Accessible Test
Tactile Science Posters/Puzzles
Yüklə 1,48 Mb.
|
- Bu səhifədəki naviqasiya:
- Self-Determination V-file
- Tactile Graphics
Tactile Science Posters/Puzzles(New) Purpose To adapt existing science posters by popular school supply companies which are of an appropriate scale for meaningful tactile representations. Project Staff Karen J. Poppe, Tactile Graphics Project Leader John Aicken, Assistant Research Director
In April 2008, the project leader submitted a product submission form for the adaptation of commercially available science posters and/or puzzles for tactile adaptation. This product submission was written following the project leader’s review of various types of science wall charts and interactive puzzles purchased from Delta Education and other popular school supply sources. Posters/puzzles illustrating the lungs, the skeleton, the brain, the heart, the skin, the eye, the ear, the kidneys, the digestive system, the tongue, and so forth, were of particular interest for seeking permission to adapt for students with visual impairments/blindness. The goals of this product are 1) to utilize existing science posters/puzzles commonplace in the regular classroom; 2) alleviate APH’s burden of creating original print artwork and contribute their tactile expertise by preparing raised-line counterparts; and 3) providing braille awareness to sighted peers who are using the same posters/puzzles. The product idea was approved in April 2008 by the Product Evaluation Team and in May 2008 by the Product Advisory and Review Committee (PARC). Work during FY 2009 Initial efforts by the project staff involved identifying and selecting ideal science posters to adapt. Posters eligible for adaptation show realistic and full-color layouts and are of a convenient size for capturing the detailed features via the use of a variety of tactile textures, line heights, and contours. The main concern was obtaining the poster(s) in bulk quantities, in a flat condition for convenient attachment of the tactile counterparts. As time allowed, the Assistant Research Director sought permission from the copyright holders of the print artwork. Work planned for FY 2010 The project staff will continue to seek copyright permission to adapt identified commercially-available posters and/or puzzles. Self-Determination V-fileFormerly: Personal Vision Portfolio (Continued) Purpose To provide students, teachers, counselors, and parents of visually impaired students a tool to collect, organize, and document pertinent information and materials that will aid in transition from Kindergarten through adult life. Project Staff Jeanette Wicker, Project Leader Edith Ethridge, Consultant Katherine Corcoran, Model Maker Darlene Donhoff, Manufacturing Specialist Frank Hayden, Technical Research Division ManagerTom Poppe, Model Maker Background Edith Ethridge developed the Personal Vision Portfolio during her tenure as low vision specialist at Kentucky School for the Blind. She used this portfolio with students across Kentucky through the Outreach Program at the school. This portfolio becomes a working file of activities, documents, and resources used by the student and teacher. It is an aid to an array of students through a variety of transitions; from teacher to teacher, middle to high school, from high school to college and work and adult life. Edith retired from her position on July 1, 2006. The popularity and continued demand for the sharing of her work by groups and organizations around the U. S. led to a product submission. In January 2006, the product idea was approved by the PET and PARC Committees. Edith Ethridge agreed to serve as a consultant. The initial work of writing and revising the portfolio began. The consultant continued to write, revise, and update the text for the teacher’s manual as well as the various forms to be used in the portfolio in FY 2008. Work during FY 2009 The consultant continued to write, revise, and update the text for the teacher’s manual as well as the various forms to be used in the portfolio. Work planned for FY 2010 Complete a prototype of the V-file. Tactile GraphicsALL-IN-ONE Board(Completed) 
Purpose To provide a multi-platform, adjustable board for use with either hook-Velcro® accessories or magnetic pieces (homemade, obtained from APH, or purchased commercially), as well as with dry erase markers, that would facilitate a variety of learning activities within a home or classroom setting. Target populations include young children, students, and adults with visual impairments, as well as parents and teachers working with this population. 
Project Staff Karen J. Poppe, Tactile Graphics Project Leader Tom Poppe, Pattern/Model Maker David McGee, Manufacturing Specialist Terri Gilmore, Instruction Sheet Layout
After researching and eliminating the risk of duplicating a similar tool already commercially available, the project leader submitted a formal proposal to develop a unique product that would provide the following:
Both magnetic- and Velcro-backed pieces are successfully and commonly used with visually impaired/blind students because they are interactive and stay in place during tactile/visual exploration. Provision of the ALL-IN-ONE Board will allow teachers and parents to use a wide-variety of existing magnetic and Velcro accessories that can be handmade, commercially-acquired, or purchased from APH. Although only a few magnetic options are available from APH at this time (e.g., magnetic sheets included with Feel n' Peel Stickers II), this product line can certainly be extended once the board is available and as guided by requests from the field (See separate report on Textured Sorting Circles and Shapes). In January 2007, the project leader conducted a "Brainstorming" Product Development Committee (PDC) meeting to garner additional advice and ideas from a larger audience of APH staff. It was determined that the primary task of designing the prototype and eventual production tooling would be carried out by the Model/Pattern Maker. A complete timeline was determined and posted on the active development chart. Despite the complexity of the prototype design, the pace of development was expedited by a quickly-identified solution to the adjustable handle that allows for various slant angles, regardless of which side of the board is used. Other prototype activities by the project leader and Pattern/Model Maker involved the following:
Early reviews from members of the Educational Product and Advisory Committee (EPAC) were very positive indicating that they liked the lightweight, colorful, and adjustable features of the board. They expected that the product would be very popular with their teachers and recommended that APH anticipate large sales. By the end of August 2007, multiple prototypes of the ALL-IN-ONE Board were completed (a month ahead of schedule) and available for field testing. The project leader then developed an evaluation form and contacted field test sites. The field test stage was formally initiated by the end of the fiscal year. The field test stage was completed on schedule in December 2008. Field evaluations were completed by 10 teachers representing the states of California, Kansas, Kentucky, Mississippi, New Mexico, New York, Nebraska, Pennsylvania, and Virginia(2). The student sample of 44 ranged in age from 3 to 17 years old with 32% between 3 and 5, 23% between 6 and 8, 20% between 9 and 11, 14% between 12 and 14, and 11% between 15 and 17. The sample was nearly equally divided between males and females (57% and 43%, respectively). The majority (68%) was white; 18% Hispanic; 9% African American; 2% Asian, and 2% “two or more races.” Nearly three-fourths of the student sample (72%) were in grades Pre-K and third grade. The students’ primary reading medium was reported as 34% large print, 20% braille, 16% undetermined/nonreader, 9% regular print, 9% combined braille/print, 7% pre-braille, 2% pre-reader, and 2% pictures. Students with cortical visual impairment comprised nearly one-fifth of the sample. A large percentage (64%) was reported as having additional disabilities. A total of 85 teacher-determined tasks/activities were performed using the ALL-IN-ONE Board with the students. The majority of the tasks (73%) were assessed as “Highly Successful,” 25% were rated as “Somewhat Successful,” and only 2% were reported as either “Not Successful” or between “Somewhat” and “Not” Successful.” The types of learning activities facilitated by the ALL-IN-ONE Board included the following:
The teachers gave very high ratings of the board’s design features, indicating a 4.0 (the highest possible rating) for both its color/attractiveness and its various slant positions. Other ratings included overall size (3.85); weight (3.75); multi-purpose format (3.9); portability (3.5); and durability (3.55). One-hundred percent of the teachers reported that the ALL-IN-ONE Board offered specific advantages over dry-erase, magnetic, and/or other Velcro boards they had previously used, most notably the adjustable slant positions and the dual-platform presentation. Product enhancements were based upon the reviewers' feedback. Given that the current design of the board itself was very well received, no structural changes—functional or aesthetic—were made to it. The only noticeable change from the prototype model to the final version will be the inclusion of a carrying bag to protect and transport the board. In February 2008, the project leader and Product Development Committee members reconvened to re-evaluate the current timeline and to determine final production quantities. The third and fourth quarters of the year were dedicated to the following tasks:
Work during FY 2009 The project leader was instrumental in locating a suitable vendor for the dry-erase portion of the ALL-IN-ONE Board despite unsuccessful, repeated efforts by Technical Research and Purchasing staff to do the same. The vendor located met the criteria outlined by the project leader including:
Tom Poppe was exclusively responsible for the entire design of the board itself, from original prototype design to final hard tooling, technical drawings for hub and handle parts, planned in-house assembly, overall dimension specifications, and choice of mounting board material. APH was able to pursue the design of this original product, despite its complexity, because of the Pattern/Model Maker’s extensive product design knowledge and technical skills, having developed some of APH’s most successful, long-standing products (e.g., Light Box, Mini-Lite Box, GrandStand, Fine Motor Development Materials, etc.). The project leader and Model Maker were in direct contact with the overseas vendor and local vendors to ensure quality of received parts (e.g., dry erase board, handles and hubs, and laminated mounting boards, carrying bags) throughout the pre-production stage. The project leader and the Model Maker monitored the final production of the ALL-IN-ONE Board and ensured its quality. During actual production, the project leader problem-solved the following:
The “Airplane” announcing the official availability of the ALL-IN-ONE Board (1-08836-00) was released on January 29, 2009. The set price was $145.00 (available with Quota funds). Sales during FY 2009 quickly exceeded the first-year forecast. In less than a year’s time, 1300 units had been purchased and the product was on “backorder” status. Post-production activities on the project leader’s part included preparing marketing materials and demonstrating the product at conferences and workshops. Work planned for FY 2010 The ALL-IN-ONE Board is now available. The project leader will continue to pursue the development of magnetic and/or Velcro-backed accessories for use with this new product. Yüklə 1,48 Mb. Dostları ilə paylaş:
|
ocating a vendor for the dry-erase portion of the board and evaluating received samples