csun 2011 san diego, ca lucia hasty and dawn wilkinson 3/2011

Lucia Hasty and Dawn Wilkinson 3/2011

Teaching Graphicacy:Reading More Than Just

Words

CSUN 2011San Diego, CA


Dawn Wilkinson, M.Ed.Assistive Technology Consultant

Technology and Curriculum Access CenterEaster Seals Arkansas

www.ar.easterseals.com/tcc

http://www.ar.easterseals.com/tcc


Technology and Curriculum Access Center

A program operated by Easter Seals Arkansas in collaboration with the Arkansas Department of

Education, Special Education Unit and the Southwest American’s with Disabilities Act

Center DBTAC

501-227-3604

Toll-free: 877-533-3600

Fax: 501-227-3601

[email protected]

www.ar.easterseals.com/tcc

mailto:[email protected]

http://www.ar.easterseals.com/tcc


Lucia HastyBraille & Tactile Graphics ConsultantRocky Mountain Braille Associates

www.tactilegraphics.org

http://www.tactilegraphics.org/


1. Learn the sequence of basic skill development required for interpreting a tactile graphic.

2. Discuss additional skills in the continuum3. Learn how tactile graphics serve to teach

spatial concepts and discover resources for teaching these skills.

Workshop Objectives


Visually rich environmentSighted learners- constantly entertained with graphicsWritten communication increasingly image- dependentLiteracy- able to decode information

presented as a graphic

Graphicacy


Graphicacy

• an essential component of literacy• often overlooked• rarely taught


Pictures provide the first step toliteracy for sighted children and serve as a link in their mind’s eye to the 3 dimensional world around them. Just as a sighted child is captivated by pictures, then drawn to reading print, the child who is blind responds in the same way to tactile imagines.

http://www.nbp.org/ic/nbp/BPM.html?id=Dfk7AqcX

Pictures & Conceptual Development

http://www.nbp.org/ic/nbp/BPM.html?id=Dfk7AqcX


Not only do graphics provide thefirst step in Braille literacy, but graphics allow

students to continue into the most advanced academic tasks; from counting to standardized testing to physics.

http://www.nbp.org/ic/nbp/SADIE.html www.viewinternational.org

The Test of True Braille Literacy

http://www.nbp.org/ic/nbp/SADIE.html

http://www.viewinternational.org/


Squid Magazine www.aph.org/products/presentation/squid.pps

On the Way to Literacy Books

Tangible Graphs Series

Teaching Graphic Literacy ResourcesAmerican Printing House for the Blind

http://www.aph.org/products/presentation/squid.pps


SQUID Tactile Activities

Magazine


http://www.nbp.org/ic/nbp/TAC.html

Tactile Graphics

National Braille Press & Adaptations for Learning

http://www.nbp.org/ic/nbp/TAC.html


Turning real objects into pictures.

Books that use thermoform pictures of real objects such as shells, pretzels, buttons, etc. so real objects can be compared to the picture.

Examples: APH: Tactile Treasures

Moving from the Concrete to the Abstract with Manipulatives & Graphics


Make the spatial connection.

Math, Graphics & theStandardized Tests?


Concrete-Representational and Abstract (single dimensions to multiple dimensions)


Graphing with glue, puff paint, yarn, etc.

http://www.wikkistix.com/

Use any of a variety of simple drawing kits such as the Picture Maker from APH.

Simple Graphic is better than No Graphic

http://www.wikkistix.com/


Drawing on a Perkins or Mountbatten Brailler ◦ reinforces Braille contractions and use of

formatting.◦ Engages the child in Braille learning with a

creative mind set.◦ Helps to develop interaction between blind and

sighted children.

Raised Line Coloring Experienceshttp://www.tactilevisioninc.com

http://www.tactilevisioninc.com/


Draw, print, or copy onto Swelltouch paper and place in the PIAF for instant graphics.◦ Blind students can analyze their handwriting◦ Blind parents can see their sighted child’s

written work and artistic creations.◦ Copy any image, logo, or print chart.

Pictures In A Flash $1,395.00 100 sheets of 8.5” x 11” Swelltouch paper

$125.00 Supports Swelltouch paper sizes up to 11” x 17”

http://www.humanware.com/en-usa/products/braille_and_speech/braille_embossers_and_writers/_details/id_94/piaf.html

http://americanthermoform.com/swell.htm http://www.repro-tronics.com/tie.html

Pictures in a Flash(microcapsule/swell technology)



http://americanthermoform.com/swell.htm

http://www.repro-tronics.com/tie.html


All Braille Embossers are NOT graphics capable.

Make sure graphing becomes a vital part of the Braille curriculum and that pictures are no longer omitted from materials you emboss.

Tiger Suite comes free with the purchase of any ViewPlus embosser.

Firebird suite comes free with the purchase of the Phoenix embosser.

http://www.viewplus.com/images/EmprintSpotDot_Fire+Ice_800.jpg

http://brailler.com/phoenix.htm

Embossing Graphics



http://brailler.com/phoenix.htm


Combine tactile, auditory, and in some cases visual feedback for the optimal learning process.

The Power Of A Multisensory Approach

IVEO Talking Tactile Tablet


Emboss IVEO ready-made daisy graphics files from the ViewPlus web site or use the Tiger Suite and IVEO Creator software to develop your own audio enabled pictures. Compatible with Daisy SVG plug-in.

Science and math curriculum packs available soon!

http://www.viewplus.com/products/touch-audio-learning/TSS/

IVEO® Hands-On Learning System

http://www.viewplus.com/products/touch-audio-learning/TSS/


Includes Match Game, single World Map, and 3 authoring templates sheets with 30 day demo of Authoring Tool. $699.00

National Geographic World Atlas, flags of the world, crossword puzzles, fully accessible Authoring Tool, Braille learning courseware, and statistics packet is sold separately.

http://www.touchgraphics.com/catalog/popup_image.php?pID=33

Talking Tactile Tablet

http://www.touchgraphics.com/catalog/popup_image.php?pID=33


Dr. Kent Cullers, the world’s first blind astronomer said it this way in the book, Touch the Universe: “It has often been said that a picture is worth a thousand words. Well, for the first time in my career, I get the picture.”

http://www.youcandoastronomy.com/

The Power of Graphic Literacy and Technology



The learning process:Concrete 3-dimensional

Manipulative

Abstract 2-dimensional solid drawing outline shape

Building Mental Images


1. Exposure2. Experience3. Exploring4. Enthusiasm

Building Mental Images


Active involvement with others in the environment

Experience, as opposed to “just” language Developing concepts of “chair-ness”, “nose-

ness” Begin to Identify characteristics and

features of things encountered

1. Exposure


From Teaching Touch by Lois Harrell


Opportunity to tie things exposed to together

Begin to establish how they are related Manipulate within the environment

(using manipulatives is vital!) Match language with experience

2. Experience


Consider Experience of learner in reading graphics Level of cognitive development of learner Expectations for learner’s participation Access to equipment/supplies/instructions

for communicating through graphics

Continuum of Skill Development


4 C’s of Communication: Compare Categorize Comprehend Communicate

Role of Language


Parts of a whole Memory for location Object permanence Discrimination and sorting Spatial and weight awareness Spatial awareness and fine motor skills

Readiness for Kindergarten


Spatial concepts in relation to one’s own body

Spatial concepts in relation to the environment, beyond one’s reach

Readiness for Kindergarten


Independently explore with intent of gathering information

Requires ◦ Spatial awareness◦ Organized scanning skills◦ Part-to-whole assembly◦ Tactual discrimination (identifying symbols,

selecting landmarks)◦ Language skills (labels, etc.)

3. Exploring


Success at finding information independently

Curiosity increases Becomes “do-er” as opposed to “done to” Positive self-concept

4. Enthusiasm


Understand intent of graphic Decode symbols Interpret content of graphic Apply content to task

Tasks in Decoding a Graphic


Identify characteristics/significant elements of image- ◦ land/water on a map, ◦ blood flow direction on an anatomy diagram◦ the sides of a polygon shown in 3-D

• Use the tools to communicate through drawing/writing graphic representations

For Older Readers


• System for scanning graphic and key Searching for specific information

• Ability to identify attributes of symbols used in graphicRough line means rivers, smooth line means state boundaries

Required Skills for Successful Graphic Reading


Tactile complexity vs

Conceptual complexity


Perspective Occlusion Refection Mirror image Transparency Transposition Transformation Rotation

Visual Principles


1.Where am I?• Look for title• Scan whole graphic and key• Identify a point of reference

2. Where am I going?• Look for important clues, prominent

textures• Compare area textures, trace major and minor lines, examine point symbols

Successful Readers Ask:


3. What am I looking for? Search key for details Read labels

4. How do these pieces fit together?◦ Actually starts reading the graphic rather than

scanning it.◦ Moves more slowly and intently◦ Begins to put parts into whole picture

Successful Readers Ask, cont’d:


www.humanware.com www.nbp.org www.aph.org www.touchgraphics.com www.youcandoastronomy.com www.viewinternational.org

Graphics Resources

http://www.humanware.com/

http://www.nbp.org/

http://www.aph.org/

http://www.touchgraphics.com/


http://www.viewinternational.org/


www.TactileGraphics.orgEmail:

[email protected]@ar.easterseals.com

Download this powerpoint

http://www.tactilegraphics.org/



csun 2011 san diego, ca lucia hasty and dawn wilkinson 3/2011

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