Inclusive education ensures that all students including those with disabilities have equal opportunities to learn. Assistive technologies help make this possible by providing tools that support different learning needs. One such important tool is Braille, a system of raised dots that allows blind or visually impaired people to read and write through touch. In Bhutan, the localized version known as Druk Braille serves as a bridge for students who are visually impaired to access education equitably.
In this reflection, I will discuss Braille as an assistive tool, its benefits, challenges and how it supports inclusive learning. I will also reflect on my thoughts about role in education.
Assistive tool is defined as any device or system that helps individuals with disabilities perform functions that might otherwise be difficult or impossible (WHO, 2018). Among such tools, Braille represents a tactile writing and reading system composed of raised dots that are felt with fingertips. It was invented by Louis Braille in the 19th century and has since been adapted to different languages and contexts including Bhutan. Druk Braille is the Dzongkha version of Braille, developed to help visually impaired Bhutanese students access reading and writing on their national language.
Druk Braille enables students to read textbooks, write exams, and participate in the classroom discussions. It promotes autonomy, builds self-confidence and opens opportunities for higher education and employment. In Bhutan, this technology is being used in institutions such as Muenselling Institute in Khaling which provides special education to students with visual impairments. The integration of Druk Braille into the curriculum is a significant milestone towards the realization of inclusive education in Bhutan.
While Druk Braille provides immense support to visually impaired learners, its application presents both strengths and limitations.
One strength is its alignment with Bhutanese Language and culture that helps students learn Dzongkha. Before Druk Braille, many students had to learn only in English Braille, which is no their mother tongue. Now, they can read and write in Dzongkha and learn about their own culture and identity. This makes learning more meaningful.
However, there are also many challenges. First, there are not enough teachers who know how to teach Druk Braille. According to research conducted by UNICEF (2020), many teachers in inclusive schools lack the specific skills to teach Braille effectively. Without this knowledge, visually impaired students face difficulties in grasping content at the same pace as their peers.
Second, there are not enough books written in Druk Braille. Most schools still rely on printed materials for sighted students, leaving blind students dependent on a few available resources and they have to wait a long time for Braille books. This makes them fall behind in their studies.
Third, Braille materials are expensive and time-consuming to produce. Making one Braille book takes a lot of time, effort and money. This means only few books are available, especially in higher classes.
Moreover, with the rise of digital technologies, Braille is sometimes perceived as outdated. Screen readers and voice-to-text software offer audio alternatives. However, literacy in Braille remains crucial. As noted by the American Foundation for the blind (AFB, 2022), Braille literacy is directly linked to academic achievement and independence among visually impaired individuals. Audio tools may support listening but they do not foster the same level of comprehension especially spelling, grammar and mathematical notation.
Many studies shows that Braille is very important for students who are visually impaired. According to Holbrook and Koenig (2000), students who learn Braille do better in school and get better jobs when they grow up. They also feel more confident and independent.
The Royal Education Council (REC) in Bhutan has found that students who use Druk Braille do better in exams compared to those who learn only through listening. This shows that Braille helps students understand their lessons more clearly.
A study by Norbu and Choden (2019) showed that students who had access to Braille materials could participate better in class and felt more included. They said that more training for teachers and more Braille books would improve learning.
International organizations like the United Nations also support the use of Braille. The UN Convention on the Rights of Persons with Disabilities (CRPD, 20060 says that all people should have access to information including Braille as a fundamental right. This global standard reinforces Bhutan's obligation to ensure that its education system accommodates learners with diverse needs using tools like Druk Braille.
Druk Braille is highly appropriate in the Bhutanese inclusive education system due to its cultural, linguistic and educational relevance. It allows visually impaired students to learn Dzongkha, the national language, thereby ensuring cultural inclusion. It also enables students to take part in national examinations independently, thus upholding the principle of equal opportunity.
The tool also aligns with Bhutan's Gross National Happiness (GNH) philosophy, which emphasizes equity, inclusiveness and well-being. By enabling students with visual impairments to pursue education, Druk Braille contributes to the societal goal of reducing inequality and promoting human dignity.
However, we must make improvements. First, we need more teachers who can teach Druk Braille. These teachers can help students learn faster and more confidently.
second, the government and schools should produce more textbooks and learning materials in Braille. This will make sure students don't fall behind.
Third, Druk Braille should be used together with modern tools. For example, digital Braille displays can connect to computers and phones. This makes it easier for students to read and write in Braille in the digital world. Also, apps and software should be designed on Dzongkha and be accessible to students with disabilities.
It is also important to raise awareness about Druk Braille. Many people, including parents and teachers do not know much about it. If more people understand how Braille works and how helpful it is, they will support it more.
After learning about Druk Braille, I feel more aware of the challenges that students with visual impairments face. I realized how important it is to have tools like Braille that give them a chance to learn like everyone else. Before, I thought that audio tools were enough, but now I see that Braille helps students become more literate and independent. I also feel that Bhutan is making good progress by having Druk Braille, but there is still more to do. As a future teacher, I feel motivated to learn about Braille and how to support students who use it. Inclusive education is not only about giving students a seat in the classroom, it's about making sure they can learn, grow and succeed.
No comments:
Post a Comment