Teachers’ Attitudes Towards Braille: The Impact of Teacher Preparation in the 90s

1. Teachers’ Attitudes Towards Braille:The Impact of Teacher Preparation in the 90s 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

2. 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

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

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

5. Figure 2: Attitudes After TrainingBraille Skills V. Teaching Ability

6. Figure 3: Current AttitudesBraille Skills V. Teaching Ability

7. Figure 4: Confidence in Braille SkillsAfter Training V. Current

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

9. Figure 6: Teacher Attitudes Towards Braille

10. Figure 7. Most Likely Decline for Braille Literacy

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

12. Figure 9. A Comparison of Groups by Year

13. Figure 10. Received Braille Training

14. Figure 11. Braille Training as Part of Degree Program

15. Requirements Which Were Included in Braille Training • 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

16. Figure 12. Observed Changes in Requirements for Braille Training

17. Figure 13. Teacher of the Blind Certification

18. Figure 14. Respondent’s Selection of Teaching Assignments

19. Figure 15. Total Number of Students on Caseload

20. Figure 16. Number of Students on Caseload Who Use Braille

21. Figure 17. Total Number of Years Teaching Experience

22. Figure 18. Primary Reading Mode

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

24. Figure 20. Current AttitudesBraille Skills V. Teaching Ability

25. Figure 21. Confidence in Braille SkillsAfter Training V. Current

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

27. Figure 23. Agreement with Statements Regarding Braille Competency

28. Figure 24. Legislation Requiring the Teaching of Braille

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

30. 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.