Accompanying explanations
This chapter provides an overview of what needs to be explained—and to whom—when working with tactile books. Designing and writing a tactile book can be a multidisciplinary, interactive process. Don’t forget the important role of the adult reader, who will read the book aloud to the child and guide them in exploring the tactile illustrations. Whenever possible, involve the child in the development process.
As children grow older, they will be introduced to more tactile graphics such as line drawings on swell paper. These can be produced more quickly and at a lower cost, but they are harder to read. They offer only one level of relief and lack the rich variety of textures and materials found in early tactile books. However, by that time, the child’s motor skills, working memory, and general knowledge of the world have developed, opening up new possibilities for using tactile images to explain abstract concepts. At the same time, the child must learn increasingly complex principles in order to interpret tactile graphics effectively.
Many children have limited experience in reading tactile illustrations, so adult guidance is often necessary. The key is to make it fun and engaging for the child. Learning to “read” tactile images is a gradual process. The child needs support to recognize what they are feeling and to make sense of it. The way and amount of explanation needed will vary, depending on the child’s tactile skills and prior knowledge.
Keep in mind that many children with visual impairments have a natural preference for auditory-verbal learning. They rely on language to support their actions and exploration, and sound effects can be helpful in enhancing their understanding.
We strongly recommend that publishers include tips and guidance with their books—both about the overall content and about individual tactile illustrations—to support adult readers, who may also be unfamiliar with working with tactile images.
The difference between an image for a blind child and a sighted child
Sighted children can quickly understand images and explore details later, while visually impaired children often need explanations to grasp the image. Tactile readers must learn to convert 3D concepts into 2D representations, a skill that develops over time. Experience with tactile materials is crucial for these children when introducing them to books or drawings. Blind or severely partially sighted children require multiple experiences to fully understand concepts, unlike sighted children who can grasp them at a glance. They may not have formed mental images of objects in tactile illustrations. Another challenge is understanding that 3D objects can be represented in 2D. Children must learn how real objects are transformed into flat representations. Simply converting visual images for sighted children into tactile versions is insufficient; it’s important to create tactile illustrations that are meaningful based on the child’s existing knowledge.
Practical tips and advice
- When available, a real object or 3D-printed model can be very helpful in explaining a subject or an image to a visually impaired child. The transition from 3D objects to 2D representations is often difficult to grasp and requires structured learning and practice
- It is recommended to guide children while they explore tactile illustrations, accompanied by verbal explanations that clearly name the elements depicted.
- Use illustrations suitable for the childs age:
- For the youngest children, it is recommended to use real objects—either placed in a box alongside a book or attached directly to the page.
- As children progress, the objects depicted in tactile books become symbolic representations rather than exact replicas of real objects. As their tactile sensitivity and fine motor control improve, they become better able to explore the details of tactile illustrations that use flat shapes, raised lines, and outlines.
- From the moment blind children at school are introduced to tactile illustrations made from line drawings, usually produced on swell paper, they need support to learn how to “read” and interpret these images through touch.
- Any image can be a symbolic reference to a real object or something which is being communicated. A rabbit can be represented by its ears and soft fur, the text introduces the character.
- Blind children explore the world using their own bodies as a reference point. When engaging with images, drawings, or other tactile materials, their exploration is body-centred. In learning about the world around them, it is essential that they are given many opportunities to explore actively. For example, understanding the concept of “under” may require physically crawling under a table—together with a caregiver—to experience what “under” means. In doing so, they can touch the underside of the table, which in this context becomes the “roof.” Similarly, understanding where the “top” of the table is also requires physical experience.
- Animals can be difficult to recognise in tactile images. Before a child can identify an animal by touch, they first need to know what the real animal looks like and what features it has. For example, if you want to explain what a tiger is by saying it is a big cat, you need to consider whether the child already knows what a cat is—how it looks, how it moves, how it climbs a tree. This is much easier to understand if the family has a cat at home.
A more in-depth overview of these tips and practical advice can be found in the full guidelines.