Beep Beep, I Can Read On My Own

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Participate and share : Poster

Mariana Denisse Ramírez Sánchez  
Ana Vignon  
Isaac Yair Gonzalez Baron  
Verónica López Hoyo  
María Elena Miranda Gutiérrez  
Adrián Aljan Domonte  
Santiago Ruiz Ramírez  
Andrés Ruíz Lira  
Xavier Iñaki Ferragut Giovanini  
Alejandra Gómez del Campo Rábago  

See how middle school students used TinkerCAD to design a reading board that enabled visually impaired preschool children to identify 3D Braille code. Joining letters to form words on the reading board allowed the children to hear the correct phoneme combination. To translate the Braille code into sound, students used coding tools and invention kits.

Audience: Principals/head teachers, Teachers, Teacher education/higher ed faculty
Skill level: Beginner
Attendee devices: Devices not needed
Topic: Assistive & adaptive technologies
Grade level: PK-12
Subject area: Language arts, Special education
ISTE Standards: For Students:
Empowered Learner
  • Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Innovative Designer
  • Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Computational Thinker
  • Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
Additional detail: Student presentation

Proposal summary

Purpose & objective

In an inclusive educational environment all students get benefited (Zero Project, 2019). This reading board makes this more feasible by supporting the reading process in visually impaired children. When students empathize with the necessities and abilities of disabled students they learn several social competencies by discovering that all have the same interests and goals and that having equitable opportunities everyone can achieve to potentiate their abilities making inclusive education feasable (UNESCO, 2017). Middleschool students through a design-thinking methodology empathized with the necessities and problems of visually impaired pre-school students. They broke down the problem till they reached the conclusion that there was no easy to access device that translated the Braille code into sound. Students remembered their "read and listen" books and thought that these could be a useful tool to enhance the reading process of visually impaired children. They curated different invention kits and 3D design software till they found the one that enabled them to build the reading board prototype to address this need.

Supporting research

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Mariana Denisse Ramírez Sánchez, Highlands International School México
Ana Vignon, Highlands International School México
Isaac Yair Gonzalez Baron, Highlands International School México
Verónica López Hoyo, Highlands International School México

I have been a Physics teacher for Middle and Highschool for the last 18 years, and each year seems like the firs one. Each year is a new challenge full with excitement. Each year I get to learn more from my students. I am an Industrial Engineer with a Master in Education. I am married and have two sons. My students have been presenters as ISTE four times.

María Elena Miranda Gutiérrez, Highlands International School México
Adrián Aljan Domonte, Highlands International School México
Santiago Ruiz Ramírez, Highlands International School México
Andrés Ruíz Lira, Highlands International School México
Xavier Iñaki Ferragut Giovanini, Highlands International School México
Alejandra Gómez del Campo Rábago, Highlands International School

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