Accessible Test

What Is IT?

(Continued)
Purpose

To promote comparative thinking and the ability to generalize

Project Staff

Charles “Burt” Boyer, Early Childhood Project Leader

Lois Harrell, Consultant

Monica Vaught, Research Assistant (Acting Early Childhood Project Leader)

Background

The initial opportunity to develop comparative thinking can be different for a child who does not have detail vision. It initially takes more time and active exposure to things, activities, and people. With the blind child who does not have a visual memory, the foundation for processing consistencies and then moving on to comparative thinking takes lots of active experience with real objects and purposeful involvement, combined with verbal descriptions to develop images that can be evoked by words. Some children may “parrot” phrases or labels, but they may be actually using empty words that have no value beyond rote memory until real associations are formed. Even when we are aware of the importance of "motor knowledge" or active experiences for the child's mind to acquire tangible associations, we are often at a loss about how to expand the child's interpreting skills.

The goal is to help the blind child develop the tools for comparative thinking and generalizing for a real basis. It is for us to become aware of all the rich detail information that can be internalized and interpreted through modalities other than vision. And it is for us to help the child become aware of these identifying qualities by gaining purposeful processing techniques. What Is IT? is a communication game that allows the mind to exercise use of words and to direct thoughts in terms of associations and descriptors. Also, the shear reward of thinking may take the focus off of performance for others and just have the fun of, "Yes, I knew that!" This game allows the blind child to have fun, but develop comparative thinking skills.
In 2008, the project leader collaborated with Harrell to review and revise the product. Once the review and revisions were completed, the project leader worked with a research assistant to have the written product edited, and appropriate changes made to the product. The words and descriptors were selected to be included in the product. The project leader worked with APH staff and BISIG to determine the layout of the product, the size of the word cards, what graphics to include, and how the product would be packaged. BISIG, with the assistance of APH staff, prepared the product to be sent to Technical Research for review and recommendations prior to sending on to production. Ten prototypes of the product were developed for field testing purposes. The product for field testing included: Instructional Guidebook, Words and Descriptors (102), and a recipe-type box to store the cards.
Work during FY 2009

What is IT? was field tested in the spring of 2009. Six reviewers, representing the states of Kentucky and Indiana, evaluated the product. Fifteen students used the product. These students ranged in age from 6-14 years old; school grades ranged from Pre-K to 8th, with the majority being Pre-K. A wide range of visual acuities and eye conditions were represented.
Five of six evaluators recommended that this product be available from APH on quota. Reviewers reported that 87.5% of students found the game to be both fun and challenging, and the large majority of students wanted to discuss and examine the actual object after identifying it based on the clues. Suggested revisions to the product were (1) use of a thicker card stock for the game cards, (2) revising several word cards so that the word is more specific to the provided clues, and (3) adding an orientation corner cut to the cards for the braille reader. The project leader worked on these revisions. A thicker card stock in the color salmon was chosen for the game cards; the project leader consulted the Low Vision Project Leader regarding the color of the card stock. Revisions were made to the word cards and the instruction booklet. Technical research began work on a new cutting die for the cards.
Work planned for FY 2010

Final tooling and specifications will be completed, and product will become available for sale.

Educational Games

Sudoku Partner

(Continued)
Purpose

To devise an inexpensive, easily portable, and practical way for blind users to set up and solve sudoku puzzles

Project staff

Fred Otto, Project Leader

Anita Rutledge, Model Maker/Assistant
Background

With the sudden and expanding popularity of these number-based puzzles for both recreational and classroom use, finding a tactile adaptation for them seems appropriate. Investigation online indicates that sudoku is being used in school classrooms with sighted students from 4th grade upward for developing logic, memory, and spatial awareness. There are also adult blind users who have devised their own adaptations, with varying degrees of complexity and success.

Based on the common practice (among sighted puzzle solvers) of using pencil marks to keep track of possible answers, the project leader designed a tactile system that allows for a similar kind of note-taking. This feature sets the product apart from other braille-adapted sudoku boards sold by various companies.
Work done in FY 2009

The FY 2008 "pilot" field evaluation suggested that adding braille numbers to the raised bumps on the solving board would be helpful, and after some experimentation project staff succeeded in doing this. The version which went out for field testing in February 2009 included the braille numerals and other revisions made after the initial trial.

Schools or agencies in Arkansas, British Columbia, Mississippi, Ohio, Pennsylvania, S. Dakota, Texas, and Virginia (two sites) participated in the full field evaluation. Twenty-seven students ranging from elementary age to adult, several with significant additional handicapping conditions, were involved.
The project leader decided on final revisions needed and evaluated samples produced by the assistant to find the most suitable materials for use in production.
Work planned for FY 2010

The 6 x 6 version of the solving board will be produced and offered for sale. Although evaluators also urged the development of a full-size 9 x 9 board using the same system, plans to move ahead on that version will wait until feedback from customers indicates a need for that work to take place.