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ERIC Number: EJ1032319
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1034-912X
Teaching Literacy through Braille in Mainstream Settings whilst Promoting Inclusion: Reflections on Our Practice
Roe, Joao; Rogers, Sue; Donaldson, Marion; Gordon, Clare; Meager, Nathan
International Journal of Disability, Development and Education, v61 n2 p165-177 2014
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. It aims to share good practice and is based on reflections from our own practice and research carried out by some of the authors. The article considers the impact of vision impairment on opportunities for literacy development, the main challenges QTVIs working in a peripatetic (itinerary) way face, as well as what works well and how we can overcome these challenges. The article describes what characterises good practice in teaching braille, describes effective collaborative work between teachers, other professionals and parents, and analyses how to promote inclusion whilst ensuring pupils access the specialist curriculum and individualised instruction.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom