[Artbeyondsightmuseums] Answer to seond questions

[Nurit Neustadtnoy]

http://www.usnews.com/news/stem-solutions/articles/2015/01/06/example-of-campus-innovations-bat-signal-for-blind


 
Nurit Neustadt-Noy, Ph.D.
Consultation and Rehabilitation Services
for Blind and Visually Impaired Persons
Netaim 76870, Israel
Phone #  972-(0)-3-966-4567
Fax #     972-(0)-3-966-8337
Mobile # 972-(0)-54-429-0337

-----Original Message-----
From: Artbeyondsightmuseums [mailto:artbeyondsightmuseums-bounces at nfbnet.org] On Behalf Of Donnelly Wilburn via Artbeyondsightmuseums
Sent: Tuesday, March 17, 2015 5:49 AM
To: fnugg at online.no; 'Access to Art Museums'
Subject: Re: [Artbeyondsightmuseums] Second questions

Hi

I am writing about an earlier email...you mentioned an echo location wristband which uses sound/sonar wave to assist blind/low vision people with navigation.
I would like to purchase one of the echo location wristbands, but cannot find any information on where the wristbands are sold.

Hope you can help.

Thanks!

Donnelly Wilburn

donnellywilburn at gmail.com

-----Original Message-----
From: Artbeyondsightmuseums
[mailto:artbeyondsightmuseums-bounces at nfbnet.org] On Behalf Of fnugg--- via Artbeyondsightmuseums
Sent: Sunday, March 15, 2015 10:16 PM
To: Access to Art Museums; accessibleimage at freelists.org; art_beyond_sight_learning_tools at nfbnet.org; Art Beyond Sight Advocacy; Art Beyond Sight Educators List; art_beyond_sight_learning_tools at nfbnet.org
Subject: [Artbeyondsightmuseums] Second questions

Hi,

I have got more questions, and hope you will hold out with me.

Does the following seem to be true -  a VI student will most likely only be exposed to "important" graphics because:
a. Tactile graphics are time consuming and expensive  to make b.
"decoration" graphics are meaningless and just take up time for the blind student


A sighted student is often exposed to "decoration" graphics in school books as well as the "important" graphics. A sighted student is exposed to all types of graphics at all times and these help also the ability to understand "important" graphics.
A sighted student's visual vocabulary is vast because of both exposure to "decoration" graphics and "important" graphics.
I propose that exposure to "decoration" graphics are important for the sighted student to develope the ability to understand "important" 
graphics.  Not because it, the decoration graphic,  is related to the important graphic but because it is an exersise for the mind in translating graphics -  visually .

One definition of "decoration" graphics could be:  a graphic easy to understand, not essential to the "important" graphic it is associated with.


OK what I am thinking is that it might be a good idea that "decoration" 
graphics might be useful in building up the tactile vocabulary of a blind student just as it is for a sighted student.

I am thinking that these can be building blocks, a constant feature - that are together with more difficult graphics. Sort of like daily runs before one goes on a marathon. Perhaps it is an oversimplification but if one tries to run in a marathon without training before one is likely to have a very difficult time.

The gist of it is I am wondering if there is a case for "decoration" 
graphics? Could they be useful for understanding more difficult tactile graphics? Is it necessary for a constant "stream" to maintain the "translating muscels"?

Next email I will suggest a way to incoorporate these "decoration" graphics.

Hope to hear what you think.

Regards,

Lisa




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