Designing pictorial communication systems for physically able-bodied students with severe handicaps

Abstract

Pictorial communication systems are often overlooked for nonverbal, severely handicapped persons who are physically able-bodied, because of some misconceptions about their appropriateness and adaptability. This paper reviews some of the primary considerations in selecting appropriate pictorial systems for individual students. Potential problems related to communication book design and layout are presented, with suggestions for creating adaptations to circumvent these difficulties. Strategies related to vocabulary selection and instruction are also included.