1. Tackling Textbook Tactiles For Teachers and Transcribers
April 4-6, 2018
FIMC Tampa, FL

2. Presenter Lucia Hasty Rocky Mountain Braille Associates
Colorado Springs, CO
Resource:
BANA Guidelines and Standards for Tactile Graphics 2010
© Lucia Hasty 4/18

3. Questions: How many are transcribers? TVIs? Other?
What production methods do you use?
Have you been in one of my workshops before?
What is the one thing that you most want to get out of today’s workshop?
© Lucia Hasty 4/18

4. Our Challenge
To sort out and make sense of the content in visual images
To represent that content in meaningful and readable forms for tactile readers, including
Tactile graphics and their keys
Descriptions and transcribers’ notes
Tangible manipulatives, models, 3D objects
© Lucia Hasty 4/18

5. Goals for this session To review several typical textbook images
Design a tactile graphic or perhaps a TG+ for each image
Discuss workflow for each production method
Discuss teaching strategies to support students in decoding images
TG+: tactile graphic plus description or object/manipulative + activity to promote understanding
Workflow: what tools, equipment, supplies do you need
© Lucia Hasty 4/18

6. Myths about tactile perception
Braille readers automatically “get it”.
Understanding a 2-D version of a 3-D thing is easy, logical.
Tactile readers learn whole-to-part, the same way sighted readers learn.
Older students find TGs easier to read than younger students do.
© Lucia Hasty 4/18

7. Tactile Graphics Planning Sheet
Helps you look at image from a tactile reader’s perspective
Helps you establish the symbols you will use to represent information
Helps organize workflow so all components are included
© Lucia Hasty 4/18

8. Workflow Plan for ___________________(image)
1. Design the tactile graphic:
A. What content does the reader need?
B. What clarifying features are needed?
C. Design key, write TNs, write description
2. Select production method
* tools , materials,supplies
* hardware and software
© Lucia Hasty 4/18

9. Workflow Plan for ___________________(image)
3. Simplify
A. How will you
transfer the image from the original to your work media?
enlarge, separate, eliminate, consolidate, distort as needed?
B. How will you label the graphic?
4. Produce (Each production method has its own
workflow)
© Lucia Hasty 4/18

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11. And to add to the confusion …
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14. Audio-tactile?
© Lucia Hasty 4/18

15. Context?
© Lucia Hasty 4/18

16. Problems for reader:
No consistency in use of symbols to represent the same thing- parts of a cell
No context- Great Lakes just hanging out not connected to land, etc.- worksheet on Great Lakes
© Lucia Hasty 4/18

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18. Move capital to key
outline workflow
© Lucia Hasty 4/18

19. Caption
© Lucia Hasty 4/18

20. Production Strategies
Always start with a title. Put the TG in context for the reader.
Stick to your plan. Read the text around the image, decide what needs to be included, include it. Try to limit your “What if …” thoughts.
Don’t do the same graphic twice!
Think: if this was just handed to me, would I know how it fit into the context? Which of the last 30 pages does this relate to?
Example: outline maps for units student will be studying.
© Lucia Hasty 4/18

21. Teaching Strategies
Students will be able to read and understand a graphic:
When they recognize the vocabulary of graphics and can use it in a meaningful way;
When they develop a consistent method of approaching specific types of graphics;
Students will be able to “write” graphics:
With your encouragement and expectations
When they have the tools available and experience in using those tools
Different types of graphics will require different approaches.
© Lucia Hasty 4/18

22. Successful TG Readers
Successful TG readers often go through the steps explained in the following slides.
Teach your student to start with this process, and then encourage them to make adjustments as they need to.
Again, the point is that a reader needs a PLAN for attacking and digesting a graphic
© Lucia Hasty 4/18

23. Creating and Instructing with Tactile Graphics
2/10/05
1. Where am I?
Title of graphic
Scan whole page- graphic
Point of reference- starting point
Point of view
Scan key
Lucia Hasty 12/05
AFB: Lucia Hasty and Ike Presley

24. Creating and Instructing with Tactile Graphics
2/10/05
2. Where am I going?
Look for the most prominent textures
Check less important textures
Trace lines to see where they go
Lucia Hasty 12/05
AFB: Lucia Hasty and Ike Presley

25. Creating and Instructing with Tactile Graphics
2/10/05
3. What am I looking for?
Key details:
transcriber’s note
textured symbols
lettered symbols
numbered symbols
Lucia Hasty 12/05
AFB: Lucia Hasty and Ike Presley

26. 4. How do these pieces fit together?
Creating and Instructing with Tactile Graphics
2/10/05
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 12/05
AFB: Lucia Hasty and Ike Presley

27. Thank you for attending!
© Lucia Hasty 4/18