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Practice Guidelines
We have developed the following series of guidelines to assist
the process of selecting, using and supporting NCTD tactile graphics.
Guidelines for Selecting
Images
Guidelines for Students using NCTD Tactile
Graphics
Guidelines for those Assisting Students
Guidelines for students using NCTD tactile
graphics
Each graphic is produced in print as well as tactile form to
allow it to be shared between blind, partially sighted and sighted
students, peers, lectures and learning support assistants.
- our images are typically bound in a pack the size of the
largest image, take care to ensure you find any smaller pages
which may be bound between the larger pages
- sometimes un-raised print appears on the tactile image, but
typically a separate large print copy can be found on the adjoining
page, allowing everyone to read the image at the same time
- a separate key page is sometimes necessary which would appear
on the adjoining page, with large print version overleaf
- a verbal description is usually written to assist navigation
around the image, this can be found in print, braille and occasionally
on disk and audio cassette
- a locator dot and the title can be found in the top left corner
of the page, rotate the page until it is at the correct orientation
- text on the diagram is typically grade 2 braille unless otherwise
requested
- standard British English braille conventions are used on
the image unless otherwise requested
- any unusual symbols used are explained in the verbal description
or key
- we suggest that you read the all key pages and verbal descriptions
before reading the graphic
- when reading the graphic for the first time, try and get an
overview of the position of items on the page before you focus
on detail
- take your time and be patient, it can be challenging to read
complicated image, so don't worry if it takes time to understand
- this is perfectly normal
- if you have a question about the image or its labeling don't
forget the large print version shows the exact same image with
print labels making it easy for you to discuss the graphic with
anyone without a knowledge of braille
Guidelines for those assisting blind
and partially sighted students with tactile graphics
How to support the user:
- allocate time to explore the graphic and the key page in advance
of any lecture - braille is typically read at one third of the
speed of print
- describe the ‘geography’ of the graphic, key
& materials - it is not easy to explore a diagram tactually
without a description
- verbally guide round the diagram: blind users need extra information
to help them build up an image of the diagram
How to guide the user around the diagram - verbal description:
- what format is the diagram? explain whether the diagram is
in plan view or cross-section, and you may need to explain the
term used if the student has not encountered many graphics before
- describe the overall layout of diagram: it can be difficult
to get an overview and this helps the user to start to build
up a mental image of the diagram
- start the description from the important or obvious features:
this will help orientate the user to what the diagram is about
- give a general, then a detailed description - be flexible:
it is not always easy for a user to understand detailed information
straight away
- describe in words: avoid visual cues that the user is unlikely
to understand
- allow time for exploration: it takes time to build up an image
tactually so be patient
- let people look (feel) for themselves, while you describe:
it helps them to build up the picture of the diagram
- don’t push or lift someones hands: you will
disorientate them
- allow the student to keep the graphic if appropriate: this
may be useful for revision
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