Global trends in Braille literacy and assistive technologies: A bibliometric analysis (1985

Abstract

This study investigates global research trends in Braille literacy and assistive technologies from 1985 to 2024, highlighting persistent challenges such as limited access to cost-effective solutions, disparities in research participation, and inadequate teaching resources for visually impaired learners. Despite advancements in technology, barriers including high costs and lack of infrastructure hinder equitable implementation, particularly in low-resource settings. Using bibliometric analysis of 225 publications from Scopus, this research identifies trends, geographic contributions, and thematic advancements. This study is a scientific paper that presents an analysis of research on strategies for improving reading and writing among the blind, and results show that research in this area is increasing, with the highest contribution coming from the United States, Canada and Malaysia. Emerging trends such as “e-learning” and “3D printing” indicate that technology is playing a significant role in providing alternative strategies for teaching Braille reading and writing, thus, this study has the potential to bring about a paradigm shift in teaching and learning among the blind. This study is significant as it not only identifies key research findings but also recommends the use of low-cost materials to develop motor skills and tactile sensitivity, and this can ensure a wider access to individuals from different socioeconomic backgrounds. Furthermore, it also recommends the development of pedagogical books to facilitate initial reading and writing of Braille, because this study is based on the United Nations Sustainable Development Goal 4, which advocates for ensuring that all individuals have equal access to quality education. The study recommends collaboration and ideas which can be scaled up; therefore, this is necessary to ensure the effective learning and reading of the blind, so it is essential to implement these recommendations to achieve the desired outcomes.

Keywords

Assistive technology Braille inclusive education literacy visual impairment

Get full access to this article

View all access options for this article.

References

Ahsan

Sharma

(2018). Pre-service teachers’ attitudes towards inclusion of students with high support needs in regular classrooms in Bangladesh. British Journal of Special Education, 45(1), 81–97. https://doi.org/10.1111/1467-8578.12211

AlSalman

Gumaei

AlSalman

Al-Hadhrami

(2021). A deep learning-based recognition approach for the conversion of multilingual Braille images. Computers, Materials & Continua, 67(3), 3847–3864. https://doi.org/10.32604/cmc.2021.015614

Argyropoulos

Sideridis

Nikolaraizi

Martos

Padeliadu

Gkyrtis

Koutsogiorgou

S. M.

(2020). Refreshable Braille displays and reading fluency: A pilot study in individuals with blindness. Education and Information Technologies, 25(5), 3613–3630. https://doi.org/10.1007/s10639-020-10126-2

Banes

(2019). Technology interventions to support the inclusive achievement of the SDG. United Nations Department of Economic and Social Affairs.

Barraga

N. C.

(1990). Infusion of research and practice into personnel preparation. Peabody Journal of Education, 67(2), 10–21. https://doi.org/10.1080/01619569009538677

Brennan

S. A.

Luze

G. J.

Peterson

(2009). Parents’ perceptions of professional support for the emergent literacy of young children with visual impairments. Journal of Visual Impairment & Blindness, 103(10), 694–704. https://doi.org/10.1177/0145482X0910301012

Chakraborty

Khan

T. A.

Al Islam

A. B. M. A

. (2018). Towards devising a low-cost and easy-to-use arithmetic learning framework for economically less-privileged visually impaired children. ACM Transactions on Accessible Computing, 11(4), 1–31. https://doi.org/10.1145/3265756

D’Andrea

F. M.

McCarthy

Kamei-Hannan

Holbrook

M. C.

(2023). Investigating comprehension measures of Reading Adventure Time! For improving reading skills. British Journal of Visual Impairment, 41(2), 286–297. https://doi.org/10.1177/02646196211034648

Fellenius

(1999). Reading environment at home and at school of Swedish students with visual impairments. Journal of Visual Impairment & Blindness, 93(4), 211–224. https://doi.org/10.1177/0145482X9909300403

10.

Hong

Erin

J. N.

(2004). The impact of early exposure to uncontracted Braille reading on students with visual impairments. Journal of Visual Impairment & Blindness, 98(6), 325–340. https://doi.org/10.1177/0145482X0409800602

11.

Hoskin

Davies

(2019). Assistive technology for Braille literacy education: Identifying ideal design criteria. Paper Presented at the Rehabilitation Engineering Society of North America (RESNA) Conference, Toronto, ON, Canada.

12.

Hoskin

E. R.

Coyne

M. K.

White

M. J.

Dobri

S. C. D.

Davies

T. C.

Pinder

S. D.

(2024). Effectiveness of technology for Braille literacy education for children: A systematic review. Disability and Rehabilitation: Assistive Technology, 19(1), 120–130. https://doi.org/10.1080/17483107.2022.2070676

13.

Kamei-Hannan

McCarthy

D’Andrea

F. M.

Holbrook

M. C.

(2020). Investigating the efficacy of Reading Adventure Time! for improving reading skills in children with visual impairments. Journal of Visual Impairment & Blindness, 114(2), 88–100. https://doi.org/10.1177/0145482X20913128

14.

Kamei-Hannan

Sacks

S. Z.

(2012). Parents’ perspectives on Braille literacy: Results from the ABC Braille study. Journal of Visual Impairment & Blindness, 106(4), 212–223. https://doi.org/10.1177/0145482X1210600403

15.

Kan

C.-W. R.

Wang

C.-Y.

(2021). Expounding the rehabilitation service for acquired visual impairment contingent on assistive technology acceptance. Disability and Rehabilitation: Assistive Technology, 16(5), 520–524. https://doi.org/10.1080/17483107.2019.1683238

16.

Kanwar

(2018). Achieving SDG 4: Are ICTs the answer? Commonwealth of Learning.

17.

Koenig

A. J.

Holbrook

M. C.

(2000). Ensuring high-quality instruction for students in Braille literacy programs. Journal of Visual Impairment & Blindness, 94(11), 677–694. https://doi.org/10.1177/0145482X0009401102

18.

Martiniello

Wittich

Jarry

(2018). The perception and use of technology within Braille instruction: A preliminary study of Braille teaching professionals. British Journal of Visual Impairment, 36(3), 195–206. https://doi.org/10.1177/0264619618775765

19.

McKenzie

A. R.

Lewis

(2008). The role and training of paraprofessionals who work with students who are visually impaired. Journal of Visual Impairment & Blindness, 102(8), 459–471. https://doi.org/10.1177/0145482X0810200803

20.

Nahar

Jaafar

Sulaiman

(2019). Usability evaluation of a mobile phone based Braille learning application “mbraille.” Malaysian Journal of Computer Science, 2019(Suppl. I), 108–117. https://doi.org/10.22452/mjcs.sp2019no1.8

21.

Park

H. Y.

Kim

M. J.

(2014). Affordance of Braille music as a mediational means: Significance and limitations. British Journal of Music Education, 31(2), 137–155. https://doi.org/10.1017/S0265051714000138

22.

Parker

A. T.

Pogrund

R. L.

(2009). A review of research on the literacy of students with visual impairments and additional disabilities. Journal of Visual Impairment & Blindness, 103(10), 635–648. https://doi.org/10.1177/0145482X0910301007

23.

Romualdo

E. C.

Valdevieso

G. S. M.

(2021). Braille versus automated reading: A comparative analysis of two assistive technologies through an interactionist perspective. Acta Scientiarum. Language and Culture, 43(2), Article e55012. https://doi.org/10.4025/actascilangcult.v43i2.55012

24.

Rudinger

(2023). Bridge or barrier: Technology, well-being, and blindness. Disability and Rehabilitation: Assistive Technology, 18(6), 904–912. https://doi.org/10.1080/17483107.2021.1937342

25.

Tang

(2013). Using ontology and RFID to develop a new Chinese Braille learning platform for blind students. Expert Systems with Applications, 40(8), 2817–2827. https://doi.org/10.1016/j.eswa.2012.11.023

Global trends in Braille literacy and assistive technologies: A bibliometric analysis (1985–2024)

Abstract

Keywords

Get full access to this article

References