A COMPARATIVE STUDY OF THREE TACTILE MAP PRINTING TECHNIQUES IN THE DESIGN OF EDUCATIONAL MATERIALS FOR VISUALLY IMPAIRED STUDENTS
DOI:
https://doi.org/10.18173/2354-1075.2025-0113Keywords:
visual impairment students, Thermoforming Printing Technique, Swell Printing Technique, 3D Printing TechniqueAbstract
Maps are important teaching tools that help develop spatial thinking in students; for visually impaired students, tactile maps play an especially significant role. Currently, three common techniques are used to produce tactile maps: Thermoform, Swell, and 3D printing. This study compares the suitability of these techniques in the design of educational materials for visually impaired students in Ho Chi Minh City. Using questionnaire surveys combined with in-depth interviews, the research findings show that all 14 experts encountered no difficulties in using the Thermoform technique, which effectively meets both the needs and practical conditions of schools. This study also emphasizes the crucial role of teaching aids, especially tactile maps, in developing the qualities and competencies of visually impaired students within the context of inclusive education in mainstream schools.
Downloads
References
[1] Bộ Giáo dục và Đào tạo, (2018). Thông tư số 03/2018/TT-BGDĐT: Quy định về giáo dục hòa nhập đối với người khuyết tật. Hà Nội, Việt Nam.
[2] Bộ Giáo dục và Đào tạo, Bộ Lao động – Thương binh và Xã hội, Bộ Tài chính, (2013). Thông tư liên tịch số 42/2013/TTLT-BGDĐT-BLĐTBXH-BTC: Quy định chính sách về giáo dục đối với người khuyết tật. Truy cập từ https://vanban.chinhphu.vn/default.aspx?pageid=27160&docid=173285
[3] Phutane M, et al, (2022). Tactile materials in practice: Understanding the experiences of teachers of the visually impaired. Journal of Special Education Technology, 15(3), 1–34.
[4] Bleau M, van Acker C, Martiniello N, Nemargut JP & Ptito MJSR, (2023). Cognitive map formation in the blind is enhanced by three-dimensional tactile information. Scientific Reports, 13(1), 9736.
[5] Ungar S, Bayal AE, Blades M, Ochaita E & Spencer CJCP, (1997). Use of tactile maps by blind and visually impaired people. Cartographic Perspectives, (28), 4–12.
[6] Jacobson RD, (1998). Cognitive mapping without sight: Four preliminary studies of spatial learning. Journal of Environmental Psychology, 18(3), 289–305.
[7] Gilson C, Wurzburger B & Johnson DE, (1965). The use of the raised map in teaching mobility to blind children. Journal of Visual Impairment & Blindness, 59(2), 59–62.
[8] De Freitas MIC, Gramasco TB, Alves JDG & Gadotti AJCBTOW, (2015). Tactile models and Geography teaching for visually-impaired persons: Experiences in a Service Center for Blind People in Rio Claro SP, Brazil. Boletim Paulista de Geografia, 116.
[9] Holloway L, Marriott K & Butler M, (2018). Accessible maps for the blind: Comparing 3D printed models with tactile graphics. In proceedings of the 2018 CHI conference on human factors in computing systems (pp. 1–13). New York: ACM.
[10] Ducasse J, Brock AM & Jouffrais C, (2017). Accessible interactive maps for visually impaired users. In mobility of visually impaired people: fundamentals and ict assistive technologies (pp. 537–584). Springer.
[11] de Oliveira ST, Suemitsu K & Okimoto MLLR, (2016). Design of a tactile map: An assistive product for the visually impaired. in advances in ergonomics in design: proceedings of the AHFE 2016 international conference on ergonomics in design, july 27–31, 2016, walt disney world®, florida, usa (pp. 711–719). Springer.
[12] Quốc hội Hàn Quốc, (2016). Republic of Korea, National Assembly: Legislation related to persons with disabilities. Seoul, Korea.
[13] Kim KM & Fox MH, (2011). A comparative examination of disability anti-discrimination legislation in the United States and Korea. Disability & Society, 26(3), 269–283.
[14] National Library Service for the Blind and Physically Handicapped, (2014). Specification 800: Braille Books and Pamphlets. Washington D.C.: Library of Congress.
[15] Japanese Industrial Standards Committee, (2001). JIS T 9251:2001: Dimensions and patterns of raised parts of tactile ground surface indicators for blind persons. Tokyo, Japan.
[16] Chính phủ Việt Nam, (2012). Nghị định số 28/2012/NĐ-CP: Quy định chi tiết và hướng dẫn thi hành một số điều của Luật người khuyết tật. Hà Nội, Việt Nam.
[17] Mukhiddinov M & Kim S-Y, (2021). A systematic literature review on the automatic creation of tactile graphics for the blind and visually impaired. Processes, 9(10), 1726.
[18] Hamash M, Ghreir H & Tiernan PJES, (2024). Breaking through barriers: A systematic review of extended reality in education for the visually impaired. Education Sciences, 14(4), 365.
[19] LT Trung, TNM, (2024). Xây dựng bản đồ nổi trong môn Lịch sử và Địa lí lớp 8 dành cho học sinh khiếm thị. Báo cáo nghiên cứu sinh viên, Trường Đại học Sư phạm TP. Hồ Chí Minh.
[20] Ramsamy-Iranah S, Maguire M, Gardner J, Rosunee S & Kistamah NJBJoVI, (2016). A comparison of three materials used for tactile symbols to communicate colour to children and young people with visual impairments. British Journal of Visual Impairment, 34(1), 54–71.
[21] Phan N, Châu H & Lê QT, (2023). Xây dựng qui trình thực hiện và hệ thống chế bản in sách giáo khoa hình và chữ nổi Braille cho học sinh khiếm thị. Kết quả nhiệm vụ khoa học - công nghệ, Trường Đại học Khoa học Tự nhiên – ĐHQG TP.HCM.
[22] Ibrahim A, Ali HH & Mahmoud ZJFoAR, (2024). Perception beyond sight: Investigating the cognitive maps of congenitally blind individuals in urban environments. Frontiers of Architectural Research, 13(4), 809–821.
[23] Dacen Nagel DL, Coulson MRJ & Geovisualization CTIJfGI, (1990). Tactual mobility maps: A comparative study. Cartographic Journal, 27(2), 47–63.
[24] Abidi MH, Siddiquee AN, Alkhalefah H & Srivastava VJH, (2024). A comprehensive review of navigation systems for visually impaired individuals. Heliyon, 10(1).
[25] Wabiński J, Mościcka A & Touya GJTCJ, (2022). Guidelines for standardizing the design of tactile maps: A review of research and best practice. The Cartographic Journal, 59(3), 239–258.
