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Background for Study
In a survey study, 306 teachers of students with visual impairments (TSVIs), 64 students
with VI who use tactile graphics, and 33 students with VI who use print graphics were asked
about quality, preferences, instruction and strategies related to receiving and using graphics
(Zebehazy & Wilton, 2013, 2014a, 2014b). Highlights and similarities in responses amongst
the teachers and students included the following (see published results for more details):
• Both students with VI who used print graphics and tactile graphics reported that having
descriptions and time to preview graphics was helpful. The majority of TSVIs indicated
the same.
• Less than 50% of the student respondents agreed or strongly agreed that graphics helped
them to understand concepts better than text alone. Only 21% of TSVIs agreed or
strongly agreed that their students using tactile graphics could do so independently. The
majority acknowledged that instruction in graphics use in the general classroom was not
sufficient, but that they also had a lack of time to instruct in graphics.
• Tactile graphics users liked to have access to graphics in order to be connected to what
was going on in the classroom.
• Neither group of students with VI indicated making their own graphics as a strategy to
learn and remember content. Few TSVIs agreed or strongly agreed that they taught this
skill; however, in an open-ended question, they indicated that successful graphics users
engaged in making graphics and had early exposure to graphics.
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