Larry Lingo™ is being developed as an inclusive visual communication and learning system for children, families, and education settings. We believe transparency builds trust. This page explains our development process honestly.
How Symbols Are Developed
Every Larry Lingo symbol follows a structured pipeline: Symbol Created → Visual Schema → Functional Test → Professional Review → User Testing → Approved. Only approved symbols are published for school use.
How Symbols Are Tested
Each symbol passes a meaning test (does the picture represent the concept?), a confusion test (can it be distinguished from similar symbols?), a small-screen test, and a print test before approval.
How Feedback Is Collected
Parents, teachers, and professionals can report issues with any symbol directly from the communication boards. Feedback links to the specific concept, version, and category — not a generic inbox.
How Versions Are Controlled
Every official symbol maintains version history. Changes record what changed, why, the feedback/review reason, who approved it, and the date. A single comment does not automatically alter a master symbol.
How School Pilots Work
Participating settings receive a controlled initial pack (Core Board, Now & Next, Visual Timetable, themed boards, printables). Pilot feedback tracks teacher and SENCO experience, technical issues, and resource gaps.
How Accessibility Is Reviewed
Accessibility issues follow a controlled workflow: Report → Review → Prioritise → Fix → Test → Approve → Release. Issues affecting essential communication (HELP, STOP, NO, TOILET, BREAK) receive priority.
Our Claims
We do not claim Larry Lingo is "clinically proven," "scientifically proven," "guaranteed to improve speech," or that it "treats" any condition. Larry Lingo™ is designed to complement the ways a child already communicates — it does not replace speech, signing, AAC devices, established symbol systems, or professional communication plans.
📊 What We Measure
We focus on implementation quality, not clinical outcomes:
These measures are clearly distinguished from clinical outcomes. We do not score individual children's communication choices or use them for behavioural analytics.
