VIDBE-Q 2025 Volume 70 Issue 2
procedures were intended to help students understand transitions both to and from
activities or destinations, while also serving as a practical learning tool for staff.
The checklist was not meant to override individual student needs but rather to
provide a foundational approach for implementation. The following steps were
introduced as part of this effort (see Figure 2).
Lessons Learned
In our work with this school, we learned how implementing tangible
symbols at a school-wide level aligned with and challenged aspects of the school's
existing culture and values. Some of those values remained under discussion, while
others shifted during the process. Many staff members shared that they came to see
tangible symbols as beneficial not only for students with visual impairments, but
for all students across the school.
Team collaboration emerged as a critical component of successful
implementation. Staff members contributed diverse perspectives that influenced
symbol selection, placement, and usage. Through ongoing conversations, team
members developed a stronger understanding of how vision impacts
communication, which informed their selection of materials that met individual
sensory needs. These discussions occurred throughout the school year and required
educators to remain open to input from colleagues across disciplines. By
combining their unique expertise, teams brainstormed strategies that were best able
