Logan Hayley

Visual Schedules
Rationale: Object and visual scheduling is used to help facilitate communication and help students transition from one activity to another Definition: A strategy that uses tools that includes: concrete items, pictures, symbols, and printed words. This strategy is effective in enhancing the understanding of language and environmental expectations.

How and when it may be beneficial: Throughout the entire day During transitions When the student is off task.

Why use Visual Schedules? Visual schedules help provide language and environment structures. They can also greatly decrease anxiety and stress levels of students and help increase independence in the students. This strategy can also improve appropriate behaviors.

Visual Schedules can help students with

Autism Spectrum Disorders (ASD) Learning Disabilities Intellectual Disabilities Attention Deficit Hyperactivity Disorder Language Disorders and Delays Hearing Loss Developmental Disabilities English Language Learners

Implementing Visual Schedules

Directions for Implementing To make the schedule be sure to include the major parts of the day (for example, going to lunch or the restroom) When making the schedule be sure to have corresponding pictures and words. Model the different pictures so that the student can learn how to use the schedule by first watching you. After completing an activity have the student turn over the picture to represent that the activity is now finished. Schedules can be modified for all students. Be sure to remind everyone that this is equally for everyone to use. Remember start small and then expand!

Modifications for the Visually Impaired:

Collaborate with the VI teacher to have the words in Braille Verbally tell what the activity is Allow the student to run their finger over the Braille Give the corresponding object for that activity Once given the object, take them to the activity Once the activity is completed, review what the object means Have the student place the object in a finished basket

Logan Hayley

Examples of Visual Scheduling

It can be used for anything and everything!

Extension As students become more familiar with the schedule the teacher can progressively start pulling back by allowing the student to place the schedule in order on their own (by using pictures or the objects) or adding on different task.

References
Trief, E., Cascella, P., & Bruce, S. (2013). A Field Study of a Standardized Tangible Symbol System for Learners Who Are Visually Impaired and Have Multiple Disabilities. Journal Of Visual Impairment & Blindness, 107(3), 180-191. Texas School for the Blind and Visually Impaired. (2010). Tactile symbols directory to standard tactile symbol list Retrieved, from http://www.tsbvi.edu/tactile-symbols Breitfelder, L. (2008). Quick and Easy Adaptations and Accommodations for Early Childhood Students. Teaching Exceptional Children Plus, 4(5), 1-15. Thelen, P., & Klifman, T. (2011). Using Daily Transition Strategies to Support All Children. YC: Young Children, 66(4), 92-98.

Documentation It can be documented by simply taking notes on the progress of the student.