Teachers Attitudes Towards Braille The Impact of Teacher

Teachers’ Attitudes Towards Braille: The Impact of Teacher Preparation in the 90 s Stuart Wittenstein, Ed. D. Superintendent, California School for the Blind Fremont, California Sheila Amato, Ed. D. Teacher of the Visually Impaired Eastport South Manor School District, New York Presented at the 2002 AER International Conference July 17 -21, 2002 Toronto, Canada

Rationale for Study • “Blind children are not being taught braille because the teachers who are supposedly trained to do so themselves do not know the braille codes sufficiently, much less the teaching methodology. ” Spungin, 1989, in the Journal of Visual Impairment & Blindness • “A little honest reflection about this situation (decline in braille literacy) suggests that the real culprit here is the inadequate and inappropriate education of the special education teachers who are not competent or confident themselves in using Braille and who also believe that their students should not be expected to compete successfully in school or in life. ” Ianuzzi, 1992 in Braille Monitor

Braille Training Groups (as selected by respondents) Ø Group 1 – transcription, rule knowledge, formatting, proofreading Ø Group 2 – same as above plus some (10% of class time) methodology in the teaching of braille reading Ø Group 3 – same as above plus an emphasis (more than 10%) on methodology in the teaching of braille reading

Figure 1: Braille Training Groups 1991 Ø Group 1 – transcription, rule knowledge, formatting, proofreading Ø Group 2 – same as above plus some (10% of class time) methodology in the teaching of braille reading Ø Group 3 – same as above plus an emphasis (more than 10%) on methodology in the teaching of braille reading

Figure 2: Attitudes After Training Braille Skills V. Teaching Ability

Figure 3: Current Attitudes Braille Skills V. Teaching Ability

Figure 4: Confidence in Braille Skills After Training V. Current

Figure 5: Confidence – Teaching Ability After Training V. Current

Figure 6: Teacher Attitudes Towards Braille

Figure 7. Most Likely Decline for Braille Literacy

Figure 8. Braille Training Groups 2001 Ø Group 1 – transcription, rule knowledge, formatting, proofreading Ø Group 2 – same as above plus some (10% of class time) methodology in the teaching of braille reading Ø Group 3 – same as above plus an emphasis (more than 10%) on methodology in the teaching of braille reading

Figure 9. A Comparison of Groups by Year

Figure 10. Received Braille Training

Figure 11. Braille Training as Part of Degree Program

Requirements Which Were Included in Braille Training Ø Ø Ø Ø Ø Proficiency with braillewriter Ability to read braille Knowledge of braille reading methodology Proficiency with slate and stylus Proficiency in Nemeth Code Develop of teacher made materials Write lesson plans Present sample lessons Evaluate curricula Review journal articles

Figure 12. Observed Changes in Requirements for Braille Training

Figure 13. Teacher of the Blind Certification

Figure 14. Respondent’s Selection of Teaching Assignments

Figure 15. Total Number of Students on Caseload

Figure 16. Number of Students on Caseload Who Use Braille

Figure 17. Total Number of Years Teaching Experience

Figure 18. Primary Reading Mode

Figure 19. Attitudes After Training Braille Skills V. Teaching Ability

Figure 20. Current Attitudes Braille Skills V. Teaching Ability

Figure 21. Confidence in Braille Skills After Training V. Current

Figure 22. Confidence - Teaching Ability After Training V. Current

Figure 23. Agreement with Statements Regarding Braille Competency

Figure 24. Legislation Requiring the Teaching of Braille

Figure 25. Most Likely Cause of a Decline in Braille Literacy

References • • Amato, S. S. (2002) Standards and Criteria for Competence in Braille Literacy Within Teacher Preparation Programs in the United States and Canada. Journal of Visual Impairment & Blindness. Spungin, S. J. (1989). Braille literacy: Issues for blind persons, families, professionals, and producers of braille. New York: American Foundation for the Blind. Wittenstein, S. H. (1993). Braille training and teacher attitudes: Implications for personnel preparation. RE: view, 25, (3). 103 -111. Wittenstein, S. H. (1994). Braille literacy: Preservice training and teachers’ attitudes. Journal of Visual Impairment & Blindness, 88 (6). 516 -524. Wittenstein, S. H. , & Pardee, M. L. (1996). Teachers’ voices: Comments on braille and literacy from the field. Journal of Visual Impairment & Blindness – Special Issue on Literacy 90 (3). 201 -209. See also “Braille literacy” Spungin, S. J. & D’Andrea, F. M. (2001) in Library of Congress, Braille into the next millennium, pp. 444 -446. See also June, 1989 special issue on literacy of the Journal of Visual Impairment & Blindness.