Learning and Using Print and Braille: A Study of Dual-media Learners, Part 1

Abstract

This is the first of a two-part report of a study on the instruction of children who were learning or using braille and print simultaneously (dual media). It explores the demographic characteristics of teachers and students, aspects of the decision-making process for providing instruction in dual media, and attitudes of students and parents toward learning dual media.

How Pupils with Severe Visual Impairment Describe Coping with Reading Activities in the Norwegian Inclusive School

“…The holistic descriptions in this study based on the children's subjective experiences are unique, compared with previous reports, thus providing new insight into use of braille, print and text in audio format for pupils with severe visual impairment (Fellenius, 1999b;Lusk & Corn, 2006aRogers, 2007;Vik, 2008;Vik & Fellenius, 2007). Functional coping is complex and requires numerous personal and socio-ecological resources that are not always available.…”

“…Previous reports about pupils who read both braille and print mainly address procedures for selecting appropriate learning media (Holbrook, 2009;Jennings, 1999;Koenig, 1996;Mangold & Mangold, 1989), or describe the reading skills and instruction provided in both reading media (Holbrook & Koenig, 1992;Lusk & Corn, 2006aSelnes & Hunstad, 2000). The individual prerequisites for reading for pupils with visual impairment are complex (Keil, 2004), and further research addressing the use of both braille and print in the inclusive school has been recommended (Fellenius, 1999b;Rogers, 2007;Selnes & Hunstad, 2000).…”

A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind

“…Daily literacy instruction for young Braille readers is essential (Koenig & Holbrook, 2000a). Braille instruction must be systematic, regular, adequate to the child’s needs, and provided by knowledgeable and appropriately trained personnel, to give the child who is blind the best opportunity to become a proficient reader (Barclay, Herlich, & Sacks, 2010; Koenig & Holbrook, 2000a; Lusk & Corn, 2006; Musgrove & Yudin, 2013; U.S. Department of Education, Office of Special Education and Rehabilitative Services, 2000; Wall Emerson, Sitar, Erin, Wormsley, & Herlich, 2009).…”

Views of independence and readiness for employment amongst young people with visual impairment in the UK

“…Similar evidence is provided by Douglas, McLinden and Weston (2010) in relation to using laptop computers in lessons where some students ‘were anxious about appearing to be treated and looking different’ (p. 20). Lusk and Corn (2006), investigating students learning both print and braille, noted that teachers rated student attitude towards print more positively than their attitude towards braille.…”