REIMAGINING BRAILLE LITERACY IN INCLUSIVE SCHOOLS: SPECIAL EDUCATORS’ REFLECTIONS ON INTRODUCING BRAILLE AS AN ELECTIVE SUBJECT FOR SIGHTED STUDENTS

Autori

  • Shruti Pandey Assistant Professor, Faculty of Education, Banaras Hindu University, Kamachha, Varanasi, Uttar Pradesh, India
  • Sheelu Kachhap Assistant Professor, Department of Education, University of Allahabad, Prayagraj, Uttar Pradesh, India

DOI:

https://doi.org/10.46827/ejse.v12i3.6665

Cuvinte cheie:

Braille literacy, inclusive education, in-service teachers, accessibility, social inclusion

Rezumat

Elective subjects in Indian schools have long focused on the local or foreign language (e.g. Sanskrit, French, or German) to enhance the linguistic and cultural understanding of the students. Braille on the other hand gives a different form of an elective one that transcends learning language to be included and change the social condition. Being a universal literacy system, Braille, in addition to serving the visual impaired, can potentially develop empathy, awareness and responsibility in the mind of sighted learners. This paper analyses the possibility and worthiness of making Braille an optional course in standard education. In particular, the paper will dwell on how special educators view the potential impact of such an elective on both the empathy and the perception of visual impairment among sighted students, and on its practical consequences for creating collaborative learning conditions. It will also discuss how such a program can enhance the rate of braille literacy among students with the visual impairment by exposing them to more levels of exposure and encouragement by the rest of the sighted community, thus, closing the gap in educational opportunities and social inclusion. A qualitative research design was applied to choose special educators and teachers purposely in schools, universities, and rehabilitation centers in the region of Delhi NCR. The sample was different in terms of professional role and specialization i.e., in visual impairment, hearing impairment, developmental disabilities, deaf blindness, and specific learning disabilities, hence the subjects were aged between 23 and 38 years. The data collection used a bilingual (English-Hindi) open-ended questionnaire, which was complemented by telephone interviews done to clarify the answers, which were then analysed in a thematic way in line.Results indicated that there was widespread support of the introduction of Braille as an optional program among teachers amongst the sighted students. They underlined its possibilities to create empathy, enhance peer relationships, and build positive attitudes about disability and inclusion. Cognitive benefits were also reported by teachers, such as improved concentration, pattern recognition, tactile awareness, and problem-solving abilities, and it was also indicated that early exposure would help foster a career in education, rehabilitation and assistive technology in future. In addition to these advantages, practical issues revealed by the respondents include the absence of qualified teachers, the unavailability of Braille materials, and a misunderstanding that diminishes its significant role in comparison to other electives. To implement it successfully, the participants emphasized that policy support by the National Education Policy (2020) and the Rights of Persons with Disabilities Act (2016) and investment in training, materials, and collaboration between schools, NGOs, and government bodies were required. In summary, the research emphasizes on Braille as more than a literacy alternative; it is a skill that has an academic, personal and social value as well as a valuable progress toward the Indian objective of comprehensive and equitable learning.

Biografii autori

  • Shruti Pandey, Assistant Professor, Faculty of Education, Banaras Hindu University, Kamachha, Varanasi, Uttar Pradesh, India

    Dr. Shruti Pandey is an accomplished academician and researcher in the field of Education, currently serving as an Assistant Professor in the Faculty of Education at Banaras Hindu University (BHU), Varanasi, India. Her academic and research interests encompass Visual Impairment, Science Education, Inclusive Education, Special Education, and Differentiated Instruction, with a focus on creating accessible and equitable learning environments for diverse learners. She is committed to integrating innovative teaching strategies and research-based practices into classroom instruction.

  • Sheelu Kachhap, Assistant Professor, Department of Education, University of Allahabad, Prayagraj, Uttar Pradesh, India

    Dr. Sheelu Kachhap is an academician and researcher in the field of Education, currently serving as an Assistant Professor in the Department of Education at the University of Allahabad, Prayagraj, India. She is actively engaged in teaching, research, and academic mentoring, with a sustained commitment to advancing inclusive, equitable, and research-driven educational practices.Her research and professional interests include Visual Impairment, Concept Mapping, Science Education, Special Education, Inclusive Education, and Universal Design for Learning, with a focus on advancing equitable, accessible, and learner-centered pedagogical practices for diverse learners.

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Publicat

2026-04-15

Număr

Volum 12 Nr. 3 (2026)

Secțiune

Articles

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