Making 3D Printer Accessible for People with Visual Impairments by Reading Scrolling Text and Menus

Abstract. The majority of information has a spatial context that can be represented on the map, while maps are presenting the real world in the simplified and generalised way, focusing on the key features or specific topic. For some kinds of users, the map as the representation of the real spatial context is not only the possibility but also the necessity. Among these people belong people with visual impairments. The number of visually impaired people increases every year and to their full-fledged integration into society is devoted considerable attention. But People with visual impairments are the target group with specific user needs, and the conventional map is insufficient for them. Along the growing number of visually impaired people importance of tactile cartography is increasing. Currently, there are many technologies used for creating tactile maps, including very primitive and cheap solutions as well as advanced methods. The simplest way is drawing on the hand which brings only the real-time perception which needs to memorise for next uses. Another technique of hand embroidery consists of thick fibre placed on the cardboard or different paper type. More accurate is drawing on a special paper for blind or using dense colour gels. Also, some kinds of machinery producing technologies are used, e.g: shaping carton, plastic or metal. Braille printers can produce not very complicated tactile maps using 3D dots. Similar results can be obtained using serigraphy. Very popular is printing on heat-sensitive paper as mentioned before in the case of haptic maps by Mapy.cz. Another possibility is to use rubberized colours and nowadays popular technology of 3D printing (Vozenilek and Ludikova, 2010). At the Department of Geoinformatics, Faculty of Science, Palacký University Olomouc, Czechia, the research team developed prototypes and methodology for the creation of the modern type of 3D tactile maps, linkable with mobile devices (Barvir et al., 2018).Interactive tactile maps connectable with mobile devices bring new opportunities to develop tactile map production. The prototypes have been verified in practice in cooperation with educational centres for people with visual impairment and blind people, and special schools. It is comprehensive research focusing a lot of scientific challenges. The contribution would like to summarise the most significant findings of the research. The developed TouchIt3D technology is based on linking 3D objects, such as tactile maps, 3D models, controls, etc., with a mobile tablet or mobile phone using a combination of conductive and non-conductive filament. Each model is linked to an individual mobile application layout that initiates a pre-action based on user suggestions done within touching the model. For example, such an action may be a vibration or a speech command when the person with visual impairment touch inappropriate map symbol. As example can be introduced a listing of current public transport departures after the user touches the bus-stop map symbol on the 3D transport terminal plan. Data can be acquired in real time via Internet as the tablet can be connected to WiFi or cellular network. TouchIt3D technology is primarily focused on the presentation of spatial data and navigation for the public, people with visual or other impairment. There are two ways how to create such tactile map. The first way is to prepare all the data manually. Another approach is the semi-automatic workflow. This approach is significantly different from previous workflows of producing maps for people with visual impairment. The solution based on the open-source and free software and data together with sharing electronic part of the map in the form of tablet dramatically lowered costs of tactile maps production. The designed scripts and models also reduced the time necessary to spend by map designing up to a minimum. User testing provided all data required for the improvement, and maximal adaptation of the cartographic visualisation methods to the target user needs. Nevertheless, maps partly automatically done and based on crowdsourcing data cannot bring the same quality as individually made tactile maps. The main aim of the research is to find a workflow of interactive tactile maps creation using the TouchIt3D technology. The research also deals with setting appropriate parameters of the map, e.g. the map scale, cartographic symbol size, map content etc. This optimisation is done to fit the needs of people with visual impairment as much as possible on the one hand and taking into account the limitations of the map creation possibilities.This research is implemented within the project Development of independent movement through tactile-auditory aids, Nr. TL01000507, supported by the Technology Agency of the Czech Republic.

As the sacred book of Islam, the Quran is essential for all Muslims to learn and memorize. However, teaching it to individuals with visual impairments presents considerable challenges, particularly due to the complexity of the text and the limitations of current learning tools. The development of the Braille Quran through the Braille Quran code has indeed attracted their interest. However, the embossed Braille Quran paper in a thick book is still an inconvenience. Meanwhile, 3D scoring word board games, which offer engaging and tactile word recognition experiences, have shown potential as alternative learning tools. In this context, the study aimed to apply a gamification approach through word board games by developing a learning module that incorporates 3D-printed Braille tiles of Hijaiyyah (Quranic letters) and a reel-to-reel cassette. These components were designed to offer an interactive and engaging method for visually impaired learners. The module was tested among participants with varying degrees of visual impairment who attended Braille classes. Through structured activities using the 3D-printed tiles and cassette kit, learners were introduced to Hijaiyyah characters in an engaging and tactile manner. Assessments were conducted to evaluate vocabulary improvement and user engagement. The results demonstrated that the activity and implementation successfully introduced and attracted visually impaired individuals to learn Hijaiyyah Braille characters through gamification. Participants demonstrated noticeable progress, particularly beginners, in recognizing and recalling Braille Hijaiyyah letters. It is evidenced by an analysis of the program’s efficiency and beginners’ performance in each activity applied in the module. In conclusion, the integration of 3D-printed Braille tiles and reel-to-reel cassette into a gamified teaching module presents an effective, low-cost solution for Quranic education among the visually impaired. This alternative learning method has the potential to improve accessibility and motivation in learning the Quran. Keywords: Additive manufacturing; Braille code; Braille module; Cassette shaped; Visually impaired

<p>Este artigo apresenta uma Revisão Sistemática de pesquisas que abordam o ensino de relações de equivalência para alunos com deficiência visual por meio da impressão 3D, seguindo o protocolo PRISMA. A busca foi realizada em fevereiro de 2024 nas bases de dados Oasis BR, SciELO, SCOPUS, ERIC e Google Acadêmico, utilizando as seguintes palavras-chaves em português e inglês: “Relação de Equivalência”, “Ensino de Matemática” e “Deficiência Visual”. Os critérios de inclusão adotados foram: artigos publicados em periódicos científicos; estudos na área de ensino da matemática; pesquisas que abordassem o conceito de relações de equivalência; e trabalhos envolvendo o ensino para pessoas com deficiência visual e impressão 3D. Como principal resultado, constatou-se a ausência de artigos que atendessem a todos os critérios estabelecidos, evidenciando uma lacuna na literatura sobre o tema. No entanto, identificaram-se estudos relacionados ao ensino de conceitos matemáticos para pessoas com deficiência visual, embora sem enfoque específico em relações de equivalência ou no uso da impressão 3D como recurso pedagógico. Conclui-se que são necessárias novas pesquisas para explorar estratégias de ensino baseadas em tecnologia assistiva (como a impressão 3D) voltadas à aprendizagem de relações de equivalência por estudantes com deficiência visual.</p><p>This article presents a Systematic Review of research that addresses teaching equivalence relations to visually impaired students through 3D printing, following the PRISMA protocol. The search was carried out in February 2024 in the Oasis BR, SciELO, SCOPUS, ERIC and Google Scholar databases, using the following keywords in Portuguese and English: “Equivalence Relation”, “Mathematics Teaching” and “Visual Impairment”. The inclusion criteria adopted were articles published in scientific journals, studies in mathematics teaching, research that addressed equivalence relations, and works involving teaching for people with visual impairment and 3D printing. As a main result, the absence of articles that met all the established criteria was found, evidencing a gap in the literature on the subject. However, studies related to teaching mathematical concepts to people with visual impairments were identified, although without a specific focus on equivalence relations or the use of 3D printing as a pedagogical resource. It is concluded that new research is needed to explore teaching strategies based on assistive technology (such as 3D printing) aimed at learning equivalence relations by students with visual impairments.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0106/a.php" alt="Hit counter" /></p>

This thesis investigates the contribution of multi-sensoriality to the understanding and appreciation of two-dimensional artworks, such as drawings or paintings, by people with visual impairments. This exploratory study was conducted from a disability studies perspective, in which the researcher's role was that of a facilitator and the participants were experts of their own experience. This participatory action project draws on interdisciplinary research practices in several interrelated fields, including accessibility and disability studies, blindness studies, anthropology of the senses, tactile perception and haptics, and translation studies. Previous research focused primarily on initiatives to translate visual arts into tactile content to make them accessible to people with visual impairments. The present study contributes to multi-sensory initiatives for the low-vision and blind community, drawing on research findings of sensory museology and cognitive psychology to deepen our knowledge about multi-sensory translation. Data collected from three rounds of individual interviews and one co-design session with visually impaired participants was examined using a qualitative methodology. A thematic analysis was developed to inform design decisions and identify barriers to inclusion in art museums. The study also included the co-creation of multi-sensory translations of Franklin Carmichael's painting In the Nickel Belt (1928) and Outport Icon #2 (2001-2002) by Duncan de Kergommeaux. The broader findings of this study provide evidence to support the notion that touch and hearing can play a valuable role in conveying the nature of art to visually impaired visitors, giving them greater autonomy in their interpretation. This study challenges the long-standing tradition of museums relying on vision as the only acceptable sense through which visitors can access visual arts. While further work may be needed to assess the degree of equivalence between experiencing a painting through sight and accessing it through touch and hearing, this project establishes a foundation for further research and initiatives pertaining to the implementation of anti-ocularcentric approaches in museums. Keywords: Accessibility, Anti-ocularcentrism, Blindness, Co-design, Mediation, Multi-sensory, Museums, Museology, Painting, Visual arts, Visual impairments, 3D printing.

3D models are an important means for understanding spatial contexts. Today these models can be materialized by 3D printing, which is increasingly used at schools for people with visual impairments. In contrast to sighted people, people with visual impairments have so far, however, neither been able to search nor to print 3D models without assistance. This article describes our work to develop an aid for people with visual impairments that would facilitate autonomous searching for and printing of 3D models. In our initial study, we determined the requirements to accomplish this task by means of a questionnaire and developed a first approach that allowed personal computer-based 3D printing. An extended approach allowed searching and printing using common smartphones. In our architecture, technical details of 3D printers are abstracted by a separate component that can be accessed via Wi-Fi independently of the actual 3D printer used. It comprises a search of the models in an annotated database and 3D model retrieval from the internet. The whole process can be controlled by voice interaction. The feasibility of autonomous 3D printing for people with visual impairments is shown with a first user study. Our second user study examines the usability of the user interface when searching for 3D models on the internet and preparing them for the materialization. The participants were able to define important printing settings, whereas other printing parameters could be determined algorithmically.

Worldwide, visual impairment and blindness stand as prevalent health challenges, exerting substantial effects on individuals and the communities they belong to. These conditions pose significant disabilities for visually impaired individuals and their immediate surroundings. Children with visual impairments encounter numerous challenges in their daily lives and learning, unlike their sighted counterparts. Nevertheless, despite these obstacles, they depend significantly on their tactile and auditory senses to glean information from their surroundings. Meanwhile, mathematics poses a unique challenge for students, as its abstract concepts can be difficult to visualize, potentially diminishing interest in the subject. Recognizing the potential of 3D printing technology to enhance visualization and interaction with three-dimensional models, this study aims to develop a module that combines mathematics in Braille with 3D printed models. The goal is to facilitate a more accessible and engaging learning experience for visually impaired children, fostering a deeper understanding of mathematical concepts. The module incorporates tactile games designed to improve focus and study habits, thereby addressing the specific needs of visually impaired learners. The module comprises 3 games as 3in1 Geoboard: Numerical Jumble, Pinpoint Placer and Geo Art. The game tools employed in this module underwent 3D design through computer-aided design (CAD) software, integrating Braille code within mathematical constructs tailored to the requirements of visually impaired children and their mathematics curriculum. Subsequently, the 3D model was transformed into a tangible object using a 3D printer. These printed objects served as educational tools within the development of an integrated module encompassing both 4IR elements and Braille components. Instructions for the game were seamlessly integrated to facilitate straightforward delivery of module content by educators. Therefore, adopting a game-based learning module approach not only proves effective for individuals who are blind but also provides visually impaired children with a practical avenue to learn Braille and enhance their understanding of mathematical concepts. This educational approach holds particular significance for visually impaired children in their daily lives while greatly revolutionize educator-coordinated learning of mathematics through engaging education for the framework of 10-10 MySTIE Socio-economic drivers.

3D printing as a means of learning and communication: The 3Ducation project revisited

For students with visual impairments (VI), the possibility of a future in astronomy, or any science, technology, engineering, and mathematics (STEM) field, seems daunting. In order to bolster astronomy and STEM opportunities for high school students with VI in the United States, we developed the STEM Career Exploration Lab (CEL). Our STEM CEL methodology employs tactile astronomy instruction via 3D printing technologies and unique 3D-printed models, professionals with VI acting as role models, and partnerships with local STEM industries that provide insights into possible career paths. In partnership with the South Carolina Commission for the Blind (SCCB) and the Michigan Bureau of Services for Blind Persons (MBSBP), to date we have held four weeklong CELs (June 2017, June & July 2018, August 2019) and a 3D printer build workshop (September 2018), thus far serving about fifty students with VI. We have also held one professional development workshop for teachers of the visually impaired at the Maryland School for the Blind in October 2021. We gathered pre- and post-intervention data via student surveys, assessments of students' astronomy knowledge, and video recordings of the CEL activities in order to study to what extent the CEL model can enhance the students' attitudes towards, interests in, and capacities to participate in astronomy and STEM careers. Once fully tested and refined, we will make our 3D model files and activities freely available for further use and study. This work serves as a testbed for an expanded CEL program aimed at helping increase the representation of persons with VI in astronomy and STEM fields. This work is supported by a generous Innovative Technology Experiences for Students and Teachers (ITEST) grant from the National Science Foundation.

Consumer-grade digital fabrication such as 3D printing is on the rise, and we believe it can be leveraged to great benefit in the arena of special education. Although 3D printing is beginning to infiltrate mainstream education, little to no research has explored 3D printing in the context of students with special support needs. We present a formative study exploring the use of 3D printing at three locations serving populations with varying ability, including individuals with cognitive, motor, and visual impairments. We found that 3D design and printing performs three functions in special education: developing 3D design and printing skills encourages STEM engagement; 3D printing can support the creation of educational aids for providing accessible curriculum content; and 3D printing can be used to create custom adaptive devices. In addition to providing opportunities to students, faculty, and caregivers in their efforts to integrate 3D printing in special education settings, our investigation also revealed several concerns and challenges. We present our investigation at three diverse sites as a case study of 3D printing in the realm of special education, discuss obstacles to efficient 3D printing in this context, and offer suggestions for designers and technologists.

PurposeTechnological devices such as smartphones and tablets are widely available and increasingly used as visual aids. This study evaluated the use of a novel app for tablets (MD_evReader) developed as a reading aid for individuals with a central field loss resulting from macular degeneration. The MD_evReader app scrolls text as single lines (similar to a news ticker) and is intended to enhance reading performance using the eccentric viewing technique by both reducing the demands on the eye movement system and minimising the deleterious effects of perceptual crowding. Reading performance with scrolling text was compared with reading static sentences, also presented on a tablet computer.MethodsTwenty‐six people with low vision (diagnosis of macular degeneration) read static or dynamic text (scrolled from right to left), presented as a single line at high contrast on a tablet device. Reading error rates and comprehension were recorded for both text formats, and the participant's subjective experience of reading with the app was assessed using a simple questionnaire.ResultsThe average reading speed for static and dynamic text was not significantly different and equal to or greater than 85 words per minute. The comprehension scores for both text formats were also similar, equal to approximately 95% correct. However, reading error rates were significantly (p = 0.02) less for dynamic text than for static text. The participants’ questionnaire ratings of their reading experience with the MD_evReader were highly positive and indicated a preference for reading with this app compared with their usual method.ConclusionsOur data show that reading performance with scrolling text is at least equal to that achieved with static text and in some respects (reading error rate) is better than static text. Bespoke apps informed by an understanding of the underlying sensorimotor processes involved in a cognitive task such as reading have excellent potential as aids for people with visual impairments.

Abstract. Spatial information became ordinary for everyday life, for example in different kinds of maps. The majority of maps are produced for reading with eyes. Nevertheless, people with visual impairment, including blind people, perceive the world differently and have an insufficient amount of possible ways how to investigate the surroundings.Creating a tactile map for people with visual impairment and blind people is conceptually different, more expensive and more difficult comparing to normal maps. This is why researches in cartography focus the question how spatial information can be effectively presented to visually impaired people using modern technologies.One of the solutions seems to be progress in modern 3D tactile-cartography linkable to the mobile device, such as smartphones and tablets. The modern mobile technologies with the internet connection and GNSS navigation brought new possibilities how to convert spatial information into voice quickly. Navigations use vibrations to provide the actual information, and other technologies help to make the 3D presentations of the geospace more accessible.At the Department of Geoinformatics, Faculty of Science, Palacký University Olomouc, Czechia, several tactile maps were produced under the leadership of Vit Vozenilek, both interactive and non-interactive ones.Cartographic semiology deals with a theory of cartographic symbols and their use. This theory is based primarily on the general semiology (the science of symbols), theoretical cartography, information theory, cybernetics and engineering psychology. To the various disciplines of semiology belong semantics, which represents the relation between the map symbol to the content what it means, sigmatics, which defines the relationship of map symbols to the function expressed in terms of real content, syntactic, which describes the interactions of map symbols, grammar, that deals with the composition rule and specifies the map symbol to the system, and pragmatics, which describes the relationship of users to the map symbol system. It is necessary to design and apply specific methods of cartographic visualization that will be suitable for persons who are blind or have a serious visual impairment. Therefore, there is a significant need for adaptation to the target user needs.Analogically to the traditional cartography, the fundamental unit of tactile cartographic semiology is a tactile map symbol. Comparing to conventional map symbol the tactile map symbols have an extra specific 3D features, including the vertical dimension, roughness and texture. The specific design of the tactile map symbol depends on the applied technology – special tactile paper printers, plastic foils, metal engravings or modern type of 3D printing technology. Characteristics of tactile map symbols are used with regard to the possibilities of these technologies as well as in relation to the needs of the target group of users.Within the project Perception of the geospace by the modern type of tactile maps the sampler designed characters by 51 respondents (31 blind persons and 20 persons with hard visually impairments) was tested. There were examples of different lines, different textures and point map symbols (Fig. 3). Part of these symbols was identified by respondents as most satisfactory, some of the characters were identified as unsatisfactory. These were mainly badly recognisable structures, lines unrecognisable by touch, confusing dotting, etc.During the implementation of the project Development of independent movement through tactile-auditory aids, the gained knowledge was applied to the production of modern, tactile maps linked to the mobile technology (smartphone, tablet, etc.). Because the modern tactile maps using TouchIt3D technology (Barvir, 2017; Barvir et al., 2018) require many different sizes of 3D map objects, also the map symbols have to be different.Preliminary results of the user testing provide new information about map symbol perception by people with visual impairment, using a new type of 3D tactile maps created with TouchIt3D technology. Testing and prototyping are ongoing, and the conference contribution will bring the latest research results.

Abstract. The near future of our planet under climate change is predicted to be characterized by increasingly frequent and severe natural hazards of all kinds. Understanding the potential spatial extent and impacts of these hazards is a critical component of creating effective emergency management plans, not just on the part of emergency managers and relief organizations, but also for those who may reside in areas vulnerable to disaster. Often, information about disaster risk is communicated using maps, such as in the case of storm surge maps, evacuation zone maps or wildfire extent maps. While generally helpful, these maps are of limited use to those with low vision or blindness, and the information is rarely, if ever, distributed in accessible formats. Furthermore, in contrast to wayfinding maps, this type of information does not lend itself to being translated into a set of instructions to be read aloud by a test-to-speech device. Instead, risk maps are useful because they allow users to identify and assess spatial relationships between many features on the maps- a key process that would be muddled if the maps were to be verbally described, and thus a process that is currently inaccessible to those who cannot see the maps. As people with visual impairments are especially vulnerable in disaster scenarios, working towards the universal accessibility of spatial information is imperative for inclusive disaster preparedness and hazard mitigation.Many challenges exist in creating maps for people with visual impairments. The most obvious is the fact that a visual medium cannot be used by someone who is unable to see. It is important to note that “visual impairment” covers a broad spectrum of conditions from pronounced myopia to complete blindness. Here, I will be limiting my topical scope to people with total or near-total blindness. Tactile maps are the tool of choice for this population. However, it is generally harder to distinguish between similar patterns using touch than using sight, so features on a tactile map need to be unique and unambiguous. This makes it more challenging to communicate information typically represented using color gradients or transparency. Additionally, distributing spatial information in tactile form poses another layer of complications. There are several options for creating tactile maps, from embossed paper to 3D printing, and each come with their own advantages and drawbacks. Cost, speed and detail all vary among these media, and thus each potentially impact the user’s perception of risk. In my talk, I will be examining these challenges as they intersect with research on cartographic risk visualization, emergency management, and tactile maps in general. First, I will briefly discuss the state of risk visualization in the context of emergency management, focusing on preparedness. Then, I will give a general overview of the extant research on tactile maps with particular attention paid to their influence on spatial cognition. Next, I will examine how the considerations particular to risk map creation are affected by the potentials and limitations of tactile maps. Finally, I will outline a research agenda for creating and distributing accessible maps for emergency management. Using visual impairment and tactile maps as starting points, I will identify further aspects of emergency management that urgently require greater attention to accessibility, and how cartographic research and technology can help bridge those gaps. Planning for natural hazards is an essential step in mitigating their impacts on communities, and that process includes individual citizens making their own plans for evacuation, finding shelter or securing food, water or medicine. This is especially important for people with disabilities, as resources deployed after a disaster may fail to accommodate their particular needs, and processes such as evacuating a building or house can take substantially longer than average. Planning for these scenarios is made all the more difficult for people with visual impairments, as conventional maps are unhelpful, and environmental awareness is limited. Thus, empowering people with visual impairments to make emergency plans for themselves and contribute to planning for their community as a whole can help build autonomy and self-confidence and ultimately ensure that disaster plans truly account for everyone.

Consumer-grade digital fabrication such as 3D printing is on the rise, and we believe it can be leveraged to great benefit in special education. Although 3D printing is infiltrating mainstream education, little research has explored 3D printing in the context of students with special support needs. We describe our studies on this topic and the resulting contributions. We initially conducted a formative study exploring the use of 3D printing at three locations serving populations with varying ability, including individuals with cognitive, motor, and visual impairments. We found that 3D design and printing perform three functions in special education: (1) STEM engagement, (2) creation of educational aids for accessible curriculum content, and (3) making custom adaptive devices. As part of our formative work, we also discussed a case study in the codesign of an assistive hand grip created with occupational therapists at one of our investigation sites. This work inspired further studies on the creation of adaptive devices using 3D printers. We identified the needs and constraints of these therapists and found implications for a specialized 3D modeling tool to support their use of 3D printers. We developed GripFab, 3D modeling software based on feedback from therapists, and used it to explore the feasibility of in-house 3D object designs in support of accessibility. Our contributions include case studies at three special education sites and discussion of obstacles to efficient 3D printing in this context. We have extended these contributions with a more in-depth look at the stakeholders and findings from GripFab studies. We have expanded our discussion to include suggestions for researchers in this space, in addition to refined suggestions from our earlier work for technologists creating 3D modeling and printing tools, therapists seeking to leverage 3D printers, and educators and administrators looking to implement these design tools in special education environments.

Professionals working with visually impaired children (i.e. specialist teachers and educators, Orientation and Mobility trainers, psychologists, etc.) have to create their own teaching materials. Indeed, only few adapted materials exist, and do not fully meet their needs. Thus, rapid prototyping tools and methods could help them to design and make materials adapted to teaching to visually impaired students. In this study, we first designed a blog enabling professionals to create their own teaching materials. Then, we set up a challenge with five teams including one professional of visual impairment and students in computer science. The aim of each team was to design and make a teaching material, based on handcrafting, 3D printing tools and cheap micro-controllers, fitting the needs of the professional. After they have used their material with visually impaired students, we interviewed the professionals in order to evaluate usage and satisfaction. The professionals reported that the materials were easy to make, and valuable for teaching to visually impaired students. They also reported that DIY prototyping, based on 3D printing and cheap microcontrollers, enables them to create their own teaching materials, and hence accurately meet unanswered needs. Importantly, they would advise their colleagues to use this method and new tools. However, they consider that they would need assistance to create new materials on their own.

Abstract. A lot has been done regarding automatic generation of topographic maps within National Mapping Agencies (NMAs) and there are examples of successful implementations of such projects. The main issue related to automatic map production is cartographic generalization. It is mainly used for transforming the original spatial dataset into maps of smaller scale. Everyone, who has ever worked on map generalization knows, how laborious and time-consuming this process is. This is why a lot of effort is being put to automate it. Automatic map production is very difficult but it gets even more complicated if we consider automatic production of tactile maps – maps that are being read with sense of touch and, to a limited extent, also with eyes.In an average, a man without visual impairment is capable of distinguishing two points as separate if they are, according to different sources, 0.2–0.3 millimetres apart from each other. If one would like to achieve the same but using sense of touch, a distance of 2.4–3.0 millimetres is necessary. This is enough to show how intense the generalization process has to be while transforming scales of tactile maps. It also brings up a question: ‘What are the algorithms and solutions for tactile spatial data generalization and to what extent can this process be automated?’. The answer to this question is the main point of the research presented here.During the presentation, the results of a systematic literature review on this topic basing on the primary studies from the last decade, will be presented. Automatic map generation is nothing new but this field of research lacks a systematic review, which would summarize existing literature. This review, although about automatic map generation in general, focuses on tactile maps. Therefore, the answers to the following questions will be presented:What are the generalization methods and models for automatic (tactile) map generation?What are the existing systems and solutions allowing automatic (tactile) map generation?How to properly design spatial database for automatic map generation?Presented research will form a significant part of Jakub Wabiński PhD dissertation, which main goal is to create a methodology that would allow blind users to create on-demand thematic maps with different level of detail and scales, out of publicly available spatial data. Due to the fact that in European Union there is the INSPIRE Directive (Infrastructure for Spatial Information in the European Community), which requires member countries to provide their citizens with current spatial data, but also aims to define common standards of describing and sharing spatial data – it is possible to create universal methodology for the whole European Union. The problem is that these data have to be first adapted for use by blind and visually impaired people.There is high demand on tactile maps and atlases but unfortunately their production is very expensive. Not all the schools for blind and visually impaired can afford to buy them (not to mention individual people). Traditional tactile maps production methods, such as ‘thermoforming’, are cost effective only in the case of production in a large scale. Pretty often individual map sheets are required to present a certain phenomenon. Fortunately, there are cheap and efficient alternatives – namely 3D printing or swell-paper, which can be used at home by individual users with success. We believe that a platform allowing blind and visually impaired to generate easy-to-use, unique thematic and topographic maps that comply with the requirements regarding tactile cartographic signs designs would be highly appreciated. Similar solutions already exist but only in the field of orientation and navigation maps and they have their limitations. Thematic tactile maps are very important to perceive various information that are provided by spatial data and we would like to focus on them in our presentation.