Experiences of Teachers of Students With Visual Impairments in Learning and Teaching a New Braille Code for Mathematics and Science

Abstract

Introduction: In 2016, the United States transitioned to two new braille codes for science, technology, engineering, and mathematics (STEM). Little is known about the experiences of teachers of students with visual impairments in learning and supporting their students in learning these new braille codes: Nemeth Code within Unified English Braille (UEB) Contexts and UEB Technical. Methods: Thirteen certified teachers of students with visual impairments participated in one of three focus groups during the spring of 2020. The audio files were transcribed and then analyzed. Results: Some participants reported that they were still in the process of transitioning to Nemeth Code within UEB Contexts or UEB Technical. The majority of participants learned a new code through self-study and were introducing the symbols incrementally to their students. The participants reported that their students had been successful in learning Nemeth Code within UEB Contexts or UEB Technical, but there were challenges, including inadequate lead time, in supporting their students in STEM classes. Discussion: Affordable training and professional development for learning a new code were needed. Additional resources, including grade-level charts and curricula for K-12 students, should be created for both codes. Implications for Practitioners: Teachers of students with visual impairments are an essential part of the STEM educational team for students who read braille. Supporting student learning requires specialized knowledge of the braille codes used in STEM courses and technologies for producing tactile materials. Sharing of instructional materials, existing resources, and teacher expertise throughout mentorship would benefit the field of visual impairment.