What the heck are object symbols? Who uses them? How do I make them?
If you’ve ever asked yourself these questions, you are not alone. Object symbols are one of those AAC tools that many special education teachers hear about but don’t always feel confident using. If you’re brand new to object symbols—or you’ve seen them used but aren’t quite sure how or why—this post is for you.
My goal is to break object symbols down in a clear, practical way so you can decide whether they may be a helpful support for your students.
Important note: I am not an SLP. I am a special education teacher with a strong passion for AAC. Always collaborate with your team SLP and/or Assistive Technology Professional (ATP) when determining whether object symbols are appropriate for a specific student.
What are object symbols?
Object symbols (sometimes called tactile symbols) are a form of Augmentative and Alternative Communication (AAC). They are concrete, three-dimensional objects that represent an item, activity, place, or concept and are used intentionally for communication.
Unlike picture symbols or icons, object symbols are tangible. Students can see them, touch them, grasp them, and explore them. This makes object symbols especially powerful for students who:
- Are at early symbolic or pre-symbolic communication stages
- Have visual impairments or Cortical Visual Impairment (CVI)
- Need highly concrete representations to build meaning
- Are not yet accessing or benefiting from picture-based or high-tech AAC
An object symbol might represent:
- The exact item (e.g., a spoon for eating)
- A part of the item (e.g., a Lego for the Lego center)
- Something closely associated with the activity (e.g., a cup to represent snack time)
The ultimate goal is to help students understand that objects carry meaning and that those objects can be used to communicate.
How do they work?
Object symbols are highly student-specific, and how they are introduced will depend on each learner’s access skills, sensory needs, and communication goals.
Object symbols may be presented in different ways, such as:
- Single object presentation to encourage visual attention or eye gaze
- Field of two or three objects to support reaching, grasping, or choice-making
- Independent access where a student seeks out the object symbol to communicate
Some students may simply look toward an object symbol. Others may pick it up, hand it to an adult, or place it in a designated spot. All of these responses are valid forms of communication.
Two Non-Negotiables
No matter how object symbols are used, two things should always remain the same:
- Object symbols are used to communicate — not just to label or match.
- Model without expectation.
Just like any other AAC system, object symbols should be modeled consistently without requiring a response. Students learn through repeated exposure. We show them how the symbols work long before we expect them to use them independently.
Remember: communication is not just about requesting.
Object symbols can support: Expressing wants and participation, commenting, protesting, and so much more.
What Can Object Symbols Represent?
Object symbols can represent exact items or broader concepts.
For example:
- A cup may represent a cup to drink from
- That same cup may also represent snack time or drink
The meaning comes from consistent pairing, modeling, and context. Over time, students begin to understand that the object stands for something beyond itself.
The simplest answer? Use what you already have.
The object is the symbol. You do not need anything fancy to get started.
That said, because object symbols tend to be used frequently (and sometimes enthusiastically), many teachers choose to make them more durable. Below is the process I use.
How Do I Make Object Symbols?
Step 1: Decide What You Want to Represent
Identify the activities, locations, routines, or words you want students to communicate about. Examples include:
- Centers (blocks, cars, sensory table)
- Routines (bathroom, snack, circle)
- Core concepts (help, turn, finished)
Gather objects that clearly represent these ideas:
- A small car for the car center
- A table leg or doll table for table time
- A spoon for snack
Step 2: Get Creative With Abstract Concepts
Some concepts are harder to represent with objects—especially actions or abstract ideas.
Take help, for example. How do you represent that with an object?
Think about what help looks like in the real world. When we help someone, we often lend a hand. Many AAC symbols for help include a hand. With that in mind, we used a plastic hand from a clapping toy as our object symbol for help.
There is no single “right” answer. What matters most is that the object makes sense within your classroom context and is used consistently.
OBJECT SYMBOLS ARE JUST THE OBJECT. You truly do not need anything more than the object itself. However, you may have some students who need a base for mobility, high contrast, or you just want them to be more durable from frequent usage. That is where the following steps come in.
Step 3: Choose a Base
Attach each object to a base to make it easier to handle and more durable.
Good base options include:
- Foam poster board (lightweight and easy to cut)
- Wainscoting from a hardware store (very durable)
Tip: If you work with or anticipate working with students with CVI, consider using a black base for higher contrast.
Step 4: Attach the Object
Secure the object to the base using:
- Hot glue
- Industrial-strength Velcro
Choose what works best for your students and how the symbols will be used.
Step 5: Add a Label
I strongly recommend labeling object symbols for two reasons:
- To expose students to environmental print
- To ensure all staff and service providers use the object consistently
Labels help create shared understanding across your entire team.
To see me make object symbols in action, click HERE!
How Do I Use Object Symbols in the Classroom?
Using object symbols is just like using any other AAC system: it takes intentional modeling, consistency, and time.
Object symbols should be used throughout the day and across settings, not just during choice-making or requesting.
In my classroom, we use object symbols for:
- Center choices
- Core words like help and turn
- Transitions
- An entire object symbol visual schedule
- Expressing wants and needs
- Thematic vocabulary
You’ll find our object symbols:
- In the bathroom
- During whole group
- Snack table
- At the table
- Student cubbies
- Centers
- Anywhere else AAC is already present
If you would model a word on a core board or high-tech device, you can model it with an object symbol too.
Final Thoughts
Object symbols are a powerful, often underutilized AAC tool—especially for students who need highly concrete, tactile ways to access communication.
If you’re considering object symbols, collaborate closely with your SLP and/or ATP to ensure they align with your students’ communication goals.
And remember: the most important part isn’t the symbol itself—it’s how consistently and meaningfully it’s modeled.
Have questions or need more guidance? Feel free to DM me on Instagram @thealternativewaytoprek or email me at lucy@thealternativewaytoprek.org
You’ve got this—and your students are lucky to have you advocating for accessible communication.
