A Best-Evidence Synthesis of Research on Orientation and Mobility Involving Tactile Maps and Models

Wright, Tessa; Harris, Beth; Sticken, Eric

doi:10.1177/0145482x1010400205

Cited by 16 publications

(6 citation statements)

References 10 publications

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“…Budd and La Grow (in Wright, Harris, & Sticken, 2010), within their research, confirmed the importance of inclusion of their tactile maps and models into the O&M training concept, which provide significant benefits for the practice and implementation of spatial orientation. Likewise, Higgins (as cited https://doi.org/10.15405/epsbs.2019.11.68 Corresponding Author: Kateřina Kroupová Selection and peer-review under Wright, Harris, & Sticken, 2010) points out the accessibility of orientation and independent mobility when using tactile maps. Růžičková (2017) also confirms these conclusions.…”

Section: Tactile Graphics and Their Application In Research Conceptsmentioning

confidence: 76%

“…The authors declare that tactile maps and models are a substantial part of spatial orientation and independent mobility training (O&M), in particular for two reasons. The ability to scan the visual environment enables intact persons to create cognitive maps for spatial orientation quickly and relatively easily (Sapp as cited in in Wright, Harris, & Sticken, 2010), whereas persons with visual impairment have the options to explore space limited by the tactile field of their white cane (Ungar, Blades, & Spencer, 1998 as cited in Wright, Harris, & Sticken, 2010). Another aspect is the fulfilment of current educational standards, which require demonstration of the corresponding competencies in working with mapsthese abilities are required both in pupils and students with visual impairment if they are supposed to achieve the same level as their peers in an inclusive environment (Budd, La Grow as cited in Wright, Harris, & Sticken, 2010).…”

Section: Tactile Graphics and Their Application In Research Conceptsmentioning

confidence: 99%

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Tactile Information As A Facilitating Element In The Spatial Orientation

Kroupová¹

2019

The European Proceedings of Social and Behavioural Sciences

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Section: Tactile Graphics and Their Application In Research Conceptsmentioning

confidence: 76%

Section: Tactile Graphics and Their Application In Research Conceptsmentioning

confidence: 99%

Tactile Information As A Facilitating Element In The Spatial Orientation

Kroupová¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…However, the participants clearly agreed with Budd and La Grow (2000) (as cited in Wright et al, 2010) that formal instruction in O&M map-reading concepts would benefit some students. For example, Muriel said, ‘I have had a couple of .…”

Section: Resultsmentioning

confidence: 58%

“…Teaching people with vision impairment how to use a map has been shown to assist with the development of spatial concepts that are associated with improvements in travel. Both Franks (1974, as cited in Wright et al, 2010) and Budd and La Grow (2000, as cited in Wright et al, 2010) wrote about the importance of a student receiving instruction in O&M concepts by using tactile maps or models, and noted that students made considerable improvements when given such training.…”

Section: Tactile Maps and Oandmmentioning

confidence: 99%

New Zealand O&M instructors’ perspectives about, and experience in, the use of tactile maps with people with vision impairment

Baldwin

Higgins

2022

British Journal of Visual Impairment

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This qualitative study explored the perspectives and experience of New Zealand O&M instructors in the use of tactile maps with people with vision impairment. In-depth, open-ended, and semi-structured interviews were used to gather information from four participants, who were qualified O&M instructors. The interviews were analysed using thematic analysis. Three inter-related themes emerged from the data that effected the O&M’s tactile map usage: (1) the tactile map and the O&M instructor, (2) student needs and experiences, and (3) time and resources. Microcapsule and thermoform maps were the least used map medium, with collage map techniques used frequently by half of the participants. The most preferred tactile maps were ready-made tactile map kits, and instructors drawing directly on the students’ hand or back. Tactile maps were used mostly by the participants to meet the orientation needs of motivated students, who were blind, had no visual memory, or did not use their vision for orientation purposes. Tactile maps were considered a vital orientation tool when the participants were teaching such students, and the participants did not believe Global Positioning System (GPS) applications would fully replace tactile maps. However, in general, the participants revealed that tactile maps were used infrequently as an orientation tool in New Zealand because of caseload makeup, limited time, and limited resources. In order to increase the use of tactile maps, tactile map resources may need to be more readily available. In addition, further research is needed about the characteristics of people with a vision impairment, who benefit from tactile maps, along with the effect of tactile maps usage on an O&M instructor’s caseload and time, so that O&M instructors can plan accordingly and people with a vision impairment can continue to benefit from this important orientation tool.

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“…Accessibility researchers have considered 3D printed models as tactile materials for various STEM subjects [3,24,25,28,62], yet little investigation has been done to study the effectiveness of 3D models in the classroom. Wright et al surveyed existing literature on tactile maps and 3D models, and suggested that training students with vision impairments to better grasp tactile materials could enhance their symbolic understanding and spatial sense [67]. Within this context of tactile maps, Holloway et al [20] were the first to compare the use of tactile graphics and 3D models.…”

Section: Understanding the Use Of Tactile Materialsmentioning

confidence: 99%

Tactile Materials in Practice: Understanding the Experiences of Teachers of the Visually Impaired

Phutane

Wright

Castro

et al. 2022

ACM Trans. Access. Comput.

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Teachers of the visually impaired (TVIs) regularly present tactile materials (tactile graphics, 3D models, and real objects) to students with vision impairments. Researchers have been increasingly interested in designing tools to support the use of tactile materials, but we still lack an in-depth understanding of how tactile materials are created and used in practice today. To address this gap, we conducted interviews with 21 TVIs and a 3-week diary study with eight of them. We found that tactile materials were regularly used for academic as well as non-academic concepts like tactile literacy, motor ability, and spatial awareness. Real objects and 3D models served as “stepping stones” to tactile graphics and our participants preferred to teach with 3D models, despite finding them difficult to create, obtain, and modify. Use of certain materials also carried social implications; participants selected materials that fostered student independence and allow classroom inclusion. We contribute design considerations, encouraging future work on tactile materials to enable student and TVI co-creation, facilitate rapid prototyping, and promote movement and spatial awareness. To support future research in this area, our paper provides a fundamental understanding of current practices. We bridge these practices to established pedagogical approaches and highlight opportunities for growth regarding this important genre of educational materials.

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A Best-Evidence Synthesis of Research on Orientation and Mobility Involving Tactile Maps and Models

Cited by 16 publications

References 10 publications

Tactile Information As A Facilitating Element In The Spatial Orientation

Tactile Information As A Facilitating Element In The Spatial Orientation

New Zealand O&M instructors’ perspectives about, and experience in, the use of tactile maps with people with vision impairment

Tactile Materials in Practice: Understanding the Experiences of Teachers of the Visually Impaired

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