[Art_beyond_sight_educators] questions

[Lisa Yayla]

Hi,

Thanks for your answers! Very interesting.

Best,

Lisa

-----Opprinnelig melding-----
Fra: Art_beyond_sight_educators [mailto:art_beyond_sight_educators-bounces at nfbnet.org] På vegne av Shelley Rhodes via Art_beyond_sight_educators
Sendt: 20. mars 2015 02:08
Til: fnugg at online.no; Art Beyond Sight Educators List
Emne: Re: [Art_beyond_sight_educators] questions

Hello Lisa,

I believe, without doing research smile, that your assumptions are correct.

1. Students and blind and VI people encounter tactile graphics predominately in school, with touch tours of art galleries coming in a distant second.

The last tactile graphic I got that wasn't related to school was a tactile map of my office.

Beyond that, last touch tour I did was in Boston and that was about seven years ago.

Erie PA does not have any tactile accessible touch tours yet.

2. Sighted children learn by incidentally learning, for example seeing a parent reading the newspaper and asking about the weather map, looking at maps in the car, and learning about graphics in everything from Happy Meal boxes to bill boards, posters and the like.  They are also taught to learn to read charts, graphs and tables in school, I know my fifth grade students in professional semester when I was training to be a teacher learned about pie charts, tables, and flow charts while I was there.

Blind children do not have incidental learning on their side.  We live in a sight society, so any exposure to braille, reading, literacy and the like requires planning and a partnership between the parents, teachers, and the child.

J.M.O.

Shelley Rhodes
On Mar 16, 2015, at 12:23 AM, fnugg--- via Art_beyond_sight_educators <art_beyond_sight_educators at nfbnet.org> wrote:

> Hi,
>
> I have been wondering about a few things and would like to hear what you think.
>
> 1. When and where is it most likely that a visually impaired person will encounter tactile graphics? School, museums, sports activities, galleries etc.
>
> I guess this is an "it all depends type of question" but am thinking that it would be at school. That it, when a student recieves school books in braille it is often that they will also recieve tactile graphics and that once leaving school they will have little access to tactile graphics even though books in braille are available. Does that seem correct?
>
> 2. There are two "understandings" connected to understanding an information graphic for everyone. 1. understanding the form of it, how it is drawn etc.   2. interpreting what the lines making up the graph means.
>
> a. Learning to understand information graphics (graphs, maps, pie charts etc)  for both sighted and visually impaired students is dependent upon exposure and practice to such information.  Does this seem true?
>
> That is if a sighted child does never encounters a graph at all he/she will not be able to understand it - either in the first way of understanding or in the second way.  Does this seem true?
>
> That more experience a sighted child has with information graphics, the greater chances are that he/she will be able to understand more difficult graphics. Does this seem correct?
>
> 3. A sighted student has constant exposure to information graphics
> both in school and out of school. A student who is blind does not have
> constant exposure to information graphics - neither in school or
> outside of school. This is a generalization but does it seem correct?
> If this is so, would it then follow that it would be difficult for the
> blind student to understand information graphics in both ways
>
> The reason I am asking this is that I feel that it is in school that most VI students encounter tactile graphics and that if they don't get the chance to read them then it is not likely that they will encounter them later.
>
> OK, I hope to hear what you think.
>
> Thanks,
>
> Lisa
>
>
>
>
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