Individual and environmental conditions for the literacy development of pupils with severe visual impairments

Abstract

This study investigates how environmental conditions for development in reading, as well as support in Braille and assistive technology, have influenced the literacy of 11 pupils in Norwegian mainstream schools. It was recommended that these pupils learn to read both Braille and print because of their severe visual impairments ie. a visual acuity of 0.1 (20/200), or complicated visual functioning. Their reading and participation in a modern society depends on extensive use of assistive technology. The analysis is based on the pupils' coping strategies in reading and interviews with pupils, teachers and parents. Findings show that the pupils have appropriate reading devices for Braille and print, but technical aid for Braille is infrequently used. Lack of competence in Braille and reading devices at school and home will influence stimulation of literacy and choice of reading media. Possibilities in assistive technology are thus not fully realised. Each pupil's individual needs, as well as ways in which support and stimulation could be provided, should therefore be addressed when recommending reading media and devices.