Table 1 Summary of key themes introduced in the workstations – No Theme Resources Selection of tactile books of relevance to 1. Tactile books different age groups Selection of tactile diagrams of relevance to 2. Tactile diagrams different age groups Literacy through 3. Selection of braille and Moon resources touch Selection of bags and containers filled with 4. Tactile selectivity different types of resources ‘sensory’ Selection of objects of reference and tactile 5. Tactile symbols symbols/signifiers Tactile Selection of tactile discrimination activities – 6. discrimination of relevance to different age groups Two point tactile 7. Corks and pins threshold Workboxes Workbox 1 Tactile books – Tactile books to to access’ ‘Access ‘Learning learning’ support strategies Without the use of List at three List at three vision try to identify a design features that examples of the tactile illustration on make a good tactile strategies that can be the bookcover (or an illustration for a drawn upon to support a illustration inside the book. child in to ‘learning book if appropriate). access’ a tactile book
Table 1 – Summary of key themes introduced in the workstations No Theme Resources 1. Tactile books Selection of tactile books of relevance to different age groups 2. Tactile diagrams Selection of tactile diagrams of relevance to different age groups 3. Literacy through touch Selection of braille and Moon resources 4. Tactile selectivity Selection of bags and containers filled with different types of ‘sensory’ resources 5. Tactile symbols Selection of objects of reference and tactile symbols/signifiers 6. Tactile discrimination Selection of tactile discrimination activities – of relevance to different age groups 7. Two point tactile threshold Corks and pins Workboxes Workbox 1 – Tactile books Tactile books ‘Access to learning’ ‘Learning to access’ support strategies Without the use of vision try to identify a tactile illustration on the bookcover (or an illustration inside the book if appropriate). List at three design features that make a good tactile illustration for a book. List at three examples of the strategies that can be drawn upon to support a child in ‘learning to access’ a tactile book