ENHANCING EARLY BRAILLE INSTRUCTION: A QUALITATIVE NEEDS ANALYSIS FOR MODULE DEVELOPMENT IN PRESCHOOL SPECIAL EDUCATION

Abstract

The study examines the need to develop a braille early reading skills module for preschool children with visual needs. Although inclusive education has grown, the challenge still exists in providing adequate support for early braille literacy skills. Teachers in special education frequently face a lack of material and guidance to teach these skills. The study's objective is to identify the need for module construction. The study methodology involved semi-structured interviews with four Malaysian preschool visual education teachers using the McKillip Discrepancy Model. The study revenues indicate major challenges, including a lack of student interest, difficulty understanding instructions, diverse levels of student development, weak fine motor skills, and a lack of reference sources. Teachers use alphabetical and phonic methods, but braille code necessitates a more specific approach. All participants expressed an urgent need for a comprehensive module with features such as user manuals, teaching aids, customizable activities, and a focus on fine motor skills. This study contributes to the specific field of education of vision by providing the basis for the development of the necessary modules, in line with SDG 4 for quality and inclusive education. Future studies propose assessing the effectiveness of modules through experimental or longitudinal studies, as well as the involvement of larger and more diverse samples.