Breaking Barriers with Braille: Driving Literacy and Lifelong Learning for Learners with Visual Impairment
DOI:
https://doi.org/10.65339/ijsair.V2.I2.274Keywords:
Administrative Support, Braille Instruction, Inclusive Education, Learners with Visual Impairment, Sped Centers, Teaching ApproachesAbstract
This study examined Braille instruction for learners with visual impairment in selected SPED Centers in the Bicol Region, focusing on instructional resource use, teaching approaches, barriers, and administrative support to inform evidence-based interventions. Anchored on an integrated framework that includes socio-constructivist theory, pedagogical content knowledge, the theory of planned behavior, institutional theory, and theory of change, the study employed a mixed-methods design combining quantitative descriptive analysis and qualitative thematic analysis. Data were gathered from Teachers of Learners with Visual Impairment and SPED administrators using purposive sampling and semi-structured interviews, with quantitative data analyzed through weighted mean and ranking, and qualitative data analyzed through coding and thematic development. Findings revealed that Braille instruction relies heavily on basic tactile materials, with limited use of advanced technologies, while teaching practices are largely individualized, experiential, and adaptive. However, significant challenges persist, including insufficient instructional materials, limited formal training, time constraints, learner fatigue, and weak home and institutional support. Administrative support was present but uneven, particularly in terms of funding and sustained professional development. The study concludes that while Braille instruction is actively implemented, its effectiveness is constrained by systemic and resource-related limitations, and recommends strengthened institutional support, structured teacher training, improved resource allocation, and enhanced coordination with families. The study aligns with Sustainable Development Goals such as quality education, reduced inequalities, and decent work by promoting inclusive literacy and equitable access to education for learners with visual impairment. It contributes to sustainability by supporting institutional, educational, and social systems that enhance inclusive learning environments and long-term learner independence.
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