1. Introduction to Visual Communication Systems

Communication is a fundamental process for a child's cognitive, social and emotional development. For children with verbal communication difficulties, visual systems are an essential way of expressing and understanding information.

Visual communication systems are part of the field of AGS – Augmentative and Alternative Communication and include a variety of tools such as:

icons

graphic symbols

photos

drawings

communication panels

digital programs with symbols.

needs

wishes

emotions

ideas

elections

opinions.

In the inclusive educational environment, the use of visual systems contributes to:

increasing student participation

Reducing frustration caused by communication difficulties

improving autonomy

Facilitating social interaction.

Visual systems are effective because:

Visual information is processed more easily by many students with communication disorders

Symbols provide permanent memory support

The messages are clear and structured.

2. Vocabulary structure in AAC systems

2.1 Symbol systems

Symbols are graphic representations of concepts, objects, or actions.

Examples of commonly used symbol systems:

PCS – Picture Communication Symbols

Widgit Symbols

ARASAAC

Boardmaker

Blissymbolics

These systems provide extensive icon libraries that can be used to:

educational activities

functional communication

Visual support in routine.

 2.2 Symbol categories

Symbols can be organized into several categories:

1. Objects

ex: apple, book, pencil, water

2. Actions

ex: I eat, I walk, I write, I open

3. Places

ex: school, house, park, bathroom

4. Emotions

ex: happy, sad, angry, scared

5. Individuals

ex: teacher, mother, colleague

6. Abstract concepts

ex: More, done, help.

The organization of symbols by categories facilitates:

navigation in the system

progressive learning

construction of sentences.

3. Basic vocabulary and specific vocabulary

Two main types of vocabulary are used in the AGS.

3.1 Core vocabulary (basic vocabulary)

CORE vocabulary (basic): 80% of what we say daily consists of about 200-400 generic words (verbs, pronouns, adjectives: I want, no, ready, up, help).

This type of vocabulary includes the words most commonly used in everyday language.

Examples:

me

you

want

go

more

ready

here

over there.

These words allow a large number of sentences to be constructed.

Characteristics:

frequent use

Applicability in many contexts

Support for language development.

3.2 Fringe vocabulary (specific vocabulary)

FRINGE Vocabulary (peripheral): Specific words, nouns (colleague names, favorite foods, biology terms). This type of vocabulary includes words specific to contexts or interests.

Examples:

dinosaur

piano

mathematics

football.

These symbols are important because:

reflect the interests of the child

Increase your motivation for communication.

Pyramid of Vocabulary:

4. Visual tools for learning and routines

4.1 Visual timetable

The transformation of the abstract program ("We have mate, then pause") into a sequence of images.

Types: Linear timetables (on the wall), individual portable timetables, digital timetables.

Visual schedule is one of the most used AAC tools.

It shall show:

activities of the day

order of activities

Approximate duration.

Benefits:

reduces anxiety

increases predictability

It improves transitions.

Example of timetable:

Arrival at school

Morning activity

mathematics

break

arts.

4.2 Task strips

Breaking down a complex task into small steps. Example: Handwashing (7 steps viewed). Task strips are visual sequences that show the steps of a task.

Example:

"How to wash my hands"

*open the faucet

*put soap

*rub my hands

*rinse

*delete.

These tools are useful for:

development of autonomy

organisation of activities.

4.3 First – Then boards

These panels show the relationship between two activities.

Example:

FIRST: write the exercise
THEN: I'm going on break.

They are used for:

Motivation of students

Clarification of expectations.

5. Communication panels for daily interaction

Communication panels are tools that contain symbols organized by category.

Types:

simple panels

2–6 symbols

medium panels

8–16 symbols

complex panels

More than 20 symbols.

5.1 Application panels

Examples:

I want water

I want a break

I want help.

5.2 Panels for elections

Students can choose between options.

Example:

Apple

banana

biscuits.

5.3 Social media panels

Examples:

Hi

thanks

please

I like it.

6. Symbol sets for class and home

6.1 Symbols for class

These include: rules, instructions, activities.

Examples: Sit in a chair, raise your hand, listen up.

6.2 Symbols for home

These include: daily activities, personal needs

Family routines.

Examples: eat, sleep, bathroom, play.

7. Adaptation of accessibility of symbols

For students with visual or motor difficulties it is necessary to adapt the symbols.

Important issues:

size of symbols

The symbols must be large enough.

contrast

the background shall allow good visibility.

spacing

the symbols must be sufficiently spaced.

colors

Colours can be used to encode categories.

8. Creation of AAC visual resources

Teachers and therapists can create AAC materials using various platforms:

ARASAAC

Boardmaker

Widgit

Canva

PowerPoint.

Examples of materials:

communication panels

symbol cards

visual timetables

educational games.

9. Practical activities for students:

Activity 1

Building a communication panel for requests.

Activity 2

Create a visual schedule for a school day.

Activity 3

Create a set of symbols for your morning routine.

10. Case studies for learners

Case Study 1

A student with autism spectrum disorder who uses icons to request objects.

Results:

Reducing problem behaviors

Increased interaction.

Case Study 2-for learners

A student with cerebral palsy who uses a communication panel.

Results:

Expression of Preferences

more active participation in the class.

11. Assessment of the use of visual systems

Progress indicators:

number of symbols used

initiation of communication

Participation in activities.

Visual communication systems are a central element of the AGS intervention.

Efficient use of pictograms and symbols:

improve functional communication

Increase student autonomy

facilitates educational inclusion.

Systematic implementation in school and at home contributes to the development of an inclusive educational culture in which every student has the opportunity to express himself and participate actively.