Assistive Technology 1 - Braille

 A classroom can have many different types of student, Some can see the board very clearly, while others may not be able to do so. For those students who are blind or have low vision, Braille is one of the most important tool that helps them read, write, and learn just like other students. In today's world, many people assume that tools like screen readers or spoken books are enough for blind readers, however I think Braille is an inevitable tool that helps children and even adults become fully literate, which makes it a vital assistive tool in education.

Braille is a system of raised dots that people read by touch. It is not a language but a way to read and write many languages using fingers instead of eyes. Students who are blind can use Braille to read books, write notes, and do a lot of things on their own. I’ve learned that Braille is made of six raised dots arranged like the number six on dice. Each letter is formed by different dot patterns.

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In an inclusive classroom, Braille helps students with visual impairments learn alongside their sighted peers. It gives them access to the same information, promotes independence, and helps build confidence. A student who knows Braille does not have to rely on someone else to read to them. They can explore stories, understand math problems, and answer questions on their own.

Learning Braille at an early age has been shown to improve both educational and career outcomes. According to the American Foundation for the Blind, "Braille remains the foundation of written communication and is a true literacy medium that cannot be replaced by computer speech or audio." Research even shows that many blind people who are employed are Braille users. Yet, challenges persist in maintaining high literacy rates. In Bhutan, for example, it has been found that more than 4% of children suffer from early blindness, yet many lack access to materials in Braille due to cost, language compatibility, and technology gaps.

In Bhutan, the primary institution dedicated to the education of visually impaired students using Braille is the Muenselling Institute, located in Khaling, Trashigang. It was established in 1973, and it began with just three students and has since grown to become the country's central hub for blind education. The institute offers comprehensive programs that include Braille literacy in both English and Dzongkha, Bhutan's national language. Dzongkha Braille was officially approved by the Dzongkha Development Commission, enabling students to read and write in their native language using Braille. Beyond academics, Muenselling Institute provides training in life skills, music, physical education, and computer literacy. The institute has also been proactive in integrating students into mainstream education since 1979, students have been integrated into local schools in Khaling starting from class seven. While Muenselling Institute remains the primary facility for blind education in Bhutan, other schools, such as Drugyel Higher Secondary School, Paro, have made progress in inclusive education. Drugyel shares its campus with the country's first school for the hearing-impaired, indicating a broader commitment to supporting students with special needs. 

Dzongkha has a script that is very different from English or French, which makes it hard to use regular Braille systems. A research paper by Dasgupta and others (2012) explains how they created a special system to change Dzongkha text into Braille. This helps blind users in Bhutan read and write in their own language. The system also includes an audio tool that gives voice feedback in Dzongkha when typing, making it easier for blind users to create and edit documents on their own. This supports both learning and everyday communication.

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The introduction of such tools represents a significant step forward. However, these innovations must be supported by effective teaching. As an aspiring teacher, I know that my role is not just to teach but to make sure all students feel included and supported and  I understand that access to Braille technology is only part of the solution. The other part is ensuring that students who use Braille receive meaningful instruction and inclusion in the classroom. My role as a teacher will include creating a welcoming environment where Braille users are not only accommodated but also encouraged to thrive. This means learning the basics of Braille myself, working alongside special educators, and ensuring that printed materials are available in both print and Braille when needed. 

Moreover, I believe that it’s important for all students to understand different ways of learning and communicating. By teaching sighted students about Braille and allowing them to engage with it, I can promote empathy and inclusion. Technology also offers promising tools that I hope to incorporate into my teaching, example devices like refreshable Braille displays. These devices allow students to access the same online and written content as their peers. 

In countries like Bhutan, where the prevalence of childhood blindness is relatively high and resources are limited, such technological solutions combined with teacher training can make a tremendous impact. When students like those in Bhutan have access to tailored systems like Dzongkha Braille and supportive teachers, they are not only able to learn, they are able to lead. As a future educator, I see it as my responsibility to help provide that kind of environment wherever I teach.

In conclusion, Braille is not a technology of the past, it is a bridge to the future for many learners. Its power lies not just in the dots on a page, but in the opportunities it unlocks. With advances like the Dzongkha Braille system and a new generation of inclusive teachers, the path ahead looks promising. As a teacher-in-training, I am committed to being part of that future where every student, no matter how they read, has the chance to succeed.

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References:

1. American Foundation for the Blind"Braille remains the foundation of written communication and is a true literacy medium that cannot be replaced by computer speech or audio."Source: The Challenge of Assistive Technology and Braille Literacy"
2. Muenselling Institute, BhutaBhutan's primary institution for the education of visually impaired students using Braille.Official website: Muenselling Institute
3.  Dzongkha Development CommissionResponsible for the development and promotion of the Dzongkha language, including the Dzongkha Braille system.Official website: Dzongkha Development Commission
4. Dasgupta, T., et al. (2012)Designing a Text to Braille Transcription System for the Dzongkha Language.
5.  Ministry of Education, BhutanProvides data and statistics on education, including information on visual impairments among children.Official website: Ministry of Education, Bhutan