Perspectives on Literacy by Four Adolescents, Their Teachers, and Family Members. (May 2020)

• Record Type: Journal Article
• Authors: Rosenblum, L. Penny; Herzberg, Tina S.
• Is Part Of: Journal of visual impairment & blindness. Volume 114:Number 3(2020)
• Page Start: 185
• Page End: 197
• Publication Date: 2020-05
• Subjects: Dual-media -- braille; Blind -- Periodicals; People with visual disabilities -- Periodicals; Blindness -- Periodicals; Vision disorders -- Periodicals; Blind; Blindness; People with visual disabilities; Vision disorders; Blindness; Vision Disorders; Periodicals; Periodicals; Electronic journals; 362.4105
• DOI: 10.1177/0145482X20923441
• Languages: English
• ISSNs: 0145-482X

Abstract

Introduction: To better understand the process students with visual impairments experience in learning and using braille as a literacy medium, the researchers conducted interviews. The role of technology in the literacy experiences of the students was also examined. Methods: Individual interviews were conducted with four triads (a student, a teacher, and a family member). Five themes were identified across the interviews. Results: There were similarities and differences in how braille was introduced and taught to each student. None of the four students had a braille reading speed of more than 30 words per minute, and each struggled to use braille and technology to keep up with academic classes. Students and family members reported an emotional effect in regard to the loss of vision and the need to transition from print to braille. Discussion: Although instructional approaches differed, the teachers used strategies and materials based on their students' interests and abilities. Family members were supportive of their children learning braille and using technology. The students recognized that their braille reading was slow and that there was much to learn in order to succeed academically both now and in the future. Implications for practitioners: Today's students with visual impairments need multiple methods to complete literacy tasks. Practitioners must design programs that allow students to gain necessary skills with braille and technology so that they can meaningfully integrate braille and technology as tools in their literacy toolbox.