Pictograms may perform an integrative and inclusive function for people with intellectual disabilities in the cultural, digital and social environment. The study reveals the specificity of visual perception and interpretation of pictograms by adolescents with mild intellectual disability (MID), according to the assumption that pictograms of different systems vary in the degree of iconicity. We made a conclusion about distinction of pictograms according to their degree of comprehensibility for students with mild intellectual disability: the usage of the LoCoS© pictograms as
an intermediate iconicity system increases the probability of the correct answer in ~3 times, while the Blissymbolics system decreases it in 0,5 times. The perception of public signs by students with MID was influenced by their experience in the school curriculum.