Effectiveness of technology for braille literacy education for children: a systematic review

Abstract

Purpose

Despite the well-documented importance of braille for people who are blind or visually impaired, few studies explore technology for facilitating braille literacy education. Evaluations of the impact of using assistive devices on academics for children and youth who are blind or visually impaired are needed. This systematic review aimed to evaluate the effectiveness of technology used to support braille literacy education for children and youth.

Materials and methods

The population of interest was defined as children and youth aged 0–21 years who were blind or visually impaired, learning literacy through braille as their primary medium, and had not previously learned to read through sighted methods. Sixteen academic education, health sciences, multidisciplinary, rehabilitation, and engineering databases were searched.

Results

Twelve peer-reviewed, English-language articles were included in the review evaluating a total of 176 participants. In general, the quality of research was low with little evidence to support the use of current technology for braille literacy education.

Conclusions

Standards of technology evaluation for braille literacy must be developed. Furthermore, assistive technologies for braille literacy education for children and youth should provide real-time auditory and tactile feedback, enable independent study/practice and editing of work, and be easy to use, motivational, and engaging.

IMPLICATIONS FOR REHABILITATION

• Standards must be developed to ensure technology evaluation is consistent among researchers and clinicians to achieve the best outcomes.

• Technologies for braille literacy education for children and youth should provide real-time auditory and tactile feedback, enable independent study/practice and editing of work, and be easy to use, motivational, and engaging.

Keywords:

• Assistive technology
• braille
• education
• literacy
• reading
• visual impairment
• writing

Acknowledgements

Elizabeth Hoskin would like to acknowledge the Ontario Graduate Scholarship and the Natural Science and Engineering Research Council of Canada Graduate Scholarship for helping her pursue her research on assistive technology for braille literacy education.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by a Discovery Grant from the Natural Science and Engineering Research Council of Canada [RGPIN-2016-04669], and the READi CREATE Grant from the Natural Science and Engineering Research Council of Canada (NSERC READi).