Study on the Acquisition of the Concept of Spatial Representation by Visually Impaired People - Maps for the Future Children Education and Internet - page 292

was being rendered and a high relief on the opposite side. So to feel by touch the
lines etched into the sheet, the pupil had to run their fingers over the opposite side of
the drawing (Figs. 23.1 , 23.2 ).
In the first activity with this material it was possible to observe the pupil's
discomfort in using a material that was so different from that of his colleagues, as
well as a certain lack of interest in the material, which did not allow him to
effectively feel the movement of the pen. This material was replaced with a
board covered with thin fabric, the same that was used at EMIEE.
Figures 23.1 and 23.2 show that the pupil does not have the motor coordination
necessary to etch a scratch on the material, nor the coordination to “see” the lines
drawn, even when he felt the opposite side of the sheet on which the lines were in
relief. We also point out that even when providing suitable material for this pupil to
draw on, the results collected indicated a lack of manual motor coordination. The
lines produced by the pupil did not stand out enough to be felt by touch and showed
up very faintly on the paper. We put it down to a lack of bimanual coordination and,
consequently, of graphic memory.
Fig. 23.1 Material used for drawings at the rehabilitation center