Strategies for Teaching Tactile Readiness Skills

Tina Herzberg

Susan Osterhaus

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Objectives

• Identify the skills and concepts needed in order to understand tactile representations of pictures used in math.
• Describe the hierarchy of tactile skills and its importance to tactile graphicacy in math.
• Share three strategies for teaching tactile readiness skills to young students.
• List three resources that can be used to teach tactile readiness skills to young students.

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What Do We Know from the Research?

• STEM content is heavily dependent on visual information in charts, graphs, and diagrams (Beal & Rosenblum, 2015, 2018; Rosenblum et al., 2021).
• TSVIs reported that their students were introduced to more than 30 types of tactile graphics in math before the end of 5^th grade (Herzberg et al., 2023).
• Tactile graphics of 2D basic shapes (e.g., triangle)
• Ten frames, base ten blocks, pictures of dice or dominoes, pictures of pie pieces to represent fractional parts
• Bar graphs, number lines, and 3D shapes (e.g., cube)

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What Do We Know from the Research? (continued)

• Formal graphics instruction, math content level, frequency in engaging with graphics, and problem-solving ability were positively associated with increased ability to locate specific items on a tactile graphic and interpret tactile graphics (Zebehazy & Wilton, 2021).
• Type of graphic medium impacts student performance
• More accurate in completing tasks with large print graphics than tactile graphics (Zebehazy & Wilton, 2021)
• More accurate in completing tasks using microcapsule (e.g., PIAF) and embossed tactile graphics than thermoform and collage tactile graphics (Rosenblum & Herzberg, 2015)
• Reduced accuracy in tasks related to geometry (Zebehazy & Wilton, 2021) and measurement (Rosenblum & Herzberg, 2015)

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Defining Tactile Graphicacy and Its Importance

• Tactile graphicacy is the ability to read, interpret, and create tactile graphics.
• According to Zebehazy and Wilton (2014), graphicacy “encompasses both the ability to understand and to create graphics.”
• Smith and Smothers (2019) report that graphicacy is the “cornerstone of data analysis.”
• Rosenblum et al. (2021) assert that developing graphicacy skills is essential for students who are blind or have low vision for success in STEM subjects.

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Model of Graphic Interpretation (Zebehazy, 2014)

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Teaching Tactile Graphicacy Skills

“Learning to read, interpret, and create tactile graphics is a developmental process grounded in children’s experiences with real objects and their grasp of spatial concepts related to themselves, objects, and items on a page” (Hasty & Wilkinson, 2012a).

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Building Mental Images �(Harrell, 2002)

• Exposure
• Active involvement with real objects, simple tactile pictures, and braille
• Development of concepts such as “car” or “chair”
• Begin to identify characteristics
• Experience
• Shared experiences and opportunities to tie things together
• Begin with concrete before moving to manipulatives and abstract concepts

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Building Mental Images (continued)

• Explore
• Independently explore to gather information
• Requires the following skills:
• Spatial awareness
• Scanning skills
• Part-to-whole assembly
• Tactual discrimination
• Language/vocabulary
• Enthusiasm
• Curiosity increases as children successfully explore
• Use the zone of proximal development and build on students’ strengths and skills

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Starting Early

• Label everyday items with simple tactile symbols.
• Read aloud to children. This will familiarize children with the language of books and help develop vocabulary.
• Use real objects to supplement tactile pictures in books.
• Create tactile books with different textures and shapes based on their experiences, interests, and preferences.
• Model how to open the book, explore tactile pictures first, then track across braille (if any), and then turn the page.

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Simple Tactile Symbols

• Bump dots
• Textured paper
• Small object that reminds student of an item
• Scented stickers
• Wikki Stix^®

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Promoting Early Tactile Skills

• Match real objects by size, shape, and texture
• Assemble building toys and blocks
• Sort objects looking for similarities in either color, shape, or size.
• Sort objects looking for differences, like which box is bigger.
• Touch and manipulate containers, shape sorters, and puzzles.

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Ideas for Early Tactile Books

• Counting books
• “Baggie” books
• Shape books
• Experience books
• Texture and size books
• Books with braille labels and simple tactile graphics of familiar objects
• Positional and spatial concept books (such as below, above, between, etc.)

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Guide to Designing Tactile Illustrations for Children's Books

Flood the Chat #1

What is your favorite activity or resource for promoting early tactile skills?

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Hierarchy of Tactile Skills

• Real objects
• Object representations
• Graphic representations
• Solid embossed shapes
• Outlines of objects
• Raised lines (solid and broken)
• Symbols/letters

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Moving from Real Objects to More Abstract Representations

• Begin by using the whole object, then reduce it to an easily recognizable part, like a lid or a handle from a cup.
• Pair the object with its object symbol initially.
• Avoid miniature objects.

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Tactile Readiness Skills

• Language/vocabulary to describe what children are exploring and how graphics relate to real objects
• Positional and spatial concepts (above, below, top, bottom, left, right, between, etc.)
• Systematic exploration and basic scanning techniques
• Tactile discrimination of shapes, textures, and lines
• Track lines and trace around raised-line objects

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Understanding How Graphics Relate to Real Objects

• Ensure students must have background knowledge of the concept or object before introducing a tactile graphic.
• Understanding a tactile graphic requires that the child has a grasp of the abstract concept of the real thing.
• Create simple graphics with the student such as using a piece of faux fur cut in a circle for a cat or writing tally marks to represent an addition problem.
• At first, explain how the graphic relates to the actual object or problem.

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Building Positional and Spatial Concepts

• Due to limited incidental learning, students often require explicit instruction in order to build concepts.
• The term “positional” focuses on the relationship between the person and the location of an object. The term “spatial” is broader.
• Introduce/reinforce vocabulary related to concepts such as above, below, top, middle, bottom, left, right, up, down, between, and under.
• An iPad or other tablet can be used to reinforce spatial concepts.
• Play games to reinforce spatial concepts (such as move the doll to the right of the basket).

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Systematic Exploration and Basic Scanning Techniques

• It requires more time and instruction to efficiently explore and interpret pieces of information simultaneously with the hands.
• Encourage the student to begin by looking for a title.
• Different systematic exploration techniques can be used.
• Left to right with a pattern similar to reading.
• Begin at the upper left corner and move down. At the bottom, move slightly to the right, go back to the top, and then move down.
• Start in the middle and fan fingers outwards to find the edges and locate important information.

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Tactile Discrimination of Shapes

• Use age-appropriate, yet accurate, language to describe shape attributes.
• Sorting and matching shapes can reinforce tactile discrimination of shapes.
• The Nemeth Curriculum offers ideas for teaching Pre-Kindergarten to second grade shape concepts.
• When working with rectangles, use hand-under-hand technique to show the student what is meant by opposite sides if needed.
• Use self-talk when modeling how to read the graphic so students know what they should be silently thinking when they explore tactile graphics independently.
• When sorting rectangles and non-rectangles, do not include squares since a square is a special kind of rectangle.

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Tactile Discrimination of Textures

• Begin with textures that feel very different.
• Introduce vocabulary such as rough, smooth, and bumpy.
• Exploring different food textures can be fun. While exploring, discuss how the food feels.
• Create a texture book together with a child.
• In general, a single graphic should contain no more than 5 different textures. For young students, there should be no more than 3 textures.
• Actively moving your fingers across a surface may enhance tactile discrimination.

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Tracking Lines and Tracing Shapes

• Early tracking activities can often be completed within just a few minutes!
• The Nemeth Curriculum offers a variety of activities for tracking!
• The book, Beginning with Braille, by Anna Swenson is also a great resource.
• Keep an index finger stationary while the other fingers trace the outline of shapes.

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Mangold Braille Program

• Great resource from Exceptional Teaching
• Designed for beginning braille readers of all ages
• Targets the following skills:
• Rapid tracking of a variety of lines, including zigzag lines
• Tactile discrimination

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Flood the Chat #2 – What tactile skills are being reinforced with this activity?

Materials

• Foam stickers
• Craft sticks
• Flash cards labeled 1- 7

Steps

• Student shuffles flash cards
• Student draws a card and reads the numeral on the card
• Student uses stickers to “build” the train

If you add print numbers to the flash cards, your student can do the activity with a friend.

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Tactile Skills Matrix

• Alignment of American Printing House for the Blind (APH) products to tactile skills

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Teaching Touch Kit

• Great resource from APH
• Designed for children aged 4-7
• Targets the following skills:
• Tracking
• Searching
• Using symbols

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Early Tactile Learning Profile

• Free resource from the Texas School for the Blind and Visually Impaired
• Designed for children chronologically and/or developmentally functioning between the ages of birth to 5 years
• Includes instructional resources for teaching specific tactile concepts and skills

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Hands-on Materials and Manipulatives for Math

• Wikki Stix^®
• Tactile Five and Ten Frames from APH
• Didax
• Teddy Bear Counters
• Omnifix Cubes
• Base 10 Blocks
• Digi-Block Store
• Classic Block-of-100
• Power Block-of-100

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Beginning Tactile Production Skills

• Color inside raised lines/ mazes at a young age – APH, Wal-Mart, Tactile Vision Graphics, Therapro, MaxiAids, ViewPlus, and Amazon
• Trace inside stencils on a Draftsman Board, TactileDoodle, or inTACT Sketchpad.
• Place peel and stick textures/shapes onto paper to form pictures.
• Use magnetic shapes or those from the Wheatley board to make pictures on a magnetic sheet or Velcro board.
• Create pictures on the braillewriter or use manipulates.
• Graph using grid paper along with tactile dots.

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APH Math Kit Materials

• MathBuilders, Unit 6: Geometry Kit
• Blue Velcro Board and Diagramming Strips
• Plastic 2D and 3D Shapes
• Geometro Small Set
• Consumable Pack
• Picture Maker Wheatley Tactile Diagramming Kit
• Includes over 100 pieces in many shapes, sizes, textures, and colors
• Embossed Graph Sheets: 1-inch Squares, 10 x 10 Grid

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Nemeth Braille Code Curriculum

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Nemeth Braille Code Curriculum �(Pre-K through 2^nd Grade)

• Teaches students to read and write Nemeth Code within UEB Contexts
• Pre-K, kindergarten, first grade, and second grade materials
• Aligned with the Common Core State Standards (CCSS Initiative, 2010)
• Hands-on games and activities
• Includes teacher scripts, braille ready files for student worksheets, answer keys, data recording sheets, review activities, and assessments

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Kindergarten – �Rebuild a Hundreds Chart

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Place Value in Kindergarten – �Tens and Ones

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First Grade – Determine the Shape and Then Write the Missing Numbers

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More Curriculum Materials

• Templates for BINGO cards
• Connect Four Game Cards and Problem Sets
• Place Value Charts
• Templates for Five and Ten Frames

• Roll and Race Game Cards
• Shapes Activity
• Counting to 120 Chart
• Find the Path Activity
• Detailed directions for making a counting book with real objects

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Additional Resources

• Paths to Literacy
• Tactile Graphics Special Collection
• Texas School for the Blind and Visually Impaired
• Early Tactile Learning Profile
• Paths to Technology
• Tactile Graphics vs. Raised Line Drawings
• Math Melodies app: Young Students
• Tactile to Digital Part 1: Math Robot
• Tactile to Digital Part 2: Math Melodies

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Flood the Chat #3

What are your next steps? Perhaps it is to learn more about a resource or try a strategy discussed today with one of your students.

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Let’s hear from you! �Thank you for your kind attention.�Now, it’s time for questions…�

Or contact us at:

herzberg@uscupstate.edu

osterhauss@tsbvi.edu

sara.larkin@iaedb.org

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