Braille—Implications for Living

Stephens, Oluyemi Adetunji

doi:10.1177/0145482x8908300606

Cited by 23 publications

(9 citation statements)

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“…Nonetheless, the problem is that it is difficult to learn and become accustomed to Braille music. In fact, Braille literacy itself, not to mention Braille music, is often implicated in higher levels of employment, financial security, education and greater personal independence (Eldridge, 1979; Stephens, 1989; Ryles, 2000).…”

Section: Analysis and Discussionmentioning

confidence: 99%

Affordance of Braille music as a mediational means: significance and limitations

Park¹,

Kim²

2014

Brit. J. Music. Ed.

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Affordance refers to the properties or designs of a thing that offer the function of the thing. This paper discusses the affordance of Braille music in terms of three notions: mediational means, mastery and appropriation, and focuses on answering the following three questions: (i) How do musicians with visual impairments (MVI) perceive Braille music and what does it reveal about the characteristics and limitations of Braille music? (ii) What are the traits influencing the affordance of Braille music and how does it fit the needs of MVI? (iii) What are the conditions that make Braille music more affordable? To qualitatively investigate these topics, we interviewed nine music teachers and their seven students with visual impairment at a school for the blind in Korea. We found that learning and mastering Braille music is not an easy task, and that blind musicians tend to depend more on auditory input and memorisation. These findings suggest that the current level of development, diffusion and employment of Braille music is not satisfactory in Korea. In order to promote the affordance of Braille music, the adaptability, learnability/usability and availability of Braille music must be enhanced.

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Section: Analysis and Discussionmentioning

confidence: 99%

Affordance of Braille music as a mediational means: significance and limitations

Park¹,

Kim²

2014

Brit. J. Music. Ed.

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“…The researchers developed a questionnaire with items and questions based on the results and/or on inferences of other relevant research (Eldridge, 1979;Johnston, 1996;Schroeder, 1989;Spungin, 1989;Stephens, 1989;Wittenstein, 1994) which emphasized that the variables which are relevant to the competence of teachers' in teaching braille are pertinent to a. the content of braille, b. teachers' confidence in teaching braille, c.…”

Section: Instrument and Proceduresmentioning

confidence: 99%

“…Braille code is a tactile code through which individuals with severe vision impairments can read and write and become literate, according to conventional concepts of literacy (Schroeder, 1989;Stephens, 1989). However, recent researches have shown a decrease in the number of people with vision impairments that know to read and write braille.…”

Section: Introductionmentioning

confidence: 99%

“…Schroeder (1989), Wittenstein (1994) and Johnston (2004) locate braille illiteracy to the decline in teachers' knowledge in braille. Teachers have been "accused" for incompetence in braille instruction (Eldridge, 1979; Mauer, Pierce (as cited in Wittenstein, 1994); Spungin, 1989;Stephens, 1989). According to Spungin (1989) "Blind children are not being taught braille because the teachers who are supposedly trained to do so themselves do not know the braille codes sufficiently" (p. 42).…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate Student Education Programs Regarding Braille Literacy: A Transnational Comparative Study

Argyropoulos¹,

Hathazi²,

Nikolaraizi³

2019

HES

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Developing braille literacy skills represents one of the major goals of the education process for students with vision impairment. Fluency and accuracy in reading and writing facilitate access to information, development of knowledge, active participation, functionality, and independence in social contexts. One of the essential factors that can influence the success in the learning process of the braille code consists of the competences of teachers of students with vision impairment who teach braille. The purpose of this study was to investigate the reflections of 95 undergraduate special education students on their training programs regarding braille in their role as future special education teachers. Data were obtained through questionnaires which were administered in two departments of special education in two European universities. The results reported upon undergraduate students’ reflections on their study in braille and confidence in teaching braille to students who are blind. The findings highlighted the need for further training into the braille code in conjunction with its literary and scientific notation.

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“…positive societal attitudes about blindness, high self-expectations, opportunities for education and exploration, etc. ), braille literacy is often implicated in higher levels of employment, financial security, education, and greater personal independence (Eldridge 1979; Schroeder 1989, 1996, 2000; Stephens 1989; Ryles 1996, 2000). For this reason, associations of blind people, e.g.…”

Section: Introductionmentioning

confidence: 99%

An overview of IPA Braille: An updated tactile representation of the International Phonetic Alphabet

Englebretson

2009

Journal of the International Phonetic Association

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This article provides an overview of IPA Braille, revised and updated by Englebretson (2008) under the auspices of the International Council on English Braille (ICEB). After a brief introduction to braille as a writing system and a review of the disparate braille notations formerly used for phonetics, the author discusses the need for a single, up-todate, linguistically-informed braille notation for the IPA. The author then outlines the rationale and procedures used in developing IPA Braille, and presents an appendix of the complete charts showing the braille equivalents for all symbols of the current IPA (revised to 2005). This article is relevant to phoneticians interested in applications of the IPA, linguists interested in writing systems, instructors who may have blind students enrolled in phonetics and linguistics courses, and especially to blind students and professionals needing access to a complete, updated braille IPA notation. The publication of the full braille charts in JIPA ensures that IPA Braille is available to the wider community of phoneticians and linguists, who typically do not have access to the literature from specialized braille publishing houses.

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Braille—Implications for Living

Cited by 23 publications

References 0 publications

Affordance of Braille music as a mediational means: significance and limitations

Affordance of Braille music as a mediational means: significance and limitations

Undergraduate Student Education Programs Regarding Braille Literacy: A Transnational Comparative Study

An overview of IPA Braille: An updated tactile representation of the International Phonetic Alphabet

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