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

2. 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.

3. Registration Drake registration process announcement
Everyone register using you receive or handout

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

5. Tactile Graphics What is it?
Anything that doesn’t just flow left right
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.)

6. 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

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

8. Lucia Hasty Video and Website
graphics.org
Designing/Producing
Readability
Planning & Editing
Decision Tree
Materials
Tactile Graphics on the Fly
Teaching
Downloads/Resources

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

10. Creation Tab Decision Tree
Checklist for Making Decisions About a Tactile Graphic (from AFB)
Tactile Graphic Planning Sheet
Braille Drawings

11. Student Reading a Tactile Graphic
(5:32)
Discuss with a partner
Share out to the group

12. Goal Writing Tab
Writing a SMART goal

13. 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

14. 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

15. Technology Tab
Technology List
Creating Tactile Graphics Using Corel

16. 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

17. 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.

18. 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

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

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

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

22. 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.

23. 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

24. 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

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

26. 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

27. 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

28. 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

29. 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

30. 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

31. Chapter 2 Video
Spatial Relationship and Graphic Literacy (2:51)

32. Chapter 3 Video
Moving from MODELS to Graphics (2:01)

33. Chapter 4 Video
Strategies for READING Tactile Graphics (4:17)

34. 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

35. 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

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

37. 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

38. 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

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

40. 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

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

42. 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.

43. 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

44. 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?

45. 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)

46. 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

47. 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)

48. 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

49. 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

50. 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

51. 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)

52. 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

53. 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

54. Examples
Good Examples
Discuss
Why?
Bad Examples

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

56. Practice
Make a worksheet you brought that includes a graphic

57. QuickTac Create tactile graphics using the computer
Add braille

58. Corel Draw Create tactile graphics using the computer
Has braille templates and UEB
Macros are built in

59. iPad
Tactile overlays for the iPad
Beth will discuss

60. Xyron Create-A-Sticker
Beth will Demo

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

62. 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.

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

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

65. 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

66. 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
/goal_
setting/smart.pdf
Individualized Instruction: adaptations, modifications & instructional strategies, specialized curriculum
Progress Monitoring: Formative assessment for instructional change
Generalize the Skill

67. 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.”

68. What Next? 6 follow up hours of instruction and sharing
Tentative
Tentative
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

69. 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