Developing a training program in reading and writing Braille symbols in English language for students with visual disability in low elementary grades and measuring its effectiveness

Abstract

The objective of this study is to identify the impact of a training program in Reading and Writing Braille symbols in English language for students with visual disability in the elementary stage in Jordan. Participants are 60 students with visual disability, from Grades 1–6, studying at the blind school in Abdoun. Members were divided into two groups: control and experimental. In order to evaluate the efficacy of the training program, the researcher developed a scale to measure pre- and post-ability to read and write Braille symbols in English language. Means and standard deviations were calculated for both groups. Analysis was carried out using two-way analysis of variance. The results indicate statistically significant differences on reading and writing dimensions and on the total score, as well as on the post training results in favor of the experimental group indicating significant impact of the training program. The results did not show any significant differences between blind and partial visual disability in the experimental group on reading and writing scores and on the total score. Findings demonstrated the efficacy of the training program, which introduced reading and writing in a simple and interesting way according to certain levels ranging in difficulty, in addition to using different forms of reinforcement to motivate students. As for the implications for practitioners, teachers in inclusive schools of schools of visually disabled students can use the training program to teach both blind and partially sighted students reading and writing English Braille using both the hands.