Inclusive wayfinding in schools and museums: Tactile maps, digital fabrication, and teacher training

Abstract

Spatial accessibility is crucial for educational and cultural inclusion, constituting not only a technical issue but also a pedagogical and curricular one. Autonomous orientation within schools and museums is a prerequisite for the full participation of blind people and/or those with low vision, while simultaneously representing a learning opportunity for the wider school community.

This article examines the development of tactile maps through digital fabrication technologies. Two tactile map prototypes were designed and subsequently evaluated by blind and/or low-vision users to analyse their tactile legibility and their potential as spatial orientation resources. The methodology combines participatory diagnosis with users, information-hierarchy-centred design, and processes of production and validation.

The participatory approach ensures that the maps respond to concrete needs, promoting collaborative and reflective pedagogical practices. Within this process, fablabs emerge as privileged spaces for pedagogical experimentation and for the articulation between technical knowledge and teaching practice, enabling the creation of inclusive educational resources.

Based on recent literature and on the analysis of the development and validation process of the prototypes, it is argued that the implementation of tactile maps, from an inclusive perspective, not only contributes to safer, more equitable and welcoming environments, but also enriches teacher education by integrating accessibility into the curriculum. It is concluded that inclusive “wayfinding” has significant pedagogical potential, contributing to the development of competences related to social justice, equity and the valuing of differences in educational contexts.