El Modelo dual de reconocimiento de la palabra en el Sistema Braille

Abstract

This article is the result of the Graduation Seminar for a degree in Special Education with an emphasis in Visual Disability from the University of Costa Rica, which primarily objective was to analyze if the teaching methodology to read Braille, used by the itinerant educators of visual disability, adjusts to the dual-route approach of visual word recognition. A qualitative research of phenomenological method was done with eight educators of four Special Education institutions that have taught how to read to blind students. The information provided in interviews and self-reports was analyzed in Atlas.ti and validated through triangulation of data. The results show that Special Education teachers use synthetic approaches (syllabic and phonetic) to teach how to read Braille while stimulating the lexical and sublexical routes with didactic activities proposed to students in condition of blindness. Therefore, it can be said there is an adjustment between the methodology of teaching this system and the dual-route approach of visual word recognition.