Need Analysis of Pre-Braille Skills Module as The Pedagogical  Support in Early Braille Literacy Learning

Alya Qasdina Ng Ai Lee; Kway Eng Hock

doi:10.48165/sajssh.2023.4106

Authors

Alya Qasdina Ng Ai Lee Department of Special Education, Human Development Faculty, Sultan Idris Education University. Tanjong Malim, Perak, Malaysia
Kway Eng Hock Department of Special Education, Human Development Faculty, Sultan Idris Education University. Tanjong Malim, Perak, Malaysia

DOI:

https://doi.org/10.48165/sajssh.2023.4106

Keywords:

pre-braille, tactile reading, need analysis, braille, early braille

Abstract

Pupils with visual impairments adapt in a variety of ways, one of which is learning to "see" through touch. Therefore, tactual readiness is essential for them to have access to physical reading materials. However, conventional instructional methods emphasize on memorising braille codes and braille writing rather than tactile reading. As a result, pupils find reading braille materials physically less engaging, and in the worst possible case, these pupils suffer from academic deficiencies as a consequence of their inability to read tactile information. This will substantially reduce their prospects of success in the future. As a corollary, instructional strategies emphasising interventions to enhance tactile sensitivity are necessary for resolving this issue. On the basis of the discrepancy model, a questionnaire was created to identify whether teachers need specific interventions to suit the special educational needs of pupils with visual impairments, particularly during early braille learning lessons. This questionnaire was distributed randomly to 92 special education teachers who taught visually impaired pupils in a variety of special education programs (PPK) in Malaysia.Beforehand, seven experts were recruited to evaluate the content validity of the need analysis instrument, and an S-CVI value of 0.86 was determined. In the meanwhile, eleven experts evaluated the instrument's face validity; the S-FVI was 0.90. Meanwhile, the quantitative items in this questionnaire had an alpha value greater than.70, indicating that the instrument used is appropriate for obtaining responses from the intended group, since the instrument's alpha value surpassed >.07 and remained within the recommended range for good internal consistency, that could be interpreted as reliable. According to the results, all of the respondents claimed they need a comprehensive module for pre-braille skills that includes step-by-step instructions and video demonstrations. In essence, teachers need a guided module to implement pre-braille skill interventions that foster tactile awareness and tactile perception to support early braille development among pupils with visual impairment in schools and homes.

References

Abbasi, K. (2022). Understanding the Complexity of Conflict Trauma: A Systematic Review. South Asian Journal of Social Sciences and Humanities, 3(5), 146-167.

Afzal, F., Raychaudhuri, P. S., Afzal, M. A., & Ahmad, A. A. (2021). Challenges Faced by BPL Population in Availing Public Healthcare–Analysing Government Initiatives, Technology and Cultural Barriers in Aligarh District, UP. South Asian Journal of Social Sciences and Humanities, 2(5), 1-19.

Ahmad Yunus Mohd Noor. (2016). Cabaran dalam pengajaran dan pembelajaran Al- Qur’an braille di Kompleks Malaysian Association for the blind (MAB). Islamiyyat : Jurnal Antarabangsa Pengajian Islam, 38(1), 15-24.

Alya Qasdina Ng Ai Lee, & Kway E.H (2021). Essential of Prebraille Skills in Braille Learning: A Literature Review. Jurnal Pendidikan Bitara UPSI Vol. 14 No. 2 / ISSN 1394 -7176 , (78-86).

Alya Qasdina Ng Ai Lee. (2015). Implikasi Penggunaan Singkatan Kod Braille Bahasa Inggeris Terhadap Penguasaan Ejaan Rumi Dalam Kalangan Murid Ketidakupayaan Penglihatan. Jurnal Penyelidikan Pendidikan, Jilid Ke-16, 57-73.

Azlina Amat Yasin, Rohaidah Masri, Mazlini Adnan, & Fadzil Mohamed. (2021). Pembangunan Model Pedagogi STEM Matematik berasaskan nilai dan akhlak di sekolah rendah: satu analisis keperluan. Jurnal Pendidikan Sains dan Matematik Malaysia Vol 11 Special Issue 2021 ISSN 2232-0393 eISSN 26609307, 40-49.

Chen, D., & Dote-Kwan, J. (2018, September-October). Promoting Emergent literacy Skills in Toddlers with Visual Impairments. Journal of Visual Impairment and Blindness, 542-550.

Ee, N. S. (2019). Sensitiviti Pengamatan Sentuhan Terhadap Ketepatan Kemahiran Membaca Kod Braille Murid Ketidakupayaan Penglihatan. Responding to the Challenges of Globalisation (pp. 160-167). Selangor: Kuala Lumpur International Communication, Education, Language & Social Science Conference & Putrajaya International Conference on Sports Sciences, Fitness and Health.

Ely, M. L., & Ostrosky, M. M. (2018). Applying the Foundational Concepts from Early Intervention to Services Provided to Young Children with Visual Impairments: A Literature Review. Journal of Visual Impairment & Blindness, May-June 2018, 225-238.

Erickson, K. A., & Hatton, D. (2007). Expanding Understanding of Emergent Literacy: Empirical Support for a New Framework. Journal of Visual Impairment & Blindness, 261-277.

Floyd, J. (2019, January 22). Teaching Basic Concepts and prebraille skills. Retrieved from Paths to Literacy for Students who are blind or Visually impaired: https://www.pathstoliteracy.org/pre-braille

Ilhaam, S. (2021). Reading Identity, Reading Essence: A Strategic Essentialist Approach to Mulk Raj Anand’s Untouchable. South Asian Journal of Social Sciences and Humanities, 2(4), 91-101.

Juppri Bacotang. (2019). Pembangunan dan Keoblehgunaan Indikator Kemahiran Literasi Awal Kanak-Kanak. Tanjong Malim, Perak, Malaysia.

Kamri, K. A., Abd Hamid, A. H., Zan, U. M. S. M., Abdullah, A., Jalil, F., & Noor, M. M. (2021). Social Cohesion Strengthens Social Ties among University Students in Malaysia. South Asian Journal of Social Sciences and Humanities, 2(6), 14-25.

Khochen, M. (2011). Reading Through Touch, Importance and Challenges. World Congress Braille 21, 28-30 Sep 2011. Leipzig, Germany: German Central Library for the Blind (DZB).

Koenig, A. J., & Holbrook, M. C. (2002). Literacy Focus. In R. L. Pogrund, & D. L. Fazzi, Early Focus: Working with Young Children Who Are Blind or Visually Impaired and Their Families, 2nd Edition (pp. 154-187). New York: AFB Press .

Kway, E. H. (2008). Menguasai Kod Braille Bahasa Melayu. Kuala Lumpur: Majlis Kebangsaan Bagi Orang Buta Malaysia.

Lee, W. L. (2018). eKod Braille 2.0. Retrieved from ePKhas, Sumber e-Pengajaran dan Pembelajaran Multimedia: http://kodbraillebm.ses.usm.my

Papadimitriou, V., & Argyropoulos, V. (2017). The Effect of Hand Movements on Braille Reading Accuracy. International Journal of Education Research, 43-50.

Rashidah Elias. (2017). Kesesuaian Pembangunan KitAB Cerdas untuk Kemahiran Bacaan Awal Kanak-Kanak TASKA. Jurnal Pendidikan Awal Kanak-Kanak Kenbangsaan 6 (2), 31-47.

Rashidah Elias. (2017). Keberkesanan KitAB Cerdas Terhadap Pencapaian Bacaan Awal Kanak kanak TASKA. Tesis. Tanjong Malim, Perak, Malaysia: UPSI.

Rosenblum, P. (2005, June 18). Ideas to Promote Braille Awareness and Literacy. Retrieved from Paths to Literacy for Students Who Are Blind or Visually Impaired: https://www.pathstoliteracy.org/sites/pathstoliteracy.perkinsdev1.org/files/Ideas%20to%2 0Promote%20Braille%20Awareness%20and%20Literacy.pdf

Sewell, D. (2020, December 01). Pre-Braille Evaluation Form TSBVI. Prebraille Assessment. Texas, America: Texas School For The Blind and Visually Impaired.

Shyielathy Amurugam. (2020). Development of Symptomatic Behaviour Screening Tool (SymBest) for Early Identification of Developmental Delays among Children Age 3-4. Perak: UPSI.

Suleman, D., & binti Ab Rahman, F. (2020). Transgender Issues in Indian Society from the Viewpoint of Arundhati Roy’s Novel, The Ministry of Utmost Happiness. South Asian Journal of Social Sciences and Humanities, 1(3), 159-172. doi: 10.48165/sajssh.2020.1312

Swenson, A. (2016). Beginning with braille: Firsthand experiences with a balanced approach to literacy. New York: AFB Press.

Wulandari, S. A., Prihatin, Y., & Santoso, M. E. (2021). Language Dynamism: A Cross-Cultural Analysis of Indonesian Political Leader Speech During Covid-19 Pandemic. South Asian Journal of Social Sciences and Humanities, 2(5), 33-48.

Yoong, S. M., Hosshan, H., Arumugam, S., Lee, A. Q. N. A., Lau, S. C., & Govindasamy, P. (2022). Validity and reliability of needs analysis questionnaire for dyscalculia instrument. South Asian Journal of Social Sciences and Humanities, 3(3), 111-124.

Zamri Mahamod. (2021, Mei 11). Perlukah buku kerja tambahan? Retrieved from Berita Harian: https://www.bharian.com.my/berita/pendidikan/2021/05/815823/perlukah-buku-kerja tambahan