3D Literacy Aids Introduced in Classroom for Blind and Visually Impaired Students

By Jang Hee I, Rachel Ananda Harianto, Emily Chen, Yeon Soo Lim, Wonjin Jo, Myoung-Woon Moon, Heon Ju Lee*

Preferred Citation

I, J. H., Harianto, R. A., Chen, E., Lim, Y. S., Jo, W., Moon, M.-W., Lee, H. J. (2016). 3D Literacy Aids Introduced in Classroom for Blind and Visually Impaired Students. Journal of Blindness Innovation and Research, 6(2). Retrieved from https://nfb.org/images/nfb/publications/jbir/jbir16/jbir060203.html. doi: http://dx.doi.org/10.5241/6-100

Abstract

After noticing that students ages three to five at the Seoul National School for the Blind lacked the necessary writing practice to write their own name or other basic characters in Hangul, the Korean alphabet, a learning aid was developed using three dimensional (3D) printing technology to help them acquire stronger writing skills. This paper examines the educational needs of blind and visually impaired students when developing handwriting skills, and conceptualizes how to meet those needs with 3D printing technology. It then reviews the thinking behind designing suitable 3D literacy tools and investigates how to create appropriate digital file structures for the tools. Finally, it reviews the results of fabricating 3D literacy tools using 3D printers and testing them with a group of blind or visually impaired students to see if the tools were effective in improving their learning of Hangul.

Keywords

3D Printer, tactile graphics, literacy, elementary education


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DOI: http://dx.doi.org/10.5241/6-102

The Journal of Blindness Innovation and Research is copyright (c) 2016 to the National Federation of the Blind.