Questionnaires assessed the Braille instructional needs of 200 people who had lost their sight after learning to read and were enrolled in Braille courses. Findings indicated that Braille instructional sessions were often only once or twice a month instead of the recommended daily frequency. Individualized teaching methods and materials are also…

This article describes development and delivery of Pennsylvania's Literary Braille Refresher Course, intended to both refresh literary Braille skills and teach instructional strategies to the 20 teachers enrolled. The article covers the course's goals and objectives, participants, structure, evaluation, and analysis of results. The course's…

Analysis of completed surveys from 230 teachers of blind and visually impaired learners found that preservice training programs emphasizing the methodology of teaching Braille and the development of tactual perception tended to produce teachers who have positive attitudes toward Braille and feel competent in teaching Braille to children. (DB)

This article describes major issues in teaching Braille to students with acquired visual disability and presents results of a survey of 22 teachers of students with visual impairments in Texas. The survey addressed demographic characteristics, instructional schedules, materials, and instructional methods. Results have implications for development…

A survey of teachers of the visually impaired and adults with albinism or parents of children with albinism (total responses=144) found no use of Braille by the adults or children with albinism, awareness of the condition by almost all teachers, support for mainstreaming by all, and specific teaching suggestions from teachers. (DB)