Guidelines and Standards

for Tactile Graphics

CTEBVI Workshop 101
Katrina Ostby
Friday 8-9:30 am
April 10, 2011
Disclaimer
 This workshop is based on a 2010
draft of the "Guidelines and Standards
for Tactile Graphics" which was
approved by BANA on November 1,
2010.
 Watch for the Guidelines at BANA at
www.brailleauthority.org, click
"Publications" on the left side then
click on the link for Tactile Graphics.
2
PDF file vs Printed Guidelines
 Searchable PDF file
◦ CRTL + F
◦ type in the text you want to find ENTER
◦ type ENTER to go to the next occurance
 Print Version
 Tactile Supplement
◦ not optional, examples not in print version

3
Guidelines -- 12 Units
 Unit 1 Criteria
 Unit 2 Design Principles
 Unit 3 Planning & Editing
 Unit 4 Production Methods
 Unit 5 Braille Formats for Tactile
Graphics
 Unit 6 Math & Science

4
Guidelines -- 12 Units
 Unit 7 Complex Diagrams
 Unit 8 Orientation & Mobility
 Unit 9 Tactile Graphics Supplements
 Unit 10 Quality Control
 Unit 11 Kindergarten - 3rd Grade
 Unit 12 Standardized Tests

5
Unit 1 Criteria
 Do not routinely omit diagrams.
 Exception: diagrams which do not add
additional, necessary information may
be omitted.
 Exception: sometimes the caption is
sufficient.

6
To Tactile or Not to Tactile
 Does the reader need this diagram?
◦ Consider using a transcriber’s note to replace all or
part of a graphic.
 Decision Tree
◦ Hasty, L. and Seki, V. "Tactile Graphics Decision
Tree." New York: American Foundation for the Blind,
2004.
◦ www.tactilegraphics.org/DECISION-TREE.pdf
 APH Educational Research: Guidelines for Design
of Tactile Graphics
◦ www.aph.org/edresearch/guides.htm

7
 Start

Is this appropriate for a tactile graphic?

Do Not
Yes No
Produce

Is the information a repeat of facts in the text?

Would the information be more meaningful in
text form?
Does the graphic require the reader to use
visual discrimination or visual perception?

Do Not
No Yes
Produce

8
Is the object unavailable, too small or too
large to examine by touch and perceive
details, or too dangerous?
Does the student need the information from a
map/figure/graph to participate in classroom
discussions, answer questions, etc.?

Do Not
Yes No
Produce

9
 What information will be conveyed?

Identify the content that needs to be included.

Determine if the graphic requires an operation
of measurement or scale. Is it necessary to
show size relationships between objects?
Simplify the drawing.
Eliminate unnecessary parts. Determine if the
objects or shapes presented in print need to be
retained exactly reproduced, or can be replaced
with simpler symbols.
Separate the graphic with too many components
into sections.
Identify the components included in your graphic.
Areas, Lines, Points, Labels, Keys, and Legends.

10
 Which production method will be used?

Is there a specific production method or

"format" being requested?
What resources or equipment are available to
create the graphic for that production method?
Which production method will provide the best
readable graphic?
Is this graphic for a one-time use or for
production of multiple copies?

Vacuum
Customized
form

Emboss Microcapsule

Hasty, L. and Seki, V. "Tactile Graphics Decision Tree." 11

New York: American Foundation for the Blind, 2004.
Unit 2 Design Principles
 White space reduces clutter, makes
diagrams easier to understand.
◦ between areas
◦ 1/8‖ between label and point/line/area
 Braille labels rather than keying
 If keying, include key
1. on same page
2. on facing page

12
Unit 3 Planning & Editing
 Represent, don't reproduce.
 Simplify.
◦ 3-D to 2-D
 Resize.
◦ unless object is for measurement
 Eliminate.
 Distort.
 Divide diagram into sections or layers.

13
Unit 3 Planning & Editing
 place graphic
◦ at the left margin
◦ indented for exercises/displayed material
 braille code on tactile graphic
◦ must match the rest of the book or test
◦ i.e., Nemeth Code or contracted braille

14
Parts of a Tactile Graphic
 Areas
 Lines
 Points
 Braille Text

15
Areas
 Regions / Textured Areas
◦ bar on bar graph
◦ ocean on a map
◦ petal on a flower
 > ¼‖ x ¼‖
 Textures for microcapsule paper, see
Appendix E

16
Lines
 Linear information
◦ axis and grid lines on graphs
◦ rivers and state borders on maps
◦ stem and roots on a flower
 > ½‖
 line styles, see Appendix F

17
Dashed Lines
 1/4‖ to 3/8‖ dash
 gap half the dash length

 18 pt dash, 9 pt gap (2 pt line)

 27 pt dash, 13 pt gap (4 pt line)

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Arrows
 Solid arrowhead ¼‖

◦ no gap between shaft and arrowhead

◦ elongated triangle for arrowhead
 Angled arrowhead
◦ 1/8‖ gap between shaft and vertex of
arrowhead (notice overlap)
◦ 60 degree angle from equilateral triangle
for arrowhead
◦ shaft and arrowhead use same line type

No arrowheads on lead lines! 19

Graph Lines
 Grid Lines
◦ 3/8‖ between grid lines
◦ low, quite lines, should not distract from
reading graph
 Axis Lines
◦ stronger than grid lines
◦ use arrowheads if shown in print

20
Point Symbols
 a specific place
◦ points on a graph
◦ city on a map
◦ ovary on a flower
 > ¼‖ across
◦ Okay to use smaller points on a math
graph, such as a scatter plot.

21
Labels
 Identify, information
◦ Braille Text, ―spelled out‖
◦ Alphabetic Key
◦ Numeric Key

22
Label Preferences (Unit 5)
 braille in full ―spelled out‖
 some spelled out, others keyed
 some labels need lead lines
 sometimes areas, lines, or points can
be keyed
 a mixture of the above techniques

23
Labels
 1/8‖ to 1/4‖ from object being labeled
◦ OR
 use lead line and move label 1‖ to 1.5‖
from object
 Labels inside textured areas
◦ leave 1/8‖ white space between braille
and textured area

24
Lead lines
 straight, no arrowheads
 length: > ¾‖ and < 1 ½‖
 1/8‖ from braille label
 touch object being labeled

25
Limits
 K-2nd Grade
◦ < 3 Area Textures
◦ < 3 Line Styles
◦ < 3 Point Symbols
 3rd Grade and up
◦ < 5 Area Textures
◦ < 5 Line Styles
◦ < 5 Point Symbols

26
 Unit 4 Production & Dupl.
 Computer Generated
◦ Embossed Braille
◦ Microcapsule Paper
 Masters for Thermoforming
◦ Tooling
◦ Collage
◦ Sculpture

See also Appendix D:

Production and Duplication Methods 27
Unit 5 Braille Formats
for Tactile Graphics
1. Running Head * 7. Key: – 7/5
2. Blank line ** 8. Blank line
3. Center Heading ** 9. Key listing
4. Blank line ** 10. Blank line
5. Caption – 7/5 11. Tactile graphic
6. Trans. Note – 7/5 12. Source

* Omit if Running Head is not used.

** Omit if no centered heading.
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29
 Heading
 Heading can be added by transcriber
◦ no TN indicators are required
 Centered
 Blank lines before and after*

 Repeated Heading
◦ center heading
◦ no blank lines before or after
◦ do not add (cont.)
◦ if no heading, use label: Figure 1-1 (7/5)
* Follow Braille Formats for blank lines
before and after centered headings. 30
Caption
 7/5
 If caption doesn’t have a print label
such as Figure 1-1, insert a label
◦ Diagram:
◦ Map:
◦ Picture:

31
Transcriber’s Note
 general facts
 changes
 omissions
 Notes of 7 or fewer words can be
inserted into the caption, just like in
Nemeth Code—preceded and
followed by a TN symbol.

32
Key
 Key: (7/5)
◦ or
 Key in 2 columns:

 opening TN indicator goes before

transcriber’s note
◦ or
 if no transcribers note, opening TN
indicator goes before the word ―Key‖
 the closing TN indicator goes after the
last item in the key listing

33
Key Listing
1. Areas
◦ 1‖ x 0.5‖ texture, starts in cell 1, dot 1
◦ top align texture with braille
◦ braille in 6/8
2. Lines
◦ 1‖ wide line, starts in cell 1, dot 2
◦ align with dots 25
◦ braille in 6/8

34
Key Listing
3. Point Symbols
◦ vertically center symbol on dots 25
◦ center symbol between cells 2 & 3
◦ braille in 6/8

35
Key Listing
4. Alphabetic Key
◦ 1/3
◦ logical order
◦ top to bottom
◦ left to right
◦ alphabetic order
5. Numeric Key
◦ 1/3
◦ numeric order
Don't forget the closing TN indicator!
36
Alphabetic Keys
 Literary Braille
◦ 2-3 cells (2 cells preferred)
◦ letters and contractions
◦ single lower case letters followed by a
period are okay (not recommended)
◦ no letter indicator when key is short form
word like ll or pd
◦ must include a lower cell dot 3 or 6
 Except ISO state and country abbreviations

37
38
Blank Lines
 Section 5.3.5
 table spells out when and where to
leave blank lines
◦ on the first page of a key/graphic
◦ on subsequent pages
◦ with a running head, and
◦ without a running head

39
Where does the graphic go?
 after paragraph where mentioned
 not obvious, end of print page
 This may require moving the
illustration to a different print page.
Insert transcriber’s notes:
◦ Figure 2.3 moved from page 123.
◦ Figure 2.3 moved to page a121.

40
 Left vs. Right Side Page
 Key and graphic on right
 Single page key on left
Single page graphic on right
NEW!  Single page graphic on left
Multiple page key on right pages
 Read section on complex diagrams

41
Key & Graphic on Same Page

42
Left Key, Right Graphic
Left side page Right side page

43
Page Numbering
 Interpoint
◦ blank pages have implied print and braille
page numbers
 page left blank before a tactile graphic
 back side of tactile graphic page
 Single Sided
◦ each page has a print and a braille page
number
 some pages are inserted as left side pages

44
Left Graphic, Right Keys
 key is single sided
 only do this when
key won't fit on 1
page
 implied print and
braille page
numbers

Please read the

guidelines before
attempting this! 45
Graphic Symbols Page
 after Special Symbols Page
 divide into logical categories and
assign cell-5 headings
 initial capital letters on headings
 keyed items formatted the same way
as the key listing for a tactile graphic

46
Graphic Symbols Page
 areas, lines, points, or keys which are
used repeatedly
◦ AND ALWAYS HAVE THE SAME
MEANING!
 ISO State/Nation Codes if used
repeatedly

47
Graphic Symbols Page
 Standard Symbols
◦ North Arrow
◦ Measurement Lines
◦ Directional (flow) Arrows
◦ Land Texture
◦ Water Texture

48
49
Saving Space
1. Move heading, caption and
transcriber’s note to the previous
page.
2. Delete labels by describing them in
the transcriber’s note
3. Delete repeated heading
4. Make the graphic smaller

50
Saving Space
5. Delete blank line between ―Key:‖ and
key listing.
6. Present key in 2 columns
7. Delete blank line between text and
graphic
8. Delete running head *
9. Move ―Key:‖ to the previous page

* Some agencies may not allow this. 51

Unit 6 Math & Science
 This is one big chapter!
 Come to workshop 601 for more on
graphics in Nemeth code

52
Use of Number Sign
 Omit  Include
◦ Measuring tools ◦ Pie charts
 Thermometer ◦ Histograms
 Ruler
◦ Bar graphs
 Protractor
 Barometer
◦ Line graphs
 Beaker ◦ Scatter plots
◦ Number lines ◦ Pictographs
◦ Line plots ◦ Time lines
◦ Cartesian graphs ◦ Latitude/Longitude
◦ Clocks

These rules apply to both literary and Nemeth code. 53

Unit 10 Quality Control
 Make sure textures in key match
textures on graphic.
 Make sure line types on key match
line types on graphic.
 Make sure point symbols on key
match point symbols on graphic.
 Make sure keys match, too.

54
Unit 11 K – 3rd Grade
 use uncomplicated area textures
 use clean strong lines
 use simple point symbols
 solid shapes are easier to recognize
than outline shapes
 All 3-dimensional images should be
shown as simple 2-dimensional
shapes or simple outline graphics.

55
K – 3rd Grade
 do not represent objects with "braille
dot graphics"
 show shapes as tactile graphics
◦ do not use edc for a circle
 colored objects
◦ simplify shape
◦ write color name inside shape
 2nd & 3rd grade okay to key colors

56
K – 3rd Grade
 coins: key as pn, nk, dm, qr, hl
 100's blocks: draw
 include connect the dots
◦ okay to modify them
 include pattern sequences
◦ okay to simplify them

57
K – 3rd Grade
 Clock Face 2-1/2" if no minute ticks
◦ smaller graphic is easier to survey
 Enlarge graphics to allow braille to be
spelled out rather than keyed.
 A solid (filled) raised shape, collage, is
easier to understand than a spur
wheel (tooled) outline drawing.

58
Teacher Reference Materials
 okay to use transcriber's notes for
tactile graphics in K-1st grade
◦ Takes priority over Braille Formats which
said no transcriber's notes in K-1st grade.
 include print version of those notes in
the Teacher Reference Materials
 bind in front of book

59
Teacher Reference Materials
 K-3rd Grade
 Print pages titled "Teacher Reference
Materials" should be inserted in each
volume, including all of the notes
provided to the student in braille. Any
symbols used on tactile graphics
pages should be added to Teacher
Reference Materials.

60
Templates
 For computer generated graphics, set
up a reusable template with:
◦ Paper size
◦ Margins
◦ Braille
 24 pt Swell Braille expanded 111% vertically
 29 pt Tiger29 for ViewPlus Tiger embossers

◦ Textures
◦ see Appendix G

pg A-32, 324th page in PDF file

61
Planning Sheet
 include  transcriber’s notes
 simplify  areas
 eliminate  lines
 resize  points
 consolidate  keys
 distort

pg 3-3, 25th page in PDF file 62