Tactile ExplorationBy: Carmen Willings
teachingvisuallyimpaired.com Updated March 27, 2024 The development of tactual exploration and discrimination skills are necessary for future braille readers. It is also important for students with cognitive disabilities who may not be able to learn formal braille but can learn to discriminate objects by touch to help make sense of their world or to use for communication. Stages of Tactile ExplorationThe following stages of tactile exploration were identified by McLinden and featured in Tactile Strategies for Children Who Have Visual Impairments and Multiple Disabilities by Deborah Chen and June E. Downing, p.21-22.
Scratch BoardsMoving hands over materials is the beginning step in tactile exploration and learning to use hands in a meaningful way. A scratch board can help students practice these early tactile exploration skills. Pictured below is a scratch board. Use a board such as the back of a large textbook that has been discarded or other sturdy board. Place loop Velcro fabric over the board. Obtain APH tactile connection cards or other similar firm cards. Attach a different texture to each of the cards and teeth Velcro on the back. By using cards that have Velcro, it allows you to reposition the cards to keep the board interesting and maintain interest.
Possible materials: bubble wrap, bumpy plastic, burlap, chenille pipes, corduroy, corrugated, paper, emery board, felt, netting, pom poms, reflective curling ribbon, reflective ribbon, ribbon, river stones, rubber bands, sandpaper, scouring pad, sequins, shells, sponge, Velcro rollers, velvet, wire pad, wood. Texture ExplorationObtain a variety of textured materials. Present the textures one at a time touching the item along with the student. As you encourage the student to tactually explore the material, use descriptive words and vary your voice to match the textures (e.g., rough voice, soothing voice, etc.). Focus on naming the textures in this activity instead of labeling the item.
Example textures: artificial turf, bows, bubble wrap, cording, corduroy, cork coasters, corrugated paper, fake fur, felt, fringe, lace, leather, metallic paper, plastic grid, ribbon, rickrack, satin, Velcro, velvet Build a Texture BookPresent the student with two texture cards on a board with a tactile line separating them. Using hand under hand assistance encourages the student to feel each texture and choose which texture to place on the first page. As the student touches it, demonstrate how to explore it in different ways and describe the texture. Help as needed in placing the texture on the page and turn the page to the next blank page. Present another two textures and repeat. Once the student has finished assembling the book, review the sequence of the textures placed on each page, encouraging the student to turn pages. Example: First you picked the scratchy sponge, then you picked the stretchy rubber bands, etc. Extend the activity by incorporating braille labels. Make it a matching activity by having the student locate the matching texture.
Sensory PlayFill a bin or container with dry or wet materials such as water, beans or sand, or another unit related material. Add confetti, sequins, mini bells, beads, or materials related to the unit. Encourage the student to touch, explore and interact with the materials.
Texture MatchObtain a variety of textured papers, fabrics, and materials. Using the materials, create a texture match board or file folder activity. Encourage the student to match texture swatches. To further develop unit concepts, use materials of different textures that are related to the unit.
Feely BagPlace unit-related items in a bag or container related to the unit (e.g., All About Me: Reach inside a birthday bag, Costumes & Candy: Reach inside a trick or Treat bag, Christmas: Reach inside a stocking, Grocery Store: Reach inside a grocery bag.) Have the student take turns reaching into the bag or container and identifying the item(s) by touch. Once the student has identified the objects, extend the activity by encouraging the student to match the item with the printed word. Encourage the student to have more time exploring the details of the materials.
Locate and Explore ObjectsOne of the first steps in becoming independent and reaching out to tactually explore the world is for students to attempt to reach out and locate objects. The facilitator may need to assist the student in developing an interest in locating objects. One primary way is to not retrieve objects for the student. If the student loses an object, provide a sound source to help the student locate the object, or touch the object to the student, but encourage them to reach for and obtain the object. This is part of the student beginning to understand object permanence.
Encourage students to:
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