csun 2011 san diego, ca lucia hasty and dawn wilkinson 3/2011
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Lucia Hasty and Dawn Wilkinson 3/2011
Teaching Graphicacy:Reading More Than Just
Words
CSUN 2011San Diego, CA
Lucia Hasty and Dawn Wilkinson 3/2011
Dawn Wilkinson, M.Ed.Assistive Technology Consultant
Technology and Curriculum Access CenterEaster Seals Arkansas
www.ar.easterseals.com/tcc
Lucia Hasty and Dawn Wilkinson 3/2011
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
dwilkinson@ar.easterseals.com
www.ar.easterseals.com/tcc
Lucia Hasty and Dawn Wilkinson 3/2011
Lucia HastyBraille & Tactile Graphics ConsultantRocky Mountain Braille Associates
www.tactilegraphics.org
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
Visually rich environmentSighted learners- constantly entertained with graphicsWritten communication increasingly image- dependentLiteracy- able to decode information
presented as a graphic
Graphicacy
Lucia Hasty and Dawn Wilkinson 3/2011
Graphicacy
• an essential component of literacy• often overlooked• rarely taught
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
SQUID Tactile Activities
Magazine
Lucia Hasty and Dawn Wilkinson 3/2011
http://www.nbp.org/ic/nbp/TAC.html
Tactile Graphics
National Braille Press & Adaptations for Learning
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
Make the spatial connection.
Math, Graphics & theStandardized Tests?
Lucia Hasty and Dawn Wilkinson 3/2011
Concrete-Representational and Abstract (single dimensions to multiple dimensions)
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
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)
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
Combine tactile, auditory, and in some cases visual feedback for the optimal learning process.
The Power Of A Multisensory Approach
IVEO Talking Tactile Tablet
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
The learning process:Concrete 3-dimensional
Manipulative
Abstract 2-dimensional solid drawing outline shape
Building Mental Images
Lucia Hasty and Dawn Wilkinson 3/2011
1. Exposure2. Experience3. Exploring4. Enthusiasm
Building Mental Images
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
From Teaching Touch by Lois Harrell
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
4 C’s of Communication: Compare Categorize Comprehend Communicate
Role of Language
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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
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Spatial concepts in relation to one’s own body
Spatial concepts in relation to the environment, beyond one’s reach
Readiness for Kindergarten
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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
Lucia Hasty and Dawn Wilkinson 3/2011
Success at finding information independently
Curiosity increases Becomes “do-er” as opposed to “done to” Positive self-concept
4. Enthusiasm
Lucia Hasty and Dawn Wilkinson 3/2011
Understand intent of graphic Decode symbols Interpret content of graphic Apply content to task
Tasks in Decoding a Graphic
Lucia Hasty and Dawn Wilkinson 3/2011
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
Lucia Hasty and Dawn Wilkinson 3/2011
• 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
Lucia Hasty and Dawn Wilkinson 3/2011
Tactile complexity vs
Conceptual complexity
Lucia Hasty and Dawn Wilkinson 3/2011
Perspective Occlusion Refection Mirror image Transparency Transposition Transformation Rotation
Visual Principles
Lucia Hasty and Dawn Wilkinson 3/2011
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:
Lucia Hasty and Dawn Wilkinson 3/2011
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:
Lucia Hasty and Dawn Wilkinson 3/2011
www.humanware.com www.nbp.org www.aph.org www.touchgraphics.com www.youcandoastronomy.com www.viewinternational.org
Graphics Resources
Lucia Hasty and Dawn Wilkinson 3/2011
www.TactileGraphics.orgEmail:
Lucia@tactilegraphics.orgdwilkinson@ar.easterseals.com
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