In order to learn to read, most children follow a predictable hierarchy of skills moving from early phonological awareness (sound/symbol recognition) to the more complex levels of decoding and comprehension. Individuals with special needs, however, often make interesting jumps, such as children with hyperlexia or individuals who are deaf and have gaps of phonological awareness, yet still are able to learn to read.
The most concrete items are real objects that we can see, touch, smell and move such as an actual toy or a piece of food. Once an object is represented by something else, like a line drawing or a photograph, it becomes more abstract. The most abstract representation of all is a letter or word, because there is really no discernible connection between a word and the object it represents or the sounds of the letters. The word, 'chair', could just as well have been called, 'ball'. Some individuals with developmental disabilities or communication disorders require picture systems as a back-up to natural speech; the added visuals may augment the choices that they are able to make and remind them of daily routines. There are also individuals who are unable to move beyond visual representation to the more abstract alphabet system. In addition, since words are so fleeting but visuals do not disappear, people who need more time to mentally process what they see, often require pictures in order to enhance their ability to comprehend the speed of speech or the abstraction of print.
However, visuals are not merely used for individuals with impairments. Many children and adults respond to visual layouts of information because they learn and remember best by organizing information into visual formats. They have strengths as visual learners. Still others find it helpful to have the cues of sound, such as the words themselves, occurring simultaneously with the printed word or letter; this embeds the relationship between the two in their minds. They have strengths as aural learners. While being able to divide words into syllables or parts, sound out the letter combinations and speak the entire word are all important, comprehension of the passage is the ultimate goal. Understanding means that the individual can explain what has been read, predict what may come next, apply the information, demonstrate it, critique it, make connections to personal experiences and former information,and avoid misunderstandings.
Thus all of the resources listed below, despite their variety,meet the needs
of many different individuals on a continuum of learning. This is by no
means an extensive list - the number of resources commercially
available is truly astounding - however, the list below represents what
is currently used within the public schools of the Municipality of
Chatham-Kent. I have grouped the resources loosely starting with
technological items that produce some form of visual. I have concluded
with items that produce sound, often in addition to visuals as well as
movement and touch.
Item / Advantages |
Disadvantages |
Uses |
Visual |
Boardmaker (Mayer-Johnson)- black and white as well as coloured line drawings with the option of coloured figures and backgrounds too - can be integrated with all sorts of other picture software like Intellitools - includes templates for picture layouts on many other commercially available devices - 3000+ pic symbols - the words can be left out - several languages of text are available - a huge number of layouts can be created that fit many communication needs - the symbols can be altered to be light on dark images for vision impaired individuals |
- it is very expensive and you must pay for a site license if you wish to run multiple machines - although there are many pictures, not all of them can be translated literally, or have ethnic translations - some individuals prefer photo sources Some teacher premade templates: Burnaby School District Templates Special Education British Columbia AAC Intervention.com |
- vertical, as well as horizontal: calm down boards, daily schedules, work-related schedules, exercise routines, menu boards, sentence fragments and endings - wallet sized cards or reminders - can be used with books and any form of text to enhance understanding - the picture symbols are widely used with all ages of individuals who have communication disorders, memory problems, as well as developmental needs <>- the picture symbols can be used to aid in phonological awareness, sentence structure, sequence, as well as comprehension <> |
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Picture this(Mayer-Johnson)This software provides hundreds of pictures that have been specially prepared to be useful when teaching living skills, and helping the individual to identify the meaning of words, phrases and activities - once more the software can be integrated with picture symbols as well as numerous devices that provide creative layouts for the pictures - extraneous bits from the background are often eliminated to make it easier to understand * you must own the BoardMaker program in order to use these pictures which are an addendum of sorts Some individuals never accept line drawings as readily as they will the photos. |
- not all individuals can understand or recognize the items in the photos, especially when the purpose of the visual is to promote the concept of generalization - some individuals are better if they can see themselves in a photo (use a digital camera in this case so you can manipulate the backgrounds to focus attention on the items to be labeled in the photo) |
- as with the other visuals, these can be used for schedules, enhancing the meaning of words, text and a wide variety of concepts that may be within the classroom and the community - the realistic photos can be used to forewarn individuals of a change of setting or task (especially related to living skills and employment) so older students may benefit from this resource - the pictures can be viewed singly, or strung together to provide the basis of a story or a summary - the photos, because of simplified backgrounds, are good for ESL students |
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Inspiration(Inspiration.com)The program offers individuals an opportunity to use a multitude of electronic visual organizers for people who learn and remember better by organizing their information - prompts are part of the graphics - a very wide variety of template styles are included such as language arts, science, social studies, planning and thinking skills - you can also customize your pages - colourful - contains many labels and picture symbols that can be used to enhance the design |
- the graphic organizers will be too complicated for many students in the lower grades - they may not appeal to individuals who do not have a visual learning style - the word prompts may have to be eliminated or explained to students having difficulty Kidspiration - is the younger version
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Just a few of the template designs are: - comparisons - webs - analysis - essays - vocabulary - book comparisons - cause and effect webs - conflict resolution - government - pros and cons - mind maps - best for visual and kinesthetic learners - junior and intermediate grades |
(For some children, a wall chart of the various shapes could be filled with visuals and/or tactile objects. Labels could be added)
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Writing With Symbols (Mayer-Johnson)The Boardmaker symbols are integrated with voice-output software. The symbols can be used alone, or above the text, and when the cursor touches them, they talk. -single letters, words, sentences and/or paragraphs can be set up to speak in a variety of voices and speeds -the software can be used with a large variety of commercial devices that display the symbols or have adapted key-boards, as well as be displayed on a computer screen. |
- as with many of the programs, it takes some practice to learn the use of the program and all of its various facets - training time can be a problem for some - the voices on the software are still a bit artificial - the pictures once again may not always have a literal translation (especially abstracts like 'the' 'is' 'at' are rebus symbols) or provide you with enough variety to meet all the student's needs - it takes a long time to create the layouts or environments for the symbols |
- being able to put talking symbols above only the sounds or words that you wish in a sentence allows you to fade out prompts as the student learns to read -this duo is great for ESL students as well as all individuals, young or old, who require visual prompts and aural reminders to enhance the reading process |
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Intellitalk, Intellipics, Overlay Maker, Intellikeyboard (Intellitools)The software programs above provide speech, access to a variety of pictures and symbols along with the ability to make many graphic layouts -the Intellikeyboard (see 'b')is an additional flat membrane which allows you to create a keyboard that interlinks with a computer screen so anyone with limited mobility or early motor skills can use a computer -a variety of commercially prepared templates (see 'a') come with the keyboard, or you can design your own with the Overlay Maker -other picture symbol programs like Boardmaker can also be used -many layouts are possible. |
-when you wish to change the Intellikeyboard that you have custom made you have to stop and signal the changes to the computer and select the new Overlay Maker design - for individuals who require swift transitions, this can be too time-consuming. -purchasing all of the software and keyboard can be costly -it takes a long time to create the background layouts for the lessons on the keyboard |
- the Intelli-keyboard, with all of the various software, allows an individual with limited motor skills or mobility to use a computer and have reading needs met no matter what level he/she may be - sounds, words, sentences, paragraphs, academic passages, science units etc., all can be addressed through the various choices of symbols, audio feedback and layouts - it is also a speaking word processor |
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There are a number of devices that provide a surface for visuals as well as a vehicle for sound. The devices come in a variety of shapes, weights and sizes so that they are both accessible and portable. When sound is included in the device, it is usually possible because the device contains a recording mechanism. The recording mechanism will offer the opportunity to record various words or sentences that are stored in the device's memory, but each device has a limited amount of memory.
The surface of the hardware is often a soft membrane that is not divided in any way. The pictures and words you add, by means of a printed page from a computer, or even if they are hand drawn, provide the divisions between words, letters and images for the individual. Some devices come with commercially prepared sheets that might mimic a simplified version of a typewriter keyboard or a sentence sequence.
You can add visuals using software programs. For example, the Boardmaker software has dozens of templates which will fit onto the membranes of various hardware devices in squares of 1, 2, 3, 16, 24 and so on.
Switches
When even touching a membrane is too difficult for an individual, there are switches that can be hooked into keyboards, computers, and other items that function by means of electricity or batteries. Using a switch, a person with very limited mobility can turn on a light, a computer, or a child's toy with a finger, head, elbow or foot. The switches can take on any form: a button, a soft pliable lozenge, a square plate with a colourful pattern or texture. All that is needed is a wire from the switch to the hardware to make the connection.
Scanning
Some devices offer the capability of scanning. Autoscanning means that the individual can keep hitting the switch and the device will move from one choice to another until it tracks to the choice that the individual desires. For example, if 6 different words have been recorded on a hardware device, and the individual chooses word #5 as the correct answer to your question, the individual would have to press the switch five times. Although cumbersome, this technique allows even individuals with very serious communication problems or multiple needs to participate in reading and writing activities. Dwelling, another type of scanning, means that the individual stops holding down or squeezing a switch when the correct choice has been reached.
It is also possible to incorporate two switches. (stop scanning) While pressure on one switch starts voicing a series of choices, pressure on an additional switch (with a hand, foot, head, etc) actually picks the choice. There are many other types of scanning. Ask your local augmentative communication experts for further information.
