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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

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

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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

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

27. 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

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

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

30. 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

31. 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
© 2019 Lucia Hasty, Rocky Mtn. Braille Associates

32. 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

33. © 2019 Lucia Hasty, Rocky Mtn. Braille Associates

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

35. 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

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

37. 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

38. 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

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 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 me.
If you have ideas, great finds, other resources, please as well.
© 2019 Lucia Hasty, Rocky Mtn. Braille Associates