Braille Literacy in Pupils with Severe Visual
Impairments in Inclusive Schools in Norway:
Results and Practical Outcomes from a Research
Project
Astrid Kristin Vik
Huseby Resource Centre
Gamle Hovsetervei 3
0768 Oslo
Norway
Abstract
The presentation is from a research project with 11 pupils in Grades 5 to 10 who had
been introduced to both braille and print. The in-depth study includes assessment of
reading skills, interviews with the pupils, their teachers and parents. The presentation
will focus on reading rate in braille and competence. Factors that influenced the pupils’
development of skills in braille will be addressed. The outcomes of the study included
assessment, building of competence in braille and use of assistive technology among
teachers, parents and professionals. A key issue in supporting literacy is to understand
each child’s individual needs and reading situation.
1 Braille for Students with Severe Visual Impairments
1.1 Severe Visual Impairment
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Visual acuity, visual field, eye movement
Various diagnoses
A visual impairment that makes serious challenges in reading printed text
functionally even with use of optical devices (CCTV)
2 Inclusive Education and Introduction to Both Braille
and Print
2.1 Picture from a Classroom in the Norwegian School in
2010
The picture shows different types of modern equipment for a visually impaired
student; good lightning, CCTV, distant camera, DAISY player, computer with
braille display and speakers.
3 The Research Project
3.1 Aims

To explore and understand the reading situation of students who had been
introduced to both braille and print in Norwegian inclusive schools
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
To achieve new knowledge about how to stimulate for literacy
4 The Target Group for the Study
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Students in Grades 5 to 10 who had received instruction in both braille and
print, their teachers, parents and specialist teachers
Students in inclusive schools in Norway
5 Material and Procedures
5.1 Material
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Texts for assessment of reading rate and comprehension on texts in braille
and print according to the students’ grades
Guides for in-depth interviews with students, teachers and parents
A questionnaire to each student’s specialist teacher
5.2 Data Collection and Analysis


Data was collected at each student’s local school
The analysis focused on literacy skills, individual and environmental factors
for literacy development and the students’ perspective
6 Results
6.1 Reading rate and comprehension on text in braille
 A slow reading rate i.e. less than 32 wpm for 9 of 11 students
 Challenges in performance of the assessment
 Satisfactory comprehension despite the slow rate
 Challenges in tasks with braille and graphic presentations
(Vik & Fellenius, 2007)
7 Students’ Experiences with Braille
7.1 Five of the 11 Students Used Braille on Various Reading
Tasks
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In concern of lack of devices for reading print
When reading print, it was tiresome
For note taking
When presenting materials and projects for an audience
7.2 Six Students Rejected Braille as a Reading Media
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Poor reading skills and lack of functionality on reading tasks
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Lack of competence on screen readers and braille displays was a factor that
limited their access to electronic texts and the Internet
Print, but especially auditory texts appear as functional reading media in
many reading activities for most students
The students’ experiences in braille influenced their choice of reading media.
(Vik, 2008; Vik & Fellenius, 2007; Vik & Lassen, 2010)
8 Interventions for Literacy in Braille for Students with
Severe Visual Impairments
A recommendation of braille for a student with severe visual impairment should
be based on a holistic evaluation of:
 Visual functioning, diagnosis and additional impairments
 The students’ strengths, strategies and motivation
 Parents’ and teachers’ needs of support when establishing a stimulating
reading environment
(Vik, 2008, 2010; Vik & Fellenius, 2007; Vik & Lassen, 2010)
9 Interventions in Preschool
9.1 Support to Parents and Child
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Assessment of visual functioning and impairment
Information and guidance to parents and preschool teachers
9.2 Stimulation in Preschool
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Usage of the child’s tactile sense and development of strategies
Adaptation for physical activities
Stimulation for emergent literacy e.g. reading books, playing games,
language activities, making braille available for the child
Making braille integrated in activities with sighted and visual impaired children
Regular evaluation of the child’s needs for devices and competence in the
learning environment
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Interventions in Inclusive Schools
10.1 Literacy Development
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Braille as the student’s primary reading media
Written material should be available in braille
Making a stimulating reading environment in the classroom
Stimulate for tactile strategies and discrimination of tactile details
Adaptation for language activities and communication with pears
Information about braille and reading devices to the class and parents
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
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Production of texts from pears in braille
Building competence among teachers and parents e.g. courses, guidance,
exchanging of experiences and knowledge
(Vik, 2008, 2010; Vik & Fellenius, 2007; Vik & Lassen, 2010)
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Evaluations
Literacy development should be followed up by concrete aims and evaluations of
a student’s progression:
 Visual functioning and reading skills
 Literacy skills e.g. reading rate, comprehension, study skills
 Available reading devices, the student’s use and needs in technical support
 Competence in the learning environment and needs for support
(Vik, 2008, 2010; Vik & Fellenius, 2007; Vik & Lassen, 2010)
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Listening to the Children’s Voice
The student’s active involvement in the literacy development seemed to be
important. It involves guidance and information about opportunities and
challenges related to braille as a reading media. When making interventions the
following questions should be raised:
 What are the student’s experiences in braille as a reading media?
 What are the strategies of the student on reading tasks, and why are these
strategies used?
 What are the students’ perspective to the literacy development and coping
with various reading tasks?
(Vik, 2010; Vik & Lassen, 2010)
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