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Techniques for Creating and Instructing with Tactile Graphics

Techniques for Creating and Instructing with Tactile Graphics . Florida Instructional Materials Center February 26-27, 2010. Lucia Hasty, MA Presenter . Topics of Discussion. Exploring tactual perception Developing a readable graphic Teaching tactile readers to interpret graphics

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Techniques for Creating and Instructing with Tactile Graphics

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  1. Techniques for Creating and Instructing with Tactile Graphics Lucia Hasty 2/2010

  2. Florida Instructional Materials CenterFebruary 26-27, 2010 Lucia Hasty, MA Presenter Lucia Hasty 2/2010

  3. Topics of Discussion • Exploring tactual perception • Developing a readable graphic • Teaching tactile readers to interpret graphics • Guidelines and standards for production of graphics Lucia Hasty 2/2010

  4. Passion #1: LITERACY Literacy is defined as • the ability to read and write • the ability to derive meaning from print material • The ability to communicate through written language Lucia Hasty 2/2010

  5. Graphics are part of the set of symbols that make up written language. Lucia Hasty 2/2010

  6. Read andWrite?????? Lucia Hasty 2/2010

  7. WHY? At least 50% of text content in today’s textbooks is presented in graphic form. Lucia Hasty 2/2010

  8. High stakes tests • State standards of learning - FCATs • College admission tests (ACT, SAT) Lucia Hasty 2/2010

  9. If braille readers are to be literate, GRAPHICS SKILLS must be developed. Lucia Hasty 2/2010

  10. STARTING WITH LITTLE GUYS Lucia Hasty 2/2010

  11. Exploring Tactual Perception Lucia Hasty 2/2010

  12. Lucia Hasty 2/2010

  13. Lucia Hasty 2/2010

  14. Perception Visual vs Tactual Lucia Hasty 2/2010

  15. Visual impairment is not an isolated condition-- Lucia Hasty 2/2010

  16. it affects the whole process of information-gathering Lucia Hasty 2/2010

  17. WHOLE TO PART Vision = simultaneously • perceive all parts of an object • in its totality and • in its relationship to otherobjects. Lucia Hasty 2/2010

  18. PART TO WHOLE The visually impaired learner: • relies on sequential observations. • only part of an object can be seen or felt at a time. • the entire image has to be "built-up" out of thecomponents. . Lucia Hasty 2/2010

  19. Relationships with other objects can be lost entirely. Lucia Hasty 2/2010

  20. Levels of Cognition • Immediate visual perception = concept formation Lucia Hasty 2/2010

  21. Levels of Cognition • Integration of sequential information requires a higher level of cognition Lucia Hasty 2/2010

  22. REPRODUCE REPRODUCE Lucia Hasty 2/2010

  23. REPRESENT Lucia Hasty 2/2010

  24. Developing a readable graphic 1. Analyze • Content • Audience • Method of production Lucia Hasty 2/2010

  25. Determine what goes in the graphic (make a list) Categorize information (points, lines, areas) Prioritize– What should be shown as the most tactually significant? How many distinct elements do you need? Lucia Hasty 2/2010

  26. Simplify Lucia Hasty 2/2010

  27. 3. Produce 4. Test!!! Get reader feedback when possible Lucia Hasty 2/2010

  28. Keys to Readability • Movement = texture = tactual perception • Variety of heights • Contrast between areas • Simplicity • 1/8th inch rule: minimum space between any two elements. Lucia Hasty 2/2010

  29. Teaching tactile readers BASIC CONCEPTS As tactile graphics are introduced, it is important to recognize the level of development of the reader. You might assume that, based on age, the reader has a good grasp of basic concepts. Lucia Hasty 2/2010

  30. Experience in interpreting symbolic representation has a greater effect on the reader's success. Lucia Hasty 2/2010

  31. Verify the level of ability for interpretation. Lucia Hasty 2/2010

  32. Passion #2: HOW DO THEY DO IT? ????? ????? ????? ????? Lucia Hasty 2/2010

  33. How many fingers? Reading braille text is usually done primarily with one finger of one hand, with the other fingers providing support. Effective graphic reading requires both hands and all fingers. Developing a consistent system of exploring a graphic is essential. Lucia Hasty 2/2010

  34. Systematic examination of a tactile display, APH Lucia Hasty 2/2010

  35. Reading styles Styles will vary with content. Styles will vary with experience of the reader. Lucia Hasty 2/2010

  36. FIGURING IT OUT… Successful graphics readers often go through the following steps: Lucia Hasty 2/2010

  37. What is this? Graph Chart Timeline Map Diagram Lucia Hasty 2/2010

  38. 1. Where am I? Title of graphic Scan whole page- graphic Point of reference- starting point Point of view Scan key Lucia Hasty 2/2010

  39. 2. Where am I going? Look for the most prominent textures Check less important textures Trace lines to see where they go Lucia Hasty 2/2010

  40. 3. What am I looking for? Key details: transcriber’s note textured symbols lettered symbols numbered symbols Lucia Hasty 2/2010

  41. 4. How do these pieces fit together? review previous questions to be answered begin to connect details in graphic to previous text content Lucia Hasty 2/2010

  42. Some of the skills a successful reader will need: Lucia Hasty 2/2010

  43. Conceptsof orientation to the environment • Far, near, next to • Beside, above, below • Overlapping • Crossing, intersecting • Perpendicular • Parallel Lucia Hasty 2/2010

  44. Basic tactual perceptual skills: • Tracking • Discrimination among similar symbols • Comparison Lucia Hasty 2/2010

  45. Awareness of different views • cross section • aerial (bird's eye) • frontal view • perspective and distance • imaginary lines used in 3-D drawing Lucia Hasty 2/2010

  46. Recognize the graphic's separate components ·Main body ·Key and legends ·Labels, headings, other written information ·Interpretation of areas, lines and point symbols Lucia Hasty 2/2010

  47. INSTRUCTION Practice in discrimination of real objects, shapes and two-dimensional symbols (outline or solid) Pre-teach the concept Experience with a variety of production methods of the same content Review standards of performance for your state/district Lucia Hasty 2/2010

  48. A system for scanning • the graphic: • Strategy for exploring the • graphic • Systematic searching • Consistent pattern for • exploring • ·      Lucia Hasty 2/2010

  49. Selecting a reference point within the graphic to determine when the entire graphic has been explored ·       Using the reference point to return for additional information, verification of details Lucia Hasty 2/2010

  50. Recognizing the graphic's separate components: Main body Key and legends Labels, headings, other written information Interpretation of areas, lines and point symbols Lucia Hasty 2/2010

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