Teachers' experiences and perceptions of pre-braille skills, unified English braille, and braille (math, techs, usage, inclusivity) in Ethiopian boarding schools for the blind.

OBJECTIVES This is the first nationwide study focusing exclusively on blind boarding schools in Ethiopia. The study examined the experiences and perceptions of Ethiopian blind boarding school teachers regarding pre-braille skills, unified English braille, and braille (mathematics, technology, usage, and inclusivity).

METHODS Seven blind boarding schools and their 110 teachers (98.21%) were involved using the census sampling technique. Researchers collected data through questionnaires and analysed it using Bayesian and ordinal logistic regression.

RESULTS Teachers were more likely to favour situations with insufficient teaching materials and limited exposure to pre-braille implementation (95% credible interval of OR: [1.138, 1.592]; OR = 1.345). Teachers without visual impairment perceived braille maths content as difficult and lacked access to learn and access mathematics in braille (95% credible interval of OR is [1.075, 2.102]; OR = 1.503). Agreement on the need for special classes in inclusive settings was significantly higher for students with visual impairment (OR = 4.61, p = 0.001). Voice recorders (OR = 4.85, p = 0.003) and text-to-speech software (OR = 3.61, p = 0.001) significantly hindered braille development and adoption. Participants showed slight motivational agreement on technology in braille instruction (OR = 1.09, p = 0.003) and strong agreement regarding improved learning outcomes (OR = 469.21, p = 0.001).

CONCLUSIONS Further research should investigate UEB awareness and the impact of braille technologies on students with visual impairments' academic performances. Teachers and curriculum developers should emphasise pre-braille skills, braille maths, braille tech, and transcription services.