A Theoretical Rationale for using the Individualized Meaning-centered Approach to Braille Literacy Education with Students who have Mild to Moderate Cognitive Disabilities

Abstract

This article describes the components of the Individualized Meaning-centered Approach to Braille Literacy Education for teaching braille reading and writing to students who are blind and have additional cognitive impairments. A theoretical rationale is presented for the approach, along with some limited empirical evidence for using it with this population.