Last week at the NYS AER Conference, the Adaptive Design Association team brought hands-on learning to life with a Make and Take session. This workshop followed an inspiring presentation by Dr. Beth Brady and Danielle Pepin, who shared insights from their research project centered on implementing a school-wide tangible symbol system. The session was alive with questions and rich discussions, such as: ‘How do we assign meaning and stay consistent?’ ‘When do we personalize symbols and when do we standardize?’ ‘How do we increase understanding and buy-in?’
This session was the perfect lead-in to Adaptive Design’s hands-on workshop, where 20 participants learned to “line it like a pro” by edging raw cards with masking tape before exploring a range of meaningful objects to embed in tangible symbol cards. For students with multiple disabilities and sensory impairments, especially those with limited or no vision or speech, tactile communication is not optional—it’s essential. Tangible symbols provide a concrete, consistent way to represent people, places, activities, and ideas through touch. They bridge the gap between abstract language and lived experience, empowering students to anticipate routines, make choices, and engage in meaningful communication with their peers and teachers.
This year’s workshop expanded accessibility even further. For the first time, Braille labeling was incorporated—thanks to the sponsorship from the New York DeafBlind Collaborative for providing Reizen RL-350 Braille Labelers — essential training supplies allowing participants to create dual-sensory cards that combine tactile and textual information. Some participants designed cards with spinning fidgets to convey motion, while others embedded a metallic party blower to represent “party.” The group also explored the importance of visual contrast, discussing why black backgrounds can make symbols more visible and accessible for students with cortical visual impairment (CVI).
It was a joyful, collaborative experience—participants left with tools that could be introduced to students the very next day. The key takeaway? Whether your cards come from APH, Adaptive Design, or are entirely handmade, the foundation is the same: a 4-by-6-inch piece of triple-wall cardboard that becomes meaningful through thoughtful design, has intentional use and designed with essential multisensory aspects, such as visual contrast and tactile identifiers.
Adaptive Design supports educators and service providers in this creative process, offering free design consultations to help determine the right objects and strategies for your students, classroom, or school.
By Jennifer Hercman & Danielle Pepin
As seen in the NYDBC November 2025 Newsletter
