Disability and rehabilitation. Assistive technology · 2026
Teachers' experiences and perceptions of pre-braille skills, unified English braille, and braille (math, techs, usage, inclusivity) in Ethiopian boarding schools for the blind.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Kana Fituma Yadasa, Temesgen Melese Zelalem, Tekle Hagos Asmerom, Nigussie Worku Berhanu, Golga Dawit Negassa
Аннотация
OBJECTIVES: This is the first nationwide study focusing exclusively on blind boarding schools in Ethiopia. The study examined the experiences and perceptions of Ethiopian blind boarding school teachers regarding pre-braille skills, unified English braille, and braille (mathematics, technology, usage, and inclusivity).
METHODS: Seven blind boarding schools and their 110 teachers (98.21%) were involved using the census sampling technique. Researchers collected data through questionnaires and analysed it using Bayesian and ordinal logistic regression.
RESULTS: Teachers were more likely to favour situations with insufficient teaching materials and limited exposure to pre-braille implementation (95% credible interval of OR: [1.138, 1.592]; OR = 1.345). Teachers without visual impairment perceived braille maths content as difficult and lacked access to learn and access mathematics in braille (95% credible interval of OR is [1.075, 2.102]; OR = 1.503). Agreement on the need for special classes in inclusive settings was significantly higher for students with visual impairment (OR = 4.61, p = 0.001). Voice recorders (OR = 4.85, p = 0.003) and text-to-speech software (OR = 3.61, p = 0.001) significantly hindered braille development and adoption. Participants showed slight motivational agreement on technology in braille instruction (OR = 1.09, p = 0.003) and strong agreement regarding improved learning outcomes (OR = 469.21, p = 0.001).
CONCLUSIONS: Further research should investigate UEB awareness and the impact of braille technologies on students with visual impairments' academic performances. Teachers and curriculum developers should emphasise pre-braille skills, braille maths, braille tech, and transcription services.
METHODS: Seven blind boarding schools and their 110 teachers (98.21%) were involved using the census sampling technique. Researchers collected data through questionnaires and analysed it using Bayesian and ordinal logistic regression.
RESULTS: Teachers were more likely to favour situations with insufficient teaching materials and limited exposure to pre-braille implementation (95% credible interval of OR: [1.138, 1.592]; OR = 1.345). Teachers without visual impairment perceived braille maths content as difficult and lacked access to learn and access mathematics in braille (95% credible interval of OR is [1.075, 2.102]; OR = 1.503). Agreement on the need for special classes in inclusive settings was significantly higher for students with visual impairment (OR = 4.61, p = 0.001). Voice recorders (OR = 4.85, p = 0.003) and text-to-speech software (OR = 3.61, p = 0.001) significantly hindered braille development and adoption. Participants showed slight motivational agreement on technology in braille instruction (OR = 1.09, p = 0.003) and strong agreement regarding improved learning outcomes (OR = 469.21, p = 0.001).
CONCLUSIONS: Further research should investigate UEB awareness and the impact of braille technologies on students with visual impairments' academic performances. Teachers and curriculum developers should emphasise pre-braille skills, braille maths, braille tech, and transcription services.