EMPOWERING LITERACY THROUGH TOUCH: TEACHERS’ ROLES IN ADVANCING BRAILLE LITERACY IN GHANA
DOI:
https://doi.org/10.46827/ejse.v11i6.6311Palabras clave:
literacy through touch, teachers’ roles, braille literacy instruction, teachers’ challengesResumo
This study explored the roles, practices, and challenges of teachers in advancing Braille literacy among learners with visual impairments in the foremost schools for the blind in Ghana. Data were collected through focus group interviews and an observation schedule with teachers, particularly those specialising in language instruction. Findings revealed that teachers’ roles in Braille literacy extend beyond direct instruction of Braille symbols to encompass pedagogy, resource management, technology mediation, emotional support, and advocacy, highlighting the multifaceted nature of their responsibilities. In setting up Braille literacy programmes, teachers reported that they considered the age of onset of the disability, employed task analyses to facilitate gradual learning, and assessed the nature of impairment to determine whether learners could engage with both Braille and print or only Braille. However, the study also identified significant challenges undermining Braille literacy instruction. These include shortage and irregular supply of Braille textbooks and learning materials, limited teacher preparation and professional development in Braille pedagogy, large class sizes that restricte individualised instruction, and systemic issues such as inconsistent implementation of inclusive-education policies, inadequate funding for special education, and weak inter-agency coordination. The study recommends the need for targeted professional training, improved resource provision, stronger policy implementation, and stakeholder collaboration to enhance Braille literacy and educational outcomes for learners with visual impairments in Ghana.
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