HR: 1330h
AN: ED22A-1227    [PDF]
TI: Tactile Approaches for Teaching Blind and Visually-Impaired Students in the Geosciences
AU: * Permenter, J L
EM: jason@jasonpermenter.com
AF: Deparment of Geography, University of Cambridge Downing Place, Cambridge, CB2 3EN United Kingdom
AU: Runyon, C
EM: runyonc@cofc.edu
AF: Department of Geology, College of Charleston 66 George Street, Charleston, SC 29424 United States
AB: Hearing and touch are perhaps the two most important senses for teaching visually-impaired students in any context. Classroom lectures obviously emphasize the auditory aspects of learning, while touch is often relegated to either Braille texts or raised--line drawings for illustrative figures. From the student's perspective, some lecture topics, especially in the sciences, can be a challenge to grasp without additional stimuli. Geosciences have a distinct visual component that can be lost when teaching blind or visually-impaired students, particularly in the study of geomorphology and landform change. As an example, the matters raised concerning volcanic hazards can be difficult to envision without due attention to the limitations of visually-impaired students. Here, we suggest an example of a tactile approach for introducing the study of volcanoes and the hazards associated with them. Large, visually-stimulating images of a volcanic, populated region in southern Peru are supplied for those students who have poor but extant visual acuity, while precise, clay-based models of the region complement the images for those students, as well as for students who have no visual ability whatsoever. We use a model of the terrestrial volcano El Misti and the nearby city of Arequipa, Peru, to directly reflect the volcanic morphology and hazardous aspects of the terrain. The use of computer-generated digital elevation models from remote sensing imaging systems allows accurate replication of the regional topography. Instructors are able to modify these clay models to illustrate spatial and temporal changes in the region, allowing students to better grasp potential geological and geographical transformations over time. The models spawn engaging class discussions and help with designing hazard mitigation protocols.
DE: 6605 Education
DE: 8499 General or miscellaneous
SC: Education and Human Resources [ED]
MN: 2003 Fall Meeting