Formative experiences in the development of accessible resources for Braille literacy in congenitally blind children

Abstract

The present experience report entitled “Formative experiences in the construction of accessible resources for Braille literacy in congenitally blind children” aims to demonstrate the central relationship between the production of accessible teaching materials and the learning of individuals with blindness. It also addresses the development of a concept notebook to foster reading and writing skills in Braille, demonstrating that ongoing teacher training is essential for effectively using the produced tool in the literacy and writing process of individuals with blindness. Furthermore, it offers tools that enable the development of teaching based on differentiation, catering to the specific needs of all students. To achieve these objectives, we carried out the development of the pedagogical instrument concurrently with classes and courses offered to teachers in the public education system, academics, and the community at large. Thus, it was possible to continually refine the notebook and adapt it to the educational needs of the target audience. Among the results achieved, a series of activities were developed in the creation of the didactic resource using everyday materials, such as reusing containers, packaging, as well as sports and recreational materials like ping pong balls. Eventually, the completed concept notebook became part of the Course Plan of the Pedagogical Support Center for the Visually Impaired (CAP) as a tool for the institution’s courses, considering it a relevant pedagogical resource for the acquisition of essential concepts for reading and writing in Braille. Throughout the ongoing training process, the development of accessible teaching materials contributed to inclusive pedagogical practices in regular education, allowing students with blindness to access the curriculum.