Braille Reading and Writing Skills of Students at Sebeta Primary School for the Blind
No Thumbnail Available
Files
Date
2020
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AAU
Abstract
Braille is a system of touch reading and writing that is the most important tool and has power to change
significantly the history of blindness. Originally, Braille was used by soldiers that called night reading.
But nowadays, Braille reading and writing skills have become crucial in schools for the blind and others
too. This study aimed at assessing students‟ Braille Reading and Braille writing skills and identified
challenges hindering those skills. The study considered students (grades 1 to 4), Braille teachers, school
principals and SNE resource center coordinator at Sebeta School for the blind in the academic year of
2019/2020. Using purposive sampling, 3 Braille teachers, 2 school principals and 1 SNE resource center
coordinator were selected. After that from the populations of students of grades 1 to 4 were purposively
selected, 69 samples of students were selected by systematic sampling. Also, 2 principals, 3 teachers and
1 SNE resource center coordinator were selected purposively. The design for the study was a descriptive
survey type guided by three research questions. The research questions were answered using qualitative
and quantitative while any significant differences in students Braille skills were tested using independent
samples t-test from the data collected through Braille reading and writing test results of students.
Although statistically significant difference was detected in reading Braille in English and Afan Oromo,
the result showed that Students‟ BR and BW skills appeared poor and their reading rate seemed very
slow. Regarding BW, students‟ skills were found to be poor both in Afan Oromo and English. The
responses obtained from principals‟ interview and students‟ FGD indicated the same finding as the test
results. Challenges to BR and BW skills of students were found to be unarranged sittings and desks in
classrooms, uncomfortable arm chairs in the classrooms, inadequate resources, lecture method delivery
approach, uncomfortable classroom situation, students‟ lack of awareness and support in BR and BW
activities, disorganized SNE resource center and learners‟ lack of experiences in using their fingers
during BR. Also, lack of Braille skilled teachers and schools principals, school promotion policy were
other challenges that contributed to the poor Braille skills of students. In general, there were BR and BW
skill gaps in the school. To solve the problems recommendation were given: To enhance BR and writing
skills, schools need to provide more skill trainings, sufficient learning support, educational resources,
teaching aids, organized classrooms and other required physical facilities in schools for the Blind. SNE
teachers training colleges and universities need to give a great emphasis on Braille skills when training
primary school teachers and principals. It was also recommended that BR and BW skills need to be
included in teachers‟ CPD in schools for the blind. Further, it would be better if schools for the blind
provide continuous service Braille trainings to Braille teachers
Description
Keywords
The study considered students (grades 1 to 4), Braille teachers