ABSTRACT

The purpose of this study was to investigate teachers’ perceptions toward de-brailling of work by students with visual impairment in special secondary schools for learners with visual impairment in Kenya. The study sought to establish teachers’ perceptions toward relationship between original Braille work and de-brailled work, the qualifications of de-brailling personnel, challenges involved in de-brailling, and strategies that can enhance competence of de-brailling personnel. The study was based on the evaluation theory by Michael Scriven (1967). Descriptive research design was used. Piloting was done using 5 teachers of learners with visual impairment at St Francis Secondary School for the Visually Impaired, Kapenguria, in West Pokot County. The study was conducted in four secondary schools for learners with visual impairment and nationally. The target population was 102 teachers and former de- braillists of KNEC. A sample of 34 respondents: twenty-six subject teachers, four teachers in charge of Braille from the schools and four former de-braillists of KNEC derived. Schools and teachers in charge of Braille were purposively sampled while 26 subject teachers were sampled through stratified random sampling. The former de- braillists were sampled through snowballing. Questionnaires and interviews were used to collect data. Interview schedules were organized for the former de-braillists of KNEC and teachers in charge of Braille. Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) and results presented in tables, charts and graphs. Data from interviews were analyzed qualitatively by thematic analysis and the results presented in narrative form. Findings revealed that the original Braille work and de-brailled work were utterly different owing to errors associated with the de- brailling process, the de-braillists or the student. Findings also revealed that the de- brailling personnel should have professional qualifications, training and other vital qualities that they need to effectively play their roles: be trained and certified, have knowledge of Braille and skilled in presenting various types of test materials, accuracy and subject knowledge/training. The findings further showed that major challenges involved in de-brailling were the competence of the personnel de-brailling students’ work coupled with qualifications that did not match their competence, inadequate or lack of Braille personnel, complexity of the Braille code, lack of clear Braille standards in the country among others. Finally, it was established that there was a difference between qualification and competence and there existed low levels of braille proficiency among teachers which called for further frequent professional trainings and refresher courses. From the findings, the following recommendations were made: Institutions that train personnel in SNE (visual impairment) and especially in Braille should ensure adequate resources: both human and material; the Teachers Service Commission to ensure that qualified and competent teachers of the VI are posted to secondary schools for learners with visual impairment; the de- braillists/teachers should be subjected to frequent training and refresher courses to enhance their competence in Braille; the teachers in institutions for learners with VI should ensure high standards of Braille among learners right from pre-braille skills; and teachers should mark students’ Braille work and assignments in their original Braille form.