Many blind and low-vision learners do not have access to visual learning aids used for learning geography, such as maps, graphs and globes. In such cases, they rely on special learning aids such as tactile graphic atlases with braille labels, 3D models, audio maps and audio books. However, all of these special learning aids possess several challenges for the learner.
a: Braille map (Image Source: The Conversation, Academic rigour, journalistic flair)
b: Tunley's tactile globe invented in Queensland in the 1950s (Image Source: State Library of Queensland)
c: Raised line graphic of North America (Image Source: Perkin's Institute for the Blind)
d: 3D relief globe at the Musée du Quai Branly (Image Source: Quai Branly Museum)
Firstly, most blind and low-vision learners have little or no experience reading braille or tactile graphics. According to the World Health Organization (WHO) there are 45 million people who are blind or low-vision worldwide, and only 10% of them can read braille.
Furthermore, we access less information through touch relative to vision because of the lower capacity of tactile memory. Therefore, relative to visual perception, our haptic systems are almost amnesic for features that are not in contact with the fingertips.
In addition, most accessible tactile graphics with braille labels are bulky—a single map can require several sheets of paper because the sizes of Braille cells are standardized and cannot be changed, unlike letterforms, which can easily be adjusted. All of these limitations prevent blind and low-vision learners from experiencing the full potential of maps and models.
