Braille Reading And Writing Skills Of Students At Sebeta Primary School For The Blind

Braille is a system of touch reading and writing that is the most important tool and has power to changernsignificantly the history of blindness. Originally, Braille was used by soldiers that called night reading.rnBut nowadays, Braille reading and writing skills have become crucial in schools for the blind and othersrntoo. This study aimed at assessing students‟ Braille Reading and Braille writing skills and identifiedrnchallenges hindering those skills. The study considered students (grades 1 to 4), Braille teachers, schoolrnprincipals and SNE resource center coordinator at Sebeta School for the blind in the academic year ofrn2019/2020. Using purposive sampling, 3 Braille teachers, 2 school principals and 1 SNE resource centerrncoordinator were selected. After that from the populations of students of grades 1 to 4 were purposivelyrnselected, 69 samples of students were selected by systematic sampling. Also, 2 principals, 3 teachers andrn1 SNE resource center coordinator were selected purposively. The design for the study was a descriptivernsurvey type guided by three research questions. The research questions were answered using qualitativernand quantitative while any significant differences in students Braille skills were tested using independentrnsamples t-test from the data collected through Braille reading and writing test results of students.rnAlthough statistically significant difference was detected in reading Braille in English and Afan Oromo,rnthe result showed that Students‟ BR and BW skills appeared poor and their reading rate seemed veryrnslow. Regarding BW, students‟ skills were found to be poor both in Afan Oromo and English. Thernresponses obtained from principals‟ interview and students‟ FGD indicated the same finding as the testrnresults. Challenges to BR and BW skills of students were found to be unarranged sittings and desks inrnclassrooms, uncomfortable arm chairs in the classrooms, inadequate resources, lecture method deliveryrnapproach, uncomfortable classroom situation, students‟ lack of awareness and support in BR and BWrnactivities, disorganized SNE resource center and learners‟ lack of experiences in using their fingersrnduring BR. Also, lack of Braille skilled teachers and schools principals, school promotion policy werernother challenges that contributed to the poor Braille skills of students. In general, there were BR and BWrnskill gaps in the school. To solve the problems recommendation were given: To enhance BR and writingrnskills, schools need to provide more skill trainings, sufficient learning support, educational resources,rnteaching aids, organized classrooms and other required physical facilities in schools for the Blind. SNErnteachers training colleges and universities need to give a great emphasis on Braille skills when trainingrnprimary school teachers and principals. It was also recommended that BR and BW skills need to bernincluded in teachers‟ CPD in schools for the blind. Further, it would be better if schools for the blindrnprovide continuous service Braille trainings to Braille teachers

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