Multiple objectives were pursued with our project. The primary goal was to introduce innovative, tailor-made learning materials specifically designed for blind and visually impaired children and their teachers, engaging all senses and incorporating digital learning experiences. This encompassed the creation of captivating learning materials intended not only to facilitate learning but also to infuse joy into the educational experience for these children. Concurrently, we aimed to empower teachers by equipping them with essential tools and enhancing their digital competencies. Establishing a robust international network among schools facing similar challenges was another crucial focus, aiming to facilitate a seamless exchange of knowledge and experiences. Our overarching objective was to significantly contribute to the advancement of inclusive education, laying the groundwork for future collaborations and expansions through the platform we established. Ultimately, our aspiration was to enhance the teaching and learning experiences for visually impaired children, nurturing and showcasing their exceptional tactile abilities, pivotal not only in their educational journey but also in their future endeavours.
Motivated by the overwhelmingly positive feedback on achievements in previous projects, such as providing blind and visually impaired individuals with access to museums or architectural experiences using 3D technology, we embarked on the 'TaTaBook' project. Preliminary discussions with teachers from four countries highlighted the urgent need for suitable teaching tools and a shared desire to benefit from transnational collaboration. This project was designed to address the specific needs of blind and visually impaired students and their teachers by developing customized 3D-based teaching tools complemented with audio and online learning content. The collaborative process involved schools from four countries and engaged professionals across various fields, including 3D design, IT, didactics, and natural sciences. Importantly, teachers and students actively participated in the development, testing, and providing feedback on intermediate prototypes. Furthermore, participating teachers not only received innovative learning materials and methods but also acquired competencies in 3D printing. The project also facilitated interconnectivity among teachers fostering ongoing collaboration and information sharing.