Background & purpose: Braille is the most important efficient written communication system for visually
impairment people. This tool is associated with obstacles in education and learning, that identifying
them helps planners, teachers and parents in solving these problems. Therefore, the present study was
conducted with the aim of analyzing the obstacles and explaining the strategies for teaching braille to
visually impairment students.
Materials & Methods: The research method was interpretive with a qualitative approach. The statistical
population included all the teachers working in the elementary schools of the blind group of Chaharmahal
and Bakhtiari in the academic year of 1402-1403. The sample was selected using a chain purposeful
method. In-depth semi-structured face-to-face interviews with 19 teachers continued until theoretical
data saturation. In order to confirm the accuracy and reliability of the research data, the data was analyzed
and reviewed and completed during the collection. The data analysis was done with the help of the
foundation's data strategy and the coding technique of overt and hidden content.
Results: The data analysis resulted in the identification of five causal barriers include: the physical
characteristics of students, the psychological and mental characteristics of students, educational and
curricular planning, access to facilities, and family attitudes. Four contextual factors were identified:
deficiencies in the economic support from governmental and non-governmental organizations,
shortcomings in decision-making and planning both within and outside organizations, gaps in the
preparation and provision of technological tools, and the difficulties in training and empowering visually
impaired individuals, along with cultural and attitudinal gaps at the community level. Furthermore, seven
intervening factors were noted: economic, infrastructural, and organizational factors; teacher experience
and insight; facilities and equipment; and the socio-cultural status of families and schools. This led to the
determination of actions, consequences, and a paradigmatic model.
Conclusion: The results indicated that in order to overcome the barriers to learning Braille, multiple actions
must be taken in the areas of individual, family, and community education. This includes strengthening
ongoing and close communication between schools and families, providing tools and equipment for
educators, learners, and families, offering material and financial support to families and schools, and
reforming teaching methods and educational programs with the help of modern technologies to achieve
desirable educational, social, cultural, and emotional outcomes.