Can we think of a tactile learning resource based on sign language structures ?

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This paper questions how the spatial representation of sign language speech can be thought of as a tool for the education of students with deafblindness, and as an aid to their parents or teachers.Sign languages are spatialized languages that show discourse. According to the "theory of iconicity", the speaker, expressing himself, performs cognitive operations that allow him to transfer imaginary or real experiences into the three-dimensional discursive universe. These transfers show the shape and/or size of an entity, the movement of an actor or offer the possibility for the speaker to become the entity which he/she speaks about.Thus, taking into account certain adaptations, the projection of this discourse in a two-dimensional space offers the possibility to think about new pedagogical resources, in particular for people who use sign language, whether deaf or deafblind.Our presentation will first follow the path of our reflection based on the example of a tale signed, redesigned and drawn for parents or teachers of a deafblind child. We will then describe the multilingual and multimodal collaborative platform Ocelles in OpenData, which addresses the difficulties of distributing tactile educational resources. This website respects the accessibility criteria of the WAI and allows to propose 2D modeling in the form of accessible pdf files accompanied by speech in sign language and written text in the language of the country (for example: French sign language, written French). Each file will include the areas thought out from the sign language story and how to approach them with the child. Each zone will indicate the type of materials and textures expected, which parents, or teachers, will have to stick in the spaces shown. Thus, deafblind learners, for instance, will have access to this new tactile resource in addition to those offered by the site in sign language and in written form. Finally, beyond the production of resources, we will broaden our reflection on interculturality between parents, children and professional researchers in order to co-construct resources for a more inclusive society.