A student who uses both print and braille for literacy tasks is referred to as a dual media learner. Some students begin literacy instruction as dual media learners, other students begin as print readers and later learn to read braille, and a few students initially read braille and later learn to read print. There is little understanding of how a student with a visual impairment who transitions from print to braille during his/her late elementary or secondary education utilizes both of these learning media in conjunction with technology to complete literacy tasks. The purpose of this study was to gather information directly from secondary students with visual impairments and their educational team regarding the complexities of completing literacy based tasks at school and home as they learn braille due to a recent loss of ability to see and read print efficiently.

Dr Tina S Herzberg: Professor and Coordinator, Visual Impairment Education Program, University of South Carolina Upstate

Dr Penny Rosenblum: American Foundation for the Blind