Abstract
The paper explores the potential of using the provision of tactile maps for the blind and visually-impaired in mainstreamed classrooms to enhance more inclusive education. It is argued that evidence suggests that many of the sighted have problems in reading the relief from contoured topographical maps, a problem which could be addressed through the use of tactile maps. It is then further argued that by making the precision of tactile maps a resource for the majority, the Geography, classroom will become more inclusive while also significantly reducing the unit costs of producing the maps.
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