To be effective teachers of literacy for students who read braille, we need to know what our students' strengths and needs are as all these components come together in braille literacy. Using an appropriate assessment that addresses the skill sets involved in braille literacy is critical to putting together effective intervention packages for our…

We would describe teaching literacy through braille as one of the most rewarding and challenging aspects of the role of a Qualified Teacher for the Visually Impaired (QTVI). This article focuses on teaching literacy through braille in mainstream settings whilst promoting inclusion and meeting the social-emotional needs of children who use braille.…

This article describes the components of the Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE) for teaching braille reading and writing to students who are blind and have additional cognitive impairments. The components of I-M-ABLE are: (1) selecting and teaching the Key Vocabulary; (2) teaching the efficient use of…

Children's perceptions of learning to read and write braille were measured using an open ended 10-item questionnaire. The data were evaluated by amount of time, level of contractedness, and level of achievement. No differences were found with respect to time or the introduction of contractions. Differences were apparent between the high- and…

This article describes an unconventional method to teach un-contracted braille reading and writing skills to students who are blind and have additional disabilities. It includes a keyboarding curriculum that focuses on the whole language approach to literacy. A special feature is the keyboard that is adapted with braille symbols. Un-contracted…

The paper summarizes the reasons given for the decrease in Braille literacy and analyzes them as indicators of faults in the system of educating children with visual handicaps. Reasons include undercounting visually handicapped children, emphasizing use of vision, attitudes toward Braille, teacher competency, service delivery via itinerant…

This point/counterpoint feature evaluates braille literacy instruction in three commentaries by A. J. Koenig, J. E. Olmstead, and E. J. Rex. The commentaries indicate that itinerant instruction of braille skills can be effective with adequate student motivation and requisite skills, school staff and family support, vigilant focus on student needs,…

This article describes the whole-language philosophy of teaching reading and writing and its application to teaching braille reading to blind children. It suggests activities that are effective for enhancing the development of early reading behaviors in children who use braille and that integrate the critical components of literacy learning with…

A survey of 1,663 teachers of students with blindness examined their attitudes about braille literacy. This article summarizes their comments concerning teaching braille, making the print-braille decision, use of technological devices, the importance of braille as a learning medium, use of slate and stylus, teachers' braille skills, legislation,…

Each person who is deaf-blind--whatever her sensory, mental, and physical abilities--deserves the opportunity to become literate in all the ways of which she is capable. Reading and writing are especially crucial for one whose world is narrowed because of vision and hearing losses. Literacy can enable such a person to exchange information and…

This study compared outcomes for 74 congenitally legally blind adults who learned to read braille or print as their original reading medium. Those who learned to read using braille had higher employment rates and educational levels, were more financially self-sufficient, and spent more time reading than did those who learned to read using print.…

This collection of readings is intended to provide teachers of children who are blind or visually impaired with guidelines and strategies for teaching the reading and writing of braille. The eight chapters are: (1) "Braille as the Primary Literacy Medium: General Guidelines and Strategies" (Diane P. Wormsley); (2) "Fostering Emergent Literacy"…