A comparison of Braille reading and writing instruction in rural and urban areas for students in the state of Texas who are functionally blind

Abstract

The purpose of this study is to compare the differences between rural and urban teachers in their attempts to meet the requirements of H.B. 2277. A review of the literature suggests that no research has been conducted to determine how school districts in rural and urban areas of the state are attempting to meet the mandates regarding instruction of braille reading and writing to students with visual impairments.

The significance of this study is to determine whether or not the services offered in rural and urban settings are comparable. Whether a student who is functionally blind attends a rural or urban school should not be the predetermining factor in the level of services he or she receives. If these services are not comparable, concern exists as to whether the individual needs of the student, as required by the Individuals with Disabilities Education Act (IDEA), are being met. Further, this study may be used as a basis for judging improvements made in school districts and to provide insights into methods of complying with the legislation in other states that may be attempting to reach the same goal.