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DESCRIPTION: A graphic of the Perkins logo swoops
across the screen revealing a chapter heading:
TORREY: In developing tangible symbols, some...
the learner needs to be taken into consideration,
and that would mean what... what... how is that...
what is that child's experience in using his hands?
Are there textures that that child loves
and are there textures that that child pulls away from?
How much is a child using his hands?
DESCRIPTION: In a video clip, a black felt board hangs on a wall
with more than a dozen tangible symbol cards attached.
The cards represent a variety of objects depicted
with different shapes and textures, such as a plastic egg,
a rubber figurine, and a leather baby shoe.
TORREY: If a child is only wanting to touch things
with the palm of the hands versus the fingertips,
how will that affect the symbol that we make?
What... how will that child then be able to take
in that information?
Then the... then this... the texture that's used
might have to be quite different than something
that needs more fine discrimination.
So it's all those kinds of things.
Does a child have low vision?
In that case, maybe you want to be thinking about putting
dark outlines on the backs of symbols so that...
to really make the symbol pop out for that child.
DESCRIPTION: A cassette has been colored with a black
permanent marker and glued to a white symbol card
labeled "music tape."
The contrast provides a visual clue to those students
with low vision.
TORREY: Or you might want to use the brighter colors
and maybe the red or the yellow for a child with
cortical visual impairment.
So those are things that really need to be thought about
in developing symbols too.
DESCRIPTION: Fade to black.