Factors hindering the use of Braille for instruction and assessment of students with visual impairments: A systematic review.

This systematic review examines factors hindering the use of Braille for instruction and assessment of students with visual impairments in schools, based on 12 peer-reviewed articles published between 2015 and 2023. It identifies three main categories of barriers: (1) student-related factors, including lack of access to Braille and pre-Braille readiness skills, myths about Braille mathematics, reliance on auditory learning, and demotivation; (2) school-related factors, such as insufficient Braille resources, absence of inclusive curricula, inadequate teacher training and pedagogical skills, and weak inclusive policies; and (3) educational leadership challenges, including limited Braille research, lack of supportive policies, and scarcity of Braille technologies. The review highlights the need for comprehensive curriculum development, teacher training, policy support, and increased availability of Braille materials and technology to promote educational inclusion for learners with visual impairments.