Beyond Braille, a new visual language

As we know, the visually impaired (VI) is a very significant component of our population. With 26% of the VI population currently having access to quality education, it's a struggle for them to get accepted in society and get hold of these accessible books. Beyond Braille is one-of-a-kind tactile picture series designed for the visually impaired community. This series comes as breakthrough research for them to explore pictures like never before.

The project is a brainchild of Nupur Agarwal, founder of Beyond Braille. She says, "By providing them with our collection of tactile picture books, we want them to participate fully in literacy, helping them develop a positive self, related it to notions of respect and dignity, build confidence and a heightened sense of independence. Thereby further taking a step towards a unified, growing, and inclusive nation.".

While pursuing her Masters at CEPT University in 2014, Nupur worked on the concept of a tactile picture book for the VI community, exploring and developing it further with different mediums and materials; she also created alternative options with 3D printing & other embossed illustration methods. Moreover, to seek protection on the innovation made, a patent has also been filed and applied for PCT.

Nupur adds, "Compared with the existing method of braille books used in institutions and schools, these picture books include simplified tactile graphics making it easier for the visually impaired to understand. Additionally, it uses braille cues/indications to support pictures in the book to build associations quickly. They are lightweight and durable, have an option of customizing them in the size required. Not only that, but the books have a choice of integrating the text to make it a mainstream resource and promote inclusiveness. These tactile picture books are for all ages and levels of ability. It is impossible to say at what age children ought to start reading tactile picture books as it very much depends on the individual child. Perhaps the children should begin with a picture book and then go on to books with rhymes and a simple story followed by readers with longer texts and more difficult tactile pictures."

The role of inclusive books for children with special needs

Nupur says, "Give a child a tactile picture book, almost any picture book, and chances are, you have got a happy child. Young children generally aren't fussy when it comes to toys or books; in fact, they love exploring them. Many special needs children are tactile learners. Tactile and sensory books can bring a fun and colorful approach to their challenging issues. These picture books help develop fine motor skills, build self-esteem and a spirit of independence in them. Such tactile picture books need to be devised with simplified illustrations, braille cues, and audio support to make them accessible.

"The following are a few critical points we have identified to develop inclusive tactile picture books for children with special needs:

1. Avoid clutter and simplify.

2. Use texture moderately and only to add vital information.

3. Limit the use of lines to identify parts of the picture quickly.

4. Use considerable gaps between the components of an image to make it more accessible.

5. Add braille cues or audio assistance to pictures' elements to build associations with the tactile images more readily.

6. Use significant large font texts for the low-sighted children to make it more legible.

7. Keep readings short for children with special learners.

8. Avoid overlaying elements in the same picture to bring more clarity, as most children with special needs read the image as a whole and not one by one in a linear form."

Recommended teaching techniques for parents and special educators

Nupur explains, "Children with special needs often face various barriers, making it difficult for them to realize their potential. With the proper support and assistance from parents and educators, they can introduce the children to the series of tactile picture books with ease. Moreover, they must also ensure that the children receive all the educational support regarding resources, technology, and training. For instance, children with visual impairments need opportunities to use their non-visual senses (hearing, touch, smell) to access the curriculum. Children with low vision will also require opportunities to make the best use of their residual image – for instance, if they sit near the blackboard and the teacher writes in large clear letters on the blackboard, it will be easier for them to read the blackboard.

Additionally, a quiet, decluttered, and orderly classroom where the children can hear what others are saying with adequate lighting levels would make the environment more accessible. For children with hearing impairments, the institutions can include a sign language translator in every classroom as assistance. Furthermore, the teachers and parents can also take proper specialist training in sign language to teach children with hearing impairments effectively."

"Most importantly, children with special needs must be provided with all multisensory materials to learn through their senses of hearing, touch, taste, and smell. For instance, if you teach a lesson about different fruits, you can bring fruits so that the child can touch, taste, and smell the fruits and associate them with the pictures in the books more quickly," concludes Nupur.