Question 3:
A student can be seen as ready to begin moving from real objects to symbols or raised-line drawings when they show a good understanding of what the object is and how it is used. They should be able to recognize the object in different situations, explore it tactually with purpose, and connect individual parts to the whole object. These skills then can be used to form a foundation for braille, using tactile graphics, and object identification.
When assessing readiness, The TVI should look to see if the student can simply name or identify an object. They should be able to use it appropriately, recognize it when it is available in a different setting, and understand its attributes. For example, a student who recognizes a cup in the classroom should also be able to recognize a similar cup in the cafeteria or during a matching activity. Tactile discrimination, organized hand movements, attention to detail, and the ability to remember information from one observation to the next should be measured.
Comparing a real object to a model or raised-line representation and asking questions like “What does this remind you of?” or “What part do you think this is?” would provide reliable data to show the student is making connections. It is also helpful to repeat activities on different days, settings, and time of the day.
If a student is challenged making the connecting from real objects to more abstract representationsthis might mean that the student will need to build these skills gradually. Activities that strengthen tactile discrimination such as sorting objects, matching textures, tracing shapes, or using handunderhand exploration are useful.