VIDBE-Q Volume 66, Issue 2
51
The TTS for student S mainly consisted of unmounted whole objects and
were selected or developed by her teacher. Some of the representations included
textures and some had text labels. Other TTS were identified in the student's
learning environment including: commercially produced books adapted with
textures; story boxes that included objects and textures; and, a texture paired with
her photo used at morning circle and to designate her personal work space. Figure
1 provides examples of some of the items in her TTSS.
The individual symbols in the system developed for student S were used
across a variety of activities. This included the daily schedule where the TTS were
reviewed before and after each lesson. Additionally, TTSs were used in mini-
schedules or within-activity schedules, experience books, while objects in general
were used in morning meeting as well as in experience books.
Analysis of the data yielded 16 strategies that supported student success with
learning the tactile tangible symbol system. Below are the strategies with the
descriptions that emerged from the qualitative analysis of the data collected on this
case.
● Consistency in implementation of the TTSS. This included the teacher's use
of predictable and consistent routines and key vocabulary.
● Multiple communication forms/modes. When the teacher interacted with the
student often she would be simultaneously signing, speaking, and
