Melissa Klepper
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Thank you for the excellent question. We completely understand the challenges of designing maps. While Guidelines and Standards for Tactile Graphics (GSTG) does not have a single section dedicated only to maps, there are many guidelines throughout the document that provide helpful direction for planning, simplifying, and designing tactile graphics that can be applied to map design.
The best approach is to design the map around the specific reader’s needs. [Unit 2: Design Principles]
You might begin by asking yourself these questions:
- What should the reader learn or understand from the map? [2.1, 3.2]
- What is the age and experience level of the braille reader(s)? [2.19]
- Will the reader study the map beforehand, or carry it while visiting?
- Is the intent of the tactile map to provide a general layout (spatial overview), or to serve as a route/navigation map?
GSTG Unit 3: Planning and Editing covers simplifying information, adjusting details for readability, and separating elements to make them easier to distinguish. It also includes a very helpful Tactile Graphic Planning Sheet that can help organize information when planning your map design. This can be especially useful when deciding which information is essential and which details may create unnecessary clutter. Sections 3.7 (Elimination), 3.8 (Consolidation and Distortion), and 3.9 (Separation) are also particularly relevant for a map like this.
Information included in a tactile graphic should be based on its purpose and what the reader needs to learn from it. [3.2 Editing Content]
If the goal is to create an orientation and familiarization tool rather than a detailed navigation aid, it may help to focus on giving the reader a general mental layout of the park. Trying to include every trail, building, or attraction would likely create too much clutter.
Because the park appears to be divided into major regions identified by different colors, those larger areas could become the primary organizational structure of the map. Many of the smaller details within each region could instead be provided as a list or zoo index to help readers know what to expect in each area.
Unit 7 Complex Diagrams, 7.3.7: advises retaining features that can serve as points of reference. Those landmarks are often what make the map most usable in the real environment.
Major regions might include: African Outpost, African Woods, Condor Ridge, Elephant Valley, Gorilla Forest, Lion Camp, Nairobi Village, Safari Base Camp, The Savanna, Tiger Trail, Walkabout Australia, World Garden, Entrances and exits, Guest Services, Restrooms, and First Aid.
Since every map is situational, you can also include features that are most useful to the reader, such as elevators, steep slopes (as indicated in the upper-left key), ATMs, wheelchair rentals, safari excursion meeting points, and similar landmarks.
Simplification is crucial. Too much detail or overcrowding can make tactile maps difficult to read and use. Keep the design simple by using well-defined lines and textures, clear and complete labels, and easy-to-understand point symbols similar to the examples in GSTG. [See: Examples 3-3 and 3-6, Appendix E, and Appendix G.] Omitting minor trails, individual animal locations, and unnecessary visual details may improve readability and leave room for more complete labels. Keep in mind that full labels and words are often easier to interpret than relying heavily on symbols or keys. [3.1.4, 7.3.6]
Another possible design option is to create the map as a route map with a main path of travel and landmarks or areas labeled along the route.
If this is your design choice, GSTG Unit 8: Orientation and Mobility contains helpful guidance. Section 8.2 notes that the intended purpose of the map should determine what information is included. Since your students may visit many different areas, an overview/orientation map is likely more appropriate than a highly detailed navigation map. A route map may not show the scale of each themed area, but it can show the relationship between areas as someone experiences them while walking through the space.
If the layout becomes too crowded, consider:
- Dividing the map across facing pages [3.9.2]
- Creating a secondary layered page or separate into sections [3.9.3]
- Making a simplified overview map plus smaller detailed maps of high-interest areas
This map will also likely need a clear, concise key. Unit 5, Braille Formats for Tactile Graphics, provides excellent guidance for key placement, organizing graphic elements (lines, textures, and symbols), and other important formatting considerations.
Overall, the most effective approach is to keep the focus on simplicity, clarity, purpose, and the reader’s experience. A well-designed tactile map doesn’t need to include every detail of the park. By prioritizing major regions, key reference points, and essential services, and by using strong simplification strategies from GSTG, you can create a map that is both accessible and meaningful without becoming overwhelming.
It’s going to be a fabulous adventure for them with lots of things to discover.
Angela, Thank you for your patience as we put our heads together and attempted to solve this puzzle. We certainly understand that GSTG 2.7 can generate thoughtful discussion, confusion, and differing interpretations regarding the placement of boxes indicating spaces for answers. Our committee also considered a variety of possible formats for these answer blanks and graphics.
For those familiar with the 2011 version of GSTG, you may recall the earlier wording, “…indented according to the braille code in use.” This language was removed in the 2022 version, leaving less specific guidance for interpretation. Unfortunately, it is unclear whether the removal was intended to allow for more restrictive or more flexible placement options. As a result, we are left to rely on professional judgment and interpretation.
Based on our discussion, the committee reached the following conclusions and opinions:
Unanimous Opinion
The committee unanimously agreed on the following points:
- The selected format should be applied consistently throughout the volume(s), textbook, or project.
- Text formatting should follow the applicable code or guidelines, such as BF16 10.4.2 for exercise material and/or NBC Rule 26 for mathematics formatting.
Majority Opinion
The majority of the committee agreed on the following interpretations:
- If a graphic stands alone or appears between lines of text, the graphic may be placed at the left margin.
Examples:
- Item 9: “Fill in the blanks…” In this situation, placing the graphic of the four boxed numbers at the left margin, preceded and followed by a blank line, may be an acceptable format if used consistently throughout the transcription.
- Item 2: “Diego’s Blocks” In this example, the committee viewed the blocks as tactile graphics rather than simple answer blanks. Therefore, placing the counting blocks (1s, 10s, and 100s) at the left margin was considered acceptable and appropriate.
- When a tactile answer box appears embedded within text, the committee’s opinion is that the standard indentation pattern for the format should be followed.
Example:
- Activity 1: “Make Hundreds,” Items 2, 3, and 4. If the question is formatted 1-3 and the answer section is formatted 5-7, the committee’s opinion is that the blank should begin in cell 5, just as an underscore answer blank would begin in cell 5.
Another topic discussed by the Tactile Graphic Committee was whether answer boxes should be drawn at all. Several committee members expressed a preference for using underscores rather than drawn boxes. One reason given was that underscores may better preserve alignment in displayed material and paragraph formats. A suggested transcriber’s note for this approach is:
“Print boxes for write-in answers are transcribed as underscores in braille.”In summary, the committee recognizes that GSTG 2.7 allows for multiple reasonable interpretations and that professional judgment is often necessary when determining the most appropriate format. Regardless of the approach selected, the format should follow applicable guidelines and codes while also remaining consistent throughout the entire project, textbook, or volume(s).
It is also important to note that agency-specific specifications and requirements should always be followed, regardless of the opinions or interpretations expressed above.
Thank you very much for your patience. This is an excellent question, and our committee is currently reviewing it together to ensure we provide the most accurate and thorough response.
We expect to have an answer posted for you by Monday, March 2nd. We appreciate your understanding and look forward to sharing a thoughtful response soon.
Angela, thank you so much for this excellent and thought-provoking question. The committee will review the example and get an answer back to you soon.
Thank you for your question and for your patience while awaiting our response. Since your inquiry involves two (2) separate examples and situations, each is addressed individually below. This response is based on our understanding of Unit 5 of the Guidelines and Standards for Tactile Graphics 2022. (GSTG)
Labeled Map with Associated Key, Textures, and Explanations
After reviewing the guidelines, we found a similar example to the one you provided. Please see Unit 5 of Guidelines and Standards for Tactile Graphics, 2022 (GSTG). 5.7 Keys and Legends: Content and Format
GSTG 5.7.5 advises to replace “Legend” with the word “Key”. In your case, “Map Key” could be replaced and the word “Key”.
Key format is 7/5. (GSTG 5.8.4 Key Listing: 5.8.4.1-5.8.4.6)
- Begin in Cell 7 with the opening Transcriber’s Note indicator (TN) and insert the word “Key:” (Insert a blank line between “Key” and list of items in the key.)
- List the map key symbols in cell 1 (or begin explanation in cell 6 if a texture symbol is used). (GSTG22 5.8.4.3)
- Place the closing Transcriber’s Note indicator after the last symbol in the list. (GSTG22 5.8.4.6)
*Please review the text carefully (i.e., read the surrounding text as well as any questions related to the map exercise. This review should also include any summaries at the end of the section or chapter that may refer to the map).
If the concept of reading maps is being taught, a TN must be included to explain the replacement. Following this guideline could result in a TN such as the following:
In braille, the word “Key’ replaces the print words “Map Key”.
If this replacement is made throughout the volume or throughout an entire transcription, it should be explained on the Transcriber’s Notes page.
It is our understanding that “Key” is appropriate, even when the text specifies “Map Key.” Neither term should present any difficulty for readers; however, “Key” is the form they are most likely to recognize. Younger readers also encounter the “Key” transcriber’s note in other material (11.2.6, 11.2.7, 11.2.11).
Blank Map with Associated Blank Key
As noted in your question, “blank key’s” are not specifically addressed in the guidelines. You will need to make the final format decisions based on context and how the blank maps with blank map keys are intended for use.
If you choose to follow print for the blank keys heading and format, “Map Key” as cell-5 heading, you may want to consider adding a TN explanation such as the following:
The blank Map Key does not have a specified number of entries. (7/5 )
In your question and explanation of the format for the blank keys, there was no mention of the blank area (for answers) following the cell-5 heading, “Map Key.” Since we don’t know how that is being addressed, I’ve included a sample of a TN that could be added or considered for clarity and explanation of print to the reader.
The blank map key does not have a specified number of entries. In braille, the underscore symbol _ represents the blank space shown for answers. (7/5 format)
Map Key (cell 5)
_ (underscore in cell 1)
(Note: There is no actual underscore in the print text, the TN above addresses the change from print to braille, while also indicating that something is needed in that space rather than leaving a cell-5 heading standing alone.)
If this replacement is made throughout the volume or throughout an entire transcription, it may be able possible to explain on the Transcriber’s Notes page.
Our answers above are based on the print samples provided, since the grade level is unknown and the full textbook is not available for the NBA tactile committee to study and review, we recommend selecting an approach that can be applied consistently throughout the transcription.
Alex, I just wanted to touch base and let you know that your question is currently under review by the committee. I should have a final response for you by tomorrow at the latest. Thank you again for your great question and for your patience while we work to provide the most accurate and informed answer.
Thanks so much for the great question! I've copied in the text from attachment below. The committee will review the question and get back to you ASAP!
Best! - Melissa
Map Key Question (from attached document)
The Tactile Graphic rule book doesn’t go over the instance I have in a social studies book that is teaching a younger student to make map keys. Some of the maps already have Map Key as a heading above the key with a centered heading above the map. The other maps don’t have a heading above them, so of course I’ll put the word (Key:) in 7-5 before the key.
My question is about the maps that already have (Map Key) above the key, since a good bit of those maps are teaching how to make maps and keys and some of them do not. Sometimes (Map Key) appears by itself as an individual heading, or has part of the key labels under it and the student has to make the rest of the key; so in these section you would just follow print. Since these headings follow a centered heading (Map Key) would be a cell-5 heading.
To keep consistency throughout the Volume would it be acceptable to put (Map Key) as a cell-5 heading above each of the keys it appears, including the ones the transcriber has to make, or to put it in 7-5? If (Map Key) is kept as a cell-5 heading to keep consistency, should a (colon) be placed after it or left off? If (Map Key) is placed in 7-5 above the key would you maintain the print wording, or change (Map Key to Key:)?
Thank for your answer!
Anna, thank you soooo much! This is very helpful and we appreciate all the time and thought put into the explanation. Good stuff, for sure! We truly appreciate your help and insight!
Thank you so much! I appreciate the response and confirmation. I can't tell you how much time I spent on overthinking this one.
The TG Committee is currently reviewing the question and will post final response in the very near future. My apologies for the delay. It was an excellent question and we want to insure the information we provide is correct. Thanks in advance for your continued patience.
The NBA Website has a downloadable ASCII keyboard doc that you can use to enter ASCII in braille translation software. You may download it at https://www.nationalbraille.org/resources/
For your convenience, I have attached it to this response.
When auto-generating the Special Symbols page in Braille 2000V2, you will need to open the Special Symbols Template. To find the template for Braille 2000, Go to:
- Local Disk C
- Program Files
- Brl2000
- Brl2000B
Scroll through the list of program files and find the RTF file titled: UEB Special Symbols. This template may be saved to your computer and customized to your specifications and needs.
Please let me know if this answers your question.
Lindy
As far as I know, Braille 2000 V2 will not display Nemeth in the interpreter line unless the math is changed to Code #2 (Nem, Con). You can change the interpreting line by line or by highlight an area you wish to interpret in Nemeth. If you highlight the math equation you wish to interpret using the interpreter line, then right click on Code (located after the Spelling Button), Select Regenerate Print, Change Code Group to BANA Nemeth and then click Apply to Highlighted text, then the interpreter line should display the green line as Nemeth.
To find the version of Swift use the following steps:
Open a blank Word Doc
Click on Braille on the Menu bar at the top of the screen
Click on Options
Click on Version Info
Your version will be displayed.
Hit ENTER to exit the SWIFT Version Information
Example:
SWIFT Version 5.4.0.28728
