Brailled Dice

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Dice that have braille characters embossed on their faces, allowing blind or visually impaired individuals to participate in activities that involve rolling dice. Each side of the die is marked with raised dots arranged in the standard braille configuration corresponding to the numbers one through six. This enables blind players to independently participate in various games that rely on dice rolls, such as role-playing games, board games, or educational activities.

  • Sensory
    • Tactile
    • Vision
  • Academic
    • Access
    • Math

Low - Mid Tech

Considerations

Take the following considerations into account when selecting and implementing AT to ensure that the chosen tools are well-suited to the student’s needs, align with their goals, and seamlessly integrate into their educational journey. By embracing a collaborative approach and considering the specific skills, tasks, and implementation context, educators can provide students with the necessary support to thrive academically and functionally, promoting inclusivity and fostering their overall success.

Find potential contacts within your LEA and at your ESC for support.

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Find potential contacts within your LEA and at your ESC for support.

  • Teacher of Students with Visual Impairments (TVI): A TVI is a licensed teacher who has received specialized training and certification in meeting the educational needs of students who have visual impairments ages birth to 21 years. This role may involve adapting teaching methods and materials to accommodate the unique needs of students with varying degrees of vision loss. They are skilled in using and teaching students to use assistive technologies such as screen readers, braille displays, and audio books.
  • Special Education (SpEd) Teacher: A SpEd teacher delivers specially designed instruction (SDI) to students with disabilities. The teacher may serve differing roles, including but not limited to, a co-teacher, provider of direct instruction, and/or provider of indirect services, including consultative services. This teacher is a required member of the Admission, Review, and Dismissal (ARD) committee who participates in writing the Present Levels of Academic Achievement and Functional Performance (PLAAFP). The teacher contributes to drafting annual goals, developing how student progress will be measured, and determining any needed modifications to the student's general education curriculum and accommodations. The teacher makes recommendations about supplementary aids and services which may include any needed assistive technology (AT) services. The special education teacher may be a member of the LEA assistive technology (AT) team.

What skills or tasks will the student utilize this tool for? What areas, functional or academic, does this tool support?

  • Visual perception independence
  • Math calculations
  • Game play
  • Independence
  • Tactile learning

In what activities, classes, or environments will the student utilize this tool?

Brailled dice could be incredibly useful for a student with visual impairments in various educational settings, especially in subjects like mathematics and games. Here's how it could be used as assistive technology: 

  • Mathematics learning: The brailled dice can be used during math lessons to teach concepts like probability, addition, and multiplication. The student can roll the dice and then interpret the braille dots to determine the number rolled, thus actively participating in math activities alongside their peers. 
  • Game play: Brailled dice can enable students with visual impairments to participate in various educational games and recreational activities that involve dice rolls. This promotes social inclusion and allows them to engage in group activities with their sighted peers. 
  • Independence: By having access to brailled dice, the student can independently participate in activities that involve dice rolls without relying on constant assistance from teachers or peers. This fosters a sense of autonomy and self-confidence. 
  • Tactile learning: For some students, tactile learning can be more effective than visual learning. Brailled dice provide a tactile experience, allowing the student to physically feel and manipulate the dice, reinforcing learning through touch.

Resources and Training

CFR 300.324(a)(2)(v) requires the Admission Review and Dismissal (ARD) committee to consider whether a child needs assistive technology devices and services in the development, review, and revision of their IEP. This resource is intended to serve as a repository of the most commonly used AT resources to assist users with understanding the purpose of each AT tool, aspects of use for consideration within IEP development for students, and additional AT implementation resources.

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