VIDBE-Q 2025 Volume 70 Issue 2
demonstrating intentional presymbolic communication, tend to acquire tangible
symbol use more readily than those without such foundational skills.
Tangible symbols are typically made from real, partial, or textured objects
that can be touched, explored, and manipulated (Trief, 2007). As a form of
augmentative and alternative communication (AAC), they support a range of
functions, within both receptive and expressive communication. Such as making
choices and sequencing activities, helping to support routines, facilitate the
expression of preferences, support requests, and promote shared participation in
learning. Rowland and Schweigert (2000) observed that tangible symbols can serve
as a bridge to more abstract forms of communication, such as speech or manual
sign language. They can complement other modes of communication such as
gestures, body language, early verbalizations, signs, and voice output devices.
Tangible symbols typically share perceptual features (to the extent
possible)—such as shape, texture, and consistency—with the concept or referent
they represent. This tactile connection enhances the learners to derive meaning
from the symbols (Werner & Kaplan, 1988). These symbols are referred to in the
literature by various terms, including object cues, objects of reference, anticipation
cues, tactile symbols, and tangible cues. They place fewer demands on memory
and abstract representation, making them cognitively accessible for individuals
with visual and additional impairments (Rowland & Schweigert, 2000). Their use
