Braille literacy is critical for blind individuals' independence and quality of life, yet literacy rates continue to decline. Though braille instructors in integrated K-12 classrooms play a central role in literacy development in blind youth, prior research on braille learning almost exclusively focuses on blind adolescent students. As a result, we still know little about how sighted adult teachers learn braille. To address this, we interviewed 14 educators, including 13 certificated Teachers of Students with Visual Impairments (TVIs) and 1 paraeducator, who learned braille as adults. We found that they: (1) lack consistent braille exposure to reinforce knowledge and skill; (2) have limited time to practice due to myriad responsibilities of adulthood; and thus, (3) seek learning tools that are engaging and efficient. Our research draws attention to the needs of a group of braille learners who have been overlooked and identifies new design opportunities to facilitate braille literacy.

翻译：盲文读写能力对盲人的独立性与生活质量至关重要，然而其识字率持续下降。尽管融合式K-12课堂中的盲文教师在盲人青少年读写能力发展中扮演核心角色，但先前关于盲文学习的研究几乎完全聚焦于盲人青少年学生。因此，我们对视力正常的成年教师如何学习盲文仍知之甚少。为探究此问题，我们访谈了14名教育工作者，包括13名持证视觉障碍学生教师（TVIs）和1名教学辅助人员，他们均在成年后学习盲文。研究发现他们存在以下问题：（1）缺乏持续的盲文接触以巩固知识与技能；（2）因成年后的多重职责导致练习时间有限；因此（3）迫切需要兼具趣味性与高效性的学习工具。本研究关注了一类长期被忽视的盲文学习者群体的需求，并揭示了促进盲文读写能力的新设计机遇。