Paths to Literacy

for students who are blind or visually impaired

Tactile Books for Very Young Children

Tactile books collageBy Holly Cooper, Ph.D., Early Childhood Specialist, Texas Deafblind Project, Texas School for the Blind and Visually Impaired 
It is amazing how early little humans show an interest in books! Typically developing children widely show an interest in children’s books by 12 months of age, and reading together with an infant is an enjoyable activity for the adult and child at age 9 months or even earlier. Experiences with books and literacy can vary widely in infancy. As with language and many other things, children from economically and educationally disadvantaged homes often have less access to books and literacy experiences. Children with disabilities are also at a disadvantage. Many of our children with visual impairment are born in very critical medical condition and remain so for a long period of time. They may be hospitalized or very fragile and have minimal opportunities to interact with people, toys, and books, or to have stories read to them. Children with severe and multiple disabilities are at a special disadvantage. Infants who are totally blind or functionally blind even without additional disabilities also have limited experiences with books, since most printed books are not meaningful and accessible to them.

Approaches to Literacy Experiences for Infants

There are two good approaches to offering literacy experiences to infants with blindness and visual impairment with additional disabilities: adapting books and creating books. Either approach to literacy must be based on a foundation of real experiences with real objects and people. Families, caregivers and educators must give children with disabilities a variety of experiences in the community and in nature to build a foundation of language and concepts for literacy. Children who are isolated indoors with limited opportunities to interact with others, especially other children, may not understand what many stories are about. Children who are isolated due to medical difficulties may still enjoy books with an entertaining language component, such as songs and finger plays, rhythmic language and rhymes. When I select books for very young babies, I look for books related to topics with which they have direct personal experience, such as body parts, feelings, routines of the day or activities of daily living. You can often find such books, or you can create them yourself.
"Here are my hands for catching and throwing."
Here Are My Hands 
by Bill Martin, Jr. and John Archambault
Henry Holt and Company, New York, NY (1985)
Softback: disassembled, laminated, brailled, and bound with comb binding

When should braille be introduced in books?

For a child who is blind or has a significant visual impairment, it is good to add braille to the book, or use a book with braille already in it. Even if the young child is not talking yet, having the text in braille helps build literacy awareness. When I’m reading to a child I also like to pretend to “read” the braille with my fingers, because that is the way the child will read, and reading tactually provides a good model for them to imitate. Braille can be added to almost any print book by brailling on adhesive braille products such as American Printing House for the Blind’s Braillables or in a pinch, clear contact paper. Braillable sheets can be inserted into an electronic or manual braille writer, or purchased in tractor feed sheets that can be used with a braille embosser. Then they can be trimmed and attached to the book’s pages. Clear contact paper is not as durable, and will not stick as long. Another alternative is to purchase a paperback book and cut the spine off and the pages apart and laminate it. The laminated pages can be brailled on, and the embossed dots are very durable. The book can then be re-assembled with a plastic comb binding or spiral binding. Unfortunately, most books for infants and toddlers are printed on heavy cardboard for durability, so can’t be put in a braille writer. For board books, Braillables are usually the best option. I also suggest using simple uncontracted or Grade 1 braille. This may be a suggestion some teachers disagree with, but I think simplifying the braille makes it more accessible to new readers because there are fewer characters and special rules.  
Page from frog book with braille
One Green Frog
La Coccinella Editrice, English text by Yvonne Hooker
Grosset and Dunlop, New York, NY (1981)
Board book with braille added using Braillables

Adding tactile features to a book

Tactile features can be added to a book, similar to some mass market children’s books such as Pat the Bunny. Some stories are easier than others to illustrate tactually. Look for stories with simple concrete references to objects with texture which you can add, such as blankets, washcloths, spoons, combs, and similar items. Avoid more abstract tactile illustrations such as rain, snow, ice, peanut butter, and other things which aren’t practical to add to a book.  

Creating an experience book 

An alternative to finding a book and adapting it, is creating one especially for the child’s use. One beneficial approach is the use of “language experience books” or “experience books.” To create a book like this, an adult teams with the child and does an activity or participates in a special event with them. Perhaps it is going to the beach and swimming. The adult should explain to the child what will happen, then do the activity, then talk about it afterwards and write a short book about it. For a child who doesn’t yet have expressive language, using an activity that is repeated on a regular basis (such as going to bed) can help build language skills. For a child who is sighted, the adult and child can take photographs of the event, for a child who is blind or very young, small objects (sometimes referred to as “artifacts”) can be collected and glued in the book. Such a book might include something like this:
  • We went on a trip in the car. I like to shake mommy’s keys when we go to the car. (glue a key to the page)
  • We drove all the way to the beach. There was sand everywhere. (glue some sand or sand paper to the page)
  • We went swimming in the water. It was cold! (some things don’t have an object to go with them)
  • I liked to float on the noodle (or play with the beach ball, etc.) (Include a piece of noodle or ball)
  • I got really tired. Mommy dried me off with a towel. (glue a piece of towel to the page)
  • When we got home I fell fast asleep.

Below is a book from our library at Texas School for the Blind and Visually Impaired. It is about going horseback riding. The book’s creator went to considerable effort to collect real items to be included in this book.
Horses by CarolinaPage of experience book showing ropePage of experience book showing brushing horseI hold the reins
By Carolina, former student at TSBVI
This book is part of a collection of object and tactile symbols books at the TSBVI library.

Using real objects to accompany a book

Clearly some experiences are easier to illustrate with tactile items glued to the page than others. Going to the rodeo might be more difficult. One farm animal feels much like another if you glue a fur sample to the page. Another way to make books is to use objects mentioned in the story, but not attach the objects to the book. If you make a trip to the farmer’s market, you can’t glue a tomato and a cucumber to the page, but you can read the story and explore real tomatoes and cucumbers together. It is also possible to find children’s books about simple familiar daily experiences and find objects to go with the story. It is important when doing this to use real objects as much as possible. Using a plastic cucumber and tomato for the farmer’s market story is not nearly as meaningful, since the weight, odor and texture of the vegetables is significantly different than toy food. Likewise, using miniature models such as toys is also usually not a good practice. Illustrating a trip to the rodeo with toy horses and cows does not give the child relevant information since toy horses bear little resemblance tactually to a real horse. In some cases, some creative license can be used, but it’s good to get some advice from your child’s teacher of students with visual impairment.
Spot's Toys with real objects
Spot's Toys
by Eric Hill
G.P. Putnam's Sons, New York, NY (1984)
"bath tub book" edition with toys and objects

Building a foundation of life experiences

The most important part of literacy is to build a foundation of life experiences, talk or communicate with your child in their preferred communication mode (it might be sign language) about what you are doing together, and read stories together. Take time every day to read to your child. Reading specialists recommend reading aloud to children long after they have skills to read themselves, such as up to the middle school grades. Reading aloud gives them access to information they can’t read themselves and provides a skilled reading role model. Reading together also helps to build a special bond between yourself and your child supported by a shared experience of storytelling.


In addition to the resources on this site, some other good ideas for creating tactile experience books and adapting books include:




Tactile Books

Posted by Jillybean

Supporting Literacy Skills

Posted by Heather

Posted on April 25, 2016
Updated on: December 30, 2020

Previous comments for Tactile Books for Very Young Children

Heather commented on April 30, 2016

Hello Holly,

Reading your post was really informative. As I am fairly new to this field, I appreciate your great ideas to support early literacy development in infants and children who have a visual impairment.  I found the discussion about children with disabilities quite valuable. 

Many of the students I work with have serious medical complications in addition to their visual impairment.  I think we need to remind ourselves as educators that this population has not experienced a typical early childhood and may have had more time in hospitals or atypical environments.   This means that they have missed out on opportunities for learning in the same ways and degrees as their typically developing peers.  We cannot assume that they are developing concepts at the same rate and in the same way as their peers.  These need to be taught, assessed, practiced, reviewed, and repeated. 

Not having the same types of literacy experiences with parents and other children certainly will have an effect on their literacy development.  It takes a lot more effort to create purposeful and meaningful literacy opportunities that are equal to that for a typically developing child.  You have some wonderful ideas about creating tactile and experience books.  I think that is so important to encourage a variety of tactile activities to support discrimination skills necessary for learning Braille and learning more about the objects in the environment.  It also supports developing early book related concepts including the idea that books are written by people who use words (text and Braille) to share their message. 

Introducing a variety of books-tactile, audio, twin vision etc, supports a literacy rich environment and encourages children to participate in reading and writing activities for different purposes.  Your suggestion of making books that relate to their individual and specific experiences supports concept development and creates meaningful connections for the child.

Swenson, A. M. (1999). Beginning with braille: Firsthand experiences with a balanced approach to literacy. New York: AFB Press.

Jillybean commented on April 30, 2016


I enjoyed reading your post about tactile books for young children. I thought your suggestions and explanations were very thorough.  I especially liked how you explained how to take a book, take it apart, put braille words and tactile references in it, and then put it back to together.  I am just starting to learn about braille and how to teach it so your post was very informative.

Tactile books are essential in promoting braille literacy in young children.  To add another suggestion to your list of possible books, I would suggest concept books.  These books are similar to the experience books you explained.  They are also made by an adult and a child teaming up together but instead of an experience they share, like going to the beach or going to lunch, these books focus on aspects of the environment. Suggestions for book topics could include directions, pointy objects, numbers, big and small, curves, fasteners, and textures.  Creating and reading these books is a great way to integrate braille into a child’s everyday life.

B/VI children should have access to literature through books just like sighted children.  Making your own books is a great way to ensure your student/child has the opportunity to model reading at an early age.  This experience will enable them to understand the connection between the written word and the spoken word.

Swenson, A. M. (1999). Beginning with braille: Firsthand experiences with a balanced approach to literacy. New York: AFB Press.

pp, 29-31