Tactile Graphics for Young Readers Presentation by Lucia

Tactile Graphics for Young Readers Presentation by Lucia Hasty Rocky Mountain Braille Associates for OCALI September 9, 2019

Workshop Topics �how tactile perception works �the challenge young readers face when trying to interpret graphics �understanding the educational purpose for the graphic �techniques for producing readable tactile graphics for young readers © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 2

How Tactile Perception Works 1. “Field of View” of a finger 2. How many fingers to read a TG? 3. Requires movement 4. Outline to shape recognition? 5. Tactile “picture” = symbol that represents the real thing. Needs an experience to recognize the symbol © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 3

Barriers for Tactile Readers Tactilereaders usually • do not build a mental library of images to draw from. • do not have strong skills to “zoom in” and “zoom out”. • are challenged with understanding spatial relationships, comparative size, scale. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 4

Other Thoughts �Reading text (braille dots) requires a different set of skills than is required for reading graphics. �Tactile readers must be taught to interpret TGs. It doesn’t come automatically. �ALWAYS think of representinga print image, NOT reproducingit! © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 5

Sighted Learners Process … Whole to Part Perceive all parts of an object �Simultaneously

Sighted Learners: Whole to Part © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 7

Learners with VI Process … Part to Whole �Only part can be seen/felt at one time �Entire image has to be “built” from components �Rely on sequential observations �Relationship to other objects can be lost © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 8

Learners with VI: part to whole © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Challenges for All Readers Before interacting with the task, reader must �decode “picture” �recall the image from memory �identify name(s) of image �verbalize name �determine if the beginning sound of the name matches the letter �circle (? ? ? ) the “picture” © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 10

Cognitive Load- Sighted Immediate visual perception �Creates concept formation �Allows integration of sequential information �Places a moderate cognitive load on learner © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 11

Cognitive Load- Tactile �WYSIWYT �What you see is what you touch- at this moment. �Build a picture from pieces and parts �Tactile readers do not have a comparable skill to visual closure. �Places significantly higher cognitive load © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 12

Visual Closure © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 13

Features © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 14

�Reach Out and Touch the Picture: From Concrete to Abstract Thinking by Dawn Wilkinson

Two Important Factors Not all learning objectives can be achieved as presented to print readers. Early tactile learners do not recognize many “pictures”. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 16

Challenges in Production �To provide tactile graphics with text, labels, transcribers’ notes and/or descriptions �To work within the limited vocabulary of young reader �To represent “pictures” so that reader can recognize and interact © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 17

Understanding the Image 1. Decision Tree �Is image appropriate for a tactile graphic? �Is information a repeat of facts in text? �Would info be more meaningful in text (or another form)? �Is visual perception or visual discrimination required? © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 18

Understanding the Image 2. Identify Learning Objective of Image �What concept do authors of materials want student to learn from this worksheet/lesson/chapter? �(Look for this in the heading of the image or section or chapter. ) �(Look for this is the teacher’s guide if you have access. ) © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 19

Understanding the Image 3. Determine Intent of the Image �What is reader supposed to know from this image? �How is the reader expected to use information in the image? © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 20

Design Standards � 1/8” rule �no clutter �same braille code �when reader must measure �labels �keys �facing pages �heading/title �NO BRAILLE DOT GRAPHICS K-3 �NO embossed computer assisted tactiles K-3 © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 21

Keys to Readability • Movement = texture = tactual perception • Variety of heights • Contrast between areas • Simplicity • 1/8 th inch rule: minimum space between any two elements. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 22

Design Strategies �Plan for the size of the reader’s hands �Consider graphic on separate page to reduce clutter and provide more space �Simplify the image (maintain intent) �eliminate �consolidate and/or distort �separate �Un-3 D image, if possible © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 23

© 2019 Lucia Hasty, Rocky Mtn. Braille Associates 24

Design Strategies �Make the pages interesting �variety of shapes, overall �variety of textures �Include the fun activities �connect the dots (letters or numbers) �crossword puzzles and word searches �coloring pages © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 25

Simplify © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 26

Simplify- braille version © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 27

Simplify- eliminate © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 28

Activity Using the images in your packet, plan a tactile graphic using the strategies

Two Important Factors Not all learning objectives can be achieved as presented to print readers Early tactile learners do not recognize many “pictures” © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 30

Concrete to Abstract �Liz Eagan, a TVI, posted the following item in a Paths to Literacy newsletter on the topic of Adapting Images for Early Learners. �A joint project of Perkins School for the Blind and Texas School for the Blind �http: //www. pathstoliteracy. org/strategies/adap ting-images-early-learners © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 31

Example Test item: Which of the following pictures shows what a tree looks like

© 2019 Lucia Hasty, Rocky Mtn. Braille Associates 33

Descriptions? ? ? © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 34

Mini Test Example 1: butterflies Example 2: basketball players Example 3: race cars Example 4: Counting arrays (skip counting) Example 5: Identifying and labeling body parts © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 35

Simplify? © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 37

List the features that will make this TG easy to read. © 2019 Lucia

Simplify © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 39

Plan and edit this image © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 40

Suggested Tools and Materials �In your handouts is a resource list. As always, there are many things you remember after the list is printed. �It would be great to have you look through the list and add missing things that have worked for you. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 41

Resources �Promising Practices for Transcribing Early Literacy Textbooks Kindergarten, First, Second, and Third Grades �This document is currently under revision. Many guidelines for grades K-3 transcriptions have been added into the upcoming Braille Formats Principles of Print to Braille Transcription 2016. � For areas not covered please contact atic@aph. org for guidance. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 42

Thank You �Thanks for participating today. I hope you have something new to take home! �If you have questions, please email me. �If you have ideas, great finds, other resources, please email as well. �Lucia@Tactile. Graphics. org © 2019 Lucia Hasty, Rocky Mtn. Braille Associates 43