Teaching braille writing and reading in emergency remote education: the effects of teacher performance

Abstract

This study aims to describe the pedagogical practice in remote and in-person teaching for the instruction of reading and writing in braille for students with blindness. A qualitative study with a descriptive approach was conducted. The participants were three special education teachers working in Specialized Educational Services (AEE) who accompanied students with blindness during remote learning participated, as well as three regular education teachers from the classes where these students were enrolled and attended upon the return to in-person teaching. The research sites were three public schools in Amapá (AP). The following tools were used for data collection: a semi-structured interview script, and a form to characterize the teachers’ profile and practice. The collected data was analyzed and organized using the content analysis technique. In the first category, “Pedagogical practices in remote teaching”, the teachers’ statements consistently highlighted the use of technology-mediated activities, sent via WhatsApp, the use of slates, styluses, and low-cost concrete and recyclable materials for activities aimed at refining and enhancing tactile discrimination. In the second category, “Learning of reading and writing in braille by students with blindness in remote education”, it was observed that the students had become familiar with the Braille System, though they required more support to catch up with their peers in achieving dynamic reading and fluent writing. The third category, “Reading and writing in braille for students with blindness, according to regular education teachers after remote learning”, there was consensus regarding the delay in the literacy process, resulting from the pandemic, the blackout, and the lack of teacher training.