Braille Competency among Learners with Visual Impairments: Methodology and Learner Preparedness Factors in Thika and Meru Counties, Kenya
Serah Wanja Njue, Lillie J. Aura, Zipporah Komen

Abstract
Braille remains the main medium of reading and writing among persons with blindness world over. This study aimed at establishing factors that have continued affecting Braille competency among young beginners in Kenya. The study was carried out at Thika School (Thika County) and St. Lucy School (Meru County), both being among the largest schools for learners with visual impairments in Kenya. The study adopted a descriptive survey design. A random sample of thirty girls and thirty boys was selected for the study. Five out of the eight teachers teaching reading and writing of Braille participated in the study. Two English lessons were observed in progress in each of the schools under study. The study revealed that there were no arrangements put in place to train children in reading readiness skills before introducing them to reading and use of Braille. There lacked uniformity in the way teachers approached the teaching of Braille.

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