Pictures In A Flash

Accessible Graphics

Piaf

User Guide and HARPO

Tactile Graphics Workbook ul. 27 Grudnia 7
61-737 Poznań
Poland
T: +48 61 853 1425
F: +48 61 853 1419
[Link]
Contents
Unpacking and Installation........................................................................................................................ 5
Operation....................................................................................................................................... 5
Specifications............................................................................................................................................ 6
Problem Solving............................................................................................................................. 6
Paper Jam..................................................................................................................................... 6
Heater Intermittent......................................................................................................................... 6
Introduction................................................................................................................................................ 7
Education: ..................................................................................................................................... 7
Employment:.................................................................................................................................. 7
At Home:........................................................................................................................................ 7
What Is Capsule Paper?........................................................................................................................... 7
The Name...................................................................................................................................... 7
How is it Made?............................................................................................................................. 7
How does it Work?......................................................................................................................... 8
Techniques................................................................................................................................................ 9
1. Keep It Simple!.......................................................................................................................... 9
2. Contrast..................................................................................................................................... 9
3. Add meaningful labels................................................................................................................9
Other Resources:........................................................................................................................... 9
A sample of a Braille TAEVIS Online diagram is included below:................................................10
Getting Started........................................................................................................................................ 10
1. Use regular or scratch paper first! ...........................................................................................10
2. Prepare your own Graphics Kit................................................................................................10
3. Re-Use Capsule Paper............................................................................................................ 11
Step 1. Select The Image........................................................................................................................ 12
Step 2. Process The Image..................................................................................................................... 12
"Low Tech"................................................................................................................................... 12
"High Tech’"................................................................................................................................. 13
Step 3. Adding Labels............................................................................................................................. 13
Add Braille labels - "Low Tech"....................................................................................................13
Add Braille labels - "High Tech"...................................................................................................13
Add Braille and non-tactile print labels.........................................................................................14
Step 4. Special Effects............................................................................................................................ 14
Line Thickness............................................................................................................................. 14
Textures....................................................................................................................................... 14
Reverse Printing.......................................................................................................................... 14
Ideas For Applications............................................................................................................................. 15
Use capsule paper for teaching signature or hand-writing! .........................................................15
Use capsule paper to show your student what is on the computer screen...................................15
Street Maps, Locality Maps, Guide to Buildings...........................................................................16
Spontaneous Graphics................................................................................................................ 16
Flow Charts, Organisational Charts.............................................................................................16
Piaf Features........................................................................................................................................... 16
Safety Features........................................................................................................................... 16
Paper Sensing............................................................................................................................. 16
Overheating protection. ............................................................................................................... 16
Operating Features...................................................................................................................... 16
Power Requirements................................................................................................................... 17
Appendix A - Grade 0 Braille Code tables...............................................................................................18
North American Braille Computer Code, 6 Dot NABCC ..............................................................18
Standard United Kingdom 6 Dot Braille Computer Code.............................................................19
Standard French And German 6 Dot Braille Code.......................................................................20
Appendix B - Preparation Guidelines.......................................................................................................21

1
Unpacking and Installation
Carefully remove Piaf from its carton.
Separate the Infeed and Outfeed Trays from the main unit.
Attach the angled Infeed Tray to the side of the machine
(opposite side to that with the removable panel) by hooking it
over the spacers.
Attach the level Outfeed Tray by hooking it over the latches of
the removable cover.
Piaf can be positioned sideways on a table where the paper is
fed from right to left, or setting it along a table and feeding the paper from front to rear. It should
be operated in a well ventilated area.
Plug the mains power lead into the socket and power outlet and press the switch (near the
power inlet socket) to on – you will hear its fan operate.

Operation
Make an image on the active surface of the swell paper either by photocopying or drawing
through carbon paper or with a China pencil or ink (for best results the pencil or ink must have a
high carbon content).
Until you know the correct heat setting for the type of paper you are using, begin processing
with the heater setting control on the top cover turned to minimum (rotate fully left).
Slide the paper, image side facing up, down the infeed tray
(arrowed) until it is taken in by the machine, which will make
a beeping sound when the paper has been processed and is
ready for another sheet – do not feed another sheet of paper
until you have heard the beep.
Do not adjust the heater to be any hotter than is necessary to
satisfactorily raise the image.
For ease of processing try not to mix thick lines or large area
raised graphics alongside fine detail graphics.
Pre Heating – For consistent results we advise to preheat the
Piaf by feeding Letter size paper (A4) through the machine a few times. This will make to
processing more consistent – especially on sensitive swell papers that only require moderate
heat.
Store or transport Piaf with the paper trays secured in the manner it was when you received the
machine.

2
Specifications
Size- Trays Stored: 190 x 500 x 148mm
Size- Trays Open: 190 x 500 x 510 mm
Weight: 6kgs/ 13lbs
Colour: Blue
Ambient temperature range: 0-40° C, 32-104° F
Power Consumption:
240 VAC 5Amp 50Hz
110 VAC 10 Amp 60 Hz

Problem Solving
Piaf incorporates safety mechanisms designed to shut it down if the paper jams or if the unit
becomes too hot.
A timer starts when paper is detected at the infeed slot, if after 6 seconds the paper has not
correctly threaded itself through to the outfeed, the mechanism will shut down. When you are
inserting paper it is important to hold the paper firmly against the infeed – if paper is detected
and then held back from being drawn in, the time cycle from infeed to outfeed will be interrupted
and it may shutdown even though it has been deeding the paper correctly.
After the initial 6 seconds allowed for the paper to feed correctly, another safety mechanism
begins monitoring the paper movement. If the paper stops, or is prevented from moving for
more the 1 ½ seconds, the heater and paper drive will turn off, however the cooling fan still
operates.

Paper Jam
If the paper is badly curled to begin with, or if the heater is
adjusted too hot for the type of paper in use, you might
find that the machine shuts down as the paper does not
feed correctly through the mechanism.
Paper then can be cleared from the mechanism by firstly
allowing the machine to cool for a few minutes (leave the
machine powered on so that the fan will aid cooling) and
then switch the power off.
Remove the power cord from the Piaf.
Unhook the outfeed tray from over the removable side panel and twisting the ¼ turn latching
screws to the left to unlock the panel. Now place your thumbs on the metal spring clips at each
side of the opening and push in (towards the machine sides) on the clips until they release the
transport mechanism which will drop down.
The paper can be removed.
Reverse the above procedure to return the machine to working order.
Ensure the transport mechanism clips firmly back into position.

Heater Intermittent
The internal temperature of the machine is monitored and if it becomes too hot the heater is
turned off until the temperature drops. If this happens often consult an authorized technician
who will diagnose the problem.

3
Introduction
Several devices currently exist that enable the automatic production of tactile graphic material
using a heat sensitive paper, known as capsule paper. These devices are known generically as
Tactile Image Makers, and in this publication we refer to Piaf - Pictures in a Flash, a leading
example of a Tactile Image Maker. Piaf enables high quality tactile graphics, suitable for blind
and visually impaired people, to be made quickly and easily. A full list of Piaf’s features,
including important safety considerations can be found on page 15. Piaf is being used in a wide
range of applications including;

Education:
All areas of education have a need to be able to produce tactile graphics for blind and VI
children. Traditional methods are time consuming, and often don’t allow the production of
multiple copies. In early education, Piaf can be used to introduce basic concepts and assist in
the development of an expanded tactile vocabulary. In secondary and tertiary education, blind
and VI children are faced with an accelerating challenge to access graphical information in just
about all subject areas. Additionally, Piaf enables the production of high quality, localised area
maps for orientation and mobility training, and for campus or building maps for new students.

Employment:
Knowing what a Windows layout on a computer screen looks like, can be the first step in
understanding how it works. Understanding the organisational structure of a business can help
a new employee see “the big picture”. Sharing ideas and concepts, be it a marketing strategy or
a programmer’s flow chart, can be done in one or two diagrams instead of thousands of words.
The applications are as varied as the employment situations of all blind people.

At Home:
And just about everyone has a special interest in a particular subject. Having accessible
graphics can add a whole new dimension to those interests. Parents of a blind child know what
those special interests are and with Piaf can quickly produce relevant pictures and graphics.
Spouses and siblings can all share in filling the information needs of their blind companions.
Want to make an accessible chess board? Want to see the difference between a killer whale
and a humpback whale? Want to see which part of Sweden your great grandparents came
from? Piaf can help answer the questions of everyday life.
And above all, Piaf is being used BY blind people. From learning about handwriting and
signature writing, to drawing and taking the first tentative steps to expressing themselves
graphically, blind people now have a tool to start breaking down the barrier of graphics.

What Is Capsule Paper?

The Name
Capsule paper has many names. Sometimes it is known as swell paper, puff paper, pop-up
paper, or even Minolta paper. It is basically all the same material with a few variations.

How is it Made?
To manufacture capsule paper, a suspension of very tiny polypropylene beads is painted onto a
sheet of paper. These beads are measured in microns, so don’t try looking for them.

4
How does it Work?
Capsule paper works on the principal that the color black absorbs more heat. Hence, when a
black line or image or dot is on a piece of capsule paper, it gets hotter than the area around it.
At a certain temperature, these little beads explode, and increase their volume rather
dramatically, just like making popcorn.
The result is that any black area on the paper is raised - and hey presto, you have a tactile
image. Always feed the capsule paper into the photocopier in the “pass through” or “single
copy” mode to avoid the capsule paper becoming stuck in the photocopier.
Please Note: The black ink used on capsule paper must be carbon based ink. Toner in
photocopiers is carbon, and many felt tip pens use carbon ink - try one and keep it with your
Piaf.

5
Techniques
The process of making raised line graphics using capsule paper is very straightforward.
However, simply converting an image into a tactile form doesn’t necessarily mean that it is
going to be a good tactile graphic or useful to a blind or vision impaired person. Careful
consideration has to be given to the design of the graphic and the selection of information you
wish to make accessible.
There are some simple design considerations which are listed below. There are also
comprehensive guidelines published, and references to these are listed at the end of this
section.

1. Keep It Simple!
The old saying “Less is more” is the golden rule of making tactile graphics. When converting a
printed image from a text book or magazine, the most common activity is removing information
that is not meaningful once made tactile. This includes printed text, symbols or anything that is
not needed to convey the required information. In the following sections we describe how to
‘clean up’ a printed image so that it is ready to be made tactile.

2. Contrast
Images that are black and white can be made tactile more easily than colour images. For
example a picture of a mountain against a blue sky may appear to have good contrast but once
it is photocopied, both the mountain and the sky become shades of grey. And when this image
is made tactile there is nothing to distinguish the mountain from the sky. Techniques are
discussed in following sections on how to convert a full colour image into a good tactile image.

3. Add meaningful labels

Add Braille labels where appropriate and remove text labels (in most instances). In following
sections we describe how to add print or large print labels that are not tactile, and how to make
Braille labels.

Other Resources:
“Guidelines for Design of Tactile Graphics” by Fred Otto - fotto@[Link], American Printing
House for the Blind - [Link]
“Creating Good Tactile Graphics” Two Video Set - (includes booklet and worksheets). Also
available from the American Printing House for the Blind
National Centre for Tactile Diagrams, RNIB Birmingham, [Link]
“Tactile Graphics” by Polly Edman, available from the American Foundation for the Blind, 11
Penn Plaza, Suite 300 New York, NY 10001 Tel: 212.502.7661 FAX: 212.502.7777.
[Link]
Tactile Graphics, an Overview and Resource Guide, John A. Gardner, Science Access
Project, Oregon State University Tel: (541) 737 3278 FAX: (541) 737 1683 e-mail:
gardner@[Link]
RVIB - Tactile Graphics Draft Standards. Guidelines and Procedures for Production.
(Un-published) Gillian Gale
Royal Victorian Institute for the Blind
[Link]
Tactile Access to Education for Visually Impaired Students
Your Internet Source for Tactile Diagrams - Purdue University

6
[Link]
A sample of a Braille TAEVIS Online diagram is included below:

Getting Started
1. Use regular or scratch paper first!
Always prepare your tactile graphic on a sheet of regular or scrap paper. This enables you to
make mistakes, change and improve the graphic without using a clean sheet of capsule paper
each time. Once the image is prepared to your satisfaction then photocopy it onto the capsule
paper.
This enables the use of a wider variety of felt tip pens (with or without carbon based ink), to ‘cut
and past’ texture patterns onto your image, and avoids wasting capsule paper which can be
expensive.
This is especially true when drawing images freehand, where a trial and error process is
required.

2. Prepare your own Graphics Kit

Teachers and transcribers who have been making tactile graphics for many years collect and
use a wide range or tools and materials that they have found to work well. Similarly it is
recommended that you develop your own kit of materials that have advantages for making
tactile graphics using capsule paper. Recommended items to include in this kit are:
· Scissors
· Clear adhesive tape (sometimes called “invisible tape” as it doesn’t show when

7
 photocopied)
· Masking tape
· Liquid paper such as White-Out
· Felt tip pens of varying thickness
· Glue stick
· Carbon paper
· Stickers (for example stars)
· Simple geometry drawing set (square, circle, protractor etc)
And whatever else you can find that helps make tactile graphics

3. Re-Use Capsule Paper

A single sheet of capsule paper can be run through the Piaf multiple times. If working one-on-
one with your student take this feature into consideration. For example, with very young children
it can be very beneficial to start a diagram at a very simple level and slowly build up the
concept.
An example of this may be to draw a square, run it through Piaf and show the student the
square.
Then draw a triangle on top of the square and run it through Piaf again. Explain to the student
that this is the roof of the house.
Then sequentially add new features one by one, running the sheet through Piaf each time. In
this way you can build up quite complex images, but you are only adding simple elements at
each step.

8
Step 1. Select The Image
The most common source of images is from a textbook, and increasingly these images are full
colour graphics. Selecting an appropriate image is usually done after answering these
questions;
Is a tactile graphic needed? Can an audio description suffice or are there better
alternatives such as a 3D model.
Is the image able to be converted to a tactile form and still provide the required
information? There are some images that, no matter how much work you put into them,
will never provide meaningful tactile information.
Are there alternative images that will provide the same information? There are some
fantastic graphics available over the Web now, and also in “off-the-shelf” graphics
libraries. Starting with a good clean line drawing and modifying is often easier than
adapting a complex full colour image.
The most common need in selecting an appropriate image is
to magnify or enlarge either the whole image or just those
parts that will have meaning once they are tactile.
This image is preferable to the one below. If you have access
to a computer you can select parts of the image and magnify.
Or you can cut sections manually and increase using a
photocopier. Because of the shadow effect, you might touch
up this image by hand drawing thicker lines where
appropriate.
This is an example of an image that would be very difficult to
turn into a meaningful tactile diagram. If presented with
similar difficult images it is better to find an alternative.
Commercial packages of clip art are available at reasonable
prices and there are libraries of clip art on the web, often as
shareware.

Step 2. Process The Image

There is a growing range of alternative ways to work with the selected image, and involve both
‘low tech’ and ‘high tech’ approaches.
"Low Tech"
Clean up the image by removing all unwanted information. For larger areas cutting appropriate
shapes out of scrap paper and sticking over the unwanted objects is often quicker. For small
areas and text, use a liquid paper.
Often the important part of the image may need to be enlarged using a photocopier, and the
unwanted part of the image discarded. The focus has to be on reducing the image to the
minimum basic elements that will impart meaningful tactile information.
Avoid having lines or textures that are too close together for the intended users fingers to
discriminate.
Avoid using arrows or leading lines unless absolutely necessary (as they will be hard to
distinguish from the lines of the image). If they are used make sure they are sufficiently different
to other lines that they can be easily discriminated (for example - use dotted lines where all of

9
the image lines use continuous lines).
To convert a full colour image into a usable tactile diagram place the image over some regular
black carbon paper and trace the important elements onto regular scrap paper. This can be
especially useful for maps which are nearly always full colour and have little contrast. Tracing
outlines or particular routes means you can convert a complex graphic to a tactile equivalent in
minutes. Although old-fashioned, carbon paper is still available in most large stationary and
office supply retail outlets.

"High Tech’"
Use a document scanner to scan the image and then import the file into a graphics program,
such as Graphics Works from MicroGrafx (or many other similar drawing programs).
All subsequent handling of the image (cleaning up, reducing or enlarging, adding labels etc. can
then be done on the computer). The big advantage of using this approach is that the file can
easily be shared with others, and can be modified for different applications without having to do
all the preparation work over again.
A comprehensive step by step description of the process is included in Appendix B. This
example was kindly provided by the Vision Impairment Services Low Incidence Unit of the
Queensland Department of Education, Australia.

Step 3. Adding Labels

Add Braille labels - "Low Tech"
An easy way to add Braille labels to a diagram is to use Braille transfer sheets. These consist of
rub-down black dots laid out as complete Braille cells. Place the sheet over the diagram and
simply rub the dots you need directly onto the paper. Braille transfer sheets are produced by the
Royal National Institute for the Blind in England (product code LM44) and are available in most
countries. To find the distributor nearest you send and email to exports@[Link]
The second low tech approach requires some practice to perfect but it can work effectively. Use
a fine tip felt pen and a regular Braille slate. Holding the slate still you use the felt tip pen
instead of a Braille stylus and literally “write” the Braille onto the paper. Remember to always
practice this on scrap paper and only copy onto capsule paper once you are satisfied with the
result.

Add Braille labels - "High Tech"

There is now a wide variety of Braille fonts that can be installed onto your computer. A very
good reference to these is on the web pages of the Texas School for the Blind
[Link]
These fonts can be added to your word processor (install in Windows Control Panel - Fonts)
and when selected, Braille dots appear on your screen instead of regular letters. By simply
typing, using the Braille font, you will produce computer Braille. To add contractions refer to the
North American Computer Braille code which is attached (Appendix A).
For example, use the # key to make the Letter Sign Dots 3456, or use the = key to make ‘for’
Dots 123456.
This is the RNIB Braille font using 23 point and 1.5 X line spacing:

This makes good, readable

10
Braille
To make JUMBO Braille, simply increase the font size to the desired level (this is 36 point and
1.5-line spacing):
Now this is what I call big Braille!

Add Braille and non-tactile print labels

Often there is a need to have both Braille and print labels on a diagram, particularly where the
student has to work with the diagram at a time when a vision teacher or teacher’s aide is not
present. However, a print label can be very confusing when it is made tactile, and unless there
is a specific reason such as learning to identify print characters, they should never be made
tactile.
To achieve labels where the Braille is tactile and the print is not, you first need to produce both
the Braille and print labels on the draft copy of your diagram. Then photocopy the image and
labels onto the capsule paper. However, before running it through the Piaf, use masking tape to
cover all of the print labels.
Then run the page through the Piaf (with the masking tape in place). Everything will be raised
on the page except what is left under the masking tape. Remove the masking tape, and you will
be left with a tactile diagram that also has print labels (that are not tactile).

Step 4. Special Effects

Tactile graphics using capsule paper typically have a limited range of textures and line heights.
However, there are some ‘tricks of the trade’ that enable some really excellent effects, and
increase the legibility and amount of information on each graphic.

Line Thickness
Using lines of different thicknesses will produce lines of different heights. A thick line will tend to
raise higher than a thin line. If you introduce some standards your student will recognise certain
types of information without having to be told. For example, always use a certain thickness for
main roads, and a slimmer line for minor roads.

Textures
It is quite easy to add textures to your diagrams. The easiest way is to hand draw a pattern
(crosses, wavy lines etc) onto the scrap paper before you photocopy the image onto the
capsule paper. Experiment with this and you will find that there are a range of textures that you
can quickly create and that can be used to distinguish one area of the image from another.
If a more precise and consistent pattern is required cut and paste appropriate textures from
magazines, newspapers etc. Or alternatively use your computer to generate patterns (either
graphics or repeated letters - a page of hyphens, or underscores can make a good straight line
pattern). Incorporate these directly into your graphic if using drawing software or print them out
on regular paper and cut and paste onto your diagram.

Reverse Printing
A very interesting effect can be obtained by printing on the reverse side of the capsule paper.
During the heating process when the capsule paper is going through the Piaf heat is absorbed
from the backside of the paper causing the capsule paper to bubble to a much greater height

11
than regular lines on the paper.

Regular height line Reverse printing - higher, thicker and unusual textures
The process for reverse printing is simple. Produce your regular image on the front of the
capsule paper, say a map of the US. Then hold the capsule paper up to the light or over a light
box and on the reverse side draw in the mountain ranges you want to add to the map. Fill in the
areas selected with black ink.
Then run the capsule paper through the Piaf up-side down with the temperature setting on high.
You may have to do it a couple of times to get enough heat, but you will certainly notice the
results when they happen. If you do not get a high raised and crinkly texture form on the top
side of the capsule paper then the ink in your felt tip pen is not carbon based. This effect will
only work with carbon based inks. Of course, photocopying onto the reverse side of the capsule
paper will do the trick. And in case you were wondering, like many great innovations this effect
was discovered by accident, when someone accidentally copied the image onto the wrong side
of the capsule paper!
Capsule paper and the Piaf make the production of tactile graphics simple and easy and there
are undoubtedly a whole heap of tricks and techniques yet to be discovered. If you find any
make sure you let us know.

Ideas For Applications

In education, the list of applications is endless. Every subject has some graphical components,
and the trend to use graphical images to condense information is increasing all the time. Here
are some suggestions for other applications that might not be immediately obvious.

Use capsule paper for teaching signature or hand-writing!

A student can get a lot of practice on a single piece of capsule paper - and get tactile feedback
each time they do it!

Use capsule paper to show your student what is on the computer

screen.
When a student starts to learn to use a computer, many of the concepts can be confusing
because of the graphical nature of computing. To obtain a tactile graphic of the computer
screen:
On the computer whose screen you want to capture, press Print Screen (PrtScr). Then on the
same computer, open your word processor, for example Microsoft Word. In the new empty
document, select the Paste function (Edit Menu - Paste). The image of whatever was on the
screen when you pressed Print Screen is now a graphic, and will be pasted into the empty
document.
You can change its size, or select parts of it, and then print it. Then photocopy the image onto
capsule paper, run it through Piaf and you have a tactile graphic. This canbe an effective way
of showing what drop-down menus are, where different toolbars are located, and what actually
happens on the screen when you do certain things.

12
Street Maps, Locality Maps, Guide to Buildings.
If you are in a location where blind or vision impaired visitors come regularly, run off a map and
send it to them to help them get there, or to find their way around the building or campus once
they have arrived.

Spontaneous Graphics
It ican be quicker to hand draw a simple image than to try and describe it. What shape is the
mosaic? There’s an alleyway that comes off the left side of the street just after the intersection,
but it’s on a corner! What’s the difference between an inter-lock and an over-lock?

Flow Charts, Organisational Charts

Starting a new job? How do all the different departments work with each other. Who reports to
whom? What is the chain of command?

Piaf Features
One of the key features to be considered with any Tactile Image Maker is safety. Very high
temperatures are required to properly raise images on capsule paper. High temperatures and
paper are not natural bedfellows, so a great deal of engineering has to be put into making a
Tactile Image Maker a safe and reliable product for children and adults, vision impaired or fully
sighted. Purchasing a unit that may be cheaper but without all the safety features may prove a
much more costly exercise!

Safety Features

Paper Sensing
Even when using new capsule paper there is always the potential for paper to get jammed in
the machine. To avoid jammed paper catching fire, Piaf actually senses when the capsule
paper enters Piaf as well as when it leaves. If the paper has not started to come out the exit
side of Piaf within 6 seconds, then the power to the heating element is turned off, and the
cooling fan is left on. Without this feature a dangerous situation can easily develop, so make
sure your Tactile Image Maker has this feature.

Overheating protection.
In addition, Piaf contains a temperature sensing circuit. If for any other reason the unit becomes
too hot, shut down occurs automatically (once safety temperature is exceeded). This is a back
up to the paper sensing and ensures fail safe operation.

Operating Features
Handles paper sizes up to 11 X 17 inches (A3 size)
Only 10 seconds to process a single sheet of 8.5 X 11 inches (A4) paper.
Audio indication. A beep lets you know when to start a new sheet. This way you don’t have to
wait for a page to completely exit Piaf before you start processing the next one.
A simple flip-down design enables easy paper removal and safety inspection.
Energy efficient and quiet.
Easy Handling. Strong, easy-grip handle and fold down feed trays.

13
Power Requirements
Both 110V and 220-240V versions are available

14
Appendix A - Grade 0 Braille Code tables.
Computer Braille Code (CBC) has been developed by BANA in the early 1980s. The goal was to enable blind computer users to a strict
one-for-one equivalence for text written in a computer code. This CBC is nearly identical to ASCII Braille equivalents in its character
mapping.
A number of countries use different computer codes. We have indicated below the ASCII text based representation of Braille cells as
used by computers. You can enter Braille directly in a document by typing these equivalents.

North American Braille Computer Code, 6 Dot NABCC

32-4-6 ! the -2---6 5 en, enough -2-45- J j, 0, just
----5- " initial contraction 32--5- 6 !(exclamation), to, ff 3-1--- K k, knowledge
3--456 # #(number sign), ble 32--56 7 (, )(brackets), were, gg 321--- L l, like, pound sign
-214-6 $ ed 32---6 8 "(open quote), ?(question mark), 3-14-- M m, more
--14-6 % sh, shall his 3-145- N n, not
3214-6 & and 3---5- 9 in 3-1-5- O o
3----- ' '(apostrophe), thousands separator
--1-56 : wh, which 3214-- P p, people
321-56 ( of ----56 ; letter sign, final contraction 32145- Q q, quite
32-456 ) with -21--6 < gh 321-5- R r, rather
--1--6 * ch, child 321456 = for 32-4-- S s, so
3--4-6 + ing 3--45- > ar, poetry sign 32-45- T t, that
-----6 , capital, separation sign, final --1456 ? th, this 3-1--6 U u, us
contraction ---4-- @ accent sign 321--6 V v, very
3----6 - -(hyphen), com --1--- A a, 1 -2-456 W w, will
---4-6 . italic sign, final contraction -21--- B b, 2, but 3-14-6 X x, it
3--4-- / /(slash), st, still --14-- C c, 3, can 3-1456 Y y, you
3---56 0 "(close quote), was, by, degree --145- D d, 4, do 3-1-56 Z z, as
sign --1-5- E e, 5, every -2-4-6 [ ow
-2---- 1 ,(comma), ea, .(decimal point) -214-- F f, 6, from -21-56 \ ou, out
32---- 2 ;(semi-colon), be, bb -2145- G g, 7, go -21456 ] er
-2--5- 3 :(colon), con, cc -21-5- H h, 8, have ---45- ^ initial contraction
-2--56 4 .(full stop), dis, dd -2-4-- I i, 9 ---456 _ initial contraction
Standard United Kingdom 6 Dot Braille Computer Code
3--456 ! #(number sign), ble -21-56 8 ou, out 321--- L l, like, pound sign
---4-- " accent sign -2-4-6 9 ow 3-14-- M m, more
----56 # letter sign, final contraction -2--5- : :(colon), con, cc 3-145- N n, not
---456 $ initial contraction 32---- ; ;(semi-colon), be, bb 3-1-5- O o
---4-6 % italic sign, final contraction 3214-- P p, people
3214-6 & and 32---6 < "(open quote), ?(question mark), 32145- Q q, quite
3----- ' '(apostrophe), thousands separator his 321-5- R r, rather
---45- ( initial contraction 32--56 = (, )(brackets), were, gg 32-4-- S s, so
3--45- ) ar, poetry sign 3---56 > "(close quote), was, by, degree 32-45- T t, that
3---5- * in sign
32--5- + !(exclamation), to, ff -2---6 ? en, enough 3-1--6 U u, us
-2---- , ,(comma), ea, .(decimal point) 32-4-6 @ the 321--6 V v, very
3----6 - -(hyphen), com --1--- A a, 1 -2-456 W w, will
-2--56 . .(full stop), dis, dd -21--- B b, 2, but 3-14-6 X x, it
3--4-- / /(slash), st, still --14-- C c, 3, can 3-1456 Y y, you
321456 0 for --145- D d, 4, do 3-1-56 Z z, as
--1--6 1 ch, child --1-5- E e, 5, every 321-56 [ of
-21--6 2 gh -214-- F f, 6, from ----5- \ initial contraction
--14-6 3 sh, shall -2145- G g, 7, go 32-456 ] with
--1456 4 th, this -21-5- H h, 8, have -----6 ^ capital, separation sign, final
--1-56 5 wh, which -2-4-- I i, 9 contraction
-214-6 6 ed -2-45- J j, 0, just 3--4-6 _ ing
-21456 7 er 3-1--- K k, knowledge
Standard French And German 6 Dot Braille Code
STANDARD FRENCH CODE
STANDARD GERMAN CODE
--14-6 3 32-4-- S --14-6 3 32-4-- S
French --1456 4 32-45- T German --1456 4 32-45- T
------ sp 3214-6@ --1-56 5 3-1--6 U ------ sp 3--45- @ --1-56 5 3-1--6 U
32--5- ! --1--- A -214-6 6 321--6 V ----5- ! --1--- A -214-6 6 321--6 V
---4-- " -21--- B -21456 7 -2-456 W ---4-- " -21--- B -21456 7 -2-456 W
---4-6 # --14-- C -21-56 8 3-14-6 X 3--456 # --14-- C -21-56 8 3-14-6 X
---456 $ --145- D ---4-6 $ --145- D
---45- % --1-5- E -2-4-6 9 3-1456 Y 321456 % --1-5- E -2-4-6 9 3-1456 Y
3--45- & -214-- F -2--5- : 3-1-56 Z 3214-6 & -214-- F -2--5- : 3-1-56 Z
3----- ' -2145- G 32---- ; 321-56 [ -----6 ' -2145- G 32---- ; 321-56 [
-----6 ( -21-5- H 32---6 < 32-4-6 \ 32---6 ( -21-5- H ----56 < 3--4-- \
3---5- ) -2-4-- I 32--56 = 32-456 ] 3---56 ) -2-4-- I 32--56 = 32-456 ]
3--4-- * -2-45- J 3---56 > 3--4-6 ^ 3---5- * -2-45- J ---45- > 32-4-6 ^
----56 + 3-1--- K -2---6 ? ----5- _ 32--5- + 3-1--- K -2---6 ? --456 _
-2---- , 321--- L -2---- , 321--- L
3----6 - 3-14-- M 3----6 - 3-14-- M
-2--56 . 3-145- N 3----- . 3-145- N
321456 / 3-1-5- O -2--56 / 3-1-5- O
3--456 0 3214-- P 3--4-6 0 3214-- P
--1--6 1 32145-Q --1--6 1 32145- Q
-21--6 2 321-5- R -21--6 2 321-5- R
Appendix B - Preparation Guidelines
The following is a guide to preparing tactile graphics as developed by Mr Len Warner and Ms
Heather Grainger of the Education department in Queensland, Australia (contact details below).
Our thanks to both of them for their contribution.
Education Queensland
Education Services Directorate
Vision Impairment Services Low Incidence Unit
17 Churchill St, Buranda
Brisbane, Australia 4102
Tel: + 61 7 3247 3288
Fax: +61 7 3247 3280

18
19
Step One: Scan page to computer
 Step Two: Select diagram/s and enlarge as required

An incisor - used for A molar - used for

biting and tearing food grinding food
Step Three: Remove all print material, replace with Braille
Step Four: Place diagrams on page as required and print
Step Five: Photocopy onto capsule paper
 Step Six: Place capsule paper in Piaf.
When it is exposed to the heat process – black images absorb heat and raise diagram.