DESC:FIELD OF THE INVENTION
[0001] The present disclosure relates to a teaching apparatus involving a block puzzle that interacts with a reader that interprets Braille code to provide an audio output thereof. In particular, it pertains to providing a teaching apparatus for visually impaired.

BACKGROUND OF THE DISCLOSURE
[0002] The background description includes information that may be useful in understanding the present invention. It is not an admission that any of the information provided herein is prior art or relevant to the presently claimed invention, or that any publication specifically or implicitly referenced is prior art.
[0003] Sound association and learning systems are not new. Toy companies have been producing toys or educational aids for visually impaired entities of every age. For example, a toy animal which when squeezed produces an animal sound which is in fact a type of learning system associated with sound input. Educational objects and toys that facilitate and ease learning for the visually impaired are of great use.
[0004] There are a number of techniques and devices available for easing learning of letters, characters symbols, and pictures and so on for the visually impaired and the blind. Some commercially available Braille training instruments providing auditory feedback do exist but are considered to be too complex or advanced for young children who are beginners in learning for reading Braille, and/or fail to maintain a sufficient degree of motivation and interest in the learning process. Examples of such Braille training instruments that provide a sound output are disclosed in U.S. Pat. Nos. 5,154,614 and 5,902,112.
[0005] Hence, there is a need in the art for providing a simple, safe and inexpensive teaching and learning device which can be used by the visually impaired entities (for example children and/or adults) without any assistance and presence of an adult supervisor or a teacher to learn Braille characters, symbols, and spellings.
[0006] In some embodiments, the numerical parameters set forth in the written description and attached claims are approximations that can vary depending upon the desired properties sought to be obtained by a particular embodiment. In some embodiments, the numerical parameters should be construed in light of the number of reported significant digits and by applying ordinary rounding techniques. Notwithstanding that the numerical ranges and parameters setting forth the broad scope of some embodiments of the invention are approximations, the numerical values set forth in the specific examples are reported as precisely as practicable. The numerical values presented in some embodiments of the invention may contain certain errors necessarily resulting from the standard deviation found in their respective testing measurements.
[0007] As used in the description herein and throughout the claims that follow, the meaning of “a,” “an,” and “the” includes plural reference unless the context clearly dictates otherwise. Also, as used in the description herein, the meaning of “in” includes “in” and “on” unless the context clearly dictates otherwise.
[0008] The recitation of ranges of values herein is merely intended to serve as a shorthand method of referring individually to each separate value falling within the range. Unless otherwise indicated herein, each individual value is incorporated into the specification as if it were individually recited herein. All methods described herein can be performed in any suitable order unless otherwise indicated herein or otherwise clearly contradicted by context. The use of any and all examples, or exemplary language (e.g. “such as”) provided with respect to certain embodiments herein is intended merely to better illuminate the invention and does not pose a limitation on the scope of the invention otherwise claimed. No language in the specification should be construed as indicating any non-claimed element essential to the practice of the invention.
[0009] Groupings of alternative elements or embodiments of the invention disclosed herein are not to be construed as limitations. Each group member can be referred to and claimed individually or in any combination with other members of the group or other elements found herein. One or more members of a group can be included in, or deleted from, a group for reasons of convenience and/or patentability. When any such inclusion or deletion occurs, the specification is herein deemed to contain the group as modified thus fulfilling the written description of all groups used in the appended claims.

OBJECTS OF THE INVENTION
[0010] A general object of the present disclosure is to facilitate imparting knowledge of Braille characters and Braille numbers along with an audio output for the visually impaired children and adults.
[0011] An object of the present disclosure is to provide an apparatus for helping visually impaired entities develop understanding of new signs, concepts, language, and motivate them to explore their environment.
[0012] An object of the present disclosure is to facilitate visually impaired entities to be provided with meaningful experiences and interaction with real objects.
[0013] An object of the present disclosure is to facilitate teaching and equipping the physically impaired entities with necessary reading and learning skills.
[0014] An object of the present disclosure is to facilitate using blocks of multiple materials such as plastic or wood for imparting character and number skills to the visually impaired entities of multiple age groups.

SUMMARY
[0015] The present disclosure relates to an interactive teaching device involving a toy cube that interacts with a tracker to provide an audio output. In particular, it pertains to providing a teaching tool for visually impaired.
[0016] An aspect of the present disclosure pertains to a teaching apparatus for teaching Braille, said apparatus comprising: a support structure having a pair of support members spaced apart from each other; a reading device; and a block puzzle rotatably fitted between the pair of support members, the block puzzle comprising one or more protrusions, associated with a protrusion profile, on a first face of the block puzzle, wherein the one or more protrusions on the first face of the block puzzle are configured to engage with a slot provided in the reading device, wherein the reading device is configured to generate an audio signal based on engagement of the one or more protrusions with the slot provided in the reading device.
[0017] According to an embodiment, the protrusion profile corresponds to Braille code associated with a character or a number.
[0018] According to an embodiment, the audio signal is a recorded audio signal that pertains to the character or the number associated with the Braille code.
[0019] According to an embodiment, a count of the one or more protrusions is altered for representing a varied Braille code.
[0020] According to an embodiment, the block puzzle has a cubical body with a plurality of faces, where a second face has the Braille code, a third face has either of a lowercase alphabetic character, an uppercase alphabetic character or a numerical value equivalent to the Braille code, and a fourth face has an image or a picture corresponding to the Braille code.
[0021] According to an embodiment, each of the second face, the third face and the fourth face comprises a recessed surface, wherein the Braille code present on the second face, either of the lowercase alphabetic character, the uppercase alphabetic character or the numerical value, equivalent to the Braille code, present on the third face, and the image or the picture present on the fourth face project upwardly for tactile perception.
[0022] According to an embodiment, the block puzzle, from a set of block puzzles, fitted on the teaching apparatus is changed and substituted with another block puzzle from the set of block puzzles based on the protrusion profile.
[0023] According to an embodiment, the block puzzle comprises a raised peripheral border for orientation of the block puzzle with the reading device.
[0024] According to an embodiment, the reading device further comprises an electronic circuitry.
[0025] According to an embodiment, the block puzzle is rotated in either a clockwise or an anti-clockwise manner.
[0026] Various objects, features, aspects and advantages of the inventive subject matter will become more apparent from the following detailed description of preferred embodiments, along with the accompanying drawing figures in which like numerals represent like components.

BRIEF DESCRIPTION OF THE DRAWINGS
[0027] The accompanying drawings are included to provide a further understanding of the present disclosure, and are incorporated in and constitute a part of this specification. The drawings illustrate exemplary embodiments of the present disclosure and, together with the description, serve to explain the principles of the present disclosure. The diagrams are for illustration only, which thus is not a limitation of the present disclosure, and wherein:
[0028] FIG. 1 illustrates an exemplary assembly design of a teaching apparatus in accordance with an embodiment of the present disclosure.
[0029] FIGs. 2A-B illustrates an exemplary representation of a block puzzle of a teaching apparatus in accordance with an embodiment of the present disclosure.
[0030] FIGs. 3A illustrates an exemplary representation of a set of protrusions having associated protrusion profile in accordance with an exemplary embodiment of the present disclosure.
[0031] FIGs. 3B illustrates an exemplary assembly design of the reading device in accordance with an exemplary embodiment of the present disclosure.
[0032] FIG. 4 illustrates an exemplary placement and rotation of the block puzzle on the reading device for determining Braille characters in accordance with an exemplary embodiment of the present disclosure.
DETAILED DESCRIPTION
[0033] In the following description, numerous specific details are set forth in order to provide a thorough understanding of embodiments of the present invention. It will be apparent to one skilled in the art that embodiments of the present invention may be practiced without some of these specific details.
[0034] Embodiments of the present invention may be provided as a computer program product, which may include a machine-readable storage medium tangibly embodying thereon instructions, which may be used to program a computer (or other electronic devices) to perform a process. The machine-readable medium may include, but is not limited to, fixed (hard) drives, magnetic tape, floppy diskettes, optical disks, compact disc read-only memories (CD-ROMs), and magneto-optical disks, semiconductor memories, such as ROMs, PROMs, random access memories (RAMs), programmable read-only memories (PROMs), erasable PROMs (EPROMs), electrically erasable PROMs (EEPROMs), flash memory, magnetic or optical cards, or other type of media/machine-readable medium suitable for storing electronic instructions (e.g., computer programming code, such as software or firmware).
[0035] Various methods described herein may be practiced by combining one or more machine-readable storage media containing the code according to the present invention with appropriate standard computer hardware to execute the code contained therein. An apparatus for practicing various embodiments of the present invention may involve one or more computers (or one or more processors within a single computer) and storage systems containing or having network access to computer program(s) coded in accordance with various methods described herein, and the method steps of the invention could be accomplished by modules, routines, subroutines, or subparts of a computer program product.
[0036] If the specification states a component or feature “may”, “can”, “could”, or “might” be included or have a characteristic, that particular component or feature is not required to be included or have the characteristic.
[0037] As used in the description herein and throughout the claims that follow, the meaning of “a,” “an,” and “the” includes plural reference unless the context clearly dictates otherwise. Also, as used in the description herein, the meaning of “in” includes “in” and “on” unless the context clearly dictates otherwise.
[0038] Exemplary embodiments will now be described more fully hereinafter with reference to the accompanying drawings, in which exemplary embodiments are shown. This invention may, however, be embodied in many different forms and should not be construed as limited to the embodiments set forth herein. These embodiments are provided so that this disclosure will be thorough and complete and will fully convey the scope of the invention to those of ordinary skill in the art. Moreover, all statements herein reciting embodiments of the invention, as well as specific examples thereof, are intended to encompass both structural and functional equivalents thereof. Additionally, it is intended that such equivalents include both currently known equivalents as well as equivalents developed in the future (i.e., any elements developed that perform the same function, regardless of structure).
[0039] The present disclosure relates to an interactive teaching apparatus involving a puzzle cube that interacts with a tracker and provides an audio output thereof. In particular, it pertains to providing a teaching apparatus for visually impaired.
[0040] An aspect of the present disclosure pertains to a teaching apparatus for teaching Braille, said apparatus comprising: a support structure having a pair of support members spaced apart from each other; a reading device; and a block puzzle rotatably fitted between the pair of support members, the block puzzle comprising one or more protrusions, associated with a protrusion profile, on a first face of the block puzzle, wherein the one or more protrusions on the first face of the block puzzle are configured to engage with a slot provided in the reading device, wherein the reading device is configured to generate an audio signal based on engagement of the one or more protrusions with the slot provided in the reading device.
[0041] According to an embodiment, the protrusion profile corresponds to Braille code associated with a character or a number.
[0042] According to an embodiment, the audio signal is a recorded audio signal that pertains to the character or the number associated with the Braille code.
[0043] According to an embodiment, a count of the one or more protrusions is altered for representing a varied Braille code.
[0044] According to an embodiment, the block puzzle has a cubical body with a plurality of faces, where a second face has the Braille code, a third face has either of a lowercase alphabetic character, an uppercase alphabetic character or a numerical value equivalent to the Braille code, and a fourth face has an image or a picture corresponding to the Braille code.
[0045] According to an embodiment, each of the second face, the third face and the fourth face comprises a recessed surface, wherein the Braille code present on the second face, either of the lowercase alphabetic character, the uppercase alphabetic character or the numerical value, equivalent to the Braille code, present on the third face, and the image or the picture present on the fourth face project upwardly for tactile perception.
[0046] According to an embodiment, the block puzzle, from a set of block puzzles, fitted on the teaching apparatus is changed and substituted with another block puzzle from the set of block puzzles based on the protrusion profile.
[0047] According to an embodiment, the block puzzle comprises a raised peripheral border for orientation of the block puzzle with the reading device.
[0048] According to an embodiment, the reading device further comprises an electronic circuitry.
[0049] According to an embodiment, the block puzzle is rotated in either a clockwise or an anti-clockwise manner.
[0050] FIG. 1 illustrates an exemplary assembly design of a teaching apparatus in accordance with an embodiment of the present disclosure.
[0051] According to an embodiment of the present disclosure the teaching apparatus 100 is provided to teach and train visually impaired or blind entities on basic skills related to alphabets and numbers. The teaching apparatus 100 comprises a support structure having a pair of support members 102-1 and 102-2 spaced apart from each other. In addition the teaching apparatus 100 comprises a plurality of block puzzles 104 (also referred to herein as a block 104 or blocks 104). Each of the block puzzles is of a cubical shape and has a set of six faces. The faces may have present on their surfaces an alphanumeric character. The alphanumeric characters may include letters, numbers symbols and/or punctuation-marks. In an alternative embodiment, the faces of the block puzzles may include pictures or symbols such as that of animals, plants, flowers and the like, in addition to or instead of the alphanumeric characters. Further, the alphanumeric characters, the letters, the numbers and other characters may be present on a recessed surface of the face of the block puzzle such that the alphanumeric characters, the letters, the numbers and the other characters project upwardly for tactile perception. One of the faces of the puzzle block may additionally also have Braille dots representing a particular character, alphabet or number. The Braille characters may make up the letters of the alphabet, punctuation marks, and numbers. Furthermore, the puzzle block may contain Braille character on a face and other characters on another face with raised characters or alphabets for identification especially for visually impaired children. As can be readily understood each of the plurality of blocks present have a different Barcode, character, number or alphabet. Further, one of the blocks 104 placed on the apparatus may be replaced with another block 104. This is primarily done when a different number or alphabet or character need be presented for learning of the entities.
[0052] In an embodiment, at an instance one of the block puzzles 104 is rotatably mounted on a rod present between the support members. One or more faces of the block puzzle 104 may have exposed recessed surfaces, where one of the faces contains a Braille character (capital letters or numerical characters). The other two faces may have characters corresponding to the English alphabet (or numerical characters) in upper case and lower case respectively. One of the faces may have images of daily use/any object starting with the provided particular alphabet/symbol. The four faces of the block may have borders with a triangulated raised surface at the upper left corner, which helps orient the block properly prior to identification. The alphanumeric characters, alphabets and numbers may be die-pressed into one of the face of the block puzzle, and the recessed characters, alphabets and numbers may be sensed readily by touch. The peripheral borders and edges present on the face of the block may be smooth. One of the faces may have codes for representing the different characters, alphabets and numbers. The codes as described herein are the Braille patterns of raised dots arranged in cells of up to six dots in a 3×2 configuration. Each cell represents a Braille letter, numeral or punctuation mark. As an example, the Braille dots are positioned like figure six on a die, in a grid of two parallel vertical lines of three dots each. From the six dots that make up the grid, 64 different configurations can be created.
[0053] In an exemplary embodiment, the sequence of protrusions is determined to select a dot position or a set of dot positions of the Braille code to determine the Braille character or alphabet or number. The Braille code is converted into the Braille character or alphabet or number, for example by using a Braille table including six dots that represent various characters. In an exemplary embodiment, the Braille table includes the six dots that facilitate in determining the character or the number. With the 6 dots of regular Braille, 64 different combinations can be made. The Braille table may sometimes be called a rule-set, a Braille code or mapping.
[0054] Further, a reading device 106 is shown that comprises an electronic circuitry that determines the pattern of the dots present on the face of the block when the puzzle block is rotatably positioned and aligned with the reading device. The reading device generates a signal that represents the character, the alphabet or the number as present on one of the face of the block. The represented character, alphabet or number may be corresponding to the Braille code as present on one of the face. The signal can be an audio signal or an audio video signal for facilitating a visually impaired entity or a blind person to learn.
[0055] FIGs. 2A-B illustrates an exemplary representation, 200, of a block puzzle of a teaching apparatus in accordance with an embodiment of the present disclosure.
[0056] In reference to FIGs. 2A is shown a block puzzle 104 of the teaching apparatus 100 that is wiped and placed along a face on the reading device. The blocks 104 maybe formed of durable and wear-resistant material capable of withstanding substantial shock due to throwing of the block 104 or other similar impacts. Moreover, the blocks 104 may be preferably formed of a non-toxic material to avoid injury in an event a child attempts to put the block 104 in his or her mouth. Material used for making the block 104 may be selected from but not limited to wood, paper and polymer and the like. Preferably, the material may facilitate character-recognition faces and other such faces when felt with hands be easily recognizable. As can be appreciated by one skilled in the art the character recognition may be achieved by engraving the letter or alphabet or number be conveniently felt by the visually impaired.
[0057] In an embodiment, the letter or the alphabet or the number maybe engraved and additionally be raised or lowered relative to the face of the block to allow the entity to touch, feel and learn.
[0058] In reference to FIGs. 2B is shown a plurality of faces of the block 104. The block 104 may have a cubical shaped body having a plurality of faces. The first face of the block puzzle 104 has a protrusion or a set of protrusions that is associated with a protrusion profile. The second face has a Braille code for a character or a letter or a number, based on the protrusion profile. The third face has either of a lowercase alphabetic character, an uppercase alphabetic character or a numerical value equivalent to the Braille code. The fourth face has an image or a picture corresponding to the Braille code. As can be appreciated by one skilled in the art, the faces of the block 104 may have any other information as may be present within the scope of the invention to enable blind and visually impaired entities to read and learn through tactile simulation. For example, the tactile simulation may be an ability to sense objects around through touch. It allows the entities to interpret the objects or the block puzzles 104 through hands, feet, skin.
[0059] FIGs. 3A illustrates an exemplary representation of a set of protrusions having associated protrusion profile in accordance with an exemplary embodiment of the present disclosure.
[0060] In an embodiment, as shown in FIGs. 3A at 300-1 are a sequence of protrusions 302 that are present on one of the face of the puzzle block 104. The sequence of protrusions may be associated with at least one of the letters, the alphabets, or the numbers. The protrusions may correspond to creation of Braille dots for representing the at least one of the letters, the alphabets, or the numbers. These letters, alphabets, or numbers may also be present on other faces of the block 104 as discussed. The protrusions may be present directly on the face of the block or may be present on an element that is inserted into one of the face of the cube.
[0061] In an embodiment the sequence of protrusions 302 present on the face of the block may be configured such that when the Braille code representing a particular a character or a number has a value of 1, a protrusion is created and when the Braille code has a value of 0 no protrusion is created. Further, the element or the protrusions may be of any suitable shape such as but not limited to a circular shape, a triangular shape, an oval shape and so forth.
[0062] In an embodiment, by using the sequence of the protrusions - 64 different Braille characters may be created and the one or more of protrusions collectively may correspond to creation of a Braille code representing one of a Braille character. Furthermore, the protrusions present in the sequence of protrusions may be altered for representing or altering the specific Braille character. For each of the altered specific Braille character one of a protrusion of the sequence of protrusions may be chopped off or added as required. For each of the sequence of protrusions a varying character, number, letter or symbols may be represented.
[0063] FIGs. 3B illustrates an exemplary assembly design of the reading device in accordance with an exemplary embodiment of the present disclosure.
[0064] In an embodiment, the reading device 300-2 may comprise a frame 304, a pair of arms pivotally coupled to both sides of the frame 306, and an electronic circuitry 308 supported by the frame 302. The block puzzle 104 is placed rotationally between the pair of arms that are pivotally coupled to both sides of the frame 306. The block puzzle 104 may be configured to engage with a slot on the frame 304.
[0065] In an embodiment, the electronic circuitry may include a STMEGA 32 microcontroller and other similar microcontrollers that maybe substituted with a digital logic chip. The electronic circuitry may also include a voice chip, which may communicate with the block puzzle to generate an audio signal. The electronic circuitry may include encoder decoder chips as per requirements of the apparatus 100. As can be appreciated by one skilled in the art a voice output device may be used along with the provided electronic circuitry. The voice devices maybe as for example APR 9600 chip device can store about 8 channels of voice with an output that may last for about 60 seconds. In other embodiments, additional voice output devices may be used with ICs so as to enable voice to last longer. In an embodiment, the microcontroller may interpret the received Braille code to determine a corresponding Braille character. The Braille character may be shared as a control signal or other appropriate electronic output to a voice chip present in the electronic circuitry on the reading device 106. In response, the voice chip may play the audible output through a speaker. This may facilitate learning of the characters and the numbers by the blind and the visually impaired entities. The audio output may also reinforce the learning of the blind and the visually impaired entities by confirming the characters and the numbers engrossed on other surfaces of the block puzzle 104. The verification may also be provided in presence of an instructor or a trainer. In an embodiment, the audio to be produced may be pre-stored in a database and may be activated as required on determination of the Braille code corresponding to one of the character or the number or the letter.
[0066] In an embodiment, on rotation of the block puzzle 104, the sequence of protrusions 302 present on the first face of the block puzzle 104 when are placed and aligned with the reader device are configured in such a form such that the set of protrusions are set into the frame 304 present on the reading device 300-2. Upon the sequence of protrusions being set into the frame 304, the formed Braille code created based on the sequence of the protrusions is determined. Further, based on the formed Braille code a corresponding alphabet or number is determined. The Braille code on the block puzzle 104 may be identified by its position on the frame 304 (each position corresponding to the character or Braille dots/engraving). The position is decoded, and a signal is sent to the voice chip present on the microcontroller for producing audio output.
[0067] The electronic circuitry 308 present therein in the reading device 300-2 determines the corresponding alphabet or number or letter and generates an audio signal thereof based on the corresponding alphabet or number or letter. The auditory output may correspond to the associated letter or alphabet or character corresponding to the Braille code and is represented by combination of activated switches.
[0068] As an example, based on the sequence of protrusions when the Braille code is determined to be 124, a character ‘f’ is identified. When the Braille code has a value of 245, a character determined is ‘j’, and when the Braille code has a value of 1234, a character ‘p’ is determined. Additionally, when the Braille code has a value of 3456 1 a numerical value ‘1’ is determined. When the Braille code has a value of 3456 124 a numerical value ‘6’ is determined. Also, when the Braille code has a value of 3456 24 a numerical value ‘9’ is determined.
[0069] In an embodiment, on the reading device 300-2 at the frame 304 may be present a number of tactile switches 310. The switches 310 may have a raised position or otherwise be activated to emulate a raised character or symbol. In an embodiment, the switches may be configured to have components such as industrial control components manufactured with a variety of operator types, including lever, roller plunger, and whisker type switches. In another method for instructing an entity in communicating in feel and touch, a pair of arms may be provided. Each arm supports tactile switches that can be sensed by touch. The tactile switches may be selectively actuated for emulating patterns of raised characters. The block puzzle 104 may be rotated between the pair of arms between a first position and a second position. Further, the puzzle 104 may be rotated in a clockwise or an anti-clockwise manner. The switches may be depressible between a lowered and a raised position. The pair of arms pivotally coupled to the frame supports the switches. At its raised position, at least a portion of the switch is raised above an upper surface of its corresponding arm for emulating a raised Braille dot /engraved surface of the block. In response to a combination of the switches actuated, an auditory output is provided for the person that is indicative of an engraved character corresponding to the combination of switches actuated.
[0070] As an example, in response to a raised engraved character for the letter “a”, the audio output in one instance can cause to playback a pronunciation of the letter “a” through a speaker, and in another position could play not only a pronunciation of the letter “a” but also a word beginning with the letter “a” (e.g., “apple”) and/or a sound associated with such word. Further, an instructor or parent can also select the words and/or sounds associated and outputted with the corresponding engraved input. Each of the switches may vary between a raised position and a lowered position. The switches may also sense absence and or presence of the sequence of protrusions. In response to a combination of the switches actuated into respective raised positions, an output is provided corresponding to the engraved character represented by the combination of the switches actuated.
[0071] In an embodiment, the audio output may appreciably produce a song or a poem corresponding to each input from the puzzle block 104. The apparatus may act as an interactive tool that makes teaching and learning enjoyable.
[0072] FIG. 4 illustrates at, 400, an exemplary placement and rotation of the block puzzle on the reading device for determining Braille characters in accordance with an exemplary embodiment of the present disclosure.
[0073] In an embodiment, when a block puzzle 104 is placed on a reading device 106 a sequence of protrusions present on one of a face of the block puzzle 104 are aligned and inserted into a slot present on the reading device. On the sequence of protrusions being inserted into the reading device a corresponding Braille code is extracted. Further, a character or a number thereof from the extracted Braille code is presented as an output in the form of an audio.
[0074] In an embodiment, the Braille codes for the visually impaired/blind entities are composed of dots suitable for touching with 1 or more fingers. Each letter corresponds to a combination of 6 dots. The Braille codes represented as Braille dots are read in a column and are numbered 1-2-3 for the first column and 4-5-6 for the second. As an example, the letter ‘a’ uses only dot 1” or “the letter ‘d’ consists of dots 1, 4, and 5”. The audio signal is generated that pertains to the determined letter based on the dots determined from the Braille codes that are in turn represented by the protrusion sequence.
[0075] As an advantage, the apparatus may facilitate answering a wide variety of questions, appropriate for visually challenged and blind entities (for example children and adults) of various ages and educational levels. For example, using the apparatus the child may be prompted to spell a series of words, either audibly over a speaker or the apparatus may branch to more difficult or simple questions, depending on the number of correct previous answers. Further, the apparatus may facilitate first learning of the alphabet, where the children may randomly place a block on the reading device and the audio generates a sound of the letter or number present on the block, and outputs a number of words including that letter.
[0076] Thus, it will be appreciated by those of ordinary skill in the art that the diagrams, schematics, illustrations, and the like represent conceptual views or processes illustrating systems and methods embodying this invention. The functions of the various elements shown in the figures may be provided through the use of dedicated hardware as well as hardware capable of executing associated software. Similarly, any switches shown in the figures are conceptual only. Their function may be carried out through the operation of program logic, through dedicated logic, through the interaction of program control and dedicated logic, or even manually, the particular technique being selectable by the entity implementing this invention. Those of ordinary skill in the art further understand that the exemplary hardware, software, processes, methods, and/or operating systems described herein are for illustrative purposes and, thus, are not intended to be limited to any particular named.
[0077] While embodiments of the present invention have been illustrated and described, it will be clear that the invention is not limited to these embodiments only. Numerous modifications, changes, variations, substitutions, and equivalents will be apparent to those skilled in the art, without departing from the spirit and scope of the invention, as described in the claim.
[0078] In the foregoing description, numerous details are set forth. It will be apparent, however, to one of ordinary skill in the art having the benefit of this disclosure, that the present disclosure can be practiced without these specific details. In some instances, well-known structures and devices are shown in block diagram form, rather than in detail, to avoid obscuring the present invention.
[0079] While the foregoing describes various embodiments of the disclosure, other and further embodiments of the disclosure may be devised without departing from the basic scope thereof. The disclosure is not limited to the described embodiments, versions or examples, which are included to enable a person having ordinary skill in the art to make and use the disclosure when combined with information and knowledge available to the person having ordinary skill in the art.

ADVANTAGES OF THE INVENTION
[0080] The present disclosure provides a reading apparatus for facilitating teaching and learning of visually impaired persons.
[0081] The present disclosure facilitates imparting Braille knowledge related to Braille characters and Braille numbers along with an audio output to the visually impaired children.
[0082] The present disclosure facilitates to provide an enjoyable Braille teaching apparatus for visually impaired children.
[0083] The present disclosure facilitates be provide an early exposure to Braille and a Braille-rich environment for promoting reading interest in the visually impaired children.
[0084] The present disclosure facilitates Braille teachers to convey Braille concepts and reinforce learning.
[0085] The present disclosure facilitates to advance children's understanding of Braille and the recognition of Braille characters in general.
,CLAIMS:1. A teaching apparatus for teaching Braille, said apparatus comprising:
a support structure having a pair of support members spaced apart from each other;
a reading device; and
a block puzzle rotatably fitted between the pair of support members, the block puzzle comprising one or more protrusions, associated with a protrusion profile, on a first face of the block puzzle,
wherein the one or more protrusions on the first face of the block puzzle are configured to engage with a slot provided in the reading device,
wherein the reading device is configured to generate an audio signal based on engagement of the one or more protrusions with the slot provided in the reading device.
2. The apparatus of claim 1, wherein the protrusion profile corresponds to Braille code associated with a character or a number.
3. The apparatus of claim 2, wherein the audio signal is a recorded audio signal that pertains to the character or the number associated with the Braille code.
4. The apparatus of claim 2, wherein a count of the one or more protrusions is altered for representing a varied Braille code.
5. The apparatus of claim 1, wherein the block puzzle has a cubical body with a plurality of faces, where a second face has the Braille code, a third face has either of a lowercase alphabetic character, an uppercase alphabetic character or a numerical value equivalent to the Braille code, and a fourth face has an image or a picture corresponding to the Braille code.
6. The apparatus of claim 5, wherein each of the second face, the third face and the fourth face comprises a recessed surface, wherein the Braille code present on the second face, either of the lowercase alphabetic character, the uppercase alphabetic character or the numerical value, equivalent to the Braille code, present on the third face, and the image or the picture present on the fourth face project upwardly for tactile perception.
7. The apparatus of claim 1, wherein the block puzzle, from a set of block puzzles, fitted on the teaching apparatus is changed and substituted with another block puzzle from the set of block puzzles based on the protrusion profile.

8. The apparatus of claim 1, wherein the block puzzle comprises a raised peripheral border for orientation of the block puzzle with the reading device.
9. The apparatus of claim 1, wherein the reading device further comprises an electronic circuitry.
10. The apparatus of claim 1, wherein the block puzzle is rotated in either a clockwise or an anti-clockwise manner.