Project Math Access DVD 03 - Graphing - Part 01
Transcript Start

Audio Description: Part one; production of tactile graphics.

TEACHER: I'm going to show you some graphs and how I depicted them on tactually for John to use. The first one was done on the PIAF Machine where we high|ighted... darkened the lines on the print copy, and then put the PIAF paper, the pictures in a flash paper through the Xerox machine, and then we put the paper through the PIAF machine, and then we brailled the information on this graph. The reason this one worked so well with the PIAF machine, was because there were three separate lines that had different print on them, so that tactually they worked for John. 

Whereas the X and the Y lines were solid black lines, they came up thicker on the PIAF machine. The lines indicating the amount going from left to right were dotted, so they're a little bumpier for him. And then the line signifying the information was also a thicker line so he was able to tactually feel that... pretty well. And then it had,... we made the dots a thicker black mark to make it so they stuck up more on the graph. 

And then once again we cut the top right corner so that John always knows that the corner that is cut, the top right corner, that he knows how to read the graph... the correct way. 

Some other graphs that we did... is we Xeroxed the graph onto braille paper so that the print is on there, also. And then we brailled the information, and leave the print on there. This way a sighted person, who doesn't know braille, can be working with John interpreting information from the graph if he needs help. 

On this graph we used the glue gun, a Wikki Stix, and pipe cleaners to differentiate between the different information. The X, Y axis is done in the glue gun. Marking off the weeks with the glue gun. Then we used the pipe cleaner for the line number 2, and the Wikki Stix for line number 1. And this way he can differentiate between the two lines. Whereas if we did the whole graph in a glue gun we would have difficulties because we wouldn't know where line 1 went, and where line 2 went, because they would intersect with each other, and he would not know how to follow the line up. 

Another example is this one with 3 lines, and once again we used the glue gun for the X and Y axis, and we used a Wikki Stix and a pipe cleaner, but because we had a third line we needed another texture. We then used puffy paint that works like a glue gun, but it gives you a thinner line so he can differentiate between the 3 lines. 

And it works out nice Xeroxing them on the braille paper, instead of doing this directly on regular paper, because it's durable and then you can also put the braille right on there. And that way it makes it easier when he has difficulties because if he's in his classes without the vision itinerant teacher, either another peer can help him the teacher can help him, or an assistant, if there is one.