Article
From Play to Proficiency: Braille Tech Competence Begins Early
In a world where sighted students are using digital tools in kindergarten, Braille users deserve the same opportunities.
The ABCs, 123s, & QWERTYs
Students without visual impairments are surrounded by print-rich environments that foster literacy development in their classrooms. A quick exploration of a typical kindergarten class might discover alphabet charts, libraries of books, writing centers full of a variety of writing tools, interactive whiteboards, and tablet centers full of learning apps. For students without visual impairment, exposure to a wide range of both high-tech and low-tech tools begins immediately – without the contingency of a prerequisite competence.
In my teaching career, I have never heard a general education classroom teacher say, “Jimmy doesn’t know how to write the ABCs, so he isn’t ready for that fun literacy iPad app.” However, I often hear professionals in the vision world say things like, “Jimmy is still learning Braille, so he isn’t ready for a Braille display.”
Why does such a discrepancy in exposure exist between tools for students with typical vision and students with visual impairment? If you are someone who has said something about “readiness” related to vision technology, I would like to challenge your thinking based on my experiences.
The Role of Braille Technology & the Manual Brailler
For decades, the brailler has been the go-to tool for Braille literacy instruction, and for a good reason. My perspective of Braille literacy tools does not include throwing the baby out with the bathwater. I use a manual brailler (e.g., the Perkins Brailler) in conjunction with Braille technology (e.g., refreshable Braille displays) in my instruction with even my youngest students.
Let’s compare the characteristics of both tools!
| Category | Manual Brailler | Braille Technology |
|---|---|---|
| Portability | Heavy and not portable | Lightweight and portable |
| Reliability | Durable and difficult to break | Can have software bugs and is more fragile |
| Ease of Independent Use | Can be used with little training outside of the 6-key entry and how to load paper | Requires structured instruction to navigate and create a document independently |
| Fine-Motor Skills | Requires developed finger strength and coordination | Can be operated with a lighter touch |
| Error Correction | Mistakes must be corrected manually, which can create anxiety for beginning writers | Allows for easy correction of mistakes coupled with audio feedback |
As you can see, the manual brailler has a place, but the integration of Braille technology into a student’s toolbox opens the doors for additional supports for that student as they learn Braille and develop their literacy skills.
Weaving Technology into Vision Sessions
Rather than seeing Braille technology as something a student “graduates” to after mastering a brailler, I introduce Braille technology immediately as a complementary tool alongside a manual brailler and hardcopy (i.e., paper) Braille. In my practice, the manual brailler helps establish strong Braille skills and develops fine motor skills. However, Braille technology – in my experience – greatly decreases the students’ concern for error correction, decreases the fine-motor cognitive load, and equips students with the skills they need to thrive in a digital world.
There’s room for both tools in my students’ toolboxes!
In networking with TVIs around the country, I often hear that Braille technology is typically introduced after a student has mastered the basics of Braille and literacy. However, the more tools we expose our students to, the more we set them up for success. For instance, I have used Braille displays while working on pre-Braille skills with 4-year-olds! If we fast forward a few years from the first introduction at 4 years old, that student was using Google Drive to access documents independently in her first-grade classroom.
I make Braille technology an active part of my instruction to help foster rapid growth in Braille skills rather than a tool that I teach after a student has developed their Braille proficiency.
By embedding Braille technology into early instruction, students see it as a natural literacy tool rather than a separate skill. This approach fosters confidence and independence, ensuring students are prepared to engage with digital tools just as seamlessly as their sighted peers.
Let’s talk about what this looks like in practice. Every student is different, and I incorporate Braille technology in my students’ sessions based on their goals and skill levels. I sometimes present the student’s reading material on a Braille display during their vision session, rather than limiting them exclusively to paper Braille. I also ask my students to do writing practice on a Braille display in addition to using a manual brailler. Switching between a manual brailler and Braille technology allows me to change things up from day to day while still focusing on the symbols and skills that are in focus for my students. Additionally, depending on the student’s technology skills, I often navigate the device for them and slowly scaffold those supports away until they can do it on their own.
Let’s Change the World
I hope this perspective has given you some things to think about! The introduction of assistive technology to students — especially those who are tactile learners — matters. The decisions we make about when and how to expose students to different tools shape their future. We exist in a world that grows increasingly more reliant on technology every day, and assistive technology ensures our students have equitable access to the world around us.
For me, traditional ideas about Braille technology “readiness” can sometimes feel very antiquated. If we work together to embrace a more technology-inclusive environment where manual braille writers are taught alongside Braille technology at an early age, we create new opportunities for students to thrive. The tools we provide, the choices we make, and the ways we challenge outdated thinking can make a lasting difference in the lives of students with visual impairments.
