Teacher, But Also Student: Challenges and Tech Needs of Adult Braille Learners with Sight
Fuente:
arXiv
Guardado en:
| Autores principales: | , , , |
|---|---|
| Formato: | Preprint |
| Publicado: |
2025
|
| Materias: | |
| Acceso en línea: | |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| _version_ | 1866912745778053120 |
|---|---|
| author | Zhou, Quan Cassidy, Cameron Yin, Alyson Branham, Stacy |
| author_facet | Zhou, Quan Cassidy, Cameron Yin, Alyson Branham, Stacy |
| contents | 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. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2512_03398 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Teacher, But Also Student: Challenges and Tech Needs of Adult Braille Learners with Sight Zhou, Quan Cassidy, Cameron Yin, Alyson Branham, Stacy Human-Computer Interaction 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. |
| title | Teacher, But Also Student: Challenges and Tech Needs of Adult Braille Learners with Sight |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2512.03398 |