This study investigates the importance and affordances of implementing pre braille activities in a kindergarten classroom, regardless of whether students have sight or have sight loss. We question what tools and/or support are needed to conduct greater, inclusive-based lessons in the classroom, and how awareness about the braille writing system could be introduced.

Semi-structured interviews and co-creation sessions were the methods used to gather information, in addition to the traditional literature review. Sessions were conducted with thirteen participants. Through listening and learning from a community of experts, teachers and parents, noted areas of support and needs were incorporated into the design process and discovery of design opportunities. The designed objects foster inclusive teachings, collaboration, and communication between students with all abilities.

Our analysis shows a strong correlation between pre braille activities and kindergarten classroom teaching. Pre braille activities work to build two-handed coordination, finger sensitivity, light touch, dexterity and mobility, all important for reading braille, a tactile writing system.

We propose that integrating multiple modes of tactile engagement in the kindergarten classroom will increase interest in pre braille and the braille writing system. This is especially important for those who later need to learn formal braille. The designed objects, a pouch fostering multiple modes of tactile engagement and an activity prompt system, act as inspiration pieces, allowing students and teachers to co-create activities in the classroom.