VIDBE-Q 2025 Volume 70 Issue 2
to support individual student needs as well as school-wide needs and aligned them
with the values of their school.
Intentional planning and clear communication can support effective
implementation. Teams discussed whether to introduce the system school-wide or
start with a small group, enabling flexibility based on readiness. Instead of limiting
symbol use to a specific classroom or program, teams embedded the system across
grade levels and learning environments.
Challenges included staff and student turnover, which affected continuity of
use. Questions arose about how to personalize symbols for instructional content
beyond daily routines and how to coordinate implementation across departments
with limited scheduling overlap.
The implementation process highlighted the ongoing nature of learning and
adaptation required for school-wide use of tangible symbols. While challenges
such as staff turnover and scheduling barriers impacted consistency, the team
remained committed to reflection and collaboration. Questions about personalizing
symbols for a broader range of instructional contexts sparked valuable dialogue.
This experience demonstrated that the integration of tactile systems is not static but
continues to evolve in response to student needs and team growth. The lessons
learned through this process informed not only the school's current practices but
