COGNITIVE PSYCHOLOGICAL STUDY ON TEXTS AND GRAPHICAL MEDIAS IN HIGHER EDUCATION FOR THE VISUALLY IMPAIRED

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To better understand the cognitive implications about the practical use of tactile graphics and the relationships to textual materials in higher education for the visually impaired, we surveyed forty students with visual impairment about the learning of tactile graphics, firstly. Second, we investigated the teaching method of graphics for teachers of all schools for the blind in Japan. Furthermore, we studied how DNC (Daigaku-Nyushi-Center) modifies figures in exams for blind applicants. Finally, we discussed the problems and proposed teaching methods about graphical materials in higher education for visually impaired students as follows.1.Graphical materials in higher education are very complex and variable. So, standardized rules for the making of tactile graphics seems to be difficult.2.An understanding of tactile materials needs to be based on special training. Students with visual impairment in universities often lack of graphical literacy.3.The staff in universities should not be ashamed of looking for alternatives, e.g., a detailed explanation in narrative. This is also efficient for the blind.4.The object of using tactile figures should be limited to the promotion of understanding of materials and we must start ot research along this line. This is not necessarily a research of sensory substitution. We are focusing on the property of pictures as external resources in cognition.