This system comprises of three different learning modules namely Words Game, Shapes Game and Math Game. The Braille Blocks System consists of a battery, optical detectors and controller which performs detection and processing of selected IR pattern. The blocks transmit Infrared codes when come in contact with the system. These blocks are designed by embossed motives representing numbers, alphabets, shapes and mathematical operators with Infra-Red (IR) tags.
This paper presents a cost effective solution for visually impaired children to play and learn via Braille blocks. Also, tools in market are either too expensive or available in limited quantity in underdeveloped countries. Although there are trained instructors, special schools, specific toys and facilities for Visually Impaired (VI), yet the communication between tutors and special children holds a significant gap. Learning through play has always proved its effectiveness in elementary education and has yielded prolific results. Results from this study highlight advantages of engaging in the co-design process and provide important data for other researchers developing devices for persons with visual impairments. Suggestions for improvement included adding various learning modes and reducing the size, weight, and cost of the device.
Usability testing showed that the device was easy to use and interactive. A design was prototyped based on results from a weighted evaluation matrix and feedback from partners who taught reading to persons with visual impairments. Participant questionnaires identified barriers of current reading devices including: accessibility, portability, durability, usability, and function. The primary goal of this study was to engage in the co-design process to create a device to help young children with visual impairments learn to identify letters and short words in braille as a first step to reading. We sought to address one component of this challenge engagement of persons with visual impairment in learning how to read in braille.
In September 2016, Digital Learning for Development and All Children Reading released a “Grand Challenge for Development” urging researchers to explore the barriers that children with sensory disabilities in the Philippines face with respect to learning how to read.
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