Braille Teaching Material With Detachable Tactile Tools
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Solution Overview
Problem
There is a shortage of effective educational materials and tools for visually impaired individuals to learn braille, particularly for those with undeveloped fingertip sensitivity, leading to difficulties in accessing and mastering braille due to the small size and tactile challenges of actual printed braille.
Innovation Solution
A braille teaching material with a detachable teaching tool attached to raised dots, providing visual and tactile guidance, including an information section with uneven shapes for learning, stroke order guidance, and NFC tags for voice assistance, facilitating easier identification and learning of braille for beginners.
Engineering Contradictions & Design Principles
Engineering Contradiction Analysis
1Ease of operation
If actual printed braille is used for teaching, then the material is compact and easy to distribute, but braille beginners with undeveloped fingertip sensitivity cannot easily identify the small dots
Solution Approach 1:
The teaching material is divided into two distinct sections: an information section with large visual characters and a braille section with tactile dots. This segmentation allows beginners to first learn visual identification and then progressively develop tactile sensitivity to the braille dots, resolving the contradiction between compactness and ease of identification.
Solution Approach 2:
The patent introduces teaching tools (magnetic pieces, velcro attachments) as intermediaries that can be attached to the braille dots. These tools provide enhanced tactile feedback and visual markers, serving as a bridge between the small braille dots and the undeveloped fingertip sensitivity of beginners.
2Measurement precision
If braille dots are made larger to improve tactile identification, then beginners can easier sense the dots, but the braille section occupies more space and reduces material compactness
Solution Approach 1:
The braille dots maintain their standard small size in the braille section to preserve compactness, while the information section uses enlarged visual representations. This local differentiation allows the material to be compact overall while providing sufficient visual guidance for beginners without enlarging the actual braille dots.
Solution Approach 2:
Teaching tools with larger magnetic pieces or velcro attachments are used as intermediaries that can be placed over the small braille dots. These tools provide enhanced tactile and visual cues without permanently enlarging the braille section, thus maintaining compactness while improving detectability.
3Reliability
If teaching tools are permanently attached to braille dots, then tactile guidance is consistent, but the material cannot be reused for different learning stages
Solution Approach 1:
The teaching tools are designed with detachable attachments (magnetic pieces, velcro) that can be dynamically added or removed based on the learner's progress. This allows the material to transition from providing enhanced tactile guidance for beginners to using standard braille dots as students develop sensitivity, thus maintaining both reliability and adaptability.
4Device complexity
If only tactile braille dots are provided, then the material remains simple in structure, but visually impaired individuals cannot correlate dots with letter meanings
Solution Approach 1:
The patent merges visual information (large characters in the information section) with tactile information (braille dots in the braille section) into a single teaching material. This combination allows learners to simultaneously access both visual and tactile modalities, establishing correlations between dot patterns and letter meanings without significantly increasing structural complexity.
Applied Scientific Principles
This section explains which scientific principles are used to turn an abstract innovation direction into a practical engineering solution.
Function Achieved in This Case
Enables visually impaired individuals with undeveloped fingertip sensitivity to learn braille more effectively by providing larger tactile cues and audio assistance, reducing the time required to identify letters and improving overall braille literacy.
Implementation Method 1
an NFC tag provided in a preset tag area, and storing information required for voice guiding the learning information; and an NFC reader outputting the learning information in a voice when recognizing the NFC tag
Implementation Method 2
The braille section (200) includes a velcro provided at a position of the dot (210)
Data Source
AI summary
Provided is a braille teaching material, and a method of manufacturing the same. More particularly, the present disclosure relates to a braille teaching material, and a method of manufacturing the same, wherein a teaching tool is detachably attached to a dot corresponding to a raised dot of braille among vertical dots and horizontal dots of braille, so that even braille beginners with undeveloped fingertip sensitivity are able to learn braille.