Creating tactile graphics in school settings: A survey of training experience, competence, challenges, and future support needs

This study investigated training experience, self-reported competence, challenges, and future support needs of Teachers of Students With Visual Impairments (TVIs) in creating tactile graphics. The researchers developed an online survey to gain information about what training the teachers previously experienced, how competent they perceived in tactile graphic creation skills, and their challenges and support needs. Almost half of the participants had no training experience in creating tactile graphics. Participants with training responded that attending conference or workshop sessions and searching online resources were relatively more helpful. The participants with more than 3 days of training experiences self-rated their competencies than those with less training. As a lack of time and resources was identified as challenges, we suggest using online tactile graphics supporting TVIs to save time and efforts for creation work across various subject areas. Supporting the needs in three-dimensional printing requires more training experiences in hardware/software skills and collaborations with experts to create realistic hands-on materials for learning of students with visual impairments.

Graphics Out Loud: Perceptions and Strategic Actions of Students With Visual Impairments When Engaging With Graphics

Introduction: Facility in graphics use is critical to accessing data visualizations in science, technology, engineering, the arts, and mathematics (STEAM) content areas. Efforts to understand the cognitive processes underlying strategic action by students with visual impairments must consider both metacognition and self-regulated learning. Methods: Think-aloud transcripts were analyzed using a priori level one coding based on the Model of Graphic Interpretation (MoGI) followed by second-level coding to analyze nuanced commonalities and differences based on performance, medium, and level. Results: Differences in each component of the MoGI were found for print graphic and tactile graphic users, particularly based on performance and level. Higher performers were better able to articulate strategy use and reasons for selecting strategies. Discussion: Findings coincide with quantitative findings of the participants (see Zebehazy & Wilton, 2021 ). Transcripts provided additional confirming evidence of the interdependence of MoGI components. Implications for Practitioners: Use of think aloud can support assessment and instruction of students with visual impairments to build strategic action and metacognition when engaging with graphics.

Experiences Building Graphics Literacy Skills: Interviews With Teachers and Students

Introduction

Participants’ perspectives are valuable in evaluating the effectiveness of an intervention.

Methods

Interviews were conducted with teachers of students with visual impairments and students who completed an intervention designed to build graphics literacy skills.

Results

Six themes were identified with corresponding subthemes. The intervention was reported to build students’ graphics literacy skills.

Discussion

Some students were able to generalize the strategies they learned to academic classes. Higher-level thinking skills challenged some students.

Implications for practitioners

A systematic approach beginning early can increase students’ graphics literacy skills. Teachers should provide ongoing opportunities for thinking and regulation of learning.

Pre-Algebra Students’ Performance Locating and Interpreting Data in Graphs and Maps

Introduction

Developing graphicacy skills is important for students with visual impairments if they are to succeed in science, technology, engineering, and mathematics (STEM) content. Teachers of students with visual impairments report that they lack resources to use in teaching students graphicacy skills.

Methods

Forty-one students with visual impairments in grades 5–10 completed a pretest, intervention, and posttest designed to evaluate their skills locating and interpreting graphical data. Videos of the pre- and posttests were scored using a researcher developed instrument.

Results

Following intervention, there was a significant difference in students’ ability to use descriptors and mathematical terms when exploring graphs and a map. Students answered significantly more questions correctly from pre- to posttest.

Discussion

Students who receive direct instruction in how to locate and interpret data in graphs and maps can improve their level of independence in STEM classes. Use of an intervention that targets the development of graphicacy skills has been found to be effective.

Implications for practitioners

More research is needed to determine effective hand strategies students should use when exploring different types of graphics.