BRAILLE READING PROFICIENCY AMONG LEARNERS WITH VISUAL IMPAIRMENTS: TEACHERS’ STRATEGIES AND LEARNERS’ READINESS IN AKROPONG SCHOOL FOR THE BLIND, GHANA

Authors

  • Daniel Dogbe Ed.D, Department of Special Education, University of Education, Winneba, Ghana

DOI:

https://doi.org/10.46827/ejse.v0i0.2996

Keywords:

visual impairment, braille, slate and stylus, reading readiness, finger dexterity

Abstract

Globally, braille remains the main medium of reading and writing for individuals with visual impairment, specifically for the literate blind. The study sought to disclose the factors that have affected and continue to affect braille reading proficiency among beginners in Ghana. The study was carried out at Akropong School for the blind which is one of Ghana’s oldest and largest school for learners with visual impairment. The study adopted a descriptive survey design. A random sample of twenty girls and twenty boys were selected for the study. Five teachers who teach reading and writing of braille participated in the study. Three lessons in English language were observed in progress in three separate classrooms in the school. The study revealed that there were no arrangements put in place to train beginners in reading readiness skills before introducing them to braille reading. The study indicated that there were no clear ways of demonstrating how teachers approached the teaching of braille.

 

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Published

2020-04-14

Issue

Vol 5, No 4 (2020)

Section

Articles

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