betty.marshall
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Tactile supplements are dealt with in section 9 of Guidelines and Standards for Tactile Graphics. I am trying to get a better understanding of your description. Did you mean that there are 3 graphics on the print page, or that in print there is one graphic that you have split into 3 parts.
If you are dealing with this latter situation, and each of the keys (for tactiles 1 and 3) are [u]not[/u] more than 1 page each, the print page number that appears on the top right corncer would be 655, a655, b655, c655, and d655 as you indicated in your question. The braille pages are numbered sequentially within the supplement volume (see 9.8.2 of the Guidelines), beginning with #1. The key pages would be punched on their right side and bound as facing pages with the print and braille page numbers still placed at the top and bottom right side of the page. The tactile supplement braille pages do [u]not[/u] have a preliminary identifier such as "l" for Legend. The supplement volume would have "t" pages, and "p" pages (as preliminary pages similar to any other braille transcription). In addition to the Special Symbols page, there may be a Graphic Symbols page (see 9.7.3 of the Guideliines)which would contain symbols that are used consistently throughout the supplement, rather than repeating them for each key.Note that the attribution, reference and source information should [u]not[/u] be included with the tactile graphic, but should be placed after the figure number or diagram heading in the braille volume (9.5.1). However, illustration caption and figure descriptions [u]should[/u] accompany the diagrams in the supplement so that the reader can interprt the tactiles without having to refer back to the braille volume (or e-text, or audio). The caption and description [u]should also[/u] appear in the braille vollume (or e-text, or audio) for readers that want the information contained within the caption, but may not be using the tactile supplement.
Note also that if any of the key pages are contiinued onto a second page, then the format for numbering and binding is changed so that the graphic appears on the left side (of an open volume). All of these key pages are punched on the left side and bound following the graphic as pages facing the graphic page. (See this exception stated in 5.8.3.3 of the Guidelines Section 5.12 deals with the page numbering of interpoint braille volumes which is generally not used for supplementary diagram volumes.
Hope this answers your question!Betty
6.6.4.1 is referring to the numbers which are values along the axis line -- those that label the ticks -- specifically on line graphs. Since a line graph is usually the upper right quadrant (6.6.4) there would not be negative values.
Please provide a scan of the example in question, so that we can determine whether it is a Cartesian graph or a line graph. 6.6.2.3 is referring to lines on a Cartesian graph and in 6.6.2.1 is says that the numeric indicator is [u]not[/u] used on Cartesian graphs regardles of whether they are transcribed in literary or Nemeth code.
Many transcribers get confused over the differences between a line graph and a Cartesian graph. Hopefully when you provide a scan, we will be able to clarify the intent of the Guidelines.Betty
Thanks for your question. There are not many agencies that create tactile supplements. I am looking into this and will post a reply later today.
Betty
Please refer to 5.2 and 5.3 of Guidelines and Standards for Tactile Graphics in order to understand the various scenarios for print and/or transcriber-assigned headings. In the examples you have listed, you haven't said whether or not there is a heading in print. If there is not a heading in print, one would not be added before the caption or key. If the caption prepares the reader for what they will encounter on the tactile, it is not necessary to assign a heading (unless this is a decision that has been made by the agency for which you are preparing tactiles). Only where the graphic extends beyond one page, does it become necessary to add a transcriber-assigned heading. This is often done to clarify which part of the graphic is being viewed when it has been necessary to split the graphic into layers or sections of information. The same is true when there is more than one key (i.e. a key for part 1 and a second key for part 2)--see page 5-29 through 5-31 of the Guidelines. The heading "European Union" has been taken from the print legend. On page 5-31 is is placed [u]after[/u] the caption.
Note also that although Braille Formats would insert TN symbols around anything added by the transcriber, this practise is [u]not[/u] followed for headings or explanitory labels added to a tactile graphic.
Each situation must be studied carefully and the guidelines applied based on the purpose of the graphic and how to present it clearly and concisely. There often is not only one 'right' method, so strive to find the 'best' for a particular graphic.
Hope this helps,
BettyI see I left out a word on my previous post. I know there should not be more than 5-6 points on tactile graph.
Jo C.Hmmm ... the graphing calculator screens ... I have just been working on dozens of these myself for a Pre-Calculus 12 textbook!
I can tell you how our agency handles these, and perhaps if others in the USA have strong feelings one way or the other they will also add their comments.
I have 2 different kinds of these in my textbook--some like the ones in your attachment, and some show some of the tick marks labelled. I handled them 2 different ways. Where there are no labels for any of the tick marks on the axis, we show only the axes and the plotted line (no tick marks) to show the reader the overall shape and placement of the graph. For the ones that do have any of the tick marks labelled, we showed the axes (usually they have a top and right arrowhead), the ticks, the labels, and the plotted line. I keep the first type all exactly the same size (approximately 3.5 x 5.5 inches). The others are usually larger, with the ticks somewhat smaller than the .5 inch tick marks usually used on graphs. I often show only every 2nd (or every 5th or every 10th tick mark) depending on the print graph and available space. Do not add grid lines in the background.Take time to read Unit 6, 6.6.8 in Guidelines and Standards for Tactile Graphics as well. In the case of the ones I was working on, it was not necessary to show the border (or box) around the display.
Hope this answers your question. BANA has had a draft copy of recommendations for graphing calculators, but it was never approved. Here in Canada, there has been one approved by the Canadian Braille Authority, which, if you are interested, is available on their website. Unfortunately, until BANA adopts some form of recommendation for these, you are at the mercy of the agency for which you are doing the work. (Our agency also follows BANA rulings, so you will notice that I have recommended differently that what may be used elsewhere in Canada.)
Betty
I use version X5 still, and when looking at X6 didn't see a lot of differences that would benefit in the work that I use it for. If you were thinking of also using the macro software add-on (which I have demonstrated at NBA conferences) I would definitely suggest that you look for a version of X5 if you can still find it. The macro software has been upgraded so that most of the features work with version X6 now, but there are still some problems with copying textures.
BettyThank you for this reply. It is good to get feedback from many perspectives.
Dave R
edited by braillepro on 7/23/2013The following is taken from Guidelines and Standards for Tactile Graphics, 2011.
5.6.4 Occasionally, information contained in a note or notes is essential for an understanding of the graphic before starting to read it. In this case, insert a transcriber's note before beginning the graphic.
Example: "Note(s) shown in the graphic below."
Place the note on the next line, preceded by the appropriate reference indicator starting in cell 7, with runovers in cell 5. When more than one note is shown, no blank lines should be left between the notes.Betty
I suggest using a good quality spur wheel such as those from Howe Press of Perkins School for the Blind. I use a metal ruler with cork backing, so that the edge is [u]slightly[/u] raised from the paper, preventing the spur wheel from "catchinng" on the ruler. I also use a neoprene matt to work on.
I do know that some people manage better when they "push" the spur wheel away from the bottom of the page, but I have found that I need to "pull" it down towards the bottom of the page. When moving in a circular motion, I rotate the mat and paper periodically while keeping the spur wheel in place, rather than lifting the spur wheel and starting again.
Remember, practise makes perfect!Betty
RE: Population Density Maps
I would deal with all aspects of the left side (1790) first, followed by the same process for the right side (1830). You haven't said what grade level this is for, but first of all I would show the states and names of the states. You will need to explain in a transcriber's note, that it is split into 2 parts (1790 & 1830). You will also need to explain how you are going to divide this into layers to show the information.
Depending on the surrounding information and grade level, you may be able to list the names of the states and territories, and then label the uncommon ones on a simple map with only the borders shown—but no mention of the population. The second part of the 1790 side should show textures for the various levels built up upon each other. Use a distinct texture such as medium sandpaper for the highest numbers (red area) on the legend, since those are the smallest areas on the map. I would probably also combine some of the numbers in the legend. For example, the lowest texture would represent 2 or less, the next would represent 2-18, followed by one for 18-45, and then 45-90 or more. On this second map page, you would show only the population density layers and omit the borders and labels of the states. Be sure that each time the tactile key is on a facing page to the map itself.
Again, depending on the surrounding text and purpose of the tactile, you may not need to reproduce the scale and compass rose. Without seeing that information, I assume that the main purpose it stated in the title—the population density. This type of tactile is best suited to the collage method of production. By showing the state & territory names first, the reader is provided with an overview of how the area changed as the population spread. I would keep both maps the same size as each other.
Then repeat with the 1830 map.Hopefully this makes sense!
Betty
I think that this seems to be teaching how to read the line plots and their range, that it would be best to keep the same orietentation. When the student is creating their own line plots, they would be using the method suggested in the Tactile Graphics Guidlines and Standards. Although they are showing how the range of the plots on the right has moved over by 5, I don't think that you need to maintain the side by side arrangement of the plots (if that is what you mean by a 2-page spread).
Betty
