Learning Through Play: LEGO® Braille Bricks Research

Date & Time

Tuesday, March 19, 2024 - 1:20 PM PDT  

Location

Grand CD  

Description

Good quality education through literacy meets, in part, Sustainable Development Goal (SDG) 4 but also, reduces inequalities in and between countries (SDG 5, 8, 10). For children with visual impairment, learning braille can be a major key to advanced literacy. This study presents data on learning through play with LEGO® Braille Bricks. The research programme has been developed from a consortium that includes; The Scottish Sensory Centre, Perkins School for the Blind, Royal National Institute for Blind People, i2Media, and the American Printing House for the Blind. The consortium has worked collaboratively with the LEGO Foundation (funder) to independently examine the utility of LEGO® Braille Bricks. As such we will show the results from a large-scale,(N=483 practitioners) truly international quantitative survey in addition to 51 practitioner interviews/focus groups that provide additional depth to the results. The respondents were a range of practitioners including Teachers of Learners with Visual Impairment, Habilitation Specialists, Occupation and Speech and Language Therapists, and other professionals. In such a study it is also important that we hear the voices of children and young people with visual impairment, and as such we will also report data from their own quantitative study (N=51) and focus groups/interviews (N=34). The Results will be interpreted through the lens of five characteristics of learning through play and skill development.  

Audience

• Disability Specific
• K-12 Education

Audience Level

Beginning  

Session Summary (Abstract)

Learn about the results of a large, robust, multi-method (qualitative and quantitative) study of LEGO® Braille Bricks with practitioners and children with visual impairment within differing educational environments and contexts.  

Primary Topic

Blind/Low Vision  

Secondary Topics

• Captions & Transcription
• Education
• Research

 

Session Type

General Track  

Presenter

• John Ravenscroft
  University of Edinburgh

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