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ndltd-OhioLink-oai-etd.ohiolink.edu-osu11993105342021-08-03T05:53:05Z Teachers’ perspectives about Braille Literacy in Taiwan Hung, Hui-Ying <p>This study investigates the state of braille literacy in Taiwan. Research on teachers’ attitudes and perspectives about braille instruction in the U.S. includes reading medium selection, personnel training, Nemeth code, assistive technology, and beginning/primary braille instruction. Scant literature exists in Taiwan on braille teaching issues, even fewer on teachers’ perspectives of and competency in braille literacy and instruction in classroom settings (Lin, 2002b; Tsai, 2004). This study extends Wittenstein’s (1993b) and Koenig and Holbrook’s (2000c) investigation to the educational context of Taiwan to examine teachers’ braille training experiences and their competencies of and attitudes toward braille literacy related to their instructional approaches.</p> <p>The research questions guiding this study inquire into the educational backgrounds of teachers of young and beginning braille students in Taiwan, differences and similarities in availability of instructional resources for teachers in three educational programs (itinerant, resource room, and residential school), teachers’ braille teaching strategies and curriculum design, concerns about braille instruction, and recommendations to teacher preparation programs. Mixed methods (document analysis, surveys, and interviews) were used to collect quantitative and qualitative data from 76 in-service certified teachers in Taiwan who taught kindergarten, first-, second-grade levels, or beginning braille in different educational environments.</p><p>The participants agreed braille is an important reading medium and acknowledged the need for more braille knowledge in literary (<i>Zhùyīn</i>) and other braille codes, especially Nemeth code and English braille. Although confident in their skills of teaching braille and determining their students’ reading modes, most did not have enough knowledge of early childhood special education, and their braille curriculum design relied on self-study and advice from experienced colleagues. Most were aware of the increasing use of technology in braille instruction, but were reluctant to use assistive devices to teach young and beginning braille students. Although most agreed with the significance of the Individualized Education Program (IEP) teamwork consisting of vision and regular class teachers, parents, and administrators in students’ braille learning, they did not find the IEP meetings helpful for students. The findings will contribute to research in early braille instruction and to teacher training programs for pre-service and in-service braille teachers in Taiwan.</p> 2008-01-08 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1199310534 http://rave.ohiolink.edu/etdc/view?acc_num=osu1199310534 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
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