tactile and advanced computer graphics module 4 guidelines...

Tactile and Advanced Computer Graphics Module 4 Guidelines for Complex Tactile Graphics

PROFITT Curriculum Module # 4 – Guidelines for Complex Tactile Graphics

Graphic Design Module 4-1

Tactile and Advanced Computer Graphics Module 4

Guidelines for Complex Tactile Graphics

Summary

Goal(s): Transcribers-in-training will determine when a tactile graphic is considered complex, and the methods used to extract and section a print image for the creation of meaningful tactile graphics. SMART Objectives: Specific, Measurable, Achievable, Realistic, and Time-sensitive By the end of this module, students should be able to: GD4.1: Define a complex diagram and review print images to identify complex components. GD4.2: Master design principles and methods to break down complex diagrams into comprehensive and accessible sections. GD4.3: Identify specific types of complex diagrams and simplify complex diagrams into multiple components. GD4.4: Explain the significance and methods in transcribing graphics for early readers.

Instructor(s): Braille Instructor Tactile Graphics Instructor

Delivery Method(s): Lecture Experiential Activities Video Presentation

Length: 8 hours

Any Applicable Business and/or Soft Skills?

Corresponding LOC Lesson #

Take Away Message(s): Already, as a transcriber-in-training, you have mastered a collection of

tactile application skills, from collage to computer, and you have learned to analyze and

interpret print images within context to plan for tactile graphics. In this module, you will

advance your skills in interpretation a step further, which will allow you to implement

substantial modifications to images in order to create tactile graphics that would be far too

complex to render otherwise. The BANA Guidelines and Standards for Tactile Graphics are the



foundation for editing down involved print images, and you’ll explore these as a springboard for

representing meaningful information to your braille reader.

Instructor Preparation

Title of Module: Guidelines for Complex Tactile Graphics

The intent of this module is to provide a foundation in reviewing elaborate or unusual

print images for modification and creation of complex tactile diagrams. This module will

not only expose the transcriber-in-training to the types of complex graphics, but also

the methodology and some of the technically specific formatting rules with which to

begin design. Tactile graphic literacy and creation for early readers in also discussed

briefly, as the theory and interpretation behind transcription is complex, as well. As all

hands-on production skills have been acquired, this module exploits the most

complicated and involved ways in which to utilize those talents.

Agenda – topics to be covered in the module and length of each item

Topic: Tactile Graphics Time Allotted: 8 hours

A. What Makes a Graphic “Complex?” (1 hour)

B. Complex Diagrams in Context (2.5 hours)

C. Types of Complex Diagrams (3 hours)

D. Tactile Graphics for Early Readers (1.5 hours)

Materials & Supplies – items needed in order to carry out the agenda and classroom activities

1. Tactile samples

2. Pens, pencils, erasers, scissors

3. Braille paper (100#, 11.5 x 11)

4. Carbon paper

5. APH Tactile Graphics Kits (point equipment, line equipment, texture [pattern] plates,

rubber pad, ruler, slate and stylus, braille eraser)

6. Strips and sheets of plastic, cardstock, cloth, manila strips and plastic strips



7. Color code labels for layering

8. String in different varieties and grades (candlewick, yarn, twill, kite string, etc.)

9. Elmer’s glue, glue pen, glue tray

10. Glitter puff paint

11. Grid tape

12. Thermoform samples

13. Thermoform paper (Brailon)

14. Thermoform machine

15. Handouts: What province is Great Breton Island part of today? (4.A.1), Sources of

Pollution (4.B.1), Australia: Average Annual Rainfall (4.B.2), Parts of a Flower

(4.B.3), Step-by-Step Process: Circulatory System (4.C.1), Step-by-Step Process:

Southwest Asia (4.C.2), Bus Routes (4.C.3) Counting Symbols (4.D.1)

16. APH Webcast (27 mins), Techniques for Designing Meaningful Tactile Graphics

(4.A.2)

NOTE: Most of the collage items on the materials list can be found in your local arts and

crafts, hardware, office supply, or even drug store.

Classroom Preparation – steps to follow when setting up the learning environment

Set up APH webcast, Techniques for Designing Meaningful Tactile Graphics (27:32).

Set up workspace for hands-on training and individual exploration.

Set up thermoform machine for reproduction.

Have the BANA Guidelines and Standards for Tactile Graphics readily available.



Curriculum Content

A. What Makes a Diagram “Complex?” (1.5 hours)

Objective GD4.1: Define a complex diagram and review print images to identify complex

components.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

Review the beginning of Unit 7 of the BANA Guidelines and Standards for Tactile

Graphics, as this text will sufficiently inform the instructor of the content of this module.

Make copies of the handouts that follow the lesson for distribution at the ACTIVITY.

Thoroughly review handouts before instructing on each objective. Distribute the first

handout in each series for tactile graphic production. After the objective of the handout

has been completed, distribute the remainder of handouts in the series, which will

inform the transcribers-in-training of methodology in design and production. Each

ACTIVITY in this module is reproduced directly from BANA Guidelines and Standards

for Tactile Graphics, which provides further elaboration in some ways.

View the APH webcast, Techniques for Designing Meaningful Tactile Graphics

4.A.2). Determine talking points from the webcast that may be valuable review for this

module. Prepare webcast talking points and present to transcribers-in-training.

The following are potential introductory remarks as well as relevant context that may be

useful for the instructor:



What makes a diagram “complex?”

Already, as a transcriber-in-training, you have mastered a collection of tactile

application skills, from collage to computer, and you have learned to analyze and

interpret print images within context to plan for tactile graphics. In this module, you will

advance your skills in interpretation a step further, which will allow you to implement

substantial modifications to images in order to create tactile graphics that would be far

too complex to render otherwise. The BANA Guidelines and Standards for Tactile

Graphics are the foundation for editing down involved print images, and you’ll explore

these as a springboard for representing meaningful information to your braille reader.

According to Guidelines, a complex diagram is a tactile graphic that must undergo

extensive modifications to be meaningful for a braille reader. As discussed in Module 2,

creating a tactile graphic involves first determining the readers’ needs, even before any

interpretation around design and production. Complex tactile graphics must not only

address information required, but, like all graphics, must be rendered in a way that is

easily understood!

Often, complex tactile graphics must be modified simply because they are loaded with

information. For example, think of a map of Europe, with country boundaries and major

landforms. Perhaps for readability, labels of all landforms must be removed, and Europe

must be shown alongside a transcriber’s note and key that shows the meaning of each

point (city), line (boundary or river), or texture (land or water).

Maybe, if there is just too much clutter on the page, the map needs to be segmented

into regions, and so the graphic falls on a fold-out page or over multiple pages.

Or maybe, in regard to the information a reader needs to gain from the map, multiple

tactile graphics and a corresponding key are just too much to ever be useful! Perhaps

the graphics are cumbersome to navigate quickly and efficiently. The concept of multi-

modal learning was discussed in Module 2: a combination of transcription methods may

be more accessible and meaningful to a reader. Can the map be understood as a

description? Not easily. What about a simplified tactile graphic of the region,

accompanied by a detailed transcriber’s note with the information needed, and a key

listing identifying countries? In some cases, manipulatives, or three-dimensional

models, are required for a reader to understand concepts.

If we review the definition provided earlier, diagrams are not considered complex

because they contain many pieces, but if they require comprehensive edits to be clear

and informative. Correctly interpreting an image based on the reader’s level of



knowledge and need makes a diagram complex by nature. At the end of this module,

you will learn about creating tactile graphics for kindergarten through grade 3.

Diagrams for early readers are required to be especially formatted for the development

of tactile reading skills.

How would a transcriber-in-training begin to look at a traditionally complex diagram?

Module 2, beginning with Handout 2.A.1 “Decision Tree”, is a good start. Is the image

required? Or does it repeat textual information? Does the print image lend information

that will give the print reader an advantage over the braille reader? When the need for

a tactile graphic is established, you can begin to interpret the pieces. Unit 7 of the

BANA Guidelines and Standards for Tactile Graphics outlines the basic components of a

complex diagram.

Do you recall the rule of five? Use no more than five points, lines, or textures

within one tactile graphic. If there are more than five to identify within a print

image, it can be considered complex.

Braille labels can quickly overwhelm the areas of a tactile graphic. All points,

lines, and textures should be easy to locate. If too many braille labels impede

readability of anything within a tactile graphic, then modifications must be made.

If too much explanation is required for the tactile graphic to make sense, it is

complex. According to the BANA Guidelines and Standards for Tactile Graphics,

“diagrams should simplify concepts, not complicate them.”

Another point of complexity is three-dimensionality. Because it involves visual

perspective, this concept cannot be easily understood by reading a tactile

graphic.

Tactile graphics in which information is spread over a large area tend to be

complex because navigation of the page is difficult and time-consuming.

This short list is only a starting point. Throughout the following objectives, you will learn

methods for segmenting tactile graphics and explore specific examples of diagrams

which can generally be considered complex.

ACTIVITY: Distribute handouts, What province is Great Breton Island part of

today? (4.A.1)



B. Complex Diagrams in Context (2.5 hours)

Objective GD4.2: Master design principles and methods to break down complex

diagrams into comprehensive and accessible sections.


Instructor: Review Unit 5 of the BANA Guidelines and Standards for Tactile Graphics, as

this text will sufficiently inform the instructor of the content of this module. Make copies

of the handouts that follow the lesson for distribution at the ACTIVITY.








useful for the instructor. Print copies can be made and information can be read aloud

while transcribers-in-training follow along.



Complex Diagrams in Context

Now that the characteristics of complex diagrams have been defined, let’s review

formatting rules.

As discussed in Module 2, for prime readability and comprehension, a tactile graphic

should fall as near as possible to the corresponding braille text. Otherwise, it can be

transcribed at the end of a print page. If absolutely necessary, a tactile graphic can be

displaced from its original position in the print text, but transcriber’s notes are required

at the original position and at the new position, with the original print page number, to

indicate the change.

A tactile diagram is preceded and followed by a blank line, and may include some or all

of the following components, in order of appearance:

heading

caption

transcriber's note

key

graphic

source

For interpreting and rendering complex diagrams, the following editing techniques

should be considered to achieve clarity and readability:

simplification

elimination

consolidation

distortion

separation

Segmenting

Before making modifications, the BANA Guidelines and Standards for Tactile Graphics

reminds the transcriber-in-training that simple tactile graphics are as just as significant

as the more involved. A braille reader can navigate and understand complex graphics

much more effectively if he or she is exposed to concrete and straightforward graphics

to start.



Often when working on tactile graphics, a transcriber-in-training will realize that a print

image contains superfluous (extra and unnecessary) information. With complex

diagrams, even after paring down to what is required, the quantity of information to

present can seem unruly. As was mentioned already, it is possible to split diagrams into

multiple pages, but the ideal is to keep to one tactile graphic if at all possible. In order

to avoid splitting a tactile graphic, a tactilist can make formatting modifications to the

material, in the order listed below.

Move some information to previous page (for example, a caption or transcriber’s

note).

Delete one or more labels by writing a description in a transcriber's note.

Delete the repeated heading on the graphic page.

Make graphic smaller, if practical.

Delete blank line between "Key:" and the key listing.

Put the key listing into column form.

Reduce the space between the text and the graphic.

Delete running head unless required by production agency.

Generally, for complex diagrams, a transcriber-in-training should keep any feature in

the print image that may be looked at as a point of reference, although may not be

labeled. For example, including the country of Mexico on a map of Texas will orient the

braille reader to the state’s location in regard to Central America.

If you encounter a tactile graphic that contains more than five points, lines, or textures,

likely the image needs to be separated into several tactile graphics.

As already discussed, it’s imperative that a transcriber-in-training know the information

a tactile graphic is intended to convey. If you are unsure of what is needed, eliminating

information could be treacherous to the braille reader! On the other hand, in describing

or labeling pieces that seem unclear, be sure not to add information that will give the

braille reader an advantage or answer for material he or she is asked to determine. Use

skills in interpretation to examine the print image and determine if the reader needs to

extract data or make observations. If so, the image should be created as a tactile

graphic, but with care. If ever in doubt about what is necessary, a transcriber-in-

training should consult the agency with whom he or she is contracted; or, if working for

an independent braille reader, contact the teacher presenting the material.

For standardized tests, material cannot be modified without the consent of the client

administering the material. Tactile graphics should coincide with the test objectives. For



example, examiners often include "distractors" in a test question or graphic. These

features cannot be omitted or altered without the consent of the examiner.

The Transcriber’s Note

By now, you’ve probably learned something about the transcriber's note. A transcriber’s

note is a valuable indication of explanation, changes, or omissions to the braille content.

Notes should always be clear and concise, using appropriate language for the reading

level and like the surrounding content. Remember: describe, do not interpret, the

information in the image.

Following the BANA Guidelines and Standards for Tactile Graphics, the note is

transcribed in paragraph form, enclosed by transcriber’s notes symbols, and starts in

braille cell 7, with runover lines in cell 5 (for the remainder of this module, start

cells/runover cells will be listed in this format: 7/5). If a transcriber's note

accompanying a tactile graphic is seven words or less, it is enclosed in transcriber's

note symbols and included directly within the text. Sometimes the note is needed to

understand the tactile graphic. In this case, insert the transcriber's note before the

graphic.

Descriptions are often used in the place of tactile graphics. For example, a description

would be ideal in the case of a print illustration, for example, a flower with thorns and

yellow petals, which lends information to the print reader but cannot be easily

understood through touch. When a description or any type of explanation is substituted

for a tactile, the information must be inserted as a transcriber's note. The transcriber's

note symbol starts in cell 7 (7/5), then the label (“Picture”, “Map”, “Diagram”) and a

colon, followed by the explanation. The description should be as brief as is possible to

provide the information needed, and as mentioned already, the text should be

appropriate for the reader and within context. According to the Guidelines, unless

required by other braille formats, no blank line should be left before or after a

description or between a series of descriptions.

If print images are not needed to understand the text, they can be omitted. If a

transcriber-in-training plans to omit all images within a volume, a note should be

included on the Transcriber's Notes page within the preliminary pages. If a singular or

several images are omitted, a transcriber's note should be inserted at locations of

omission.



Review the following examples of transcriber’s notes from the Guidelines:

5.6.1.1 General facts, Example: "The following diagram shows ..."

5.6.1.2 Changes, Example: "This map is shown in three parts ..."

5.6.1.3 Omissions, Example: "Rivers are not shown."

You’ve probably seen thousands of captions on printed photographs or diagrams. For

the purpose of tactile graphics, a caption is considered to be any wording associated

with a print image or title of an image, and it is treated similarly to an explanation or

omission. A caption is preceded directly by the title or identifier (“Picture:”, “Map:”,

“Diagram:”) beginning in cell 7 (7/5). For a caption, transcriber's note symbols are not

required. Disregard typeface changes except when necessary for emphasis. Like

descriptions, do not leave a blank line before or after a caption or between captions in a

series unless required by other braille format rules. According to Guidelines, when a

description is needed in addition to the print caption, it must be inserted as a

transcriber's note and placed where most appropriate, before or after the caption.

ACTIVITY: Distribute handout, Sources of Pollution (4.B.1).

The Key The following is an overview of the information in Unit 5 of Guidelines. Refer

to the unit for specific formatting rules.

If after analyzing a print image you anticipate that a tactile graphic will become too

cluttered with labels, an appropriate symbol (point, line, or texture) can be assigned to

represent information in a print diagram. Each symbol should reflect the print diagram

and be suggestive of the item that it represents. For example, if we return to our

landform map of Europe, the Rhine River through Germany could be represented by a

piece of string, one more prominent that the lines of country borders. After symbols are

assigned to each significant piece of the image, a key listing should be devised.

The key listing is a guideline to allow easy identification of points, lines and textures,

and should be presented in the following order:

area textures

line textures

point symbols

alphabetic key

numeric key



Whenever possible, the key must appear on the same braille page with the tactile

graphic. If room does not allow, as a general rule, a key page should be placed on the

left-hand page, or facing page, so a braille reader can navigate both the key and the

tactile graphic, on the right, with ease. When a key is placed on a facing page, it should

follow the title of the graphic. The title of the graphic should be repeated on the tactile

graphic.

If reference or transcriber’s note contains additional information and is followed by a

key, the tactile graphic must always follow that information. The exception to this rule

is if the key goes continues multiple pages. In that case, the graphic should be placed

at the left, and the key pages should start facing on the right.

Insert a key as a transcriber's note below the graphic title. The listing should start with

a transcriber's note symbol in cell 7, followed by the word "Key:" Because a key can be

part of a transcriber’s note already in progress, sometimes an opening transcriber’s note

symbol will be unnecessary. According to Guidelines, the key is considered a

transcriber’s note because the symbols are merely representative of the print image,

and not an exact copy (which is not possible!).

A blank line should separate "Key:" and the first symbol, and follow the list of symbols,

unless the blank line causes the key to fall onto an additional page. Take care when

displaying symbols in your key listing. The point, line, or texture you select for each

item in the print image should match exactly from key listing to tactile graphic. No blank

line is required between different types of symbols unless the symbol takes up more

vertical space than one braille line. The key can take on logical order, perhaps grouping

by areas, lines, and points. Symbols in each group should be listed from most to least

significant. Or, if a logical order is indeterminate, list the symbols alphabetically.

Numbered keys should be placed in numeric order.

Close the key with a closing transcriber’s note symbol after the last symbol entry. To

conserve space, you may also create columns of the key listing. “Key:” should be

changed to “Key in 2 columns:”. For alphabetical entries, the order should flow down

the first column and continue at the top of the second.

In any explanation, follow the capitalization of the print. For example, if our map of

Europe was named “EUROPE”, all capital letters, within a caption, it would then be fully

capitalized in the braille explanation. Map keys are explained more extensively later in

the module. Keys for complex graphics that are presented in multiple parts require



additional keying techniques. Refer to Units 5 and 7 in Guidelines for instructions on

keying in entirety.

Points, Lines, and Textures

Utilizing points, lines, and textures is essential when the locations of other keys or

labels on a tactile graphic are unclear or unreadable. The following are the major

formatting rules around keying points, lines and textures:

Points

1/4 inch

centered within cells 1 to 4 (on cells 2 and 3)

top edge aligned with dots 1,4 of the description

description in cells 6/8

Lines

1 inch long from left to right

start in cell 1



Textures

1 inch long from left to right, 1/2 inch from top to bottom

start in cell 1



Note: The size of the area texture symbol requires two braille lines.

ACTIVITY: Distribute handout, Australia: Average Rainfall (4.B.2).

Alphabetic and Numeric Keys

Let’s take a brief look at using alphabetic and numeric keys. To explore keying

techniques at length, review Section 8 of Unit 5.

According to Guidelines, generally, “choosing alphabetic keys over numeric keys give

the reader a better sense of what the label represents. Two-cell or three-cell keys



usually start with the first letter of the word, which may help the reader identify the

keyed information. Numeric keys may be better when they stand for information that is

sequential or part of a process.” Appendix C of Guidelines contains ISO abbreviations

for countries, provinces, and states.

either 2-cell or 3-cell symbols

start in cell 1

followed by one blank cell

description starts one cell to the right of blank (cell 4 or 5)

runovers in cell 3 (4/3, 5/3)

Labels

Keying is not always necessary! Labels, if space permits, are more useful to a braille

reader than keyed items because they reduce the amount of time needed to discern

objects on a tactile graphic.

Labels are ALWAYS placed horizontally on the tactile graphic. The best method for

application of labels is to emboss the tactile graphic directly, because self-adhesive

labels tend to fall off easily, or melt during thermoforming. Paper labels glued on the

master should be avoided, except when differentiating a texture, because a box

appears around the label after thermoforming, and may be confusing to a braille

reader.

According to Guidelines, wherever you can, labels must be spelled out in full within an

area, although a combination of spelled-out words and alphabetic key symbols may be

used. Follow the print format where possible; exceptions may be made if space is

limited. Include a letter sign with any uncapitalized letter. For example, the letter sign

would not be used for ”N” (north) on a compass.

Lead lines can connect labels to small areas, lines, or point symbols. A label must be

1/8 inch -1/4 inch from the component to which it belongs. Labels for measurement

lines are transcribed beside the line, leaving the line unbroken. When a label needs to

be split between two braille lines, the runover should be left justified, not indented.

If you can’t label, key!

ACTIVITY: Distribute handout, Parts of a Flower (4.B.3).



Running Headers and Page Numbering

Running headers and page numbering are discussed at length in Unit 5, but often the

style of these components within a tactile graphic varies from agency to agency, or

reader to reader. If a transcriber-in-training is required to use a book title as a running

head, it must appear on the first line of every tactile graphic page and key page.

Page numbering is dependent also on the format of the pages of the book. Interpoint

means that there is braille text on both sides of one sheet (a standard format). Single-

sided means braille text falls on only the front of a sheet (often used in texts for early

braille readers).

Graphic Symbols Page

As you know from your braille studies, a Special Symbols page within the preliminary

information provides a list of uncommonly used braille symbols (for example, a

copyright or trademark symbol). In the same way, graphic symbols that are consistently

and repeatedly used on diagrams must be listed on the Graphic Symbols page. This will

significantly reduce the amount of keying contained within a volume.

Points, lines, and textures, or alphabetic key symbols (including ISO symbols) that

appear frequently can be placed on the Graphic Symbols page. If a symbol appears only

a few times, it should be placed within a key. It is absolutely critical that all points,

lines, textures, and symbols placed on the Graphic Symbols Page have only one

meaning throughout the volume!

The format of Graphic Symbols page is somewhat similar to the Special Symbols page.

Include a note on the Transcriber's Notes indicating the existence of the Graphic

Symbols page. The following sample language is provided by Guidelines:

Graphic symbols that are used throughout this volume are shown on the Graphic

Symbols page, braille page p__.

Symbols may be sectioned into categories, and a heading for each category must be

formatted as a cell-5 heading with initial capitals above corresponding symbols. Use the

formatting for keys to place the points, lines, and textures on the Graphic Symbols

page.



Like the Special Symbols page, “GRAPHIC SYMBOLS USED IN THIS VOLUME” should be

a centered heading. When the graphic symbols fall onto multiple pages, following pages

also have a centered heading: “GRAPHIC SYMBOLS (cont.)”. No blank line is needed to

follow this repeated heading unless a category heading immediately follows.

(BANA Guidelines and Standards for Tactile Graphics)

Tactile Graphic Supplements

As you have learned, often the best way to transcribe tactile graphics is directly within

content, which ensures easy navigation of the material, as well as the fact that the

content of the tactile graphic is supported by the rest of the braille text. However, in

some cases, a Tactile Graphics Supplement may be produced. A supplement is only

appropriate if:

the braille text is electronic format (e-text) or audio



materials or testing are presented online

tactile graphics are designed and produced by sources other than the braille

transcriber

the graphics are already grouped in the text (for example, an atlas section or an

appendix of illustrations)

However, supplements should not be used if:

the material is for early readers (kindergarten through grade 3).

standardized testing materials are in hard-copy braille (except for reference and

formula sheets).

the concepts the tactile graphics describe are particularly difficult to grasp

transcribing mathematical materials.

In the last two instances, the material should not be separated from its meaning. As

with all transcription, a transcriber-in-training must always keep the braille reader at the

front of the mind; what makes sense from case to case? Tactile literacy is a skill, and

some readers may be at loss if the tactile graphics are divided from the supporting

content.

Remember: Tactile Graphics Supplements are NEVER used as independent volumes, but

in combination with other materials to provide meaning within context.

ACTIVITY: Ask transcribers-in-training to review the following terms:

Interpoint: braille text on both sides of one sheet (a standard format).

Single-sided: braille text falls on only the front of a sheet (often used in texts for early

braille readers).



C. Types of complex diagrams. (3 hours)

Objective GD4.3: Identify specific types of complex diagrams and simplify complex

diagrams into multiple components.


Instructor: Review Units 6 and 7 of the BANA Guidelines and Standards for Tactile

Graphics as this will sufficiently inform the instructor of the content of this module.

Make copies of the handouts that follow the lesson for distribution at the ACTIVITY.












Types of Complex Diagrams

As you have learned, there are specialized methods with which to explore and approach

complex tactile graphics. In the following pages, you will be exposed to the subject

matter in which complex diagrams are most prevalent, and then, using the skills

acquired in the last objective, you will investigate a series of print images and then

recommend solutions to render them as tactile graphics.

Mathematic and Scientific Diagrams

Unit 6 of the BANA Guidelines and Standards for Tactile Graphics delves extensively into

the formatting and transcription of many common diagrams. The Nemeth Braille Code

for Mathematics and Science Notation, 1972 Revision should be used when transcribing

mathematical and technical scientific material. Because they are not necessarily

complex, this module does not explore these diagrams at length. They are listed below.

Science Diagrams

According to Guidelines, color may have some significance in context, but it may be

unnecessary to produce tactually. For example, regarding light spectrum, “the

knowledge of the placement of color is significant in understanding the concept being

taught. The color names are inserted beside the pertinent wavelength rather than

provided as a texture.”

Concepts within biology tend are by nature complicated, and describing the images in a

tactile way is quite difficult. As a transcriber-in-training, you will need to employ a

variety of methods to create an clear, understandable, and informative tactile graphic.

As was mentioned before, some subjects are better understood when presented in the

Clocks Thermometers

Digital Clocks Measurement Tools

Spinners Two-Dimensional and

Circle Graphs Three-Dimensional Drawings

Money Venn Diagrams

Line Formations Tessellations

Line or Dot Plots Stem and Leaf Plots

Graphs Orthographic Drawings

Pictographs Ancient Numeration Systems

Counting Symbols Chemistry



form of three-dimensional models, manipulatives, or in cooperation with tactile

diagrams.

ACTIVITY: Distribute handout, Step-by-Step Process: Circulatory System

(4.C.2).

Social Studies

As you may have already guessed, maps are the primary culprits for many complex

diagrams. Guidelines suggest a number of things to keep in mind when creating tactile

graphic maps. “Distinguishing land from water makes these areas more recognizable to

the reader. If water is shown in print, a subtle background texture may be used, and

the texture should be consistent”

In addition, scale, just like on a print map, represents measureable real distance on

tactile graphics. When scale is needed for interpretation, the measurement scale and

the scale of the map should be the exact same degree. If space on the tactile graphic

does not allow for the scale, it may be placed at the end of the key (left-hand page).

When tactile graphic have more than one key page (right-hand pages), the scale may

be placed before the beginning of the key. If the reader does not need to measure

distances, the scale can be omitted.

A word on creating keys in tactile maps: if a print image presents the word "Legend," it

should be replaced with "Key". If the reader is learning map concepts, a transcriber's

note must be inserted to explain the use of the word "key" rather than "legend."

According to Guidelines, “if this replacement is made throughout the volume or

throughout an entire transcription, it should be explained on the transcriber's notes

page. Sample transcriber’s note: "In braille, the word 'key' replaces the print word

'legend.'"”

Also, if the print image displays a key or legend, the symbols of the print should be

incorporated into the braille key listing.

Inclusion of a compass is entirely dependent on context, and if the reader needs to

orient the page or locate the compass, in which case it would be transcribed. Direction

of the compass rose arrows must correspond to longitude and latitude of the map. The

rose should be simplified and placed consistently in the top left corner of the page. As

mentioned previously, the “N” for north does not require a letter sign.



If direction is not referred to in the map, omit the compass rose. Include a statement,

either before the graphic or on the Transcriber’s Notes page: Sample transcriber’s note

for 7.6.3.3: ″Unless otherwise instructed, the top of the page is always considered

north.″ If orientation of a page has been changed, and the top of the tactile graphic is

not North, a simple north arrow (labeled N) must be included as a point of reference.

ACTIVITY: Distribute handout, Step-by-Step Process: Southwest Asia (4.C.2).

Charts and Graphic Organizers

According to Guidelines, information presented in pie charts, bar graphs, webs, network

tree, Venn diagrams, cycle maps, be created as graphics because a reader must identify

relationships between items. Presented as a list, items can be cumbersome to identify

and compare.

Organizational charts, schematic drawings, and flowcharts are graphic representations

of the steps of procedures, rank, or relationships. An organizational chart is a diagram

of the hierarchical structure of an organization. Organizational charts are easily read as

a single tactile graphic, but a fold-out page or facing pages are acceptable.

A key can be utilized to fit a chart onto one tactile graphic. Lines should differ between

labeled segments and lines between. Labels should be transcribed inside the boxes or

circles.

Extensive information and formatting rules around schematic drawings, graphic

organizers, and flowcharts are described at length in Unit 7 of BANA Guidelines and

Standards for Tactile Graphics.

ACTIVITY: Distribute handout, Bus Routes (4.C.3).



D. Tactile Graphics for Early Readers (1.5 hours)

Objective GD4.4: Explain the significance and methods in transcribing graphics for early

readers.


Instructor: Review Unit 11 of the BANA Guidelines and Standards for Tactile Graphics as

this text will sufficiently inform the instructor of the content of this module. Make copies

of the handouts that follow the lesson for distribution at the ACTIVITY.












Tactile Graphics for Early Readers

Remember that old saying, “a picture is worth a thousand words”? Throughout these

modules, you have learned that much of the information we are required to know is

visual in nature. Visual appeal is nowhere more apparent than in material for early

readers. Because early readers are still developing cognitive skills to take in new

concepts, pictures are much more easily understood than words.

Graphics for early readers may not seem complex in nature, but the interpretation of

images for little hands and fingers, which are just beginning to explore the world, is

quite difficult. In this module, “early readers” refers to kindergarten through grade 3. As

you have already learned, like anything else, reading tactile graphics is skill that must

be taught. With an early reader, whose tactile skills are just developing, at best,

uncomplicated and clean graphics are extremely important. One busy tactile graphic will

cause confusion and frustration because it is too difficult to understand. In addition,

braille text description beyond labels is useless, as a developing mind cannot process or

retain as much information as that of a more advanced reader.

Not only are tactile graphics required to develop skills in younger ages, but also to keep

learning minds interested! As a transcriber-in-training, you must learn to keep tactile

graphics simple but also keep them fun! For example, puzzles like connect the dots, or

pattern sequences should be included because early readers enjoy solving them.

Much of the material referenced for the transcription of tactile graphics for early readers

is based on Promising Practices for Transcribing Early Literacy Textbooks, developed by

the BANA Early Literacy Materials Production Committee (ELMP). Promising Practices

outlines transcription for a variety of examples in tactile graphic literacy for

kindergarten through grade 3. The following pages of this module are based on the

general guidelines provided by Promising Practices and are elaborated upon by the

BANA Guidelines and Standards for Tactile Graphics.

Design Principles

With tactile graphics for kindergarten through grade 3, transcribers-in-training must

take simplification to the extreme. At the foundation, tactile graphics for early grades

should consist of uncomplicated textures and clean, strong lines. Very basic shapes can

be read easily, and solid shapes are always preferable to outlined shapes. If using

textures, the rule of five changes to the rule of three: no more than three distinct

points, lines, and textures within a diagram. The elevation of graphic complexity should



correlate to the elevation of skills. By grade 3, elementary maps and clean grids should

be readable.

Another consideration for a tactile graphic for an early reader is the size of the reader's

hands. For example, from Guidelines: “A clock face with a 2-1/2 inch (6.25 centimeter)

diameter will be easier to explore than an 8 inch (20 centimeter) drawing.” If there is

only a few inches within which to navigate, an early reader will find the entire clock face

without needing to search the page.

According to Guidelines, use simple shapes to represent more complicated images

within activities. For example:

items to be counted or grouped (butterflies, rabbits, etc.)

items showing size comparison (big or little)

pictures presented to identify same and different

items in activities of classification (i.e., circle all the things you can wear; draw a

line under all the animals)


Do not use braille dot graphics, for example, full cells, letter representations, etc. to

represent shapes, which should always be transcribed as tactile graphics.



To increase the likelihood of understanding, tactile graphics for early readers should

include full labels whenever possible. For example, if colors of objects are important to

an item, simplify the shape of the object and transcribe the color name within the

shape. For kindergarten and grade 1, always use full words. For readers in grades 2

and 3, if space does not allow, use a two-cell keyed alphabetic symbol inside a simple

shape to identify similar items shown in different colors.

According to Guidelines, when colored symbols are used in print graphics,

uncomplicated textures in basic shapes should represent differences in color. A color

symbol must be keyed (e.g., smooth = red, texture = blue). Review Unit 5 of

Guidelines for further rules around utilizing alphabetic and numeric keys.

Unit 11 of Guidelines explores symbols are used for pictographs, counting symbols,

number lines, etc. If assigned a counting task and not a literacy task, braille symbols

such as "fl" for flower should not be used; instead, use a raised circle, triangle, or other

tactile symbol.

See Unit 6, Mathematical and Scientific Diagrams, for information on Coins, Number

Lines, Picture Objects, Counting Blocks and Spatial Arrangements in regard to specific

formatting for early readers.

Obviously, the use of contracted or uncontracted braille should be appropriate to the

reading level and should be consistent with the surrounding braille text.

NOTE: The transcriber’s note “Ask” or “Ask your teacher for help” is included before

each graphic, as a student could need further help to understand each tactile graphic.

Omissions

Generally, because of the visual nature of material for early readers, there are quite a

few instances in which tactile graphics are not appropriate. They are as follows:

Items that require a reader to identify the content of a picture or drawing, or rely

on visual discrimination or perception.

Three-dimensional images. Three-dimensional perception is too complex for early

readers, and images of this sort should be displayed as simple two-dimensional

shapes or outline tactile graphics.

Content in which a reader must match pictures to sounds, letters, words, or

sentences (for example, phonics activities that ask the student to circle all of the

pictures starting with "b").



Items in which the reader is required to draw.

Picture story lines, as in picture books.

Handwriting exercises.

Many activities will not be clear or important to a braille reader. In these instances,

alternative activities should be provided by the person instructing the content, not the

transcriber or tactilist.

Teacher Reference Materials

As discussed, an early reader must rely on the teacher for support in understanding

content. Tactile literacy is an acquired skill and a slow process, which will be helped

along by the teacher as a resource. We just discussed using “Ask” or “Ask the Teacher”

with tactile graphics. In these instances, and in the case of transcriber’s notes (which

should be used infrequently in transcription for early readers), a transcriber-in-training

must provide print reference pages titled "Teacher Reference Materials", which are

inserted into each volume. A print copy of the “Title”, “Special Symbols”, and

“Transcriber's Notes” pages should be included, in addition to all transcriber's notes

found in that volume, designated with a print page number and the full text of each

note.

ACTIVITY: Distribute handout, Counting Symbols (4.D.1).



Tactile and Advanced Computer Graphics Module 4 Guidelines for Complex Tactile Graphics Handouts



What province is Great Breton Island part of today? (4.A.1a)


Is this a complex graphic? Use your Decision Tree (2.A.1) to determine if a tactile

graphic is needed. Analyze the pieces of the print image. What is needed to understand

this graphic? How would you represent the parts?



What province is Great Breton Island part of today? (4.A.1b)


This print graphic may be represented by a heading, the caption, a key incorporating

the print legend, and the graphic. These elements may all fit on one braille page.

Because the caption does not convey the meaning of the map, you may want to add a

transcriber-assigned heading. To do this accurately, the understanding of the subject

matter is crucial. For instance, the actual heading used in print textbook for this map is

"Acadia, 1713".



Sources of Pollution (4.B.1a)

Create a transcriber’s note for the following print image.




Sources of Pollution (4.B.1b)


Notice the use of label "Picture:" with transcriber's note, the placement of figure caption

in relation to transcriber's note, and the use of present tense in transcriber's note, no

interpretation, wording from surrounding text.



Australia: Average Annual Rainfall (4.B.2a)

Create a simplified tactile graphic with the following print image as indicated by the

transcriber’s note. Compare the designed tactile graphic with your own.




Australia: Average Annual Rainfall (4.B.2b)




Australia: Average Annual Rainfall (4.B.2c)

implementation of key on facing page

non-texturing of bodies of water, limiting number of area textures to five; main

focus of map is on levels of rainfall, not surrounding water

use of a variety of textures

complex graphic simplified

simplification of shorelines

omission of political boundaries explained in transcriber's note

consolidation of information in key: 12 print ranges combined into five textured

areas

placement of title on key page, repetition of title on further tactile graphic pages

without a blank line before

incorporation of print legend into key listing

placement of transcriber's note symbol before the transcriber's note starts and

after the last symbol in the key

key explanation starts in cell 6

runover of labeled information on the graphic left justified and not indented



Parts of a Flower (4.B.3a)






Parts of a Flower (4.B.3b)


use of blank space around lead lines going through textures

use of a variety of textures without a key to show print shading and to separate

parts

use of lead lines, 1/8 inch from label and touching specific part leading up to

item and leading across areas

simplification of flower (petals, filaments, and anthers) to allow room for braille

labeling with lead line

slight distortion of ovary to allow for clearer labeling, no effect on content

order of information on page: figure caption with number, transcriber’s note,

tactile graphic

use of transcriber's note to include information shown in square brackets in print



Step-by-Step Process (4.C.1a)

Circulatory System


transcriber’s note. Then, using the step-by-step process provided, compare your tactile

graphic to the sample provided.




Step-by-Step Process (4.C.1b)

Circulatory System




Step-by-Step Process (4.C.1c)

Circulatory System


implementation of key on facing page

placement of labels without lead lines

implementation of overview technique

explanation of presentation in transcriber's note

division of print graphic into two sections, shown by added dashed line, repeated

in each section

addition of centered headings to clarify section presentation (Overview, Upper

Body, Lower Limbs)

use of dashed line as point of reference on all tactile graphics

non-use of the word "cont." with repeated title

format of repeated headings and blank lines

use of alphabetic key listing

placement of transcriber's note symbol before the transcriber's note starts and

after the last symbol in the key

placement and dimensions of area and line symbols in key listing

addition of label added to clarify presentation (head)



Step-by-Step Process (4.C.1d)

Circulatory System

When rendered tactually, this print illustration of the human circulatory system is an

example of a complex tactile graphic because it has a large amount of detail that has to

be shown. There is very little simplification, consolidation, or elimination that can be

applied when designing the tactile. One tactile page is insufficient to display everything

clearly, therefore the diagram, including the key, has to be shown over six pages.

1. After employing the decision tree process, a decision was made that it is appropriate

to create a tactile graphic of this illustration.

2. What information will be conveyed?

The purpose is to show the heart, arteries and veins.

3. Simplify the drawing. Consider:

Can any of the parts be eliminated in the tactile representation?

No. Everything shown in print needs to be included.

Can some parts be described in a transcriber's note or labeled differently?

The head has none of the common facial features in the tactile graphic and has

simply been labeled as ″head.″

Will the graphic be separated into more than one section?

The image cannot be shown as one tactile diagram because it would be too

cluttered with labels. The illustration is divided into two parts with an overview

diagram to show the complete picture and to show the reader where the

diagram is separated into the upper body and the lower limbs. This format has

been explained in the following transcriber's note.

Sample transcriber’s note: The following three diagrams show the main blood vessels of

the human circulatory system. The first diagram is an overview. A dashed line indicates

the point of separation in diagrams two and three. The second diagram is the upper

body, and the third diagram is the lower limbs.

Does the graphic need to be enlarged?



Step-by-Step Process (4.C.1e)

Circulatory System

The diagram is enlarged to the maximum available space so that all the blood

vessels can be clearly shown. As can be seen on the overview, there is not

enough room to label every blood vessel when there is only one tactile diagram.

4. Identify components to be included in the graphic.

Will the print labels fit in the available space or will a key be required?

A key is required for each section due to the number of labels and their length.

What keying technique will be used?

An alphabetic key is placed on the page facing the tactile graphic.

The texture keys that apply to all tactile graphic pages are shown only on the

Overview diagram.

Although the labels for a few blood vessels could have been spelled out on the

diagram, for consistency, all of them have been keyed.

The division line serves as a point of reference to aid in locating the parts of the

diagram.

5. Which production method or medium will be used?

A good contrast between line styles is important because the veins and arteries

run very close to each other. Hard copy collage or tooling production for vacuum

form duplication can produce a better contrast between line styles. When other

methods are used, care must be taken so that the line styles are tactually

distinct.

6. Possible modifications:

In order for this diagram to be clear, three parts are required. No modifications

are possible because the reader needs all the information shown in the print

diagram.



Step-by-Step Process (4.C.2a)

Southwest Asia


transcriber’s note. Then, using the step-by-step process provided, compare your tactile

graphic to the sample provided.




Step-by-Step Process (4.C.2b)

Southwest Asia




Step-by-Step Process (4.C.2c)

Southwest Asia




Step-by-Step Process (4.C.2d)

Southwest Asia




Step-by-Step Process (4.C.2e)

Southwest Asia


use of blank space and distinctness of side-by-side area textures

use of blank space behind and around labels and line textures

use of varying heights and textures of lines (political boundaries, Tropic of

Cancer)

placement of labels without lead lines

omission of material: extended areas of surrounding countries, projection

information, scale, longitudinal lines, latitudinal lines

consolidation of information in key: small countries omitted on map listed with

closest neighboring country

separation of complex map into layers: political, land use, resources

use of point of reference (Tropic of Cancer)

placement of indented headings above two columns of key listings

non-use of “cont.” with title on second page of graphic

format of repeated heading and the word "Key:" (blank line)

incorporation of print legend into key listing

use of area, line, and point symbols in key listing, starting position of

explanations

order of key listing

use of alphabetic key listing, International Organization for Standardization

abbreviations for country names



Step-by-Step Process (4.C.2f)

Southwest Asia

use of two columns for key listing

designation of print and braille page numbering on every page, including the

ones that are blank

order of pages for multiple key pages and tactile graphic

omission of directional north arrow

This example shows one of the ways to design a very complex graphic. Understanding

the context in which this diagram is used, the tactile graphics designer will realize that

the reader is being shown how "Special-Purpose" maps use colors and symbols to

display information that is spatially distributed over specific areas. In order to convey

this in tactile form, the information in the print diagram needs to be divided into

separate layers because of the large amount of detail that is being shown. Only the

essential information needs to be included, as shown in this example.

1. After employing the decision tree process, a decision was made that it is appropriate

to create a tactile graphic.

2. What information will be conveyed?

Read the surrounding text, caption, and labels to determine the purpose of the

print graphic. The map is an example of a "Special-Purpose Map" designed to

"show the distribution of particular activities, resources, or products in a given

area." No description can show the distribution more succinctly than a clear,

well-planned diagram.

3. Simplify the drawing. Consider:

Can any of the parts be eliminated in the tactile representation?

Yes. Information that does not directly affect the purpose of the map has been

omitted. These items are:

o the inset scale

o the Lambert Azimuthal Equal-Area projection label

o political boundaries of the countries in Europe, Africa and the rest of Asia

o north arrow

o lines of latitude and longitude other than the Tropic of Cancer



Step-by-Step Process (4.C.2g)

Southwest Asia

Can some parts be described in a transcriber's note or labeled differently?

The diagram is presented with the following transcriber's note placed before the

first map: “This map is divided into three parts (political, land use, and

resources) and shown over six maps. The first part is a political map of

Southwest Asia. The second part, land use, is divided into two maps, and the

third part, which shows the distribution of resources, is divided into three maps.

Countries that are too small to key are: ISRAEL (west of JORDAN), LEBANON

(west of SYRIA), KUWAIT (southeast of IRAQ) and in the Persian Gulf is QATAR

and the island state of BAHRAIN. Each map is shown on a left-hand page

followed by its key on the right-hand page(s).”

Depending on the content that needs to be presented, another option would be

to present the smaller countries as an inset map.

The rest of Asia, Africa and Europe (eu) are spelled out or keyed on the diagram

to serve only as reference points. Note that Europe is not labeled on the original

map but here it serves as a point of reference for the reader.

Will the graphic be divided into more than one section?

Because of the large amount of information shown on this particular map, more

than one map will be required. This map is presented as six separate maps.

o Map 1 is a political map of the area showing only the location of the area

that is being studied. It will serve as a reference map of the area so that

the reader can determine the location of the rest of the information that

will be shown on the subsequent maps.

o Maps 2 and 3 show areas of land use. One map cannot successfully show

all land use areas without becoming too cluttered and confusing.

o Maps 4 to 6 show the distribution of natural resources.

o Countries that are too small to key are named in the transcriber's note.

Does the graphic need to be enlarged?

The map is enlarged to the maximum available space to avoid clutter because

many of the items appear in crowded clusters. These cannot be altered on the

tactile map because the express purpose is to show this distribution.

4. Identify components to be included in the graphic.



Step-by-Step Process (4.C.2h)

Southwest Asia

Will the print labels fit in the available space or will a key be required?

A key is required for each map due to the number of labels and their length.

What keying technique will be used?

A combination of area textures and alphabetic keys on a page facing the tactile

graphic will be used.

On Map 1 (political), most country names are keyed. Even though Iran, Iraq, and

Saudi Arabia can be spelled out on the diagram, their location is shown with a

key. This option was chosen so that their location can be shown consistently as

keys in Maps 4, 5, and 6 where there is less room to spell out their names.

The Tropic of Cancer is shown on all the maps as a reference point. All other

lines of longitude and latitude are omitted because including them would likely

result in information-overload and too much clutter.

The point symbols shown here are deliberately designed as distinctive graphic

symbols rather than braille keys. This was done in order to stay true to the

purpose of this special-purpose map, in which the distribution of the ″symbols″

shows where the various economic activities occur.

Alphabetic keys are used for the resources that are spelled out on the map

(barley, cotton, camels, coffee, dates, sheep and wheat). There is not enough

room to write these on the tactile versions.

The key listing for the first map (political) will take more than one page. As a

result, all tactile maps will be placed on subsequent left-hand pages with the key

page placed on the right-hand pages. (See Unit 5, Braille Formats for Tactile

Graphics, 5.12.)

• Political boundaries on the land-use map are omitted because they would be

lost among the textured areas.

• On the microcapsule medium, the main area has a heavier outline to separate

it from the rest of the surrounding land. If using vacuum form medium, the main

area that is being studied should be raised.

• Only the political boundaries of Southwest Asian countries are shown on Map 1

(political map).

• The rest of Asia, Africa, and Europe (eu) are placed on a lower level and are

spelled out or keyed on the diagram to serve as reference points only.



Step-by-Step Process (4.C.2i)

Southwest Asia

Other areas that are included on all of the maps are: Mediterranean Sea (med),

Red Sea (red), Persian Gulf (per), Gulf of Oman (go), Gulf of Aden (gu), and the

Indian Ocean, Black Sea (bl) and Caspian Sea (cs). This peripheral information

serves as valuable reference information for the reader to explore the distribution

of the important information on the map.

5. Which production method will be used?

Hard copy collage, tooling production for vacuum-form duplication or digital master

production for microcapsule paper development may be used.



Bus Routes (4.C.3a)






Bus Routes (4.C.3b)


use of different textures for crossed lines, no blank space required

use of blank space around plotted points

use of facing pages for key and tactile graphic

use of different textures for circled routes and terminals

use of open arrowheads on arrows

use of indented headings for lists

use of transcriber's note indicating omission of number sign on bus routes and

terminals

incorporation of print key into tactile graphic key listing

use of line and point symbols in key listing

capitalization in the key listing follows capitalization in the print graphic

use of alphabetic key listing

use of runovers in key listings, indented 2 cells to the right of the line above

use of two columns for key listings, to fit on one page

omission of capitals on some labels to allow use of full words rather than using a

key



Counting Symbols (4.D.1a)






Counting Symbols (4.D.1b)




Counting Symbols (4.D.1c)

use of open squares big enough to include a possible braille answer

use of double-spaced format for first grade material

omission of print image outlines

spatial format of individual symbols and groups of symbols

use of solid squares used for shapes

substitution of simple shapes—not full braille cells—for complex print shapes for

kindergarten to third grade materials

simplification of three-dimensional figures to two-dimensional figures, for young

readers

tactile and advanced computer graphics module 4 guidelines...

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