BRAILLE LITERACY LEVELS AMONG LEARNERS WITH VISUAL IMPAIRMENT IN SPECIAL SCHOOLS IN KENYA

Effective education ensures that students are able to fully participate and benefit from it, regardless of whether they have impairments or not. Good vision is important for students at all stages of learning as it helps them reach their academic potential. It is paramount that students with visual impairment are proficient in Braille so that they are not disadvantaged academically since Braille remains their main medium of communication. Previous studies have ventured into academic performance of learners with visual impairment, however, nothing much is known about their Braille proficiency level. Braille reading tests were administered to forty-seven class eight and form four students in special schools for learners with visual impairments to establish their Braille literacy level. Semi structured interviews were used to solicit more information from four head teachers and a questionnaire used for sixteen teachers in the schools under study. Data was analyzed qualitatively along the common themes identified. The results established that Braille literacy level among primary school children was rather low. However, the case was quite different among high school students. There was no uniformity in the way schools arranged to teach their students Braille. Braille literacy could be improved if strategies were set to teach children with visual impairment Braille and ensure that they were proficient in it. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0793/a.php" alt="Hit counter" /></p>

TEACHERS’ CONTRIBUTION IN DEAFBLIND STUDENTS’ BRAILLE LITERACY

Deafblindness constitutes a dual sensory impairment that is caused by acquired or congenital factors. Assistive technology has converted learning into an approachable good for them. Based on the literature review, braille turned out the most effective assistive device that promotes deafblind (DB) children’s literacy. However, education without human contribution cannot operate properly. For that reason, teachers play a vital role in children’s learning development and can act as the mediators of the provided knowledge. The educational personnel has to bear in mind that every DB child has unique necessities. Consequently, it is imperative need to teach them the suitable combination of methods and techniques consolidated with their knowledge and experience. This research study will employ the methodology of qualitative research as well as the method of semi-structured interviews with teachers of DB students, in order to discover efficient strategies of teaching braille that could build children’s literacy in the school environment. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0728/a.php" alt="Hit counter" /></p>

Teaching Braille Literacy To Blind Primary Schoolchildren And Those With Residual Vision

Nowadays one of the main issues of pedagogy is teaching to primary school children who are blind and those with residual vision. Among those schoolchildren writing disorders are quite common and have a negative effect on their learning progress. The quality and acquisition of school curriculum slows down, and in general negatively affects the learning process of these children. The relevance of the study depends on the fact that sufficient methods, approaches related to teaching Braille literacy have not yet been thoroughly studied and developed.There are insufficient typhlotechnical, typhographic techniques to help promote literacy through the Braille system. The study of the above-mentioned and other similar issues will help to fully implement the Braille system thus improving the writing abilities of children with visual impairments.

Undergraduate Student Education Programs Regarding Braille Literacy: A Transnational Comparative Study

Developing braille literacy skills represents one of the major goals of the education process for students with vision impairment. Fluency and accuracy in reading and writing facilitate access to information, development of knowledge, active participation, functionality, and independence in social contexts. One of the essential factors that can influence the success in the learning process of the braille code consists of the competences of teachers of students with vision impairment who teach braille. The purpose of this study was to investigate the reflections of 95 undergraduate special education students on their training programs regarding braille in their role as future special education teachers. Data were obtained through questionnaires which were administered in two departments of special education in two European universities. The results reported upon undergraduate students&rsquo; reflections on their study in braille and confidence in teaching braille to students who are blind. The findings highlighted the need for further training into the braille code in conjunction with its literary and scientific notation.

Procedural Adaptations for Use of Constant Time Delay to Teach Highly Motivating Words to Beginning Braille Readers

Introduction Constant time delay is an evidence-based practice to teach sight word recognition to students with a variety of disabilities. To date, two studies have documented its effectiveness for teaching braille. Methods Using a multiple-baseline design, we evaluated the effectiveness of constant time delay to teach highly motivating words to three beginning braille readers with developmental disabilities. Procedural variations included a pre-teaching and assessment tool, a higher criterion for mastery, an increased number of trials per session, and remediated instructional feedback. Results A functional relation was established for all three participants. Students reached mastery in four to 12 sessions in less than one hour of instruction. Although the number of correct responses decreased over time, long-term maintenance was demonstrated. Discussion Results suggest that constant time delay is a promising strategy for teaching highly motivating words to early braille readers. Replication is required to establish constant time delay as an evidence-based practice for braille literacy. Implications for practitioners Practitioners are encouraged to incorporate constant time delay into a comprehensive literacy program with opportunities to generalize word reading to other contexts.

Teachers’ Experiences with Literacy Instruction for Dual-Media Students who Use Print and Braille

Introduction This study analyzed survey responses from 84 teachers of students with visual impairments who had provided literacy instruction to dual-media students who used both print and braille. Methods These teachers in the United States and Canada completed an online survey during spring 2015. Results The teachers reported that they introduced braille to their students at the mean age of 7.8 years. The three most common reasons reported for introducing a student to braille were the student's diagnosis, print reading speed, and print reading stamina. The amount of instructional time in braille literacy varied widely, and slightly more than 60% of the students were initially introduced to uncontracted braille. The teachers reported that approximately half of their students were at or above grade level with their print literacy skills, but only about 25% were at or above grade level with their braille literacy skills. Discussion Both contracted and uncontracted braille were used when beginning braille instruction for students reading both print and braille. The roles of student motivation and confidence appeared to be important considerations when designing and providing braille literacy instruction. Implications for practitioners There are many factors that should be considered when determining if a student should transition from print to braille as a primary literacy medium. Motivating students to want to learn and use braille is critical. A comprehensive curriculum is needed for use with established print readers at various reading levels who are making the transition to braille.