Patent Description:
Braille is a character symbol system that gives meaning to various dot patterns so that people can read and write through the sense of touch. In general, <NUM>*<NUM> or <NUM>*<NUM> dot patterns are widely used for such braille, and the character system is constructed by varying the number and arrangement of dots.

For people who are visually impaired, braille is not just a simple means of accessing information access, but a key means of providing opportunities to live much better.

Braille education provides more educational opportunities, communication with the world, and even more various occupations and economical opportunities.

There are about <NUM> million people who are visually impaired around the world, but only around <NUM> % of them are able to read and write braille (including people with low vision).

Currently, there is a shortage of specialized teachers in the field of braille education, and there is also a shortage of interesting educational materials and tools for visually-impaired children to access braille easily.

Actual printed braille is small. Braille beginners with undeveloped fingertip sensitivity, diabetic patients with sensory impairment, people visually impaired due to age, and the like have difficulty in learning and getting used to braille in the actual size, so many visually handicapped people give up.

A picture book in braille, and a teaching material set including the same are disclosed in <CIT>.

(Patent Document <NUM>) <CIT>) In addition, the patent publication <CIT> discloses a teaching material in which a magnetic teaching tool can be detachably attached to symbols.

Accordingly, the present disclosure has been made keeping in mind the above problems occurring in the related art, and the present disclosure is directed to providing a braille teaching material, and a method of manufacturing the same, wherein by magnetic force, a teaching tool is attached to a dot corresponding to a raised dot of braille among vertical dots and horizontal dots of braille, so that even braille beginners with undeveloped fingertip sensitivity are able to learn braille.

The objective of the embodiments of the present disclosure is not limited to the above-described objective, and other objectives which are not described herein will be come apparent to those skilled in the art from the following description.

According to an embodiment of the present disclosure, there is provided a braille teaching material including: an information section (<NUM>) showing learning information, not braille, to be used for learning, in a preset learning area; a braille section (<NUM>) showing dots (<NUM>) corresponding to vertical dots and horizontal dots of braille, in a preset braille area, and provided with a magnetic part (<NUM>) at some or all of positions where the dots (<NUM>) are arranged, the magnetic part (<NUM>) being made of a magnet, a ferromagnetic substance, or a paramagnetic substance; and a teaching tool (<NUM>) detachably attached to the dot (<NUM>) due to attractive force caused by magnetic force to the magnetic part (<NUM>), wherein a sheet provided with the dots (<NUM>) is formed by stacking, in order, an outer layer (<NUM>) in which the dots (<NUM>) are formed in a hole shape, and an inner layer (<NUM>) to which the magnetic part (<NUM>) is fixed, wherein the inner layer (<NUM>) contains a magnetic-part-holding layer (<NUM>) that is provided with a fitting hole (<NUM>) into which the magnetic part (<NUM>) is interlocked.

The information section (<NUM>) shows the information provided in an uneven shape.

When the information to be used for learning is a letter, the information section (<NUM>) includes a stroke part (<NUM>) indicating a direction in which each stroke of the letter is written.

When the information to be used for learning is a letter, the information section (<NUM>) includes a start part (<NUM>) indicating a point at which each stroke of the letter starts.

The braille teaching material further includes a stroke order guidance section (<NUM>) in a preset area of opened pages of the braille teaching material, the stroke order guidance section (<NUM>) showing symbols that correspond to the start parts (<NUM>) and are arranged in the same order as the strokes of the letter are written.

The braille section (<NUM>) shows which dot (<NUM>) corresponds to a raised dot of braille, in a visual manner, in a tactile manner, or in a visual and tactile manner.

The braille section (<NUM>) includes the magnetic part (<NUM>) that is made of the magnet, the ferromagnetic substance, or the paramagnetic substance, and provided at a position of the dot (<NUM>) corresponding to a raised dot of braille that represents the information shown in the information section (<NUM>).

In the braille section (<NUM>), coating printing with an epoxy material is performed at a position of the dot (<NUM>) corresponding to the raised dot of braille.

The braille teaching material further includes an NFC tag (not shown) provided in a preset tag area, and storing information required for voice guiding the learning information; and an NFC reader (not shown) outputting the learning information in a voice when recognizing the NFC tag (not shown).

A sheet provided with the dots (<NUM>) is formed by stacking, in order, an outer layer (<NUM>) in which the dots (<NUM>) are formed in a hole shape, and an inner layer (<NUM>) to which the magnetic part (<NUM>) is fixed.

The inner layer (<NUM>) contains a magnetic part covering layer (<NUM>) placed at an upper side, at a lower side, or at an upper side and a lower side of the magnetic part (<NUM>).

The inner layer (<NUM>) contains a magnetic-part-holding layer (<NUM>) that is provided with a fitting hole (<NUM>) into which the magnetic part (<NUM>) is interlocked.

The inner layer (<NUM>) is subjected to punch processing so that in a layer made of a magnet, a ferromagnetic substance, or a paramagnetic substance, borders of the layer and a portion of the layer which is matched to the dot (<NUM>) corresponding to a raised dot of braille are left and a portion of the layer which is matched to the dot (<NUM>) corresponding to an unraised dot of braille is eliminated.

According to an embodiment of the present disclosure, there is provided a method of manufacturing a braille teaching material, the method including: punching, at an outer layer punching step (S10), the dots (<NUM>) in the outer layer (<NUM>); fixing, at a magnetic part fixing step (S20), a position of the magnetic part (<NUM>) to the inner layer (<NUM>); and manufacturing, at a sheet manufacturing step (S30), the sheet provided with the dots (<NUM>) by stacking the outer layer (<NUM>) and the inner layer (<NUM>) or by stacking the outer layer (<NUM>), the inner layer (<NUM>), and the outer layer (<NUM>) in order and bonding the layers.

In the braille teaching material and the method of manufacturing the same according to an embodiment of the present disclosure, a teaching tool is attached by magnetic force to a dot corresponding to a raised dot of braille among vertical dots and horizontal dots of braille, so that even braille beginners with undeveloped fingertip sensitivity are able to learn braille.

In addition, since the information section is provided in an uneven shape, the visually impaired person is able to identify the learning information alone and is thus able to learn braille alone.

In addition, since the direction in which each stroke of a letter is written is provided, the visually impaired person is able to identify in which direction the visually impaired person needs to touch and follow the letter, so that the visually impaired person is able to easily identify the letter.

In addition, since the point at which each stroke of a letter starts is provided, the point at which the stroke of the letter starts is quickly identified, so that the time required to identify the letter is shortened.

In addition, the stroke order guidance section in which symbols are arranged in the same order as strokes of a letter are written is provided, so that the visually impaired person is able to learn the stroke order of the letter.

In addition, which dot corresponds to the raised dot of braille is provided in a visual manner, in a tactile manner, or in a visual and tactile manner, so that even people who do not know braille are able to help the visually impaired person to learn braille.

In addition, a braille section are formed, where a magnetic part in a powder form is mixed with an adhesive and is attached to the position of the dot corresponding to the raised dot of braille, so that it is easy for unimpaired people and the visually impaired people to identify which dot corresponds to the raised dot of braille, without any indications.

In addition, since a sheet provided with dots is formed by stacking the outer layer and the inner layer, the outer layer and the inner layer are separately manufactured and are bonded, whereby manufacturing a sheet provided with dots is facilitated.

In addition, the inner layer contains the magnetic part covering layer to make it difficult to find where the magnetic part is, thereby helping with various usages for braille teaching.

In addition, since the inner layer contains the magnetic-part-holding layer, the magnetic part is prevented from being detached from the designated position.

In addition, the inner layer is manufactured through punch processing, the magnetic part is effectively prevented from being detached from the designated position.

Further, the braille teaching material is manufactured through the outer layer punching step, the magnetic part fixing step, and the sheet manufacturing step, whereby the braille teaching material can be made more easily.

The present disclosure may be modified in various ways and implemented by various embodiments, so that specific embodiments are shown in the drawings and will be described in detail. However, the present disclosure is not limited to the specific embodiments.

It will be further understood that the terms "comprises", "comprising", "includes", and/or "including" when used herein, specify the presence of stated features, integers, steps, operations, elements, and/or components, but do not preclude the presence or addition of one or more other features, integers, steps, operations, elements, components, and/or groups thereof.

Herein, with reference to the accompanying drawings, embodiments of the present disclosure will be described in detail. In addition, technical terms and scientific terms used in the present specification have the general meaning understood by those skilled in the art to which the present disclosure pertains unless otherwise defined, and a description for the known function and configuration obscuring the present disclosure will be omitted in the following description and the accompanying drawings. The drawings to be provided below are provided by way of example so that the idea of the present disclosure can be sufficiently delivered to a person skilled in the art to which the present disclosure pertains. Therefore, the present disclosure is not limited to the drawings provided below but may be modified in many different forms. In addition, like reference numerals designate like elements throughout the specification. In the drawings, same reference numerals denote same components throughout the disclosure.

<FIG> is a diagram illustrating a braille teaching material according to an embodiment of the present disclosure, specifically, an example in which an information section and a braille section are provided on one page. <FIG> is a diagram illustrating a braille teaching material according to an embodiment of the present disclosure, specifically, an example in which among opened pages of the braille teaching material, one page is provided with an information section and the other page is provided with a braille section, and in which a stroke part is provided. <FIG> is a diagram illustrating a braille teaching material according to an embodiment of the present disclosure, specifically, an example in which a teaching tool is attached to a dot provided with a magnetic part in a page where a braille section is provided. <FIG> is a diagram illustrating an example in which a start part and an end part are added to the example of <FIG>. <FIG> is a diagram illustrating an example in which a stroke order guidance section is added to the example of <FIG>. <FIG> is a diagram illustrating an example in which raised dots of braille of <FIG> are provided in a visual manner, in a tactile manner, or in a visual and tactile manner. <FIG> is a diagram illustrating an example in which a magnetic part in a powder form is mixed with an adhesive and is attached to a position where the magnetic part needs to be provided, on a page provided with a braille section of a braille teaching material according to an embodiment of the present disclosure. <FIG> is a diagram illustrating an example in which a sheet where a braille section of a braille teaching material is provided is manufactured by stacking an outer layer and an inner layer, according to an embodiment of the present disclosure. <FIG> are diagrams illustrating separation and combination of cross sections taken along the cutting-plane line of <FIG> according to various embodiments. <FIG> is a diagram illustrating an example of an inner layer of a braille teaching material subjected to punch processing, according to an embodiment of the present disclosure. <FIG> is a flowchart illustrating a method of manufacturing a braille teaching material according to an embodiment of the present disclosure.

According to an embodiment of the present disclosure, an braille teaching material includes an information section <NUM>, a braille section <NUM>, and a teaching tool <NUM>.

The information section <NUM> shows learning information, not braille, to be used for learning in a preset learning area.

Herein, the learning information refers to information, such as a character (a letter, a number, a sign, or the like), an image, or the like, for braille learning.

In <FIG>, the information section <NUM> is provided on the left side of a page and is sections where the Korean letters "<IMG>" and "<IMG>" are shown. In <FIG>, the information section <NUM> is provided on the left page among the opened pages of the braille teaching material and is a section where the Korean letter "<IMG>" is shown.

<FIG> and <FIG> show that the information section <NUM> is provided on the left side with respect to the braille section <NUM> which will be described later, but the present disclosure is not limited thereto. The information section <NUM> may be embodied in various ways as being provided on the right side, the upper side, the lower side, and the like with respect to the braille section <NUM>.

The braille section <NUM> shows dots <NUM> corresponding to vertical dots and horizontal dots of braille in a preset braille area. The braille section <NUM> is provided with a magnetic part <NUM> at some or all the positions where the dots <NUM> are arranged, and the magnetic part <NUM> is made of a magnet, a ferromagnetic substance, or a paramagnetic substance.

In the braille section <NUM>, the showing of the dots <NUM> corresponding to the vertical dots and horizontal dots of braille means that the dots <NUM> are shown in such a manner as to be distinguished from other parts, and also means that the dots <NUM> are distinguished in a visual and tactile manner. This is because the braille teaching material is for the visually impaired.

Herein, it is preferable to form the dots <NUM> in an engraved shape so as to be distinguished from other parts.

This is to serve as a guide when attaching the teaching tool <NUM> which will be described later to the position corresponding to the dot <NUM>.

In other words, when attaching the teaching tool <NUM> to the dot <NUM>, it is identified that the teaching tool <NUM> is attached into the area recessed compared with other parts, whereby it is easy to identify whether the teaching tool <NUM> is attached to the correct position corresponding to the dot <NUM>.

Herein, the magnetic part <NUM> may be formed (not shown) in a plate shape (a shape of a broken line corresponding to the reference numeral <NUM> of <FIG>, a shape of an area including the reference numerals <NUM> and <NUM> of <FIG>, or the like) so as to cover all the areas where the dots <NUM> are shown.

Although the magnetic part <NUM> formed in the plate shape so as to cover all the areas where the dots <NUM> are shown is described above as an example, the present disclosure is not limited thereto. The magnetic part <NUM> may be embodied in various ways as being provided only in some areas which will be described later (see <FIG> and <FIG>).

The teaching tool <NUM> is detachably attached to the dot <NUM> due to attractive force caused by magnetic force to the magnetic part <NUM> (see <FIG>).

For example, in the case where the magnetic part <NUM> is made of a paramagnetic substance such as iron, or the like, the teaching tool <NUM> may be provided with a magnet.

In this case, preferably, the teaching tool <NUM> is formed in such a manner that the lower part of the teaching tool <NUM> is provided with a magnet, a ferromagnetic substance, or a paramagnetic substance, and the upper part of the teaching tool <NUM> is gripped by hand.

When the user holds the teaching tool <NUM> in the user's hand and moves the teaching tool <NUM> to pass between the dots <NUM>, the teaching tool <NUM> is attached to the dot <NUM> provided with the magnetic part <NUM> due to magnetic force.

It is preferable that an attached surface (lower surface), which corresponds to a magnet, of the teaching tool <NUM> has a pole that is the same as that of another teaching tool <NUM>.

This is to minimize, even if children swallow the teaching tools <NUM>, accidents (enterobrosia (intestinal perforation) that may occur when the magnets attract each other with the intestine in the middle and compress the intestine, intestinal obstruction, infection, sepsis, and the like) that may occur due to strong attachment to each other in the stomach.

In the braille teaching material according to an embodiment of the present disclosure, the teaching tool <NUM> is attached to the position of the dot <NUM> corresponding to the raised dot of braille, so that even those who have undeveloped fingertip sensitivity are able to learn the shape of braille.

This is because braille can be learned more quickly by learning the shape of braille using a teaching material with a large braille size and then learning while reducing the size.

According to an embodiment of the present disclosure, the information section <NUM> of the braille teaching material may be characterized in the information is provided in an uneven shape.

That is, the learning information shown in the information section <NUM> may be provided in an uneven shape.

In other words, the learning information shown in the information section <NUM> may be provided in an uneven shape, such as an engraved shape, a raised shape, an embossed shape, or the like, which is distinguished by the touch of hand.

This is to enable the visually impaired person to identify learning information alone, and thus the visually impaired person is able to learn braille alone.

Although it is described that the information section <NUM> is provided in an uneven shape, as an example, the present disclosure is not limited thereto. The information section <NUM> may be embodied in various ways as being provided only as a general image, as a combination of a general image and an uneven shape, and the like.

According to an embodiment of the present disclosure, the information section <NUM> of the braille teaching material may include an engraved part (not shown) in which the information is formed in an engraved shape, and a raised part (not shown) that corresponds to the shape of the engraved part (not shown) and is formed in such a manner as to be interlocked to the engraved part (not shown).

Through this, the visually impaired person is able to easily identify the shape of the learning information alone.

That is, the user is able to learn by touching the engraved part (not shown) and identifying the learning information in the engraved shape, and learn by touching the raised part (not shown) and identifying the learning information in the raised shape.

The raised part (not shown) may be formed in such a manner as to be interlocked to the engraved part (not shown), but the forcible interlocking form is likely to be damaged due to the material characteristics of the teaching tool. Therefore, it is preferable that the raised part (not shown) is attached to the engraved part (not shown) using magnetic force.

That is, various embodiments are possible, for example the raised part (not shown) is provided with a magnet, the raised part(not shown) is made of a magnet, and so on.

As shown in <FIG>, according to an embodiment of the present disclosure, in the case where information to be used for learning is a letter, the information section <NUM> of the braille teaching material includes a stroke part <NUM> indicating a direction in which each stroke of the letter is written.

The stroke part <NUM> is for informing how to write the strokes of the letter, and the direction of proceeding. The teacher who helps with learning may refer to the stroke part <NUM> to guide the learner.

Herein, the stroke part <NUM> may be provided in an uneven shape.

This is to help the learner to learn the letter alone. Herein, the stroke part <NUM> may serve as a guide so that the visually impaired person is able to identify in which direction the visually impaired person needs to touch and follow the letter.

Referring to <FIG>, in the case where the stroke part <NUM> is formed in a raised shape, for example, only the stroke part <NUM> may be formed in a raised shape, but the "<IMG>"-shaped border surrounding the stroke part <NUM> or the entire learning information may be formed in a raised shape.

<FIG> shows the stroke part <NUM> in a shape of broken line, but the present disclosure is not limited thereto. The stroke part <NUM> may be embodied in various ways, such as angle brackets (>), triangles (Δ), arrows (→), or the like.

As shown in <FIG>, according to an embodiment of the present disclosure, in the case where information to be used for learning is a letter, the information section <NUM> of the braille teaching material includes start parts <NUM> each indicating a point at which each stroke of the letter starts.

The start part <NUM> is for informing where the stroke of the letter needs to start, and the point of the start. The teacher who helps with learning may refer to the start part <NUM> to guide the learner.

The start part <NUM> may be provided in various ways, for example, numbers, letters, figures, images, or the like.

As shown in <FIG>, in the case where only the stroke part <NUM> is formed, the visually impaired person needs to pay attention around the letter with the fingers so as to identify the start and the end of the letter, and thus it takes time to identify the letter.

In order to help the learner to learn the letter alone, the start part <NUM> may be provided in an uneven shape.

The start part <NUM> enables the point at which the stroke of the letter starts to be identified quickly, and thus the time required to identify the letter is shortened.

As shown in <FIG>, according to an embodiment of the present disclosure, in the case where information to be used for learning is a letter, the information section <NUM> of the braille teaching material includes end parts <NUM> each indicating a point at which each stroke of the letter ends.

The end part <NUM> is for information where the stroke of the letter needs to end, and the point of the end. The teacher who helps with learning may refer to the end part <NUM> to guide the learner.

The end part <NUM> may be provided in various ways, for example, numbers, letters, figures, images, or the like.

In order to help the learner to learn the letter alone, the end part <NUM> may be provided in an uneven shape.

The end part <NUM> enables the point at which the stroke of the letter ends to be identified quickly, and thus the time required to identify the letter is shortened.

Therefore, it is preferable that both of the start part <NUM> and the end part <NUM> are provided.

As shown in <FIG>, according to an embodiment of the present disclosure, the braille teaching material may further include a stroke order guidance section <NUM> in a preset area of the opened pages of the braille teaching material. The stroke order guidance section <NUM> shows symbols that correspond to the start parts <NUM> and are arranged in the same order as the strokes of the letter are written.

The stroke order guidance section <NUM> is for informing the stroke order of the letter. The teacher who helps with learning may refer to the stroke order guidance section <NUM> to guide the learner.

The stroke order guidance section <NUM> is for the visually impaired person to learn the stroke order of the letter.

That is, the number of strokes of the letter is identified using the number of start parts <NUM> provided in the stroke order guidance section <NUM>. The order in which the strokes need to be written is identified from the stroke order guidance section <NUM>.

In order to help the learner to learn the letter alone, the stroke order guidance section <NUM> may be provided in an uneven shape.

In <FIG>, the stroke order guidance section <NUM> is provided at the upper left position, but the stroke order guidance section <NUM> may be positioned anywhere without being limited thereto.

As shown in <FIG> and <FIG>, according to an embodiment of the present disclosure, the braille section <NUM> of the braille teaching material shows which dots <NUM> correspond to the raised dots of braille, in a visual manner, in a tactile manner, or in a visual and tactile manner.

The dots <NUM> correspond to the raised dots may be embodied in various ways. For example, in terms of the visual sense, the dots <NUM> may be provided in outline, an ambient portion of the dots <NUM> may be provided in color, or the dots <NUM> may be provided in color. In terms of the tactile sense, the outline may be provided in an uneven shape, or the inside of the outline may be provided in an uneven shape.

This enables not only the visually impaired people but also the unimpaired people to identify which dots <NUM> correspond to the raised dots of braille, whereby even the unimpaired people who do not know braille are able to help the visually impaired person to learn braille.

That is, it is to easily identify whether the teaching tool <NUM> is attached to the correct position.

As shown in <FIG>, according to an embodiment of the present disclosure, the braille section <NUM> of the braille teaching material may include a magnetic part <NUM> made of a magnet, a ferromagnetic substance, or a paramagnetic substance, at the positions of the dots <NUM> corresponding to the raised dots of braille that represent the information shown in the information section <NUM>.

That is, among the dots <NUM>, the magnetic parts may be provided only at the positions of the dots <NUM> corresponding to the raised dots of braille that represent the information shown in the information section <NUM>.

This is to enable the teaching tool <NUM>, described later, to be attached by magnetic force.

In <FIG>, the raised dot of braille representing the Korean letter "<IMG>" corresponds to only one dot <NUM> at the top right position, and the raised dots of braille representing the Korean letter "<IMG>" correspond to only two dots <NUM> at the top left position and the top right position. In <FIG>, the raised dots of braille representing the Korean letter "<IMG>" correspond to only two dots <NUM> at the top right position and the middle left position.

In <FIG>, the braille section <NUM> is provided on the right side of one page, and is a section where the braille letter corresponding to the Korean letter "<IMG>" and the braille letter corresponding to the Korean letter "<IMG>" are shown. In <FIG>, the braille section <NUM> is provided on the right page among the opened pages of the braille teaching material, and is a section where the braille letter corresponding to the Korean letter "<IMG>" is shown.

<FIG> and <FIG> show that the braille section <NUM> is provided on the right side with respect to the information section <NUM>, but the present disclosure is not limited thereto. The braille section <NUM> may be embodied in various ways as being provided on the left side, the upper side, the lower side, and the like with respect to the information section <NUM>.

The braille teaching material may be embodied in various ways. For example, the information section <NUM> and the braille section <NUM> in a pair may be provided on one opened side (one page) (see <FIG>), may be provided on both opened sides (two pages) (see <FIG>), or may be provided on one sheet (the front page and the back page).

Herein, the information section <NUM> and the braille section <NUM> in one pair refer to a pair configured to facilitate learning the braille letter corresponding to the learning information of the information section <NUM> (see <FIG> and <FIG>).

Herein, it is preferable that the information section <NUM> and the braille section <NUM> in one pair are provided in a preset learning area and a preset braille area, respectively, of the opened pages of the braille teaching material.

This is because it is possible to learn one letter without turning the page.

As shown in <FIG>, according to an embodiment of the present disclosure, in the braille section <NUM> of the braille teaching material, a magnet, a ferromagnetic substance, or a paramagnetic substance in a powder form is mixed with an adhesive, and is provided at the positions of the dots <NUM> corresponding to the raised dots of braille representing the information shown in the information section <NUM>.

In this case, one page provided with dots <NUM> may be manufactured using two sheets of paper, or one sheet composed of two pages provided with dots <NUM> may be manufactured using three sheets of paper.

<FIG> shows an example in which one page provided with dots <NUM> is manufactured using two sheets of paper.

As shown in <FIG>, according to an embodiment of the present disclosure, in the braille section <NUM> of the braille teaching material, coating printing with an epoxy material may be performed at the positions of the dots <NUM> corresponding to the raised dots of braille.

The epoxy material is different from the book material and is thus distinguished in an tactile manner. The portion subjected to coating printing with the epoxy material and the portion not subjected to coating printing may be distinguished from each other in a visual manner.

When the dots <NUM> corresponding to the raised dots of the braille is to be marked with the epoxy material, a form of stickers, or the like is attached for use. However, in this case, the stickers are likely to be detached when used for a long time.

Therefore, it is preferable to perform coating printing.

Herein, the result of coating printing may be formed in an uneven shape.

According to an embodiment of the present disclosure, the braille teaching material may include an NFC tag (not shown) and an NFC reader (not shown).

The NFC tag (not shown) is provided at a preset tag area, and stores information required for voice guiding the learning information.

When the NFC reader (not shown) recognizes the NFC tag (not shown), the NFC reader outputs the learning information in a voice.

NFC stands for "Near Field Communication" and refers to a wireless communication technology that transmits and receives data at a close range.

It is preferable that the tag area is set to an edge portion of the teaching material (book).

This is because the visually impaired person can most easily find the edge portion of the teaching material (book).

It is preferable that the NFC tag (not shown) is inserted into a page of the book.

This is to prevent the NFC tag (not shown) from being detached due to external contact, or the like.

The NFC tag (not shown) may be provided with a shielding film at a side that is opposite to a designated direction in which the NFC reader (not shown) recognizes the NFC tag, so that the NFC tag is not recognized by the NFC reader (not shown) in an undesired direction.

Accordingly, in the case where the braille teaching material according to an embodiment of the present disclosure is composed of multiple sheets of paper and an NFC tag (not shown) is provided at each sheet, wrong information is prevented from being output due to the NFC tag (not shown) other than information required for the sheet.

For example, when the NFC reader (not shown) is placed close to a tag area at page <NUM>, a NFC tag (not shown) at another page is not recognized by the NFC reader (not shown).

As shown in <FIG>, according to an embodiment of the present disclosure, a sheet provided with the dots <NUM> of the braille teaching material is formed by successively stacking an outer layer <NUM> provided with the dots <NUM> in the form of holes, and an inner layer <NUM> to which the magnetic parts <NUM> are fixed.

Herein, the magnetic parts <NUM> may be embedded in the inner layer <NUM>, or some or all of the magnetic parts <NUM> may be exposed to outside.

<FIG> shows an example in which the magnetic parts <NUM> are embedded in the inner layer <NUM>.

<FIG> shows an example in which the outer layer <NUM> is attached to only one side of the inner layer <NUM>. <FIG> shows an example in which the outer layer <NUM> is attached to each of the opposite sides of the inner layer <NUM>.

As shown in <FIG>, according to an embodiment of the present disclosure, the inner layer <NUM> of the braille teaching material may include a magnetic part covering layer <NUM> placed at the upper side, at the lower side, or at the upper side and the lower side of the magnetic part <NUM>.

As shown in <FIG>, the magnetic part covering layer <NUM> may be placed at the upper side and the lower side of the magnetic part <NUM>. As shown in <FIG>, the magnetic part covering layer <NUM> may be placed at the upper or lower side of the magnetic part <NUM>.

As shown in <FIG>, <FIG>, <FIG>, and <FIG>, according to an embodiment of the present disclosure, the inner layer <NUM> of the braille teaching material may include a magnetic-part-holding layer <NUM> provided with a fitting hole <NUM> into which the magnetic part <NUM> is interlocked.

The magnetic part <NUM> may be embodied in various ways. For example, as shown in <FIG>, <FIG>, and <FIG>, the magnetic part <NUM> may be interlocked into the magnetic-part-holding layer <NUM>. As shown in <FIG>, the magnetic parts <NUM> may be bonded to each other at the opposite sides of the magnetic-part-holding layer <NUM> using rivet bonding, or the like.

As shown in <FIG>, <FIG>, and <FIG>, the magnetic-part-holding layer <NUM> may be used together with the magnetic part covering layer <NUM>. As shown in <FIG>, the magnetic part covering layer <NUM> may be not used.

As shown in <FIG>, according to an embodiment of the present disclosure, the inner layer <NUM> of the braille teaching material may be subjected to punch processing so that in a layer made of a magnet, a ferromagnetic substance, or a paramagnetic substance, the borders and the portions matched to the dots <NUM> corresponding to the raised dots of braille are left and the portions matched to the dots <NUM> corresponding to the unraised dots of braille are eliminated.

The punch processing is processing for acquiring a product by performing punch processing on the basic material, and refers to processing in which after a hole in the basic material is made using a punch, the remaining basic material is a product. The punch processing is the opposite concept of blank processing.

That is, the borders and the portions matched to the dots <NUM> corresponding to the raised dots of braille need to be left by punch processing, and the remaining portions matched to the dots <NUM> need to be connected to the borders.

In the case of representing the braille letter corresponding to the Korean letter "<IMG>", since the raised dots of braille corresponding to the Korean letter "<IMG>" are the dot <NUM> at the top right position and the dot <NUM> at the middle left position, punch processing is performed as shown in <FIG>.

That is, it is preferable to partially perform punch processing around the portions matched to the dots <NUM> corresponding to the raised dots of braille in such a manner that the portions are connected to the borders. In addition, it is preferable to perform punch processing so that the portions matched to the dots <NUM> corresponding to the unraised dots of braille are area larger than the dots <NUM>.

Although <FIG> shows an example in which frames are left so that the remaining portions matched to the dots <NUM> are connected to the border in a grid form, the present disclosure is not limited thereto. Various embodiments in which the remaining portions matched to the dots <NUM> are connected to the borders are possible.

In addition, although <FIG> shows an example in which punch processing is performed, the present disclosure is not limited thereto. Various embodiments are possible, for example, blank processing of the portion matched to the dots <NUM> corresponding to the raised dots of braille, and so on.

In addition, although <FIG> shows an example in which magnetic force is applied only to the dots <NUM> corresponding to the raised dots of braille, the present disclosure is not limited thereto. Magnetic force may be applied to all the dots of braille.

The applying of the magnetic force to all of the dots <NUM> of braille enables the teacher to teach the learner. This is to prevent the learning effect from decreasing, because magnetic force leads the visually impaired person to a correct answer even when the visually impaired person do not know the answer, which is a kind of cheating.

That is, an embodiment in which magnetic force is applied only to the dots <NUM> corresponding to the raised dots of braille is suitable for an embodiment that enables the visually impaired person to learn alone. An embodiment in which magnetic force is applied to all the dots <NUM> of braille is suitable for an embodiment that is used when the teacher helps the visually impaired person with learning.

According to an embodiment of the present disclosure, the sheet provided with the dots <NUM> of the braille teaching material is formed by stacking the outer layer <NUM>, the magnetic part <NUM>, and a magnetism-shielding layer (not shown) in order.

The magnetism-shielding layer (not shown) is a layer in which a non-magnetic substance or a diamagnetic substance blocks one side of the magnetic part <NUM>.

The magnetism-shielding layer (not shown) weakens the magnetic force that comes from the magnetic part <NUM> provided on one sheet and goes to another sheet, thereby preventing interference in learning caused by the magnetic part <NUM> provided on another sheet.

The magnetism-shielding layer (not shown) may be used in place of the inner layer <NUM>, or may be used together with the inner layer <NUM>.

As shown in <FIG>, a method of manufacturing a braille teaching material according to an embodiment of the present disclosure includes an outer layer punching step S10, a magnetic part fixing step S20, and a sheet manufacturing step S30.

At the outer layer punching step S10, the dots <NUM> in the outer layer <NUM> are punched.

At the outer layer punching step S10, the dots <NUM> in the outer layer <NUM> are punched as shown in <FIG>. When using Louis Braille's braille system, six dots <NUM> per braille letter are punched.

In the case where the information section and the braille section are provided on one page, the positions at which dots <NUM> are punched are provided on pages facing each other when the braille teaching material is closed, so that dots <NUM> on one page and dots <NUM> on another page correspond to each other.

For example, when dots <NUM> are formed at the lower left position on the left page when the braille teaching material is opened, dots <NUM> are formed on the lower right position on the right page.

Accordingly, in the case where the left page and the right page when the braille teaching material is opened are intended to be processed at one time, since the positions of the dots <NUM> on the left and the right page to be punched are the same when the left page and the right page are closed, the dots <NUM> on two pages are punched simultaneously by performing the punching operation once.

At the magnetic part fixing step S20, the position of the magnetic part <NUM> is fixed to the inner layer <NUM>.

The magnetic part fixing step S20 may be performed in various ways as in the embodiments described above with reference to <FIG>.

At the sheet manufacturing step S30, the outer layer <NUM> and the inner layer <NUM>, or the outer layer <NUM>, the inner layer <NUM>, and the outer layer <NUM> are stacked in order and bonded, so that a sheep provided with the dots <NUM> is manufactured.

The sheet manufacturing step S30 is performed as follows.

When one sheet in which one outer layer <NUM> is provided on one page is manufactured, the sheet provided the dots <NUM> is manufactured by bonding the outer layer <NUM> and the inner layer <NUM>, or by bonding the inner layer <NUM> and the outer layer <NUM> in that order.

When one sheet in which two outer layers <NUM> are provided on respective pages is manufactured, the sheet provided with the dots <NUM> is manufactured by stacking the outer layer <NUM>, the inner layer <NUM>, and the outer layer <NUM> in order and bonding the layers.

Claim 1:
A braille teaching material comprising:
an information section (<NUM>) showing learning information, not braille, to be used for learning, in a preset learning area;
a braille section (<NUM>) showing dots (<NUM>) corresponding to vertical dots and horizontal dots of braille, in a preset braille area, and provided with a magnetic part (<NUM>) at some or all of positions where the dots (<NUM>) are arranged, the magnetic part (<NUM>) being made of a magnet, a ferromagnetic substance, or a paramagnetic substance; and
a teaching tool (<NUM>) detachably attached to the dot (<NUM>) due to attractive force caused by magnetic force to the magnetic part (<NUM>), wherein
a sheet provided with the dots (<NUM>) is formed by stacking, in order, an outer layer (<NUM>) in which the dots (<NUM>) are formed in a hole shape, and an inner layer (<NUM>) to which the magnetic part (<NUM>) is fixed, wherein the inner layer (<NUM>) contains a magnetic-part-holding layer (<NUM>) that is provided with a fitting hole (<NUM>) into which the magnetic part (<NUM>) is interlocked.