VIDBE-Q 2025 Volume 70 Issue 2
Amy Query, University of Utah
amy.query@utah.edu
Beth Brady, Hunter College CUNY
LBrady@hunter.cuny.edu
Sarah Ivy, University of Utah
Sarah.ivy@utah.edu
Paige Furbush, University of Utah
Paige.furbush@utah.edu
In our presentation at this year's Council for Exceptional Children
Conference in Baltimore, we described lessons learned from our support and
engagement with a private, urban school during their first year adopting a school-
wide standardized tangible symbol system. The school serves students with
intensive support needs, including many who use mobility devices and have visual
impairment, including deafblindness. A unique aspect of the school is that each
student is supported by a one-to-one paraprofessional. Students were served by
large multidisciplinary teams that included educators, speech-language
pathologists, occupational and physical therapists, and specialists in sensory
supports, such as teachers of the visually impaired and/or hearing educators. The
Reflections on a School's Implementation of
a Standardized Tangible Symbol Set
