Drawing engages your student’s imagination to become more active. Each time he/she draws or creates, they access their imagination and make physical representations of what is in his/her mind. Drawing stimulates creative thought, increases observational skills, and is a way to demonstrate true understanding of the concept. Describing and object verbally, does not necessarily mean that a student has a true understanding of the object. Students who are visually impaired can often repeat words to describe an object or concept without fully understanding the object or concept.
See the Concept Development Through Tactile Graphics: Duck Example post for an example of how three students could verbally describe a duck but then went on to say that the ducks swims using its gills and fins. Even though the description was accurate, the students did not recognize a duck’s distinguishing characteristics and did not have a clear concept of a duck.
Access to tactile graphics and opportunities to draw build stronger concepts! This post is dedicated to the variety of tools and kits which are available to create raised lines.
In addition to the tools listed above, educators also equipment to create quality tactile graphics. These tools can created documents or files that can be shared with others and that can be stored digitally.
The Paths to Technology Book Library has a growing section at the bottom devoted to images for tactile graphics machines.
The reindeer image below is a digital file available on Paths to Technology’s Book Library (under Tactile Images). This tactile image contains the outline of a reindeer, with textures to distinguish various body parts, braille labels and arrows between the labels and body parts.
By Diane Brauner
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