Visual+Timetables

Timetables are said to be one of the essentials for an inclusive classroom. Whether the timetable is that of a weekly or daily one, many individuals find them very useful. A timetable is used in order to inform students of their daily and/ or weekly activities to help students be organised and ready to tackle whatever tasks may be ahead of them. A visual timetable is simply slightly more detailed and portrays a visual image of what is to happen. It is quite often that student’s with Autism Spectrum disorder and Aspergers get overwhelmed and shocked quite easily by unusual occurrences or changes in a usual routine. With a timetable it is very easy to overcome this problem, in students of all ages, as the students prepare themselves and know what to expect, even if this is change. Visual timetables work to reduce the frustration of not knowing what is going to happen and even help a student to understand what is expected of them for the day and/ or week. While Visual timetables may seem to some like they are only appropriate for students at an early age, this is very wrong, as many students are visual learners and a visual timetable is something simple that all individuals would most likely understand. A weekly visual timetable may include simple things such as class time, assembly, guest, surprise, sports, library, etc. An important thing that is also quite often included on the timetable is days that the teacher is going to be away so as students know to expect a different teacher for the day. The weekly visual timetable may help students with simple things such as remembering when to bring in their library books or when to wear their sports uniform. A daily timetable may include things such as what subjects are going to be looked at, times that students may be leaving the classroom (recess, lunch, home, library, etc). Once again students will know what is expected of them for the day and the tasks they have to look forward to. While Visual timetables are an important part of an inclusive classroom, it is also important to prepare students for unlikely occurrences to the timetable and allow children to understand that change made by teachers or principles is okay. Students should be taught not to become completely dependent on the visual timetable although should see it as an important part of their daily and weekly routine. To ensure students do not become dependent on the timetables and can cope with change, visual cards such as ‘a surprise’ or’ yet to be decided’ should also be used to allow students to understand and expect change. If students should be expected to complete different activities at different times, individual, daily visual timetables should be used. This would be to ensure all individuals are equal and the classroom is that of an inclusive one. When individual daily visual timetables are used, these may be adapted to suit each student’s individual learning plan and help in their learning process.
 * Visual Timetables **