Akademik Veri Yönetim Sistemi
Journal of Visual Impairment and Blindness, cilt.119, sa.2, ss.109-120, 2025 (SSCI)
Introduction: Writing in braille and utilizing writing skills are challenging for students with visual impairments. These students may encounter specific challenges and make errors in their braille writing. This research aims to examine errors in braille writing made by eighth-grade students with visual impairments. Methods: This study employed a descriptive research design using a survey design. The data collection instrument used was the Braille Writing Errors Assessment Tool. Statistical analyses, including the Mann-Whitney U test, were employed to investigate potential differences in braille writing errors based on variables such as writing tool, the age onset of visual impairment, and school type. The correlation between the number of errors, the amount of time spent writing, and the number of words was analyzed using Spearman's rank correlation method. Results: The findings revealed various errors made by the students, with the error category of “inappropriate use of symbols” exhibiting the highest mean. In contrast, the “fabricated contracted braille” error category had the lowest mean. Additionally, “errors related to spacing” was found to have the highest mean, while “word level” had the lowest mean. The results indicated that errors in braille writing differed significantly based on the writing tool and school type but did not vary substantially by the age of onset of visual impairment. Discussion: Based on the findings, students with visual impairments encountered various writing errors. These findings align with similar research results, indicating that the obtained outcomes align with existing scholarly evidence. Implications for Practitioners: Future research could include a more extensive and diverse sample, encompassing students from different grade levels, to enhance the study. Longitudinal studies could be conducted to examine the longitudinal development of braille literacy skills among students with visual impairments, considering factors like class level and age and their potential effect on braille proficiency.