Alternative format preferences among secondary school visually impaired students in Nigeria

Abstract

Persons with visual impairment have consistently shown a preference for one alternative reading format over another, often because of factors outside their control. This study adopted survey research design to investigate alternative format preferences among secondary school visually impaired students, focusing on Southwestern Nigeria. Using total enumeration technique, data were gathered from 123 students from six purposively selected secondary schools through the use of a questionnaire and an interview schedule with reliability scores (α = 0.77) and (α = 0.75) respectively. Interviews were carried out with 104 (84.5%) visually impaired students. The study found that talking books/audio recordings were the most preferred format (53%) – 51% for blind and 55% for partially sighted students respectively. Reasons for talking book preference include ease of understanding and playback, time savings, teacher’s ineptitude, difficulty and volume of Braille materials. The study recommends collaboration of libraries and other stakeholders in improving talking book collectieons, provision of digital talking books, Braille literacy and a national strategy for training of Braille teachers and Braillists.