Introduction

This Unit is about pupils and teachers using symbols, pictures, sound and photos to communicate, record work and achievement, and to write creatively. The opportunity to control and manipulate images and sound is amongst the most significant benefits that ICT offers pupils who have severe learning difficulties and their teachers. The saying ‘a picture is worth a thousand words’ is particularly true for this group of pupils. Where the printed word has created a barrier to literacy, symbols have provided a bridge. Where the memory of an excursion or event may fade quickly, a photograph on the computer is a strong reminder. Where a printed book is silent, a computer book can talk as images come to life on the page.

The creation of appropriate and accessible teaching materials for this group of pupils has been enhanced greatly by ICT. With tools such as scanners, digital cameras, symbol-processing and multimedia software, teachers can now produce both paper-based and electronic spectator resources using familiar images such as photographs and accessible representations such as symbols to support their teaching across the curriculum.

Following the development of symbol-processing software there has been an explosion of symbol-enhanced teaching materials in special schools. These materials have provided many pupils with opportunities to enhance their learning. Information around the school can be made accessible. Teaching resources such as flash cards, worksheets, timetables, age appropriate reading books and communication books can be produced relatively quickly and easily.

There are a number of issues to consider when using symbols. Some of these are straightforward and others will require more careful thought and discussion. There are 3 symbol sets in common usage in the UK and schools need to decide whether to standardize on a particular set or to adopt a more eclectic approach. Similarly there should be a decision about whether to attach a symbol to every word in a document or to attach symbols to key words only. Less controversial is the necessity to ensure that the chosen symbol is not misleading to the user. For example there are two meanings to the word ‘at’ and, consequently, there are two Rebus symbols for ‘at’, one for place and one for time.

‘Literacy Through Symbols’ published by David Fulton Publishers provides an in-depth discussion of these issues and information is also available on the Widgit Software Web site.

Whilst symbols are helpful to many pupils, photographs are meaningful to an even wider group. A photograph taken on a digital camera can be viewed and used immediately without having to wait for a film to be developed. This enables pupils to revisit and discuss events while experiences are still fresh in their minds. Photographs saved on the computer can be placed into almost any computer-generated teaching material.

Photographs, with added sound effects, symbols or text, can also be displayed in multimedia presentations and even on school Web sites. These presentations can range from simple cause-and-effect slide shows to talking books, records of visits, events and achievements and support for curriculum areas. A major advantage of multimedia presentations lies in accessibility. A pupil who would find it difficult to turn the pages of a book could use a presentation via a switch or touch screen. Creating multimedia presentations can be a reasonably straightforward process. There are a number of multimedia applications that are designed for novice computer users.

ICT also offers pupils powerful participant resources to enhance the development of their communication and literacy skills. Tools such as overlay keyboards and touch screens can enable pupils to write using symbols or pictures with a significant degree of autonomy. Talking books on CD-ROM are another resource that pupils can access and enjoy independently. Pupils can be involved in the production of multimedia presentations. The Internet presents an additional challenge to pupils and teachers alike.

There are a number of software tools that teachers can use to create accessible materials for pupils to use, both on and away from the computer. It is easy to create symbol supported text by typing into symbol software. Photographs and sounds can be put into a slide shows using basic multimedia software. Teachers can make writing tools for pupils with overlay making and grid making software. This Unit aims to help teachers to develop confidence in the use of these tools.

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