Sub-topic area: Teaching English Braille and Braille Mathematics.


HOURS: 100

Key Competency:  

Students should be equipped with Braille knowledge and skills; give a brief history of the development of the Braille; Name and use different types of equipment used in writing for learners with visual impairment: Braille, typewriters, computers, hand frames. Teaching English Braille and mathematics Braille.

Learning Objectives

Knowledge & understanding

Having successfully completed this module, students should be able to demonstrate knowledge and understanding of:

  • The learning and teaching practices in ordinary, special, integrated and inclusive Education, with a particular view in need of Braille skills in Rwandan inclusive schools and special schools.
  • The varying teaching and learning needs of the various categories of learners with Special Educational Needs and tailored educational frameworks, resources and approaches.
  • Basic theoretical and practical strategies associated with the teaching and learning process of learners with disabilities and other SENs.
  • The general view of applicability of assistive devices and how these enable learning and teaching processes,
  •  Basics of Braille and tactile materials, and associated teaching and learning outcomes.


Cognitive/Intellectual skills/Application of Knowledge

 Having successfully completed this module, students should be able to:

  • Recognize and use different equipment used in writing Braille.
  • Discuss the applicability of the Special Needs Educational theories, in crafting the appropriate practical response to any ......of the educational needs. 
  • Demonstrate the understanding of the production of embossed/tactile learning resources using locally available materials to suit the Rwandan curriculum; 
  • Demonstrate the accurate understanding of the environment within which learning and teaching of the varying categories of learners with SEN in Rwanda takes place, and be able to discuss the facilitating strategies to improve it.
  • Set teaching/learning goals and strategies for learners with varying Special Educational Needs
  • Understand and use some of the appropriate educational materials, and their application to some educational needs. 
  • Demonstrate basic understanding of Braille skills in teaching learners with sensory disabilitie

Communication/ICT/Numeracy/Analytic Techniques/Practical Skills/Information LiteracyHaving Having successfully completed this module, students should be able to:

Understand how to work and teach learners with visual impairment;

  • Share up-to-date information gained from the field and searched through Internet and libraries, about appropriate practice and strategies in educating learners with SEN,
  • Discuss and advocate for improved educational services for people with disabilities and other Special Education Needs,
  • Express practical concerns about the general and ongoing education quality improvement in Rwanda, and demonstrate understanding of its relationship with inclusion of...... the educationally disadvantaged.

General Transferable Skills

  • Demonstrate the understanding of individual differences among learners, and the appropriate methods and resources that are applicable to the varying Educational Needs in school settings,
  • Demonstrate basic knowledge of key inputs in teaching and learning for learners with SEN, in terms of resources, approaches; infrastructure, attitudes and the impact of these in Rwandan educational changes towards effective inclusion of this group of learners.
  • Relate the impact of attitudinal changes in addressing educational needs in a School Community.
  • Translate knowledge and experiences gained from the field, into feasible practice that is applicable in schools situation for Rwandan Learners with disabilities and other SENs. 
  • Demonstrate ability to use basic Braille and Tactile skills in teaching and interacting with Learners with sensory disabilities. 
  • To evaluate appropriate accessibility and assistive standards for schools and the general educational environment. 

Personal, Intellectual, and Professional Autonomy

Having successfully completed this module, students should be able to:

  • Demonstrate high degree of autonomy, with full responsibility for own work, and significant responsibility for others
  • Show independent and self-directing decision making

 Employability and career development

Having successfully completed this module, students should be able to:

  • Use the knowledge and skills acquired to Set career goals objectives
  • Use the knowledge obtained to increase their personal development and planning

Global citizenship

 Having successfully completed this module, students should be able to:

  • Show awareness and appreciation of diverse people, cultures and Environments and abilities throughout the world (global awareness)
  • Manage and use the interconnectedness of people’s and cultures harmoniously and productively (intercultural competence)

Lifelong learning

Having successfully completed this module, students should be able to:

  • Demonstrate the ability to work independently
  • Have the ability to set and follow-up goals
  • Develop planning and time management skills

Collaboration, Teamwork and Leadership

Having successfully completed this module, students should be able to:

  • Show the ability of working with people of different ages, gender, race, religion, political persuasion etc.
  • Demonstrate the ability of working as an individual and as a member of a team
  • Know how to define a role as part of a team
  • Demonstrate the ability of applying teamwork skills to a range of situations, e.g. futures planning, crisis problem solving


Creativity and Innovation, Scholarship and Enquiry

Having successfully completed this module, students should be able to:

  • Show the ability to analyse and critically evaluate arguments and evidence appropriate to their disciplines (e.g. collect, analyse and interpret data and information, generate and test hypotheses, synthesise and organise information)
  • Demonstrate knowledge of research methodologies in their disciplines and capacity to interpret findings

Ethical, Social and Professional Understanding

Having successfully completed this module, students should be able to:

  • Demonstrate the ability to act ethically and professionally at all times
  • Show the awareness of ethical issues (professional and personal) and academic integrity (e.g. plagiarism)

Financial Literacy

Having successfully completed this module, students should be able to:

  • Demonstrate the ability to establish individual and family financial goals  
  • Develop the ability to choose resources to meet individual, family and business financial goals

Attitudes and Values 

  • Appreciate skills required to use ICT tools effectively.
  • Appreciate skills required to collaborate effectively.
  • Appreciate self-regulation and interactive skills in teaching and learning.
  • Appreciate the use of problem solving and innovation in the real world situations
  • Recognize the benefits of using ICT tools in teaching and learning
  • Engage in activities involving in the 21st century learning skills


This module will cover the following content knowledge:

  1. Skills necessary for using a Perkins Braille, Marburg, hand frame, slates, abacus, typewriter, computer in writing and producing information for learners with visual impairment.
  2. Techniques necessary for teaching English Braille Grade 1 and 2
  3. Techniques for teaching mathematics and mathematical operations using Braille and abacus
  4. Identifying skills learners have developed in the use of Braille materials
  5. Key approaches that are associated with effective teaching and learning in Special Needs (SNE) and Inclusive Education settings (e.g.: understanding disability as part of social diversity and civil movements, and special needs / inclusive education development in the Rwandan schools context as part of this movement, accessibility standards of School and community environment, opportunities through Assistive accessories, enabling accessibilities and alternative, and their appropriateness for learners with disabilities and other SENs);
  6. The basic understanding of the different parts of the Braille and different key functions.
  7. Transcription of text from print to Braille and vice versa; writing Braille numbers from one to ten mathematical punctuations and use mathematical operations and use of abacuses and Braille machines.
  8. Description of the techniques of reading and writing Braille and use of the locally available materials to develop tactile educational resources

Learning Activities

  • The module will be delivered through a “blended learning”: face to face and online learning and teaching.
  • Practical approaches to using, maintaining and repairing Braille and other tactile materials
  • At least one planned and guided field visits in schools and communities, followed by discussions and reports;     
  • Relevant video clips and televised movie screenings, followed by analysis and discussions;
  • Small group tasks related to evaluating, discussion planning, researching and presentations of leant theories and practices,
  • In-class presentations related to the small group tasks;
  • Written homework and examinations to test both understanding and application capacities,
  • Peer tutoring and review of key theories and practices;
  • Teacher and/or Student-initiated and guided reading of textbooks, reports, library books and downloaded materials from the Internet.

Assessment activity

Due process requires that assessment be done strictly in conformity with the institutional regulations. In this regard, this module shall normally be assessed by one two-hour final examination taking 50% of the module score, at least one individual and invigilated assessment making up 25% of the module score and at least one substantial piece of coursework making up 25%. Some assessment activities will be executed and submitted online.

Supporting Reference and Open Educational Resources:

Braille Authority of North America (1994). English Braille American Edition. American Printing

House for the Blind.

Braille Authority of the United Kingdom. (2004). BRITISH BRAILLE: A Restatement of

Standard English Braille Compiled and Authorized. Royal National Institute of the Blind Bakewell Road, Orton Southgate Peterborough, Cambridgeshire PE2 6XU.


Howse, J., Kathy, R., and Leona, H. (2013). Unified English Braille: Australian Training

Manual. Australia: Round Table on Information Access for People with Print Disabilities Inc.


Howse, J. (2006). Unified English Braille Primer. Australia.  The NSW Department of Education

and Training  Publisher.


Mwaura, M., and Mweu, J.  (2009). Braille I (Basic English Braille). Kenya Institute of Special


United Kingdom Association for Accessible Formats. Unified English Braille (UEB): Summary of changes for ordinary braille.

Royal National Institute for the Blind. 1992. Braille Primers

Johnsen, B. H. (2001). Curricula for the Plurality of Individual Learning Needs: Some Thoughts

Concerning Practical Innovation towards an Inclusive Class and School. In B. H. Johnsen and M. D. Skjørten (Eds), Education – Special Needs Education: An Introduction. Oslo: Unipub.

Facilitation Guide

This will be a joint of classroom face to face and online unity

  1. A collaborative environment between learners and facilitators in the classroom and out will be focused on.
  2. The facilitator will prepare and share teaching and learning materials to actively engage learners during their learning process.
  3. A group and individuals tutorials will be used during the learning process.

During face to face session, learners will apply their competencies while a case scenario is provided.