Some General notes on production

In an integrated school it is not always appropriate or desirable to use computer generated tactile graphics for all children or for every worksheet.

Tactile materials made using a range of media are often nicer and offer a richer and more differentiated set of textures than minolta paper.

Young children need to work towards using computer generated tactile images starting with real objects and textures.

Sometimes this method of production is quicker than using a computer.

This method relies on less specialist skills, freeing up computer production staff for other work.

Some concepts cannot be conveyed using 2D tactile graphics.

Computer capacity will not generally be able to meet the demand for tactile resources.

Blind children require access to a wide range of tactile experience.

Consequently there is a need for a repertoire of alternative low tech techniques.

1) The use of real objects.

2) The use of models - toys, hand made representations, diagramatic models etc.

3) Verbal descriptions - live or taped.

4) The use of 2D tactile graphics made from a variety of materials.

5) Combinations of 2D graphics and 3D objects.

A selection of real objects including natural and man-made. These can be located in the natural environment or brought into school.

A collection accurate representational toys. Must have features which are accessible to tactile examination.

Materials for models - wood, clay, plaster of paris, lego etc, card, tubing, wire, pipe-cleaners.

A selection of appropriate tools.

Box of bits for 2D graphics - lollipop sticks, Wicki sticks, pipe cleaners, buttons, etc.

Box of tools for 2D graphics - scissors, craft knife, blu-tak, glue, etc.

Texture file - vivelle, felt, sandpaper, fur, bubble-wrap, foil, cloth, plastic sheet, etc.

German film and tactile drawing kit.

Sticky-back plastic braille sheets or braille dymo for labelling.

General notes on production systems:

In an integrated school you are likely to be producing for both partially sighted and blind children. It makes sense to originate work in such a way that it can be easily adapted for either. For instance text can be originated in plain ascii and saved. This file can then be turned into an advanced word processor format and adapted for the partially sighted, or prepared and adapted for braille translation. This saves time in the long run, as the same item is usually wanted in many formats over the years.

A multi-tasking environment such as Windows. Without multi-tasking the process of adaptation can become hideously complex.

An advanced word processor which can be used to originate both braille and large print texts, as well as integrate graphics.

A braille translation package, compatible with any personal braille computers used in the school, and able to be programmed by the user. Able to handle as many aspects of the curriculum as possible.

A vector drawing package to produce visual and tactile graphics.

A bitmap editor for adapting existing graphics.

A bitmap to vector utility.

A scanner.

An OCR package to allow scanned images of books to be converted to editable computer text.

A fuser and copier to produce the final tactile graphics.

A braille and/or moon font to allow the labelling of tactile diagrams in the computer.

A braille drawing package to allow graphics to be produced on an embosser. (Good for thermoforming onto german film).

An embosser, laser printer and colour printer.

a fundamental and clear understanding of how the software works, its capabilities and limitations.

a highly developed sense of the way tactile input is perceived, particularly with regard to 'graphics'.

The ability to adapt materials where necessary - not just translate.

Principles of good practice - production

Children should receive adapted work at the same time as their sighted peers.

Adapted work should be of a high standard, in terms of:

accuracy of translation.

educational content, if the exercise has had to be altered.

layout - must be easy to access and navigate.

presentation and binding - work must be physically easy to handle and access, and appear tidy to sighted peers.

the quality of any tactile graphics.

Rigorous teaching

From reception onwards, children need to be taught how to interpret tactile diagrams. Such a process would start by introducing the children to real objects and move through pictures made from real textures to a purely symbolic representation. To facilitate independent access to diagrams a number of features need to be incorporated:

The adaptation of exercises.

The inclusion or exclusion of blank lines.

Referring to tactile diagrams in the text.

The inclusion of tactile diagrams in the bound book, or in a folder.

Photo descriptions.

The need to adapt print page layouts which do not make sense in a linear form.

Most maths can be produced using software, but some is quicker to prepare on a Perkins. It can be worth entering say a complex matrix into braille printer code if it is to be used repeatedly - the skill of entering a printer-ready file by hand into a computer is no more complex than doing the job on a Perkins.

Windows works in ANSI, Braille software tends to work in ASCII, this can cause conflicts and needs to be understood.