Visual+Schedules

Visual schedules are a fantastic tool to use in the classroom, particularly for students with Autism. A visual schedule is a set of pictures that depict different activities. In a classroom your visual schedule would normally contain pictures that depict Maths, reading, recess, Art, music, lunch and things of this nature. This can be placed at the front of the class, with the pictures arranged in sequential order. The students then only have to look at the visual schedule to see what is coming next. Visual schedules can also be made up for individual students, and can be used to break down activities into smaller parts. Visual schedules do not need to be simply in pictorial form, they can be adjusted to suit the student’s need. Photographs, written words, or physical objects can be used. (Wheeler & Carter, 1998).

When first introducing the visual schedule, each picture (or representation of the activity) needs to be clearly explained. It is also a good idea to go over it every school morning, as each day may differ in terms of routine. If there have been any changes, make sure to clearly explain these.

Visual schedules are particularly good for students with Autism, as they find it difficult to adjust to deviation from a routine. Children with Autism need a sense of structure; as they often have issues with anxiety, particularly when they don’t know what is happening next. Visual schedules help to lower their anxiety levels, and create a sense of routine and order. Visual schedules are also good to use with children with Autism, as they often have difficulty processing, paying attention and adapting to auditory input. It promotes on-task behaviour and self-management. (Massey & Wheeler, 2000).

References: __[|Wheeler, J.J., and S.L. Carter. 1998. "Using Visual Cues in the Classroom for Learners with Autism as a Method for Promoting Positive Behavior." B.C.Journal of Special Education 21(3):64-73.] __

__[|Massey, N.G., and J.J. Wheeler. 2000. "Acquisition and Generalization of Activity Schedules and their Effects on Task Engagement in a Young Child with Autism in an Inclusive Pre-School Classroom." Education & Training in Mental Retardation & Development Disabilities. 35(3):326-335.] __

=**__Picto Boards__**= ====Providing visual representations of daily schedules and routines is highly beneficial for students with autism as it reduces stress and anxiety. They often have trouble understanding what is happening or will happen, and find it difficult to sequence, predict and organise the order of events. As well as this, they have a limited understanding of the concept of time (Larkey, 2006).==== ====Picto Boards are a great way to assist this limitation and support their learning. Picto Board is a program which can be projected through an interactive white board, an ipad or a regular computer. It displays the order and the time at which each activity will occur during the day, how long that activity will go for, and a picture depicting what the activity looks like. As each activity occurs, the teacher or the student clicks on the task, allowing the timer to count down the minutes until the end of that activity. A sound is played at the start and end of each activity so the student knows when to begin and finish. All children, including those with autism become highly engaged with this technology. It is colourful, has a simple and clear layout, is interactive and makes distinctive sounds. Before class begins, the teacher can choose from a variety of pictures and words to outline the day's tasks and can program the timer for each activity depending on how long it goes for. The end result is a schedule which includes pictures, words and times that organise the day. In the morning, the teacher can display the schedule and go through the day's tasks and how long they will go for with the whole class. In order to involve the students, the teacher can ask different individuals to press on each activity as it begins, to start the timer. Picto Boards involve and benefit the whole class, not just the student with the disability, which makes for an inclusive classroom.====

Reference: Larkey, S. (2006). //Learning Links:Strategies for teaching students with Autism Spectrum Disorder and other students with special needs//. Retrieved Online: http://www.learninglinks.org.au/pdf/infosheets/LLIS%2003_Autism%20Strategies.pdf



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[|Picto Board Website]

By Monika Burzynski - U3041658

__**Pupil and teacher visual cue fans**__

Visual cue fans are a very inclusive resource that allows the teacher or students to communicate without words. The visual cue fans can be beneficial for not only children with additional needs but also for every student in the class, even the teacher.

Visual cue fans are important as they allow an individual’s needs and wants to be communicated in non-verbal manner. The fans can be personalized for each individual, ensuring appropriate cues are on the fan to suite the individuals needs.

I consider it being a great idea that if one child in the class has a visual cue fan, all the children should have the opportunity to have one. This allows the child who specifically needs one to feel included and be able to communicate the same way as the other children and teacher.

Visual cue fans can also be a great resource for gaining the whole classes attention. They can provide cues to students without oral communication and encourage literacy skills, especially in the younger age groups.

I have seen visual cue cards used while working at an early learning center. The teacher’s aid and the child who was being assisted each had a fan. It was great to see the child being able to communicate with the other children and staff, as they could not communicate orally. The child’s parent stated that the visual cue fans are a great resource, and they really helped to include her child. Visual cue fans are available for download on the sparklebox website.

Visual cue fans. (n.d.). Retrieved July 2011, from Sparklebox: http://www.sparklebox.co.uk/australia/new.html