Application of Braille in Quranic and Sunnah Studies (QAA4013) 11 th Lecture (17 th March 2009)

1. Application of Braille in Quranic and Sunnah Studies (QAA4013)11th Lecture (17th March 2009) Dr. Muhammad Mustaqim Mohd Zarif Director, Centre for General Studies Islamic Science University of Malaysia

2. Structure of Presentation • Current Practice in Quranic Braille Transcription Among Muslim Countries • Some Issues Concerning Braille as a Tool of Teaching & Learning

3. Current Practice in Quranic Braille Transcription Among Muslim Countries General Characteristics: - All Quranic Brailles are written complete with the reading & word signs (tashkil, madd signs, waqaf signs, etc)

4. The Quranic Brailles produced by various Muslim countries have variations in certain signs & symbols used from one another. • However, these variations are only minor. Because: All use Grade 1 Arabic Braille Code as basis & anyone who knows this can generally read the Quran regardless of some minor differences in symbols.

5. - In terms of technical organization of the Quranic Braille, it is found that Quranic Braille produced by Arab countries are bound according to surah, whereas Quranic Braille produced by other Muslim countries are bound according to Juzuk of the Quran.

6. - With the exception of Kod Braille Wasilah (which exist only in theory), all Quranic Braille produced in this world use Grade 1 Braille Code.

7. Some Specific Characteristics according to Countries: 1) Jordan • Ishba’iyyah signs (fathah, kasrah, dammah) are NOT USED at all. • Huruf Madd (alif, waw, ya) is not given tashkil. • Example:

10. What other differences can you notice from this example?

11. Notice how the word “Allah” is spelt

12. 2) YAKETUNIS (INDONESIA)- 1976 • Adopt the use ishba’iyyah signs extensively. • Does not use madd far’i sign (dots. 2 4 6) except in the beginning of surah & other selected words only. • Huruf Madd (alif, waw, ya) is not given tashkil.

13. This method is also used by Pakistan & the Quran published by PERTIS. Example:

15. What other differences can you notice from this example?

16. Notice how the word “Allah” is spelt

17. 3) Bandung 1976 • Similar to Yaketunis style. • Use mad far’i sign extensively. • Shaddah (dot 6) used extensively to indicate idgham signs. • Ishba’iyyah sign (especially fathah) is also used extensively.

19. What other differences can you notice from this example?

20. Notice how the word “Allah” is spelt • Notice the position of tanwin before huruf • Notice the use of shaddah, madd far’i sign, ishba’iyyah, etc

21. 4) Egypt • Each ayat uses 2 lines: * first line to indicate tashkil (on top of huruf) * second line: huruf & shaddah - Dammah sign in this Quran is Dots 2 3 6 and not (dots 1 3 6)

22. Dammatayn sign is (dots 3 5 6) & not (dots 2 6) as used by other Quran. • Does not used ishba’iyyah sign. Example:

24. 5) Saudi Arabia (2005) • The only Quran which is close to Rasm Uthmani • Sukun sign is used only for izhar. • No use of ishba’iyyah signs. • Madd Far’I signs (dots 2 4 6) not used extensively. Example:

26. What other differences can you notice from this example?

27. Notice how the word “Allah” is spelt • Tashkil is used together with huruf madd • Notice the position of tanwin before huruf • Notice the absent of ishba’iyyah & sukun in many places

28. Some Issues Concerning Braille as a Tool of Teaching & Learning • Braille as a symbol: abstract & not representational • When grouped together, symbol can be used as “alternative communication” • Symbols are divided into visual & tactile.

29. Advantages of using tactile symbols: • Enabling access to communication aids (learning) • As an aid to mobility • As part of daily living skills- access to menus, etc

30. Steps to teach Braille effectively to blind children: • Must begin with communication through language (oral). Memory also is a must. • Must let the children know, experience, touch & discriminate shapes. • Associate shapes with words or its meanings (sensory-motor with cognition) • Writing & reading Braille should be introduced at the same time to encourage associating symbols with meanings.

31. v. Reading techniques using fingers (preferably from both hands) should be adopted in reading training. vi.Touching the dots should be in flowing motion & not rubbing (scrubbing). This can increase reading speed. vii. Press on the dots slightly & not hard. viii.Usually teach students Grade I Braille first & then followed by Grade 2.

32. Factors relating to learning Braille: • Age of student • Intelligence of student • Tactual perception of student • Language ability of student • Difficulty of the Braille code used

33. Methods used to teach reading for the blind: • Whole-word method • Phonic method • Meaning method Like ordinary children, there’s no one best method to be used for the blind. The teacher has to combine methods according to the situations. Students must also practice a lot to be able to read

34. Some Problems of Braille: • It is bulky- require lots of space • Rule of contraction can cause confusion • Slow & takes a long time • Not enough qualified teachers • Difficulty of getting braille books

35. Other Learning method for the blind apart from Braille: Auditory method (listening) However, the blind must be trained to listen well & listen correctly.

36. Regardless of its problem, Braille remains as one of the best system available for the blinds to read & write, and its adoption to write Quran has given many of them the opportunity to read & write al-Quran.

37. Thank You