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