BRAILLE COMPETENCY AMONG BLIND LEARNERS: MATERIALS AND TEACHER FACTORS IN THIKA AND MERU, KENYAlkjihgfedcbaZYXWVUTSRQPON Serah Wanja Njue Department of Educational Psychology Moi University Email: serawanja@yahoo.co.uk Dr. Michael Njoroge Department of Special Needs Education Kenyatta University Email: mcnjoroge@yahoo.com Prof. Fatuma N. Chege Department of Educational Foundations Kenyatta University Email: fatujuma@yahoo.comKJIHGFEDCBA Abstract Braille remains the main medium of reading and writing among persons with blindness the world over. This study aimed at establishing factors that have continued to affect Braille competency among young beginners in Kenya. The study was carried out at Thika school and St. Lucy School, both of which are among the largest schools for learners with visual impairment in Kenya. The study adopted a descriptive survey design which involved asking questions to a sample of participants representative of the population. The study revealed that-a significant number of teachers teaching Braille had not undergone any training in Braille. Resources and facilities used in teaching Braille were not adequate. Key Words: Medium of communication; Reading and writing Braille; Slate and Stylus; Persons with Disabilities Act, Kenya. Introduction Braille remains the main medium of communication for persons who are blind. Kenya adopted Braille's code which is made up of six dots. Braille writing equipment includes Perkins braillers and slate and stylus. Perkins braillers are quite ideal for writing but are rather expensive. The slate and stylus are a cheaper alternative. However, when using the slate and stylus, the child writes from right to left, thus contradicting the left-right eye orientation. The child turns the paper when it comes to reading what has been written. This makes the process rather slow. This is also cumbersome and more so to the young children who are blind (Sharon & Rosanne, 1998).