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The systematic graphic symbol programme Widgit Online (WO), features more than 20,000 symbols, templates and activities. Research into Widgit symbols has seen value in its use for children with autism and learning disabilities in increasing access to public spaces (Abbott et al., 2014) and improving children’s understanding and co-operation in healthcare (Vaz, 2013). However, little is known about teacher and pupil perceptions and use of Widgit symbols in mainstream primary schools, and how they may support the inclusion of children with learning disabilities. Our Â鶹ÒùÔº small grants pilot study explores the potential for Widigt Online to promote inclusive pedagogies.

Children with learning disabilities experience in mainstream primary schools as they access education at a different pace to most of their peers. Articles 12 and 23 of the UN Convention on the Rights of the Child () state that all children have the right to participate meaningfully in society, and to be involved in decisions made about them. Through authentic dialogue with children with lived experiences of special educational needs or disabilities (SEND), schools can support these rights and help inform provision that meets their needs. Furthermore, employing inclusive pedagogies ensures all learners are supported without being marginalised, through an environment which offers opportunities for every child to actively participate in the classroom (Florian & Beaton, 2018). One way of increasing participation in schools is the use of visual aids to support children to understand instructions, complete tasks and reinforce communication (Abbot et al., 2014).

To investigate the perceptions and use of graphic symbols, collaborative participatory action research (Bassey, 1998) was conducted between two primary schools in south-west England. The study captured rich qualitative data through teacher reflective logs, focus group workshops, teaching assistant observations and researcher interviews with 10 children aged seven to nine years old. Each action research-cycle allowed class-teachers to develop their use of Widgit Online in different ways, following the framework proposed by . Children engaged in creative, flexible interviews that used a range of photography, audio-recording, drawing, Widgit Online symbols and conversations about their school day to understand their perspectives of the symbols.

‘Preliminary findings suggest the symbol programme supported children’s engagement and participation in their learning.’

Preliminary findings suggest the symbol programme supported children’s engagement and participation in their learning. Children demonstrated how the symbols supported them: ‘any time I’m sad I can grab them and then show … if I don’t’ want to talk then I can just show the faces’ (age 8); ‘I like that they help us understand the words so if we read then we can see the widgits and it shows us what you’re talking about’ (age 8); and ‘they help us and they give us ideas’ (age 8).

Classroom teachers suggested the graphic symbols could be useful in supporting their planning, structure and routine as the symbols were used to identify what the children would be doing during the lesson. Strategies useful for children with SEND were also deemed beneficial for children without SEND, contributing to the argument that a universal, inclusive pedagogy can benefit all children (Florian & Beaton, 2018). Additionally, teachers discussed the importance of explicitly teaching and practising the use of Widgit symbols with children, so that they learn to use them as a visual prompt.

Schools need a strong understanding of how visual supports, such as graphic symbols, can be used to support inclusion for children with SEND, and this research aims to strengthen this knowledge base. England’s mainstream education system is at a critical juncture: the ever-increasing rise of children with SEND in mainstream schools is expected to continue, and the recent reflects growing concern about the national SEND crisis. As long-awaited reforms move forward, the focus must be on ensuring that all children access a quality, equitable education. A key part of this shift involves embracing approaches that focus on active participation, through visual aids such as graphic symbols, enabling schools to work towards towards Florian and Beaton’s (2018) vision of inclusive pedagogy.

References

Abbott, C., Brown, D., Evett, L., & Standen, P. (2014). Emerging issues and current trends in assistive technology use 2007–2010. Disability and Rehabilitation: Assistive Technology, 9(6), 453–462.

Bassey, M. (1998). Action research for improving educational practice. Teacher research and school improvement: Opening Doors from the Inside, 93–108.

Florian, L., & Beaton, M. (2018). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 22(8), 870–884.

Vaz, I. (2013). Visual symbols in healthcare settings for children with learning disabilities and autism spectrum disorder. British Journal of Nursing, 22(3), 156–159. Ìý