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 at break I will ask if there are any specific questions you’d like covered. Ask questions throughout presentation © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

How Tactile Perception Works “Field of View” of a finger How many fingers to read a TG? Requires movement Outline to shape recognition? Tactile “picture” = symbol that represents the real thing. Needs an experience to recognize the symbol want you to know what is happening cognitively so you can incorporate in your graphic production 1. Bar w/ multiple tvs, and multiple sports nothing when still visual closure sighted readers © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Barriers for Tactile Readers Tactile readers 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

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 representing a print image, NOT reproducing it! © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Sighted Learners Process … Whole to Part Perceive all parts of an object Simultaneously In their totality In relationship to other objects © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Sighted Learners: Whole to Part “A playground! There’s a cool tube slide. And a climbing wall. And I’ll bet there are swings on the other side of the tube.” Sighted reader- Whole concept, then itemize the components/parts in that concept. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

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

Learners with VI: part to whole VI learners must explore 1 item at a time Note “learners with VI”: Learners with low vision face many of same challenges as tactile learners- often can see details only up close and view the whole playground as a jumble of shapes and colors, may be very light sensitive, may have depth perception difficulties (safety issue- may collide with a swinger). © 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” define decode- talk about features- used to narrow it down- characteristics of image © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Cognitive Load- Sighted Immediate visual perception Creates concept formation Allows integration of sequential information Places a moderate cognitive load on learner Compare S vs VI concept formation “line up for lunch” 2. ex. playground- slide, merry-g-round, swings © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

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 WYSIWYT- build up, sequential and then you see the next thing starting point, © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Visual Closure How does this effect design of tactile graphics? Go back to the playground. Sighted student can anticipate probable swings from seeing other whole playgrounds. The tactile learners is busy sorting out all the individual parts and putting them in order and isn’t even thinking about what else might be there. In designing the TG, make sure all the features the reader will need to identify the image are clear. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Features Dawn W. , Pathways to Literacy © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Reach Out and Touch the Picture: From Concrete to Abstract Thinking by Dawn Wilkinson Pathwaystoliteracy.org © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Two Important Factors Not all learning objectives can be achieved as presented to print readers. Early tactile learners do not recognize many “pictures”. do not build a bank of images from which to draw © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

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 And do it all during your lunch time because you are superhuman! © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

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? unit 1.8 G&S TG for readers who have developed some vocabulary Additional questions: Is the image the only way the reader can access or interact with the content? Is the image DEFINE LAST BULLET © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

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

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

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 unit 2 design principles and unit 11 Measurement proportionately enlarge size of ruler, protractor, etc any tools no NI when color is impt, simplify shape, write name of color inside (K-1). For older students, write on outside with lead lines or key - alphabetic 2 lrs if possible © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

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

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-3D image, if possible © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Which image will make sense for the tactile reader. Why Which image will make sense for the tactile reader? Why? Remember “experience”? Symbol (recognize again) Experience- go in door, find all the windows features that make it a bus © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

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 variety only in different sections, rows, etc. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Simplify example of simplifying= from BANA GS TG © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Simplify- braille version notice the original intent is maintained Simple shapes Groupings (items to count) clustered in the same way. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Simplify- eliminate TG for 4th gr. student, but concept is the same. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Activity Using the images in your packet, plan a tactile graphic using the strategies covered so far. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

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

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/adapting-images-early-learners © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Example Test item: Which of the following pictures shows what a tree looks like in the spring time? © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

© 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Descriptions??? 1st grade social studies © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

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

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

List the features that will make this TG easy to read. first grade all going same direction all same shape contrasting colors © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

Simplify 1st grade graph paper? Since #s in a box, don’t have to make blank lines when missing. plain sheet- no boxes, blank line between © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

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

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

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

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@TactileGraphics.org © 2019 Lucia Hasty, Rocky Mtn. Braille Associates