Introducing Concept Maps for blind students through tangible resources

• Franciele Beal UFPR e UTFPR
• Laura Sánchez García UFPR https://orcid.org/0000-0002-6750-5965

DOI: https://doi.org/10.5753/cbie.sbie.2020.682

Abstract

The concept map is a graphical tool used to represent organized knowledge. Concept maps are visual and are therefore not taught to people with blindness. This work presents a tangible resource that was developed for blind students to build concept maps in braille. A sequence of activities were planned and executed to introduce the concept maps for 4 blind students from public schools. The account of this experience is presented in this article.

Keywords: Concept map, braille, tangible user interface, literacy, blind students

References

American Foundation for the Blind (2019). What Is Braille? https://www.afb.org/blindness-and-low-vision/braille/what-braille. Acessado em: 2019-05-16.


Ausubel, D. P. (2003). Aquisição e retenção de conhecimentos: uma perspectiva cognitiva.Plátano Edições Técnicas, Lisboa.


Bruno, M. M. G. e da Mota, M. G. B. (2001). Programa de Capacitação de Recursos Humanos do Ensino Fundamental: deficiência visual vol. 2 Fascículo IV (Série atualidades Pedagógicas; 6). Brasília - DF. http://portal.mec.gov.br/seesp/arquivos/pdf/def_visual_2.pdf. Acessado em: 2020-07-07.


Cañas, A. J., Reiska, P., e Novak, J. D. (2016). Is my concept map large enough? In Communications in Computer and Information Science, pages 128–143. Springer Verlag.


Forcelini, P. G., García, L. S., e Schultz, E. P. B. (2018). Braille technology beyond the financial barriers: A braille literacy platform to efectively combat braille literacy crisis. In Proceedings of the 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion - DSAI 2018, pages 41–46, New York, New York, USA. ACM Press.


Freitas, F. (2019). Fundação Dorina e LEGO Foundation lançam LEGO Braille Bricks para crianças com deficiência visual. https://www.fundacaodorina.org.br/blog/fundacao-dorina-e-lego-lancam-braille-bricks/. Acessado em: 2019-10-10.


Kachhap, S. e Mane, K. H. (2019). Concept Mapping for Students with Viual Impairment: Practices and Challenges. Journal of Disability Management and Special Education (JODYS), 2(1):6–15.


Moreira, M. A. (2010). Mapas Conceituais e Aprendizagem Significativa. São Paulo, 1 edition.


Nações Unidas do Brasil (2019). Primeiro Dia Mundial do Braille destaca importância da linguagem escrita para os direitos humanos. https://nacoesunidas.org/primeiro-dia-mundial-do-braille-destaca-importancia-da-linguagem-escrita-para-os-direitos-humanos. Acessado em: 2019-03-29.


Novak, J. D. e Cañas, A. J. (2010). A Teoria Subjacente aos Mapas Conceituais e como Elaborá-los e Usá-los. Práxis Educativa (Brasil), 5(1).


Portal Aldeia Numaboa (2009). Frequência de ocorrência de letras no Português. http://www.numaboa.com.br/criptografia/criptoanalise/310-Frequencia-no-portugues. Acessado em: 2020-06-22.


Sanchez, J. e Flores, H. (2010). Concept mapping for virtual rehabilitation and training of the blind. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 18(2):210–219.


Silverman, A. M. e Bell, E. C. (2018). The Association between Braille Reading History and Well-being for Blind Adults. Journal of Blindness Innovation and Research, 8(1).


Stanfa, K. e Johnson, N. (2017). Improving Reading Fluency in Braille Readers Using Repeated Readings. Journal of Blindness Innovation and Research, 7(1).


Sánchez García, L., Hilton Sayeg de Siqueira, J., Bueno, J., e Galera Forcelini, P. (2016). A Tangible Interaction Platform as Concrete Support for Blind Children Literacy in Braille. pages 135–146. Springer, Cham.