A method for teaching Arabic to the blind includes the steps of synopsizing 82 shapes representing 28 basic letters into 32 shapes and then consolidating the 32 shapes into 10 groups according to shape in a first phase of a program. In a second phase of the program dots are added to distinguish each individual letter within a group. Then, in the third phase, a student learns to add pronunciation and vowelization signs. Optimizing the letters proportionally to conform with spatial visualization for the blind. Further, angles and curves are used to denote the start and end of a word. Teaching aids and apparatus for teaching and communicating in Arabic to and with the blind are also disclosed.

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