The role of tactile graphics in facilitating the understanding of spatial relations cannot be overestimated. And yet not all young congenitally blind learners can relate objects to drawings and diagrams, or maps and plans to fragments of the space which surrounds them.
The paper focuses on effective stages of introducing young congenitally blind
learners to tactile graphics, with the assumption that interpretation of tactile
diagrams is a means to a better understanding of space rather than a goal in
itself. The proposed outline of a course in tactile graphics is based on the
work done with a group of congenitally blind children - learners of English
as a second language in Lublin, Poland.
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