Tactile geometry
Type of project: Prototype
Disability concerned: Visual disability
Topics: Autonomy, Education, Inclusive school
Status: Completed
The aim of the prototype is to create a geometry board. It will facilitate the process of learning mathematical objectives relating to spatial and planar orientation for visually impaired students aged 8 to 15.
Numerous studies have shown that the majority of difficulties encountered by students with visual impairments at school are in mathematics, and more specifically in geometry. The aim of creating this tool is therefore to make the learning content in the French-speaking part of Switzerland’s curriculum, from cycle 1 to cycle 3, more accessible to them.
The aim of the project was to create a geometry board with a tactile, high-contrast interface that could be adapted to suit the visual needs of students of different ages, was easy to transport and had an efficient reading and handling system. The various models and prototypes were produced at FabLab-Neuch in collaboration with its team.
Co-design sessions and various tests in real-life conditions were used to determine the material for the geometry board. This was made from satin-finish matte plexiglass. This material has several advantages: it is solid, which ensures the durability of the boards;
it is available in a range of colours to meet the visual needs of students while providing good contrast; it does not create glare thanks to its matt finish. However, one drawback is its weight. The board is therefore difficult to transport.
This tool is also modular in use. The board is made up of 4 parts that can be assembled according to the activity being worked on and the needs of the students. Assembly is facilitated by a V-shaped interlocking system, which ensures a stable connection between the parts and efficient handling of the tool. If students have motor difficulties, magnets can be used.
Thanks to this funding, a board that meets the needs of the field has been created. It is now essential to test it on a larger scale in order to plan the next stages in its distribution.
The project enabled us to think about solutions to an issue affecting the students we work with on a daily basis. The fact that we were able to work on solutions as a team with colleagues and students allowed us to exchange ideas, help each other and foster personal development, which is sometimes lacking in our daily tasks carried out individually. What’s more, working with the FabLab in Neuchâtel enabled us to put in place an ambitious technical solution to our problem. Finally, the completion of a project is always a source of satisfaction that makes us want to continue our efforts.
The next step in this project would be to test this board on a larger scale. This would enable the necessary modifications to be made so that it becomes a useful teaching tool for all students, whether disabled or not (universal design). It would also be beneficial to think about a distribution strategy: ‘classic’ industrialisation of the board in medium/large series or distribution as a DIY object based on documentation available in FabLabs with free access (open source).
