Assessing the effectiveness of Braille on academic performance of learners with visual impairment. A case study at lilongwe girls secondary school.

Abstract

This study examines the effectiveness of Braille in enhancing the academic performance of learners with visual impairment, with a particular focus on Lilongwe Girls Secondary School in Malawi. Braille has historically served as the cornerstone of literacy and academic inclusion for visually impaired learners, offering them access to written knowledge and enabling participation in mainstream education. However, despite its importance, questions remain about its adequacy in supporting learners in subjects that demand complex visual representation, particularly the sciences. Using a case study approach, the research employed classroom observations, interviews with teachers and students, and analysis of academic records to assess how Braille influences learning outcomes. The findings reveal that while Braille continues to be indispensable, its effectiveness is significantly undermined by outdated materials and limited adaptation of science content. Learners face challenges in comprehending diagrams, formulas, and experimental procedures, which are either poorly represented or entirely absent in the available Braille texts. Consequently, most visually impaired learners at Lilongwe Girls Secondary School perform poorly in science subjects compared to other disciplines, underscoring the limitations of relying on old Braille resources in a modern educational context.

The study highlights systemic challenges that exacerbate these difficulties, including inadequate teacher training in inclusive pedagogical methods, limited integration of assistive technologies, and insufficient government investment in updating Braille materials. These factors collectively hinder the ability of visually impaired learners to achieve equitable academic outcomes, perpetuating disparities between them and their sighted peers. Despite these obstacles, the research emphasizes the resilience of learners who continue to rely on Braille as their primary learning tool, demonstrating its enduring relevance in literacy and general academic engagement. The study concludes that while Braille remains vital, its current application is insufficient for meeting the demands of science education in the twenty-first century. To address these gaps, the research recommends modernizing Braille resources, incorporating tactile graphics and digital assistive technologies, and equipping teachers with specialized training to deliver inclusive science instruction. Policy interventions should prioritize resource provision and curriculum accessibility, ensuring that learners with visual impairment in Malawi are not excluded from pursuing careers in science and other fields where they are currently underrepresented. By situating this case study within the broader discourse on inclusive education, the research contributes to understanding both the limitations and potential of Braille, calling for urgent reforms to empower visually impaired learners to thrive academically.