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NMSBVI Presents...
The System for Conceptualizing Spatial Concepts^TM
  (SC)^2  TM
(Patent Pending)

Winner of the 2009 Louis Braille Touch of Genius Prize for Innovation
http://www.nbp.org/ic/nbp/programs/tog/tog_prizewinner.html

The 2009 Louis Braille Touch of Genius Prize for Innovation was awarded to Jeffrey Killebrew for his submission, "The System for Conceptualizing Spatial Concepts," also known as (SC)².

The System for Conceptualizing Spatial Concepts, or (SC)², is an instructional tool initially designed for individuals who are blind that provides equal access and participation in science, math and related coursework.  For many individuals who are blind, science and math courses have been difficult to access and master due to the foreboding arrangement of complex mathematical and scientific formula and conversion calculations that require the use of the Nemeth and Chemical Notation Braille codes.  A relatively simple dimensional analysis calculation in print (i.e. calculating the number of seconds in a year) requires the setting up of a series of ratios and conversion factors in fraction form that will allow the unit dimensions to be cancelled.  Students with sight can see the entire equation within a small field of view, thereby allowing them to determine the manner in which dimensions can be cancelled, multiplied and divided in order to reach the desired outcome of the exercise.  This is not so for individuals who are blind.  Depending upon the complexity of the calculations, this process is much more involved and complicated.  While less complex equations can be written using only a few lines of Braille, equations of greater complexity (which occur as the complexity of the course work increases) may require 20 or more lines of Nemeth and/or Chemical Notation formatted Braille.  Discerning which Braille symbols or terms should be cancelled becomes a daunting task when navigating these Braille equations.  Oftentimes, the equations begin on one page and end on another, and one term found on the first or second line is cancelled with a term found on the second Braille page in line 18, 19, 20, or beyond.  The paper formatting of such equations make the process of solving them discouraging, at the very least.

To facilitate better student understanding of the processes involved in the construction and evaluation of scientific equations, the System for Conceptualizing Spatial Concepts, (SC)² uses a system of beveled, magnetized blocks on a magnetic white board to spatially arrange 3 x 5 cards that have been Brailled with symbols or units into scientific formulae and mathematical equations.  The 3x5 cards are easily removed when it is determined that a unit should be eliminated.  By tactilely conceptualizing in a larger and more manipulative format, these types of equations become easier for the student who is blind to master.  This system equalizes the learning experience of the student who is blind with that of the student who is sighted by bridging the instructional gap between specialized Braille coding and regular academic instruction.  It eliminates presumptive marginalization of the student who is blind in the regular classroom by providing a simultaneous learning experience alongside their sighted peers.  This system will even provide an additional instructional strategy for teachers with sighted students who require an enhanced visual and kinesthetic learning approach.  Science and mathematical literacy skills can be acquired without requiring students who are blind to participate in specialized one-on-one instruction at some later point in time with a teacher of the visually impaired who may not understand the content material themselves.

For additional information, please contact the inventor, Jeff Killebrew, at jkillebrew@nmsbvi.k12.nm.us

(Image courtesy of Dave Nohe.)	(Image courtesy of Dave Nohe.)

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