The objective of this study was to explore the perspectives of five children with learning disabilities in two mainstream primary schools who are using graphic symbols as a visual aid. The study examined children’s understandings and feelings towards graphic symbols from the software Widgit Online (WO), a programme based on systematic sets of graphic symbols that can be used to design bespoke visual support through a series of templates and resources. 

Despite a wide range of different policies and practice worldwide, challenges exist in achieving equitable education, particularly for children with learning disabilities who often work at a different pace to their same-aged peers (Gulliver, 2024). This can lead to them spending more time outside of the classroom, away from peers and a qualified teacher (Radford et al, 2015). Instead, an inclusive pedagogy seeks to enable all children’s participation in learning without marginalisation (Florian and Beaton, 2017). Visual aids such as graphic symbols are one example of such universal support which could aid all pupils in supporting social communication skills and reinforcing inclusion (Abbott et al, 2014; Pampoulou and Detheridge, 2007).

Research into Widgit symbols has seen value in its use for children with autism and learning disabilities in increasing access to public and green spaces (Abbott and Detheridge, 2009) and improving children’s understanding and literacy skills (Pampoulou and Detheridge, 2007). However, little is known about the use of Widgit symbols in mainstream primary schools. Whilst research has begun to identify practitioners’ perceptions of the use and value of graphic symbols in supporting inclusive practice (Kjellmer et al, 2024; Kambouri et al, 2016; Pampoulou, 2016), there is a gap in exploring the perspectives of children who are using the symbols themselves. More importantly, this study seeks to understand the perspectives of children with learning disabilities, whose voices have traditionally been excluded from research about them (Gulliver, 2024).  

Therefore, this study uses a flexible child-centred methodology based on the principles of the Mosaic approach (Clark, 2017), to ask:

1. What are children with learning disabilities’ experiences of using WO in the classroom?
2. How do children with learning disabilities think and feel about using the Widgit symbols?

Grounded in an interpretivist paradigm, the Mosaic approach (Clark, 2017), is a participatory, child-centered methodology, offering a range of visual, audible and adaptive opportunities for children to communicate their experiences. This design adopts the social-cultural view of children as experts in their own lives; a strength-based approach which positions all children as competent and capable of participating in research, when provided with appropriate tools (Gulliver, 2024). 

A complex phenomenon, disability is framed through a critical realist lens, which acknowledges the interplay between sociocultural and historical constructions as well as underlying physical and physiological realities of having a learning disability (Bhaskar and Hartwig, 2010). Therefore, methods must ensure participants contribute towards understandings of their lived experiences. Children with learning disabilities are capable of contributing to research about their lives, through ethically sensitive research which carefully considers their views (Gulliver, 2024). Ethical guidelines were closely followed, including the safe storage of data, relevant permission from gatekeepers and anonymity of all participants (BERA, 2024). Purposeful sampling was used to recruit two mainstream primary schools who had a WO license and were engaging with Kjellmer et al's (2024) suggestions for using WO in different ways to promote accessible learning environments. With permission from the headteacher of both schools, parents/carers were sent information letters and given an opportunity to talk to the researcher. As gatekeepers, they provided informed consent for their children to take part, whilst the researcher ascertained continual assent from the children throughout the school visits. Five children aged 7-9 years with a learning difficulty took part from two primary schools in a city in the Southwest England. Both schools had above average numbers of children identified with special educational needs/disabilities and were in localities that experienced low socioeconomic status. Children were invited to share their experiences using WO through flexible, creative 'interviews' with the researcher four times throughout the school year, and visits lasted around 20 minutes. The Mosaic approach (Clark, 2017) does not rely on verbal communication, so data included photographs taken by the children, audio recordings, drawings and the creation of a photobook which children designed to share their thoughts about the Widgit symbols. Audio recordings were transcribed after each fieldwork visit, and together with the children's visual contributions, data was analysed thematically (Braun and Clark, 2023).

It is anticipated that as the children in the study use WO throughout the year, they will increase their knowledge and confidence of the graphic symbol programme. Findings will indicate how children with learning disabilities perceive the benefits and challenges to using graphic symbols. It is hoped that children will share examples of using WO in class, and demonstrate how the graphic symbols can act as visual prompts, clarifying instructions or aiding their memory. Children will offer explanations of what the symbols can ‘do’ in their everyday learning experiences. For example, occasions where symbols assisted them in making sense of instructions, participating in an activity or using new vocabulary. Importantly, it is expected that the children’s perceptions and experience of graphic symbols will highlight the potential of symbol-supported communication to strengthen inclusive pedagogy by embedding accessible visual tools as a routine feature of classroom life, thereby enhancing engagement, agency and learning for children with learning disabilities and their peers.

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