Learn Writing and Reading Braille for Elementary Student with Visual Impairment: A Systematic Review

Susanti, Dewi Juwita; Rudiyati, Sari

doi:10.2991/icsie-18.2019.33

Cited by 4 publications

(3 citation statements)

References 10 publications

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“…The results also agree with Harrison et al (2003), which indicated that using Braille improves reading and writing skills for blind students in addition to reflecting positively on their academic achievement. It also corresponds with Blake’s study (2003) and Susanti and Rudiyati (2019), which suggests that certain factors affecting reading and writing Braille should be considered, such as presenting Braille symbols and reading skills in a sequential way and focusing on students’ experiences. Moreover, the results also agree with the findings of Horani (2007), Crawford & Elliott (2009) and Toussaint and Tiger (2010), indicating a positive impact of using tactical methods on reading and writing skills for students with visual disability.…”

Section: Discussionsupporting

confidence: 85%

Developing a training program in reading and writing Braille symbols in English language for students with visual disability in low elementary grades and measuring its effectiveness

Abu Shokhedim

2023

British Journal of Visual Impairment

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The objective of this study is to identify the impact of a training program in Reading and Writing Braille symbols in English language for students with visual disability in the elementary stage in Jordan. Participants are 60 students with visual disability, from Grades 1–6, studying at the blind school in Abdoun. Members were divided into two groups: control and experimental. In order to evaluate the efficacy of the training program, the researcher developed a scale to measure pre- and post-ability to read and write Braille symbols in English language. Means and standard deviations were calculated for both groups. Analysis was carried out using two-way analysis of variance. The results indicate statistically significant differences on reading and writing dimensions and on the total score, as well as on the post training results in favor of the experimental group indicating significant impact of the training program. The results did not show any significant differences between blind and partial visual disability in the experimental group on reading and writing scores and on the total score. Findings demonstrated the efficacy of the training program, which introduced reading and writing in a simple and interesting way according to certain levels ranging in difficulty, in addition to using different forms of reinforcement to motivate students. As for the implications for practitioners, teachers in inclusive schools of schools of visually disabled students can use the training program to teach both blind and partially sighted students reading and writing English Braille using both the hands.

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Section: Discussionsupporting

confidence: 85%

Developing a training program in reading and writing Braille symbols in English language for students with visual disability in low elementary grades and measuring its effectiveness

Abu Shokhedim

2023

British Journal of Visual Impairment

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“…In this above assertion, the students are still a victim of labeling by conventional thought. Average students come from different backgrounds and have different mindsets due to the lack of a model of disability awareness; they exhibit dogmatic ideology and discriminatory thoughts (Susanti & Rudiyati, 2019). As above narratives, participant S2 said, i am facing the same challenges in the regular classroom.…”

Section: Presence Of An Untrained Teachermentioning

confidence: 99%

Navigating Insights and Perspectives of Students with Disability to Include in Nepalese Classroom

Khagendra Baraily

2024

IJEPS

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Integrated schools with resource classes and special schools provide education for children with disability in Nepal. Government funds and the partial support of national and internal donor partners run these schools. This study intends to seek how children with disability normalize in regular classes after the additional support service in resource class to become a case of inclusion in the education system of Nepal. The study explored the adjustment challenges and identified coping strategies in a regular course. The four students with disability from integrated schools representing children with visual impairment and children with deaf were purposively selected and interviewed through semi-structured interview guidelines in a natural setting. The interview responses were transcribed verbatim and analyzed by extracting themes within a theoretical framework based on post-structuralism and discourse analysis. More than five themes were identified from the discussion of students' reports regarding adjustment challenges in the students' narratives. The study explored significant challenges such as the lack of disabled-friendly physical facilities, domination of traditional methods, presence of an untrained teacher, lack of expanded core curriculum, lack of peer support and poor psychological attachment. The exploration of challenges assists policymakers and well educators set up strategies for effective inclusion in school education and the community. The extreme mitigation of challenges promotes an inclusive atmosphere in regular classrooms.

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“…The totally blind student (subject A) needs complete braille fraction symbols on the fraction blocks, which contain nails that represent the black and white dot of the braille fraction symbols. According to the result of previous research, blind students have different ways of reading braille fonts (Susanti & Rudiyati, 2019).…”

Section: The Retrospective Analysismentioning

confidence: 99%

Hypothetical Learning Trajectory (HLT) for Fraction of Blind Students Using Braille Media Fraction Block

Agustiani

Putri²

2021

Jurnal Didaktik Matematika

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. Learning fractions is one of difficult topics for students with visual impairments. The aim of this design research is to describe the design process of Hypothetical Learning Trajectory for the addition of fractions using Fraction Block Braille. This research is divided into 3 stages, the preparation for the experiment, the design experiment, and the retrospective analysis. Data collection techniques in this research are walkthrough, observation, interview, and test. This research resulted in a Hypothetical Learning Trajectory design for the addition of fractions contains the following activities: Dividing unit blocks into equal parts, Comparing the sizes of different fraction blocks to get the same size fractions, Comparing the combined sizes of several blocks, Combining several fractions, Determining the fractional block that is the same size as the summed fraction block. The five activities were carried out quite well in the 2-cycle experimental activity. After the implementation of the experimental activities, the students' answers to the practice questions showed that the research subject could understand the material presented.

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Learn Writing and Reading Braille for Elementary Student with Visual Impairment: A Systematic Review

Cited by 4 publications

References 10 publications

Developing a training program in reading and writing Braille symbols in English language for students with visual disability in low elementary grades and measuring its effectiveness

Developing a training program in reading and writing Braille symbols in English language for students with visual disability in low elementary grades and measuring its effectiveness

Navigating Insights and Perspectives of Students with Disability to Include in Nepalese Classroom

Hypothetical Learning Trajectory (HLT) for Fraction of Blind Students Using Braille Media Fraction Block

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