Updated on
January 23, 2026
|
January 16, 2026
Use Objects of Reference effectively with this complete guide for PMLD and sensory impairment. Learn how to choose, introduce, and use tactile symbols for communication.
Objects of Reference are tangible items used alongside spoken language to represent activities, people, places, or events. For children with profound and multiple learning difficulties, sensory impairments, or significant communication needs, these physical objects provide a concrete way to understand what is happening, what is about to happen, and to communicate their own choices. This approach bridges the gap between the abstract world of words and the concrete world that these learners can touch, hold, and explore.
Objects of Reference are physical items that represent activities, people, places, or events for individuals with communication difficulties. These tangible objects provide concrete communication support for learners with profound learning difficulties, autism, or sensory impairments. They reduce anxiety and enable choice-making through tactile exploration.
Objects of Reference (OOR) are physical objects that represent something else: an activity, a person, a place, or an event. They are used as a communication system with individuals who have not yet developed, or cannot access, more abstract forms of communication like speech, signs, or symbols.
At their simplest level, Objects of Reference help individuals understand what is about to happen. A spoon presented before lunch signals "it is time to eat." A towel before bathtime signals "we are going to have a bath." The object becomes a predictable cue that reduces anxiety and builds anticipation.
At more developed levels, Objects of Reference can support:
The approach has its roots in work with deafblind children and adults, where tactile communication is essential. It is now widely used with anyone who needs concrete support to understand the world, including learners with:
Objects of Reference work by creating concrete links between physical items and their meanings through consistent use and tactile exploration. The learner handles the object whilst hearing associated words, building understanding through repeated exposure. This process develops from simple recognition to active communication and choice-making.
For most people, words are arbitrary symbols. There is nothing about the word "cup" that tells you what it means. You learned this association through repeated experience.
Objects of Reference create a more direct connection. The cup is not an arbitrary symbol for drinking; it is the actual thing used for drinking. This concrete link is much easier to learn than an arbitrary symbol.
Over time, with consistent use, learners can begin to understand that the object represents the activity, not just that the object and activity go together. This is the beginning of symbolic understanding, which may eventually support the use of more abstract communication systems.
Objects of Reference sit within a hierarchy from most concrete to most abstract:
| Level | Example | Abstraction |
|-------|---------|-------------|
| Real object used in activity | The actual cup used for drinking | Most concrete |
| Real object associated with activity | A cup (not the one used for drinking) | Concrete |
| Part of real object | Piece of cup material | More abstract |
| Miniature object | Tiny toy cup | More abstract |
| Photograph | Picture of cup | Abstract |
| Symbol | Communication symbol for drink | Most abstract |
Most learners using Objects of Reference will work at the most concrete level. Moving up the hierarchy happens gradually and only when the individual shows consistent understanding at the current level.
Effective Objects of Reference should be distinctive to touch, safe for exploration, and directly connected to the activity they represent. Choose items actually used in the activity rather than miniature versions. Objects must be consistent, durable, and accessible to the individual's physical abilities and sensory preferences.
Use objects from the activity itself:
The most effective Objects of Reference are items actually used in the activity. If the object is genuinely part of what happens, the connection is natural and meaningful.
| Activity | Good Object Choice | Reason |
|----------|-------------------|--------|
| Swimming | Swimming costume or goggle strap | Actually worn during swimming |
| Dinner | The child's own plate | Used every day for eating |
| Going outside | The child's coat | Put on before going out |
| Music session | A shaker or tambourine | Played during music |
| Physiotherapy | The ball used in sessions | Part of the actual activity |
Consider sensory properties:
Choose objects that the individual can perceive effectively:
Make objects distinctive:
Each object should be clearly different from others in the system. If two objects feel similar, the learner may confuse them.
Keep objects consistent:
Once an object is chosen, it must stay the same. Do not substitute a different cup or a different coat. Consistency is essential for learning.
Begin with just a few objects for the most important daily activities:
Add new objects gradually as the individual demonstrates understanding of existing ones.
Objects of Reference introduction begins with presenting one object consistently before its associated activity, allowing thorough tactile exploration. The same object must be used by all team members in identical ways. Start with highly motivating activities and gradually expand the system once initial understanding develops.
Every time an activity occurs, follow this sequence:
Activity: Morning drink of milk
Object: The specific cup used for milk
Routine:
This exact routine happens every single time, with every adult who gives Maya a drink.
Signs that understanding is developing:
These responses may be subtle and require careful observation.
Objects of Reference are powerful for helping learners manage transitions between activities:
This sequence gives the learner information, time to process, and a physical connection between locations.
Once learners understand that objects represent activities, two objects can be offered to allow choice:
Start with choices between a highly preferred and less preferred activity. This makes the purpose of choosing clearer.
A series of objects can show the sequence of events:
This requires significant understanding and should only be attempted after success with single objects.
Objects can represent specific people:
| Person | Object | Reason |
|--------|--------|--------|
| Mum | Mum's scarf | Smells of mum, tactile |
| Physiotherapist | Ball used in sessions | Associated with that person |
| Teacher | Specific lanyard or keyring | Always worn by teacher |
| Swimming instructor | Goggles | Associated with swimming and person |
This helps learners understand who they will see and when.
Everyone working with the learner must:
Objects of Reference fail when adults forget to use them, use them inconsistently, or use different objects for the same activity.
Storage: Keep objects in a consistent, accessible place. Many settings use:
Documentation: Create a record showing:
Communication with families: Ensure the same objects (or identical ones) are used at home. Provide training and support to families.
Objects of Reference can work alongside:
Common Objects of Reference challenges include inconsistent use between staff members, rushing exploration time, and choosing inappropriate objects. Solutions involve establishing clear protocols, ensuring adequate handling time, selecting distinctive tactile items, and maintaining consistent approaches across all environments and team members.
Possible causes:
Solutions:
Possible causes:
Solutions:
Possible causes:
Solutions:
For learners with profound and multiple learning difficulties, Objects of Reference form a key part of the communication curriculum:
Early stages:
Developing stages:
More developed stages:
Assessment frameworks like Routes for Learning and Quest for Learning include specific indicators related to object-based communication.
Objects of Reference are physical items used as communication tools to represent activities, people, places, routines, or concepts for learners who struggle with abstract forms of communication. Unlike pictures or symbols, these concrete objects can be touched, held, and explored, making them accessible to pupils with severe learning difficulties, sensory impairments, or complex communication needs.
At their core, Objects of Reference work because they connect directly to the learner's sensory experience. A child who cannot understand the spoken word "lunch" or recognise a picture of food can still understand that holding their special plate means it's time to eat. The object becomes a bridge between their concrete, sensory world and the abstract concepts we want to communicate.
In practise, Objects of Reference take many forms. A piece of towelling might signal bath time; not just any fabric, but the specific texture and feel of that particular towel. A set of car keys could represent going home, whilst a small section of a swimming costume indicates swimming lessons. The crucial element is that these objects have clear, consistent meaning for the individual learner.
This approach builds on Piaget's stages of cognitive development, recognising that understanding concrete objects precedes symbolic thinking. For many learners with profound disabilities, this concrete stage may extend well beyond typical developmental timelines. Objects of Reference respect this developmental reality whilst still enabling meaningful communication. They provide a way for pupils to anticipate what comes next, make choices about their day, and begin to communicate their own needs and preferences through selecting or rejecting specific objects.
Selecting the right object of reference requires careful thought about what will be most meaningful to each learner. The most effective objects have a clear, logical connection to the activity they represent, making them easier for children to understand and remember.
For daily routines, consider these practical examples. A spoon can signal mealtimes, particularly effective when it's the actual spoon the child will use. For toileting routines, a small piece of toilet paper or a miniature toilet seat works well; these items directly relate to the activity without being too abstract. When signalling outdoor play, a piece of artificial grass or a small ball provides tactile information about where the child is going and what they'll be doing.
Curriculum activities benefit from equally thoughtful object choices. For music sessions, a bell or maraca that the child will actually use during the activity creates a natural link. Swimming can be represented by goggles or a piece of swimming costume fabric, whilst cooking activities might use a wooden spoon or a chef's hat. The key is ensuring the object is something the child will encounter during the actual activity.
Transition times often prove challenging for learners with communication difficulties, but objects of reference can provide crucial support. A car key or piece of seatbelt webbing can signal home time, whilst a small backpack or lunch box indicates break time. For assembly, consider using a piece of carpet square if children sit on the floor, or a hymn book if that's part of the routine. These objects help children anticipate changes and feel more secure about what comes next, reducing anxiety and supporting smoother transitions throughout the school day.
Introducing objects of reference requires careful planning and consistent implementation across your classroom team. Success depends on following a structured approach that gives learners time to form meaningful connections between objects and their associated activities.
Step 1: Choose Your First Object
Start with one object for an activity the child enjoys and participates in daily. For example, if snack time is motivating, select a specific spoon or plate used only during this routine. The object should be distinctive; avoid items that appear elsewhere in the classroom for different purposes.
Step 2: Introduce Through Natural Use
Present the object immediately before the activity begins. Hold the spoon near the child, allowing them to touch and explore it whilst you say "snack time". Give at least 10-15 seconds for tactile exploration. Some children benefit from hand-under-hand support, where your hand guides theirs to feel the object's features.
Step 3: Build Understanding Through Repetition
Use the same routine every time: present object, allow exploration, name the activity, then immediately begin that activity. Research by Park (2019) suggests children need between 50-100 repetitions before showing clear recognition. Track responses such as reaching for the object, changes in alertness, or vocalisations.
Step 4: Test for Understanding
After several weeks of consistent use, present the object at an unexpected time. If the child shows anticipation of the associated activity through body language, facial expression, or movement towards the usual location, they're beginning to understand the connection.
Remember to brief all staff, including supply teachers and support assistants, about which objects represent which activities. Create a visual reference chart for adults showing photographs of each object alongside its meaning, ensuring consistency across your team.
This varies enormously. Some learners show recognition after weeks of consistent use; others may take years. The key is consistency over time, not speed of progress.
No. If a learner does not understand concrete objects, they will not understand more abstract symbols. Work at the object level until consistent understanding is demonstrated.
Be creative. Most activities have associated objects even if they are not obvious. For "time with mum," use something that smells of mum. For "quiet time," use a piece of blanket from the quiet area.
Generally, no. The most effective objects come from the activity itself. Commercially available object sets are rarely as meaningful as items from the learner's actual life.
Add new objects when the learner shows consistent anticipation responses to existing objects. One sign of readiness is the learner protesting when shown an object for an activity they do not want.
These peer-reviewed studies provide deeper insights into the research behind this topic:
Lecture-Based and Project-Based Approaches to Instruction, Classroom Learning Environment, and Deep Learning
6 citations
Inthira Paleenud et al. (2024)
This study compares lecture-based and project-based instruction to determine which classroom environments promote deep versus surface learning approaches in higher education. The research provides valuable insights for teachers seeking to create learning environments that encourage students to engage more meaningfully with content rather than simply memorising information. [Read the full study]
How Effective is Differentiated Instruction Model for Special Needs Students? Perspectives of Inclusive Teachers
4 citations
Muksalmina Muksalmina et al. (2024)
Research examining Indonesian inclusive teachers' perspectives reveals the effectiveness of differentiated instruction models for supporting special needs students in mainstream classrooms. This study offers practical guidance for teachers working in inclusive settings who need evidence-based strategies to meet diverse learning needs. [Read the full study]
Exploring the Augmented and Alternative Communication (AAC) for Promoting Independence in Daily Skills of Students with Learning Disabilities
2 citations
Rozniza Zaharudin et al. (2023)
This research explores how augmented and alternative communication (AAC) mobile apps can help students with learning disabilities develop both communication skills and independence in daily activities. The findings demonstrate the practical benefits of portable, customisable AAC tools for teachers supporting students with communication challenges. [Read the full study]
The Impact of Digitalization on Improving Vocational Skills Mastery for Learning Disabilities Special Education Needs Students (SENs): A Literature Review Analysis
2 citations
Dhevendren Ayaoo et al. (2024)
A comprehensive literature review analysing digital tools in vocational training programmes for students with learning disabilities shows promising potential for improving skills mastery. This research provides teachers and vocational educators with evidence about how digitalisation can address specific learning challenges in practical skill development. [Read the full study]
Teachers’ Narratives on Implementing AI-Based Learning Tools for Students with Severe Disabilities
2 citations
Mehdi Rostami & Veronica Longo (2024)
Teachers share their experiences implementing AI-based learning tools with students who have severe disabilities, revealing both challenges and positive impacts on student outcomes. This qualitative research offers valuable insights for special education teachers considering the integration of artificial intelligence technologies in their practise. [Read the full study]
Objects of Reference provide a concrete, tactile communication system for learners who cannot access more abstract forms of communication. By using real objects from real activities, presented consistently before, during, and at the end of events, adults help learners understand and predict their world.
Success depends entirely on consistency. Every adult must use the same objects, the same routine, and the same language, every single time. When this happens, learners can develop genuine understanding that reduces anxiety, supports transitions, and may eventually lead to choice-making and requesting.
For learners with profound and multiple learning difficulties, Objects of Reference are not a supplement to other communication but may be the foundation of all communication. Getting this right transforms the learner's experience of the world from unpredictable chaos to manageable, understandable routine.
Objects of Reference are tangible items used alongside spoken language to represent activities, people, places, or events. For children with profound and multiple learning difficulties, sensory impairments, or significant communication needs, these physical objects provide a concrete way to understand what is happening, what is about to happen, and to communicate their own choices. This approach bridges the gap between the abstract world of words and the concrete world that these learners can touch, hold, and explore.
Objects of Reference are physical items that represent activities, people, places, or events for individuals with communication difficulties. These tangible objects provide concrete communication support for learners with profound learning difficulties, autism, or sensory impairments. They reduce anxiety and enable choice-making through tactile exploration.
Objects of Reference (OOR) are physical objects that represent something else: an activity, a person, a place, or an event. They are used as a communication system with individuals who have not yet developed, or cannot access, more abstract forms of communication like speech, signs, or symbols.
At their simplest level, Objects of Reference help individuals understand what is about to happen. A spoon presented before lunch signals "it is time to eat." A towel before bathtime signals "we are going to have a bath." The object becomes a predictable cue that reduces anxiety and builds anticipation.
At more developed levels, Objects of Reference can support:
The approach has its roots in work with deafblind children and adults, where tactile communication is essential. It is now widely used with anyone who needs concrete support to understand the world, including learners with:
Objects of Reference work by creating concrete links between physical items and their meanings through consistent use and tactile exploration. The learner handles the object whilst hearing associated words, building understanding through repeated exposure. This process develops from simple recognition to active communication and choice-making.
For most people, words are arbitrary symbols. There is nothing about the word "cup" that tells you what it means. You learned this association through repeated experience.
Objects of Reference create a more direct connection. The cup is not an arbitrary symbol for drinking; it is the actual thing used for drinking. This concrete link is much easier to learn than an arbitrary symbol.
Over time, with consistent use, learners can begin to understand that the object represents the activity, not just that the object and activity go together. This is the beginning of symbolic understanding, which may eventually support the use of more abstract communication systems.
Objects of Reference sit within a hierarchy from most concrete to most abstract:
| Level | Example | Abstraction |
|-------|---------|-------------|
| Real object used in activity | The actual cup used for drinking | Most concrete |
| Real object associated with activity | A cup (not the one used for drinking) | Concrete |
| Part of real object | Piece of cup material | More abstract |
| Miniature object | Tiny toy cup | More abstract |
| Photograph | Picture of cup | Abstract |
| Symbol | Communication symbol for drink | Most abstract |
Most learners using Objects of Reference will work at the most concrete level. Moving up the hierarchy happens gradually and only when the individual shows consistent understanding at the current level.
Effective Objects of Reference should be distinctive to touch, safe for exploration, and directly connected to the activity they represent. Choose items actually used in the activity rather than miniature versions. Objects must be consistent, durable, and accessible to the individual's physical abilities and sensory preferences.
Use objects from the activity itself:
The most effective Objects of Reference are items actually used in the activity. If the object is genuinely part of what happens, the connection is natural and meaningful.
| Activity | Good Object Choice | Reason |
|----------|-------------------|--------|
| Swimming | Swimming costume or goggle strap | Actually worn during swimming |
| Dinner | The child's own plate | Used every day for eating |
| Going outside | The child's coat | Put on before going out |
| Music session | A shaker or tambourine | Played during music |
| Physiotherapy | The ball used in sessions | Part of the actual activity |
Consider sensory properties:
Choose objects that the individual can perceive effectively:
Make objects distinctive:
Each object should be clearly different from others in the system. If two objects feel similar, the learner may confuse them.
Keep objects consistent:
Once an object is chosen, it must stay the same. Do not substitute a different cup or a different coat. Consistency is essential for learning.
Begin with just a few objects for the most important daily activities:
Add new objects gradually as the individual demonstrates understanding of existing ones.
Objects of Reference introduction begins with presenting one object consistently before its associated activity, allowing thorough tactile exploration. The same object must be used by all team members in identical ways. Start with highly motivating activities and gradually expand the system once initial understanding develops.
Every time an activity occurs, follow this sequence:
Activity: Morning drink of milk
Object: The specific cup used for milk
Routine:
This exact routine happens every single time, with every adult who gives Maya a drink.
Signs that understanding is developing:
These responses may be subtle and require careful observation.
Objects of Reference are powerful for helping learners manage transitions between activities:
This sequence gives the learner information, time to process, and a physical connection between locations.
Once learners understand that objects represent activities, two objects can be offered to allow choice:
Start with choices between a highly preferred and less preferred activity. This makes the purpose of choosing clearer.
A series of objects can show the sequence of events:
This requires significant understanding and should only be attempted after success with single objects.
Objects can represent specific people:
| Person | Object | Reason |
|--------|--------|--------|
| Mum | Mum's scarf | Smells of mum, tactile |
| Physiotherapist | Ball used in sessions | Associated with that person |
| Teacher | Specific lanyard or keyring | Always worn by teacher |
| Swimming instructor | Goggles | Associated with swimming and person |
This helps learners understand who they will see and when.
Everyone working with the learner must:
Objects of Reference fail when adults forget to use them, use them inconsistently, or use different objects for the same activity.
Storage: Keep objects in a consistent, accessible place. Many settings use:
Documentation: Create a record showing:
Communication with families: Ensure the same objects (or identical ones) are used at home. Provide training and support to families.
Objects of Reference can work alongside:
Common Objects of Reference challenges include inconsistent use between staff members, rushing exploration time, and choosing inappropriate objects. Solutions involve establishing clear protocols, ensuring adequate handling time, selecting distinctive tactile items, and maintaining consistent approaches across all environments and team members.
Possible causes:
Solutions:
Possible causes:
Solutions:
Possible causes:
Solutions:
For learners with profound and multiple learning difficulties, Objects of Reference form a key part of the communication curriculum:
Early stages:
Developing stages:
More developed stages:
Assessment frameworks like Routes for Learning and Quest for Learning include specific indicators related to object-based communication.
Objects of Reference are physical items used as communication tools to represent activities, people, places, routines, or concepts for learners who struggle with abstract forms of communication. Unlike pictures or symbols, these concrete objects can be touched, held, and explored, making them accessible to pupils with severe learning difficulties, sensory impairments, or complex communication needs.
At their core, Objects of Reference work because they connect directly to the learner's sensory experience. A child who cannot understand the spoken word "lunch" or recognise a picture of food can still understand that holding their special plate means it's time to eat. The object becomes a bridge between their concrete, sensory world and the abstract concepts we want to communicate.
In practise, Objects of Reference take many forms. A piece of towelling might signal bath time; not just any fabric, but the specific texture and feel of that particular towel. A set of car keys could represent going home, whilst a small section of a swimming costume indicates swimming lessons. The crucial element is that these objects have clear, consistent meaning for the individual learner.
This approach builds on Piaget's stages of cognitive development, recognising that understanding concrete objects precedes symbolic thinking. For many learners with profound disabilities, this concrete stage may extend well beyond typical developmental timelines. Objects of Reference respect this developmental reality whilst still enabling meaningful communication. They provide a way for pupils to anticipate what comes next, make choices about their day, and begin to communicate their own needs and preferences through selecting or rejecting specific objects.
Selecting the right object of reference requires careful thought about what will be most meaningful to each learner. The most effective objects have a clear, logical connection to the activity they represent, making them easier for children to understand and remember.
For daily routines, consider these practical examples. A spoon can signal mealtimes, particularly effective when it's the actual spoon the child will use. For toileting routines, a small piece of toilet paper or a miniature toilet seat works well; these items directly relate to the activity without being too abstract. When signalling outdoor play, a piece of artificial grass or a small ball provides tactile information about where the child is going and what they'll be doing.
Curriculum activities benefit from equally thoughtful object choices. For music sessions, a bell or maraca that the child will actually use during the activity creates a natural link. Swimming can be represented by goggles or a piece of swimming costume fabric, whilst cooking activities might use a wooden spoon or a chef's hat. The key is ensuring the object is something the child will encounter during the actual activity.
Transition times often prove challenging for learners with communication difficulties, but objects of reference can provide crucial support. A car key or piece of seatbelt webbing can signal home time, whilst a small backpack or lunch box indicates break time. For assembly, consider using a piece of carpet square if children sit on the floor, or a hymn book if that's part of the routine. These objects help children anticipate changes and feel more secure about what comes next, reducing anxiety and supporting smoother transitions throughout the school day.
Introducing objects of reference requires careful planning and consistent implementation across your classroom team. Success depends on following a structured approach that gives learners time to form meaningful connections between objects and their associated activities.
Step 1: Choose Your First Object
Start with one object for an activity the child enjoys and participates in daily. For example, if snack time is motivating, select a specific spoon or plate used only during this routine. The object should be distinctive; avoid items that appear elsewhere in the classroom for different purposes.
Step 2: Introduce Through Natural Use
Present the object immediately before the activity begins. Hold the spoon near the child, allowing them to touch and explore it whilst you say "snack time". Give at least 10-15 seconds for tactile exploration. Some children benefit from hand-under-hand support, where your hand guides theirs to feel the object's features.
Step 3: Build Understanding Through Repetition
Use the same routine every time: present object, allow exploration, name the activity, then immediately begin that activity. Research by Park (2019) suggests children need between 50-100 repetitions before showing clear recognition. Track responses such as reaching for the object, changes in alertness, or vocalisations.
Step 4: Test for Understanding
After several weeks of consistent use, present the object at an unexpected time. If the child shows anticipation of the associated activity through body language, facial expression, or movement towards the usual location, they're beginning to understand the connection.
Remember to brief all staff, including supply teachers and support assistants, about which objects represent which activities. Create a visual reference chart for adults showing photographs of each object alongside its meaning, ensuring consistency across your team.
This varies enormously. Some learners show recognition after weeks of consistent use; others may take years. The key is consistency over time, not speed of progress.
No. If a learner does not understand concrete objects, they will not understand more abstract symbols. Work at the object level until consistent understanding is demonstrated.
Be creative. Most activities have associated objects even if they are not obvious. For "time with mum," use something that smells of mum. For "quiet time," use a piece of blanket from the quiet area.
Generally, no. The most effective objects come from the activity itself. Commercially available object sets are rarely as meaningful as items from the learner's actual life.
Add new objects when the learner shows consistent anticipation responses to existing objects. One sign of readiness is the learner protesting when shown an object for an activity they do not want.
These peer-reviewed studies provide deeper insights into the research behind this topic:
Lecture-Based and Project-Based Approaches to Instruction, Classroom Learning Environment, and Deep Learning
6 citations
Inthira Paleenud et al. (2024)
This study compares lecture-based and project-based instruction to determine which classroom environments promote deep versus surface learning approaches in higher education. The research provides valuable insights for teachers seeking to create learning environments that encourage students to engage more meaningfully with content rather than simply memorising information. [Read the full study]
How Effective is Differentiated Instruction Model for Special Needs Students? Perspectives of Inclusive Teachers
4 citations
Muksalmina Muksalmina et al. (2024)
Research examining Indonesian inclusive teachers' perspectives reveals the effectiveness of differentiated instruction models for supporting special needs students in mainstream classrooms. This study offers practical guidance for teachers working in inclusive settings who need evidence-based strategies to meet diverse learning needs. [Read the full study]
Exploring the Augmented and Alternative Communication (AAC) for Promoting Independence in Daily Skills of Students with Learning Disabilities
2 citations
Rozniza Zaharudin et al. (2023)
This research explores how augmented and alternative communication (AAC) mobile apps can help students with learning disabilities develop both communication skills and independence in daily activities. The findings demonstrate the practical benefits of portable, customisable AAC tools for teachers supporting students with communication challenges. [Read the full study]
The Impact of Digitalization on Improving Vocational Skills Mastery for Learning Disabilities Special Education Needs Students (SENs): A Literature Review Analysis
2 citations
Dhevendren Ayaoo et al. (2024)
A comprehensive literature review analysing digital tools in vocational training programmes for students with learning disabilities shows promising potential for improving skills mastery. This research provides teachers and vocational educators with evidence about how digitalisation can address specific learning challenges in practical skill development. [Read the full study]
Teachers’ Narratives on Implementing AI-Based Learning Tools for Students with Severe Disabilities
2 citations
Mehdi Rostami & Veronica Longo (2024)
Teachers share their experiences implementing AI-based learning tools with students who have severe disabilities, revealing both challenges and positive impacts on student outcomes. This qualitative research offers valuable insights for special education teachers considering the integration of artificial intelligence technologies in their practise. [Read the full study]
Objects of Reference provide a concrete, tactile communication system for learners who cannot access more abstract forms of communication. By using real objects from real activities, presented consistently before, during, and at the end of events, adults help learners understand and predict their world.
Success depends entirely on consistency. Every adult must use the same objects, the same routine, and the same language, every single time. When this happens, learners can develop genuine understanding that reduces anxiety, supports transitions, and may eventually lead to choice-making and requesting.
For learners with profound and multiple learning difficulties, Objects of Reference are not a supplement to other communication but may be the foundation of all communication. Getting this right transforms the learner's experience of the world from unpredictable chaos to manageable, understandable routine.
