Authentic braille literacy development through interdisciplinary instruction and learning.

This article examines the integration of authentic braille literacy development with science content instruction through dramatic inquiry during a weeklong interdisciplinary summer camp for elementary students with visual impairments and their teachers. The camp, focused on paleontology, engaged students and both in-service and pre-service teachers of students with visual impairments (TSVIs) in braille reading and writing activities embedded within science lessons aligned to state and national standards. Results showed that most students and pre-service TSVIs improved their braille proficiency, and students demonstrated increased conceptual understanding of certain fossil-related science concepts. The study suggests that interdisciplinary, authentic learning experiences incorporating braille can enhance motivation, braille acquisition, and content knowledge, while also providing meaningful braille practice for pre-service TSVIs, though it notes limitations such as the short duration and small sample size.