European International Journal of Pedagogics
55
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TYPE
Original Research
PAGE NO.
55-58
DOI
3
OPEN ACCESS
SUBMITED
28 April 2025
ACCEPTED
24 May 2025
PUBLISHED
26 June 2025
VOLUME
Vol.05 Issue06 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Typhlotechnic Tools and
Methods of Correct Use
Dangalov Sunnatilla Mustafayevich
Teacher of the Department of Special Pedagogy, Chirchik State
Pedagogical University, Uzbekistan
Abstract:
This article provides information on the
correct use of typhlotechnical means by visually
impaired students of primary school age. In particular, it
is emphasized that the use of a pad as a primary
teaching tool for learning Braille in the early stages of
education is effective. In addition, instructions are given
on
compliance
with
technical
and
hygienic
requirements when using a writing instrument, a special
Braille notebook, as well as on how maintaining an
upright posture contributes to the correct development
of the shoulder and spinal bones.
Keywords:
A child with visual impairment, six dots,
device, pad, stylus, special braille paper, stylus.
Introduction:
Thanks to writing, people were able to
make their thoughts and words understood by others.
Before letters were created, they did this through
pictures and symbols. This letter is called a picture or a
stamp. Later, people invented the alphabet. Each letter
represents a specific sound. Letters combine to form a
word. We form sentences from words.
The most important of the written forms for children
who are completely blind is braille. Typhlotechnics are
actively used in the process of teaching this raised dot
writing to blind students. Of course, the effective use of
typhlotechnics in the process of teaching braille to a
primary school student will achieve literacy in the child
without excessive physical and mental stress. In this
regard, choosing a block as the primary typhlotechnics
tool is the right decision.
A block is a board that forms letters. It is appropriate to
give 6-7-year-old blind children who are learning the
elements of Braille the first ideas about the 6 dots and
the location of the dots through this typhlotechnic tool.
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European International Journal of Pedagogics
Because a child with poorly developed fingertip
sensations and motor skills feels the location of the
raised dots best on the pad. It should be noted that
since the location of the 6 dots on the pad is up to 8
times larger than the location of the dots on the device,
the location of the dots in the right and left rows is
somewhat easier to feel with the help of insufficiently
developed fingertip sensations. It should also be noted
that just as the use of the “from large to small”
methodology is effective in forming the subject's
imagination and fine motor skills of blind students,
learning the rules of writing is also effective if it is
initially carried out through the pad. Our experience has
shown that using blocks with 10 squares, 30 cm long, for
6-7 year old students gives good results.
Empty box
Special nails - a block filled with a pin
Making six dots on a block
Writing
Creating the first, second, and third points from the right in the block
Writing
Creating the fourth, fifth, and sixth dots from the left in the block
Writing
After learning how to write Braille on a pad, if the
student can correctly place the six dots on the right,
the first, second, third, fourth, fifth, sixth, and opposite
dots, for example (1-4,2-5, and 3-6), it is advisable to
stop working with the pad with such a student, because
only the writing order of the raised dot writing is taught
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European International Journal of Pedagogics
through the pad.
In the process of learning the written dots or letters,
the word is not read in reverse based on a mirror
image. When the sticks are inserted into the hole of the
pad, raised dots are not formed on its bottom and
back. Therefore, it is necessary to teach elementary
school students how to write from right to left on the
pad. Only then will he be able to quickly and correctly
develop the skill of writing from right to left on the
device. On the contrary, if we regularly teach the child
the Braille reading order on the pad, he will regularly
repeat the cases of writing from left to right or writing
letters backwards, contrary to the writing method on
the pad. So, after 6-7-year-old students can feel the six
dots through the fingertips, find the correct location of
the dots and master the rule of writing from right to left
(children with normal mental development), after a
maximum of 4-5 weeks of training, the transition to
writing on the pad and stylus, which are the main
writing tools, indicates the good formation of the child's
further educational activity - written speech. Traditional
pads consist of 18 rows from top to bottom and 24 cells
in each row. Its cells contain 6 dots, and letters and
symbols are formed on the basis of these dots.
Braille writing device Open position of the device
The cells of the writing device are much smaller than
the cells of the pad, and it is somewhat difficult to find
the location of the dots under (inside) each cell, so it is
necessary to provide children of primary school age with
clear and complete information about the device and its
cells.
Different types of writing pencils
Styluses are made in different sizes and shapes,
depending on the size of the user's fingers. The most
important thing is to teach children of primary school
age how to hold the stylus correctly. During the writing
process, the right hand holding the stylus and the left
hand controlling the cells should be completely flat on
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European International Journal of Pedagogics
the table from the elbow to the palm. This process,
along with a clear feeling for the dots within the cell
and an orderly control of the next cells to be written,
ensures that the force expended during the writing
process is kept within the norm.
The correct understanding and regular monitoring by
teachers of the fact that the child must strictly follow the
rules of keeping the shoulders, head and div upright
when using the device and stylus, otherwise a curvature
of the spine in the neck and shoulder area will occur, will
lead to the correct formation of the student's stature.
Another of the most important typhlotechnics is a
braille notebook. The quality of this notebook is the
main factor in the accuracy of the raised dots and the
accuracy of reading. Since the paper of the braille
notebook is thinner than the device and stylus, the
following aspects are required when using it:
- The paper should be 160 mg;
- The pages of the notebook should be of high quality,
dense and smooth;
- The paper should be odorless and made of
environmentally friendly materials, without harmful
substances;
- The notebook should always be kept clean, free of
dust and stains;
- It is necessary to store notebooks on special closed
shelves or in bags, protecting them from moisture and
dirt;
- It is recommended to store Braille notebooks in a dry,
clean place with a relatively stable temperature (18-
25°C) and humidity level of 40-60%;
- It is necessary to store them in a place protected from
sunlight, as the paper can dry out and become brittle;
- Hands must be clean and dry before using the
notebook;
- It is necessary to pay attention to the absence of oil,
water or other contaminants on the hands, as these can
cause the embossed dots to fade or become dull;
- If the notebook is not used for a long time, it is
recommended to store it in a special paper wrapper or
plastic folder.
The peculiarity of teaching the Braille system using a
stylus is that it is written from right to left, but read from
left to right, and the image of the letters is reflected
inversely in reading and writing. As a result of our
research, it became clear that students make a lot of
mistakes in expressing letters in opposite points. In the
process of writing a letter, word, or phrase, pressing an
extra point or omitting the required point causes errors.
So, in order to avoid such mistakes, students of primary
school age must perfectly remember the location of the
points on the stylus and correctly aim at the stylus. This
process will ensure that the student will write quickly
and without errors in the future, of course.
REFERENCES
Dangalov S.M. “History of typhlopedagogy and its
significance”. Tashkent
-2010.
Dangalov S.M. Reform is necessary in the field.
“Birsafda” magazine. Issue 1, 2017. pp. 26
-27.
Dangalov S.M. Teaching literacy. Tashkent-2024.
