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This page contains the article TANGIBLE SYMBOLS.
A communication system that includes three-dimensional symbols (objects) and two-dimensional symbols (photographs and drawings) to support communication and language development. Rowland and Schweigert (2000) include photos and drawings because they are permanent and can be touched and manipulated and may have perceptual link to their referents.
To provide a receptive and expressive means of communication that allows reference to people, objects, places, concepts and events beyond the immediate context, and that fits the childs sensory and cognitive abilities and experiences.
To represent the concept of "drink" using a cup.
Tangible Symbols represents a synthesis of information gained from Project SALUTEs focus groups, National Advisory Committee, staff activities, and a review of relevant literature such as the following bibliography.
Blachman, B.A. (1991). Early intervention for childrens reading problems: Clinical applications of the research in chronological awareness. Topics in Language Disorders, 12(1), 51-65.
Rowland, C., Schweigert, P.D., & Prickett, J.G. (1995). Communication systems, devices, and modes. In K.M. Huebner, JG. Prickett, T.R.Welch, & E. Joffe, (Eds.). Hand in hand: Essentials of communication and orientation and mobility for your students who are deaf-blind. (pp. 219-259). New York: AFB Press.
Rowland, C., & Schweigert, P. (2000). Tangible symbol systems (Rev. ed.). Portland, OR: Center on Self-Determination, Oregon Health Sciences University, Design to Learn Products.
Rowland, C., & Schweigert, P. (2000). Tangible symbols, tangible outcomes. Augmentative and Alternative Communication, 16, 61-78.
Schweigert, P., & Rowland, C. (1996). Tangible symbols systems. San Antonio, TX: Communication Skill Builders.
SALUTE is a model demonstration project funded by the U.S. Department of Education grant #H324T990025 to California State University, Northridge from September 1, 1999 to August 30, 2004.