BRAILLE BUDDYReturn to Search Results
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-------- PROTOTYPE --------- PURPOSE: To design a prototype of an educational device to assist individuals who are blind or have low vision to transition into Braille literacy. The Braille Buddy is a 2-phase educational device aimed to assist individuals who are blind or low vision with the most difficult stages of learning Braille (e.g., reading and writing). The Braille Buddy folds down into an easy-to-hold device that expands to and includes the Braille cell and the Braille keyboard. In Stage 1, the user learns uses phonetic teaching with the device's voice synthesizer saying a letter and the user feeling the letter on a refreshable tactile screen. The user then imitates the letter felt on the screen on the closed Braille keyboard. Once the letter has been typed into the tactile keyboard correctly, the device's voice guides the user to the next step. If the letter is not correct, the device prompts the user to retype the letter until correct before moving onto the next step. During Stage 2. the handles of the device slide open lengthwise to form full-length Braille keyboard. The automated voice guides the user on where to go and how to navigate the Braille Buddy while continuing to teach the Braille alphabet. Similar to Stage 1, the device's synthesized voice will say a letter and the user will feel the letter on the refreshable tactile screen while the user imitates the letter felt on the screen on the keyboard. Once the user inputs the correct keys, he or she can click the next button to move on to the next lesson. The Braille Budy uses a an electro-active polymer to create the tactile Braille raised screen. The Braille Buddy was tested and used by a teacher with visual disabilties and the device is intended to provide a low-cost option for learning to read and write Braille. TITLE: My Best Buddy Braille. WEBSITE: Yanko Design. REF: http://www.yankodesign.com/2010/09/01/my-best-buddy-braille.
Notes: Designer: Yasaman Sheri.
This product record was updated on July 8, 2012.
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