Teaching an Understanding of Tactile Graphics to Students Who Are Blind Session 1 Oct. 9 morning

Objectives The participant will be able to target and conduct appropriate tactile graphics assessments relative to the needs/abilities of students on their caseload. The participant will understand how those assessments identify the child's unique learning needs to inform instruction. The participant will know how to identify appropriate goals and instructional strategies that support the unique learning needs of their students and apply formative assessment to help guide instruction. The participant will understand how to create tactile graphics that fit the BANA Guidelines and Standards for Tactile Graphics and what materials can be used to create them.

Registration Drake registration process announcement Everyone register using e-mail you receive or handout

Course Syllabus/Materials Pass out binders Quickly browse binders Go over Syllabus & Expectations Make sure everyone has an APH catalog

Tactile Graphics What is it? Anything that doesn’t just flow left right http://www.tactilegraphics.org/whataretgs.html Why is it important for kids to learn how to read tactile graphics? Access to Textbooks Leisure activities Standardized/high stakes tests Why material learned through tactile graphics can’t always just be learned some other way (description, auditory, etc.)

Graphicacy Visually rich environment Sighted learners- constantly entertained with graphics Written communication increasingly image-dependent Literacy- able to decode information presented as a graphic Essential component of literacy Often overlooked Rarely taught

Exploring a Tactile Graphic Requires Spatial awareness Organized scanning skills Part-to-whole assembly Tactual discrimination (identifying symbols, selecting landmarks) Language skills (labels, etc.)

Lucia Hasty Video and Website http://www.youtube.com/watch?v=OUc3-cCTAus&list=PLK-fetQX3thAmezvcM_eIzpkHN6kKDeQo&index=2 www.tactile graphics.org Designing/Producing Readability Planning & Editing Decision Tree Materials Tactile Graphics on the Fly Teaching Downloads/Resources

Assessment Tab TSBVI EVALS Kit – Tactile Graphics Skills for Math Tactile Graphics Recording Sheet

Creation Tab Decision Tree http://tactilegraphics.org/DECISION-TREE.pdf Checklist for Making Decisions About a Tactile Graphic (from AFB) http://www.tsbvi.edu/graphics/1464-checklist-for-making-decisions-about-a-tactile-graphic Tactile Graphic Planning Sheet http://tactilegraphics.org/TG-PLANNING-SHEET.pdf Braille Drawings

Student Reading a Tactile Graphic http://www.youtube.com/watch?v=b01kR2ohJhQ (5:32) Discuss with a partner Share out to the group

Goal Writing Tab Writing a SMART goal

Instruction Tab Tactile Graphics by Grade Tactile Graphics Skills by Grade in Math Teaching Tactile Representations in Math Teaching Students to use Tactile Graphics Tactile Graphics Recording Sheet Lesson Plan Checklist Lesson Plan Blank Form Sample Lesson Plans

Materials Tab APH reading books for instruction APH instructional and practice materials APH items for making tactile graphics Other items for making tactile graphics Squid Magazine

Technology Tab Technology List Creating Tactile Graphics Using Corel

Working with Schools Tab Tactile Graphics Think About Important to relay this information to paras and teachers Importance of including tactile graphics Help paras understand high expectations while still being realistic Content of a tactile graphic Time for understanding of a tactile graphic Pre-teaching Time for producing a tactile graphic

Consultative Service What does this look like? What is a good way to do this? Are there any strategies for consulting with teachers and paras concerning tactile graphics? Other networking ideas? Sit around a table and discuss.

Videos/Websites Tab Tactile Graphics Electronic Resources Lucia Hasty videos Tactile Graphics Image Library Techniques for Teaching Math Creating Graphics Videos of a student reading graphics How to Upload Videos

Miscellaneous Tab TVI observation sheet Classroom observation checklist Faculty classroom observation form

Already Available!! Student textbooks and worksheets already transcribed Use for pre-teaching tactile graphics!! APH tactile graphics

Teaching an Understanding of Tactile Graphics to Students Who Are Blind Session 2 Oct. 9 afternoon

Objectives The participant will be able to target and conduct appropriate tactile graphics assessments relative to the needs/abilities of students on their caseload. The participant will understand how those assessments identify the child's unique learning needs to inform instruction. The participant will know how to identify appropriate goals and instructional strategies that support the unique learning needs of their students and apply formative assessment to help guide instruction. The participant will understand how to create tactile graphics that fit the BANA Guidelines and Standards for Tactile Graphics and what materials can be used to create them.

Readiness for Kindergarten Parts of a whole Memory for location Object permanence Discrimination and sorting Spatial and weight awareness Spatial awareness and fine motor skills

Beginning Tactile Perception Skills Reader should be able to: Track straight, curved, zigzag lines Identify and discriminate tactile descriptors (smooth, rough, bumpy, etc.) Identify basic shapes

Beginning Concept Skills Reader should be able to: Count Orientation of self in space Orientation of object in space Orientation to page layout

Beginning Tactile Production Skills Trace around hand Trace around object Color inside raised lines Peel and stick textures (foam shapes) to make a picture Use magnets of different shapes to make a picture Make pictures on brailler Use manipulatives

Moving from Concrete to Abstract 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 APH: Setting the Stage

School Tasks for K-3 Demonstrate understanding of educational concepts: Construct graphs (bar, line, pie) Draw geometric shapes Draw processes, stages Produce or fill in maps, diagrams

Teaching Tactile Graphics in Math Students need to understand vocabulary such as diagonal, parallel, perpendicular, intersecting, angles, symmetry, reflection, rotation When graphing, have axes (thicker), grid lines (thinner), and graphed lines appear differently Use textbooks and APH Geometry tactile graphics

Teaching tactile graphics in science Evaluate whether a tactile graphic or a model is more appropriate. Most often it should be explicitly taught before the student needs to use it. Use textbooks and APH basic science, life science, anatomy tactile graphics

Chapter 2 Video Spatial Relationship and Graphic Literacy (2:51) http://www.youtube.com/watch?v=TNCH8r9EzAI&list=PLK-fetQX3thAmezvcM_eIzpkHN6kKDeQo&index=1

Chapter 3 Video Moving from MODELS to Graphics (2:01) http://www.youtube.com/watch?v=iD75X4OHPbA&index=3&list=PLK-fetQX3thAmezvcM_eIzpkHN6kKDeQo

Chapter 4 Video Strategies for READING Tactile Graphics (4:17) http://www.youtube.com/watch?v=kpvzEqioXbw&index=4&list=PLK-fetQX3thAmezvcM_eIzpkHN6kKDeQo

Lesson Planning Proactive vs. Reactive Use of curricular materials Use of APH materials Use of TVI created materials Use of tangible graphs (used to be by APH) APH’s “Setting the Stage for Tactile Understanding Kit: Making Tactile Pictures Make Sense” for early learning of tactile graphics

Teaching students better skills for reading tactile graphics Tactile Efficiency Teaching students better skills for reading tactile graphics Look through the documents in the Instruction Tab more closely

Tasks in Decoding a Graphic Understand intent of graphic Decode symbols Interpret content of graphic Apply content to task

Successful Readers Ask: 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: 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

Textbooks How to handle textbooks that are often not really quite the same as the print textbook when it comes to tactile graphics

Practice Have someone be blind-folded and another be the teacher, large group first to demonstrate, then do in pairs to practice Use tactile graphics from the Standards and Guidelines Supplement, Focus in Mathematics materials, and Test Ready materials

Teaching an Understanding of Tactile Graphics to Students Who Are Blind Session 3 Oct. 10 morning

Objectives The participant will be able to target and conduct appropriate tactile graphics assessments relative to the needs/abilities of students on their caseload. The participant will understand how those assessments identify the child's unique learning needs to inform instruction. The participant will know how to identify appropriate goals and instructional strategies that support the unique learning needs of their students and apply formative assessment to help guide instruction. The participant will understand how to create tactile graphics that fit the BANA Guidelines and Standards for Tactile Graphics and what materials can be used to create them.

Hand out materials Keep if you need BANA Guidelines and Standards for Tactile Graphics Supplement Draftsman Sewing wheel Tactile marking mat Rubber pad Line drawing tool kit Graphic art tape

Questions to Ask Yourself When should I introduce tactile graphics? (early) What’s the main purpose of this picture and what’s the simplest way to convey it? (Discuss) What is necessary and unnecessary? What parts does the teacher consider important!! Will the graphic lead to a better understanding or is the same information provided in text?

Rule of Thumb Plan ahead, does the teacher consider it important? Simpler is better, but keep necessities (Discuss) Extraneous Info vs. What Is Important Consider the text around it and whether it is important!! Embossed paper vs. materials put on top of the paper Pay attention to contrast and spacing (Use color contrast if the student has some usable vision)

Rule of Thumb Continued Use only relevant information Avoid using too many kinds of symbols Use straightedges when possible Think tactile, not visual (picture borders?) Points (highest), outline, textures (lowest) Not necessarily an exact reproduction Cost and time not primary consideration

Paging If a picture presents several concepts at once, consider breaking up into several pictures (one may be an overview) Use keys, legends, and abbreviations when needed and have easy access to them for reference (before or after on same page, on facing page, not on back of graphic)

Labels Don’t break up a line for a label For a key, use single letters with single letter indicator or capital letter indicator or use 2-letter abbreviations. Spell out the full label in the key Omit capital signs in labels if not needed Retain the capital in titles or captions where there is more room

Graphs Omit grid lines if only the shape of the graph is important Put unit markers along the outside of the axis Leave space between bars on bar graph and texture bars

Lines Dotted or dashed lines stand out more than solid lines Use lead lines (connect graphic to label) sparingly so they aren’t confused with the actual graphic (different and less prominent than graphic) Use different types of lines to convey different types of information

Textures Use a variety of textures (makes it tactually interesting and increases motivation) But, use textures sparingly Avoid decorating the graphic Orient texture in the same direction or it changes meaning With 2 or more textures, use border lines Primary (rough), secondary (smooth) APH Tactile Marking Mat (makes crayon marks tactile)

Creation Documents Work through the following Decision Tree Checklist for Making Decisions About a Tactile Graphic Tactile Graphic Planning Sheet BANA Guidelines and Standards Additional Supplement Braille Drawings

Puff or Craft Paint smaller tips help provide more control glitter, regular, dotted, dashed, thin, thick pull away from paint placement angle bottle away from straightedge leave time for drying careful of sharp peaks don't fold papers or put other papers on top of it or they tend to stick

Examples Good Examples Discuss Why? Bad Examples

Tactile Graphics on the Perkins Brailler Number Lines Bar Graphs Pictographs Line Plots Stem and Leaf Plots

Practice Make a worksheet you brought that includes a graphic

QuickTac Create tactile graphics using the computer Add braille

Corel Draw Create tactile graphics using the computer Has braille templates and UEB Macros are built in https://www.prcvi.org/files/articles/creating-tactile-graphics-using-corel-draw-macros.pdf

iPad Tactile overlays for the iPad Beth will discuss

Xyron Create-A-Sticker Beth will Demo http://www.mybinding.com/xyron-create-a-sticker-model-150-with-cartridge-xrn150.html

Teaching an Understanding of Tactile Graphics to Students Who Are Blind Session 4 Oct. 10 afternoon

Objectives The participant will be able to target and conduct appropriate tactile graphics assessments relative to the needs/abilities of students on their caseload. The participant will understand how those assessments identify the child's unique learning needs to inform instruction. The participant will know how to identify appropriate goals and instructional strategies that support the unique learning needs of their students and apply formative assessment to help guide instruction. The participant will understand how to create tactile graphics that fit the BANA Guidelines and Standards for Tactile Graphics and what materials can be used to create them.

What Might a Tactile Graphics Assessment Include? Brainstorm in groups Bring together and discuss

Items That Can Be Used Or Made Into Assessments TSBVI EVALS Kit Tangible Graphs Tactile Treasures Teacher Made

Tied to the Iowa Core and the Expanded Core Curriculum Writing SMART Goals Tied to the Iowa Core and the Expanded Core Curriculum Specific Measurable Attainable Results-based Time specific

Education for Children & Youth with Visual Impairments Including Those with Additional Disabilities 9/19/2018 Eligibility Determination Utilizing: FVA/LMA results OMS Assessment Summary results "ECC Screening Tool" followed by targeted assessment in identified area(s) of need Goal Development & Success Criteria https://www.educateiowa.gov http://quality.cr.k12.ia.us/tutorials /goal_ setting/smart.pdf Individualized Instruction: adaptations, modifications & instructional strategies, specialized curriculum Progress Monitoring: Formative assessment for instructional change Generalize the Skill

The Power of Graphic Literacy 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.”

What Next? 6 follow up hours of instruction and sharing Tentative 11-17-14 Tentative 1-30-14 Peer collaboration of 4 hours to include observation (pre &/or post observation) and review/reflection You and your peer decide between the 2 follow-up sessions

Assignment Assignment for between now and the first follow up session Identify your target student Complete an assessment on the student's skills related to tactile graphics Start thinking about a SMART goal for the student based on the results of the assessment. Share out concerning your student and the assessment you gave