Tactile graphics convert visual information into touchable patterns and braille, providing an essential solution for accessible graphics for individuals with visual impairments. Pioneering research advocates for the potential of audio-augmented tactile graphics, which convey complex information through auditory and tactile modalities rather than touch alone. Despite recognizing their advantages, there is a significant lack of knowledge on how educators can effectively produce and implement these tools to achieve specific educational goals. Addressing this gap is crucial for the widespread adoption of audio-tactile graphics in education. This thesis presents three studies that investigate different aspects of this gap, focusing on the integration of audio-tactile graphics within educational contexts that traditionally rely solely on tactile graphics: Study 1 evaluates workplace factors that impact transcription workflows at educational institutions and transcription agencies, including tool selection for creating tactile graphics. It uncovers the socio-technical dynamics that influence the transcription process, such as the interaction between transcription teams and external stakeholders like classroom teachers and students, as well as internal organizational structures. The study reveals that while common tools are used across settings, distinct workflows and structural differences greatly affect the transcription approach. Insights from this study are crucial for developing tactile graphics and authoring tools that cater to the specific needs of different transcription contexts. Study 2 narrows the focus to the educational setting, investigating how educators can translate visual images into audio-tactile graphics using their existing resources. A co-design workshop engages educators in simulating an improvised transcription process, resulting in the creation of T3 graphics. These graphics support educational goals such as facilitating tactile exploration and promoting independent reading in novice learners. Discussions highlight how the adoption of T3 graphics could significantly redefine job roles, extend the transcription process, require new training, and introduce complementary teaching methods. These findings indicate the potential of audio-tactile graphics to enhance educational outcomes and outline key areas for their practical implementation in schools. Study 3 assesses the real-world application of the T3 tablet in educational settings, examining the pedagogical strategies that educators employ with audio-tactile graphics in the classroom. The study observes that the proposed workflow for T3 graphics seamlessly integrates with existing methods of creating traditional tactile graphics. Over a period of six weeks, educators demonstrate how the T3 supports diverse educational tasks (like exams, classroom instruction and homework), supporting both traditional and novel teaching methodologies. Notably, the T3 proves to be an effective tool in promoting independent reading among beginners and in creating intricate, interactive tactile graphics. These findings suggest that audio-tactile devices like the T3 have the potential to play a crucial role in educational strategies, transforming the teaching strategies if educators had access to audio-tactile graphics as part of their instruction toolkit. The thesis makes the following core contributions: (1) A workflow for creating audio-supported tactile graphics that aligns with current transcription practices for traditional tactile graphics in schools. (2) Design recommendations for audio-tactile graphics to help visually impaired students navigate information with greater independence and proficiency. (3) Innovative teaching methodologies derived from educators' experiences with audio-tactile tools in the classroom and orientation & mobility (O&M) exercises that meet the education outcomes of teachers of visually impaired students. These contributions collectively enhance our understanding of the role of audio-tactile graphics in educational settings and provide a foundation for their further development and long-term adoption in educational contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]