Understanding Braille and Braille Readers to Facilitate Inclusion and Foster a Sense of Belonging.
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| Title: | Understanding Braille and Braille Readers to Facilitate Inclusion and Foster a Sense of Belonging. |
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| Authors: | Zebehazy, Kim T.1 (AUTHOR) kim.zebehazy@ubc.ca, Holbrook, M. Cay1 (AUTHOR) |
| Source: | Teaching Exceptional Children. Jul/Aug2026, Vol. 58 Issue 6, p396-411. 16p. |
| Abstract: | This article focuses on strategies for creating an inclusive classroom environment that supports braille-reading students with visual impairments, emphasizing the importance of fostering a genuine sense of belonging. It outlines a collaborative planning process between a classroom teacher and a teacher of students with visual impairments (TSVI) that includes understanding braille as a tactile writing system, analyzing the physical and social classroom environment, and selecting instructional strategies aligned with the Universal Design for Learning (UDL) principles of engagement, representation, and action and expression. The article highlights the need for accessible materials, multisensory teaching approaches, and the integration of technology such as refreshable braille displays and braille notetakers, while stressing that accommodations should be natural and not single out the student. Ultimately, it underscores that successful inclusion relies on teamwork, positive attitudes toward braille literacy, and intentional efforts to ensure all students feel valued and engaged. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article focuses on strategies for creating an inclusive classroom environment that supports braille-reading students with visual impairments, emphasizing the importance of fostering a genuine sense of belonging. It outlines a collaborative planning process between a classroom teacher and a teacher of students with visual impairments (TSVI) that includes understanding braille as a tactile writing system, analyzing the physical and social classroom environment, and selecting instructional strategies aligned with the Universal Design for Learning (UDL) principles of engagement, representation, and action and expression. The article highlights the need for accessible materials, multisensory teaching approaches, and the integration of technology such as refreshable braille displays and braille notetakers, while stressing that accommodations should be natural and not single out the student. Ultimately, it underscores that successful inclusion relies on teamwork, positive attitudes toward braille literacy, and intentional efforts to ensure all students feel valued and engaged. [Extracted from the article] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599241307603 |
