Teacher, But Also Student: Challenges and Tech Needs of Adult Braille Learners with Sight

TL;DR

This study explores the unique challenges faced by adult sighted teachers learning braille, highlighting their need for engaging, efficient tools to improve literacy instruction for blind students.

Contribution

It provides new insights into adult sighted teachers' braille learning experiences and identifies design opportunities for effective educational tools.

Findings

Teachers lack consistent braille practice opportunities.

Time constraints hinder adult braille learning.

Teachers seek engaging, efficient learning tools.

Abstract

Braille literacy is critical for blind individuals' independence and quality of life, yet literacy rates continue to decline. Though braille instructors in integrated K-12 classrooms play a central role in literacy development in blind youth, prior research on braille learning almost exclusively focuses on blind adolescent students. As a result, we still know little about how sighted adult teachers learn braille. To address this, we interviewed 14 educators, including 13 certificated Teachers of Students with Visual Impairments (TVIs) and 1 paraeducator, who learned braille as adults. We found that they: (1) lack consistent braille exposure to reinforce knowledge and skill; (2) have limited time to practice due to myriad responsibilities of adulthood; and thus, (3) seek learning tools that are engaging and efficient. Our research draws attention to the needs of a group of braille learners who have been overlooked and identifies new design opportunities to facilitate braille literacy.