The Challenge

Visual content is a primary way we learn about the world, but for the roughly 6% of Americans with some form of visual impairment, accessing this information can be a significant challenge. While technology like screen readers and audio descriptions can help, tactile graphics remain essential for conveying spatial information, complex diagrams, and visual representations of data.

However, there are several barriers to widespread tactile graphic accessibility:

• Limited Availability: Tactile graphics are often not readily available, especially for specialized topics like those related to the PUNCH mission.

• Literacy Development: Learning to interpret tactile graphics requires practice and access to a variety of materials, which are often lacking.

• Standardized Testing: Many standardized tests include visual components, putting BLV students at a disadvantage if they cannot effectively interpret tactile representations of these materials.

Our project aimed to address these challenges by creating and evaluating tactile graphics designed for the PUNCH mission, with a focus on ensuring they are accessible and effective for low-vision/blind learners.

Research & Methodology:

To ensure the accessibility of our tactile graphics, we used a multi-faceted approach:

• Literature Review: We reviewed research on tactile perception, accessibility guidelines for educational materials, and best practices for creating tactile graphics.

• Expert Consultation: We collaborated with an accessibility expert, a teacher of Teachers of Students with Visual Impairments (TVIs), who provided valuable insights into the needs and preferences of BLV learners.

• User Testing: We conducted user testing sessions with low-vision/blind students, observing their interactions with the tactile graphics and gathering feedback on their experiences.

We evaluated the tactile graphics based on these criteria:

• Braille Readability and Accuracy: Clarity and correctness of the braille.

• Contrast and Legibility: Ease of distinguishing different elements and textures.

• Consistency and Clarity of Labeling: Accuracy and uniformity of braille labels.

• Orientation and Positioning: Ease of determining the correct orientation.

Key Findings:

1. Braille Readability and Accuracy: Students struggled to read the braille because it was in an outdated format (EBAE and contracted braille). One student described the thermoformed braille as too "aggressive."

2. Contrast and Legibility: Students were able to understand that raised areas on the tactile graphic corresponded to brighter areas of the image.

3. Consistency and Clarity of Labeling: There were inconsistencies in capitalization in some of the braille labels (e.g., "chaco Canyon" instead of "Chaco Canyon").

4. Orientation and Positioning: Students had difficulty determining the orientation of the tactile graphics, even with the corner-cutting technique we implemented based on feedback from the TVI.

Recommendations

• Braille:

  • Convert all braille to UEB and uncontracted braille.

  • Embed print English words within the braille sections for low-vision students who can see print.

  • Consider using paper or a less intense thermoform method for the braille sections to reduce the "aggressive" feel.

• Tactile Images:

  • Make the orientation of the tactile graphics clearer. (Explore alternative methods to the corner-cutting technique.)

• Lesson Protocol:

  • Present color images alongside the tactile graphics for students with some vision.

  • Modify the lesson to provide clearer context and instructions, reducing the need for students to make subtle distinctions between images.

Reflection & Impact:

This project highlighted the importance of collaborative, user-centered design in creating accessible learning materials. We learned that:

• Diverse Perspectives are Essential: Involving team members with different backgrounds and expertise (including accessibility experts and users with visual impairments) led to more effective and inclusive design solutions.

• Accessibility is Iterative: The user testing process revealed areas for improvement that we might not have identified otherwise, emphasizing the need for ongoing evaluation and refinement.

• Small Details Matter: Even seemingly minor details, like braille format or label consistency, can significantly impact the user experience for BLV learners.

This research can inform the design of future tactile graphics for the PUNCH mission and other educational initiatives. By sharing our findings and recommendations, we hope to contribute to a more inclusive learning experience for all students.

Visuals: (Please provide me with some visuals to include, such as: photos of the tactile graphics, a before-and-after example of the braille with the recommended changes, a diagram of the corner-cutting technique)

Reflection & Impact

This project highlighted the importance of collaborative, user-centered design in creating accessible learning materials. We learned that:

• Diverse Perspectives are Essential: Involving team members with different backgrounds and expertise (including accessibility experts and users with visual impairments) led to more effective and inclusive design solutions.

• Accessibility is Iterative: The user testing process revealed areas for improvement that we might not have identified otherwise, emphasizing the need for ongoing evaluation and refinement.

• Small Details Matter: Even seemingly minor details, like braille format or label consistency, can significantly impact the user experience for BLV learners.

This research can inform the design of future tactile graphics for the PUNCH mission and other educational initiatives. By sharing our findings and recommendations, we hope to contribute to a more inclusive learning experience for all students.

Reflection & Impact:

This project deepened my understanding of the complexities of designing accessible learning materials, especially for users with visual impairments. I learned the importance of:

• Direct Observation and User Feedback: Conducting field tests and observing how users interacted with the tactile graphics in a real-world setting provided invaluable insights that I might not have gained through other research methods. The user feedback was crucial for identifying areas for improvement and ensuring the graphics were truly effective.

• Iterative Design and Collaboration: The iterative design process, with its cycles of testing and refinement, highlighted the importance of collaboration. Working closely with the team, including the graphic designer, accessibility expert, and educators, was essential for creating inclusive materials that met the needs of diverse learners.

• Attention to Detail: This project reinforced the importance of meticulous attention to detail in accessibility design. Seemingly small factors, such as braille format, label consistency, and tactile clarity, can significantly impact the user experience for BLV learners.

This research has implications beyond the PUNCH mission. By sharing our findings and recommendations, I hope to contribute to a broader understanding of accessible design principles and encourage the creation of more inclusive learning experiences for all students.