PROSPECTIVE SPECIAL EDUCATION TEACHERS PERCEPTION ABOUT LEARNING BRAILLE AT HIGHER EDUCATION LEVEL: A QUANTITATIVE INVESTIGATION

Abstract

Braille learning is significant for those who are eager to teach visually impaired students at school level. It is obligatory for special education teachers that are prospective at higher education level to learn Braille for job eligibility for teaching visually impaired students. This study intended to seek the perception of special education teachers that are prospective regarding learning Braille. This study was quantitative and descriptive. The population of the study was the prospective special education teachers at higher education level. The sample of study were special education teachers that are prospective (N = 110). Purposive sampling technique was used to collect data for this study. A self-developed questionnaire was used as an instrument for data collection. Questionnaire’s validity was confirmed through the experts opinion (N=03). Reliability of the questionnaire was confirmed through Cronbach alpha. The data was analyzed through descriptive & inferential statistics with SPSS. The major findings of the study revealed that Braille learning consumes more & more time. Additionally, Braille reading in grade two is more difficult than Braille writing in grade two & prospective teachers face difficulty in learning Braille due to unavailability of braille instructors in their respective universities. It was recommended that prospective special education teachers must be provided with standardized Braille learning proficiency by their colleges and universities. Additionally, public & private universities offering special education degree programmes should appoint proficient Braille instructors for instructing Braille to prospective teachers.