The Pobble blog

Why Pobble and Widgit?

From fostering a love of storytelling to using symbols to help every individual unlock their true potential, team Pobble and team Widgit have one very important mission in common: to champion inclusive learning environments where every young person feels empowered to express themselves – both inside and outside the classroom.

For this reason alone, both Pobble and Widgit have proudly teamed up for National Inclusion Week this year and hope that Pobble’s captivating imagery – combined with Widgit’s bank of over 20,000 symbols – may inspire educators to encourage every child to flourish as a writer.

Symbols are for everyone

I love symbols, and although my passion stems from my role as an autism specialist teacher, I will scream it from the rooftops until everyone hears:

“Symbols are for everyone!”

In my role as communication support, I had one teacher in a nursery explain that she did not see the point in symbols because only one child was autistic, while the others were able to communicate verbally.

This prompted me to ask some key questions, leading to an impactful discussion.

Me: Can all your children read?
Teacher: (laughing) Of course not, they are 3 and 4!
Me: So, wouldn’t symbols help?
Teacher: I am worried it will stop them from reading words, they will just guess.
Me: Is that a bad thing, or can we consider that they will be giving meaning to text?
Teacher: Oh yes, I suppose if they know the picture, they will eventually learn that word.
Me: Yes. How often do you have to help with tidying up?
Teacher: (another laugh) All of the time, things always end up in the wrong boxes.
Me: If symbols were added to trays, the visual cue may help them to become more independent. Symbols can also help to reduce anxiety, making the learning environment far easier to navigate.

The back and forth continued into the afternoon, and together we agreed on the best way to support the one autistic child, and indeed every other learner in the classroom, including early communicators and EAL children.

Symbols for communication

We also discussed the importance of Alternative Augmentative Communication (AAC) and using symbols for communication.

‘A newborn baby will hear the word Daddy up to 10,000 times before they verbalise it.’

I am guilty as charged as when I was first introduced to symbols, I was quick to assume that they ‘weren’t working’ because the child was not responding. However, upon hearing the above statement from a Speech and Language Therapist, I changed my approach.
When it came to symbols, I modelled like no one was looking, secure in the knowledge that with consistency, communication would come.
One of my favourite stories involves me having an argument with Oliver, a non-speaking 14-year-old. After months of modelling and Oliver showing little engagement, he used his communication book to tell me he wanted bubbles, not ICT.
Not a verbal word was spoken, but the back-and-forth exchanges of ‘yes’, ‘no’, ‘not ICT’, and ‘bubbles first’ continued for some time between us – it was joyous!
When I phoned Oliver’s mum to tell her, she cried and thanked us for giving him his voice and allowing him to argue back (as many teenagers do)! Following our discussion, I am pleased to report we reached a compromise, and Oliver completed some lovely ICT work (and did indeed get his bubbles).

Consistency is key

As well as using symbols with the individual, it is essential that symbols are used consistently across a setting; not just at a classroom level, but across the whole school. If symbols or any other form of AAC is used solely between the symbol user and their TA, is this inclusive?
Have you ever been in a country where you do not speak the language? If so, how did this make you feel? From my own experience, I know I worried about what people were saying or that I would miss an instruction. I felt left out and a little silly that I couldn’t request something as simple as a cheese sandwich.

Put yourself in the shoes of a child who uses symbols to communicate, or an EAL child in a class of primarily English-speaking peers and adults, and this is how they might feel every day.
By using symbols in isolation, we are not providing opportunities for peer communication and interaction. We are saying that different modes of communication do not matter.
To ensure the benefits of symbolised communication are far-reaching, the implementation of symbols across a wider setting can help educators build even more inclusive environments, regardless of their students’ abilities. For this reason alone, consistency with symbols really is key.

Symbols in writing lessons

There’s a growing number of children in every classroom who struggle to process vocabulary or may have a more limited bank of words to draw from than then their peers – a staggering 1.5 million according to the communication charity I CAN.
This affects all children, not just those identified with an additional need. So much so that reduced vocabulary can delay a child’s written and spoken language, and hold back their progress in literacy.
As teachers, how often do we hear, ‘What does that mean?’ or ‘I don’t know what to write!’ Whilst we can explain the meaning or ask them to use a dictionary, the words disappear. Symbols however (processed 60,000 times faster than text!) can be used as part of a multi-modal approach when teaching writing, enhancing the learning of every child.
The use of symbols in any subject can give children with limited vocabulary greater understanding, confidence, and motivation to plan for and produce high-quality pieces of writing.
I have experienced this firsthand when teaching writing using symbols with a Year 4 child. Daniel was a reluctant writer, and while he thoroughly enjoyed reading, he would rarely put pencil to paper.
After providing him with a comprehensive aided language board, Daniel retold me the story by pointing to the symbols and demonstrating a clear understanding of the structure and patterns of repetition. He then replicated this in writing.
I explained that we would be writing a different version of the story and modelled using alternative symbols to build sentences. From this, Daniel then proceeded to write an alternative version of ‘How to Catch a Star’, which included the little boy climbing up a giraffe’s long neck and building a robot to take him there.
Symbols made it possible for Daniel to let his imagination run wild and reach for the stars as a writer (quite literally!)

Effective use of symbols

As discussed, symbols can open the door to endless opportunities for children. If used incorrectly, however, this can be detrimental and confusing to the understanding of the text.

Using Widgit Symbols alongside Pobble365

With over 300 different templates in Widgit Online, there are many different ways that you can use symbols to support your pupils. Below is an example of a Story Starter, which has been cut and pasted directly from Pobble 365.

As you can see, ‘using symbols’ is simply not enough. It is essential when symbolising your Pobble 365 lesson that you follow the 5 Basic Rules for Good Symbolisation. By doing so, you are ensuring that the symbols you choose accurately represent what it is that you want to say to support the writers in your class.

To learn more about Widgit Online and how you can access over 300 different templates – including Dual Language features – sign up for a free trial with Widgit Online using the code POBBLEWEEK.

Alternatively, you can access one of our free online sessions where I will demonstrate how easy it is to symbolise alongside Pobble365, following an informative Q&A session.

Find an example of a fully symbolised lesson here.

About the Author
Rebecca’s background lies in education where she taught for 10 years in mainstream settings, both in the UK and Australia. After her little boy was born, she moved to an autism specialist school where she discovered Widgit and the power of symbols to support communication, interaction and learning. She now works for Widgit Software where she is on a mission to move symbols into the mainstream. Her dream is to see symbols when she looks up in the aisles at supermarkets, and to read a symbolised story on the CBeebies Bedtime slot!