For example, if the child has LAMP on an Accent but the classroom teacher has a Boardmaker Core Board on the wall, Boardmaker symbols on the schedule, and a Core Board at the playground with Boardmaker, this could still benefit the child. Symbols should be considered a dialect of visual language, not a language in and of themselves. The symbols represent the spoken language, and for Symbol-It, that spoken language is currently English. When the visual symbol representation is viewed as just that, a representation, then the different symbol systems are dialects of the spoken language rather than their own language. With that perspective, then you can use a variety of dialects (PCS by Boardmaker, Symbol Stix, Smarty Symbols, etc.) to represent language. This provides the teacher and therapist with the freedom to choose the dialect that they use from the front of the classroom as their "public symbol system". This can be the symbol system that the teacher or therapist is most fluent in, as they are representing their dialect. However, when the teacher or therapist comes in along side the student, then she/he should speak in the student's dialect or personal SGD. This theoretical alignment will allow you and your teacher to use a variety of resources, all with the idea that you are supporting the overall development of language. One symbol system will provide additional visual information to support the development of the meaning and use of that vocabulary.