Braille Skill Competence Of Students With Visual Impairment At Sebeta Boarding School For The Blind

The study is aimed to investigate the Braille skill of students in Sebeta School for the Blind. Evenrnif the skill is taught in the school, students are heard as they are inefficient and have no fullrnconfidence to read and write in Braille. To deal with the study, basic questions such as how thernteaching Braille skill is implemented in the school, whether the teachers have Braillerncompetence, if the students of the school have achieved needed skill and whether there arernopportunities help the students to enhance the skill of the students were designed andrnaccompanied by objectives indicated that the students have no needed competence in Braille andrnalso answer the questions. Relevant related literature could also be investigated in advance andrnqualitative method was designed for the implementation of the study. Interview guide questions,rnfocused group discussion, Braille reading and writing tests and observation guidelines werernorganized to investigate data. The sources of data were teachers of Sebeta School for the Blind,rnthe school directors, the resource center coordinator, grade four and grade eight students, STEOrnand OEB and they were totally 23 in number. Except one SNE professional among them, theyrnwere from different field of study. The data were discussed under the categories, i.e. the schoolrnBraille teaching implementation, the school teachers’ Braille competence and the students. Thernresult eventually showed that the Braille skill taught in the school has shortcomings, most of thernstudents and the teachers are inefficient in the skill and though the school has opportunities, theyrndidn’t use them. Above all the Braille skill teaching of the school has no legal curriculum used.rnTaking these in to account, OEB, the school management, teachers and the students arernrecommended to play their roles to solve the problems. To reduce problems of curriculum and itsrnstandard, OEB primarily shoulders the responsibilities. Thus, the bureau should prepare legalrncurriculum, assign professionals of SNE focal at the bureau level and to the school managementrnas well

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