Introduction to the special theme – Literacy
Susan J. Spungin, Ed.D., Thematic editor
Braille represents information and education, the currency of the future. All of us recognize that being able to manage and manipulate information is vital to our success economically as well as to our dignity and perceived self-worth. It is therefore important that whatever educational system we have, we ensure that there is choice in learning and in access to information now and in the future.
Braille always has been and always will be more than a tool or means of literacy for those blind individuals who use it. Fred Schroeder, former United States Commissioner of Rehabilitation, points out, "Braille for some represents competency, independence, and equality." Unfortunately, for some blind people, issues of self-identity, such as the desire not to be considered or "look" blind, rather than actual need, affect their decision on whether to use braille. Therefore, the "braille problem"- the fact that it is not as widely used as it should be-is not only a literacy issue, but also a reflection of society's attitudes toward blindness.
The importance of braille has become a symbol for much more than literacy; it is a symbol for the freedom to reach one's potential as an equal, contributing member of society, which is the right of all children.
Achievement in school and work are as inextricably linked to literacy for blind and visually impaired people as for the general population. For children to achieve high levels of literacy or to maintain literacy skills after vision loss, there must be teachers of the visually impaired who are knowledgeable, skilled, and trained in the most promising instructional practices. Yet currently, many children who are blind have limited access to well-trained instructors.
The scope of the problem is amply illustrated in the article by Holbrook and Koenig, when they cite as a major issue the lack of qualified personnel to educate children who are visually impaired resulting in the frequent misuse of the para-educator. They discuss the need for further research to address issues such as when to introduce braille, in which form (grade one or two) and when and if braille should be taught in combination with print.
Gale refers the reader to the development of the Unified English Braille Code and ways in which Australia hopes to prevent blind and visually impaired children from "falling off the literacy agenda".
Fellenius discusses how a blind child's reading ability and competence develop as an outgrowth of a rich learning environment that has meaning for the student.
These three articles from the United States, Australia, and Sweden respectively validate that the issues regarding braille literacy for blind and visually impaired children are global in nature. A variety of strategies and research needs are articulated suggesting for the reader possible solutions for the future.