New tools from Monash help educators to create 3D resources for blind children 

In a first of its kind, Monash University inclusive technology researchers have developed new guidelines to create 3D printed educational and other accessible tools to support people who are blind or have low vision.

The guidelines, freely available to the public, provide information specifically attuned to the needs of blind and low vision users including inclusive design considerations, directions to create braille or audio labels and accessible resources.

These guidelines may be useful for owners, landlords, approved providers, educators and others who are dedicated to creating inclusive environments for children and families with limited, low or no vision. 

The information can also be used by teachers, parents, orientation and mobility specialists and occupational therapists to create educational materials like braille learning aids, maps, curriculum-based models such as historic artefacts, landforms or anatomy, math manipulatives, educational games and adaptive tools for the classroom.

The guidelines were developed in close collaboration with not-for-profit organisation Round Table, and in consultation with people who are blind and have low vision.

Project Lead and inclusive technologies researcher Ms Leona Holloway, from the Faculty of Information Technology, said the guidelines were created specifically to support people who have ‘print disabilities’ i.e. for those who are blind or have low vision, those with physical disabilities limiting their ability to interact with 2D materials, and people who are unable to follow a line of print or have a disability that impacts their concentration.

“One of the advantages of 3D printed models over raised line drawings, is that they can be used by blind, low vision and sighted students together in educational settings, and they can also be useful for people who are not trained in ‘touch reading’,” Ms Holloway said.

“However, not all models can be understood well through both vision and touch. Instead, as described in the guidelines, thoughtful design, printing and finishing techniques are required to ensure that 3D printed models are optimised for touch reading and inclusion.”

In May this year, the guidelines were launched as a standard by the Round Table on Information Access for People with Print Disability, the standards-setting organisation for accessible formats production.

For teacher and producer from the Victorian Department of Education’s Statewide Vision Resource Centre, Ms Sarah Hayman, 3D printed tools are starting to be seen as a must-have, adding to the broader wheelhouse of options for children to access.

“Models printed with the help of this information are not only helping blind students to access the curriculum but they are also helping the students to be included in mainstream classrooms,” Ms Hayman said.

“The guidelines have been helpful to design my own tools and also to direct other people to consider accessibility when they are 3D printing teaching materials.”

The new guidelines are the result of an Australian Research Council (ARC) Linkage Project (LP170100026) led by Monash University in partnership with Round Table, Department of Education Victoria, Guide Dogs Victoria, NextSense and SeeDifferently.

Financial support was also provided by the South Pacific Educators in Vision Impairment, VisAbility and Blind Low Vision New Zealand.

Project Lead from the Faculty of Information Technology Ms Leona Holloway and Round Table President Ms Sonali Marathe are available for interviews.

To access the full guidelines, please visit: https://printdisability.org/guidelines/3D-prints