BUILDING BRAILLE COMPETENCE: TEACHERS’ KNOWLEDGE AND RESOURCES AVAILABILITY FOR BRAILLE LITERACY DEVELOPMENT IN BLIND LEARNERS IN GHANA

Autors/ores

  • Justina Biri Department of Education, Wiawso College of Education, Sefwi-Wiawso, Western-North Region, Ghana orcid.org/0009-0006-9176-0428
  • Eric Twum Ampofo Department of Educational Studies, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Asante Mampong Campus, Ashanti Region, Ghana orcid.org/0009-0002-4542-7617

DOI:

https://doi.org/10.46827/ejes.v13i4.6595

Paraules clau:

Braile competence, teachers’ knowledge, resource availability, resource enhancement

Resum

This study examined teachers’ knowledge and the availability of resources for Braille literacy development among learners with visual impairments in Ghana. Using a qualitative research design, data were collected through interviews and observations from teachers in three foremost schools for the blind in Ghana. The findings revealed that while teachers demonstrated a foundational understanding of Braille as a code and were aware of the appropriate sequence for introducing Braille literacy, variations existed in their instructional approaches. The study also found that schools possessed a range of Braille-related resources such as slates and styluses, Braille printers, tactile learning tools, and talking computers, but these were often inadequate, outdated, or poorly maintained. Again, the study established that the ways of improving resource availability for Braille literacy require coordinated interventions across supply, teacher and transcriber capacity, technology, and sustainable financing. The study concludes that strengthening teacher training, standardising instructional practices, enhancing resource provision, and fostering community and institutional partnerships are essential for building Braille competence and promoting inclusive literacy outcomes for blind learners in Ghana. It is therefore recommended that the Ministry of Education develop and implement a national Braille literacy policy to guide teacher preparation, resource allocation, and sustainable support systems across all schools for the blind in Ghana.

Biografies de l'autor/a

  • Justina Biri, Department of Education, Wiawso College of Education, Sefwi-Wiawso, Western-North Region, Ghana orcid.org/0009-0006-9176-0428
    Justina Biri is an emerging scholar and lecturer at the Wiawso College of Education, Sefwi-Wiawso in Ghana. I have a strong academic background in special education with a focused research interest in areas such as inclusive education, visual impairment, and Braille literacy development. My academic journey is marked by a strong commitment to advancing quality education for learners with visual impairments, particularly in the field of Braille literacy and teacher preparation for inclusive classrooms. I am proud member of the academic network called Orcid and my college webpages.
  • Eric Twum Ampofo, Department of Educational Studies, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Asante Mampong Campus, Ashanti Region, Ghana orcid.org/0009-0002-4542-7617

    Eric Twum Ampofo is a distinguished lecturer and currently the Faculty Exams Officer of the Faculty of Education and General Studies at the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi in Ghana. My research areas primarily focus on educational/instructional psychology and inclusive education. I show undiluted interest, particularly, in exploring the dynamics interplay of how psychological constructs such as emotional intelligence, self-regulated learning, academic ambition, academic motivation, and self-efficacy beliefs affect academic achievement of students. Also, in the area of inclusive education, I demonstrate passionate commitment to advancing quality education for all learners in inclusive settings and a strong advocate in championing the wellbeing of learners with special education needs and disabilities. I am a proud member of academic networks such as Orcid, ResearchGate, Academia.edu, and my university webpages.

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Publicat

2026-03-20

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Vol. 13 Núm. 4 (2026)

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