Braille Code and Standard Handwriting: Educational and Therapeutic Implications- theory and application

Abstract

Braille printing versus Handwriting: Educational and therapeutic implications – theory and application Summary: Congenital blindness is considered to be an obstacle that drastically influences the development of basic sensory-motor skills, delays vital perceptual-cognitive processes and disrupts the efficiency of sensory integrative functions. Congenitally blind infants are expected to develop perceptual and developmental impairments that influence a wide range of motor and perceptual skills and occupational functions, including the acquisition of Braille tactual recognition and printing skills. These developmental impairments significantly reduce these students' chances for success, especially those suffering from additional dysfunctions and defined as "Multi-dysfunctional". The purpose of this article is to describe the functional disabilities in general and Braille tactual and recognition and printing problems in particular, amongst multi-dysfunctional, congenitally blind elementary school children. Braille printing characteristics unique to Arabic and Hebrew respectively are discussed, in relation to Braille learning problems. This article also proposes evidence-based intervention procedures, regarding assessment, therapy and research in occupational therapy.