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Analyzing the Transcription Patterns of Visual Materials in Middle School Braille Social Study Textbooks

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2009, 10(3), pp.129-157
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

박정은 1 Young-il Kim 2

1오남고등학교
2조선대학교

Accredited

ABSTRACT

The purpose of this study was to analyze the transcription patterns of visual materials in middle school braille social study textbooks. The 7th-grade social study textbook being used at schools for the blind in South Korea was selected for this study. Visual materials were categorized into photos, drawings, tables or charts, maps, graphs, and others. The braille transcription patterns were categorized into verbatim transcription (correct vs. incorrect), modifications (appropriate vs. inappropriate), and omissions (indicated vs. not indicated). A total of 808 visual materials were presented in the 7th-grade social study textbook, which included 323 photos (40.0%), 151 drawings (18.7%), 151 maps (18.7%), 85 tables or charts (10.5%), 47 graphs (5.8%), and 51 others (6.3%). The patterns of braille transcription were as follows: omissions (65.3%), modifications (27.1%), and verbatim transcriptions (7.6%). Ninety-nine per cent of photos and more than 60 per cent of drawings and maps, respectively, were omitted; all the tables and graphs were transcribed with or without modifications. Transcription patterns of visual materials in the braille version of the 7th-grade social study textbook were revealed somewhat differently, depending on the topic for each of 10 units.

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