Factors Correlating With Initial Implementation of Tangible Symbols for Students With Visual Impairments
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Date
2025
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Abstract
Tangible symbols are an augmentative and alternative communication (AAC) option that can be used to facilitate the communication of students who have visual impairments (VI) and complex communication needs. Sixty-three professionals completed this survey who worked in the role of teacher of students with visual impairments (TVI), speech-language pathologist (SLP), or severe disabilities special education teacher and had recently participated in the selection of tangible symbols for a student with VI and complex communication needs. Participants were asked about demographic information, the tangible symbol selection process, and the extent of planned initial implementation of the tangible symbols within the first month after selection. Pearson correlations were calculated between several student and professional variables and the initial implementation variables. Statistically significant positive correlations were found between the initial implementation of tangible symbols and collaboration, student communication levels, and student grade level. A statistically significant negative correlation was found between initial implementation and participant reports of being the primary team member to determine a student’s need for tangible symbols. Qualitative data from participants’ write-in responses highlighted aspects of collaboration that participants deemed important to the tangible symbol selection process, and demonstrated that there was much participants wished they had known earlier in their careers about making decisions regarding tangible symbols for their students.