[blindkid] labeling diagrams?

Bonnie Lucas lucas.bonnie at gmail.com
Fri Jan 14 22:28:09 UTC 2011


Wow, Pat, based on the fact that Aubrie says nothing to me about tactile
diagrams, I would say that this is a part of her education that has been
virtually ignored. I'm going to pass this along to her TVI and ask if they
have done anything about making them. Thanks.
Bonnie

-----Original Message-----
From: Pat Renfranz [mailto:dblair2525 at msn.com] 
Sent: Friday, January 14, 2011 8:08 AM
To: NFBnet Blind Kid Mailing List
Subject: Re: [blindkid] labeling diagrams?

Hi Rosina,

We have been struggling with tactile diagrams for years. I have learned that
there is both an art and a science to the production of diagrams.

First, I have a strong adverse reaction to the use of hot glue for the
creation of diagrams, which it looks like your school is using. As you say,
with hot glue, there is no differentiation betweens lines of different
types, no possibility of shading. If that is the only method Roman's school
is using, it is sloppy and lazy, in my (not so humble) opinion!

I urge you to visit Lucia Hasty's website, <http://www.tactilegraphics.org>.
On it, there is a link called "NOPBC" that includes the power point slides
she used in a presentation at the 2010 seminar. The website also includes a
lot of great information on when graphics should be prepared and specific
techniques. I would also suggest you get your son's teachers (or whoever is
prepping his graphics) to take a look, and improve the quality of what he is
being given.

I make some of the graphics my daughter requires for school. I use different
techniques, including (1) computer drawing programs, microcapsule paper, and
a special heating element (not as simple as just running the paper through a
copier), (2) lots of craft store and hardware supplies (stick-on jewels,
graphic arts tape, stick-on earrings, felt/rubber dots etc, wikki stix, puff
paint), (3) APH "Quota" supplies like tactile graph paper, Braille and
tactile stickers, etc that I get from my daughter's teacher.

Labeling the diagrams is really hard. Some thoughts:
There are Braille/LP stick-on letters and tactile stickers available from
APH (his teacher ought to be able to get these); we use them in instances
where the labels won't occlude the information in the diagram. The stickers
are big, so we trim the print away. We also use the tiny jewels/felt dots
then make a key.
Provide a labeled and unlabelled diagram, one for studying and one for test,
with a key and with one-on-one instruction of what stands for what.
For tests, the student's pointing things out and giving a verbal answer
might be best -- that's what we are doing in geography.
It is hard to make the "lead lines" (lines that point to something) and the
diagram lines distinguishable, so we avoid if possible.
The Princeton Braillists have an incredible world atlas and, as I have
learned, sets of tactile maps for purchase. There is a science diagram
tactile book from APH I think for basic science diagrams.
Sometimes it takes more than one tactile diagram to illustrate everything on
one print diagram. Where the lines get very close to each other, for
example, one should perhaps make a 2nd diagram that "blows up" that region
or detail.

There are guidelines for the production of graphics. BANA has just approved
new guidelines, but I can't seem to find a copy of them. Purdue University
has the "Tactile Diagram Manual," which is excellent, especially for capsule
paper diagrams. Let me know if you would like a copy, and I will email to
you directly. There is also a book "Tactile Graphics" by Edman that is
excellent; it provides information like "if you have two different lines on
a diagram, what 2 are best distinguished tactually from each other?"

And lastly, if you can tell that glue diagrams are inadequate, you have more
imagination that the people giving them to your son!!!

Sorry this reply is so long. Hope it helps.

Good luck,
Pat






On 1/10/11 5:13 PM, "Rosina Solano" <colemangirly at yahoo.com> wrote:

> 
> I have a question about labeling diagrams.  How do the kids do these?
>  
> Right now the school super enlarges one like a picture of a plant cell. 
Then
> they go over parts of the diagram with glue to make raised parts for the
> chromosomes, nucleous, etc.  Roman has braille labels to glue onto these
> areas.  Problem, even though Roman has some vision this is totally
inadequate
> in my line of thinking.  The pictures are diverse, but the glue spots are
not,
> how is he to tell the difference?  Also, the lines that point to the
"raised"
> areas do not have glue on them, so he can't even follow them to the line
to
> put the label on.
> Even if this was all raised, I feel there has got to be a better way to
label
> diagrams.  How have any of you done this?  Please really spell things out
as I
> am visually dependant, with no imagination.
>  
> Thank you so much!!!
>  
> Rosina
>  
> 
> 
>       
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