REIMAGINING BRAILLE LITERACY IN INCLUSIVE SCHOOLS: SPECIAL EDUCATORS’ REFLECTIONS ON INTRODUCING BRAILLE AS AN ELECTIVE SUBJECT FOR SIGHTED STUDENTS

Abstract

Elective subjects in Indian schools have long focused on the local or foreign language (e.g. Sanskrit, French, or German) to enhance the linguistic and cultural understanding of the students. Braille on the other hand gives a different form of an elective one that transcends learning language to be included and change the social condition. Being a universal literacy system, Braille, in addition to serving the visual impaired, can potentially develop empathy, awareness and responsibility in the mind of sighted learners. This paper analyses the possibility and worthiness of making Braille an optional course in standard education. In particular, the paper will dwell on how special educators view the potential impact of such an elective on both the empathy and the perception of visual impairment among sighted students, and on its practical consequences for creating collaborative learning conditions. It will also discuss how such a program can enhance the rate of braille literacy among students with the visual impairment by exposing them to more levels of exposure and encouragement by the rest of the sighted community, thus, closing the gap in educational opportunities and social inclusion. A qualitative research design was applied to choose special educators and teachers purposely in schools, universities, and rehabilitation centers in the region of Delhi NCR. The sample was different in terms of professional role and specialization i.e., in visual impairment, hearing impairment, developmental disabilities, deaf blindness, and specific learning disabilities, hence the subjects were aged between 23 and 38 years. The data collection used a bilingual (English-Hindi) open-ended questionnaire, which was complemented by telephone interviews done to clarify the answers, which were then analysed in a thematic way in line.Results indicated that there was widespread support of the introduction of Braille as an optional program among teachers amongst the sighted students. They underlined its possibilities to create empathy, enhance peer relationships, and build positive attitudes about disability and inclusion. Cognitive benefits were also reported by teachers, such as improved concentration, pattern recognition, tactile awareness, and problem-solving abilities, and it was also indicated that early exposure would help foster a career in education, rehabilitation and assistive technology in future. In addition to these advantages, practical issues revealed by the respondents include the absence of qualified teachers, the unavailability of Braille materials, and a misunderstanding that diminishes its significant role in comparison to other electives. To implement it successfully, the participants emphasized that policy support by the National Education Policy (2020) and the Rights of Persons with Disabilities Act (2016) and investment in training, materials, and collaboration between schools, NGOs, and government bodies were required. In summary, the research emphasizes on Braille as more than a literacy alternative; it is a skill that has an academic, personal and social value as well as a valuable progress toward the Indian objective of comprehensive and equitable learning.