1. Thinking Outside the Dots: Lessons Learned in Tactile Graphics
John P Jones
Director, Media Resources Center
Wichita State University

2. How I Got Here
I don’t come to this work from a background in Disability Services
Instead:
A lot of years working in web development, training, instructional design in education, internet startups, and Fortune-500 corporations
Accessibility has been part of all of that work
Media Resources Center: Video, Classroom Tech, Instructional Design, Web Development

3. Agenda Introduction The Four Requirements
The Embosser & Standard Braille Production
Adding to our Tools
Key Considerations
Vector Graphics
Proofreading your braille
Interpretations
Dangerous Interpretation
How to be a good SME

4. Introduction
The Wichita State University Experience

5. Wichita State University and the National Federation of the Blind (NFB)
WSU signed an agreement with the NFB in 2016.
The agreement represents a new wave of agreements coming out of the NFB and the OCR
We must reach a very high standard for accessibility by July 29, 2020.
All instruction, including Face to Face (created our own standards)
Our university Web site was required to be accessible sooner (it’s a Work in Progress, but much better than it was)
An agreement like ours has it’s advantages. But you don’t want one.

6. The Four Requirements for a Successful Class
Stolen shamelessly from Dr. James Beck, Professor of Biology at Wichita State Unviersity

7. Materials Prepared in Advance
Braille Lecture notes/slides, screen readable texts, tactile versions of key diagrams
Available well before material is presented in lecture
“Good students worry that really difficult material is just around the corner, even if they have the entire text at their disposal…this anxious feeling is even more pronounced for a blind student, particularly if they have minimal opportunity to read materials ahead of lecture.”
-James Beck, PhD

8. One-on-One Instruction
There are limits to what can be conveyed in a tactile figure
Many figures simply can’t be made tactile
Standing meetings help manage anxiety
Students must prioritize listening and understanding, and can’t take detailed notes

9. Creativity
There are limits and challenges to what can be presented simultaneously to both sighted and blind students
Alternatives must be created that are equally effective and equally rigorous
In many upper division classes that demand for creative solutions may be a daily challenge

10. Student Attitude
Providing effective instruction for a visually impaired student requires a lot of extra effort from Instructor and Staff
Students who are engaged and invested in their learning make that investment worthwhile
John’s Note: Poor student attitude does not alleviate our legal responsibilities

11. Takeaway from Beck’s Requirements
A lot of work – in advance – is required
Good collaborative work relationships between faculty and staff is critical
There are two possible points of failure for the institution: Staff support and Instructional support
Staff support must have the skills and resources to make success possible
Faculty/Instructional staff must engage with the process to succeed

12. Production: Embossers and more

13. The Embosser & Braille Production
Single Embosser Operation

14. Adding to our Tools Print In A Flash (PIAF)
Non-embosser Braille and tactile graphic printer

15. Key Considerations
Vector Graphics
Proofreading your braille
Interpretations

16. STEM for People with Visual Impairments
Demand is growing
Images are challenging
Our standard should be to provide everything, not the minimum

17. Dangerous Interpretations
Interpretation by non-instructional staff
Sign Language Interpretation
Braille translation
Tactile Graphics Translation

18. Build The Team: Staff and Instructors
Technical staff
Lots of repetitive work creating graphics and documents
Skill with Adobe Illustrator or other software for creating SVGs (vector graphics) can be trained, but is very useful
Attention to detail
Instructional Staff
Creativity
Commitment to student learning
Willing to work differently – to reach objectives in new ways

19. How to be a good SME Serve students – What will best meet their needs?
Think creatively – start from course and unit objectives and be flexible about methods – especially assessment methods
Do the basics: Write text alternatives to images, use styles, structure your documents well, ask questions and be ready to learn from your students
If an image isn’t important enough to warrant a text description at least for a student who can’t see it, why is it there cluttering up the class for the students who can?

20. Embosser and Thermal Paper Samples
Embosser Printing
Much less expensive supplies
Paper tears
Very loud
Built-in braille translation
Thermal Paper
Extra step
Diagrams are visual and tactile
Expensive supplies
Must create your own braille

21. Other Solutions
Tactipad
3-D Printing
Text Alternatives

22. Lessons And Takeaways

23. Making Good Choices: Triage
Triage image production
It may not be possible to produce everything
Understand the course and assignment objectives
Don’t cling to elements that are not related to the objectives
Communicate like crazy

24. Making Good Choices: Interpretation
As you create diagrams based on images:
Focus on the information that the student needs to learn
Eliminate noise
Check your interpretations and assumptions with the faculty
Document your choices and communication
Work with the students being served as much as possible

25. Beware Bad Ideas Cutting the people you are serving out of the process
Creating internal shorthand for your own convenience
Relying on publishers for accessibility
Poorly worded text that implies images are present or needed when they are not

26. Final Thoughts Technology has made things better, and easier
There is still not a solution that eliminates the need for hard work and deep, proactive collaboration
When we fail, the students are the ones who pay the ultimate price.

27. Questions?

28. Thank you! John P Jones john.jones@wichita.edu Twitter:radiatinggnome
Linkedin: johnpricejones