When to use 3D printing for touch readers

3D printed models are one option among many for conveying visual information to people who are blind or have low vision.

Quick links: When 3D printed objects are ideal; When 3D printing is NOT recommended; Considerations when choosing to use 3D print; Return to the 3D printing guidelines overview.

3D printed objects are ideal:

  • When the original object or concept is 3D
  • When real objects or models are not available to touch because they are:
    • too small (e.g. molecule)
    • too large (e.g. building)
    • too fragile (e.g. original artworks)
    • too dangerous (e.g. live crocodile)
    • too uncooperative (e.g. live bird)
    • too disgusting (e.g. urinal, dissection)
    • not in proximity (e.g. famous landmarks)
    • theoretical (e.g. 3D graphs)
    • virtual (e.g. story or computer game characters and places)
  • When tactile graphics are too difficult to understand because projected or obscured views would be required (e.g. complex block constructions for a maths problem)
  • For beginner tactile learners to help understand the relationship between a 3D object and a 2.5D tactile graphic
  • When teaching point of view and perspective (using 3D model in combination with tactile graphics)
  • When movable and/or removable parts are incorporated (e.g. model of the eye, anatomy, braille spinner)
  • To make learning more fun, engaging or inclusive – 3D models can be used with sighted classmates more easily than tactile graphics
  • To create customised tools for the classroom (e.g. tactile protractor, braille name stamp for ceramics class, brailler finger guide)
3D printed complex 3D shape and accompanying question; a frog dissection; a braille puzzle in the shape of a crown; the inner ear; the Sydney Opera House; a paraboloid 3D graph

Example 3D prints for use in the classroom. Images courtesy of Monash University

3D printing is NOT recommended when:

  • Real objects or models are readily available. You may be able to source appropriate materials such as:
    • household objects
    • tourist models of famous buildings
    • taxidermy animals
    • anatomy models
    • chemistry models
    • realistic models of animals for the general population (e.g. toy models made by
    • Schleich or lifesize animal sculptures at the Royal Melbourne Zoo)
    • generic accessible tools from blindness agencies
  • A large size is required. Most 3D printers are limited to a size of around 20 x 20 x 20cm.
  • A large number of copies are required (e.g. for the creation of popular tools such as tactile rulers)
  • 3D attempts to duplicate a 2D image
tourist model of the Pentagon building; wooden learning clock; wooden blocks of geometric shapes; anatomy model with removable organs; chemistry atoms kit; plastic toy giraffe

Readily available 3D models (3D printing is NOT recommended)

Considerations when choosing to use 3D prints:

  • While materials for 3D printing are cheap, design and printing time can be lengthy.
  • 3D models can rarely be used as a stand-alone solution. They are best accompanied by a description of the details and features (refer to Labelling 3D Prints) and additional accessible formats (refer to the Accessible Formats Decision Tree in print (PDF) or  text description (.docx))
  • 3D models have a uniform texture and weight. Information about the texture, weight and size of the real object should be provided with the model.
  • If the whole object is not shown or it is in a fixed position, this needs to be explained to the learner.

Return to: 3D Printing overview; Previous Section (Organisational Support); Next Section (Where to Find 3D Designs)

Last updated: September 4, 2024 at 14:39 pm