## 4 Experiment Results and Analysis
### Implementation at the School for Visually Impaired  
The work done within the study can be used for a variety of practical purposes. In many areas today, the problem of object detection and extraction in images remains relevant. In recent years, one of the most important works has been to create convenient conditions to meet the cultural needs of persons with disabilities using modern, highly effective information and communication technologies, assisting them in regular and independent education, along with improving their social support. The proposed methods and algorithms of salient object extraction based on locally adaptive triple-thresholding have been implemented in the production and education processes in the training laboratory of the specialized boarding school for visually impaired No. 77 under the Ministry of Public Education of the Republic of Uzbekistan. Furthermore, it can be used to create tactile graphics from natural scene images and to organize other types of assistive technologies and software. Implementation in practice involves proposed methods and software, uploading images on the computer, extracting salient objects, preparing and printing tactile graphics or tactile display from an object's contours. Figure 13 illustrates the experimental process of perceiving tactile graphics. The contour of the extracted salient object was printed as tactile graphics using Index Braille EVEREST-D V4 braille embosser. Fourteen visually impaired students of the boarding school were tested for their level of familiarity with produced tactile graphics by braille embosser. Tactile graphics were given to 14 blind students and the content of the objects on a tactile graphic was recognized in 60 s. In the experiment, 20 tactile graphics (the same objects for all) were used for each blind student. To assess whether the tactile graphics were understandable, blind students were given a time limit of 60 s and then asked their answers. Blind students were assessed on the basis of 5% (1 image) for each blind student to identify correctly in 60 s without any help, 2.5% (0.5 image) for correct identification in 120 s with little help, or 0% (0 image) for incorrect identification of complex cases. The results of the experimental process of perceiving tactile graphics are presented in Table 4. Experimental results showed that in some cases such as complex or multiple objects, visually impaired students faced some problems in perceiving and classifying objects. In complex cases, teachers gave some additional information to blind students for correct identification. In contrast, they did not fail and misclassify when the objects were single and simple. As a result, visually impaired students were able to clearly \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline \multirow{2}{*}{**Methods**} & **Foreground** & **Clear** & **Multiple** & **Noise** & **False Object** & **Average** \\  & **Extraction** & **Edge of** & **Objects** & **Detection** & **Introduced** & **Detection** & **Average** \\ \hline
**RC\_Cuts** & 4 & 5 & 3 & 3 & 3 & 3.6 \\ \hline
**ATT\_Cuts** & 4 & 5 & 4 & 4 & 4.2 \\ \hline
**Proposed method** & 5 & 5 & 5 & 4 & 4 & 4.6 \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Subjective evaluation of the proposed and other methods. \begin{table}
\begin{tabular}{c c c c} \hline \hline  & \multicolumn{3}{c}{**The Comparison of Processing Time**} \\ \hline
**Method** & **RC\_Cuts**[17] & ATT\_Cuts [16] & Proposed Method \\ \hline
**Times (s)** & 1.24 & 1.86 & 1.33 \\ \hline
**Code Type** & C++ & C++ & C++ \\ \hline \hline \end{tabular}
\end{table} 
Table 3: The comparison of processing time obtained by each method. identify 74% (73.93% rounded up) of the tactile graphics that were presented to them. The remaining 26% (26.07% rounded up) of the tactile graphics showed that students did not have an idea of the object in their life, or that the edges of the object were complex.