DOTS for Braille Literacy (Development of Teacher Support) Volume 12, Number 2, Winter 2007

In this Issue...

• From the Editor
• Considering Tactile Graphics
• Dear DOT
• News Briefs
• Calendar Dates of Interest

From the Editor

Winter is the season when cold weather drives many of us inside to the warmth of a fire and the enjoyment of curling up with a good book. Of course, many of us also enjoy reading as we sit under blossoming cherry trees in the spring, or by the pool in summer, or as we crunch apples in the fall. Literacy allows us to enjoy books and the pleasures of reading any time of the year.

That's what we strive to offer our students who are braille readers: the opportunity to enjoy reading.

As children, many of us first learned to love reading with picture books or comics or photo captions in magazines. For the braille reader, images translated into tactile graphics can offer valuable information, or they can be a distraction. This issue offers information that braille transcribers consider as they prepare tactile graphics and suggestions for teachers to teach students intentionally how to read tactile displays efficiently.

The News Briefs section and the Calendar of Dates of Interest highlight some current events related to braille.

I hope you enjoy curling up with this issue of DOTS and find something to fire up your enthusiasm for the work you do for braille readers.

—Marie J. Amerson, Editor

Considering Tactile Graphics

by Marie J. Amerson

Some teachers and their students with visual impairments may wonder why braille books don't contain more tactile graphics; others may wonder why the braille book doesn't just explain pictures in simple language appropriate to the reader and dispense with confusing tactile graphics. According to Polly K. Edman, "Pictures for blind and visually impaired people should be recordings of facts if the material is to be used for educational purposes."

Ms. Edman is author of the textbook, Tactile Graphics, which is used by braille transcribers and other professionals whose job is to translate visual information into three-dimensional forms that blind and visually impaired students can perceive. She reminds transcribers that tactile graphics are not like photocopies. Instead of being actual representations of a print image, tactile graphics are interpretations of the important elements in an image.

The transcriber makes several important decisions before she or he ever begins work on the structural creation of a tactile graphic. One of the first steps is to consider why a picture or graphic, from the simplest line drawing to a complex diagram, is placed on a page of text. As he or she determines the purpose of the information, the transcriber plans how to interpret the most important elements of the visual information so as to present those elements in a logical, organized manner for the braille reader. Four basic principles guide braille transcribers as they make decisions about the graphic information in textbooks:

• What are the most important elements of the image?
• What age and/or grade level is the reader? What experience should a reader at this level have with tactile graphics?
• How can the picture be edited to its simplest form?
• When the final product is proofread with the fingers, will the tactile image convey the information it was intended to display?

Once a decision has been made to prepare a tactile image, transcribers have a variety of tools available. They typically use four basic types of symbols: areas with or without textures; lines; points; and labels. Transcribers strive to use the same symbols consistently throughout an entire text and to limit the number of different symbols used in a graphic. Braille dots (full cells or individual letters) are usually reserved for labels. This is especially important for young braille readers who are working to recognize the various configurations of braille dots as letters, contractions or other parts of words.

The most important information in a graphic is represented by the more prominent symbols. Uncomplicated textures and shapes allow the reader, especially young children, to focus on the task at hand and not on trying to interpret the stimulating puzzle of a complex graphic.

In addition to consistency and simplicity, the transcriber must remember to leave sufficient empty space around each component in a graphic so that the reader can differentiate separate elements.

With an understanding of the functional level of the potential reader, the professional transcriber strives to create tactile graphics that are clear, uncluttered, and meaningful. The goal is to present facts through symbols so that braille readers can draw their own conclusions on their own terms.

Teachers of students who are visually impaired recognize that tactile perception is different from visual perception. The latter provides an instant overview of all parts of an object, as well as the object's relationship to other objects. If a print image can be presented by allowing a student to explore real objects, some teachers will utilize such an opportunity to assist the student in acquiring the most comprehensive understanding possible. Otherwise, teachers depend on a well-crafted tactile graphic to convey information in a systematic manner so that the student gathers tactile information gradually and builds a mental image out of the components.

Learning to build mental images requires intentional teaching and the teacher must approach it from the child's perspective. Lois Harrell is the author of Teaching Touch: Helping Children Become Active Explorers of Tactual Material. This guide for teachers and parents of young children who are blind or visually impaired is available from the American Printing House for the Blind. Ms. Harrell suggests that interpreting pictures requires that a child be able to make sense of the concepts represented in them. She notes the importance of providing concrete experiences so that a child acquires a strong foundation for understanding language and concepts.

Harrell and others have outlined ways to teach students intentionally how to interpret tactile graphics. A systematic approach to tactile graphics should include the following: 1) guiding the student's hands to scan the perimeter of a page with both hands to determine the size and extent of the graphic display; 2) guiding the student to examine the entire display, moving from the top to the bottom and back to the top all the way across the page, from left to right; 3) guiding the student to trace raised lines with the index fingers of both hands, with the lead finger moving forward on the display and the other finger serving as a reference point; and 4) guiding the student in analyzing the display to find distinctive features.

Initially, it is easier for students to begin with familiar objects and shapes that the teacher identifies and asks the student to locate. Maps of familiar locations to which a student is well oriented offer an excellent opportunity to teach students how to interpret tactile graphic information. As the student acquires skills in interpreting tactile displays, the teacher may challenge him or her to begin identifying information presented in the graphic.

In summary, teachers and transcribers must remember that a tactile graphic is not an actual reproduction of a print image; it is a representation that is to be interpreted by touch. Integration of the tactile image is achieved gradually, through systematic exploration of an organized display.

Professional transcribers and teachers of students who are visually impaired share a common goal: presenting clear, accurate information to tactile learners. Although they may work in distinctly different ways, each can help the other make the tactile graphic experience a good one for students. Clear information from the transcriber about the creation of the graphic will help the teacher; feedback about what works best for students will help transcribers. Together, they can consider the impact of quality tactile graphics and help students learn.

References

American Printing House for the Blind (2000). Tactile Graphics Kit Guidebook. Louisville, KY: American Printing House for the Blind.

Edman, P. K. (1992). Tactile Graphics. New York: AFB Press.

Harrell, L. (2002). Teaching Touch: Helping Children Become Active Explorers of Tactile Materials. Louisville, KY: American Printing House for the Blind.

Dear Dot:

I am a braille reader who enjoys traveling for my job as an assistive technology salesperson. I am pleased to note braille signs in a variety of locations, but I have noticed quite a bit of variation in how the signs are presented. Sometimes, even though the contractions are correct, the braille dots occasionally feel flat and "mushed" together. I would guess it's similar to looking at a blurry fax or copy of print material. I know there are specifications about the spacing needed for braille in publications, but is there a similar standard for braille used on public signage? Do you know if there is one method of production that is better for producing braille signs?

—Ms. Jenny O.

Dear Ms. Jenny,

Thank goodness you didn't ask me why they put braille signage at the drive-through window of a bank! (If you had, I would have answered that although the braille reader would not be driving a vehicle through the area, he or she might be a passenger who could access the information independently by sitting behind the driver - assuming the sign was close enough to reach from inside the car.)

The ADA Accessibility Guidelines (ADAAG) is available as an appendix to the Justice Department's Title III regulations. It contains several provisions concerning accessible signage: general provisions such as height above the finished floor and minimum character height; character proportion; finish and contrast; and raised and brailled characters and pictograms. Mostly, it seems that the guidelines address the readability of signs from a visual perspective, although it does note that "letters and numerals shall be raised 1/32 in (0.8 mm) minimum, upper case, sans serif or simple serif type and shall be accompanied with grade 2 Braille. Raised characters shall be at least 5/8 in (16 mm) high, but no higher than 2 in (50 mm)."

As far as I could tell, except for indicating that "Grade 2 Braille" should accompany raised letters, the ADAAG does not address braille signage. For instance, it does not specify the proportions or finish of braille dots so that the braille characters are properly spaced and allow for clear and efficient tactile reading.

Some companies use a printing method similar to what transcribers use to create tactile graphics with microcapsule paper that uses heat to raise ink on the page. I know of one company that uses an ultraviolet-stable acrylic product with metal braille dots. This process provides a good-quality finished product that is much easier to read than the product of most other methods. The owner of a local sign company told me that, like many of his colleagues, he usually refers requests for braille signs to a company that specializes in the product because he just doesn't have the right equipment to produce the tactile features needed by braille readers. The AFB Press book, A Practical Guide to the ADA and Visual Impairment, listed the following sources of information about braille signage: BANA; Duxbury; Awards and Recognition Association, www.ara.org; and International Signs Association, www.signs.org.

The ADAAG requirements must generally be incorporated into new construction and when facilities are being altered. Raised character and braille elevator controls are usually required to be installed in existing facilities because they involve little difficulty or expense and are generally considered to be readily achievable. However, as you observed, the quality and readability of braille signs vary greatly. I would love to hear from our readers if they have a particularly good resource for braille signs, or if they want to share stories about the strangest braille sign experience they've ever had.

For now, I'll keep watching for signs of good braille signs.

—Dot

News Briefs

IntelliBraille Training Workshop

Bruce McClanahan, a certified IntelliTools Training Specialist, will conduct a seminar, April 5-6, 2007, on the IntelliBraille software program, a complete braille curriculum with more than 70 activities. This workshop will be held at AFB's offices in Atlanta, Georgia, and stipends will be available to assist with travel and lodging expenses. If you are interested in participating, please e-mail Shirley Landrum at slandrum@afb.net or call (404) 525-2303 to request an application.

"The Rebirth of Braille"

That was the title of a recent article by Chris Spurgeon in The Boston Globe. It began with information about students from across New England participating in the Braille Challenge and went on to discuss a decline in the use of braille that began in the late 1960s. Spurgeon noted the strong correlation of braille fluency and employment, the role of the Individuals with Disabilities Education Act in mandating consideration of braille for students who are blind or visually impaired, and expressed optimism that braille is getting increased attention. Spurgeon was identified as a web developer and designer who studies obsolete technologies. You can read the story at www.boston.com and search for "braille."

National Braille Association Professional Development Conference Panel

Betsy Burnham has issued an invitation to National Braille Association members to submit questions to be discussed by a panel of teachers of students who are visually impaired or blind. The panel discussion will be part of the NBA Spring Professional Development Conference in Colorado Springs, Colorado. Contact Betsy Burnham at betsyburnham@juno.com for information or suggestions for the discussion between teachers of students who are visually impaired and braille transcribers.

MATHCOUNTS® Materials in Braille

MATHCOUNTS® is a national math enrichment, coaching and competition program that promotes middle school mathematics achievement in the United States. Teachers use the free MATHCOUNTS curriculum materials to supplement classroom materials or as an extracurricular activity. MATHCOUNTS and the National Federation of the Blind Jernigan Institute announced that a braille-ready version of the 300 creative problems in the 2006-2007 MATHCOUNTS School Handbook is available. Visit www.mathcounts.org or www.nfb.org/nfb/Jernigan_Institute.asp for more information on this opportunity.

Note: The editor of DOTS invites you to submit links to news about braille for future issues of DOTS.

Calendar Dates of Interest

• March 2-4, 2007 - Santa Clara, California. California Transcribers and Educators for the Visually Handicapped (CTEVH). For more information visit www.ctevh.org. (Addendum: CTEVH will be held February 29 - March 2, 2008 in Los Angeles.)
• April 5-6, 2007. Atlanta, Georgia. IntelliBraille Training Workshop at AFB. See News Briefs for details.
• April 26-28, 2007 - Colorado Springs, Colorado. NBA Spring Professional Development Conference. The mission of the National Braille Association is to provide continuing education to those who prepare braille, and to provide braille materials to persons who are blind or visually impaired. For more information contact NBA at www.nationalbraille.org or call (585) 427-8260.
• July 13-15, 2007 - Omaha, Nebraska. Families Connecting with Families. This national conference which covers all aspects of raising and educating a child with a visual impairment is sponsored by the National Association for Parents of Children with Visual Impairments, the American Foundation for the Blind, and The Seeing Eye. For more information check www.napvi.org or www.afb.org or www.seeingeye.org.
• November 29 - December 2, 2007 - St. Pete Beach, Florida. 2007 Getting In Touch With Literacy Conference. The theme of the 8th biennial conference will be to "Chart a Course to Literacy for Students with Visual Impairments." For more information check www.gettingintouchwithliteracy.org or call (813) 837-7829.

DOTS (Development of Teacher Support) for Braille Literacy is published three times a year (October, February, and June), and is available online at: www.afb.org/dots or in braille, by request. For further information please contact:

DOTS Editor
American Foundation for the Blind
100 Peachtree Street, Suite 620
Atlanta, GA 30303
Telephone: (404) 525-2303
Fax: (404) 659-6957
E-mail: literacy@afb.net

If you would like routinely to receive an email alerting you to the posting of future issues of the DOTS newsletter, please send a message to Shirley Landrum (slandrum@afb.net) as follows: In the subject line, please write "DOTS notification," and in the body of the message please include your entire name and any changes to your contact information that may have occurred over the last 12 months. You will be signed up to receive notices automatically. If you choose not to receive an email notice, you will still be able to access current and archived issues of DOTS online at www.afb.org/dots; and if you are a braille format subscriber, you will continue to receive your DOTS newsletter in braille.

[Web visitors, please visit www.afb.org/myAFBnewsletter.asp and follow the instructions there to sign up. You can then log in and update your profile at any time to alert us to changes in your contact information.]

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