arabic symbol dictionary for aac users: bridging the cultural, social and linguistic gap

Developing an Arabic Symbol Dictionary for AAC users: Bridging the Cultural,

Social and Linguistic Gap

Amatullah KadousE.A. Draffan, M. Wald, A.I. Ahmad , N. Zeinoun , D. Banes, O.Sabia & D. Lawand

22 Arabic-speaking countries 422 million people with more than 50% under the

age of 25 43 million outside the Arab world Islam primary religion followed by Christianity, Druze

faith and Judaism 0.4- 4.9% of Arab region have disability – under

reported? (Disability in the Arab Region - Economic and Social Commission of Western Asia (ESCWA) League of Arab States, 2014)

Background – The Arab region

Background: There are a growing number of individuals who can

benefit from using symbols to aid communication and literacy skills.

Learning disabilities are the most common primary disability in the Arab region

34% of those with another disability also have a learning disability. (Zetterström - 2012)

Their needs are being met by the use of externally developed AAC symbols systems.

Introduction to the Project

Aims of the Project To develop a freely available Arabic symbol

dictionary suitable for use by individuals who have a wide range of communication difficulties.

To develop a set of symbols that are culturally, linguistically and environmentally appropriate for AAC users in Qatar and the Arab world.

Learn more about the use of symbols in Qatar and the Middle East

Learn of the challenges of Arabic AAC users Lack of articles and research Setting up forums and workshops - involve symbol

users, families, therapists, teachers and experts Advisory group, ‘critical friends’ and a voting system

Approach: Participatory & Iterative

20 therapists attended from 9 centers Purpose of forum:

- Know the demographic of AAC users in Qatar

- Qualify AAC users concerns/issues with AAC currently

Collecting Data: Survey

Survey Findings - Demographics

0 to 5 6 to 10 11 to 15 16 to 20 21+0

1

2

3

4

5

6

7

8

9

Most populated AAC user age group

Number of ST's working with this age group

0

2

4

6

8

10Most Prominent Diagnoses

Number of ST's working with this condition

Survey Findings

Survey FindingsMost Commonly Used Symbol Sets

PCS Boardmaker

Other (google images/pictures)

SymbolStix

Widgit

Makaton

ARASAAC

(Google

Picture

s

Electro

nic S

ytems

Gestur

es

Real o

bjects

Manua

l Sign

s

Other (

BigMac

, Key

board

s)02468

101214

Most Commonly used AAC types

Survey Findings

Cultural IssuesSample images used in AAC settings thanks to Picture Communication Symbols (PCS) 

Linguistic Issues

Sample images used in AAC settings thanks to Picture Communication Symbols (PCS) 

Environmental Issues

“In Qatar a rainy day is a good day!”

1. Culturally & Linguistically inappropriate symbols

Inappropriate symbols send mixed messages AAC users can’t relate to foreign symbols Arabic linguistic rules occasionally disregarded

Concerns with Current Symbols

2. The need for an English & Arabic Symbol Dictionary

Therapists speak English = Therapy in English Expats make up 86% of Qatar Nannies/drivers speak

English

Concerns with Current Symbols

100-200 most common words make up 80% of the total words used to communicate (Hill, Baker & Devylder, 2000)

Gives AAC users independence and allows them to guide the conversation (Hill, Baker & Devylder, 2000)

No literature - bespoke Arabic Core Vocabulary Visited 7 centres across Doha to collect most

commonly used symbols/words Collected from classrooms, progress notes, AAC

devices, therapists and parents 1500 words in total Top 400 have words have symbols designed for them

Collecting an Arabic Core Vocabulary

Arabic Core Vocabulary

نَّ � t -َأ

hat

�ن�ا َأ- I/

me

ان�� -ك

was

ب� ه� - ذ�

go

ة ُر� - ك

ball

ة ر�ا يَّ س�

- car

ى� o - ع�ل

n/to

ة ز�ْو م�

- ban

ana

ى� ل - ِإ�

to

اد ر�� w - َأ

ant

0

5

10

15

20

25

30

Top Arabic Core Vocabulary Entries

Symbol Design Process

Symbol Voting

Results: Criteria for Culturally Appropriate Arabic symbols

Sample images used in AAC settings thanks to ARASAAC and Tawasol Symbols 

Initially 45% of ARASAAC symbols voted as inappropriate for use in Qatar

Improvement in cultural suitability of symbols (4.38 out of 5)

Results

Batch 1 early 2015 Batch 2 late 2015 Batch 3 early 2016 Batch 4 late 20163.20

3.40

3.60

3.80

4.00

4.20

4.40

4.60

Symbol Voting Averages scored out of 5 for each Cri-teria

Feelings about symbol Represents word/phrase Colour contrastCultural sensitivity

Personalise

Globalise

AAC User

Localise

Implications for TherapistsHow can the user’s AAC be individualised to suit their personal needs?

How can the user’s AAC be made appropriate for engagement in their environment, language and culture?

How can the user benefit from global AAC trends and resources?

Email: info@tawasolsymbols.org Website: www.tawasolsymbols.org Facebook: Tawasol- “Arabic Symbol Dictionary for

AAC users” Blog:

www.access.ecs.soton.ac.uk/blog/symboldictionary/

Connect With Us

Thanks go to ARASAAC Symbols for their support http://arasaac.org/

References: Baker, B., Hill, K., & Devylder, R. (2000). Core vocabulary is the same across environments. In California State

University at Northridge Conference. Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to

read: Evidence from the National Reading Panel’s meta-analysis. Review of educational research, 71(3), 393-447. Hock, B. S. & Lafi , S., M. (2011). Assistive Communication Technologies for Augmentative Communication in Arab

Countries: Research Issues. UNITAR e-Journal, 7(1), 57-66. Saiegh-Haddad, E., & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English-

Arabic bilingual children. Reading and Writing, 21(5), 481–504.  Accessed 12th October 2014  http://link.springer.com/article/10.1007%2Fs11145-007-9074-x

Shahin, K. (2006). Remarks on the speech of Arabic-speaking children with cleft palate: three case studies. Journal of Multilingual Communication Disorders, 4(2), 71-77.

United Nations Economic and Social Commission of Western Asia (UNESCWA), & League of Arab States. (2014). Disability in the Arab Region: An Overview. Retrieved August 3, 2016, from UNESCWA, https://www.unescwa.org/sites/www.unescwa.org/files/page_attachments/disability_in_the_arab_region-_an_overview_-_en_1.pdfVan Tatenhove, G. M. (2009). Building Language Competence With Students Using AAC Devices: Six Challenges. Perspectives on Augmentative and Alternative Communication, 18(2), 38–47.!

Yorkston, K. M., Beukelman, D. R., Smith, K., & Tice, R. (1990). Extended communication samples of augmented communicators. II:

Zetterström, E. (2012) Identifying Barriers to Accessibility in Qatar, Computers Helping People With Special Needs Lecture Notes in Computer Science, 2012, Volume 7382/2012, 235-242, DOI: 10.1007/978-3-642-31522-0_35

Analysis of multiword sequences. The Journal of Speech and Hearing Disorders, 55(2), 225–30.!

Thank youFunded by an NPRP award [NPRP 6 - 1046 - 2 - 427] from the Qatar National Research Fund (a member of The Qatar Foundation)