Exercise: Alternative formats
Ref. No
AT/T/5/VI
Title
Alternative formats
Main objective
To get to know the issues of adaptation of materials for blind and
partially sighted people
Learning
outcomes
The participants will:

realise that the format of academic course books is often a
barrier to teaching blind and partially sighted people

learn the rules for adaptation of materials for blind and
partially sighted people

understand the significance of adaptation of materials for blind
and partially sighted people

extend their knowledge of practical application of alternative
teaching formats and strategies.
Method
Analysis of visual material, mini-lecture with a PowerPoint
presentation
Work form
Materials
Group work
For each group a fragment of English, psychology and
neurolinguistics course books in which a didactic content is shown
by means of drawings, sketches, and diagrams (each fragment
consists of two different types of visual material) – annex 2.
For each participant: a fragment of an adapted text: one with
enlarged print alongside a simplified illustration and one with a
fragment of a text in Braille with tactile image e.g. a leaflet of
Disability Support Service with bulging logo, a note about DARE
project (to be distributed at the end of the training) – annex 3.
Materials for other language versions should contain fragments of
original academic course books used in given countries, selected
on the basis of this exercise, i.e. including charts, illustrations,
schemes, etc.
Duration
30 min
Instructions
1. The trainer divides participants into three four-person groups
on how to
(see: Section 7.1). Each group receives a fragment from a
conduct the
different course book.
exercise
2. The trainer gives instructions: ‘You have received fragments
from university course books addressed to all students. You are
now discuss in your group what should be adapted in each of
the fragments of the course books so that it can be made
accessible to:
a) a partially sighted person
b) a blind person.
The examples of adaptations can be based on the change of format
into electronic, or addition of a description, etc.’ Then each group
will present the outcomes of their discussion to everybody.
3. Participants work in their groups discussing the possible
adaptations of format for blind and partially sighted people
4. Groups successively present the outcomes of their work and
their proposed adaptations. The trainer summarises their work
relating to teaching strategies and use of AT (PowerPoint
presentation). Next, the trainer distributes real examples of
educational materials with enlarged print and text in Braille
with tactile image to the participants.
Commentary,
The exercise is conducted with the trainer’s active participation.
trainer’s
He/She monitors the group work and, if necessary, guides the
conclusions
groups towards good solutions (see: commentary on PowerPoint
slides).
Commentary
on PowerPoint
slide
1. Fragments of academic course books.
2. Rules for adaptation of materials for blind people.
3. Rules for adaptation of materials for partially sighted people.
4. Summary.
Bibliography
Gałkowski T., Szeląg E., Jastrzębowska G., Podstawy neurologopedii.
Podręcznik akademicki [Neurological Speech Therapy Basics. An
academic coursebook], Wydawnictwo Uniwersytetu Opolskiego,
Opole 2005.
Kończyk D. (red.), Zasady adaptacji materiałów dydaktycznych do
potrzeb osób
słabowidzących [Rules for Adaptation of Materials
to the Needs of Partially Sighted People], Uniwersytet Warszawski,
Warszawa, 2008.
Oxenden C., Latham-Koenig C. New English File. Pre-intermediate
Student’s Book,. University Press, Oxford, 1997.
Strelau J. (ed.), Psychologia. Podręcznik akademicki [Psychology. A
Students’ Coursebook], t. 3, Gdańskie Wydawnictwo
Psychologiczne, Gdańsk 2001.
Wdówik P., Zasady adaptacji materiałów dydaktycznych do potrzeb
osób niewidomych [Rules for Adaptation of Materials to the
requirements of Blind People], Uniwersytet Warszawski, Warszawa
2008.
Theoretical background for the exercise
1. Rules for Illustration Adaptation for Blind People
A blind or partially sighted student may not be able to fully benefit from generally
available materials. They need to be adapted to the specific requirements of a blind or
partially person. The most important method of reading by students with visual
impairment is with the use of special software: a screen reader and speech synthesizer.
The original printed materials must be first scanned and saved in a format compatible
with the above-mentioned software (preferably in Microsoft Word). Another reading
technique is with the use of a Braille ruler or Braille printouts. (In the case of Braille
printout, it is necessary to prepare an electronic form of the text, too).
Difficulties may arise when teaching material is presented in a visual form – e.g.
photographs, graphs, and tables. In this case a form of adaptation different from simply
scanning a book is necessary (described below). All adaptations must be made with great
attention to detail. It is important to try to preserve maximum consistency with the
original, without omitting or simplifying significant content or adding elements that were
not in the original text.
Rules for Illustration Adaptation for Blind People

avoid graphic elements that were used only to make the text more attractive or
include information already mentioned in the text,

in place of an illustration include a short and precise description matching the text
and level of all material (e.g. Fig. 2.1 Table for examining the meaning of words.
The table is divided into four parts, each of which contains a separate picture: a
plate, telephone, house, roof),

describe the content of tables and charts in the written form (e.g. Fig 59 – 2 The
health field according to Lalonde’s report: lifestyle 53%, environment 21%,
human biology 16%, health care 10%)

use convex graphics after presenting the illustration in a more schematic way (it
can be made with a special warming device and heat sensitive paper. The heat
makes the paper surface bulge creating tactile shapes in place of printed areas)

use original ideas and formats, e.g. sound recording (sound instead of a photo),
use items that can be examined through the sense of touch, smell, taste; use 3D
objects (boxes, cut out fragments of a circle, three-dimensional models) which
visualize spatial relations, percentages, the shape of an object of considerable
size, etc.
Note that the process of adaptation of a textbook does not refer to the visual content
only. Some fragments of the text structure should be changed so that the whole can be
made more comprehensible (e.g. adaptation of stressed elements, bullet-point lists, page
numbers, etc).
2. Rules for Illustration Adaptation for Partially Sighted People
Partially sighted people choose very different reading methods depending on individual
possibilities depending on the level of their residual vision. Some students read black,
enlarged print, others use a scanner or talking software and/or programmes and devices
which allow enlargement of the text.
Rules for Illustration Adaptation for Partially Sighted People:

drawings should be presented in an enlarged format, be clear and in good
contrast,

avoid dark background, many similar colours, a large number of irrelevant
details, text placed against the background of illustrations,

large-sized illustrations can be divided into separate ones

information from the illustration should also be included in the text so that a
person will not have to rely only on the visual message.
Remember that any such adaptations of existing course books and materials for the
benefit of a visually impaired person are in compliance with the Copyright Law and can
be made without the author’s consent. The only condition is that the adapted materials
are solely for personal use by a disabled person without which it would be impossible for
them to use.
3. Summary
It is possible for a blind or partially sighted student to learn the same material which is
obligatory for all students, but it takes much more time for him/her to “read” and for any
adaptation of the materials. This fact must be taken into account. For this reason
students should be given reading lists well in advance. Besides, during lectures/classes,
teachers should describe the content of slides with graphic content, transfer materials in
an electronic form and consent to the adaptation of the format of exam papers. If visual
material is used in class, a version for a partially sighted student must be suitably
enlarged, there should be no necessity to compare data placed in columns or complete
tests written in small or poorly legible font.