Introduction This study presents and evaluates the use of a method using local cues to indicate perspective in tactile diagrams as compared to the current use of visual perspective methods. Methods Perspective for an object using local cues is represented with standard visual perspective lines but with the thickness of the lines varying as a function of depth away from the viewer. Performance of visually impaired study participants (that is, those who are blind or have low vision), using the new method and the standard visual perspective method, were compared as functions of: onset of vision loss of a participant, perspective method used, repetition, and object and perspective of an object presented. Results For the main task, the method used—Wald χ2(1, 585) = 7.147, p = 0.008—and the method-repetition interaction—Wald χ2(1, 585) = 4.272, p = 0.039—had significant effects. Participants performed better with our new method and there was a significant improvement for (only) this method between repetitions. Discussion The findings demonstrate that our new method improved the performance of users for tasks involving perspective on diagrams over the standard visual perspective method. The data also indicates that with more repetition, improvement could become even greater than observed during this study. Implications for practitioners Perspective frequently plays a critical role in aiding the understanding of questions in mathematics and science. Adding local cues to a standard perspective diagram shows promise in improving users' ability to interpret objects.

Introduction: This article describes the development and initial assessment of a set of tactile crayons that can produce different textured lines and areas on standard paper. Method: An assessment of the need for tactile crayons was performed through the use of surveys and focus groups from which a set of six tactile crayons was developed. Development was focused on being able to differentiate the crayons along the texture dimensions of sticky or slippery, rough or smooth, and hard or soft in informal dimensional analysis. Preliminary discrimination testing was performed to determine the viability of the six selected crayons. The main assessment determined whether individuals were able to identify each of the crayons by number from feeling scribbles on paper. Results: User needs assessment showed that many practitioners felt the development of tactile crayons would aid in teaching and fill a needs gap. The participants were able to discriminate the six crayons with a mean accuracy (standard error) of 77% (4%), and of those six, they could identify the four most easily discriminable with 86% (3%) accuracy. Discussion: Many families and teachers showed interest in the potential of tactile crayons as a learning tool. Four of the six tactile crayons were both highly discriminable and identifiable by adults who are visually impaired. This finding shows promise for discriminability and identifiability of these crayons by children who are visually impaired and their potential as a learning tool in both formal and informal learning environments. Implications for practitioners: The use of the developed tactile crayons has the potential to aid childhood development and student learning. In addition, the use of the crayons by teachers could help reduce the time needed to produce tactile diagrams.

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Currently, individuals who are blind or visually impaired have limited resources to allow them to interpret information contained in images. The aim of this project is to provide an accessible system to automatically generate tactile graphics for those who need to interpret information contained in visual images. The fundamental steps to accomplish this are to segment and simplify the image. The focus of this paper will be on several methods to segment an image.

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