IMPROVING THE EFFECTIVENESS OF BRAILLE TEACHING: SYNTHESIS OF THEORIES AND METHODS FOR SPECIAL EDUCATION IN VISUAL IMPAIRMENT

Braille instruction is a key component in special education for children with visual impairments, but various challenges still arise in the implementation of braille teaching. The main issues include a lack of flexible teaching methods, insufficient comprehensive teacher training, and a lack of technology integration. The goal of this study is to evaluate existing braille teaching methods and develop innovative approaches that can improve braille instruction effectiveness, thereby supporting the achievement of the Sustainable Development Goals (SDG 4). The methodology of this study focusses on a comprehensive literature review approach, examining theories of learning and methods for teaching early braille reading skills to individuals with visual impairments. The findings indicate that the combination of learning theories such as Piaget's Cognitive Development Theory, Behaviourism Theory, Constructivism Theory, Nativism Theory, Vygotsky's Sociocultural Theory, and Bandura's Social Learning Theory forms a solid foundation for designing effective teaching strategies. The early reading teaching method, such as KGBK used in Malaysia, has proven effective in teaching the Malay language. This study suggests adapting KGBK to teach braille by combining the advantages of phonics and whole word methods. We have also evaluated the effectiveness of various braille teaching methods, including the Grade 1 and Grade 2 methods, the Mangold method, the ABKL method, and the dual learning method. In conclusion, this study found that there is no single teaching method suitable for all children. The effectiveness of teaching depends on the teacher's ability to adapt methods according to the individual needs of children and the learning context.