Utilization and Perceived Necessity of Tactile Symbols for Children With Intellectual Disabilities and Blindness: A Questionnaire Survey Conducted on Teachers at Schools for the Blind

ABSTRACT Tactile symbols are effective communication tools for children with intellectual disabilities and visual impairments, supporting access to information and fuller participation in daily activities. In Japan, however, no sustainable, standard set of tactile symbols exists that is adapted to the local educational and cultural contexts. Unique features of Japanese schools, such as indoor shoes, designated gym uniforms, and the subject of “independent activities”, differ from the routines assumed in the existing standardized tactile symbols system in the US. In addition, a prefectural‐level teacher rotation system and a shortage of licensed specialists in schools for the blind hinder continuity of expertise. This study investigated the utilization (actual use) and the perceived necessity (teachers' recognition of need) of tactile symbols for children with intellectual disabilities and blindness in Japanese schools for the blind. One teacher from each school nationwide was invited to participate, with 44 valid responses obtained. A total of 47 survey items were developed: 18 related to places, 18 to activities/subjects, and 11 to people. McNemar's test was used to analyze the relationship between utilization and perceived necessity, revealing significant differences in one places item and five people items. Possible reasons include limited time for symbol creation, insufficient teacher training, and inadequate systems for information sharing among teachers. Classification analysis showed that places items were divided into utilization (high)/perceived necessity (high) and utilization (low)/perceived necessity (low), while 14 activities/subjects items (77.8%) were utilization (high)/perceived necessity (high). All people items were utilization (low)/perceived necessity (low), suggesting that people themselves may serve as distinctive tactile cues. Overall, tactile symbols are both used and considered necessary in Japanese schools for the blind, yet gaps remain between actual use and perceived need. The findings support the development of culturally appropriate standardized tactile symbol system in Japan.