The Quality of Brailled Instructional Materials Produced in Texas Public Schools

Abstract

This study analyzed the quality of brailled instructional materials transcribed by 40 public school personnel. The authors calculated the correlation of the certification status of the personnel and the average amount of time spent transcribing per week with the total number of transcription errors. The findings suggest that students who read braille may receive instructional materials that are not equal in quality to those received by their sighted peers.