Method for producing illustrated audiobooks for children with vision impairment

Abstract

A method for producing an educational book includes creating a draft layout with tactile materials and subsequently working up and assembling same. Illustrations, scoring, perforation channels and embossing are applied to the layout. A picture has audio regions applied thereto which, when touched with a portable device, playback an audio track (audio description). All audio files are combined into a single file for recording on a portable audio playback device. The prepared material is sent for comprehensive preparation and printing to produce a finished page spread. This is followed by a decorative work-up and final manual assembly, which includes attaching the tactile materials to the working portions of the spread and folding the spread along the marked score lines. The technical result consists in the creation of a multi-sensory product that allows children with vision impairment to receive information via several sensory channels simultaneously.

Description

[0001] A METHOD FOR PRODUCING SOUND-REPRODUCING ILLUSTRATIVE BOOKS FOR CHILDREN WITH VISUAL IMPAIRMENTS

[0002] Field of technology

[0003] The proposed invention relates to the field of specialized book printing production, characterized by the implementation of a combination of automated and manual technological stages for the purpose of obtaining educational special book printed products with expressed content in the form of tactile, visual and auditory information, adapted for children with disabilities with special educational needs, primarily in connection with visual impairments (hereinafter referred to as special books).

[0004] State of the art

[0005] As a rule, when creating high-quality books and teaching aids for special children, particularly children suffering from visual disorders, the results of preliminary scientific studies of these children's visual and tactile perception of information are taken into account, while complex printing technologies and the latest scientific developments are used.

[0006] Currently, for working with children suffering from visual impairments, books with appliqués made from cut-out tactile materials using Braille, flat-printed sound-reproducing books with small drawings, amateur hand-made books and relief-graphic aids, mainly with flat-printed backing, are generally used.

[0007] However, the listed book products do not have sufficient potential and prospects for the possibility of effective and successful training of children's vision, since the technical level of their execution is quite limited and does not stand out for its variability, the functional capabilities are extremely low, which will not contribute to the manifestation of creative abilities, and in general, it is not able to interest children in participating in the educational and health process.

[0008] It should be noted that while there are numerous specialized children's books and manuals available in the art, each with a different technical structure and author's content, not all of them are suitable for use with children with severe vision problems. Below, we will examine in more detail some of the known book illustrations designed for teaching and training children with health issues, particularly vision problems.

[0009] Thus, a method for producing reading material including images and corresponding inscriptions for reading using Braille is known from the prior art (see AU5173593, cl. C09D11 / 10, published 1994 [1]).

[0010] A well-known solution [1] refers to a technology that uses a printed composition to produce images and inscriptions, with the aim of their subsequent tactile reading by the user.

[0011] The solution [1] identified from the prior art includes applying an adhesive printing composition to a substrate that has not been pre-treated in essence, wherein the printing composition is a liquid, predominantly viscous, consistency that is transformed on said substrate into variants of pre-determined design compositions.

[0012] According to the principle of the known solution [1], the printing composition used includes a resin treated with ultraviolet radiation as a filler. The resulting compound (printing composition) is applied to the specified substrate manually or using a computer-controlled dosing device.

[0013] The resulting educational material, which includes certain inscriptions and images, is suitable for teaching reading to people with disabilities, in particular blind children and children with impaired vision.

[0014] Among the disadvantages of the known technical solution [1] the following should be noted.

[0015] To apply the printed composition to the substrate, according to established technology, a robotic system is required. It automatically distributes the composition across the substrate surface using a specific algorithm, significantly improving production efficiency and speeding up the manufacturing process. However, automated systems are not as efficient and typically require specialized software reconfiguration when working on custom-made commissions, which, for example, involve non-standardized technical operations. Therefore, creative variability is reduced, and only traditional and generally accepted design approaches are successfully implemented, which may not meet all the requirements of users of the relevant book products.When producing educational children's printed materials, particularly those incorporating Braille, it is essential to use environmentally friendly printing media. This necessitates careful monitoring of the cartridge replacement and / or refilling processes for the general-purpose printing equipment used, while preventing the introduction of toxic components into the printing media that could be used for other types of printing that do not involve direct tactile contact. Therefore, the production of these children's publications invariably involves labor-intensive and energy-intensive maintenance procedures, including environmental quality control of the printing media refilling / replacing operations, including possible cartridge cleaning.

[0016] A method for applying inscriptions and images to a printed medium made of a soft or hard material is known from the prior art (see CN115817044, class B41M3 / 06, published 2023 [2]).

[0017] The well-known technology [2] is used in the field of education of healthy children, as well as children with visual impairments, and is capable of stimulating the learning process, strengthening memory and improving the health of the body.

[0018] This method is characterized by the fact that on any flat carrier made of hard or soft material it is possible to print three-dimensional images, made in the form of raised patterns or symbols, while the said printing is carried out in a sequential mode and is divided into the application of a lower layer, a middle layer and an upper layer of the image.

[0019] Moreover, the specified sequentially printed lower layer, middle layer and upper layer of the drawing are displayed as they are applied on a flat arbitrary carrier in accordance with a given program, providing a sensation of curvature and convexity when touched by the hand.

[0020] The following disadvantages of the solution under consideration [2] should be noted.

[0021] The presented printing technology, characterized by a certain sequence during the application of printed layers, consists of several working stages, each of which is characterized by a unique set of non-repetitive mechanical manipulations, consisting of the manual placement of the material carrier (substrate) in the gripping area of ​​the printing device, which is necessary for the purpose of layer-by-layer application of volumetric images, while the listed actions, performed in manual mode, do not ensure high productivity, since the process is not automated and is actually carried out in an arbitrary time mode, allowing for technical pauses between stages associated with the preparation of the applied printed layers of images.

[0022] Printed materials produced using known technology [2] are primarily intended for teaching reading to children with severe visual impairments. However, due to the relatively primitive technical execution and the limited textual content available in Braille, these printed materials cannot be considered a universal educational tool guaranteed to attract and focus the attention of children with various forms of the disease.

[0023] The closest technology in terms of technical essence to the claimed object should be considered to be the technology for producing children's educational material in the form of a hand-readable book (see KR102192379, class A63H33 / 38, published 2020 [3]).

[0024] A well-known solution [3] describes a technology for obtaining children's teaching aids and educational materials, the content of which can be studied using finger touches.

[0025] In accordance with the well-known solution [3], a layout is created, a design is developed, tactile materials are selected, illustrations are drawn and the layout is finalized, then a sample is obtained, onto the prepared parts of which tactile materials are attached, pre-press preparation of the material for printing, decorative processing and, subsequently, final manual assembly are carried out.

[0026] A well-known technical solution [3] is characterized by the fact that the resulting children's edition is readable by hand, namely with the fingertips, allowing children with visual impairments to learn through images and letters, feeling the object with their fingers, using, in particular, Braille, ensuring the separation of the object into a reference and a comparative object. This ensures the visualization of the actual size by comparing the size of a specific part of the object with the reference object, ensuring effective learning through experiencing and feeling the detailed appearance and touching of a specific part of the object, and ensuring the learning effect of an easy and accurate understanding of the object's features through the text section related to a specific part of the object.

[0027] A children's educational resource in book form, as described in the technical solution [3], is a teaching aid suitable for both the education and development of healthy children and children with severe visual impairments. This is possible due to the presentation of the same artistic object in a descriptive format using Braille and in a graphical format as a three-dimensional drawing. However, the combination of these formats does not qualify the book as a universal tool suitable for virtually all children, as the design focuses primarily on deciphering tangible information, which would not be useful or informative for groups of children who have not been prepared in advance.

[0028] An additional disadvantage of the known solution [3] should be recognized as the limited variability of technical execution, as well as the low artistic value of the materials intended for study, and the first of these disadvantages does not imply the development of creative abilities and independent creation by children, for example, of game scenarios or other improvised presentations / interpretations of the studied material, and the second of these disadvantages suggests a low artistic value of the publication, since the content of the book is mainly presented in fragmented images of various graphic objects that do not constitute a separate, complete work.

[0029] Disclosure of invention

[0030] The technical challenge of the proposed invention is the development of a production cycle for the creation of special books that, when immersed in a fairy-tale book atmosphere, improve the body's health and also develop intellectual and creative abilities, which increases interest in classes and contributes to improving the perception of the informational and entertaining material being conveyed.

[0031] The technical result of the proposed invention, which solves the technical problem outlined above, is the implementation of the stated purpose of creating a comprehensive technology for the production of special books, the tactile coatings and relief images of which, together with the audio explanation of the studied fragments, create a favorable educational and health-improving environment for children with visual impairments, promoting entertaining reading, which enriches sensory experience, corrects vision and stimulates residual vision, develops speech, and also develops touch and hearing.

[0032] The specified technical result and the designated technical problem are achieved as a result of the fact that the method for producing special books includes the creation of a draft of a preliminary layout, the development of a design taking into account the choice of tactile materials and options for technical and artistic execution, the implementation of further prepress preparation of the obtained material for subsequent complex printing, decorative processing and final manual assembly, characterized in that the development of the design implies the printing preparation of a spread of a sample equipped with drawn illustrations of a detailed preliminary layout with cutting out parts primarily along pre-prepared cutting lines along a shaped contour and with the application of creasing along pre-prepared corresponding lines with subsequent gluing, obtaining a detailed sample of the spread, to the working areas of which tactile materials are subsequently fixed,further prepress preparation of the obtained material for printing includes giving the obtained blank material a certain contour, applying creasing and perforation channels, relief embossing of the drawn illustrations, selective ultraviolet varnishing, which consists of processing individual significant parts of the drawn illustrations, finishing a portion of the printed images by means of thermographic printing, which allows changing the relief of the print, and for each of the listed stages of the said prepress preparation, a separate layer is created, superimposed on the image, while sound zones are applied to a portion of the fundamental images, consisting of the creation of independent layers and formations with the production of sound areas with the assignment of an individual identifier to each of the specified areas, providing the ability to reproduce the embedded acoustic fragment when touched with an individual portable sound reproduction device,Additionally, audio descriptions are prepared and links are created with the sound fields of the selected images, combining the information into a single audio file for recording on a portable audio playback device. The prepared material is then sent for comprehensive preparation and printing to produce the finished book spread, followed by decorative processing and final manual assembly, which includes securing tactile materials to the working areas of the spread and folding the latter along the marked creasing lines. We present a new, universal, combined printing technology that combines automated and manual production techniques, enabling the production of high-quality, specialized books that create a welcoming educational and entertaining atmosphere for children with visual impairments. The influence of this technology makes learning accessible and engaging, helping to instill a love of books and reading.while increasing the desire for knowledge with a feeling of emotional support.

[0033] The resulting special books have key components in the form of color relief illustrations, tactilely marked components, and highlighted, accented images, including encrypted audio information and information in Braille, which forms and defines the combination of received tactile, visual, and auditory information, making the storyline of the special-purpose book accessible and attractive, and the training processes associated with the health improvement of visually impaired and healthy children are transformed into an interesting and entertaining game, contributing to the successful social adaptation of students.

[0034] The special books created using the proposed technology also feature a number of other components and technical features, including large illustrations, die-cut structures, movable and playful elements, various appliqués and inserts made from materials of varying textures, as well as embossing performed along the contours of the images. This, taken together, creates accentuated and clear images that allow attention to be focused on the main sections of the narrative, promotes improved visual and tactile perception of images, creates a multidimensionality of perceived information, develops hand motor skills, and also creates a sharpness of tactile sensations due to the ability to correlate the shapes and sizes of the surfaces of objects.

[0035] The fundamental features of the proposed technology for the production of special books are the development of a design (layout), pre-press preparation of the material, decorative processing and manual assembly, where the development of the design implies the printed preparation of a sample with prepared illustrations of a detailed layout with cutting out parts and applying creasing followed by gluing, obtaining a sample spread (blank) of the layout with prepared areas for fixing tactile materials, pre-press preparation includes giving the material a certain contour, applying creasing and perforation channels, relief stamping, ultraviolet varnishing, thermographic printing, while decorative processing and final manual assembly include fixing tactile materials to the working areas of the spread and folding the latter along the marked creasing lines,which creates the basic conditions for the implementation of the method with the possibility of realizing its purpose and characterizes the foundations of interconnected and successive production stages, the combination of which allows for planning the work cycle for the creation of children's aids for children with visual impairments, who will be able, immersed in a special created atmosphere, to improve their health and develop creative abilities, which is associated with an interest in such activities, contributing to an improvement in the perception of the conveyed information and entertainment material.

[0036] Additional features of the proposed technology should be considered the fact that the drawn illustrations of the design development stage are associated with cutting out parts along pre-prepared cutting lines along a shaped contour and with applying creasing along pre-prepared lines with subsequent gluing, thereby obtaining a detailed sample of the spread, as well as the fact that for each of the above-mentioned stages of the pre-press preparation stage, a separate layer is created, superimposed on the image, while sound zones are applied to part of the fundamental images, consisting in the creation of independent layers and formations with the receipt of sound areas with the assignment of an individual identifier to each of the specified areas, creating the ability to reproduce the embedded acoustic fragment when touched with an individual portable sound reproduction device, and audio descriptions are prepared and connections are created with the sound areas of the selected images,by combining information into a single audio file for recording, which allows for the creation, in conjunction with the fundamental features of the technology, of a favorable environment that promotes entertaining reading, which, in particular, corrects vision, stimulates residual vision, develops oral speech, and also effectively develops the senses of touch and hearing.

[0037] Thus, the proposed method for producing special books forms a set of technical features sufficient to achieve the specified technical result, which consists in creating a comprehensive technology for producing a special children's aid, the tactile coatings and relief images of which, together with the audio explanation of the fragments being studied, create a favorable educational and health-improving environment for children with visual impairments, promoting entertaining reading, which replenishes sensory experience, corrects vision and stimulates residual vision, develops speech, and also develops touch and hearing, in connection with which a solution is provided to the designated technical problem of obtaining a working cycle that creates children's aids for children suffering from diseases of the visual organs, who, immersed in a fabulous book atmosphere, improve their health, and also develop intellectual and creative abilities,which increases interest in classes and contributes to improving the perception of the information and entertainment material being conveyed.

[0038] Brief description of the drawings

[0039] Fig. 1 shows the initial sketch layout in accordance with the author’s design;

[0040] Fig. 2a, 2b and 2c show the design layout and its individual fragments with creasing and cutting lines for the turn and several parts, wherein:

[0041] - Fig. 2a shows a printed layout spread with creasing and cutting lines;

[0042] - Fig. 26 and 2c show parts and fragments of the spread with illustrated areas for securing tactile materials.

[0043] Fig. 3a, 36 and 3v show the pre-press layout and its fragments with applied selective varnishing, relief stamping, thermographic printing and die-cutting-creasing, wherein:

[0044] - Fig. 3 shows a printed spread of a sample layout with cutting, embossing, varnishing and thermographic printing;

[0045] - Fig. 36 and 3v show parts and fragments of the spread with separate layers and superimposed images.

[0046] Fig. 4a, 4b and 4c show the prepared model and its fragments with acoustic areas, where:

[0047] - Fig. 4a shows a turn of the sample layout with prepared sound areas;

[0048] - Fig. 46 and 4c show parts and fragments of the spread with sound areas assigned individual identifiers.

[0049] Implementation of the invention The proposed invention is explained by a specific example of implementation, which, however, is not the only possible one, but clearly demonstrates the achievement of the specified set of essential features of the given technical result, as well as the solution to the existing technical problem.

[0050] The listed figures show the following elements and parts inherent in the proposed invention and the product obtained with its help:

[0051] 1 - storyboard details;

[0052] 2 - layout of the sketch;

[0053] 3 - creasing lines;

[0054] 4 - cutting lines for parts;

[0055] 5 - working lines for preparing files (mounting areas);

[0056] 6 - a drawn illustration of the spread;

[0057] 7 - detailed illustrations of details;

[0058] 8 - individual parts of images;

[0059] 9 - area with printed Braille;

[0060] 10 - sound areas;

[0061] 11 - individual sound area identifiers.

[0062] The proposed method for producing special books is carried out as follows.

[0063] To produce the proposed special books, a preliminary layout is created, in particular, its design is worked out and the content and interrelationships of each spread of the special books being created are thought out.

[0064] In accordance with the approved content and the author's concept, a storyboard is written at the first stage, the details of which are presented on the spread of the preliminary layout 2 (see Fig. 1). The design of the individual spread and the entire special book as a whole is then developed, with the type of tactile materials used and the artistic and design options selected, including the application of creasing and perforation channels, relief embossing of the drawn illustrations of the details 7, selective ultraviolet varnishing of individual parts of the images 8, and finishing of some of the printed images using thermographic printing 9. It should be noted that for each of the listed stages (application of channels, embossing, etc.), separate (computer) layers are created for superimposing on the images, essentially during prepress preparation.

[0065] As stated above, in accordance with the proposed technology for the production of special books, publishing work is carried out related to the preparation of the design and images, and work is also carried out to prepare text content suitable for perception by children with visual impairments.

[0066] In particular, illustrations of parts 7 are being prepared, namely a spread of the sketch layout and several highlighted parts (see, in particular, Figs. 2a, 2b and 2c).

[0067] At the same time, a design sketch is developed, in particular, creasing lines 3, working lines for preparing files (assembly areas) 5 and cutting lines for parts 4 are applied (see, in particular, Figs. 2a, 2b and 2c).

[0068] The layout spread 2, along with the parts, are printed and cut along the working lines 5 for file preparation (mounting areas), the cutting lines 4, then creased along the creasing lines 3 and finally glued together. This creates a hand-glued, detailed sample of the drawn illustration of spread 6, to the working areas of which tactile materials are subsequently attached.

[0069] Directly developing the design of the sketch layout implies the printed preparation of the spread of the sketch layout 2, equipped with drawn illustrations of the parts 7 of the detailed sketch layout with cutting out the parts mainly along the pre-prepared cutting lines along the shaped contour and with the application of creasing lines 3 along the pre-prepared corresponding lines with subsequent gluing, obtaining a detailed sample of the drawn illustration of the spread 6 with working areas serving to secure the selected tactile materials.

[0070] Prepress preparation of the resulting material for printing involves imparting a specific contour to the resulting blank material, applying creasing and perforation channels, embossing the drawn illustrations 7, selective UV varnishing, which involves processing individual selected portions of the drawn illustrations of parts 7, and finishing a portion of the printed images using thermographic printing, which allows for varying the relief of the print. Moreover, for each of the listed stages of the aforementioned prepress preparation, a separate layer is created and superimposed on the image, i.e., using the software application for each of the aforementioned stages (see Fig.For, 36 and Зв, where files for a spread and at least five parts are provided), a separate layer is created that applies selective varnishing (the fragment is highlighted in yellow), relief stamping (the fragment is highlighted in black), thermographic printing (the fragment is highlighted in purple) and die-cutting-creasing (lines are highlighted in red) to the image.

[0071] Next, in accordance with the plan, pre-press preparation of files for encoding is carried out, i.e. the application of sound zones (10 sound areas) to certain selected images of the spread.

[0072] For this purpose, a separate layer is created in the software application and the sound areas 10 are drawn with multi-colored lines for an individual portable sound reproduction device “smart pencil”, in particular the one known from “Interactive books for children from the Bookmark publishing house”,

[0073] Each sound area 10 is assigned its own individual sound identifier 11. When the sound area 10 is touched with the end of the smart pencil, the required acoustic information (song, poem, character lines, etc.) is reproduced.

[0074] The prepared image files (see Fig. 4a, 4b and 4c), as well as the audio files that are prepared at the conditional stage of “voice-over and recording of audio files” are processed and entered into the data storage of the smart pencil, i.e. the connection between the sound area 10 and a specific audio file is encoded and established, the image files for printing are processed, a separate layer for printing microcodes (individual identifiers of the sound areas 11) is created, the audio files are processed and combined into a single sound file for storage in the smart pencil.

[0075] Thus, so-called sound zones are applied to a part of the main and significant images, which consist of creating a kind of independent separate layers and formations with the receipt of sound areas 10 with the assignment to each of the indicated area 10 of an individual sound identifier 11 (number), providing the ability to reproduce the embedded acoustic fragment when touching the sound area with a smart pencil, and connections are created with the sound areas 10 of the selected images, combining information, as indicated above, into a single sound file for storage in the memory module of the smart pencil.

[0076] Sections printed in Braille 9 are developed for the front page of the draft layout, duplicating names or individual concepts in Braille. The front page also includes a "headphones" symbol, embossed. Touching it with the tip of the smart pencil triggers the corresponding audio description, which, like other audio fragments, is stored in the smart pencil's data storage.

[0077] The prepared material with hand-glued samples is sent to the printing house for comprehensive preparation and printing to obtain the finished appearance of the book spread, followed by decorative processing and final manual assembly, which includes securing tactile materials (goose feathers, animal fur, etc.) to the working areas of the spread and folding the latter along the marked creasing lines 3.

[0078] The proposed method for obtaining special books is explained by examples of the use of the resulting products, which convincingly and clearly demonstrate the possibility of achieving a technical result and solving an existing technical problem.

[0079] Example 1.

[0080] Student: Katya G., age seven. She was admitted to a study group for visually impaired children with a diagnosis of high myopia, which has resulted in developmental delays.

[0081] The girl exhibits some neurological disorders (increased fatigue, attention deficit syndrome).

[0082] In addition to vision problems, Katya has a small vocabulary, poor coordination, and muscle weakness.

[0083] Katya is recommended to use the proposed special book for two months, daily, one lesson in the morning for 15-20 minutes and one lesson in the evening for 15-20 minutes under the supervision of an adult mentor.

[0084] These lessons with the proposed manual immerse the child in a supportive learning environment for mental development and overall well-being, as attention is distributed and concentrated among the child's various senses. This includes tactile sensations, auditory processing, partial perception of visual information, and the automaticization of reading and the perception of presented information through the creation of dynamic stereotypes. During each lesson, Katya, with the help of a mentor, mastered a special book, immersed herself in a fairytale atmosphere, listened to audio excerpts with characters' lines and titles, and tactilely experienced the design and size of various fairytale characters. Katya actively immersed herself in the process, imagining herself as a fairytale character.In this regard, the child's fantasy and imagination actively developed, and creative interest and interest in further studying the content of the children's manual were actively demonstrated.

[0085] After 2-3 weeks of daily lessons, Katya's vocabulary significantly expanded and her coordination improved.

[0086] During the 4th and 5th weeks of daily educational and entertaining activities, Katya became more consciously and actively immersed in the creative process, actively staging fairy tales, and effectively interacting with the smart pencil, which supplemented and logically organized the useful information received primarily through tactile means.

[0087] By the end of the fifth week of classes, Katya had noticeably improved her mood and energy, and her interest in the lessons hadn't waned, reaching a new level of engagement. Katya was now independently navigating the sections of the special book and, when she didn't fully understand the content, actively using the smart pencil to clarify the content of each story, allowing her to fully understand the plot and attempt to construct and understand the logic of the events unfolding.

[0088] Katya's fatigue threshold has noticeably decreased, and certain improvements have been observed in the perception of information and the speed of its processing and transmission.

[0089] Classes continued until the end of the 8th week, and by the 6th week, Katya was able to independently read all the educational and entertaining materials presented in a special book in just a few lessons without the help of a tutor. She was observed reading audio descriptions and Braille, and working with a smart pencil was well-coordinated, and imaginary fairy-tale images were actively imagined by the child and identified with realistic images.

[0090] Upon completion of the course, Katya could independently retell the content of fairy tales.

[0091] There was an improvement in reaction time, noticeable development of fine motor skills, and improvements in memory and hearing. The child saw and felt some parts of the illustrations noticeably better than in the early stages of learning. Katya became noticeably more active and cheerful, her body gradually strengthened, and overall health improved.

[0092] Katya has become more comfortable interacting with adults and children. Her visual and auditory attention have noticeably improved. Her motor coordination has reached age-appropriate levels.

[0093] The girl's creative activity has increased significantly; Katya actively composes fairy tales, memorizes them and retells them to adults.

[0094] In order to further improve her health, Katya was advised to periodically continue studying the special books offered, developing new facets of her creative abilities.

[0095] Example 2,

[0096] Student: Egor V., 6 years old. Admitted with a diagnosis of moderate farsightedness and general speech underdevelopment of the second level.

[0097] Egor lacks self-confidence, has poor eyesight, and slurred speech. He struggles to connect with peers and is socially maladjusted.

[0098] The child's vocabulary is poor, and syllabic structure is impaired. Gross motor skills are awkward, fine finger movements are uncoordinated, and the child cannot hold pencils or work with small objects or mosaics.

[0099] Egor was asked to work with a special book every day for 20-30 minutes for two months.

[0100] The proposed work involves distributing and concentrating attention between the child's various sensations (tactile, visual, auditory), pronouncing speech components, and immersing the child in a state of active automation and differentiation through the creation of dynamic stereotypes.

[0101] During the first stage of training (weeks 1, 2, and 3), Egor and his mentor determined the optimal learning model for the child. The model involves sequential listening to audio descriptions and musical excerpts, followed by sequential reading, touching objects, and the opportunity to imagine kind fairytale characters existing in a fictional world.

[0102] At this stage of his training, Yegor listened attentively and with interest to the assigned musical fragments and audio descriptions, attempting to mentally materialize objects and imbue them with the characteristics presented in the descriptions. The lessons became engaging and entertaining, drawing the child into a world of fairy-tale and kind characters who were meant to help the child recover and improve his vision.

[0103] After completing the three-week training course, Yegor showed noticeable improvements in his well-being, a positive mood, and signs of improved pronunciation.

[0104] During the 4th, 5th, and 6th weeks of training, Yegor began to learn the captions on illustrations in Braille with great interest and enthusiasm. He also eagerly and enthusiastically explored tactile objects alongside listening to audio fragments, which helped Yegor correctly visualize the information being conveyed. Fairytale characters in these objects became the boy's friends and tried to help him improve his health and vision.

[0105] At this stage of his learning, Yegor was already well-versed in the sections of the special book and independently and correctly combined listening to sound fragments with tactile actions on objects associated with them. The combination of visual, tactile, and acoustic information has a beneficial effect on Yegor, improving his memory, coordination, and fine motor skills.

[0106] By the end of the 6th week of training, Egor began to feel more confident and began to better connect with his peers.

[0107] By the 7th and 8th weeks of training, Yegor was already able to read a special book in its entirety independently, without assistance from a tutor. He showed great interest in the material he read. Receiving visual, auditory, and tactile information, Yegor delighted in materializing fairy-tale characters in his imagination, identifying them with realistic figures, and constructing a storyline similar to that presented in the special book.

[0108] Upon completion of the entire course of study, Yegor could partially retell the content of the material studied.

[0109] Egor's social adaptation improved, the boy became friendlier, his speech improved, and some improvement in his vision was observed.

[0110] The vocabulary has expanded significantly, and the syllabic structure has been practically restored.

[0111] His gross motor skills have improved, and his finger coordination has improved significantly. Yegor has learned to hold pens and pencils correctly.

[0112] Creative activity increased, the body became stronger.

[0113] Egor voluntarily expressed a desire to undergo further training and strengthen his body, for which he was recommended to study the next version of a special book with different storylines after some time.

[0114] Example 3,

[0115] Student: Olya I., 8 years old. Admitted with a diagnosis of high myopia and general speech underdevelopment of the third level.

[0116] Olya had a poor vocabulary and incoherent speech. She exhibited various neurotic reactions, isolation, and shyness.

[0117] Olya is depressed, inactive and has virtually no contact with other children.

[0118] Olya was recommended to take a course of work with a special book for three months, daily, morning and evening, for 15-20 minutes.

[0119] The indicated course of work involves immersing the child in an environment for the development of synesthetic abilities with the possible use of analyzers, distributing and concentrating attention between various sensations (tactile, visual, acoustic), singing and pronouncing fragments of speech, and immersing the child in a state of automation and differentiation through the creation of dynamic stereotypes.

[0120] During the first month of Olya's training, the focus was on learning text fragments using the Braille alphabet. Olya and her tutor are attempting to synthesize syllables from sounds and letters. It's worth noting that rudimentary syllabic reading skills have begun to emerge.

[0121] However, at the first stage of learning, acoustic information did not have the desired effect and was not perceived by the child as something important that needed to be studied.

[0122] Awareness of the need for education and health improvement is absent.

[0123] A reluctance to learn was demonstrated, accompanied by neurasthenic reactions. Signs of aggression were detected during learning.

[0124] During the second stage of training (the second month of instruction), the mentor focused on tactile interaction and the exploration of transmitted information through touch and the study of the shapes of objects depicted in the images. The focus was primarily on reading fragments in Braille and enhanced exploration of matter through tactile touch.

[0125] At this stage, the development of phonemic analysis and synthesis also progressed, reading skills were consolidated, and fine motor movements of the fingers of both hands were improved.

[0126] At this stage, Olya showed some interest in the learning process, and her mental health improved noticeably. She showed a desire for active participation and an interest in meeting other children.

[0127] At the third stage (third month), listening to acoustic fragments explaining various events in the content of the stories was actively included in the work.

[0128] The various types of construction compositions, as well as the beautiful and visual illustrations of large sizes, were able to interest the child, who subsequently, after completing the training stage, showed significant interest in this type of information perception.

[0129] As development progressed towards automation and differentiation, improvements in fine motor skills were observed.

[0130] Olya showed clear improvements in pronunciation, and her vocabulary expanded with new words. Her memory and vision improved. Her body also showed signs of strengthening.

[0131] Olya became more cheerful and sociable. She could imagine fragments of the stories she had learned and even partially retell them. There were clear improvements in her psycho-emotional state.

[0132] Reading, writing and speaking skills were improved.

[0133] Olya is recommended to take a repeat course of training according to the proposed program using the special books offered to improve her health after some time.

[0134] The proposed invention can find wide application in the field of production of educational book products for special purposes, adapted for children with partial or complete loss of vision, which will allow the successful use of the products as specialized methodological material for the education, training, and development of blind children and children with visual impairments.

Claims

Invention formula A method for producing a book manual with expressed content in the form of tactile, visual and auditory information, including the creation of a draft of a preliminary layout, the development of a design taking into account the choice of tactile materials and options for technical and artistic execution, the implementation of further pre-press preparation of the resulting material for subsequent complex printing, decorative processing and final manual assembly, characterized in that the development of the design implies the printed preparation of a spread of a sample equipped with drawn illustrations of a detailed preliminary layout with cutting out parts primarily along pre-prepared cutting lines along a shaped contour and with the application of creasing along pre-prepared corresponding lines with subsequent gluing, obtaining a detailed sample of the spread, to the working areas of which tactile materials are subsequently fixed,further prepress preparation of the obtained material for printing includes imparting a certain contour to the obtained blank material, applying creasing and perforation channels, relief embossing of the drawn illustrations, selective ultraviolet varnishing, which consists of processing individual significant parts of the drawn illustrations, finishing a portion of the printed images by means of thermographic printing, which allows changing the relief of the print, and for each of the listed stages of the said prepress preparation, a separate layer is created, superimposed on the image, while sound zones are applied to a portion of the fundamental images, which consists of creating independent layers and formations with the production of sound areas with the assignment of an individual identifier to each of the specified areas, providing the ability to reproduce the embedded acoustic fragment when touched with an individual portable sound reproduction device,In addition, audio descriptions are prepared and links are created with the sound areas of the selected images, combining the information into a single audio file for recording on a portable audio playback device. The prepared material is then sent for comprehensive preparation and printing to obtain the finished appearance of the book spread, followed by decorative processing and final manual assembly, including securing tactile materials to the working areas of the spread and folding the latter along the marked creasing lines.

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