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Although theories in the past claimed that in order to be literate someone has to acquire specific prerequisite skills, more recent theories suggest that for some aspects of language, symbols can help people to access literacy. In this paper, we speculate that symbols can help children in schools to cope with their difficulties with print. Widgit Literacy Symbols have been developed over the last 20 years as a means of enhancing access to written communication and curriculum. Through the Symbol Inclusion Project (SIP), Widgit Software has been working closely with teachers in Warwickshire, creating resources for students in schools. Anecdotal evidence from the SIP project suggests that symbols can help children to anticipate their difficulties with literacy as well as to increase their motivation and self‐esteem and improve their behaviour.

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.

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.

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.

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.

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, such as photographs, Makaton and Pics for PECS, are often used in the field of augmentative and alternative communication (AAC) to support people with complex communication disorders. However, there is little research focusing on the preferences of people with disabilities in terms of which type of graphic symbol they prefer to use for their communication interactions. The purpose of this paper is to investigate the symbol preferences of people with Autism Spectrum Disorder and those with intellectual disability. The research questions are as follows: Do people prefer coloured or black and white symbols? What type(s) of symbols do they prefer to use for their communication interactions? What type(s) of symbols do they consider more appropriate for children? What type(s) of symbols do they consider more appropriate for adults?

A questionnaire with simple instructions was used to elicit the information from the participants. Through purposive sampling, 25 participants between the ages of 20 and 32 were selected. Twelve participants had been diagnosed with autism spectrum disorder, while the rest had mild or moderate intellectual disability.

Most of the participants preferred coloured symbols. Of all the six types of symbols, they preferred to use photographs and considered these as being the most appropriate symbols for adults, whereas, for them, Talking Mats is better for children.

It is vital that the voices of people with disabilities are heard and taken into account when services are to be provided.

This study aims to investigate the effects of the use of symbols in the development of young children's ability to form questions in mainstream early‐childhood education. Hypotheses examined whether the use of graphic symbols help 3. 5‐5 year‐old students to increase the number of questions and the number of words in the questions asked for a particular subject.

Following an experimental design approach, an experimental (EG) and a control group (CG) of children, matched to age (4:2) and to their ability to make questions (pre‐test), attended an instructional programme. The EG used Widgit Symbols and the CG the traditional methods used by educators to teach questioning. Data collection involved pre and post oral assessment tests, which measured the number of questions and the length of questions in role play activities.

Findings of the study showed that symbols have positively affected children's ability to make questions. The EG scored higher than the CG on variables examined, and the within groups improvement (pre to post test) was again higher for the EG.

The paper discusses some possibilities of a lengthier implementation of the use of symbols and their effect on language acquisition.

The study raises some considerations about the development of new teaching methodologies with the use of symbols and Information Communication Technology to enhance language development and maximize learning for all learners.

Usually emphasis is placed on the use of symbols as a means of assistive technology (AT) for the accommodation of the needs of children with disabilities. This paper is an effort to cover a gap in literature and emphasize on the benefits of AT in general learning environments for all children.

The purpose of this paper is to identify ways teachers might employ a robot to achieve learning objectives with pupils with intellectual disabilities and potential outcome measures.

A series of five case studies where teacher-pupil dyads were observed during five planned video-recorded sessions with a humanoid robot. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement, teacher assistance and number of goals achieved.

Teachers identified a wide range of learning objectives ranging from an appreciation of cause and effect to improving the pupil's sense of direction. The robot's role could be to reward behaviour, provide cues or provide an active element to learning. Rated engagement was significantly higher with the robot than in the classroom.

A robot with a range of functions that allowed it to be engaging and motivating for the wide range of pupils in special education would be expensive and require teachers to learn how to use it. The findings identify ways to provide evidence that this expenditure of time and money is worthwhile.

There is almost no research teachers can refer to on using robots to support learning in children with intellectual disabilities. This paper is therefore of value for researchers who wish to investigate using robots to educate children with intellectual disabilities, as it can provide vital information to aid study design.

This paper describes visitors' reactions to using an Apple iPad or smartphone to follow trails in a museum by scanning QR codes and draws conclusions on the potential for this technology to help improve accessibility at low‐cost.

Activities were devised which involved visitors following trails around museum objects, each labelled with a QR code and symbolised text. Visitors scanned the QR codes using a mobile device which then showed more information about an object. Project‐team members acted as participant‐observers, engaging with visitors and noting how they used the system. Experiences from each activity fed into the design of the next.

Some physical and technical problems with using QR codes can be overcome with the introduction of simple aids, particularly using movable object labels. A layered approach to information access is possible with the first layer comprising a label, the second a mobile‐web enabled screen and the third choices of text, pictures, video and audio. Video was especially appealing to young people. The ability to repeatedly watch video or listen to audio seemed to be appreciated by visitors with learning disabilities. This approach can have low equipment‐cost. However, maintaining the information behind labels and keeping‐up with technological changes are on‐going processes.

Using QR codes on movable, symbolised object labels as part of a layered information system might help modestly‐funded museums enhance their accessibility, particularly as visitors increasingly arrive with their own smartphones or tablets.

TATE [Through Assistive Technology to Employment] was a three‐year research project European funded through the second round of the Equal Communities Programme, which ended in December 2007. The project researched the use of existing and innovative technologies to remove or reduce barriers to accessing employment or independence for people with learning disabilities. The processes of the project and the involvement of the beneficiaries (adults with learning disabilities) in the research have been documented (Aspinall et al, 2007; Aspinall, 2007; Aspinall, 2008). This paper describes the outputs from the project.

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.

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.

In the last section of the paper, a definition of graphic symbols is proposed.

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.

A co-produced clinical practice that aims to improve outcomes through a partnership with service users is becoming increasingly important in intellectual disability (ID) services, yet these approaches are under-evaluated in forensic settings. This study aims to explore and compare the feasibility of two approaches to co-production in the completion of dynamic risk assessments and management plans in a secure setting.

A convenience sample of adults admitted to a secure specialist forensic ID service (N = 54) completed the short dynamic risk scale (SDRS) and drafted risk management plans under one of two conditions. In the first condition, participants rated the SDRS and risk management plan first, separately from the multidisciplinary team (MDT). In the second condition, participants and MDTs rated the SDRS and risk management plan together.

In total, 35 (65%) participants rated their risk assessments and 25 (47%) completed their risk management plans. Participants who rated their risk assessments separately from the MDT were significantly more likely to complete the SDRS (p = 0.025) and draft their risk management plans (p = 0.003). When rated separately, MDT scorers recorded significantly higher total SDRS scores compared to participants (p = 0.009). A series of Mann-Whitney U tests revealed significant differences between MDT and participant ratings on questions that required greater skills in abstraction and social reasoning, as well as sexual behaviour and self-harm.

Detained participants with an ID will engage in their dynamic risk assessment and management plan processes. The study demonstrates the impact of different co-production methodologies on engagement and highlights areas for future research pertaining to co-production.

The Children's Society's Shared Care Project in Solihull worked with disabled children and young people to develop ‘Askability’, a unique website (Askability.org.uk). The website was designed to make news, sport, film reviews and fun activities available to disabled children who had difficulties accessing websites and television programmes and so had no provision or access to news in a simplified format or language they could understand (ie. pictures, symbols). The website was developed by Solutions Squared in partnership with disabled young people, who have helped both in the design and the update of the website. Since its launch in 2006 the website has achieved and maintained at least 35,000 hits a week worldwide and continuous feedback demonstrates that it is a much‐valued site by both the user group and people who support them. It has evidenced that information can be simplified and made accessible while enriching and empowering young people who are able to communicate using the web.