Tactile or accessible images are designed to be explored by touch. It is not an exact copy of a print picture or image. Information presented in a tactile format should achieve the same educational outcome as sighted peers.
The image will be simpler and bolder with only the essential elements of the image remaining. All non-essential elements, such as colour and artistic additions are removed. Colours can be replaced with dot and line textures.
How to produce a tactile image
Ask your advisory teacher for advice
Explore RNIB Bookshare to see if the image is already available. You can sign up using the following link: https://www.rnibbookshare.org/
Be aware that a child or young person will need additional time to explore and understand the image. Can the image use existing knowledge to help understanding?
Does the resource need a picture? Could the image be described in text or braille? Make sure the description describes the picture, not your interpretation of it! If the picture just adds decoration, leave it out.
If adding a description, consider the amount of text. May need to be on a separate sheet. Explain where the description is at the top of the page
Always include a title at the top of the page to aid orientation. A locator dot in the top left hand corner of the page can also help.
Use titles, labels and page numbers and be consistent with their positioning
If the image is essential e.g. a science or maths diagram consider using a real object or 3D model.
Use textures to show different areas of the image – these textures will need a key or explaining.
Using texture on a graph: The graph line needs to be more dominant than the grid lines – does the graph need every grid line? Can they be left out all together? Alternatively plot the graph line using e.g. wikki stixs, pins or elastic bands.
Don’t be too detailed
Think about proportion and scale e.g. if creating a picture of a dog and a house, make sure that the dog is much smaller than the house. Scale is important on maps.
Avoid using numbers for a key. Try using initial letters that support the information that needs labelling e.g. m for male or f for female
Avoid using arrows to indicate where a label should go instead create space where the label needs to be positioned
Signposting to tactile images
RNIB Bookshare: Resources central: Resources Central – RNIB Bookshare
Tactile Library: Tactile Library – Free Tactile Graphics for educators and students
Clearvision project: A postal lending library of books in print, braille and tactile: Clearvision Project
Living Paintings: A library of tactile books and resources that is free to join for teachers supporting blind and visually impaired children in the UK from primary through to secondary school: Books For Blind Children and Adults – Living Paintings
Additional tactile library links: Tactile graphics library – Perkins School for the Blind
Exam access arrangements regarding tactile diagrams
JCQ Joint Council for Qualifications guidance: Regulations and Guidance – JCQ Joint Council for Qualifications
If you are looking for past papers in Braille, please contact the modifiedassessments@aqa.org.uk and they will be able to put you in touch directly with their specialist Braille producers.
Training
Preparing and modifying text for children and young people (CYP) with a vision impairment in your school. The course is aimed at school staff supporting CYP in year 5 to post 19 and will provide information on how to prepare and modify resources for children and young people who have visual impairment (VI), enabling them to access the curriculum alongside their fully sighted peers.
Visit the Devon Education Services shop using the following link to book: Preparing and modifying text for children and young people (CYP) with visual impairment (VI) in your school | DES