Enablers and barriers encountered by working-age and older adults with vision impairment who pursue braille training

Abstract

Purpose We explored the experiences of working-age and older adults with acquired vision impairment who pursued braille rehabilitation training, and the facilitators and barriers they encountered throughout this process. Methods Semi-structured interviews of up to 90 min in length were conducted with 14 participants from across Canada who learned braille between the ages of 33 and 67 (Mdn = 46). Transcripts were analyzed by two researchers using interpretive phenomenological analysis. Results A variety of personal, social and institutional factors characterize the adult braille learning experience. Among these, participants highlight the role of prior identity and experience, the impact of access to resources and the cost of materials and devices needed to maintain braille skills. Findings also emphasize invisible barriers, including the role of societal perceptions towards braille, the level of support provided by family and friends, and the influence of unconscious biases towards braille and aging held by both adult learners and those around them. Conclusions These findings provide important context to improve policies and practice in adult braille rehabilitation. As the prevalence of age-related vision impairment continues to increase, it will become imperative to understand the unique needs of working-age and older adults with acquired vision impairment who pursue braille. Implications for REHABILITATION This study is one of the first to explore the experiences of working-age and older adults with acquired visual impairment who pursue braille rehabilitation training. Rehabilitation professionals must take into account prior learning and reading experiences which may shape the braille learning process. Family members require greater access to resources and support during the training process. There is a significant need for public education to address societal misconceptions about braille and blindness that can lead to a reluctance to use braille. Interactions with other braille users foster more empowering definitions of braille that align with the social model understanding of disability.