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TACTILE GRAPHICS: A TEACHING TOOL FOR VISUALLY IMPAIRED CHILDREN
ASHNA LIZA SUNNY | 201114006 | M.DES 2011 DHIRUBHAI AMBANI INSTITUTE OF INFORMATION AND COMMUNICATION TECHNOLOGY FACULTY GUIDE: PROF. GANESH DEVY
Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
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Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Contents
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CONTENTS 1. Acknowledgement
Page no. 3
5.d. Techniques and tools
Page no. 25
2. Design brief
4
5.e. Material selection
26
3. Introduction
6
5.f. Constraints
30 31
3.a. Research objectives/questions
7
3.b. Problem statement
8
6.a. Aims
31
3.c. Field sites
8
6.b. Prototypes
32
6.c. Final product developed
34
4. Methodology followed
6. Product
9
4.a. Approach
9
6.d. Usage
36
4.b. Methods followed to gather information
9
6.e. Procedure
37
6.f. Limitations
38
4.c. Work flow
9
6.g. Further work necessary in future
39
4.d. Media used for recording the observations and findings
9 10
5. Process 5.a. Field work
10
5.b. Content development
21
5.c. Choosing the media
25
7. Conclusion
39
8. Citations
40
9. References
41
Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Acknowledgements
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1. ACKNOWLEDGEMENTS I would like to express my sincere gratitude to each and every
during the project. And special thanks to my friends Srinivas K.N
person who had helped me throughout the process of completing
and Priyank Kapadia for their genuine support and help.
this project. First of all I thank God for making it successful. And I thank my parents for giving me an opportunity to do the Masters in Design Course and for constantly motivating me. I would like to thank my faculty guides: Prof. Ganesh Devy, Prof. Vishvajit Pandya and Prof. Madhumita Mazumdar for their valuable comments, critiques and guidance throughout the project. I am thankful to the institutions ‘The Blind People’s Associations’ and ‘Behra Munga Shala Andh Shala’ (Ahmadabad), for permitting me to do my field work there. I sincerely thank the teachers, staff and students of these institutes for their co-operation and the concern they showed. The teachers were very supportive and eager about the project; even the kids were curious, helpful and friendly; that influenced the project in a very positive way. Last but not least, I would like to thank my batch mates, juniors, seniors and other friends who directly or indirectly helped me Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Design Brief
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2. DESIGN BRIEF ‘Providing the visually impaired children a better understanding about the topics they learn and helping them by resolving the issues of the existing medium of teaching.’
senses such as auditory, olfactory, etc. Within the vast domain of education, it was necessary to narrow down to a specific topic. Cytology (Study of cells) is one of
This project deals with the difficulties faced by the visually
the topic in science subject which is difficult to teach to blind
impaired children in the existing medium of teaching, in relation
students. Hence, the specific problem chosen for the project
to the broader issues of ‘blindness’. The aim of the project is to
is ‘Animal Cell Structure’. This is an introductory topic in 7th
come up with an effective solution by using the possibilities of
standard curriculum. There is a need to provide them with a
tactile graphics as a teaching tool and to work as a bridge between
proper understanding of this new topic, so that it works as a
the teachers and the students. It also aims towards removing the
strong base for the further complex topics. This could be attained
existing confusions created due to the absence of visual elements
through the proposed products by solving the difficulties in the
or effective teaching tools while educating the blind.
current learning/teaching process.
Tactile graphic can work over a whole range of learning activities
The products developed are teaching tools, a Tactile Graphic
aiding imaginative process as well as skills. There is not enough
Book and a 3D Tactile Model on ‘Animal Cell Structure’. The
awareness about its possibilities and the issues of high cost;
embossed diagrams provided on the tactile graphic book,
therefore, there is a reason to explore the potential power
replaces the absence of images along with the textual content.
of tactile graphics for complex learning purposes for visually
On the other hand, the 3D model gives the children a complete
impaired children. As a sighted person has visual experience; a
three dimensional view of the 2D shapes (cross section of the
blind or visually impaired person has got special tactile experience.
3D forms) represented in the tactile graphic book. Hence these
Tactile graphics utilizes this possibility of tactile sense to provide
two products complement each other to bring a complete
them with a better understanding of subjects than by any other
understanding of the topic. Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Design Brief
# 6 The third product is designed with an aim to bring the totality of the process of learning. The learning process is complete when we are actually able to recollect and reflect/reproduce what we learned. So through the above mentioned teaching tools, they could learn the topic i.e. the structure of animal cell. But during an examination, they don’t get an opportunity to recreate what they have learned as they can’t make diagrams like a sighted child could do. So to compensate this, a medium was needed to let them recreate the mental imagery they gained by observing/ studying the tactile diagrams. So, to achieve this purpose, a Tactile Puzzle Board is designed. It is an examination tool; an empty space where they can arrange the elements of diagram by themselves; recollecting the mental imagery they have got by learning with the other tools and to recreate it on this given space. The developed products works as a solution for a particular problem, but has got immense possibilities for solving similar or more complex issues in the academics of visually impaired children. Hence the project contributes to a particular community intending its empowerment but is universal in nature and can be applied globally.
Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Introduction
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3. INTRODUCTION A blind individual having no visual experience naturally tends
more engaging. For example, they should be taught with the
to explore his/her surroundings with the help of other senses,
help of tools like audio recordings, Braille books, games, Taylor
creating a mental image of their own; mainly through the sense
frame, abacus, tactile models, etc. in the Special Schools under
of touch and hearing. Their mental imagery differs from that of
the guidance of specially trained teachers. To provide proper
sighted people due to the absence of the visual property. In the
understanding to any subject, it’s necessary to include such
initial stage of their schooling they are trained to use the touch
teaching aids which are effective and usable.
sensibility to know the space around them by distinguishing different shapes and textures. And they are also trained for mobility and to keep personal hygiene. After this basic training they are introduced with the academics. Even special training for developing the ability to differentiate between textures is given to children who are touch resistant. In case of sighted children, visual experience is being one of the major factors in learning; the visuals gives a better understanding of the subject along with text, audio, etc. The images and the other visual aids help them achieve the totality of learning. On the other hand, the visually impaired children, who have only the spatial experience, face tremendous difficulty for them to understand a subject with clarity if the medium of teaching is not functional enough. Hence, the teaching process should be
The children who are visually impaired can be taught in a more effective way by involving the other senses, mainly the sense of touch in their academic course. ‘Images’ are one of the major elements of any children’s book, which Braille books for blind kids are devoid of. Instead of the usage of images, the embossed forms of these images would help the children in understanding the subject better. Although several technology aids are available to visually impaired people in developed countries, due to high cost, these tools are often not accessible to people in developing communities. Most schools for the blind in the United States are well-resourced with PCs, high-quality Braille embossers, electronic teaching aids, and so forth; 1
Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Introduction
# 8 One specific instance of this difference is that in wealthier schools,
particular environment where the child will be interacting. And it
there are many teaching aids for visual concepts, allowing blind
should be low-cost to ensure affordability and could be made of
students to build a strong sense of shapes and tactile perception of
cheaper materials.
images that enables them to experience the world using sensors other than vision. These educational tools range from plastic moulds, to embossed maps, and image-embossing printers. They are used to teach subjects such as mathematics, geography, physics and biology, in which sighted people take images, maps, and diagrams for granted. Diagrams, charts, graphs, maps, and other non-verbal displays are encountered increasingly in all educational materials. The ability to understand these graphics is becoming expected of all educated adults.1 A study was conducted in the The Mathru School for the Blind which is a residential school that provides free education, clothing, food and health services to visually impaired children from socially and economically deprived families in remote areas of the Karnataka region. The Carnegie Mellon University and Microsoft Research India are developing software to produce low-cost tactile graphics for this school.1 In case of use of tactile books it is necessary to make sure it fits the context where it is being implemented. The content that the book holds should be related to the academic study of the
3.a. Research Objectives/ Questions: • What is the present way in which education is provided to the visually impaired children? • What are the problems faced by the visually impaired children in the existing medium of teaching? • How is the response of the children to the tangible learning aids? • Are the present teaching aids usable? • What are their drawbacks, if any? • Are the tools in the market reaching the needy? If not why? • Are such tools affordable? • Which are the most difficult areas of teaching (subjects or topics) where the visual experience is a must? • What are the alternative methods used in the teaching process and how effective are they? Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Introduction
# 9 These were the initial questions taken to the field. This made it possible to figure out the present condition of teaching as well as the learning methods followed in the Special Schools and the effectiveness of it. In turn, giving an idea of what is to be communicated to the user group and how.
3.b. Problem Statement:
orientation, initial observations and interaction happened here. Blind People’s Association is a professional organization which provides equal opportunities to all categories of people with disabilities. It works for providing education, employment opportunities, equal rights and quality life for them. Later the research was extended to another institution, Behra
Tactile graphics can work over a whole range of learning activities
Munga Shala Andhshala (The school for Deaf and Mute Society),
aiding imagination process as well as skills. There is not enough
Ahmadabad. The regular visits to this institution helped in getting
awareness about its possibilities and the issues of high cost;
a better idea about the field. Major part of the research was
therefore, there is a reason to explore the potential power
carried out over here. It also included attending the classes of
of tactile graphics for complex learning purposes for visually
seventh standard for 2 weeks and learning English Braille with the
impaired children.
help of teachers and even students, which in turn helped to be
So it is necessary to identify the difficulties faced by the visually impaired children in the existing medium of teaching in relation to the broader issue of ‘blindness’.
3.c. Field sites
friendlier with the children and to understand their perspectives clearly. Established in 1908, The School for the Deaf MUTE Society is one of the oldest organizations in the field of education and rehabilitation of the hearing and the visually impaired. This organization has a
The field site was Shri. K. N. Desai Adult Training School for the
proud history of being pioneers in the field of the education of the
Blind, part of Blind People’ Association (Ahmedabad); which is
visually impaired and the hearing impaired.
24.4 kilometres away from Gandhinagar, almost 45 minutes of travel required to reach. This is where the research started. The Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Methodology Followed
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4. METHODOLOGY FOLLOWED 4.a. Approach Knowing the field i.e. visual impairment was the initial step.
• Exploring the materials
Then observing their education system and teaching methods
• Testing the materials and prototypes
that currently exist. Participatory research was the method of research followed. Educating visually impaired children is an area that needs to be experienced and explored well to give the best possible solution
4.c. Work flow: • Know the field • Identify the problem
to the identified problems. The aim was to enhance the level
• Study the identified issues in relation to the field
of communication between the visually impaired students and
• Content selection and development (representation style)
the teachers. So, the identified problem had to be looked from
• Forms that the final product/s could take shape of
different perspectives, from the teachers’ as well as the students’.
4.b. Methods followed to gather information: • Personal interviews and discussions with the teachers • Interaction with the students
• Materials and tools best suited • Prototyping and testing
4.d. Media used for recording the observation and findings:
• Observing the available teaching aids and methods
• Videos
• Attending the classes
• Photos
• Learning Braille (English)
• Audio recordings
• Concept creation
• Project log (notes and diagrams) Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
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5. PROCESS 5.a. Field work The first phase of the field work was carried out in the Shri. K. N.
task was completed
Desai Adult Training School for the Blind, part of BPA. It took many
with much difficulty
visits to observe the field, and to identify the existing problems in
and was a completely
the teaching / learning methods of the institution. The initial idea
different experience.
taken to the field was to observe the existing teaching methods and tools. And try to identify existing problems and the reason for such issues. Discussions with the teachers, listening to their experiences and issues they faced in teaching was helpful to get a better idea of the kind of problems existed.
The task to make a drawing, given
with
colour
the pens
fig.1. sketch made wearing masked specs
given after covering the eyes partly with masked specs (Fig.1.); which leaves only a
Initially, it was very necessary to know the field well. To know
very tiny opening for sight. This task was meant to provide an
what is like being ‘blind’ or ‘visually impaired’ was very important.
understanding of how partially blind people view things and
So the research started by attending an orientation programme
also to understand the difficulty in identifying different colours.
in BPA (Blind People’s Association, Ahmadabad). The orientation
The other task was to read a paragraph from the given brochure
was under the guidance of Ms. Kavina Khatri (Principal of
and to write it down was meant to give an understanding of
Visual Impairments with Additional Disabilities). She gave an
another condition of low vision; to get an idea of the difficulty
introductory talk about the state of being blind and the way of
in identifying the printed letters and the issues in managing
educating them from personal hygiene and mobility to schooling.
directions during writing. At the end they wanted a note about
The next step was to get blind folded and had to complete some
this entire experience.
tasks like making a drawing, writing, and to walk a distance. The Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 12 Experience note: It was a day when I was very much moved by heart. Being in someone else’s shoes is not just a statement, the time we actually try to be, in a similar life situation of a blind person, then we will realize this fact. The general idea I had in my mind about the state was far away from the very reality. During a power failure at home, we experience much difficulty to search out the candle or torch. But since it’s momentary, we forget it. When we see a person suffering of blindness on the street, we actually don’t think of what they are going through. The first time I was struck with this thought was during my schooling, learning the chapter of Helen Keller, made me empathize for her and people who happen to be in such situations for no wrong of theirs. After so long when I got to do a final project for my post graduation course, I was interested in making something worth for a group of people as a contribution, from my side as a designer. So I chose to work for the blind children. As part of its first stage of study I visited the Blind People’s Association, Ahmadabad.
depth of the difficulty was unknown till I actually went through it. From the very next moment I was covered up with the darkness, my first feeling was fear and loss of hope. I took each and every step with extreme care, but it didn’t make me feel safe or confident enough to take the other step forward. I waited for the time I reach the destination. I struggled to follow my friend’s instructions and voice, the direction of her sound and the instructions she gave was the only concept about the surrounding created in my mind. Still, there was a factor of doubt which filled my mind before every movement. At the end, our own understanding is the factor which gives us the courage to do something. I could sense different sounds around me which I have never noticed before. But wasn’t able to locate it exactly, mainly the distance wasn’t predictable. The sensation of touch became more noticeable; I felt the texture of ground under my feet so prominently for the first time when I walked. My hand searched in the empty space gave me a little idea that nothing is around but left a question of what’s beyond my reach. At last, when I got a hold to the wall, the texture spoke of the area and I moved forward
There, as part of the orientation, when I was given a task to cover
knowing almost where I am. Even the feeling of heat from the sun
my eyes with a blind fold and manage to walk till the gate following
rays was a different experience. I have read before, people who are
the instructions of my friend, I knew it would be difficult but the
under the condition of blindness has got the capability of using the Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 13 other senses more sharply, it’s actually not an existing speciality
Above all this, one thing I know is, living in this condition is still
but gradually adapted with so much strain and concentration.
unexplainable and far from such experiences. The only thing
When we lack in one sense naturally we tend to help our self with
possible is letting them see the world around through all the other
the other senses, we try hard to concentrate and make a mental
possible ways.
image of things around us through the rest of the senses.
The orientation was worth an experience which gave a proper
Another task was the exercise of drawing an object with colour
understanding of the state of being visually impaired, how they
pens covering the eyes partly with masked specs; which leaves
perceive things around them; the difference and difficulty of it.
only a very tiny opening for sight. This task was done to give an understanding regarding the problems faced by the persons who suffer from partial blindness. During this condition, the perception of the visuals is entirely different from the real ones. I realized it, when I actually saw the distorted picture I have made during this task. When I was undergoing the task I tried hard to make it perfect and it seemed correct for me. First of all the idea of colours just vanished. Every colour seemed to be black. The only colour I got to understand was green, in its lightest shade or almost like yellow. A person under such a
According to Ms. Kavina Khatri (Principal of Visual Impairments with Additional Disabilities), the blind children are given with special training for mobility followed by training for personal hygiene and basic daily activities. As the child acquires these basic skills and be familiar with the school environment they start their academic studies. Some children who are found tactile resistant are helped in developing this ability by providing them with different kinds of textures to observe and train themselves. (Personal Interview, 27th August 2012)
condition could only perceive yellow or high contrasts. (Fig.1)
Had a talk with Mr. Maulik Tripathi, English and Braille Teacher
The calculation of distance, direction, and the idea of space
about what kind of tools they use for the teaching purposes at
becomes an indefinite one, since the time we are lost in
present. The major difficulties they face during teaching, due
the darkness. Every one of us would have experienced this
to the absence or drawbacks of the available tactile aids. Also
in one point of our life, the strange behaviour of darkness.
visited the resource centre where they had got different kinds of Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 14 tactile teaching aids. (31st August 2012)
Science teacher. (Personal Interview, 1st September 2012)
The available teaching aids had different kinds of maps, 3d
On the basis of the discussions and observations, it’s clear that
models of animals and fruits, embossed diagrams of muscles,
tactile models are one of the best tools in providing an impression
kidneys, digestive system, and respiratory system. These types of
of the visual elements that the blind children can’t perceive. Since
embossed diagrams are available in the market but the Gujarati
the sensibility of touch is more effective in the visually impaired
Braille labels were added seperately by the institute. Apart from
kids. But the cognitive ability of each and every kid is different
these embossed diagrams we also saw a model of Human body
depending on the kind of vision (complete absence of vision or
to understand the anatomy.
low vision) they have. In the initial stage special trainings such
They also have computer lab; computers with JAWS software, a software produce the audio instructions in every move of
as exposing them to different textured surfaces and things, are done to enhance their touch sensibility.
the mouse pointer. It is a powerful software program designed
The visually able children begin to learn and understand things,
to work with a speech synthesizer to improve the productivity
mainly from the visual world around, on the other hand visually
level of visually impaired employees, students and the casual
impaired children attains it through the other senses like touch,
user. Another Duxbury the Braille Translator software is used to
hearing, etc. So, the approach taken in the teaching and learning
translate from Braille text to English text.
methods is entirely different for them. Instead of seeing and
According to Prof. Tarak K. Luhar, (Principal) the education system followed it the institution is the same as that of Gujarat Board. The only difference is the way of teaching. Visually impaired children have to be taught with the use of teaching aids. The students are provided with Braille texts. Then he introduced, Mr. Hitesh Chaudhary, Science teacher and Mr. Rajendra, Social
hearing things and being able to relate it to the context, the blind kids should be supported to with additional means to build such connections in their mind. The tactile teaching aids acts as a bridge connecting the outer world of knowledge to the child’s mind, helps in conceptualization in the absence or reduction of visual information. Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 15 Some of the existing teaching aids
Ramp for the blind kids
Braille Text Book Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
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fig.2. Relief Map of India
fig.3. Agricultural map of Gujarat (thermocol and thread)
Different kinds of tactile models and relief maps were available for different academic subjects. But there were some issues with some of these available tools, in not being fully useful. For example the relief map of India (Fig.2.), which was industry made had too many details in it like the usual geographical maps and the relief made was not clear enough for a blind child to understand through touch. So the product is not actually being useful. Most of the handmade models get damaged due to the frequent use, also due to use of less durable materials. (Fig. 3 and Fig. 4)
fig.4. political map of Gujarat (thermocol) Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 17 Currently the major problems faced by the teachers are in the science subject. They follow the syllabus of Gujarat State Education Board, Gujarati Medium. For the kids they reprint the text books in Braille forms but does not contains any kind of diagrams which accompanied with the text. The Braille texts with embossed diagrams are available in market (produced by Helen Keller Institute) but are in English and very expensive. If it’s possible to provide tactile diagrams along with the Braille scripts it would make the learning process easy. According to Mr. Hitesh Chaudhary (Science teacher, BPA), during many of the classes he had faced difficulty in explaining to the children the shape, form or relative sizes of many of the objects. One among such topics were ‘cytology’, cell being a very small unit and with a very detailed and complicated structure. This made it difficult to explain the visual appearance of ‘organelles’ while teaching the structure of cell. This happened because there was no tool to
Science Text Book : Std 7th (Gujarat State Education Board)
confusion for the children. For some of the topics teaching tools like embossed diagrams and models helps. But the ones available in the market are very expensive so the kids or even the schools can’t afford to buy those. (Personal Interview, 1st September 2012)
which they could relate to. To learn and understand cell structure
‘Science’ subject was chosen considering the complexity of the
it is important to view images of it. It’s micro in size and has
subject itself and here visual elements are most necessary in
complex form. The lack of usable teaching tools creates great
giving a complete idea of the topics. The target market chosen Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 18 was upper primary, as it’s the transition period to a higher level
instruments like harmonium, flute, mouth organ, drums. Most
of education. It’s best to provide them with a proper base of the
of the kids know to play one or more instruments. They are very
subject. ‘Cytology’ was chosen as this being an introductory topic
talented that they spend even the intervals or the leisure times
to the 7th standard as well as a topic which currently had issues
they get by enjoy themselves by singing and playing instruments.
in teaching.
Most of the kids have a pocket radio along with them. Like any
From 5th February 2013, the field work was extended to another institution Behra Munga Shala Andhshala, Ahmadabad. It was with an intention to know the field more in depth. The institute consists of different departments like deaf-mute school, blind school, and blind teacher’s training college. The project demanded several field visits and to attend the classes of 7th standard, to observe the teaching style followed by the teachers as well as to have a better interaction with the students. The classes started from 11.30a.m till 5.00p.m, started
other sighted child, they do have fun, roam around, talk and laugh, play games, they are not even hesitant to move around freely; which really makes them deserving for the title of specially-abled instead of disabled. They have got art and craft classes, where they are introduced to clay work, paper work, thread work (even nylon thread work), coir work and even chair making by weaving nylon threads over wooden structures. Mr. Jhummar Valand, himself is a blind person who is the craft teacher.
with a common prayer where the children sing and play musical
By attending about two weeks of class, it was observed and
instruments, followed by a teacher reading out the news paper
understood that the teacher-student interactions, the teaching
for them, then the principal talks about the general happenings
style, way of using the teaching tools, etc. First few days they had
in the school. The teachers keep a very friendly relation with the
sports and games going on during some periods, it was really a
kids.
happy moment to see their performance and to participate with
Apart from the academic subjects, they have music classes, where they are trained with vocal as well as different kind of musical
them. During the class, the teacher dictates them the textual content Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 19
Nylon thread works
Paper works
Music class Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 20 and explains it to them. If the portion is included with images, they use different kinds of teaching tools. In mathematics, they use abacus for the basic calculations. In some other subject, they are given with flash cards etc. The children have Braille text for their reference. The teaching style is different compared to the usual schools; the teachers teach very expressively while explaining it to the children. They make sure every kid got an idea of what they taught, by asking questions individually to every student. And they clear the confusion or doubts of each one. The children are very attentive and curious, there are exceptions though. They even take down notes in Braille. Teaching a visually
Sports
impaired student requires individual attention. Sometimes they are taken to the computer lab for flash tutorials. Along with the sighted teachers there are blind teachers as well. Even the trainee teachers from the teachers training college come here to interact with the children and practice teaching. These teaching students do projects for producing tactile teaching aids on different topics, usually simple topics. Some of these tactile teaching aids are more or less effective at the same time but most of the tactile teaching aids are not really usable or durable. The existing tactile models are more of like visual models, they lack effective tangible features. They are too cluttered with so much
I got to participate too.. Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 21 detail and too many elements; don’t have enough space for free hand movement and can’t stand the hand pressure of the child; not durable; but a really good effort which needs to be modified to a better level in case of quality, usability and durability. To experience the tactility as close as to that of the blind children was crucial for developing the teaching tools that are effective. So chose to learn English Braille. The teachers and even the students helped during the learning process. First the symbols that stand for each letters were learned thoroughly. Next step was to read them without seeing. It was a hard to identify some letters that have similar symbols. To see and read with the finger tips was a hard task. After that, started to practice writing. Writing Braille was harder because each letter had to be written on the opposite side of the page from right to left with the help of the Braille writing board. Each letter had to be written in their reverse form. It was very confusing in the beginning to reverse each letter while writing, but slowly the writing as well got improved. Learning Braille helped to perceive the perspective of the visually impaired children in more depth; I understood the complications in using tactility to decipher things. A visually impaired student existing tactile teaching tools
may get easily mislead if the tactile aid they is use is not usable. The information should be designed in a very clear and precise Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 22 way to avoid confusions. Too much of information or too many
The identified problems being so vast, it was necessary to focus
details should be avoided.
to one of the most problematic area in a particular subject.
5.b. Content development
‘Science’ being a subject where visuals play an important role by complementing the textual matter making the concept complete. So teaching concepts like Cytology to visually impaired children becomes difficult in the absence of visuals. The information to be communicated to the target group was the structure of animal cell. Instead of just explaining the cell structure it was important to establish the relation of an organism to that of a cell. Hence, the levels of organization in organisms were
Classes
important to be represented. The levels of organisation in multicellular organisms have the following 5 levels of organization ranging from simplest to most complex: Cell → tissue → organ → organ system → organism. Instead of taking any other organism it was best to select ‘human being’, makes it easier for the children to relate oneself while teaching. Content flow: 1. Organism:
Human Being
2. System:
Digestive System
Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 23 3. Organ:
Stomach
4. Tissue:
Epithelial
5. Cell:
Animal cell
The relation between the ‘human body’ (organism) to that of a ‘cell’ (building block of human body) is explained from the complex form to the simplest. (Fig.5.) This flow of content lets the student make himself/herself as the reference point, to that of the smaller or simpler levels the body is made of. In the next level of organ systems, any one of the 11 organ systems had to be selected. Initially excretory system was preferred considering the minimal number of organs and the simplicity of it, which would make it easy for them to understand. Later, a discussion was conducted with the children to get an understanding of what’s their present level of understanding is about cell, human body, organ systems and their functions. The discussion was initiated by asking about their favourite food items, what they had for lunch, then slowly coming down to
fig.5. Finalized content flow and simplified illustration
questions like why do we have food? What happens to the food
some of the children had an idea about organ systems, mainly
after consumption? What is the role of digestive system in this?
digestive system and respiratory system and their functions. Even
What is an organ system? After the discussion, it was clear that
though, they lacked a thorough understanding of it. Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 24 But, considering the children’s present level of understanding
3D tactile model, to complement each other as a teaching tool
about a human body, organ systems and their functions; and
that explains the animal cell structure.
on the basis of the previous (6th standard: Science) and present (7 standard: Science) portions in their curriculum. (Fig. 6) The th
‘digestive system’ was chosen. The finalized content took shape of a tactile graphic book and a
Basic Principles or guidelines for Preparing Tactile Graphics:2 • Make the tactile graphic as clear as possible. Always keep in mind the point of view of the Braille reader. It is up to the producer to present the information in a clear, concise manner for the student. • Know the important facts to be kept in mind when creating the graphic. • Determine if the original shapes and textures are necessary to convey the concept, or can simple geometric shapes or Braille signs be used to illustrate the concept. • Omit unnecessary parts of the diagram (i.e. unreferenced or irrelevant sections of a map) so that the original shapes and textures can be presented on a larger and clearer scale. • Keep in mind the knowledge level, skill base, and age level of the reader. Use age appropriate language.
fig.6. Textual content
• Determine if the text requires measurements to be Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 25 made or an operation to be performed, or if the original shapes, textures and total form are necessary to convey the concept. If so, the lines and angles are reproduced retaining a proper scale.
5.c. Choosing the media As the visual experience gives cognition about what is viewable, on the other hand the special experience gives cognition of what is tangible. Both the experiences provide cognition of two
• Remember to keep it simple; unnecessary information,
dimensions as well as three dimensions, not up to the same level
clutter, may prohibit the student from gaining relevant
though. Tactile graphics allow the visually impaired to perceive
information therefore making the graphic useless.
two dimensional imagery and tactile models allow the three
• Edit/proofread the graphic with your fingers, not your eyes, before showing it to a student. These are the tips kept in mind while modifying and creating the illustrations for tactile diagrams. Here, illustrations of Human body, Digestive system, Stomach, Epithelial tissue, Animal cell structure with organelles; from a complex visual imagery to that of a simpler level suiting the tactile medium.
dimensional imagery which is an essential part of experiencing the world and learning several subjects such as science, geography etc. Firstly, tactile diagrams of simple concepts like basic shapes and outlines of animals were made to test. To know their response to the medium, effectiveness of emboss, material quality, and their ability to relate to the content. The tasks were to identify shapes (closed as well as open shapes, and combinations of
Through the 3D tactile model, the structure of the Animal cell
both); identifying similar shapes like circle and oval, square
and its organelles are represented. Both the diagram and the
or rectangle, etc. Even though slight shape differences were
model are made with similar details. Even the tactile puzzle board
unidentifiable for them, rest of the tasks were successful; identify
is made with same content and made similar to the diagram of
the outline figures of different animals (dog, fish, and bird) and
animal cell structure in the tactile graphic book.
human figure. The tests were done on different types of papers. These figures had to be explained to them initially, but they were able to understand it once after it was used. This was possible Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 26 because they already have a certain amount of idea about the 3D
ranges of educational purposes, even to complex areas of
form of the basic shapes and animal forms. In the smaller classes
learning.
‘flash cards’ or ‘shapes and form models’ are used to teach them. Next step was to introduce tactile graphics for more complex purposes such as academic syllabus. The subject chosen was science. To resolve the issues in learning ‘the structure of animal cell’, the products proposed are Tactile Graphic Book as well as Tactile 3D Model. As the visuals complement the text for the sighted kids’ learning, the tactile graphics could accompany the Braille script. But that doesn’t give a complete idea of the cell. Through the 2D view the kids comes to know the 2D shape of it and the placement of the organelles inside the cell membrane. So to complement the 2D representation in the diagram, a 3D structure of it is provided. To demonstrate the concept of 2D and 3D representations (shape to form relation), each of the unit of the 3D model (each organelle model) is made in a way that they can be opened or separated to equal halves (gives a dissection i.e. the 2D representation). A tactile model is different from a visual model; a tactile model has to be easily accessible, freely intractable, in a size which is handy.
5.d. Techniques and Tools Techniques and tools were meant to be simple, cost effective, and locally available. Actual tools available in the market, for example for embossing are expensive: (Example fig. 7: Tactile Graphics Kit) - Price $253. So had to use alternative tools. Tactile Graphics Kit3 This
extensive
set
of
materials allows teachers, transcribers, and mobility instructors custom
to
tactile
create graphics.
Allows to create raisedline masters on heavygauge
aluminium
that
can be reproduced using a vacuum-form machine. Some of the included tools
Hence, the blind student gets a holistic idea of what is being
are also usable on heavy
communicated. This shows the potential of this media in multiple
paper. Some examples of
fig.7. Tactile graphic kit
Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 27 custom-created graphics:3
• U-PVC pipe adhesive
Raised-line maps: Graphs, Diagrams; Includes: Carrying case, Tri-
• Fevicol 998
fold tool pouch, Guidebook in large print and CD-ROM formats.3
• Fevicol 58
Extra accessories include a Braille slate and stylus, Braille eraser,
• UHU All purpose adhesive
rubber embossing pad, ruler, and foil sheets. The line drawing
• Metal scale
tools included in the full kit are also available separately as the Tactile Line-Drawing Tools Kit. Some of these tools can be used to create graphics on both paper and foil.3 The list of tools used:
• Pencil, eraser and pen • Cutting mat Techniques:
• A pair of scissors
For the tactile book, the technique used was hand embossing.
• Small and large cutter
The required diagram’s reverse was made on the back side of
• Scalpel or blade • Embossing pens: small, medium and large
page and them it was embossed using the embossing tools (medium for the outer boarders and small for the inner details). For the tactile model, foam blocks were hand cut with cutters,
• Perforating pen: 2 pin
scalpel and scissors. For puzzle board, the sun boards were hand
• Embossing (leather pad) and perforating (foam pad) bases
cut by cutters and U-PVC pipe adhesive was used to stick the
• Wood carving tool kit: 6 types of tools • Sandpaper • Evo bond super glue 502
sheets together.
5.e. Material Selection After the selection of the media and tools, the process of material selection was carried out parallel to the content development. Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 28 So many materials were explored and been experimented and tested. The materials were meant to be cost effective, locally available, and effective. So, the materials collected are from within Gandhinagar or Ahmadabad itself. Alternative materials were collected and tested. List of materials used: TACTILE GRAPHIC BOOK Materials such as swell paper, thermoform, etc. are some of the generally used embossing materials in the market. These materials are not locally available; they are expensive as well as had to follow complex procedures to emboss on them. (For example: Fig.8.)4 And to machine print embossed sheets it costs
fig.8. Zy.chem (above) fig.9 Children’s Braille book (below)
around 1000 rupees per sheet. The tactile graphic books that are available in the market are expensive (about Rs.4000) in India. If from abroad it is worse. For example, Children’s Braille Book Club Membership: (fig. 9) A new print-Braille children’s book is given every month for pre-school through third grade. The same children’s picture book you buy at any store is enriched with the identical text in Braille embossed on transparent plastic sheets. Prices range from $4.95 - $16.99. For $100, you automatically receive twelve monthly print/Braille Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 29 books. So, alternative materials had to be identified; experimented with the locally available materials. Papers with different gsm (gram per square meter) were tried. Variety of papers: • 80 gsm: the weight of your standard copier/printer paper. • 80-130 gsm: is thin paper, typically used for letterbox distribution and high turnover promotional material, like flyers. Note that any paper less than 140 gsm will show through printing on the other side. • 130-150 gsm: are ideal for flyers and brochures, especially folder items and items were “show through” is not desirable. 5 • 200+ gsm: is reasonably thick, high quality paper that is not recommended for folding items. • 300 gsm: is a thick card stock used for business cards.
200 gsm papers are identified as good for embossing. Papers more than 200 gsm, (e.g. 240 gms paper) is too thick to hand emboss, no effective emboss is made. Rejected materials: • Handmade papers: textured and too soft for hand embossing. • High and low gsm papers except the one with 200 gsm. High gsm papers are durable. • Photo papers: matt as well as glossy were tested (different thicknesses). Good for hand embossing especially the glossy one. But too glossy not to hold paint for long. • Parchment paper: possible to make embosses but can’t stand hand pressure if touched. • Butter paper: too light to emboss.
A sample from every range was tested for embossing. The paper
• Transparent sheets: supports only perforation, not embossing. Durable.
below 130 gsm can’t be used for embossing as it is too thin to
• Foam sheets: thin, light-weight and soft. Can be cut easily
stand the pressure. The paper of 140 gsm was being embossed but was not strong enough to stand the pressure of the touch and difficult to emboss as it was easily torn during embossing.
and stuck to a card stock. Selected material: Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 30 200 gsm paper was found better for embossing, it doesn’t tear easily (embossing should be done carefully). The emboss stays and withstands the hand pressure while reading it. Good for perforation too. Non-textured and smooth surface, can be
with pressure. Difficult to make the details. • Plastic ball for the outer cell membrane (easily available, cheap): organelles will be so tiny to hold.
painted (to bring contrast for low vision children; red on white).
Selected Material:
3D TACTILE MODEL
PU foam blocks are soft and spongy. The material is durable.
(fig. internet n school resource) The tactile models are high in cost and not useful enough for the blind people since the product doesn’t focus to the blind people. Too much of details, lack of Braille labels, overlapping of elements, 2D cross sections as well as 3D projections on the same model, which would be confusing. Rejected materials: • Industrial Clay: being very expensive. • Kids clay: too soft doesn’t dry. • Air dry clay: was the best among the others as it dried once after modelled and not too costly. But difficult to model, and hard to get the intended form. Unbreakable, Light weight but hard. Prototypes of few organelles were made and taken for testing. • Thermo-coal and Paper mash: gets damaged if handled
This material is easily available. It comes in different sizes and colours. PU Foam blocks were used to make the 3D model of the organelles. And the outer cell membrane is made by white cotton cloth. Cell membrane and the organelles being not rigid, the feel given by these materials are good; the foam block is effective, easily available, not too costly, easily cut even though a little time consuming and needs much care. So, these materials are best suited. Other materials used are medium sized plastic ball, magnets, straws, Velcro, etc. Materials used for different parts of the model (cell membrane and organelles): • Cell membrane: White cotton cloth • Endoplasmic Reticulum (rough and smooth), mitochondria, Golgi body, lysosome: PU foam blocks • Nucleus: Plastic ball Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Process
# 31 • Centrioles: Straws • Ribosome: red beads. TACTILE PUZZLE BOARD At present, there are no alternative aids provided for the visually impaired children during the science examinations, to help them appear for the diagram based questions. The tactile puzzle board is an examination tool which would serve this purpose. The product was meant to facilitate the students to identify the differently shaped organelles and provide them a space to arrange each organelle structure on the defined. Rejected materials: • Thermo-coal sheet: too delicate. Prone to insect attacks. Likely to damages caused by frequent usage. • Card board sheet: too brittle. Not very durable. Thin. • Styrofoam sheet: stronger than thermo-coal and cardboard. Not as good as sun-board sheet. • Velcro: gets detached very fast. Selected Material:
Sun-board sheets are durable. It’s water resistant. Have a smooth surface. It’s strong to stand frequent usage/handling (by the blind students). The sheet comes in different thicknesses from 3mm to 10mm and different colours (white, red, yellow, blue, green). The material is light weight so makes it easily portable. Easy to cut (sheets with 5mm thickness and below).
5.f. Constraints • Lack of availability of effective materials • High cost of materials • Failure of so many materials tested • Travelling issues due to the distance of the research area as frequent visits were required. • Portability issues of the products by bus • Language barriers • Time constraints • Matching the school schedules and project requirements • Time consuming and effortful procedures for product development Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Product
# 32
6. PRODUCT 6.a. Aim The aim of the project is to explore the possibilities of tactile
At the same time these products are also meant to be made in a
graphics in educating the visually impaired children, the complex
way to compensate the limitations found in the existing teaching
subjects like science or geography, solving the existing issues in
tools, such as durability and usability issues, high cost, etc; in turn
the medium of teaching. It makes the teaching as well as learning
making the school authority aware of the effectiveness of the
process easier and effective.
medium of tactile graphics and promoting its use in the academics
Science is a complex subject, it was necessary to explain the
to cater visually impaired children with better education.
topic ‘cell structure’ to its simplest with the use of an effective and usable tactile teaching tool and giving them an opportunity to recreate their mental imagery attained through the special experience provided by the product. The products are teaching tools, a Tactile Graphic Book and a 3D Tactile Model on ‘Animal Cell Structure’. These two teaching tools complement each other and they together complement the textual matter. The third product is designed with an aim to bring the totality of the process of learning. The Tactile Puzzle Board is an examination tool that allows the children to recreate what they learned with the help of the tactile teaching tools bringing completion to the learning process. Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Product
# 33
6.b. Prototypes Initially a series of materials (different kinds of papers) where produced to them with combination of basic shapes embossed; to know the visually impaired children’s response towards the tactile materials and their level of interpretability. On the next step, more complicated figures were made such as animals (dog, bird, fish, human figure etc). They weren’t able to understand it by themselves easily so had to make them understand and then they grasped it fast. (fig. 10) A diagram was made that resembles a cell and its organelles, with very simplified shapes. And tactile graphic board was also
fig.10. Embossed picture of dog
made with elements similar to that of the diagram. Individually students were given time to observe the diagram and each shape was explained to them, the kids who had issues in understanding the particular shapes were helped by the teacher. Then they were provided with the board and the elements, where they were meant to recreate the explored diagram. Some kids succeeded the task when some of them needed a little help. This test also proved that it is possible for them to recollect the observed diagram. But the materials had got issues, the board was made of Styrofoam and the pieces; bottom of the pieces and the Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Product
# 34 was understandable though. The idea of the model that can be opened into two halves was successful, but the material had limitations. The material was too rigid for explaining an organic element.
fig.11. Tactile graphic diagram and board top of the board had Velcro, which got removed after several uses. So alternative materials had to be found, which will give the same amount of space for the child to freely recreate their mental image. (fig. 11) The 3D models were made out of air dry clay; they are difficult to be moulded; it is durable as it won’t break and is light weight. But when tested, they were too small in size to handle, Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Product
# 35
6.c. Final Products Developed The products developed are teaching tools, a Tactile Graphic
recollecting the mental imagery they has got by learning with the other tools and to recreate it on this given space.
Book and a 3D Tactile Model on ‘Animal Cell Structure’. The
The tactile graphic book is of A3 providing enough space and
embossed diagrams provided on the tactile graphic book,
portable size. The book consists of 6 pages with each page holding
replaces the absence of images along with the textual content.
an embossed diagram. They are painted with red intending to
On the other hand, the 3D model gives the children a complete
help the low vision children to view them through the contrast
three dimensional view of the 2D shapes (cross section of the
produced by red and white. The tactile graphic book has got
3D forms) represented in the tactile graphic book. Hence these
Gujarati Braille labels on the cover as well as the inner pages.
two products complement each other to bring a complete
Parallel English labels are also provided along with the labels. In
understanding of the topic.
an attempt to save space or utilize more space for the diagrams
The third product is designed with an aim to bring the totality of the process of learning. The learning process is complete when we are actually able to recollect and reflect/reproduce what we learned. So through the above mentioned teaching tools, they could learn the topic i.e. the structure of animal cell. But during an examination, they don’t get an opportunity to recreate what they have learned as they can’t make diagrams like a sighted child could do. So to compensate this, a medium was needed to let them recreate the mental imagery they gained by observing/
than the labels, the labels are arranged at the bottom part of the book. Each part of the diagram is got a number labelled, the particular terms or names for each are labelled respectively on the bottom area. The lines leading to the numbers are perforated so that they could differentiate the lines made for diagram (embossed lines) to that for the labels. The label colours are given differently for numbers and the terms. To help the low vision kids distinguish between both. The labels are set aligned to help the hand move tracking one label to the followed.
studying the tactile diagrams. So, to avoid this scenario, a Tactile
The 3D tactile model is made very different from a visual model.
Puzzle Board is designed. It is an examination tool; an empty space
It is not fixed. Each element of it could be freely handled by the
where they can arrange the elements of diagram by themselves;
kid. The material is soft enough to give them a feeling of soft Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Product
# 36 TACTILE PUZZLE BOARD
TACTILE 3D MODEL
TACTILE GRAPHIC BOOK
Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Product
# 37 organic material. The cell membrane is made bag like; made of
From the various parts of the diagram, perforated lines are made
cotton cloth so it’s not rigid and gives the soft feeling of a living
leading them to the labels. All the labels are aligned to avoid
cell.
confusion. The labels are numbered, the corresponding terms or
In case of the tactile board, the concept was to give them a platform to recreate their learning. A space where they could make the diagram identifying each organelles and their
names are labelled at the bottom area of the page against each respective number. They can read each number given near the figure and look up the term from below.
placements. The steel sheet and the magnets gives this freedom.
The embossed diagrams are highlighted in red colour on white
Considering the challenges necessary to test their ability; some
paper surface; even the labels of numbers and the labels of the
additional elements were added to the set of organelles made.
terms are of different colours to help the low vision children.
6.e. Usage
3D TACTILE MODEL
TACTILE GRAPHIC BOOK
The appearance of the 3D tactile model is like a white cloth bag
The book contains 6 pages with embossed diagrams. The book is made in A3 size and spiral bound. It has got Gujarati Braille labels and English labels. A child can read the Braille label (Animal cell structure) provided on the cover and understand what it is about. Headings are given at the very top area of each page. Below that comes the embossed diagram. Children could explore the tactile diagram (with minimal details) by themselves. During the initial stage they would need the teacher’s assistance to identify each and every part of the figure.
containing differently shaped organelles. It has an opening; the flap is locked to the bag with Velcro strips. The student can easily open the flap and access the organelle models in the bag. Over the flap a red patch is made in an effort to help the low vision kids. The bag is provided with a small cloth handle to make it easy to carry around. The organelles are left detached in an intention to support free handling of each and every element. Each of the organelle models can be opened into two halves (dissection); by which they can explore the inner part of the organelle as well along Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Product
# 38 with the outer structure. The organelles are made in a size which
white and smooth on
they could be conveniently handled.
which embosses are
TACTILE PUZZLE BOARD
made. To make this embossed
diagram,
This tool comes in role during the examinations. There is a board
the diagram chosen is
with a round boarder showing the boarder of an animal cell within
reversed and drawn
which the elements (organelles) have to be added or placed by
on the back side of the
the children; in order to complete the diagram of animal cell.
page, so that emboss
The board can be identified for its purpose by reading the given
comes out right and
Braille label on the top of the board saying animal cell structure.
on the front side of
The children can freely access the elements i.e. the organelle shapes; could be placed on the board according to their mental imagery they acquired from the learning process. Few extra
the page. Make the perforations as well where ever necessary.
elements (doesn’t belong to the animal cell organelles) are also
Tip 1: To make the reverse of the diagram, first make the diagram
left in the organelle’s set to create a challenge for the student to
on a butter paper then reverse it. And place it over a carbon
identify the correct organelles.
paper preferably yellow carbon paper. Pin them together on the
6.f. Procedure TACTILE GRAPHIC BOOK
back side of the sheet to be embossed. Draw over the diagram to leave an impression underneath. Tip 2: Place the embossing mat or pad on the table. Place the
The book consisting of 6 pages (200gsm white paper is used). The
paper with the side of reversed diagram on top. Then rub the
book is A3 sized (one inch margin from all the four sides) with
embossing tool over the paper (over the lines of the diagram)
an extra inch towards the left side for spiral bind. The pages are
with a moderate pressure and speed until it start soften the Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Product
# 39 paper. Later with great care and less pressure do the same until a perfect emboss id made on the other side. When all the pages are ready with embosses. Now, mount every page with another sheet to its back so that embosses could not get torn off easily and the pages become thicker. Paint emboss with red acrylic paint, leave them to dry, once dried stick them with the appropriate Braille labels. Then spiral bind the cover pages and the inner pages together. 3D TACTILE MODEL PU foam blocks were hand cut in to the required forms with the help of cutters, scalpel or scissors. Then the model was cut to equal halves and at both the ends of the both the pieces, magnets were placed making a slit and inserting them in with glue (UHU All purpose adhesive) to lock it in position. One of the organelle (nucleus) was made out of a medium sized plastic ball. Another one with set of straws (centrioles), a pair of
stitched or glued in the form of a bag with Velcro fixed on the flap to lock the bag. Outside if the Velcro strips a red patch of paint is given to help low vision kids and a handle attached at the back of the bag. TACTILE PUZZLE BOARD
straw bundles are pasted one perpendicular to the other (9 straw
Sun board is the material used for making this. The base sheet
pieces are bound together with a transparent plastic tape)
is made and a ring like structure (yellow sun board) is fixed over
The organelle models are placed in a bag like structure which resembles a membrane. The bag was made of white cotton cloth
it with glue (U-PVC adhesive). Inside the ring GI sheet cut in an oval shape is fixed with Fevicol 998 adhesive. The sharp edge of the sheet is made safe by coating it with M seal. The base board Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Product
# 40 • Hand-made products, so needs more refining • Alternative materials used, so quality is a little less • Difficult to get materials and higher cost of materials (if needed in lesser quantity. Eg: sun board) • For bulk production it’s better to make the products industrially • The Galvanized Iron sheet expands if exposed to high temperature.
6.h. Further work necessary For tactile graphic book, for mass production it will be better to rely on machine embossing. Hand embossing is only reliable for making limited number of copies due to the amount of manual is painted black to make the yellow ring highlighted.
labour and time taken. In case of tactile 3D model, if the foam
The elements or pieces i.e. the organelles’ 2D shapes are made
blocks are machine cut it could have a smoother surface and
on layers of sun board sheets and stuck together with magnets (Evo bond super glue 502) at the bottom. To cut make the details wood carving tools was used and the sun board sheets were cut
better finishing (like the foam toys). And with less effort ‘n’ number of identical copies can be produced. The foam blocks of different bright colours can be used based on the availability
with cutter.
of the material’s colour range and that matches the colours of
6.g. Limitations
For the tactile puzzle board, the sun sheets could be laser cut,
• Time consuming and effortful procedures to be followed for product development
the organelles. (But only bright colours do help low vision kids) decreasing the effort. But this is applicable only if the production is for a bulk otherwise it’s quite expensive. Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Conclusion
# 41
7. CONCLUSION There is definitely a great need and immense scope of research in how more advanced and yet simple tools of teaching blind students can be created and used. What has been tried here is just an example of this fact. More work and effort in this area is needed. If and when such tools are in place then even differently abled students can study alongside their counterparts in the same educational institutions. The developed products works as a solution for a particular problem, but has got immense possibilities for solving similar or more complex issues in the academics of visually impaired children. Hence the project contributes to a particular community intending its empowerment but is universal in nature and can be applied globally. Note: CD containing the photo documentary of the product is to be submitted - Explaining its aim and usage. (Actual products shall be handed over to the school: Behra Munga Shala Andhshala along with a copy of this document.)
Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Citation
# 42
8. CITATION http://delivery.acm.org/10.1145/1930000/1926193/a10-dias. pdf?ip=14.139.122.114&acc=NO%20RULES&CFID=144134816& CFTOKEN=29415136&__acm__=1345533901_3ce86a1e602b89 d26af2d512d8fd105f 1
Experiences with lower-cost access to tactile graphics in India http://www.afb.org/section.aspx?FolderID=3&SectionID=44&To picID=189&DocumentID=374 2
Basic Principles for Preparing Tactile Graphics https://shop.aph.org/webapp/wcs/stores/servlet/Product_ communication%20modes%20tactile%20graphics%20family%20 teachers%20braille%20transcribers%20orientation%20 mobility%20raised%20lines%20tactile%20maps%20graphs%20 diagrams%20charts%20point%20symbols%20areal%20 pattern%20line%20drawing%20tools%20vacuum%20form%20 slate%20stylus%20guidelines%20aluminum%20diag_1-0885100P_10001_11051 3
Tactile Graphics Kit 4
6http://www.zychem-ltd.co.uk/Products/
Zychem 5
http://www.darkhorse.com.au/help.php?include=paper
Understanding Printing Options and Variables
Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
References
# 43
9. REFERENCES Bhera Munga Andh shala (retrieved on: 20th Aug. 2012) http://deafmuteschool.com/school.asp Experiences with lower-cost access to tactile graphics in India (retrieved on: 23th Aug. 2012) http://dl.acm.org/citation.cfm?id=1926193&bnc=1 Brain Teasers (Tactile Games) - (retrieved on: 28th Aug. 2012) http://www.braillebookstore.com/view.php?C=Brain+Teasers The Typhlo & Tactus Guide for Children’s Books with tactile illustrations (retrieved on: 1st Sep. 2012) http://www.tactus.org/guide_lines_typhlo_anglais.pdf How to Make Accessible Tactile Diagrams for Enhanced Science Learning (retrieved on: 10th Sep. 2012) http://independencescience.com/blog/tvi-tips-how-to-makeaccessible-tactile-diagrams-for-enhanced-science-learning/ Digital cell model (retrieved on: 22nd Aug. 2012) http://www.cellsalive.com/cells/3dcell.htm Mental imagery and sensory experience in congenital blindness (retrieved on: 10th Sep. 2012) http://www.wjh.harvard.edu/~kwn/Kosslyn_pdfs/1988Arditi_ Neuropsychologia26_MentalImageryandSensoryExperience.pdf
Guidelines and Standards for Tactile Graphics, 2010 (retrieved on: 15th Sep. 2012) http://www.brailleauthority.org/tg/we b-manual/index.html Creating tactile graphics (retrieved on: 18th Sep. 2012) http://www.htctu.fhda.edu/trainings/manuals/alt/Tactile_ Graphics.pdf Texual content reference (retrieved on: 21st Oct. 2012) http://gujarat-education.gov.in/textbook/ Perkins (retrieved on: 5th Nov. 2012) h t t p : / / s u p p o r t . p e r k i n s . o r g / s i t e / PageServer?pagename=Webcasts_Teaching_Tactile_Graphics&g clid=CIbVzpiF7LECFVEf6wodnW4Agg Designing for Children pdf (retrieved on: 8th Nov. 2012) http://www.designingforchildren.net/papers/JayakumarDesignforChildren.pdf Guidelines and Standards for Tactile Graphics, 2010 (retrieved on: 9th Nov. 2012) http://brailleauthority.org/tg/web-manual/ Tactile graphic guidelines (retrieved on: 12th Dec. 2012) http://www.tactilegraphics.org/ Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
References
# 44 Videos http://www.youtube.com/watch?v=o1GQyciJaTA (retrieved on: 4th Feb. 2013)
http://www.youtube.com/watch?NR=1&v=1Z9pqST72is&feature =fvwp (retrieved on: 4th Feb Oct. 2013)
http://www.youtube.com/watch?v=6PUzxXctGqA&playnext=1&li st=PLC3859FF57D00B51D&feature=results_main (retrieved on: 5th Feb. 2013)
http://www.youtube.com/watch?v=0AvVnV2jKOo (retrieved on: 5th Feb. 2013)
http://www.youtube.com/watch?feature=endscreen&v=cAQpchy TXYo&NR=1 (retrieved on: 8th Feb. 2013)
Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006
Author’s note
# 45
“They hear and touch to see the world around.. Their words contains more visuals than words.. They see only the darkness But understands a lot more than us, who is blessed with vision! They view the words while their actions speaks, shouts, claps and cheers.. Their silent words echo all around.. They neither speaks nor listens, But their words are listened and ideas are spoken to each other.. Silently!” - Ashna Out of my limited experience with the specially-abled children from past few months. I am sharing with you, the words they wrote in my heart... They deserve respect more than sympathy because they really are specially-abled.
Tactile Graphics: A Teaching Tool for Visually Impaired Children | Ashna Liza Sunny | 201114006