Science learning and graphic symbols : an exploration of early years teachers’ views and use of graphic symbols when teaching science

The study investigated early years teachers’ understanding and use of graphic symbols, defined as the visual representation(s) used to communicate one or more “linguistic” concepts, which can be used to facilitate science learning. The study was conducted in Cyprus where six early years teachers were observed and interviewed. The results indicate that the teachers had a good understanding of the role of symbols, but demonstrated a lack of understanding in regards to graphic symbols specifically. None of the teachers employed them in their observed science lesson, although some of them claimed that they did so. Findings suggest a gap in participants’ acquaintance with the terminology regarding different types of symbols and a lack of awareness about the use and availability of graphic symbols for the support of learning. There is a need to inform and train early years teachers about graphic symbols and their potential applications in supporting children’s learning

A narrative review on analysing and reporting research conducted using Talking Mats®, an inclusive communication tool

BACKGROUND: Talking Mats® is a visual communication tool which can support people to express their views. Talking Mats has been used in research as a more inclusive data collection tool, however, analysing the varied data produced by Talking Mats is challenging, and there is a lack of guidance on how to analyse and report these data. OBJECTIVE: We sought to provide an overview of ways in which Talking Mats data have been analysed and reported. METHODS: We conducted a narrative review of studies that reported using Talking Mats to collect empirical data, to examine how these studies analysed and reported these data. RESULTS: Studies used qualitative analysis techniques, such as: thematic, content, conversation, and framework analysis. Studies also reported clinical and research case studies and observations of non-verbal communication. Quantitative analyses were used less often, and involved transforming qualitative data into quantitative data (e.g., observing symbol placements). Many studies did not describe their methods in sufficient depth. CONCLUSIONS: We developed the Talking Mats Reporting Criteria to support researchers and practitioners to describe their Talking Mats protocols. These Reporting Criteria were developed iteratively and collaboratively between Talking Mats experts and members of the Talking Mats Research Network. Researchers and practitioners should describe their analytical approach in further detail and report the Talking Mats Effectiveness Framework of Functional Communication

Collaboration between speech and language therapists and school staff when working with graphic symbols

A growing number of research projects show that graphic symbols with linguistic characteristics are one of the tools that professionals use in order to support pupils in inclusive school settings. However, there is scant literature investigating the collaboration between professionals who use these symbols in these settings and, hence, this research article is aimed at exploring the factors that promote or hinder collaboration between speech and language therapists and school staff who use graphic symbols. The phenomenology of pedagogy was the methodological framework used in the research and for this reason, semi-structured interviews, close observations and the researcher keeping a reflective journal were the main instruments that were used during data collection. Based on a survey conducted in 100 schools in two different geographical areas in England and in Cyprus, four schools were selected in which nine professionals in total participated in the research. The findings show that collaboration among school staff was influenced by the shared understanding the participants had about their own and others' professional roles and goals, the availability of time for meeting as well as the support they received from school staff in positions of authority

Graphic symbol practices as a whole school approach in two inclusive primary schools in England and Cyprus

BACKGROUND: Graphic symbols have been traditionally used in special education schools, but with inclusion on the education agenda their usage has been introduced in many mainstream schools as well. However, there is scant literature exploring the factors that influence the implementation of these symbols as a whole school approach. OBJECTIVE: To uncover the factors that promote or impede the use of graphic symbols usage at the whole school level in inclusive primary schools. METHODS: Two inclusive primary schools, in England and Cyprus, were identified via a postal survey. Following the phenomenology of pedagogy, the data were collected through semi-structured interviews, close observations, visual evidence of symbol use and the researcher keeping a reflective journal. The data were subject to thematic analysis with the themes being drawn from the aide-mémoire. RESULTS: Factors that promote the usage of graphic symbols are the knowledge and expertise of those using them and the leader s good managerial skills and the latter s professional role. Factors that can impede the usage of graphic symbols include the classroom teachers negative attitudes and lack of time. CONCLUSION: Individuals who are graphic symbol champions need to be given the authority to influence existing practices in the schools

Collaboration between speech and language therapists and school staff when working with graphic symbols

A growing number of research projects show that graphic symbols with linguistic characteristics are one of the tools that professionals use in order to support pupils in inclusive school settings. However, there is scant literature investigating the collaboration between professionals who use these symbols in these settings and, hence, this research article is aimed at exploring the factors that promote or hinder collaboration between speech and language therapists and school staff who use graphic symbols. The phenomenology of pedagogy was the methodological framework used in the research and for this reason, semi-structured interviews, close observations and the researcher keeping a reflective journal were the main instruments that were used during data collection. Based on a survey conducted in 100 schools in two different geographical areas in England and in Cyprus, four schools were selected in which nine professionals in total participated in the research. The findings show that collaboration among school staff was influenced by the shared understanding the participants had about their own and others' professional roles and goals, the availability of time for meeting as well as the support they received from school staff in positions of authority

Graphic symbols terminology: a call for a consensus

Graphic symbols, such as the Picture Communication Symbols, Makaton and Widgit, have been traditionally used in the field of augmentative and alternative communication (AAC) in order to support people with little or no functional speech. The paper aims to discuss these issues. Design/methodology/approach However, given the fact that the terminology remains contested in the existing literature as well as the multidisciplinary nature surrounding graphic symbols, in more recent years and the number of terms used in different fields, it is vital that the terminology of graphic symbols is revisited again. Findings In the last section of the paper, a definition of graphic symbols is proposed. Originality/value The value of this paper lies in the fact that while field of graphic symbols have been used in the AAC for more than 30 years, there is still no consensus regarding the meaning of the terminology used

Exploring professionals’ experiences when choosing graphic symbol sets

Purpose - The ongoing development of new graphic symbol sets in conjunction with a lack of literature supporting professionals in choosing the optimum set(s) for their users was the driving force behind this research project. The purpose of this paper is to explore the factors that professionals take into consideration when they choose one graphic symbol set instead of another. Design/methodology/approach - Based on the phenomenology of pedagogy, semi-structured interviews were used with three speech and language therapists (SLTs), three special education teachers, one teacher for pupils with hearing loss, one foundation year teacher and one SENCo/deputy head teacher. Thematic analysis was used to process the data. Findings - The results have shown that when professionals choose a graphic symbol set for their user(s), they focus on the iconicity, the software availability and its features. They are also influenced by any existing graphic symbol policies in the area they work. Training and follow-up support also influence professionals' experiences when choosing graphic symbol sets for their users. Practical implications - Given the limited literature pertaining to the topic of this paper, it is proposed that further research is conducted in order to build the theoretical and practical frameworks upon which professionals (such as SLTs and teachers), symbols developers and academics can base their future work. Originality/value - This research aims to contribute to the scant literature regarding the factors that SLTs take into consideration when choosing a graphic symbol set for their user(s)

Graphic symbols terminology: a call for a consensus

Graphic symbols, such as the Picture Communication Symbols, Makaton and Widgit, have been traditionally used in the field of augmentative and alternative communication (AAC) in order to support people with little or no functional speech. The paper aims to discuss these issues. Design/methodology/approach However, given the fact that the terminology remains contested in the existing literature as well as the multidisciplinary nature surrounding graphic symbols, in more recent years and the number of terms used in different fields, it is vital that the terminology of graphic symbols is revisited again. Findings In the last section of the paper, a definition of graphic symbols is proposed. Originality/value The value of this paper lies in the fact that while field of graphic symbols have been used in the AAC for more than 30 years, there is still no consensus regarding the meaning of the terminology used