Division on Visual Impairments


A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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Page 47 of 89

VIDBE-Q Volume 66, Issue 2 48 Christopher Brum, San Diego State University, cbrum@sdsu.edu Susan Bruce, Boston College, susan.bruce@bc.edu Sarah Ivy, University of Utah, sarah.ivy@utah.edu Target audience: TVI's, Special Education Teachers, Related Service Personnel Tactile tangible symbols (TTS) are based on what Rowland and Schweigert (1989, 2000) called "tangible symbols". These representations include three dimensional objects, partial objects or textures that can be mounted on a background or used alone. When TTS share a close resemblance to the referent, cognitive demand on the user is reduced (Bruce et al., 2011). TTS can be used in a variety of ways, including to represent abstract or concrete ideas, and can be combined with other representations, such as print or braille labels, to ensure consistency with the name associated with the TTS. This qualitative research study looked to explore the development and use of Tactile Tangible Symbol Systems (TTSS), focusing on the instructional Strategies for Teaching Tactile Tangible Symbol Systems: Case Study on a Learner with Deafblindness

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