Using+Visual+Aids

__Using Visual Aids;__

Most students with Autism Spectrum Disorder (ASD) are considered visual learners, as they frequently have difficulty paying attention, adapting to and understanding verbal instructions that are given. It has been proven that these students tend to have strengths in 'rote' memory and the ability to understand visual information, where they often think in terms of pictures, and learn best from things that can be seen – diagrams, graphic organisers and charts. Therefore it can be said that students with ASD will largely benefit from the use of visual aids. Visual aids reduce the need for verbal prompts, so where possible verbal instructions should be used in conjunction with visual aids. These images translate more easily in the brain and can be offered across all subject areas. Visual aids increase a child's independence and reduce 'learned helplessness', and are appropriate for children of all ages. They may be more useful for younger children who have difficulty following verbal instructions.

An example using visual aids to accompany written instructions;

The [|Autism Society of Michigan] provides some helpful information about creating visual aids that particularly support literacy.

__References: __ – Foreman, P. (2008).Inclusion in Action. Second Edition. Melbourne, Australia; Cengage LearningAustralia.