Tactile Cartography and Geography Teaching: LEMADI’s Contributions - Maps for the Future Children Education and Internet - page 312

was firstly made on paper, but as its durability was low, it was replaced by
aluminium foil, which is more resistant and durable.
The tests of the materials were made in schools that have visually disabled
students (16 from the 18 Latin American countries belonging to the OEA). These
tests confirmed the efficacy of tactile graphic representations, especially maps and
graphics, recognizing that these are important elements in the teaching of Cartog-
raphy, Geography and History, because they help the communication of special
information. 85% of the participants considered the importance of the materials to
their learning, stating that it is a pleasure to touch, easy to handle, and the maps have
clear and well-presented information (Coll e Pino 2007 ).
A great number of students suggested the insertion of printed information in the
maps in relief in order to make the low-vision people's reading easy. This aspect
was also pointed out by the teachers who evaluated the material, emphasizing that
maps in relief and paint help the integration of pupils, since the visually disabled
student uses the same material as his “non-disabled” mate. It must be highlighted
that the urban maps made in the last stage of the project considered printed
information and were reproduced on transparent PVC.
In addition to the material making, five qualification courses were offered to
several Latin American teachers. The courses took place in Argentina (December/
2004), Chile (2003, 2005, 2006) and Mexico (September/2004), providing an
exchange of information and experiences that was fundamental to the definition
of methodologies for the application of the materials in classrooms. More than 50
professionals were trained throughout the project. All the information acquired in
the courses was taken by these teachers to their mother countries.
As not all teachers who are specialized in visual disability are necessarily experts
in Geography, it was necessary to introduce basic notions on cartography to deal
with the techniques of construction and methodologies of the use of the materials.
The courses were organized in this manner: cartography basic notions (scale,
geographic coordinates, and graphic symbology); techniques for the construction of
tactile maps (collage and aluminium), creation of games in EVA, and tactile maps
reading methodology (Fig. 24.7 ).
Fig. 24.7 Teachers producing materials during the course