Efficient Interactive Tactile Maps: A Semi-Automated Workflow Using the TouchIt3D Technology and OpenStreetMap Data

Despite the growing efficiency of the map-design process in general, tactile mapping has remained peripheral to mainstream cartography. For a specific group of people with visual impairment, however, tactile maps are the only effective way to obtain a complex idea about the geospatial distribution of the surrounding world. As there are numerous specifics in creating these 3D maps and only a limited group of users, tactile products have usually been either very simple creations or, on the other hand, difficult and expensive to produce. Modern trends and progress in the availability of new technologies (e.g., 3D printing) bring new possibilities for keeping tactile map production both effective and up to date. Therefore, this paper aims to present a methodology to apply the TouchIt3D technology to link 3D-printed multi-material tactile maps with a mobile device. Utilizing this solution resulted in a set of interactive tactile maps following current trends of inclusive education. Using OpenStreetMap data together with a semi-automated workflow significantly lowered expenses compared to antecedent maps with similar functionality. A semi-automated workflow was designed, focusing on three use cases of independent movement: walking, using public transport, and tourism.

Tactile cartography in the digital age: A review and research agenda

Spatial media for people who are blind or visually impaired (B/VI) have evolved considerably in the years following Chris Perkins’ review of tactile map research, especially due to the proliferation of Internet access, mobile computing, and GPS technology. Reviewing intervening research, I identify prevailing themes in cartographic data management, media production, map design, and map use. I then propose a research agenda that identifies four high-priority topics for investigation: research conducted by people who are B/VI, maps created by people who are B/VI, low-tech tactile mapping, and social dynamics of tactile map use and production.

A inclusão do aluno com deficiência visual: uma análise preliminar no município de São Sebastião da Amoreira – PR / Inclusion of visual deficiency students: a preliminary analysis in the municipality of São Sebastião da Amoreira - PR

Os recursos didáticos são abordados frequentemente pelo campo docente, pois são responsáveis em promover o processo de ensino aprendizagem dos alunos. Porém, cabe ao educador diversificar constantemente para atender a demanda em sala de aula. Já que, nenhum aluno aprende igual ao outro, cada um possui a sua singularidade, especialmente aqueles com necessidades educativas especiais. Assim, o objetivo central se baseou em compreender se os recursos cartográficos táteis estão sendo utilizados na rede regular de ensino, e como os professores lidam com os alunos com deficiência visual em suas disciplinas, mais especificamente nas aulas de geografia. Portanto, concluímos que realidade é tumultuosa os docentes sentem retraídos em lidar com os alunos com NEE, por inúmeros motivos citados por eles mesmo em entrevista como: formação inicial fragilizada, jornadas exaustivas, escassez de materiais para a confecção do recurso, carência de cursos de capacitação para os profissionais se prepararem para atender estes alunos. Portanto, todos esses apontamentos fazem com que os alunos sejam prejudicados no processo de ensino aprendizagem, afim de sanar este problema, espera-se mostrar aos professores ideias para inserir esse recurso em sala de aula, diminuindo assim o uso dos métodos descritivos e repetitivos com esses alunos.Palavras Chaves: Mapas Táteis; Inclusão; Recursos Didáticos.Abstract:The teaching resources are often addressed by the teaching field, as they are responsible for promoting the process of teaching students' learning. However, it is up to the educator to constantly diversify to meet the demand in the classroom. Since, no student learns the same as the other, each one has its singularity, especially those with special educational needs. Thus, the central objective was to understand whether tactile mapping resources are being used in the regular education network, and how teachers deal with visually impaired students in their subjects, more specifically in geography classes. Therefore, we conclude that reality is tumultuous teachers feel withdrawn in dealing with students with SEN, for many reasons cited by them even in an interview such as: initial training fragilized, exhaustive days, shortage of materials for the making of the resource, lack of courses of professionals to prepare to serve these students. Therefore, all these notes cause students to be harmed in the teaching-learning process, in order to solve this problem, it is hoped to show teachers ideas to insert this resource in the classroom, thus reducing the use of descriptive and repetitive methods with these students.Keywords: Tactile Maps; Inclusion; Didactic resources.