System Braille'a – stymulator czy inhibitor w wychowaniu i edukacji inkluzyjnej uczniów z niepełnosprawnością wzroku?
10.61905/wwr/178497

The Braille system – a stimulator or an inhibitor in the upbringing and inclusive education of students with visual impairments?

Summary/Abstract: Introduction. Recognizing the obligatory use of Braille techniques in the upbringing and inclusive education of students with visual impairments is an indisputable issue, the following issues were addressed: the Braille system as an alternative form of contact with the written word, teaching the Braille system to children and adolescents, the educational and communicative significance and the use of Braille, its future, and its conditions for further development. Aim. The goal is to draw the attention of tutors (including parents) and educators to the indispensable role of the Braille system and techniques for the psychosocial functioning of blind children, for their real education and social inclusion. Materials and methods. Descriptive and critical analysis of the subject literature. Results and conclusion. Currently, the Braille system is not given due recognition from students with profound visual impairments, their parents, and teachers. Educators and parents are not aware that the Braille system determines the acquisition of literacy, i.e., access to the written word; mastering the rules of spelling, punctuation, grammar of the native and foreign languages; enables familiarizing oneself with the arrangement of text on a page; provides access to sources: textual, mathematical, physical, chemical, computer, musical, graphic; prevents secondary illiteracy; creates equal educational and professional opportunities; allows participation in social, scientific, technical, and cultural life. Introducing Braille reading at the early development stage of a child with visual impairment is recommended. It is necessary to integrate tactile and auditory materials and techniques in the course of education and training.

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