Braille as a First Language
When I was in training, there was an idea being floated about our students being able to take “vision” as a course. It would allow them to have a specified block for direct instruction while also getting them course credits. A noble idea and hopefully trialed somewhere, but not common as it would either cut down on a student’s elective choices or it just doesn’t make sense to those in charge of a program of study. There have been some who try to make it happen in a slightly different way: treating braille as a language credit.
Hearing that suggestion always strains my professional courtesy. Yes, I would love to have a daily time set aside for a student to take braille and to get credit but the dream is disrupted by the fact that braille is not (definitely NOT) a language. Aside from not meeting the definition of a language, we don’t consider any other types of reading and writing their own language. Cursive? Pencil to paper? Typing? No, those are just seen as regular parts of the modern human experience.
Trying to truss up braille as its own language puts braille at a lower tier than other literacy media and stigmatizes our students. It’s just a different way to read and write, that’s it. In a perfect world, braille instruction should take place alongside standard reading instruction in the classroom so everyone is learning to read and write at the same time, even if the format is different. Start early, integrate it immediately, the student’s skills grow alongside their peers. Not only is this the most effective way to build literacy skills, it also reduces time needed for pull-out instruction and allows greater participation in the school day. It allows them to have equal access to the wide array of learning opportunities other students have and, if your world centers around your gen kids, it allows their peers to receive the lesson that many adults seem to have missed: people braille is a thing, people use it, it’s good.
As annoying as it is when people assume all blind people use braille, it is still a serious consideration. Overall, braille users are actually a minority of our students. If we can’t give them equitable access, what’s happening to the rest of our students? A good argument for the school penny pinchers: get some intensive instruction at the beginning while Sally is learning her ABCs with the class, and by middle or high school you just need a braille printer, a para trained in Duxbury, and some TVI check-ins. Enjoy your graduates who have accurately fulfilled all diploma requirements.
Still curious about languages? Checkout WALS Online.