Tactile Graphics Think About

This document is meant to start conversations concerning tactile graphics, and is by no means comprehensive.

What are tactile graphics? / Tactile graphics are images designed to be touched rather than looked at.
What Tactile Graphics are NOT. / Tactile graphics are NOT a straight reproduction of the print graphic. It does not include symbols expected by visual readers, such as color, embellishment, and artistic additions.
Who Produces Tactile Graphics? / 1.Braille transcribers produce tactile graphics in textbooks.
2.TVIs may produce for direct instruction purposes.
3.Classroom teachers and/or para-educators produce tactile graphics for students where materials were not already produced tactually.
Planning Considerations /
  • Is the resource already available?
  • Can the same information be received in text or by using the real objects/models?
  • Complexity
  • Teaching purpose
  • Important concepts
  • Time to prepare and provide instruction
  • Time for student interpretation and practice
  • Materials necessary (vary what is used)
  • Are multiple pages necessary? Information should be on facing pages.

Keys to Readability

Movement + Texture = Tactual Perception
1/8th Inch Rule
Contrast in Textures
Variety of Heights
Orientation / Individual components of the graphic must be spaced so that the reader has room to move the fingers across the area, line, point symbol or label. The components must be a minimum of 1/4" in size.
Spacing of at least 1/8 inch (absolute minimum) between elements is required for perception.
Adjacent textures must be significantly different from each other to be discriminated. The strength of the texture helps the reader to prioritize information. The most important information is shown with the most important (strongest) textures. White space (also called a dead zone) between areas, around labels within textures enhances contrast between textures.
Changes in height give the reader a clue that the information is different from the previous area covered.
A title for the graphic will orient the reader to the subject and the view. If there is not one in print, a simple title should be added.
Strategies /
  • Pre-teaching
  • Positioning – Place in front of student. Rotating/turning leads to confusion.
  • Relate graphics to real objects when possible.
  • Use systematic search strategies
  • Use of title, keys and labels.
  • Use of markers for student to management exploration of tactile (i.e. counting sides).