The representations of graph-tactile images to the blind student in inclusive educational context

Abstract

In an attempt to find some answers to the needs arising from our educational practice with blind students, this exploratory study sought to understand the perceptions and the importance that blind students and special education teachers attach to representations of graph-tactile images. It also aimed to know its readability and identification among blind students and the appropriateness of its use in the present educational inclusion context. This kind of recognition implies a haptic perceptible digitality (tactile and kinaesthetic information), of active tact, essential to the way they prosecute and use figurative information. Based on the observation of six students with blindness (congenital and acquired), on the identification of embossed pictures and on the results of interviews to six special education teachers, it was possible to assume that the graph-tactile representation is important and relevant to the blind student in inclusive educational context. There is however still a long way to go in the construction and use of materials/embossed pictures to motivate the learning and to promote an environment propitious to inclusion.