Investigating Teaching Strategies to Braille Beginners in Special Pre-Primary Schools

Abstract

This study investigated the teaching of learning readiness skills among braille beginners in special pre-primary schools in Tanzania. The study intended to investigate the learning readiness skills taught to braille beginners. This study adopted a qualitative phenomenography design for three selected special pre-primary schools through interviews, observations, and focus group discussions. The findings revealed that teaching strategies that teachers use to teach learning readiness skills to braille beginners include role plays, the use of songs, the use of real things, direct teaching, the use of extra teaching times, tactile exploration, and questioning. Apart from direct instructions, these strategies put the learner at the center. The study revealed further that a single class of braille beginners requires differentiated teaching strategies due to variabilities among the learners. Role plays, songs, questions, and answers improve listening and speaking skills, vocabulary building, and critical thinking. The study concludes that a particular teaching strategy enhances each learning readiness skill, i.e., the use of songs and role plays enhances listening and communication skills, and exploration of real things like small stones and sands enhances both gross and fine motor skills. The study recommends that the governments put in place centralized guidelines and curricula for braille beginners all over the country.