Learning braille is not as simple as many might assume. Although the dots are raised, they are small and require a sensitive touch to read effectively. Braille serves as a crucial gateway that allows learners to engage with the world around them.
However, poorly designed or misrepresented braille can severely hinder a learner’s progress and dreams.
In interviews with visually impaired students who wished to remain anonymous, concerns were raised about the Kenya Certificate of Secondary Education (KCSE) and other advanced examinations.
They expressed frustration over questions by Kenya National Examination Council (KNEC) that cannot be answered using a braille machine due to its limitations in certain functionalities.
For instance, one student posed the question: “If we’re asked to ‘draw a graph’ or ‘construct an angle,’ are they completely unaware of our struggles?”
Another learner highlighted the challenges faced with topics like transformation, enlargement, angles, and plane figures, specifically applied geometry such as bearing and surveying.
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They emphasized the need for the Kenya National Examination Council to review exam content in relation to the capacities of the braille machine.
Additionally, learners noted that in Kiswahili exams, the use of English transcription to refer to Kiswahili terms often confuses them during the assessment.
They pointed out that new brailled vocabulary can appear on examination papers, leaving them guessing, which is time-consuming and prevents visually impaired students from earning their rightful marks. This ultimately denies them a fair chance to compete.
It’s not uncommon for students to miss certain questions during exams, which can sometimes be attributed to human error. However, there is a pressing need for improvements in the setting and moderation of exams taken by visually impaired learners.
The Kenya National Examination Council should consider hiring highly qualified professionals to double-check exam content. This would help prevent situations where differently-abled students feel compelled to suffer in silence.
By Hillary Muhalya
