Accessible Test

Teaching Puzzles for the Light Box

(Continued)

Purpose

To have fun while learning, and to have puzzles that children can manipulate as well as use on the light box

Project Staff

Charles “Burt” Boyer, Project Leader

Background

Several users on the Early Intervention Listserv have suggested more products need to be made available from APH for use on the light box. In addition, the Early Childhood Project Leader heard those suggestions from attendees at various conferences who visited the APH booth in exhibit halls. The Face Puzzle and Ball Puzzle are very popular APH products to be used on the light box. The project leader plans to develop more puzzles for the light box that will be manipulatives, and, at the same time, benefit children with usable vision. The puzzles will be used to teach a variety of concepts, and several categories will be included: farm animals, body parts, foods, fruits, shapes, etc. The puzzles will have color discrimination, and activities will be written for each puzzle to teach about the theme (farm animals, fruits, shapes, body parts, etc.).

An example of how this will work: Take the category of fruits to include apple, banana, orange, grapes, etc. Each fruit will be a puzzle, and activities will describe each fruit allowing the child/student to learn about that particular fruit. The puzzles can be assembled on a flat surface or on the light box. This type of learning will be fun.
In 2008, research was completed on APH products available for use on the light box. Research was also completed on APH products available for use on the light box that can be used as standalone manipulatives. A review of the literature was conducted to determine what products are available that are not presently available from APH. Categories were identified and the project leader began the process of writing activities to accompany the puzzles. The categories include:

• 
  Fruits—orange, apple, banana, grapes, strawberry
  
• 
  Body Parts—arm, hand, foot, leg, head (ears, eyes, mouth, nose)
  
• 
  Farm Animals—children, horse, pig, cow, dog, cat
  
• 
  Shapes—irregular shapes
  
• 
  Tree—branch, limb, trunk, bark, leaves
  

Work during FY 2009

The project leader continued efforts to develop a variety of puzzles for use on the light box. Designs were developed by the project leader for farm animals, fruits, and cars. The project leader talked with TVIs in the field to get additional ideas, and began work on designs for word games and mazes as several TVIs suggested the project leader pursue these ideas. In addition, several O&M specialists suggested developing O&M routes for the light box. The project leader outlined the next steps of the project, but was unable to share plans with BISIG and other staff at APH.

Work planned for FY 2010

During the first 3 months of FY 2010, the project leader will complete designs of all puzzles to be used on the light box. In January 2010, the project leader will begin working with the APH Graphic Design Department, BISIG, and Technical Research to complete work on this product. Puzzles will have color contrast appropriate for use by individuals with usable vision. In addition, the project leader is designing the puzzles so they can be used by individuals who are totally blind as standalone items.

The project leader plans to have this product ready for field testing in July 2010.

The Best for a Nest

(Continued)
Purpose

To revise The Best for a Nest, a book once printed by APH; to produce an interactive storybook for learners to focus on many concepts, such as positions, prepositions, and use of tactile symbols

Project Staff

Charles “Burt” Boyer, Project Leader

Lois Harrell, Consultant

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

Background

The Best for a Nest was copyrighted in 1976 by Lois Harrell, and produced as a contract job by APH in 1986. However, the book was not available from APH as a catalog item. The book was created to allow emphasis on prepositions. Each page in the book offers a controlled written presentation. The corresponding tactile illustrations are directly related to the text. The simplicity of both allows the focus to be upon what is happening, while avoiding unnecessary details. Approximately 70% of the 136 word vocabulary is comprised of words that appear on the Dolch list. The material in the story allows opportunity for further elaboration. Basic concepts can be explored in the tactile illustrations: counting, left and right, comparisons, and top and bottom.
In 2008, the project leader worked with APH staff, the consultant, and BISIG to complete the many tasks. The written document was reviewed and revised; appropriate changes were made. Regarding the layout of the book, the following components were determined: size of print, size of book (paper size), the location of braille storybook pages, presentation of graphics, how the storyboard will be used as part of the product, size of storyboard, the manipulatives to be used on the storyboard, and materials used to make the manipulatives.
The project leader worked with APH staff, including staff with expertise in tactile graphics, on the idea of having a family of items that could be used to illustrate words on each page of the book. The idea is to have a Velcro^® board and then place items in proper position to illustrate what is on the page (i.e. tree, bird, bird nest, grass, etc.). As each page is read to the child, the child can place the items in the proper position to illustrate what is on each page. The idea is to have the statement in large print and braille on each page, and print graphics showing what is meant by the phrase on a particular page. Tactile illustration will be done by using the method described above allowing the child to manipulate items to make the illustration.
Work during FY 2009

BISIG completed graphic layout of the book. Technical research worked with the project leader to prepare the product to be printed and embossed with braille. The manipulatives, which are to be used on the storyboard as tactile illustrations, were made. This part of the project took considerable time to complete.

The Best for a Nest was sent out for field testing in the spring of 2009. Fourteen reviewers, representing the states of Kentucky, California, Colorado, and Indiana, evaluated the product. Thirty-seven students used the product. These students ranged in age from 3-12 years old; school grades ranged from Pre-K to 6th, with the majority being Pre-K. A wide range of visual acuities and eye conditions were represented.
It was reported that 100% of students enjoyed the story and showed strong interest in exploring the manipulatives on the storyboard. Evaluators felt that concepts of varying degrees of difficulty were represented. While 100% of evaluators recommended that this product be sold by APH on quota, the reviewers also suggested revisions to the prototype. These revisions included texture changes for the manipulatives and using bolder colors in the storybook. In addition, the consultant suggested that raised lines be added to the storybook. Based on this feedback and potential changes to the tactile components of the product, Tactile Graphics Project Leader Karen Poppe was assigned as a co-project leader on this product.
Work planned for FY 2010

Changes will be made to the prototype based on input from field test evaluators.

Project leaders will develop a post-field test survey that will be sent to the field reviewers. This survey will gather further input about tactile graphics to be used in The Best for a Nest. As needed, additional revisions will be made to the book and/or storyboard. Final tooling and specifications will be completed, and product will become available for sale.