Adapting the Picture Exchange Communication System for toddlers with hearing impairments in inclusive classrooms

The Picture Exchange Communication System (PECS) is widely recognised as initially developed for children with autism and has since been identified as beneficial for individuals with hearing impairments. This study, therefore, seeks to explore the adaptation of PECS for toddlers with hearing impairments in inclusive classroom settings. The structured six-phase protocol of PECS, emphasising visual and tactile supports, is examined for its potential to bridge communication barriers and foster independent interaction. Special attention is given to integrating situational visual cues, such as photographs and tangible symbols, to enhance engagement and contextual understanding during playtime, a critical developmental activity for young children. Parental involvement and environmental adjustments are pivotal factors in successfully implementing PECS for toddlers with hearing impairment. Training parents to use PECS in naturalistic contexts, such as play, improves communication consistency and motivation. The paper highlights the role of customised PECS strategies in supporting communication development and toddlers' social and emotional well-being. Despite promising outcomes, this study underscores the need for further research to validate the effectiveness of PECS adaptations for this specific population, particularly in fostering spontaneous communication and joint attention.