Factors hindering the use of Braille for instruction and assessment of students with visual impairments: A systematic review

Abstract

Students with visual impairments require Braille to support their reading and writing skills. The ability to read and write Braille is a fundamental skill that students need to master in the learning process. Therefore, it is necessary to know various barriers that can hinder Braille learning for students with visual impairments at different grade levels. We found 186 research articles after searching for keywords for factors hindering educational inclusion of students with visual impairments using Braille, Braille barriers, obstacles to the development of Braille in schools, and factors that hinder the use of Braille for instruction and assessment of students with visual impairments through online databases ERIC, EBSCOhost, PsycINFO, PubMed, Google Scholar, and Springer Link. In this systematic review, 12 relevant articles met the inclusion criteria set out of 186 initial search results by reviewing the abstract part of the selected articles. We assessed the quality of these 12 selected articles using a mixed-method appraisal technique and PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. This systematic review examined the barriers to learning Braille and its use in schools for instructing and assessing learners with visual impairments. This systematic review identified several obstacles that contribute to the spread and development of Braille in schools: (1) students who are blind or low vision who lack access, interest, and rely on voice; (2) school-related factors like a lack of inclusive curriculum, teachers’ lack of knowledge about Braille, and the scarcity of Braille printed resources; and (3) educational leadership–related factors: a lack of policy, a lack of Braille technologies, and insufficient research. Hence, educational experts, policymakers, and curriculum developers must consider the following factors while designing the curriculum and assessments for learners with visual impairments to ensure their inclusion in the least restrictive learning environment.