TY - JOUR
T1 - Creating tactile graphics in school settings
T2 - A survey of training experience, competence, challenges, and future support needs
AU - Park, Jinseok
AU - Hong, Sunggye
N1 - Publisher Copyright: © The Author(s) 2022.
PY - 2023/12
Y1 - 2023/12
N2 - This study investigated training experience, self-reported competence, challenges, and future support needs of Teachers of Students With Visual Impairments (TVIs) in creating tactile graphics. The researchers developed an online survey to gain information about what training the teachers previously experienced, how competent they perceived in tactile graphic creation skills, and their challenges and support needs. Almost half of the participants had no training experience in creating tactile graphics. Participants with training responded that attending conference or workshop sessions and searching online resources were relatively more helpful. The participants with more than 3 days of training experiences self-rated their competencies than those with less training. As a lack of time and resources was identified as challenges, we suggest using online tactile graphics supporting TVIs to save time and efforts for creation work across various subject areas. Supporting the needs in three-dimensional printing requires more training experiences in hardware/software skills and collaborations with experts to create realistic hands-on materials for learning of students with visual impairments.
AB - This study investigated training experience, self-reported competence, challenges, and future support needs of Teachers of Students With Visual Impairments (TVIs) in creating tactile graphics. The researchers developed an online survey to gain information about what training the teachers previously experienced, how competent they perceived in tactile graphic creation skills, and their challenges and support needs. Almost half of the participants had no training experience in creating tactile graphics. Participants with training responded that attending conference or workshop sessions and searching online resources were relatively more helpful. The participants with more than 3 days of training experiences self-rated their competencies than those with less training. As a lack of time and resources was identified as challenges, we suggest using online tactile graphics supporting TVIs to save time and efforts for creation work across various subject areas. Supporting the needs in three-dimensional printing requires more training experiences in hardware/software skills and collaborations with experts to create realistic hands-on materials for learning of students with visual impairments.
KW - 3D printing
KW - professional development
KW - tactile graphic repository
KW - tactile graphics
KW - visual impairments
UR - http://www.scopus.com/inward/record.url?scp=85134313162&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85134313162&partnerID=8YFLogxK
U2 - 10.1177/02646196221109080
DO - 10.1177/02646196221109080
M3 - Article
SN - 0264-6196
VL - 41
SP - 864
EP - 875
JO - British Journal of Visual Impairment
JF - British Journal of Visual Impairment
IS - 4
ER -