * *
HANDS IN ACTION: Image: A little girl is peeling an egg into a metal pot.
Picture: A schoolgirl is holding a knife and a sausage.
* * * *
Image: Several photos of street signs with shop names: Pekárna Kabát, Benu Lékárna, Minh Dang Restaurant UDON - RAMEN - SOBA, H&H Budějovická, Moneta Money Bank, GENERALI ČESKÁ POJIŠŤOVNA, Maso jiko, Pork and beef, Poultry and turkey, Hams and smoked meats, Delicacies and specialities.
* * * * *
Image: Page from a tactile book with labels sewn on it with the names of shops in black print and Braille: DR. MAX PHARMACY, KOŽEŠINY, SPORTISIMO, NEOLUXOR BOOKSHOP, VETEŠNICTVÍ, KOMERČNÍ BANKA KB, žabka, GALANTERIE STOKLASA, teta drogerie, PEKAŘSTVÍ JEČMÍNEK bakery / confectionery, McDONALD´S, ŽELEZÁŘSTVÍ, PLANEO ELEKTRO PLANEO Elektro.
* * * * *
Image: A young reader laughs enthusiastically, holding a box with a tactile story in one hand and clutching his head with the other.
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For some, it is the eyes, for others, it is the key that opens the door to a world of imagination, knowledge and joy.
Image: The image shows a Braille symbol with six dots arranged in two columns of three rows. The dots are marked with numbers in the following order: in the first column from top to bottom with the numbers 1, 2 and 3; and in the second column with the numbers 4, 5 and 6.
Study programme: Special Education:
Special education students are taught to read and write Braille in an interesting, interactive and creative way.
Pictures of aids:
Image: The image shows a wooden Braille six-dot from a pin writing book with six metal pins.
Image: The image shows a Braille typewriter with paper inserted for writing Braille.
Image: The image shows a Braille display – a device that can be connected to a PC or laptop.
Image: The image shows an Index Everest printer producing texts in Braille.
Image: The image shows a fuser that can produce relief graphics, including Braille.
Image: The image shows a wooden puzzle with relief dots consisting of three movable parts, the individual settings of which allow you to assemble various letters of the alphabet in Braille.
Images:
Image UI: image description: Green background with large yellow lettering at the top: "Exercises for teaching Braille - cards". The image shows cards for practising Braille. Each card contains two cells representing dots (some are filled with black paint, some are empty). The dots represent different Braille characters. In the middle of the larger card are labels with the letters "č" and "ď". On the left are three smaller cards with Braille symbols, each containing a different pattern of filled dots.
Image: Example of cards with six dots for the letters G and H, which are used to practise reading and writing Braille.
Image: Example of cards with six dots for the letters A and B, which are used to practise reading and writing Braille.
Image: Example of cards with six dots question marks and plus signs, which are used to practise reading and writing Braille.
Image: Example of cards with six dots for the letters Č and Ď, which are used to practise reading and writing Braille.
* * * *
Teaching numbers in Braille:
Image: Example of a card with the number 8, which is used for practising reading and writing Braille. The Braille symbol for the number 8 is in the bottom right-hand corner.
Image: Example of a card with the number 3, which is used to practise reading and writing Braille. The Braille symbol for the number 3 is in the bottom right-hand corner.
Image: Example of a card with the number 6, which is used to practise reading and writing Braille. The Braille symbol for the number 6 is in the bottom right-hand corner.
Image: Example of a card with the number 1, which is used to practise reading and writing Braille. The Braille symbol for the number 1 is in the bottom right-hand corner.
* * * * *
Practice texts for writing and reading Braille:
Image: The image shows examples of three texts used in teaching Braille reading and writing at the Faculty of Education, Comenius University in Bratislava.
Image: The image shows examples of two texts used in teaching Braille reading and writing at the Faculty of Education, Comenius University in Bratislava.
Image: The image shows six groups of ten letters used for the continuous assessment of students. The Braille characters are also shown below the letters for reference.
Image: The image shows examples of three texts – fables – which are used for writing in the final assessment of students.
Image: Example of Scrabble tiles in Braille, made by Andrea Babicová as part of her thesis.
Image: Braille Scrabble created by Andrea Babicová as part of her thesis.
Image: wooden map of Slovakia divided into individual pieces representing the individual regions of Slovakia. The pieces representing the regions can be removed like a jigsaw puzzle. Work of a group of students.
Image: Example of a computer keyboard modified for Braille (author Mário Obročník).
Braille is more than just a system of six dots.
For 200 years, it has been bringing freedom to read, write and learn.
It is a bridge between the world of darkness and the world of knowledge.
"See this subject as a personal challenge, as a path of never-ending desire for knowledge that opens the way to further knowledge. It is like a new language that allows us to perceive the world fully, inclusively and more deeply. At the same time, it brings humility, respect and admiration. It humanises us." (student statement)
WHERE THERE ARE DOTS, THERE IS LIGHT!
The following is the content of the presentation without images, but you can
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Image: a group of ÚNSS professionals at a Braille course
Image: hands reading a book in Braille
Image: A boy learning Braille on a magnetic board.
* * * *
Image UI: Blue diagram with an arrow divided into three parts, representing the process of teaching Braille as part of social rehabilitation. At the top of the image is the inscription:
Social rehabilitation
Teaching Braille
Inside the arrow are three blue rectangles:
First rectangle on the left: Past; How the client functioned before ZP
Middle rectangle: Current status
Right rectangle: Future; Where the client sees themselves
The diagram describes the process: first, the client's past is determined, then their current status, and finally their future goals.
Image: hands typing on a Braille typewriter
Image: young man reading Braille
* * *
Image UI: Sketch of a circular diagram illustrating the basic principles of teaching Braille. At the top of the image is the inscription:
Basics of teaching Braille
In the middle is a large circle with the text:
Teaching Braille
Around this large circle are four smaller circles with the following inscriptions:
Above the large circle: Combining theory with practice
On the left: Motivation
On the right: Principle of progression
Below: Age appropriateness
The diagram thus expresses the four basic pillars of effective Braille teaching: linking theory with practice, motivation, age appropriateness and the principle of progression.
Teaching children with acquired disabilities before language acquisition:
Teaching children with acquired visual impairment after language acquisition:
Image: a young child's hands reading Braille
Risks to successful BP teaching:
Image: a young woman typing on a Braille typewriter
Advantages for successful BP teaching:
Image: hands resting on a book written in Braille.
An elderly lady reading Braille.
Image: Three ladies watch a blind young man reading Braille
"Braille is knowledge, and knowledge is power." Louis Braille
Thank you for your attention
⠠⠹⠁⠅⠥⠚⠑⠍ ⠵⠁ ⠏⠕⠵⠕⠗⠝⠕⠎⠳
The following is the content of the presentation without images, but you can
Download Michal Tkáčik's PDF presentation with images (Slovak language only).
See information about Michal Tkáčik.
SABP is an institute of SKN that has been overseeing Braille activities in Slovakia since 2021.
The SABP Council is the professional and approval body of SABP and an advisory body to the director of SKN, composed of experts on Braille in the Slovak Republic.
Fig.: Illustration from the cover of the black print handbook, showing the title of the handbook and dice, with the number six representing a Braille cell.
Fig. UI: The photograph shows a meeting or training session at a long wooden table in a bright meeting room. A group of people, mostly women, are sitting around the table with papers, notebooks and cups of drinks in front of them. On the table are plates with refreshments, glasses, a bottle of red drink, several pens and glasses. In the foreground, a woman in a light-coloured jumper is showing or adjusting a paper. The other participants are writing something down or looking at the documents. In the background of the room, there are two people standing: a man (probably a lecturer or presenter) and a woman by the curtains – the man is holding a paper and talking to the group. The room is simply furnished, with yellow chairs, curtains at the window, indoor plants and a ceiling light. The atmosphere is focused and industrious, as if it were a team workshop or group teaching session.
Fig.: Photograph from the opening of the TANAP museum exhibition - The photograph on the slide shows four adults standing in a building. They are all facing the camera and standing next to each other. In the background, there is a large staircase and modern architecture, and the wall features striking decorations – large decorative wings or feathers reaching up high. Directly behind the group is a dark panel separating the staircase from the corridor.
Since 2021, SABP has published three handbooks:
(the rules are freely available on the SABP website)
Fig.: screenshot of the livingbraille.eu website
The online survey lasted five months. We received responses from 17 respondents. The questionnaire contained 18 questions, 17 of which offered multiple-choice options, and 1 question asking respondents to express their own opinion on the status of Braille and tactile graphics in society. Four parents of children with visual impairments, three employed Braille users, two unemployed Braille users, two special education teachers, one student with a visual impairment, and one person from each of the support teams for people with visual impairments participated in the survey.
64.7% of respondents believe that "I cannot imagine the education of blind people without Braille, tactile graphics, tactile drawing or sketching; they should be an integral part of education, and if they are not, it is a serious problem". Similarly, 64.7% of people indicated that "I cannot imagine educating blind people without Braille, tactile graphics, tactile drawing or sketching; these should be an integral part of education, and if they are not, it is a serious problem".
In two questions, we investigated: - how participants perceive the current actual status of Braille and tactile graphics; what they think it should be, given their importance.
A comparison of the median responses clearly shows that people perceive the status of Braille and tactile graphics as weak (median 5) and would definitely like to see them play a stronger role in the educational process (median 8). In two cases, respondents consider the current status of Braille and tactile graphics to be ideal, i.e. they answered the same in both questions. One participant considers the current status to be stronger than it should be.
Overall, participants consider it necessary to improve the status of Braille and tactile graphics by at least 35%.
Less than half of the respondents (47.1%) indicated that they use Braille in education "often, we use it in almost all school subjects, activities and situations. It is not exclusively intended for specific subjects and situations".
The status of Braille was better when used to label spaces and objects (64.7%).
The most frequent use of Braille in education was recorded in foreign language teaching (58.8%), followed by reading books and fiction.
The use of tactile graphics seems to be even worse than the use of Braille in the educational process. More than half of the respondents stated that they do not use tactile graphics at all or very little. On average, participants chose only 28.8% of the offered situations for using tactile graphics. From the participants' answers, it can be concluded that the use of tactile graphics has a very low representation in the educational process on average.
The most commonly used aid from among the Braille aids offered is the typewriter, at 88.2%. In contrast, alarmingly low numbers of responses were recorded for the use of Braille lines, at only 23.5%. Similarly low usage was also recorded for Braille slates and styluses. Only 5 participants (29.4%) indicated any use of Braille displays in their responses, regardless of whether they were used as a stand-alone device or in conjunction with another device.
The participants' responses show that as many as 9 participants (52.9%) did not use a Braille display at all in their education. However, as many as 64% of participants believe that they should be used in the educational process.
Almost half of the participants consider obtaining tactile materials in Slovakia to be very difficult, indicating that there is a huge shortage of them in Slovakia. When rating the burden associated with preparing their own tactile materials, the median score was 7 on a scale of 1 to 10, meaning that participants perceived the burden to be high.
17 respondents) point to a strong need for systematic support for Braille and tactile graphics in the educational process and in the everyday lives of blind people. Most participants consider Braille and tactile graphics to be an essential part of education (65%), with only a small proportion perceiving them as important only in the early stages of education. The evaluations show that the current state of Braille and tactile graphics is poor (average 4.2/10), while the desired state reaches an average of 7.6/10. The differences indicate a need for improvement of at least one third.
The data show that Braille is used unevenly in the school environment – often in foreign languages, reading books and homework, but on average only in half of the situations where it should be used. The use of Braille in households is even lower (39% of the areas offered), which indicates a weakening of its practical application outside school. Tactile graphics are even less represented, used sporadically and on average only in 28.8% of situations.
The lack of materials is a critical obstacle. Respondents indicate that textbooks and teaching materials in Braille and tactile graphics are difficult to obtain. More than 40% say that it is very difficult to obtain textbooks, and more than half report a high workload in producing their own materials. This creates significant inequality in educational conditions.
Digital technologies, specifically Braille displays, are underutilised – more than half of respondents have never used them. The main barriers are the high cost of the equipment and the lack of experts to operate and teach its use. Nevertheless, most respondents consider increasing its use to be key to effective education.
Open-ended responses paint a clearer picture: the biggest gaps are in the availability of methodological materials for teachers, textbooks and children's texts with tactile illustrations. There is a recurring need to expand Braille and tactile graphics into public spaces (signage on buildings, bus stops, products), which highlights the importance of Braille not only in education but also in everyday life.
PP-SABP clients were contacted. We received 6 responses.
The results of this small survey show that clients were satisfied with both the SABP services and the materials themselves. The average response values show that textbooks and teaching materials in Braille and tactile graphics are slightly more important than electronic ones. The lowest level of satisfaction was with the length of time taken to transcribe textbooks and teaching materials (average 8.2).
Training in tactile skills and Braille is neglected in Slovakia for various reasons. Will the panel discussion with experts on 23 October 2025 provide us with answers?
In addition to better support for the use of Braille lines, we must look for ways to increase the availability of tactile educational materials.
Fig.: Illustrative image – hands reading a Braille book
We would like to thank all participants in our surveys for their responses. We appreciate the time they have given us.
We would also like to thank the participants of the SKN conference and online conference for their attention and support.
See information about Judit Gombás.
See information about Marta Kanarek.
In a video presentation and interview, our guests present the current situation in the field of Braille skills training in Hungary and Poland. The interview highlights similar challenges in Hungary and Poland – the number of pupils learning Braille is declining because many are integrated into mainstream schools, where there is a lack of support and trained teachers. Braille is still taught systematically in special schools, but in mainstream education, technology is often preferred over Braille. Both countries suffer from a shortage of specialists and expensive aids, with only limited state support available. Hungary is developing 3D and tactile materials, while Poland is struggling with the availability of textbooks and interest in tactile graphics. In practice, Braille is mainly present on medicines, partly in public transport and on equipment, but its everyday use is being undermined by the pressure of electronic technologies.
Watch the interview with Judit Gombás and Marta Kanarek on the SKN YouTube channel.
The video is in English with Slovak subtitles.
You can read the interview in a transcript in Slovak or in a transcript in English.
The video is illustrated with photographs. Their descriptions in Slovak and English can be found in the description of the illustrative images in the video presentation.
Peter Wurczer is the mayor of Bardoňovo and a prominent operetta soloist who has been active on the domestic and international music scene for many years. During his career, he has performed on prestigious stages, recorded for Hungarian State Television, Slovak Radio and Radio, and continues to perform as a leading soloist at various operetta concerts and festivals.
He is a co-founder of the Museum in Bardoňovo and a member of the curatorial board of the Order of Honour in Slovakia, which includes the Elizabeth Házy International Singing Competition and the Franz Lehár Operetta Festival in Komárno. His enthusiasm for operetta led to the founding of the International Operetta Festival in Bardoňovo, which has become a major cultural event in the region.
Judit Gombás is a lecturer at the Faculty of Special Education at ELTE Bárczi Gusztáv University (Budapest, Hungary). She received her doctorate in 2017. Her doctoral research focused on the leisure sports habits of visually impaired people in Hungary. She represents Hungary in the International Council for Education and Rehabilitation of People with Visual Impairment (ICEVI). She is the founder and former president of the Hungarian Sports and Leisure Association for the Visually Impaired (LÁSS).
Dr Gombás's main areas of scientific interest are the challenges faced by adults with visual impairments (e.g. parenting, work), rehabilitation and the adaptation of sporting activities. As a blind person herself, she advocates for the full social inclusion of people with visual impairments. She believes that people with disabilities have the potential to contribute to a better world, and that equal education is key to this.
Michal Tkáčik studied social and work psychology at the Faculty of Social and Economic Sciences at Comenius University in Bratislava. Ten years of experience in the complaints department of an insurance company gave him experience in customer relations. His position as head coordinator of the Braille Authority of Slovakia has given him experience in coordinating the Slovak institute and the opportunity to develop international professional relationships in this field.
Since 2021, he has been the head coordinator of the Braille Authority of Slovakia, which he built from the ground up and set up its processes and operations. Its activities can be seen on the institute's website.
He represents the Slovak Republic in the EU standardisation committee, CEN/TC – in the working group for Tactile Lettering and Smart Mobility, and is a member of the steering committee of the Braille Working Group of the European Blind Union (EBU). As part of international initiatives, he has led projects such as the creation of the video The Importance of Braille in eight languages and a global survey on the use of Braille lines. He also played a significant role in building the livingbraille.eu portal, which covers European Braille events, including the Braille 200 initiative.
He worked as a graphic designer at KTN from 1991 to 1996. He has been applying his extensive work experience at KTN again since 2016 as the head of production and technical department at KTN.
She has been familiar with Braille since 1987. At that time, she perceived Braille as a cluster of dots on white paper, but over the years she has gradually learned to read short texts with her eyes. She pays tribute to and expresses her admiration for Louis Braille for his unique writing system. She worked for 20 years in the editorial office of magazines for the blind at the Matej Hrebenda Slovak Library for the Blind in Levoča. She is currently the director of the interactive and experiential Museum of Special Education in Levoča, which has a 35-year history, and she cordially invites everyone to visit it.
Published articles - mainly in proceedings from professional conferences organised by museums.
The Museum of Special Education in Levoča is a member museum of the professional organisation Association of Museums in Slovakia.
Šarlota Múdra started as a teacher at the nine-year boarding school for the blind in Levoča. As a primary school teacher, she taught the youngest children to read and write. From 1991, she worked as the deputy headmistress of the school and from 2007 as the headmistress.
When the Specialised Counselling and Prevention Centre for Children and Pupils with Visual Impairments was established in January 2023, she became the director of this centre.
She is the author and co-author of many books and textbooks for the blind and has been the editor-in-chief of Naše ráno magazine for 35 years, a magazine for younger students with visual impairments.
Marek Hlina has been leading the ŠCPP since its foundation. At the Faculty of Education, he is involved in training future special education teachers.
She is the mother of a blind daughter, now an adult, and the founder of the Orbis Tactus workshop for the production of special textbooks.
From the perspective of our conference, what is more important than her professional activities is the fact that Tamara Pavelková is the mother of a child whose parents decided to educate her through fully inclusive education. This is despite the obstacles they face and know they will continue to face.
She started as a nursery school teacher and English language lecturer, then continued as an active mother in the Union of Maternity Centres, mainly working with families with children with various disabilities. Her own visual impairment brought her a lot of inspiration. She completed her studies at Comenius University, in the Department of Special Education, and continued to focus on children, pupils with disabilities and their families. During the COVID pandemic, she founded the ASD VISION Education Centre and devoted herself to informal education and development, especially for children with autism and visual impairments, using Tony Atwood's methods and elements of music therapy.
She began sharing her experience at the National Institute for Education and Youth (NIVaM) and currently at the Ministry of Education, Research, Development and Youth (MŠVVaM SR), where, in addition to creating support measures, she has also contributed to the topic of compensatory aids, which she continues to work on today. As the Slovak Republic's national coordinator at the European Agency for Special Needs and Inclusive Education, she participates in regular meetings with representatives of EU countries on the topic of inclusive education.
Mária Ježíková works as a special needs teacher at the Centre for Students with Special Needs at Comenius University in Bratislava and also at the National Institute for Education and Youth, where she works in the Department of Education Evaluation and Monitoring as an expert in the field of testing students with disabilities. Her work includes developing proposals for reasonable accommodations and support measures in testing and education, providing information and counselling services, as well as supporting and developing the potential of students with various types of health disabilities.
A list of published professional works is available in her ORCID profile – 0009-0004-3352-8394.
Since 1990, she has worked at an elementary art school in Brno. Since 1997, she has been teaching as an external lecturer at the Higher Vocational School of Social Law, specialising in issues relating to blind and severely visually impaired people. She first taught guitar and piano privately at a primary school for blind and visually impaired children and at a special school for blind children (1992-1999). She has been working there part-time since 2000. In 2004, she completed her master's degree with a thesis on "An Outline of the History of Museums for the Blind in Europe".
Since 1995, she has worked part-time at the Museum for the Blind in Brno. In November 1997, she was appointed its director. In 2000, the Museum for the Blind moved to the Technical Museum in Brno and became its department for documenting the history of blindness. This department offers specific services related to making the collections of the TMB and other museums accessible to blind and visually impaired people. The exhibition includes an audio library, an archive and a library of publications printed in several types of relief Latin and Braille, which are available for study by appointment.
She is responsible for the systematic supplementation and documentation of the museum's collection in the Department of Documentation of the History of Blindness at the TMB. She participates in the publication of specialist publications and is involved in educational and research projects in cooperation with other institutions. As part of her professional activities, she has visited 18 European museums for the blind, as well as other institutions.
Publications:
She publishes professional articles focused on the collection of the Department of Documentation of the History of the Blind at the Technical Museum in Brno (Bulletin of the Association of Museums and Galleries in the Czech Republic).
For 13 years, he has been responsible for programming the Corvus application set and backend server services.
She works at Palacký University in Olomouc, where she conducts research in the field of special education with a focus on the inclusion of people with visual impairments and their lived experiences. She also focuses marginally on the issue of spatial orientation for blind people and the creation of individualised educational materials. She gained practical experience in supporting children with visual impairments in early childhood care. In addition to her academic work, she is the head of the school counselling centre at a primary school.
As part of his doctoral studies, he focuses on technical compensatory aids for the visually impaired and spatial orientation and independent movement. He also works as a typhlopedist at the Pedagogical-Psychological Counselling Centre and Special Pedagogical Centre of the Olomouc Region, specifically at the SPC for the visually impaired in Olomouc.
Veronika Růžičková is a special educator and typhlopedist with many years of experience in supporting people with visual impairments. She works as an assistant professor at the Institute of Special Education Studies at the Faculty of Education, Palacký University in Olomouc, as a vision therapist at an ophthalmology clinic, as a spatial orientation instructor, and as a special educator at the Special Education Centre for visually impaired students. In her professional work, she focuses, among other things, on the development of spatial orientation and independence of visually impaired people through modern technologies, 3D models and audio-tactile aids. She is the principal investigator and co-investigator of a number of research and application projects (e.g. TAČR, FRVŠ, IGA), author and co-author of professional publications and articles in the field of special education focusing on people with severe visual impairments.
Veronika Vachalová is a special educator focusing on people with visual and hearing impairments. She works as an assistant professor at the Institute of Special Education Studies at the Faculty of Education of Palacký University in Olomouc and also as a special educator at the Special Education Centre for the Visually Impaired in Olomouc. She is also a lecturer for the E-bezpečí project, which addresses issues of safety in the online environment. In her professional work, she focuses on supporting people with visual impairments. She participates in a number of research and application projects and is the co-author of professional publications and articles in the field of special education.
The association can be contacted via the Facebook profile of the Association of Parents and Friends of Blind and Visually Impaired Children.
University lecturer at the Department of Special Education, Faculty of Education, Comenius University in Bratislava. Her primary area of interest is special education, with a narrower focus on the education of the visually impaired, but also the education of early and preschool children, pre-primary education, and issues related to digital and assistive technologies for individuals with disabilities. She is involved in long-term scientific research and publishing activities, which include over 200 publications. She actively participates in scientific conferences and professional seminars both at home and abroad. She has been and continues to be a researcher on many scientific and professional projects.
As a co-author, she has participated in the creation of strategic documents for the Slovak Republic, e.g. Strategy for an inclusive approach to the education of children and pupils with special needs, Manual for the removal of barriers in schools and school facilities, Catalogue of support measures and relevant methodologies, professional standards, etc. She has extensive experience in removing barriers and making the academic environment accessible to students with special needs. She is the co-author of the educational programme Communication with Clients with Various Types of Disabilities.
She has a long-standing and deep relationship with Braille, which she devotes herself to not only in her professional work and publishing activities, but also in her teaching at the faculty. She is a staunch advocate of preserving Braille for the future, despite the dynamic development of digital and assistive technologies. Under her guidance, several bachelor's and master's theses have been written on the subject of Braille, its use and broader issues of communication for people with visual impairments. Her work combines professional erudition with a personal conviction about the irreplaceable value of Braille as one of the basic tools of literacy, education and autonomy for the blind. Her life's mission is not only to educate new generations, but also to inspire them to view Braille and the world of the blind with greater respect and understanding.
A list of published works is available on the PETRA portal of Comenius University in the profile of Jana Lopúchová, or in the list under ORCID: 0000-0002-2951-4342.
Among other things, she focuses on rehabilitation and massage at the AIMI Rehabilitation Centre. In addition to her private practice, she has 6 years of experience in rehabilitation departments, where she has come into contact with various serious and minor diagnoses, thanks to which she has gained experience in a wide range of orthopaedic and neurological diseases.
In addition to graduating from the Secondary Medical School in Bratislava with a degree in massage therapy, she has participated in various training courses, where she gained theoretical and practical experience in various massage techniques, thanks to which we can offer you various types of therapies, from rehabilitation to relaxation. Thanks to her many years of experience in the field of healthy nutrition, she can advise and lend a helping hand in the treatment of various diseases using natural methods.
In addition to her medical education, she graduated from the Faculty of Education at Charles University in the fields of psychology and career counselling for individuals with disabilities, as well as special education. Since 2019, she has also been working with children with autism. She also collaborates with a private primary school with a special nursery school for pupils and children with autism.
Dagmar Filadelfiová is the representative responsible for the implementation of the accredited course "Reading and Writing Braille for Social Rehabilitation Instructors" and is responsible for the quality of social services provided by ÚNSS.