Jurnal Teknologi Pendidikan, August 2022, 24 (2), 224-235

DOI: http://dx.doi.org/10.21009/JTP2001.6
p-ISSN: 1411-2744 e-ISSN: 2620-3081
Accredited by Directorate General of Strengthening for Research and Development
Available online at http://journal.unj.ac.id/unj/index.php/jtp

Braille Inovation Technology in Teaching and Learning Process

For Visual Impairment
Nur Fadhilah Tisnawati1(*), Yuliati2, Endang Purbaningrum3
1,2,3
Universitas Negeri Surabaya, Surabaya, Indonesia

Abstract
Received : December 30, 2021 The innovation of braille makes learning for children with visual
Revised : August 15, 2022 impairments easier. The breakthrough braille innovation developed is able
Accepted : August 15, 2022 to encourage the creation of creative, active, and practical learning for
children with visual impairments. This study aims to collect and analyze
articles related to innovation technology of braille for teaching and learning
process to visual impairment. The design of study used literature review
that use data collection methods with search related topics, data analysis
and also writing research results. The results of this study that braille
innovations technology for reading, writing and conceptualizing of reading
are useful in the learning process of children with visual impairments.

Keywords: braille, technology innovation, visual impairment, learning process

(*) Corresponding Author: [email protected], 082335703620

How to Cite: Tisnawati, N. F., Yuliati, & Endang Purbaningrum. (2022). Braille Innovation Technology in
Teaching and Learning Process For Visual Impairment. JTP - Jurnal Teknologi Pendidikan, 24(2), 224-235.
https://doi.org/10.21009/jtp.v24i2.24971

INTRODUCTION

Education will continue to develop with the existence of technology that

accompanies every era that continues to race with innovation in all aspects of life.
Likewise, the learning process will never stop at one method, but will also
develop using other methods, using tools and media that are increasingly
developing and experiencing updates. Thus, changes will continue to make the
learning and teaching process experience an increase in the quality of teaching.
The conveniences that are continuously sought and given innovations from the
current conditions make the process experienced by students, especially for
children with special needs, easier and more accessible according to the child's
needs.
The innovations provided in the learning and teaching process of children
with special needs must be in accordance with the needs and conditions of
children who experience certain obstacles. This adjustment needs to be made so
that mastery of the material being taught is able to develop the potential that
children have and improve the quality of life for children with special needs, one
of which is the use of braille in children with visual impairments. Mastery of
braille letters is the basis for incoming knowledge as input from the reading
process experienced by children with visual impairments, this process of
mastering braille greatly affects the quality of literacy that is owned, not only the
quantity that children can read, but also concepts ranging from mastery of letters
to awareness of differences. arrangement of words in words and sentences
(Barlow–Brown & Connelly, 2002; Matuszewski et al., 2021; Pring, 1982), for
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Arabic, it greatly affects word mastery or phonological as well as the use of

numbers and braille codes (Rączy et al., 2020).
Mastery of braille greatly affects the language skills possessed by children
with visual impairments. Language skills which include reading, writing, listening
and speaking cannot be separated from each other in order to achieve good
language skills (D. Tarigan & Tarigan, 1987; H. G. Tarigan, 1987). Reading and
writing are skills that are related to each other, the ability to read will affect the
writing skills of students, it is through these reading skills that access to
information is owned and then processed and issued in the form of new
information through writing skills (H. G. Tarigan, 1981). The process of reading
and writing children with visual impairments will be hampered if their mastery of
braille has problems, this is where mastery of braille is important for children with
visual impairments and the development of braille teaching technology also needs
to be innovated according to children's needs. Reading ability, reading speed, and
understanding of reading and the information it gets depend on the tactile abilities
the child has, the more fluent the use of Braille, the better his language skills,
especially reading skills (Chen et al., 2019).
The concept of literacy which is carried out by focusing on the process of
reading braille is very dependent on fluency in reading braille which is also a
problem if the language used is a second language. However, with the
developments that have occurred, literacy education for children with visual
impairments is easier in the learning process, for this reason, the development of
braille media and technology is still very capable of the learning and teaching
process using braille so that there are more updates with braille media that are
suitable for the segments given teaching process using braille (Clunies-Ross,
2005). Many technological researches have been carried out to provide
innovations in learning for children with visual impairments. mastery of the latest
tactile technology, language concepts in learning and various kinds of textbooks
made make technological innovations related to braille very adequate even though
the need for innovation every year is still very much needed.
So that the research that has been carried out by many parties provides the
best contribution to the implementation of the learning process, especially for the
learning process of children with visual impairments in Indonesia, it is necessary
to have a special discussion on learning technology and braille innovation. The
latest research in Indonesia is Braille research aimed at learning innovation, no
one has fully reviewed the research that has been done (Agustina & Farida, 2021;
Aprilianti et al., 2012; Arif et al., 2021; Handoyo, 2019; Hidayat et al., 2016;
Putra & Risdoyok, 2021; Ruwah et al., 2021). In fact, there is no full review of
braille in learning so this article needs to be written and studied better in
collecting braille innovations that have been found or developed for children with
visual impairments.
This article will review and examine the studies that have been carried out
by researchers in various journals. It also includes innovations in braille
technology that have been carried out in Indonesia and in several other countries.
The purpose of this article is to provide a comprehensive view in the form of a
literature study that will discuss the latest research on braille innovations that were

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created or developed in relation to supporting reading, writing and contextual

thinking skills for children with visual impairments.

METHODS

This research on literature review was made by prioritizing several issues

related to innovation in braille with several aspects of the discussion included in
mastering braille which involves writing, reading to concepts that are able to
provide technology and research novelties that have been developed to facilitate
the use of braille, of course this is this relates to support for learning for children
with visual impairments. So this research will specifically focus on studying
topics related to it, focusing on innovations that already exist in Indonesia and are
supported by technical braille innovations that have been developed in other
countries. This literature review procedure will contain several steps in the
process, including conducting managerial data in the form of articles and other
forms of reference that have been carried out, analysing data relevant to this
research topic, starting to synthesize data by rewriting it using a literature study
draft and the last is the selection of the authorship of the article (Galvan &
Galvan, 2019).
Data collection. The method used to select data sources from previous
research articles was done by document analysis. The method used is to search,
read, and review documents related to the topic of the article taken. After carrying
out the process of reading and selecting these documents, further collection will
be carried out based on the parts of the topic made or grouping based on the
relationship between the subject matter of the articles studied, from this process
the relevance of each existing research will be seen. This process is very
important for researchers, because the analysis and grouping process they go
through will provide a complete and complete perspective on Braille innovations
that have been developed from year to year, from countries with different learning
contexts.
Data analysis. The data collected is in the form of documents that have been
grouped with the closest specification of the topic of discussion, then stored and
printed which then becomes an important document in the assessment. The
researcher analyses the documents one by one by reading the entirety of the parts
in the document, to make it easier to collect data, the researcher uses an outline
while still focusing on the big topics of this topic, namely seeing the goals of
developing innovative products or methods generated from each research
conducted and characteristics of braille innovations that were discovered and
developed and their results.

RESULT & DISCUSSION

RESULT
Braille Writing Technology Innovations
Braille technology innovation that supports the braille writing process is
needed so that there is reciprocity from the learning gained by children with visual

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impairments, this reciprocity is of course in the form of writing written in braille.

This braille writing form will be adapted to the braille format with six braille
points that must be understood. In general, to do braille writing begins with
writing using a technical manual with a stylus and reglet by directly using paper
media and can be done by children using these tools with adjusted braille dots.
The development of braille writing using manuals has been developed earlier and
for a long time.
Braille manual writing does experience many difficulties in carrying out
writing activities; even the stylus used for the braille writing process cannot be
done anywhere. In addition, to provide complementary information or learning
information that makes geometric images or shapes is also difficult to do when
using a braille manual, for this reason, braille writing technology continues to be
developed at this time. Apart from the technical elements of writing, difficulties in
using the stylus and reglet when writing braille usually occur due to
misconceptions and difficulty recognizing braille, so parents and teachers need
assistance (Putnam & Tiger, 2015; Rudiyati, 2005). The development of braille
writing technology has also emerged, from those using computers with separate
writing boards, to portable braille devices that can be carried anywhere and
connected by computers or tablets and smartphones that children have.
Development of a braille writing innovation tool by using 9 input board
buttons that are connected to a braille reader application that is connected to a
computer system, electronic braille reglet is a technological development that
becomes a means of replacing reglets for braille writing with good development
product results to use, even including it developed a voice reader that is able to
record input written in braille written by students, this is what researchers call a
screen reader (S. K. Hidayat et al., 2016). The easy input process from using this
screen reader allows children to record their writing in the form of braille or audio
output that can be used to support their learning.
Not only in Indonesian which incidentally was developed in Indonesia,
development was also carried out with the same text reader concept but different
text reader applications, development with different use of 6 braille keys and
equipped with English to Indonesian translation and vice versa (H. Hidayat &
Yusuf, 2020), braille code compiled with a simple keyboard writing in mandarin
(Tang, 2013). The development of braille writing in languages other than
Indonesian provides a significant difference because the braille used also differs
from one country's language to another. However, this development in braille
writing has a very significant effect for children in collaborating in language
translation with the features on the tool that facilitates translating into other
languages. The development continues by making access to software applications
that make it easy to create text directly on a laptop or computer which was
developed with voice translators in various languages (Abualkishik et al., 2015;
Al-Salman, 2008; Scheithauer & Tiger, 2012).

Braille Reader Technology Innovations

The beginning of the introduction of reading that supports the learning of

children with visual impairments using a grid that contains braille dots to make it

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easier for children to understand braille letters, so that the media does not use
wood anymore but uses paper media as a result of writing using a braille
typewriter or manually using a reglet (Rudiyati, 2005). Product development of
teaching materials that help mastery of reading become practical to use with basic
needs in the teaching and learning process while facilitating mastery of braille
codes so that they are easy to use as a reference for teachers and students to
master the subject matter. The most important part of fluent use of braille and
children's reading process is not influenced by time, seriousness, and cognitive
experience, the most important thing is the availability of access to reading books
that support the reading process, especially for children with simple language
according to their literacy level (Laroche et al., 2017).
Among them is the development of teaching materials in the form of book
products containing braille code with elaboration theory that puts forward the
braille code layout with similar groupings to make it easier for teachers to teach
and become teaching materials that are practically used during math, science and
other lessons (Handoyo, 2019). The ability of children who use braille with the
availability of braille teaching materials is more improved and their understanding
is better than those who only print Latin letters (Veispak et al., 2012). This is
because the availability of braille teaching materials fully guides children to
understand written theory and not just listen to the teacher's presentation in the
form of hearing. Mastery of material, exercises, and basic concepts will be easily
accessible to students when the learning and teaching process is ongoing, the
process of listening to readings in braille activates brain development in language
which is transferred in the form of information on each subject given.
Access to reading books as the simplest means in the form of reading books,
braille teaching materials in schools is still an important means of conveying
information that improves braille reading skills, enthusiasm for learning, as well
as developing hobbies and fostering the independence of children with visual
impairments (Nahlisa & Christiani, 2015). When the smallest aspect of the Braille
book media is not fulfilled, access to information will not be open, students will
not be able to get to know other sciences.
As mastery of the Javanese language, which on average, teachers skip the
introduction and writing of Javanese script due to limited access to books, media
and teaching materials that lead to these materials, the development of the
Javanese script learning module is the spearhead of the media to access the
knowledge of children with visual impairments. Javanese script, the development
of the "dinta swara" module which is a practical module for learning Javanese
script is very much needed and used as a teaching and learning medium and has
been tested for feasibility (Triyanto & Rudiyati, 2017). The development of media
for writing Javanese script continues, research developed for the final project in
the form of a thesis is called the "denta Jawa" application which innovates the
integration of Javanese script with Braille in its original form (Sanandita, 2020).
Development continues, not only regarding braille teaching materials but
also connecting with audiobooks equipped with tactile or braille tools to learn
mathematics and teach these subjects (Purnamayanti & Putri, 2020; Subagya,
2017). This form of development in the audio version accelerates the braille
reader which is connected to the most important part of the child's hearing sensor,

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from this development will make learning more varied and access can be
independent without the help of others who no longer require the child to be
assisted.

Braille Innovation and Conceptualization of Reading

The importance of conceptual management of reading from a method that

focuses on mastering the process of reading texts, with tactile in the form of
braille media with the term foundational skills which include word identification,
word analysis and reading fluency, which greatly influences the mastery of
reading concepts. In fact, the process that occurs when reading is closely related to
fluency in translating the concept of braille and is passed on to word or verbal
pronunciation that is produced when the child begins to read aloud or conveys
back the context of reading and writing that he has experienced as a learning
experience using braille. So the conceptualization of this reading is closely related
to the interpretation of Braille reading and the mastery of reading information they
get (Dzięgiel-Fivet et al., 2021; Pring, 1982), this also applies to braille in other
languages, not only English braille, such as mastery of Arabic braille reading
conceptions (Rączy et al., 2020).
Several assessment instruments used to see fluency and accuracy in reading
comprehension have been developed, to complete clarity in the contextualization
of reading, the use of tests in the form of braille blocks arranged with novels for
assessing fluency and reading comprehension was also presented as a test of the
tactile abilities of children with disabilities. vision with precision reading mastery
(Jarjoura & Karni, 2016), the implications of reading skills that are orbited for
students to analyse and interpret reading so as to encourage them to understand
the concept of reading that they are reading, including children with visual
impairments (Johnstone & Thurlow, 2012). Thus, the understanding that will be
processed by looking at the accuracy in reading Braille is very important and this
has been proven by the development of an innovative conceptual assessment
instrument in learning that students have. So, support for media that encourages
the presence of new understanding that stimulates children to do deep
understanding in the form of understanding metacognition that increases the
learning process to be more real for children with visual impairments.
The context of the reading given using two dimensions to provide an
understanding of the shape of the object that will be arranged with an electric
board with unification or creations formed from braille dots, affects the
conceptual quality of children towards objects, especially graphic forms into two
dimensions (Bansevicius & Virbalis, 2007). The strengthening of reading
concepts is supported by the tactile abilities of children, so that the development
of novels with a 3-dimensional polymer system is carried out with a strategy of
conceptualizing reading on film (Eleftheriadis & Fatouros, 2021). The
conceptualization of reading was also developed in the form of a new braille
display using a polymer which will later be read when the vibrations that occur in
the device are processed, the tactile appearance that appears gives understanding
to the reader conceptually through direct movement or touch on the device
(Choon Koo et al., 2008).

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DISCUSSION

Technological developments and innovations do not only extend to the tools

developed to make it easier to write Braille manually and which have accelerated
the computer reader system, the ease of use of software with a Robobraille
assistant (Śmiechowska-Petrovskij & Kilian, 2016), the development of a tactile
screen with a software polymer system to facilitate high-sensitivity typing (Choon
Koo et al., 2008; Frediani et al., 2018). The design is in the form of a game that
invites children's activities to write Arabic Braille by involving contextual
learning so that children fully understand the Braille writing in Arabic letters (Jati
& Mahardika, n.d.), so that the learning provided does not necessarily make it
difficult for children to use braille writing tools, even the development of this
technology is increasingly being developed with the direction of accessibility of
tools that are easy and affordable by the community so that the mentoring process
carried out by teachers in learning any subject becomes easier.
The era of digitization that makes everyone easily connected and has a
gadget that can easily connect information, this condition encourages the
development of portable devices without the need to carry a braille manual or
braille input device into the computer. Braille writing also continues to be
developed with a touch screen model, so that children with visual impairments
can write easily without having to be constrained by physical tools that cannot be
carried anywhere, such as using a touch braille application instead of a physical
keyboard using a tablet screen (Alnfiai & Sampalli, 2016, 2017). The innovation
of braille writing technology that was developed made a major contribution to the
learning and teaching process, the conception of language that is not only verbal
for children with visual impairments but also has language input and output in the
form of writings that can be arranged in braille very easily.
Openness to technological innovations of conceptualization of reading is
very closely related to processing the form of supporting images, formulas,
designs and real concepts that exist in everyday life which involves understanding
information about objects and the surrounding environment, including things that
are difficult to reach if only given information. Information is only limited to
braille in the form of a description. So the innovation technology for
conceptualization of reading continues to be developed until it enters the
development carried out by involving braille symbols between countries with their
respective characteristics and different uses. Development with a new platform
developed by incorporating the concept of a braille reader that focuses on
ontology with an understanding that is put forward in learning (Tang, 2013).
Finally, this literature study is able to provide a specific view of the
technologies that have been discovered and innovated in braille used for children
with visual impairments. The collection of references relevant to this literature
review gets a special view on the progress of the research that has been carried
out, thus providing reinforcement to the topic of research regarding the
development of braille for children with visual impairments, especially since this
study has been taken from various multidisciplinary sciences that include braille
innovation. however, to develop a study on the topic of braille, it is necessary to

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focus on the practicality of the technology made, so that there is an acceleration of

technology in education in the future.

CONCLUSION

The development of technology to support learning for children with visual

impairments in Braille innovation makes education more innovative and the
activities carried out by students become easier. Innovationthe technology
developed includes technology that makes it easier for: (1) students to input text
in the form of braille letters which are transferred in the form of digital data that is
accessed on a computer using a braille manual that uses the development of
typing tools or voice input that can be translated in braille form. Innovations in
braille are also carried out in braille reader technology, which was developed with
a focus on developing braille text that is easily understood by children with visual
impairments, in this case the development of braille readers in books. Used for
teaching materials and also reading books in several languages, so that the space
for literacy children with visual impairments do not experience difficulties and
access is difficult, (2) The development of conceptual supporting media for braille
readers was also developed for children with visual impairments, innovations
were developed in the form of instruments and reading mastery with reading
strategies that students would do when they carried out the literacy process during
class and outside the classroom. The design and design of images that support the
conceptualization of reading in the form of 2 dimensions and 3 dimensions fully
support the understanding of children with visual impairments in their learning
process, (3) The technological innovation given to this braille reader was also
developed in the form of screening on braille dots into android-based text with
technology automatic braille reader logo.
This development was carried out to help children with visual impairments
detect braille and respond to text by connecting it to an android, even this
automatic braille point detector is able to read braille text in image form
(Sulviyani et al., 2017), supported by a braille mouse which is the central
connection for social media for use on smartphones or tablets which can greatly
influence the development of social interaction, and the use of the latest
technology that is connected to social media platforms in the form of chat quickly
and can be used anywhere because it was developed without cable (Holanda et al.,
2018).

CONFLICT OF INTEREST

Concerning the research, authorship, and publication of this paper, the

author(s) reported no potential conflicts of interest.

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