Learning Braille at Higher Education Level: Exploring the Perception of Prospective Special Education Teachers

Abstract

Purpose: Braille learning is important for teaching students with visual impairment. This study intended to seek the perception of pre-service teachers who obtain degree in special education with the compulsion of learning Braille. Design/Methodology/Approach: This was exploratory and qualitative research. The Sample of study included pre-service teachers (N = 21) studying at higher education level. Convenient sampling technique was used to collect data for this study. A self-developed semi-structured interview protocol was instrument to collect data. The validity of the instrument was assured by the expert opinion (N=03). The reliability of the questionnaire was confirmed through an extensive literature review. The data were analyzed through open coding of the interview transcription to draw categories and themes.  There were four major themes emerged i.e challenges in learning Braille, reading techniques, Braille comprehension, and Braille Rules. Findings: The findings of the study revealed more difficulty in reading Braille in grade two as compare to Braille writing, no training in the haptic sense in higher education institutes, and a lack of proper training courses in teaching and learning braille. Implications/Originality/Value: The study recommends appropriate support by the institutes and particular trainings and courses for Braille learning.