The scope of this paper is to examine the potential capabilities of embossed printers under the lens of Information Technology (IT). One of the main principles of IT is to manage and deliver information into accessible formats to all users with and without disabilities. The present study investigates the discriminability of lines and squares by participants who had severe visual impairment. These lines and squares, produced by braille embossers, represented shapes, figures, and diagrams from a variety of textbooks. Hence, it was expected that the more discriminable these tactile formats are by touch, the more accessible and understandable will be by people who are blind, enhancing the level of collaborative learning and performance. Thirty-four volunteers participated in experiments, and they were invited to conduct matching activities through touch. The researchers, during the experimental phase, recorded (a) all participants' matching stimuli responses and (b) the time taken for each identification during the matching activities. The tactile stimulus material - tactile lines and square areas - was produced by an advanced braille embosser. Four levels of dot heights (0.030, 0.079, 0.227, and 0.468 mm, respectively) were combined with two versions of densities (10 and 20 dpi, respectively) to create embossed dotted lines and square areas. The results indicated that lines had roughly the same success proportion at the two resolutions (10dpi vs. 20dpi). However, squares had a significantly greater success proportion at 10dpi than at 20dpi. In fact, squares were better than lines at 10 dpi but worse than lines at 20 dpi. Finally, the present study highlights the need to examine further the discriminability among the combinations of embossed lines and areas in order to have a clear-cut "picture" of what is really perceived by participants who are blind and then attempt to develop and propose a standardized protocol to incorporate it in the assistive technology market and in the educational reality as well. Many researchers hold the view that apart from the increased accessibility of students who have visual impairments in the content of their classes, communication and discussions will also be enhanced because of the increased interaction and collaboration among students. According to the researchers, this outcome may enhance the dynamics of an inclusive setup, ensuring a potential well-balanced social integration. Finally, it is argued that the production of outstanding and fine tactile graphs will enable students with vision disability to have access to relevant educational content (such as in science and mathematics), ensuring equity and effective inclusion.